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Hypothermia is a potentially dangerous drop in body temperature, usually caused by prolonged exposure to cold temperatures. The risk of cold exposure increases as the winter months arrive. But if you’re exposed to cold temperatures on a spring hike or capsized on a summer sail, you can also be at risk of hypothermia. Normal body temperature averages 98.6 degrees. With hypothermia, core temperature drops below 95 degrees. In severe hypothermia, core body temperature can drop to 82 degrees or lower. Normal body temperature is the reflection of a delicate balance between heat production and heat loss. Many of the chemical reactions necessary for human survival can occur only in specific temperature ranges. The human brain has a number of ways to maintain vital temperature. When these mechanisms are overwhelmed, heat loss happens faster than heat production, which results in hypothermia. Primary hypothermia is due to exposure to a cold or frigid environment, with no underlying medical condition, causing disruption in temperature regulation: The body loses heat by several major mechanisms that may occur at the same time. - 55% go 65% is lost to the environment via radiation. - Conduction only accounts for 2% to 3% in dry conditions, but this figure can increase to 50% if the victim is immersed in cold water. - Convection accounts for 10%, while 2% to 9% is lost to heating inspired air. - Twenty percent to twenty-seven percent is lost as a result of evaporation from the skin and lungs. - Children cool quicker than adults because their skin provides a larger surface area compared to body mass. The body also has a variety of methods to increase heat production. But at a certain low level, the body cannot continue heat production, and core body temperature drops quickly. From 98.6 F to 89.6 F (30 C to 32 C), the body begins to shiver, blood vessels contract, and hormones are released to facilitate the generation of heat. - Shivering can increase heat generation about two to five times the normal body rate of 40 to 60 kcal per square meter of skin. However, this can only last a few hours under mild to moderate freezing conditions and far less in cold water immersion, the time depending on the water temperature and core body temperature. Eventually fatigue sets in, and the body exhausts its fuel stores. - Blood vessels contract or narrow in the arms and legs, which allows warm blood to remain internal and somewhat protected from the cold temperatures to which the skin is subjected. - Hormones and other small proteins are released in order to speed up the basal metabolic rate, essentially eating stored fuels in the hopes of producing heat as a byproduct. Symptoms of hypothermia The symptoms of hypothermia can vary depending on how low your body temperature has become. The early symptoms of hypothermia are often recognised by a parent or carer. This is because it can cause confusion, poor judgement and changes in behaviour, which means the affected person may not realise they have it. If someone has mild hypothermia (generally with a body temperature of 32-35C), the symptoms aren’t always obvious, but they can include: - constant shivering - low energy - cold or pale skin - fast breathing (hyperventilation) Moderate cases of hypothermia (generally with a body temperature of 28-32C) can include symptoms such as: - being unable to think or pay attention - loss of judgement and reasoning (someone with hypothermia may decide to remove clothing despite being very cold) - difficulty moving around - loss of co-ordination - slurred speech - slow, shallow breathing (hypoventilation) People with a body temperature of 32C or lower will usually stop shivering completely. This is a sign that their condition is deteriorating and emergency medical help is required. The symptoms of severe hypothermia (a body temperature of below 28C) can include: - shallow or no breathing - a weak, irregular pulse, or no pulse - dilated pupils Someone with severe hypothermia may appear to be dead. However, under these circumstances they must be taken to hospital to determine whether they’ve died or if they’re in a state of severe hypothermia. Medical treatment can still be used to resuscitate people with severe hypothermia, although it’s not always successful. Hypothermia in babies Babies with hypothermia may look healthy, but their skin will feel cold. They may also be limp, unusually quiet and refuse to feed. The first priority is to perform a careful check for breathing and a pulse and initiate cardiopulmonary resuscitation (CPR) as necessary. - If the person is unconscious, having severe breathing difficulty, or is pulseless, call 911 for an ambulance. - Because the victim’s heartbeat may be very weak and slow, the pulse check should ideally be continued for at least one minute before beginning CPR. Rough handling of these victims may cause deadly heart rhythms. The second priority is re-warming. - Remove all wet clothes and move the person inside. - The victim should be given warm fluids if he or she is able to drink, but do not give the person caffeine or alcohol. - Cover the person’s body with blankets and aluminum-coated foils or other available protective covers (for example, a sleeping bag). Avoid actively heating the victim with outside sources of heat such as radiators or hot water baths. This may only decrease the amount of shivering and slow the rate of core temperature increase. - Strenuous muscle exertion should be avoided; rubbing or massaging the limbs and exertion may trigger cardiac arrest in some hypothermic patients. - Some cold exposure (borderline hypothermia), such as cold hands and feet, may be treated with home care techniques, but calling a health care professional for advise is recommended.
The Periodic Table of Elements Worksheets are a fun way for students to learn chemistry,the elements and the Periodic Table. There are eight worksheets with ten element cards per page for a total of 80 elements. One blank worksheet is also included to customize the worksheets.Students increase their knowledge and curiosity as they learn about atomic numbers, atomic mass, element name and symbol, the group name and the elements uses. I hope this product helps make the rigor of science, fun. Enjoy!
Avian flu makes the news whenever outbreaks occur in the United States, like a recent ones in Kansas, Arkansas, Missouri, Minnesota and Washington. People who keep backyard chickens should be aware of the risks, as it is a disease that can devastate a flock and potentially spread to people. Fortunately, taking simple precautions reduces the odds that either chickens or humans will contract it or many other infectious diseases. According to the World Health Organization and the Center for Disease Control avian flu is caused by one of several viruses. Most don’t infect humans but some strains can jump from birds to people and be fatal. In most human cases a person contracted it by handling a diseased or dead bird and came in contact with bird saliva, nasal secretions or feces. There is no evidence that the disease can be is a threat when eating well cooked eggs or meat. Initial human symptoms can include fever, coughing, muscle ache and eye infections. The disease can lead to other medical complications. Although avian flu is fairly common in Asia, the Middle East, Africa, and parts of Europe it’s rare in North America. According to the World Health Organization one of the most effective ways of limiting the spread of an outbreak is to control the movement of chickens. Usually a government will prohibit importing chicken or chicken products from an infected country and state or local governments usually ban any movement of chickens in or out of infected areas. Large chicken farms and hatcheries practice strict biosecurity procedures to reduce the odds that their flock will become infected. People with a few birds in a backyard coop often are too casual about preventing disease. Avian flu is unlikely to strike isolated backyard flocks. Disease transmission in humans and chickens is similar. People who have minimal contact with others are unlikely to catch a contagious disease. Cram them together in an airplane, classroom or theater and just one sick person can spread the disease to others. Chickens are normally very healthy and the family that buys a few chicks from a disease-free hatchery and raises them isolated from other chickens reduces the contagion threat. Unfortunately, many backyard flock owners visit other people’s coops. Sometimes they adopt a friend’s surplus birds. Both actions could bring a disease into a healthy flock. To reduce the odds of infection by many diseases and the chance that a person could catch avian flu follow these basic safety precautions: - Keep the flock isolated. Don’t bring in outside birds that may be exposed to disease. - Invite anyone who keeps chickens to wash and change clothes before visiting your birds. Better yet, share pictures instead of providing direct contact with birds. Don’t adopt stray or orphan chickens. Be cautious and use good biosecurity measures when attending “coop tours” and poultry shows, which can spread diseases quickly. - Keep the coop clean and dry. Moisture breeds disease. - Keep the chickens healthy by always providing a balanced diet, clean water and fresh air. - Isolate ill birds from the rest of the flock. - Wear rubber gloves when butchering and dressing chickens, and thoroughly clean knives and other tools used in the process. Dipping tools and soiled gloves in a bleach solution kills pathogens. - Limit the flock’s access to migratory wild birds, especially waterfowl, which can move germs from place to place. - Avoid direct contact with dead or diseased birds. Wash thoroughly and change into clean clothes after any contact. - If a family member develops flu symptoms tell the physician that chicken contact was likely. Chickens are normally wonderfully healthy and millions of people worldwide live in close proximity with them without ever suffering a health problem. The chance that someone with a backyard flock will catch avian flu from is remote but possible. Understanding the disease and practicing simple preventative measures reduces the odds even more.
Climate change and migration are two major phenomena that are constantly altering our planet and need a broad perspective to comprehend. Climate change has lately risen to the top of the worldwide agenda, and both the international community and national governments are scrambling to find adequate answers to its overwhelming impacts on the planet and its people. Migration has become a sobering concern, both as an epiphenomenal repercussion of climate change and as an inherent dynamic in and of itself, particularly in the light of recent mass movements of people from war-torn countries such as Syria, Afghanistan, and, most recently, Ukraine due to Russia’s invasion. Climate change is becoming one of the most powerful forces driving human migration; many observers claim that in the near future its impact may exceed all man-made impacts. Although violence, persecution, and poverty have always driven people to leave their homes and their countries, climate change and natural disasters such as massive earthquakes, destructive floods, and global warming are increasingly impacting migratory patterns. The current global climate emergency has begun to influence not only the security of humans but also nation-states. While some natural disasters such as earthquakes and floods cause direct and immediate human displacements, climate change-related emergencies such as drought and erosion cause slow but steady migrations. As incremental climate change can increase the risk of natural disasters, their consequences will have vital implications for displacements (local or cross-border) and international policymaking. The right to a healthy and humane environment includes the enjoyment of a safe, clean, and sustainable climate, which is crucial to human existence and well-being. It is the responsibility of all states to take necessary measures such as preparing rights-based decarbonization plans, achieving zero carbon emissions, decreasing the use of fossil fuels, protecting vulnerable peoples, and increasing climate finance. In other words, maintaining a safe climate and protecting human rights are two interrelated issues. While most observers have been focusing on the movement of people leaving their homes and countries due to war and political crises, far less attention has been given to the millions fleeing their homes and countries due to climate change or other natural disasters. According to the International Displacement Monitoring Center, since 2008 more than 21 million people on average per year have been displaced due to different natural disasters. The capacity of nation-states in dealing with large swathes of people fleeing their home countries due to war, conflicts, natural disasters, and climate change has been of increasing interest for scholars and policymakers. The international refugee system and associated institutions have been criticized for failing to address the issue and lagging behind the developments producing further refugees. Countries, particularly the ‘developed’ ones, are responding to the problem by erecting further walls on their borders and around their policies, leading to the securitization of refugees bases mainly on economic arguments while most of the world’s refugees continue to live in ‘less developed’ parts of the world. Mental walls are also erected in front of refugees. In line with the rise of right-wing populism in Western and European countries, refugees are invariably politicized via anti-refugee discourses marked by the cultural difference they exemplify. Turkey’s open-door policy toward Syrian refugees since 2011 presents an exceptionally welcoming approach compared to the strict refugee regime of EU countries. Notwithstanding the dubious normative power of Europe and liberal humanitarianism, it stands for, most European countries reveal an unequivocal stance against accepting refugees from the South and the East. Whereas they have unconditionally opened their arms to Ukrainians, fleeing their country due to the Russian invasion, revealing a bitter double standard of the West when it comes to war and refugees.Our special issue entitled Climate Change and Migration strives to accomplish two broad objectives. First and foremost, it seeks to present an alarming and innovative perspective on climate change via case studies from all across the world. Second, we want to look at migration from the vantage point of global and regional dynamics that force people to migrate to ‘hopefully’ safer parts of the world at the risk to their lives, and we want to encourage international organizations and governments to find long-term solutions to this ever-changing process. To fulfill these aims our on-topic commentaries set off with a case study from Kerela, the southernmost state in India. Irudaya Rajan and his colleagues evaluate the role of inter-state migrants in the socio-economic profile of Kerala and comment on the necessity to include them as a priority in the migration policy discussions, particularly in light of the state’s proneness to natural disasters. They conclude that because the region is prone to regular floods, landslides, and other natural disasters, it is long overdue for inter-state migrants to be integrated into society and state policy to avoid mass migration and abuse during such trying times. Burak Güneş and Haydar Karaman examine how the UN Human Rights Council’s recent decision recognizing “The Human Right to a Safe, Clean, Healthy, and Sustainable Environment” prepares the way for a legal-political debate over climate-related issues. Turning their critical gaze to the case of Haiti, they analyze the consequences and significance of international law and politics on climate refugees as well as offer practical answers for persons who have been relocated as a result of environmental problems. They hypothesize that migration as an adaptation framework could be useful for policymakers in determining how voluntary migration can help reduce vulnerability and exposure to climate-related damages, based on their analysis of the relevance of international law and politics on climate refugees in the case of the Republic of Haiti. Their demand for nations to adopt legal frameworks and enforceable mechanisms to cope with this unavoidable threat is of paramount importance. In our next commentary, Abdullah Ayaz discusses climate change as well as the more recent causes of migratory migrations from a global perspective. In particular, he examines the impact of externalization policies on migratory movements, which are predicted to gather steam as a result of the expanding diversity of push factors. He also highlights the roles and implementation of border restrictions, repatriation agreements, and other legal procedures aimed at making international protection and financial support programs more difficult for migrants. The author rightly calls for a more equitable reorganization of migration management at the international level due to the increased effect and frequency of migration. As a logical conclusion of his recommendations, Ayaz asks the international community to assume greater responsibility for migration-related events and focus on addressing the core causes of migration. To make international migration management more just, equitable, and humane, one may draw from this debate that it is necessary to focus on the primary causes for migration rather than aiming to drive migrants away through externalization policies. The critical perspective that binds together all discussions in our special issue also marks Alexander Ugwukah’s timely commentary on the migration to and from Libya. The socio-economic ramifications of illegal migration to and from Libya are examined in this study in a brief yet perceptive manner. Its goal is to examine the underlying reasons and exacerbation of the development, its transformation into new kinds of slavery and a source of revenue for some criminal elements, the involvement of the EU, and how it impacts Nigerians and other nationals in Sub-Saharan Africa. Ugwukah concludes that the situation needs to be addressed from all angles: the source of the supply, the Libyan recipients and accomplices, and the final destination locations in Europe, which will either accept or reject the migrants. In our final on-topic commentary Ömer Yılmaz examines Ankara’s ‘safe zones’ in Northern Syria, as well clarifying whether creating safe zones in response to the Syrian civil conflict and the subsequent humanitarian catastrophe was a choice or a requirement for Ankara in terms of irregular migration and border security. Yılmaz argues Turkey has declared multiple safe zones within Syria’s borders, using its right to self-defense under international law, to battle terrorist organizations that have taken advantage of the increasing vacuum in authority on Syrian land to put Turkish borders and nationals at danger. Recounting the critical turning points in the Syrian civil war, Yılmaz proposes that the safe zones serve three preemptive and prospective functions, (i) by providing a safe haven for the civilian population, (ii) by paving a step forward in the counter-terrorism campaign and attempts to stop irregular migration, and finally, (iii) by allowing Syrians to return to their homeland. In our off-topic commentary, Zafer Meşe provides a timely overview of German-Turkish relations vis-à-vis the formation of the ‘traffic light’ coalition as a result of the national elections of September 26, 2021. Meşe examines future bilateral ties with the incoming German administration by comparing the Turkish-German bilateral route since the turn of the millennium to a symbolic roller coaster ride to explain the ups and downs in the domain of foreign and security policy. Meşe estimates that bilateral ties will most likely be dominated by European concerns in the next months and years and Turkey will promote a good European agenda while also considering its national interests. Our special issue features 5 on-topic research articles and 2 off-topic ones providing in-depth analyses of the issues at stake. Mehmet Emin Binpınar and Çiğdem Tuğaç discuss the link between climate change and migration, as well as the potential repercussions in the context of climate security throughout the world and in Turkey. They conclude that in line with the fulfillment of human rights, international cooperation should assist the realization of the right to life, the right to enough food, water, appropriate health opportunities, education, the right to housing, and the right to self-realization. Next, Yusuf Alpaydın examines the migration experiences of Meskhetian Turkic high school students to Turkey. Yusuf Alpaydın points to the fact that in today’s globe, there is a lot of migration between nations, which is both frequent and severe at times and these movements have an impact on the nations’ economic, health, and education systems, and it will be advantageous for educational decision-makers to conduct a comprehensive analysis of these populations’ requirements and develop solutions to their difficulties. Ching-An Chang examines the socioeconomic makeup of Syrian refugees in Turkey and the opportunities it presents for better organizing refugee policy. The Syrian conflict, which has lasted more than ten years, is the worst humanitarian disaster since WWII. Turkey is home to over four million Syrians, the largest of any country. According to the author, there is still a long way to go before war refugees can return to their homeland and many of them have already formed a new life in the host nation; it is difficult for them to just abandon what they have achieved. More to the point, the destruction of their communities back home is another reason why people are hesitant to return, therefore the development of a long-term integration strategy for the host nations is unavoidable. The destruction resulting from state violence and the concomitant ethical concerns are the main themes of Rabia Aamir’s study of the personal story of Ghada Karmi, an anglicized Arab woman who was forced to leave her birth and childhood home in Palestine more than eighty-three years ago. This conceptual paper examines how Karmi presents her right to return to the land of her birth, how she problematizes the ongoing marginalization, erasure, and Nakba of her land, both by external and internal factors, and how she states the environmental ethic of her place, all while understanding the need for social justice and decolonization as expressed in her memoir. Sibel Yanık Aslan questions whether the inclusive link between migration and security has an impact on efforts to develop uniform migration policy and concludes that the formulation of an efficient immigration strategy is hampered by decisions made under the impact of securitization. When migration is regulated only for security reasons, Yanık Aslan argues, the EU’s basic ideals are jeopardized. In the penultimate article, Hatice Karahan and Nigar Tuğsuz assess the link between the socioeconomic rights of headscarved women in Turkey and official attitudes about the headscarf. Their findings suggest that real variety and integrity in the labor market cannot be attained in Turkey unless political and economic forces firmly promote equitable treatment for women professionals who choose to follow the Islamic dress code. In the final article, Murat Ülgül and İsmail Köse analyze the U.S.’ Black Sea policies using Jentleson’s framework, dubbed as 4Ps, referring to power, peace, prosperity, and principles. They argue that the ‘unilateral moment’ gave American leaders the impression that they could easily achieve all of their goals however, as they point out, in various places, including the South China Sea, the Middle East, and the Black Sea region, power-seeking practices frequently clashed with the interests of other regional powers, resulting in instability. This issue of Insight Turkey aims to present the current intertwined situation of climate change and migration by providing its readers with a general framework of the global natural challenges facing migrants and refugees and highlighting different migration and refugee policies from a selection of cases. We hope that this issue will pave the way for future research into the relationship between climate change and migration and the necessary policies that need to be undertaken in this regard.
Due to the continuous emergence of new immune evasive and more pathogenic variants of the severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), current coronavirus disease 2019 (COVID-19) vaccines have become less effective in preventing infection. As a result, Moderna has developed a novel bivalent vaccine that has recently been shown to elicit superior immune responses against these novel viral variants. Image Credit: Seda Yalova / Shutterstock.com The escape properties of the Omicron variant Since its initial emergence at the end of December 2019, SARS-CoV-2, which is the virus responsible for causing COVID-19, has undergone extensive mutations. Many of these mutant strains of SARS-CoV-2, particularly SARS-CoV-2 variants of concern (VOCs), are capable of evading host immunity elicited by both vaccination and natural infection. The SARS-CoV-2 Omicron VOC, for example, was originally detected in November 2021 in Botswana, South Africa. Since then, Omicron has further evolved into several subvariants, some of which include BA.1, BA.2, BA.3, BA.4, and BA.5. Several studies have reported that Omicron and its sublineages are capable of escaping neutralization by individuals who have received two doses of a messenger ribonucleic acid (mRNA) vaccine. As a result, researchers sought to increase the potency of current COVID-19 mRNA vaccines against this variant by recommending a third booster dose. Despite these efforts, several studies have shown that three doses of current mRNA vaccines provide only partial protection against SARS-CoV-2 infection with the Omicron variant. Moderna’s bivalent Omicron booster vaccines Moderna, which is an American biotechnology company that pioneered mRNA vaccine technology, has recently developed a bivalent COVID-19 vaccine booster dose capable of overcoming some of the limitations associated with their initial COVID-19 vaccine formulation. More specifically, this bivalent vaccine contains equal amounts of mRNAs that encode for both the ancestral SARS-CoV-2 and Omicron variant spike proteins. Moderna is currently conducting a phase II/III trial aimed at evaluating the immunogenicity, safety, and reactogenicity of a 50 microgram (µg) dose of the bivalent vaccine candidate. Herein, researchers are assessing the efficacy of their novel vaccine in study participants who received a two-dose primary series, as well as a third booster dose of the Moderna mRNA-1273 vaccine at least three months prior to the start of the study. Taken together, a total of 819 people have participated in this study to date. Of these individuals, 437 study participants were assigned to receive the novel bivalent vaccine dose, whereas 377 received a second booster dose of the original Moderna mRNA-1273 vaccine. Both patient groups reported similarly mild adverse reactions, the most frequent of which included pain at the injection site, fatigue, headache, myalgia, and joint stiffness. Importantly, no deaths nor adverse effects that required discontinuation from the study were reported. Patients who received the bivalent booster dose exhibited mean neutralizing antibody titers of 2,372.4 against the Omicron variant, which was comparable to the mean value of 1,473.5 in study participants who received mRNA-1273 boosters 28 days after immunization. This remained true in patients with a prior history of COVID-19. Additionally, the bivalent booster vaccine successfully induced higher neutralizing antibody titers against the Omicron BA.4/BA.5 subvariants, as well as the Alpha, Beta, Gamma, and Delta variants, regardless of a prior SARS-CoV-2 infection. This superior antibody response was maintained for at least three months following receipt of the bivalent booster vaccine dose. These vaccine responses were consistent in study participants over the age of 65, thus indicating that this high-risk group is effectively protected against infection with the Omicron variant. The neutralizing activity of sera obtained from bivalent booster vaccine doses has also been tested against the BQ.11 strain of SARS-CoV-2, which is a novel variant that has been increasingly reported throughout the world. These findings indicate that this novel vaccine formulation has the potential to protect against other new SARS-CoV-2 variants. We are pleased to see that both of our bivalent booster vaccine candidates offer superior protection against Omicron BA.4/BA.5 variants compared to our original booster, which is encouraging given COVID-19 remains a leading cause of hospitalization and death globally.” - “Moderna’s BA.4/BA.5 targeting bivalent booster, mRNA-1273.222, meets primary endpoint of superiority against Omicron variants compared to booster dose of mRNA-1273 in phase 2/3 clinical trial” [Online]. Available from: https://investors.modernatx.com/news/news-details/2022/Modernas-BA.4BA.5-Targeting-Bivalent-Booster-mRNA-1273.222-Meets-Primary-Endpoint-of-Superiority-Against-Omicron-Variants-Compared-to-Booster-Dose-of-mRNA-1273-in-Phase-23-Clinical-Trial/default.aspx. - Chalkias, S., Harper, C., Vrbicky, K., et al. (2022). A Bivalent Omicron-Containing Booster Vaccine against Covid-19. The New England Journal of Medicine 387; 1279-1291. doi:10.1056/NEJMoa2208343. Posted in: Medical Research News \| Disease/Infection News \| Pharmaceutical News Tags: Antibody, Biotechnology, Coronavirus, Coronavirus Disease COVID-19, covid-19, Efficacy, Fatigue, Headache, immunity, Immunization, Joint Stiffness, Omicron, Pain, Respiratory, Ribonucleic Acid, SARS, SARS-CoV-2, Severe Acute Respiratory, Severe Acute Respiratory Syndrome, Syndrome, Vaccine, Virus After completing her Bachelor of Science in Toxicology with two minors in Spanish and Chemistry in 2016, Benedette continued her studies to complete her Master of Science in Toxicology in May of 2018.During graduate school, Benedette investigated the dermatotoxicity of mechlorethamine and bendamustine; two nitrogen mustard alkylating agents that are used in anticancer therapy. Source: Read Full Article
The accounting system of 12 pence = 1 shilling, 20 shillings = 1 pound was adopted from that introduced by Pepin or even earlier to the Frankish kingdom (see French livre). King Offa of Mercia is credited with causing the widespread adoption of the silver penny and the pound as a unit of account. The Latin word for "pound" is libra. The £ or ₤ is a stylised writing of the letter L, a short way of writing libra. This is similar to how a pound of mass is abbreviated "lb". Up until 1972, especially on typewriters or keyboards without a "£" symbol, it was common to write "L" or "l" instead of "£".
Fill in the blanks: (a) Dalton said that ............... could not be divided. (b) An ion which has a positive charge is called a ............... . (c) The outermost shell of an atom is known as ............... . (d) The ............... of an atom is very hard and dense. (e) Neutrons are ............... particles having mass equal to that of protons. (f) Isotopes are the atoms of ............... element having the ............... atomic number but ............... mass number. (c) Valence shell (f) same, same, different Write True or False for the following statements: (a) An atom on the whole has a positive charge. (b) The maximum number of electrons in the first shell can be 8. (c) The central part of an atom is called nucleus. Correct statement — An atom on the whole is electrically neutral. Correct statement — The maximum number of electrons in the first shell can be 2. Give the following a suitable word/phrase. (a) The subatomic particle with negative charge and negligible mass. (b) Protons and neutrons present in the nucleus. (c) The electrons present in the outermost shell. (d) Arrangement of electrons in the shells of an atom. (e) The number of protons present in the nucleus of an atom. (f) The sum of the number of protons and neutrons of an atom. (g) Atoms of same element with same atomic number but a different mass number. (h) The smallest unit of an element which takes part in a chemical reaction. (c) Valence electrons (d) Electronic configuration (e) Atomic number (f) Mass number The outermost shell of an atom is known as - Valence electrons - Valence shell Reason — The outermost shell of an atom is known as its valence shell or valence orbit. The number of valence electrons present in magnesium is Reason — The atomic number of magnesium is 12. Its electronic configuration is 2, 8, 2. So two electrons are present in the outermost shell which are called valence electrons. The subatomic particle with positive charge is Reason — A proton is a positively charged particle present in the nucleus of an atom. If the atomic number of an atom is 17 and mass number is 35, then number of neutrons will be Reason — Number of neutrons = Mass number - Atomic number = 35-17 = 18. So, number of neutrons = 18. The number of electrons in an atom is equal to the number of - protons in a neutral atom - neutrons in a neutral atom - nucleons in a neutral atom - none of the above protons in a neutral atom Reason — An electrically neutral atom has an equal number of electrons and protons. The sum of number of protons and number of neutrons present in the nucleus of an atom is called its - mass number - atomic number - number of electrons - all of the above Reason — The sum of number of protons and number of neutrons present in the nucleus of an atom is called the mass number of that element. Name three fundamental particles of an atom. Give the symbol with charge on each particle. The three fundamental particles of an atom are: - Electrons — An electron is negatively charged particle denoted by the symbol -1e0. - Protons — A proton is positively charged particle denoted by the symbol +1p1. - Neutrons — A neutron is neutral charged particle denoted by symbol 0n1. Define the following terms: (a) Atomic number (b) Mass number (d) Valence shell (a) The number of protons present in the nucleus of the atom of an element is called its atomic number. (b) The sum of the number of protons and the number of neutrons present in the nucleus of the atom of an element is called the mass number of that element. (c) The protons and neutrons are collectively called as nucleons. (d) The outermost shell of an atom is known as its valence shell or valence orbit. Mention briefly the salient features of Dalton's atomic theory (five points). The salient features of Dalton's atomic theory are: - Matter consists of very small and indivisible particles called atoms. - Atoms can neither be created nor be destroyed. - Atoms of an element combine in small numbers to form molecules of that element. - Atoms of an element combine with the atoms of another element in a simple whole number ratio to form molecules of a compound. - Atoms are the smallest unit of matter that take part in chemical reactions during which only rearrangement of atoms takes place. (a) What are the two main features of Rutherford's atomic model? (b) State its one drawback. (a) The two main features of Rutherford's atomic model are: - An atom consists of mainly two parts : the centrally located nucleus and the outer circular orbits. - The nucleus is positively charged mass and the entire mass of the atom is concentrated on it. The size of the nucleus is very small and it is the densest part of the atom. Electrons revolve around the nucleus in circular orbits called shells. An atom is electrically neutral i.e., number of protons is equal to number of electrons. (b) Rutherford could not explain the structural stability of an atom. What are the observations of the experiment done by Rutherford in order to determine the structure of an atom? In his experiment, Rutherford bombarded a thin sheet of gold (of 0.00004 cm thickness) with fast-moving alpha particles in an evacuated chamber. He made the following observations from his experiment: - Most of the alpha particles passed straight through the foil without any deflection from their path. - A small fraction of them were deflected from their original path by small angles. - Only a few particles bounced back. State the mass number, the atomic number, number of neutrons and electronic configuration of the following atoms. Also, draw atomic diagrams for each of them. Atomic number: 6 Mass number: 12 Number of neutrons: 12 - 6 = 6 Electronic configuration: 2, 4 Atomic number: 8 Mass number: 16 Number of neutrons: 16 - 8 = 8 Electronic configuration: 2, 6 Atomic number: 9 Mass number: 19 Number of neutrons: 19 - 9 = 10 Electronic configuration: 2, 7 Atomic number: 10 Mass number: 20 Number of neutrons: 20 - 10 = 10 Electronic configuration: 2,8 Atomic number: 13 Mass number: 27 Number of neutrons: 27 - 13 = 14 Electronic configuration: 2, 8, 3 Atomic number: 17 Mass number: 35 Number of neutrons: 35 - 17 = 18 Electronic configuration: 2, 8, 7 What is variable valency? Name two elements having variable valency and state their valencies. Some elements exhibit more than one valency and they are said to have variable valency. Examples: Iron and copper. \|Iron (Fe)\|\|Ferrous, Ferric\|\|2, 3\| \|Copper (Cu)\|\|Cuprous, Cupric\|\|1, 2\| The atomic number and the mass number of sodium are 11 and 23 respectively. What information is conveyed by this statement? Atomic number of sodium is 11 means the number of protons present in the nucleus of sodium atom is 11 and the number of electrons present is 11. Mass number of sodium is 23 means the number of protons + number of neutrons is 23. So number of neutrons present is 12. Draw the diagrams representing the atomic structures of the following: (a) Atomic structure diagram of Nitrogen is given below: (b) Atomic structure diagram of Neon is given below: Explain the rule with example according to which electrons are filled in various energy levels. Neil Bohr and Charles Bury proposed a scheme for distribution of electrons in different shells of an atom based on the formula 2n2, where n denotes the number of shell. The following rules are followed for writing the number of electrons in different energy levels or shells: - The maximum number of electrons in each shell or orbit is determined by the formula 2n2, where n is the number of shell. K shell, n=1, no. of electrons = 2 x 12 = 2 L shell, n=2, no. of electrons = 2 x 22 = 8 M shell, n=3, no. of electrons = 2 x 32 = 18 - Electrons are not accommodated in a given shell, unless the inner shells are filled. Shells are filled in step-wise manner. - If the atom has only one shell, the outermost shell must have 2 electrons to achieve stable electronic configuration. This is called the duplet rule. If the atom has more than one shell, then its outermost shell must have 8 electrons to achieve stable electronic configuration. This is called the octet rule. Example: Potassium has 19 electrons. The first shell will take 2 electrons, second shell will take 8 electrons. Remaining 9 electrons should be taken by third shell but according to octet rule, the outermost shell should not accommodate more than 8 electrons. So third shell take 8 electrons and remaining 1 electron will go to fourth shell. So electronic configuration of potassium is: The atom of an element is made up of 4 protons, 5 neutrons and 4 electrons. What is its atomic number and mass number? Atomic number = number of protons = 4. Mass number = number of protons + number of neutrons = 4 + 5 = 9. (a) What are the two main parts of which an atom is made of? (b) Where is the nucleus of an atom situated? (c) What are orbits or shells of an atom? (a) An atom is made of: - The nucleus - The orbits or the shells present in the empty space that surrounds the nucleus. (b) The nucleus is present in the central part of an atom. (c) Orbits or shells are the imaginary paths traced by the electrons in the empty space surrounding the nucleus. What are isotopes? How does the existence of isotopes contradict Dalton's atomic theory? Isotopes are the atoms of the same element with the same atomic number but a different mass number due to the difference in the number of neutrons in their nucleus. According to Dalton's theory, atoms of an element are identical in all respects like size, mass, density, chemical properties. But isotopes of an element have atoms that have same atomic number i.e. same number of protons and electrons but different mass number i.e. number of neutrons are different. So isotopes differ from each other in their physical properties like density, melting point, boiling point, etc. This is a contradiction to Dalton's atomic theory. Complete the table below by identifying A, B, C, D, E and F. \|Element\|\|Symbol\|\|Number of protons\|\|Number of neutrons\|\|Number of electrons\| A → 10 B → 9 C → 13Al27 D → 13 E → 19 F → 20 Completed table is shown below: \|Element\|\|Symbol\|\|Number of protons\|\|Number of neutrons\|\|Number of electrons\|
Bullying has always been a problem among teenagers. It is a widespread problem that affects people of all ages, genders, and social backgrounds. Adults are no stranger to this format of aggression even if it is predominantly a tween and teen problem. An imbalance of power between the bully and his victim is one of its most recognizable forms, but with the rise of technology, it has taken on a new shape: cyberbullying. Cyberbullying is not only easier but can also be more pervasive and anonymous, making it difficult for parents, teachers, and even teens themselves to combat. How to safeguard my children against bullies and cyberbullies ? When is the time right to act? In this article, we will explore the various forms of harassment, delve into the numbers behind bullying and cyberbullying, and discuss the consequences of rampant persecution among teens. We will also provide resources and strategies to help prevent and overcome bullying as a whole. 1/ The many forms of bullying Bullying is most frequently understood to be a type of peer-to-peer physical and verbal abuse that occurs in schools. Dan Olweus offers this widely acknowledged description of bullying: “ A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself. ” (1) Nevertheless, there are several forms of aggression that must be acknowledged. Let’s dive deeper on six types of bullying that can be divided into two subtypes: Frontal bullying : Physical, verbal and sexual. Insidious bullying : Cyber, social and prejudicial. A/ Frontal bullying Physical bullying can be easier to identify and address because it often occurs in person. It involves any form of physical aggression, such as: - Hair pulling All Aggressive actions aren’t always bullying though. Physical altercations, domestic violence, hazing and stalking to only name those, are outside the purview of bullying. This type of bullying can be difficult to address because it often occurs in public or through social media, making it more difficult to identify and track. Verbal bullying is any type of harassment that involves words, such as: - Spreading rumors Online or in-person bullying that incorporate sexual bullying are comprised of: - Sexual comment (jokes, rumors, name calling…) - Sexual actions (touching, grabbing…) - Sending sexual material (Photos, Audios, videos) In this category, consent is key to determine if the situation involves bullying. B/ Insidious bullying Cyberbullying is the use of technology to harass or intimidate someone. It can take many shapes, including : - Social media harassment - Spreading rumors - Sending threatening or embarrassing messages - Targeted hacks Because it can happen anonymously and from a distance, cyberbullying can be especially traumatic for victims. “ Cyberbullying is bullying with the use of digital technologies. It can take place on social media, messaging platforms, gaming platforms and mobile phones. It is repeated behaviour, aimed at scaring, angering or shaming those who are targeted. ” Unicef Social bullying entails behaviors meant to damage a victim’s relationships or reputation. The victim may be made to feel uncomfortable in public, rumors may be disseminated about them, they may be purposefully excluded from social events, or they may be shunned by a group. It is exceptionally insidious since it includes social manipulation, in contrast to more overt forms of bullying. About prejudicial bullying, the target is usually: - Skin color - Religious beliefs - Sexual orientation Prejudicial bullying frequently stems from misconceptions and anxieties that young children have about individuals who are different from them. Any other forms of bullying might fall under this category as well. For instance, biased bullies may engage in verbal, physical, verbal, sexual, social, and cyber, bullying toward their victims. 2/ What do numbers say? Source: https://whattobecome.com/blog/bullying-statistics/ (2) 20.2% of students report being bullied. (3) A higher percentage of male than female students report being physically bullied (6% vs. 4%), whereas a higher percentage of female than of male students reported being the subjects of rumors (18% vs. 9%) and being excluded from activities on purpose (7% vs. 4%). (4) Source: https://stand4kind.com/wp-content/uploads/2020/01/Screen-Shot-2020-01-23-at-1.34.52-PM-1024×547.png (5) Of those students who reported being bullied, 13% were made fun of, called names, or insulted; 13% were the subject of rumors; 5% were pushed, shoved, tripped, or spit on; and 5% were excluded from activities on purpose. (6) Bullied students reported that bullying occurred in the following places: the hallway or stairwell at school (43%), inside the classroom (42%), in the cafeteria (27%), outside on school grounds (22%), online or by text (15%), in the bathroom or locker room (12%), and on the school bus (8%). (7) Source: https://kilgorehsmirror.com/wp-content/uploads/2019/08/Cyberbully-Victims-1-900×900.jpg (8) Reports of cyberbullying are highest among middle school students, followed by high school students, and then primary school students. (9) The percentages of individuals who have experienced cyberbullying at some point in their lifetimes have more than doubled (18% to 37%) from 2007-2019. (10) Source: https://www.broadbandsearch.net/blog/cyber-bullying-statistics?msID=56fe209c-8a9d-4528-8ab2-3b38bd2f6eed (11) 3/The Consequences of rampant harassment among teens Bullying can have serious consequences for both the victim and the perpetrator. Victims may experience depression, anxiety, decreased academic performance, and even physical harm. Perpetrators may also suffer from long-term consequences, including social isolation and difficulty forming relationships later in life. Cyberbullying, in particular, can be especially damaging because it can reach a larger audience and can be difficult to escape. Victims of cyberbullying may feel constantly under attack and may struggle to find a safe space where they can be free from harassment. A) The Immediate Effects of Bullying The immediate effects of bullying can be severe and can impact a victim’s physical and emotional well-being. Some of the most common immediate effects include: - Anxiety and depression - Low self-esteem and self-worth - Difficulty sleeping or concentrating - Changes in eating habits - Physical symptoms such as headaches, stomachaches, and nausea Tweens who were cyberbullied shared that it negatively impacted their feelings about themselves (69.1%), their friendships (31.9%), their physical health (13.1%), and their schoolwork (6.5%). (12) B) The Long-Term Effects of Bullying While the immediate effects of bullying can be devastating, the long-term effects can be even more severe. Studies have shown that individuals who have been bullied are at higher risk for a range of negative outcomes, including: Mental Health Issues Bullying can have a significant impact on mental health, leading to an increased risk of developing anxiety, depression, and other mood disorders. Victims of bullying may also be more likely to engage in self-harm or develop suicidal thoughts. Research has shown that individuals who have experienced bullying are at higher risk for substance abuse, including drug and alcohol addiction. This may be due in part to the mental health issues that can result from bullying. Social and Relationship Issues Bullying can impact a victim’s ability to form relationships and social connections. Victims may struggle with trust issues, have difficulty making friends, or struggle to maintain healthy relationships. Academic and Professional Consequences Bullying can also impact a victim’s academic and professional success. Victims may have lower grades, miss school more frequently, and have difficulty finding and maintaining employment as adults. 4/ Resources to help overcome bullying as a whole In order to combat bullying, it’s important to understand the resources available to help overcome it. Fortunately, there are many resources available to help prevent and overcome bullying. Here are some strategies that may be helpful: Prevention is key to stopping bullying before it starts. There are many ways to prevent bullying including: - Educating people on what bullying is and how to identify it - Promoting empathy and kindness - Creating a positive and inclusive school or community culture. Prevention programs can include workshops and seminars, school-wide initiatives like peer mentoring or restorative justice circles, and community events that promote kindness and inclusion. By focusing on prevention, we can create an environment that discourages bullying and promotes positive behaviors. Source: https://www.cdc.gov/violenceprevention/images/youthviolence/how-can-we-stop-yv.PNG?_=20077 (13) Reporting is an essential resource for overcoming bullying. It involves informing authorities or individuals who can intervene to stop the bullying and provide support to the victims. Reporting can take many forms, including telling a teacher, counselor, or other school staff member, reporting the incident to a parent or guardian, or contacting law enforcement. Reporting to School Staff Reporting to school staff is one of the most common ways to address bullying. School staff members are trained to recognize and address bullying, and they can provide support to victims and take appropriate action against the bullies. Students who are being bullied should feel comfortable reporting the incident to a teacher, counselor, or other school staff member. Reporting to Parents or Guardians Reporting to parents or guardians is another way to address bullying. Parents or guardians can provide emotional support to the victims and help them navigate the situation. They can also communicate with school staff and work together to develop a plan to address the bullying. Reporting to Law Enforcement In cases where the bullying involves criminal behavior, such as physical assault or harassment, it may be necessary to report the incident to law enforcement. Law enforcement can investigate the incident and take appropriate legal action against the bullies. Source: https://i.pinimg.com/736x/c4/7f/de/c47fde31ada2d7922bd9ee77c37408d9–bullying-in-the-uk.jpg (14) Bullying, in all its forms, is a serious problem that can have lasting consequences. Cyberbullying, in particular, has become an increasingly pervasive and anonymous form of harassment that can be difficult to address due to its anonymity and potential to reach a wide audience. However, there are resources available to help prevent and overcome bullying. By promoting empathy and kindness, creating safe and inclusive environments, and seeking support, we can work together to combat bullying and create a better future for our youth. Preventing and addressing bullying is a complex issue that requires a multi-faceted approach. By focusing on prevention and reporting, we can create a safe and supportive environment for all individuals. It’s important to recognize the resources available to us and to use them effectively in order to combat bullying and promote positive behaviors. - What is bullying? Bullying is intentional, aggressive behavior that is repeated over time and involves an imbalance of power or strength. It can take many forms, including physical, verbal, and relational bullying. - What is cyberbullying? Cyberbullying is bullying that takes place online or through digital devices, such as social media, text messages, or email. It can include sending hurtful messages or rumors, sharing embarrassing photos or videos, or excluding someone from online groups. - How common is bullying? Bullying is unfortunately very common, and affects people of all ages. According to a national survey conducted by the Centers for Disease Control and Prevention (CDC), nearly 20% of high school students in the United States reported being bullied on school property in the past year. - How can I tell if my child is being bullied? Signs that your child may be experiencing bullying include changes in behavior, such as becoming withdrawn or avoiding social situations, unexplained injuries or damage to belongings, and a decline in academic performance. - What can I do if my child is being bullied? If your child is being bullied, it’s important to take action to address the situation. This can include talking to your child about what is happening, documenting incidents of bullying, contacting school officials or other authorities for help, and seeking counseling or support services for your child. - How can I prevent my child from being bullied? You can help prevent your child from being bullied by teaching them skills for coping with conflict and promoting positive behaviors like empathy and kindness. You can also encourage your child to speak up if they witness or experience bullying, and work with schools and other community organizations to promote anti-bullying policies and initiatives. - What are some resources for addressing bullying and cyberbullying? There are many resources available to help address bullying and cyberbullying, including counseling and support services, online reporting tools, and community-based prevention programs. Schools and other community organizations may also have policies in place to address bullying and provide resources for those who have been affected. (1) Dan Olweus, Bullying at school: What We Know and What We Can Do (1993) (2) Infographic 1 , https://whattobecome.com/blog/bullying-statistics/ (3) National Center for Educational Statistics, 2019, https://nces.ed.gov/pubs2019/2019054.pdf (5) Infographic 2, https://stand4kind.com/wp-content/uploads/2020/01/Screen-Shot-2020-01-23-at-1.34.52-PM-1024×547.png (6) National Center for Educational Statistics, 2019, https://nces.ed.gov/pubs2019/2019054.pdf (8) Infographic 3, https://kilgorehsmirror.com/wp-content/uploads/2019/08/Cyberbully-Victims-1-900×900.jpg (9) Center for disease control, 2019, https://www.cdc.gov/violenceprevention/pdf/yv/bullying-factsheet508.pdf (10) Patchin & Hinduja, 2019, https://cyberbullying.org/2019-cyberbullying-data (11) Infographic 4, https://www.broadbandsearch.net/blog/cyber-bullying-statistics?msID=56fe209c-8a9d-4528-8ab2-3b38bd2f6eed (12) Patchin & Hinduja, 2019, https://i.cartoonnetwork.com/stop-bullying/pdfs/CN_Stop_Bullying_Cyber_Bullying_Report_9.30.20.pdf (13) Infographic 5, https://www.cdc.gov/violenceprevention/images/youthviolence/how-can-we-stop-yv.PNG?_=20077 (14) Infographic 6, https://i.pinimg.com/736x/c4/7f/de/c47fde31ada2d7922bd9ee77c37408d9–bullying-in-the-uk.jpg
On November 3, 2008, James Reardon-Anderson, Dean of the Georgetown University School of Foreign Service in Qatar, gave a lecture at CIRS’s Monthly Dialogue Series on the connection between “Rainfall and the American Civil War.” Dean Reardon-Anderson explained to the invited audience that the lecture was inspired by a class he regularly teaches entitled “Map of the Modern World,” which is a graduation requirement for all students. Dean Reardon-Anderson began his lecture by suggesting that one way of understanding human behavior is by examining the fundamental natural forces – earth tectonics and atmospheric physics – that shape the stage on which history has been and is being performed. This lecture, which focuses on the geography of North America and the implications for the outbreak of the American Civil War, is a case study of that phenomenon. Tectonic forces have produced a North American continent with high mountain ranges in the west and a broad flat plain in the middle, and lodged the center of this continent, which is home to the United States, between 30 and 50 degrees north latitude. Atmospheric forces produce extremely dry conditions at 30 degrees north, the locus of the American Southwest, and prevailing westerly winds across the rest of the country, which cause heavy precipitation over the western mountains, dry conditions on the central plains, and again wet conditions in the east. The mix of weather conditions and the nature of the physical geography in the southeastern United States meant that the land was arable and conducive to the cultivation of cash crops, especially tobacco, sugar cane, and cotton. Because of the richness of the soil and the bounty of the harvest, these lands were geared towards mass-scale farming, which also meant that hundreds of people were needed to maintain the operations. This manual labor came in the form of slaves from Africa and elsewhere, shipped over to the Americas in order to toil in the fields and produce the crop. The northern areas, by comparison, had little need for such large-scale import of slave-labor, as the temperate weather meant that farming was in the form of small-scale food-crop agriculture. Due to the progressive urbanization and industrialization of the northeast, businesses were largely run by European immigrants and their extended families. In these areas, maintaining slaves during the long winters was, on the contrary, an expensive rather than a cost-effective enterprise. As more and more communities of people moved west across North America, the territories that applied to join as new states in the United States, grew from 13 in 1789 to 34 in 1861. Until 1850, these states were roughly divided between those in the southern areas and those in the north, and so too between the states that maintained slavery as an important economic enterprise, and those with little or no need for it to sustain their economies. By the late 1850s, the southern states, whose economy relied on the growth and export of cotton, had exhausted the geographic regions that supported cotton plantations and could not viably expand beyond the areas to which they were confined. As the westward expansion of the North continued and the number of “free” states increased, the South found itself in an increasingly disadvantaged position. This ultimately resulted in the South’s attempt to secede from the union, and the Civil War ensued. Ultimately, Dean Reardon-Anderson concluded, the levels of rainfall and other similar climatic factors played significant roles in precipitating the American Civil War. Article by Suzi Mirgani, CIRS Publications Coordinator.
WWI Centennial: “The Black Day of the German Army” By Erik Sass Erik Sass is covering the events of the war exactly 100 years after they happened. This is the 315th installment in the series. Read an overview of the war to date here. AUGUST 8, 1918: “THE BLACK DAY OF THE GERMAN ARMY” The failure of the final German offensive on the Western Front in July 1918 was the decisive turning point of the First World War. Allied commander-in-chief Ferdinand Foch had unleashed his first major counterattack with French and American troops at the Second Battle of the Marne, forcing outnumbered German armies to withdraw from the Marne salient thanks in part to American heroics at Belleau Wood and Chateau-Thierry. This retreat effectively marked the end of German offensive capability on the Western Front, but the Germans remained dug in across northern France and Belgium, meaning the war was far from over. To achieve victory, the Allies would have to mount a series of massive offensives of their own—the greatest campaign in military history to that point. On August 8, 1918, the British Expeditionary Force took the first swing with an all-out attack against enemy forces around the historic Somme battlefield. They needed to free the strategic Paris-Amiens railroad; alleviate the threat to the channel ports including Boulogne and Calais, which served as key British supply bases; and liberate coal mines critical to French industry, per the plan agreed by Foch and BEF commander Douglas Haig on July 24, as the final German offensive petered out. The Battle of Amiens from August 8-12, 1918, was a decisive Allied victory, crushing the German Second Army under the mighty hammer blows of the British Fourth, Third, and First Armies. They were supported by overwhelming artillery firepower, close air support for observation and ground attacks, with over 1,400 Allied planes facing less than half that number of German machines; and hundreds of tanks advancing ahead of the infantry to smash enemy strongpoints (top, British troops preparing to fire). The defeat was so devastating that German chief strategist Erich Ludendorff rued August 8, 1918 as “the black day of the German army.” It marked the first day of the fateful “Hundred Days’ Offensive” by the Allies, which culminated in the final collapse of the German Empire. The Allied plan emphasized surprise, beginning with the stealthy concentration of attack troops along a 20-mile stretch of front around Amiens, requiring hundreds of thousands of men and thousands of artillery pieces and tanks to move only at night to conceal their locations from enemy spies and aerial observation. Edward Lynch, an Australian private, recalled a miserable march to the front on the night of August 7, 1918: “Two nights later, we did another rotten night march. It took us six hours to march 12 miles as the roads were so congested with traffic. Motor traffic had the center of the road whilst the slow-moving horses and mules kept to the outside edge of it. We were anywhere we could get, walking, running, dodging, and shoving our swearing way in and out between motor wheels and horses’ legs, abusing and being abused; swallowing dust, motor fumes, and the smell of dirty mules.” Inclement weather only added to their woes. Another Australian soldier, W.H. Downing, left a vivid impression of conditions as his unit moved up to its staging position under enemy fire: “Every night the cobblestones of all the roads of all the countryside resounded with the clatter and the roll of many parallel streams of transport. The highways were crowded with tanks, with field guns, with motor lorries carrying war material of every kind, with 9.2 howitzers, with gargantuan siege guns whose mammoth barrels were borne on tractors, while their bodies rolled behind them on their giant iron wheels—all going the same way, making the hillsides vibrate with their thunder. Among these packed columns, strings of horsemen and laden infantry wound their way. It began to rain. The boom and flickering of guns were nearer and nearer. At length there were shell bursts on the road, a derelict tank, a dead mule or two. We had marched 20 miles. That night we lay in the rain, on the side of the railway embankment, under heavy shellfire.” Modeled on the short-lived victory at Cambrai in November 1917 and the success of the French Tenth Army counterattack in late July, the Allies launched the attack without a preliminary artillery bombardment, relying instead on hundreds of tanks advancing under cover of darkness to catch German defenders unaware. The only artillery preparation was the standard creeping barrage, unleashed at the last minute to provide a protective moving wall of fire in front of infantry and tanks. Downing recalled the sudden unleashing of the barrage in the early morning hours of August 8, 1918: “As though a flaming dawn had been flung into the sky, the whole world flared behind us. There was a titanic pandemonium of ten thousand guns. We shouted to each other, but we could not hear our own voices, buried beneath colossal ranges of sound. The lighter, more metallic notes of thousands of field guns were blended in one long-drawn chord. The hoarse and frantic rumble of the 60-pounders, the long naval guns, the great howitzers, was like the rapid burring of a thousand drums.” Clifton Cate, an American soldier, described the scene in the early morning of August 8, 1918: “The darkness of the night became a glare of lightning-like red, yellow, and white flashes. The Earth shook as from an earthquake. Breathing suddenly became difficult as our nerves grew number from the terrific concussion caused by the crashing, roaring, blasting, air-splitting din about us. Thousands of guns were firing from wherever room for one could be found, on a front 20 miles long. Thousands of tons of high explosive and gas were being thrown into the German trenches, gun positions, and routes over which his reserves must march. How any of the troops in that part of the German line ever escaped that terrible bombardment is a miracle.” Next came the tanks, described by Downing: “White smoke curled over us and hid the flaming skies. There was a thrumming as of gigantic bumble bees, and a low chug-chug-chug, as the ugly noses of tanks poked through the mist above us. We hastily scattered from the path of one and found ourselves almost beneath others. They went forward in a line, scarcely thirty yards between them. They were in scores, and their vibrations sounded through the fog from every side, like another layer of sound on the bellow of the guns … Whenever we found ourselves in trouble, we signaled to the tanks, and they turned towards the obstacle. Then punk-crash, punk-crash! As their little toy guns spoke and their little, pointed shells flew, another German post was blown to pieces. A brick wall tottered and crumbled amid a cloud of red dust. They passed the place. The machine gun and its crew were crushed and still.” On the other side, one anonymous German soldier in the 58th artillery regiment recalled British infantry supported by seemingly endless numbers of tanks on the morning of August 8, 1918: “Ahead of us, the khaki lines of British infantry were emerging from the ravine. ‘Look out, buddies, or else we are lost!’ somebody shouted. We began firing time shells. The enemy wave slowed down, swayed, and dispersed … Suddenly Sergeant Niermann, commander of one of our two remaining guns, shouted, ‘A tank, straight ahead.’ A light tank was roaring toward us with great speed, plunging into craters and climbing over trenches, while his machine guns kept firing at our battery. Bullets were whizzing all around us. Our men feverishly set the sights and fired one, two shells in rapid succession. Before us, there was a shattering roar followed by a dark cloud the size of a house: the tank had been destroyed. But this was only the beginning. Two large tanks emerged from the ruins of Lamotte, flames flashing from their steel turrets. Their projectiles were exploding around our battery. Our pointers aimed at them hurriedly, fired a few shells, and disposed of the two tanks as rapidly as they had wiped out the first. But three new tanks were approaching in single file through the high grass on our right, and had arrived within several hundred yards. We could clearly see their occupants’ flat helmets above the turrets. Their guns opened fired on us, and again four men of our battery were badly wounded … The order, ‘Fire at will!’ was followed by a desperate cannonade … The tank’s destruction was our last-minute salvation. Now it was high time to fall back. The British assault troops behind the tanks were surging forward in small groups in all directions.” On the right the French First Army, which lacked enough tanks to participate in the surprise attack, waited 45 minutes after the British infantry and tanks went over the top before unleashing another attack preceded by the traditional artillery barrage. All along the front, the surprise attack caught thousands of German troops in frontline trenches, resulting in terrible bloodshed followed by panicked withdrawals. Lynch, the Australian private, remembered gory scenes as the Allies advanced: “We cross the old front line and are in what was old no-man’s-land a few hours ago. We pass through the gaps in our wire and reach the enemy wire which has been smashed and tossed about by our barrage. Dozens of dead everywhere and not a whole man amongst them. Limbless and headless they lie coated in chalk, torn and slashed.” Lynch and his comrades encountered huge numbers of surrendering Germans, reflective of the cratering enemy morale, as ordinary troops—already hungry and suffering from the flu—simply gave up in the face of the Allies’ overwhelming manpower and material superiority (above, German POWs). As Lynch wrote, some enemy officers couldn’t bear the thought of surrendering and committed suicide—or perhaps they simply refused to allow their troops to surrender, and were lynched for their trouble: “Now a big crowd of Fritz are running back to us. There must be a hundred of them captured by our advancing companies … Into a little thick green wood and we’re in an enemy camp. Transport carts and wagons are here in dozens. Dead Fritz everywhere and about 30 wounded are lying under a big shady tree. Fritz with little red crosses on their arms are bandaging the wounded … ‘Come here, sir!’ a man calls, and I follow an officer up to a little sentry box and we look in. A Fritz officer is in it, dead; hanged by a white cord around his neck. The sight is horrible, especially the bulging eyes and the swollen, protruding tongue.” William Orpen, a British war correspondent, described the huge numbers of dejected German POWs: “Any day on the roads then one passed thousands of field-grey prisoners--long lines of weary, beaten men. They had none of the arrogance of the early prisoners, who were all sure Germany would win, and showed their thoughts clearly. No, these men were beaten and knew it, and they had not the spirit left even to try and hide their feelings.” Fritz Nagel, an officer in the German anti-aircraft artillery, remembered August 8, 1918 as the final nail in the coffin of German martial spirit: “The German armies were in very bad shape. Every soldier and civilian was hungry. Losses in material could not be replaced and the soldiers arriving as replacements were too young, poorly trained, and often unwilling to risk their necks because the war now looked like a lost cause. Since the Allied breakthrough on August 8 in the Albert-Moreuil sector, the enemy’s superiority in men and guns became visible to even the simplest soldier, and morale was breaking down gradually.” Herbert Sulzbach, a German officer, noted in early August 1918, “It also appears from the same source that the enemy have unheard-of numbers of tanks, including new models. It is gradually turning into a complete war of machines.” And in his famous novel and war memoir All Quiet on the Western Front, Erich Maria Remarque remembered the mounting deprivation and despair of the war’s final phases: “Our lines are falling back. There are too many fresh English and American regiments over there. There’s too much corned beef and white wheaten bread. Too many new guns. Too many aeroplanes. But we are emaciated and starved. Our food is bad and mixed up with so much substitute stuff that it makes us ill. The factory owners in Germany have grown wealthy; dysentery dissolves our bowels.” Ominously, many ordinary German soldiers no longer bothered to conceal their feelings from military censors, a sure sign that morale was close to the breaking point. In August 1918 a report from German military censorship noted uneasily, “It is by the way remarkable that letter writers, after having recently vented their anger in most drastic form, often add, ‘I know they are checking my correspondence, but just let them read this, this way they will at least learn the truth.’” At the same time the Germans were both impressed and discouraged by the appearance and spirit of well-supplied American soldiers, although they were also puzzled by some new American habits, according to Nagel: “A few days before, I had seen about 20 American soldiers who had been taken prisoner and were marching by to be shipped to some prison camp. They looked healthy, well-fed, and above everything else, their marvelous clothing and uniform accessories impressed us. Everything they had seemed to be of the best—fine heavy boots and thick leather for their gun holsters, belts, and gloves. All of them were chewing furiously, which confounded the bystanders until I explained to them the importance of chewing gum to the American way of life. Most Germans never had heard of chewing gum.” It should be noted that not everyone was impressed with the Americans’ martial bearing, at least among their own Allies. On encountering American troops for the first time during this period, Stanley Spencer, a British soldier, recognized their fitness but was otherwise skeptical: “On the second day of our stay, one of the new American battalions marched through the village and I never saw a more disreputable looking party in my life. They were a fine lot physically but their uniforms were an amazing mixture of American, French, and British, and they shambled along the street out of step and out of line, with hardly a trace of discipline amongst them.” With the German armies beating a swift but relatively orderly retreat in the west, the fighting ground on mercilessly, as the Allies maintained a close pursuit, inflicting heavy casualties and paying heavily in blood for these gains—the climactic resumption of the open warfare of the first days of the war, with its terrible harvest of death and suffering. Lynch, the Australian private, wrote of continuing combat August 17 (below, an Australian battalion resting): “The darkness is stabbed on every hand by vivid lightning-like flashes that leap from the ground with mighty, shuddering roars. Under foot we feel the ground rumble and vibrate. Over our ducking heads, shell fragments whizz and hum through the air as along the trench we hurry, fearful lest a shell gets amongst us at any step. Fingers of death are clutching through the night … We are stumbling along a deep grassy trench when my foot treads on something soft and springy in the trench floor. I stumble as if walking on a half-inflated football, peer down and see I have trodden on a man’s stomach. A torch flashes and its fleeting beam shows a headless and legless Australian body lying amongst the lank grass underfoot. A few steps more and an officer gives a breathless sigh as he sidesteps something else in the grass, something round, something gruesome even to a war-hardened officer—the mangled head of the man whose body lies a few yards back.” A few days later Lynch described ghastly sights that had become all too familiar for young men over the previous few years: “On every side are up-turned faces, greeny-black in putrefaction and great, swollen, distorted bodies. Sightless, dull, dust-filled eyes. If they would only close! But no, they remain open—and move! Open, gaping mouths are surely moving too! We’re sick in every fiber as we hurry on past open eyes and open mouths. Past eaten-out eye-sockets and mouths that are a seething mass of feasting grubs. We’re in the land of rotting men in the year of Our Lord, 1918.” See the previous installment, or all entries, or read an overview of the war.
Listen NCERT Audio Books to boost your productivity and retention power by 2X. What is Ganga Action Plan? When and why was it launched? The plan to save the river Ganga was launched in 1985 is called the Ganga Action Plan. It was aimed to reduce the pollution levels in the river. Recent study by WWF – World wide fund for nature have found that Ganga is one of the most endangered rivers in the world. Large quantities of garbage, untreated sewage, dead bodies and many other harmful things are thrown directly into the river. The river is almost dead at many places where the pollution level is very high and the aquatic life cannot survive.
In this lesson, students will consider the statistics and chance associated with investigating a real world problem. They will view a short clip from Dying to Live that features the story of Woody, the recipient of his third kidney transplant. As students investigate the issues concerning kidney transplants, they will use statistics to develop an infographic poster. They will also consider issues concerning deceased organ donation and the impacts these will have on the odds involved with receiving a transplant. - be able to develop a mathematical model based on real-world information - be able to collect and manipulate statistical information to determine probabilities - understand the general process of organ transplantation - will be able to investigate and understand issues concerning organ donation. Lesson guides and printables Australian curriculum content descriptions: Year 9 Mathematics: - List all outcomes for two-step chance experiments, both with and without replacement using tree diagrams or arrays. Assign probabilities to outcomes and determine probabilities for events (ACMSP225). Note: Tree diagrams have not been included in this lesson. - Calculate relative frequencies from given or collected data to estimate probabilities of events involving ‘and’ or ‘or’ (ACMSP226) - Identify everyday questions and issues involving at least one numerical and at least one categorical variable, and collect data directly and from secondary sources (ACMSP228) Relevant parts of Year 9 achievement standards: Students calculate relative frequencies to estimate probabilities, list outcomes for two-step experiments and assign probabilities for those outcomes. Unit of work: Dying To Live – Mathematics – Year 9 & 10 Time required: 90+ mins. Level of teacher scaffolding: Medium – guide students through the development of an infographic poster and provide mathematical modelling support. This lesson is designed to build students’ competencies in the following skills: - Critical thinking - Ethical understanding - Social skills Dying To Live is a documentary feature film that examines organ and tissue donation and transplantation in Australia through seven different stories that highlight the social, physical and emotional effects of being on the organ donor waiting list. The film also aims to dispel myths about organ and tissue donation while encouraging family conversations so that family members are aware of their loved ones’ donation intentions. Find out how to screen or view the film here.
One of the worst things that can happen to a healthy tree is an insect infestation. Such infestations damage landscape trees, sometimes so severely that they must then be removed and replaced. Thus, in this case, insects cause economic damage, the costs of which are largely borne by homeowners and local governments. The majority of insect damage in trees is caused by the following common tree pests: Aphids are perhaps the most common tree pest. They can survive in almost any zone. These tiny, soft-bodied insects can come in almost every color, ranging from brown to pink. They feed in clusters, sucking plant juices through their proboscis, and are usually seen on the undersides of leaves or young shoots and buds. These insects secrete a sticky fluid called “honeydew” as they feed. If enough aphids are feeding on a tree, the honeydew will start dripping from the leaves, thereby attracting ants. These ants feed on the honeydew and protect the aphids. Aside from the presence of ants and from leaves dripping with sap, you’ll know that you have aphids if your leaves are misshapen, curling, stunted, or yellowing and your fruits are deformed and distorted. There are many types of beetles that can bore into tree bark, limbs, and even root systems. One such beetle is the conifer bark beetle. In large numbers, these small insects can quickly kill your trees. Generally, these brown to black pests attack weakened or stressed trees. Healthy trees react to these insects by trapping them in sticky pitch, which will leave small white or reddish-brown pitch tubes on the bark. White pitch tubes mean that the tree has successfully repelled the beetle, while reddish-brown pitch tubes mean that the beetle has won against the tree. Other signs that a conifer bark beetle has infested your trees are leaves changing in color from green to brown and frass – a sawdust-like substance that the beetles and their larvae make as they eat through the bark – accumulating at the base of your trees. Found throughout North America, earwigs are omnivorous insects that can grow up to an inch long. They are identifiable by curved pincers or forceps emerging from the tip of their abdomens. Earwigs are nocturnal and hide in cool, moist places during the day. At night, they feed on other pests such as aphids and mites, as well as decaying wood, plant material, fruit trees, ornamentals, and vegetables. Having earwigs can be beneficial since they eat other insects, though you should be careful not to let them turn their attention to your plants and trees. When your plants’ leaves have a tattered appearance and the fruits have irregularly shaped holes, you may have earwigs. Getting Rid of These Insects An infestation can lead to your tree’s death, which is why, once you spot these pests on your trees, you should move quickly to remove them. In Murray and elsewhere, tree spraying is the fastest way to achieve pest control. If you think your trees are being infested, call a professional to spray your tree.
The Potential of Augmented Reality in Enhancing Learning and Training Augmented Reality (AR) is a technology that overlays digital content onto the real world, enhancing the user’s perception of their surroundings. While initially known for its application in video games and entertainment, AR has rapidly made its way into various industries, including education and training. With its ability to immerse users in interactive and engaging experiences, AR has the potential to revolutionize the way we learn and train. One of the primary benefits of using AR in education and training is its ability to create realistic simulations. In fields such as medicine, engineering, and aviation, hands-on training is essential, but it can be costly and time-consuming. By using AR, instructors can design virtual simulations that closely resemble real-life scenarios, allowing learners to practice their skills in a safe and controlled environment. For example, medical students can now use AR to interact with virtual patients and practice surgical procedures before even stepping foot into an operating room. This not only improves their technical skills but also enhances their confidence and reduces the risk of mistakes during real surgeries. Similarly, AR can be used in engineering and aviation training to simulate complex scenarios and teach students how to handle them effectively, without the fear of causing any damage or accidents. Another significant advantage of AR in education is its ability to bring abstract concepts to life. Many topics in science, mathematics, and history can be challenging to grasp, especially for visual learners. AR can help bridge this gap by allowing students to visualize and interact with abstract concepts in a more engaging and intuitive manner. For instance, in a physics class, AR can be used to demonstrate the principles of electromagnetism by overlaying digital magnetic fields onto real objects, enabling students to manipulate and observe the interactions. Similarly, in history classes, AR can recreate historical events and places, providing students with a more immersive and interactive learning experience. These visual and interactive elements not only make learning more enjoyable but also improve retention and understanding of complex concepts. Moreover, AR can significantly enhance the accessibility and inclusivity of education. Traditional learning methods rely heavily on textbooks, lectures, and visual aids, which may not cater to the diverse learning styles and needs of all students. With AR, information can be presented in multiple formats, such as text, images, videos, and 3D models, allowing each student to engage with the content in their preferred way. Additionally, AR can provide real-time feedback and personalized assistance, adapting to each learner’s pace and level of understanding. This feature is particularly beneficial for students with learning disabilities or those who require additional support. By customizing the learning experience to meet individual needs, AR has the potential to bridge the achievement gap and ensure that every student has equal opportunities to succeed. While the potential of AR in education is immense, its integration into classrooms and training programs is still in its early stages. Many educational institutions and organizations are still exploring the possibilities and determining the best practices for implementing AR effectively. To maximize the potential of AR in enhancing learning and training, it is crucial to invest in research and development, provide training to educators, and create engaging and high-quality AR content. Collaboration between industry experts, educators, and technology developers is also essential in shaping the future of AR-based learning and training. In conclusion, Augmented Reality has immense potential in revolutionizing the way we learn and train. Its ability to create realistic simulations, bring abstract concepts to life, enhance accessibility, and provide personalized assistance make it a powerful tool in education and training. As this technology continues to evolve, we can expect to see more immersive and engaging learning experiences that cater to the diverse needs of learners, ultimately revolutionizing the education and training landscape as we know it.
Here we answer one simple question: What is 12 times 88? (or what is 12 multiplied by 88) Here is the answer: 12 x 88 = 1056 Learning the multiplication of 12 times 88 is an essential skill for problems based upon fractions, decimals, and percentages. It helps in solving real-life problems quickly. If you want to find what 12 times 88 means, think of it as 12 added together 88 times. To get the answer, you could just write down the number 12, 88 times and then add the 2 numbers together. If you’re using a calculator, you can double-check that the answer is 1056 by pressing 12 then x, then 88, and then = to get the answer 1056.
We use the Danielson rubric in my district. One of the most important facets of the rubric is classroom environment. Let’s take a look at what great teachers do…. Effective teachers organize their classrooms so that all students can learn. They maximize instructional time and foster respectful interactions with and among students, ensuring that students find the classroom a safe place to take intellectual risks. We know that all students learn differently and have different needs but it is so important to consider their emotional needs as well as their learning needs. At the beginning of the school year I have seen many teachers create a safe place for students. This has been done by providing surveys for students and/or parents to complete. I have also observed teachers seeking student input from the very first day. This is a wonderful way to engage students and establish rapport. - Ask students how they learn. - Ask students where they like to sit, if they like to work alone, collaboratively, in small groups or in large groups. - Establish non-verbal cues so that students can share important information with the teacher without other students knowing. This can be done using a sticky note or raising one finger instead of an entire hand. - Have students help identify locations in the classroom that they feel safest in. This could be on a rug, by a window, or near the door. Seeking student input is essential. - Have students create a code of conduct at the beginning of the school year but be creative. The phrase “code of conduct” does not necessarily have the best connotation. Try Class Agreements, Respectful Rules, The Students Say…, Code of Character or any number of other agreed upon respectful interactions that should be utilized on a daily basis. - Create a Wish Board or a Parking Lot. The Parking Lot can be a bulletin board where students can leave questions about class, instruction, or classroom rules or behaviors. The Wish Board can be where students state, “I wish…” and they should complete that with an idea on how to positively impact the classroom like, “I wish we could fill buckets more often” or “I wish we had more classroom helpers because I like helping my classmates.” It is always exciting to see the wonderful ways children blossom when they are in a safe learning environment. This works for all ages. Try this with middle and high school students as well. Don’t you produce better work when you are feeling comfortable, safe, and listened to? Creating safe spaces is essential for both children and adult learners. ~ Karen D’Avino
Autism is a complex and often puzzling disorder in which pinning down a set of rules surrounding the teaching of children with it is almost impossible to do. Many theories and approaches claim to have the solution to teaching, yet few provide the answers when an autistic child goes against the status quo. Autism and Learning addresses this problem with a principled approach that is based on the understanding of the pedagogy and psychology of autism. It shows how theory can influence practice and sets out a cognitive view of the relationship between learning and autism whilst explaining how the curriculum must be constructed as to accommodate that relationship. The book also sets out principles of pedagogy and illustrates their application. Written by practitioners experienced in teaching children with autism, the book covers examples of good practice in the most salient areas of the curriculum including: Now with an updated preface from internationally renowned editors, this classic text should be on the bookshelves of all practitioners working with autistic children. Preface for this special edition 1. Rationale for the approach Stuart Powell and Rita Jordan 2. Translating theory into practice Rita Jordan and Stuart Powell 3. Developing and using play in the curriculum Rita Jordan and Sarah Libby 4. Beyond compliance: The importance of group work in the education of children and young people with autism Margaret M. Golding 5. The teaching of science Pam Maddock 6. Dance and drama Stephanie Lord 7. Autism and Information Technology: therapy with computers Dinah K. C. Murray 8. Assessment Staff at the Helen Allison School (NAS), Compiled by Malcolm W. Taylor 9. Communication Gina Davies 10. The development of the Otdoor Eucation Programme at Storm House School Geoff Evans
Two hundred and fifty-two million years ago, a series of Siberian volcanoes erupted and sent the Earth into the greatest mass extinction of all time. As a result of this mass extinction, known as the Permo-Triassic Mass Extinction, billions of tons of carbon were propelled into the atmosphere, radically altering the Earth’s climate. Yet, some animals thrived in the aftermath and scientists now know why. In a new study published in Scientific Reports, a team of international paleontologists, including postdoctoral scholar Adam Huttenlocker of the Natural History Museum of Utah at the University of Utah, demonstrate that ancient mammal relatives known as therapsids were suited to the drastic climate change by having shorter life expectancies and would have had a better chance of success by breeding at younger ages than their predecessors. The research team studied growth patterns in therapsids from the South African Karoo Basin, a paleontologically significant area which preserves a wide range of fossils from the Permian to the Early Jurassic, or 300-180 million years ago. By examining their bone microstructure before and after the extinction boundary, Huttenlocker and his colleagues were able to study how growth patterns in therapsids were affected by the extinction. By studying body size distributions in particularly abundant species from the Permian and Triassic, the team was able to interpret shifts in size class structure and in rates of survivorship. In this study, special attention was paid to the genus Lystrosaurus because of its success in surviving the Permo-Triassic extinction; it dominated ecosystems across the globe for millions of years during the post-extinction recovery period, and makes up some 70-90% of the vertebrate fossils found in Early Triassic rocks in the Karoo. “Therapsid fossils like Lystrosaurus are important because they teach us about the resilience of our own extinct relatives in the face of extinction, and provide clues to which traits confered success on lineages during this tubulent time. Lystrosaurus was particularly prolific, making it possible to build a large dataset and to sacrifice some specimens for histology to study the growth patterns recorded in its bones,” said Huttenlocker, one of the paper’s authors. “Before the Permo-Triassic extinction, the famous therapsid Lystrosaurus had a life span of about 13 or 14 years based on the record of growth preserved in their bones,” said Field Museum paleontologist Ken Angielczyk, another one of the paper’s authors. “Yet, nearly all of the Lystrosaurus specimens we find from after the extinction are only 2–3 years old. This implies that they must have been breeding when they were still [relatively young] themselves.” This adjustment in life history also meant a physical change for Lystrosaurus. Before the mass extinction, this creature would have been a couple meters long and weighed hundreds of pounds—about the size of a pygmy hippo. Post-extinction, its size dropped to that of a large dog, in large part due to its altered lifespan. Yet, these adaptations seemed to pay off for Lystrosaurus. Ecological simulations show that by breeding younger, Lystrosaurus could have increased its chance of survival by 40% in the unpredictable environments that existed in the aftermath of the extinction. This change in breeding behavior is not isolated to ancient animals either. In the past century, the Atlantic cod has undergone a similar effect due to human interference. Industrial fishing has removed most large individuals from the population, shifting the average size of cod significantly downward. Likewise, the remaining individuals are forced to breed as early in their lives as possible. Similar shifts have also been demonstrated in African monitor lizards exploited by humans. “Although it’s hard to see the effects in our daily lives, there is substantial evidence that we are in the middle of a sixth mass extinction right now. It has been predicted that half of mammal species could become extinct by the end of the next century if present patterns continue; that’s more than 1,000 times greater than previous estimates of natural extinctions, a trend not seen since the End-Permian or End-Cretaceous extinctions,” said Huttenlocker. “With the world currently facing its sixth mass extinction, paleontological research helps us understand the world around us today,” said Angielczyk. “By studying how animals like Lystrosaurus adapted in the face of disaster, we can better predict how looming environmental changes may affect modern species.” Citation: Botha-Brink, J. D. Codron. A. K. Huttenlocker, K. D. Angielczyk, and M. Ruta. 2016. Breeding young as a survival strategy during Earth’s greatest mass extinction. Scientific Reports 6. doi:10.1038/srep24053
By land or by sea? That’s the question scientists have been pondering for decades when it comes to the bottle gourd, a plant with a hard-skinned fruit that’s used by cultures all over the world to make lightweight containers and other tools. Archaeologists know that people were using domesticated bottle gourds in the Americas as early as 10,000 years ago. But how did the plant make the jump from its original home in Africa to the New World with an ocean in the way? A new study overturns previous evidence pointing to a human-assisted land migration and concludes that the bottle gourd floated across the Atlantic Ocean to the Americas on its own. Humans rarely eat the bottle gourd (Lagenaria siceraria), but rather dry out its fruit and fashion it into containers, tools like fishing floats or pipes, or even musical instruments. The plant comes in two subspecies linked to their geography: one from Africa, where the plant first evolved, and one from Asia. Researchers have long wondered whether the New World bottle gourds are more closely related to the African or Asian subspecies. If they could build a bottle gourd family tree, they thought, they might be able to figure out how the plant reached the Americas in the first place. Did it float over on ocean currents from Africa, the prevailing assumption until about 10 years ago, or did humans carry the plant with them when they walked across the Bering land bridge from Asia? “It was a real puzzle,” says Bruce Smith, an archaeologist at the Smithsonian Institution’s National Museum of Natural History in Washington, D.C. Then, in 2005, a study was published that seemed to solve the mystery once and for all. In a paper published in the Proceedings of the National Academy of Sciences, researchers analyzed the genetics of bottle gourds for the first time and found that pre-Columbian bottle gourds in the Americas appeared to be more closely related to the Asian subspecies than the African one. They concluded that the ancestors of New World bottle gourds must have been carried by people as they made their way across Asia, over the Bering land bridge, and down into the Americas. But many scientists—including several of the study’s authors—had “lingering questions” about that hypothesis, says Andrew Clarke, a plant biologist at the University of Warwick in Coventry, U.K. and an author of the 2005 study. Most glaringly, how could the bottle gourd, a tropical plant, make it through years of traveling across the Arctic? And if humans carried it with them across the Bering land bridge, why is there no archaeological evidence of bottle gourds in Siberia, Alaska, or the Pacific Northwest? Logan Kistler, an anthropologist at Pennsylvania State University, University Park, thought the question of bottle gourd dispersal was due for another look. Technology for studying ancient DNA has “really come a long way” since the 2005 study was done, he says. “We thought, since we had these updated technologies, it could be worth revisiting” that paper’s conclusions, he says. Instead of the meager three genetic markers scientists were able to study in 2005, Kistler’s team analyzed 86,000 base pairs of ancient and modern bottle gourds’ chloroplast DNA, which can be used to build family trees for plants much in the way that maternally inherited mitochondrial DNA can be used to trace ancestry in humans. The expanded genetic analysis revealed that pre-Columbian bottle gourds in the Americas were more closely related to African gourds after all, the team reports online today in the Proceedings of the National Academy of Sciences. Using updated models of how objects drift on Atlantic currents, Kistler’s team concludes that the ancestors of New World bottle gourds probably floated to the West African coast by river, embarked on their Atlantic voyage at latitudes between 0° and 20° south or between 10° and 20° north, and landed on the coast of Brazil an average of 9 months later. So rather than bringing bottle gourds with them, the first human settlers of the Americas likely found a wild population of the useful plant waiting for them and eventually domesticated it, just as people on other continents did. The new result is “a real relief,” says Smith, who was involved in both studies. “It just makes so much more sense” than the 2005 conclusion, he says. Clarke agrees: “Now, it’s really quite clear that [the bottle gourd] reached the New World under its own steam.” Still, not all the questions about the bottle gourd have been answered. Scientists don’t know how it got to Asia, for example, and the scarcity of wild bottle gourds the world over begs the question of why uncultivated varieties of the plant disappeared. Kistler suggests that wild populations may have declined after megafaunal mammals like the mastodon went extinct and could no longer help disperse bottle gourd seeds in their dung. But for now, these pieces of the bottle gourd’s past remain mysterious.
Form Defines Color An image in a painting is a fixed pattern of color and value. What is significant for painters and connoisseurs is how color and value are brought together in a explicit design. When, in seeking to correct for future painters the Impressionist’s weakness for broken color, Cezanne asserted that “for every form change there is a color change,” he gave us a tool for both painting and judging a work of art. It follows that as the painter sees the light falling on each multi-angled plane differently, so he or she must define these planes in unique colors. Each Shape is Unique Like color and value, each shape is distinct. Variety confronts us in nature; so it should do so in our painting as well. Shape must also be measured against all other areas to ensure its uniqueness. For example, nothing is more boring than to see puffy cotton balls representing floating clouds over evenly spaced tree-tops. Each area should have its own special quality of shape that is different from all others. We achieve this by seeking the unique volume and edge that distinguishes one shape from another. Even if the scene presents a similarity of shapes, seek and emphasize, however slightly, such differences of volume and edge that may exist. Look for the unique movement and accentuate it, make it distinctive. Keep Shapes Simple Gauguin showed us that beauty is often in the largest shapes. To paint, imagine a scene as a pattern of large shapes. Envision areas of separate value and color as defined by the distinct condition of light. These shapes may not be the objects themselves but exist as the light makes each shape. These shapes in their simplest form will often be geometric — triangular, rectangular or conical. Whether a shadow, tree, bowl, sky or figure, reduce the shape to its basic form. A landscape, for example, may be simplified into as few as seven or eight elemental shapes, a portrait face may have as few as three or four. To quote Ingres, “The simpler your lines and forms the stronger and more beautiful they will be. Whenever you break up forms, you weaken them.” Defining shapes in this way allows the painter to concentrate on the color relationship of each major area without getting mired in the fussiness of some small space. Beginning a painting by working the large shapes also adds compositional strength by focusing on essential elements. The great paintings by Monet, Degas and Gauguin are often valued for their strength of shape and for retaining the mass of each large area. By way of example, if the light side of a red vase is silhouetted against a dark green background, this edge defines where two distinct areas of separate color and value meet. Also, the dark side of the red vase that is not in light is a distinct area from the adjacent light side and thereby must be judged separately. Art must Order Nature In nature form is highly ordered, but, as Whistler observed, rarely right; it often has a random, wild, “wrong” quality to it. The painter has to organize it, fitting simplified detail into its respective larger area. And that is where the art is — not in copying nature, but in giving it order In such a way as to make It special to a viewer who believes he or she has never seen another painting like this before. Although the painter may glean his or her color cues from nature, the painter must control its form. To quote Inness again, “You must suggest reality, you can never show reality.” A painting made by “spontaneous movement (of form),” and that observes “the law of homogeneity or unity,” presents more essential truth than one made by “laborious efforts” at precision. A scene need not be recorded literally. It can be archetypal — “representing a universal image related to or common to a given scene”. This may be done by exaggerating structural elements or dramatizing how forms unite with one another. It may also be done by enhancing how the light cascades over a form. Underlying form, however, not the detail of features, Is the fundamental element in grasping the essence of the scene. The finest work must still conform to structural essentials. Composition is the aesthetic spacing and relationship of important patterns in a painting — how each structural element relates to another as well as the whole. Rhythm, specifically, is this sequence of structural movement, referring to how areas of color and value flow into one another to give a sense of movement. In a painting these physical elements should be arranged to create movement and balance. For example, when arranging a still life the edges of two objects as they come against each other should not be at the same angle. This does not mean that there will not be a rhythmic movement of similar angles, but that there will not be exactly matching angles. As we have seen, this is also true for color and value. In fact, too many painters rely on subdued color tonalities and flat, generalized forms executed in a loose manner. If depicting a figure they emphasize a design based more on fashion modeling than solidity of human form. In this they show their ignorance of how one anatomic plane flows into another. Instead they stress flat patterns of interlocking shapes and sweeping lines. The goal, however, is to create a pleasing relationship by placing all separate elements within a painting into an overall unity of design. A painter might improve the natural randomness of a landscape by adjusting the arrangement of elements, leaving out those that interfere with the overall movement and balance of the scene. Repetition Sabotages Grace Avoid equal divisions. Keep as much as possible the variety of spacing found in nature. Repetition kills a work, taking away the challenge to the painter. The physical shapes, as well as their specific colors and degrees of lightness and darkness, should not repeat. In nature there is little repetition, but endless variety in colors and forms. The act of painting is often an exploration of how various shapes and patterns rhythmically work together. For example, in a still life vary the sizes of objects as well as their shapes and colors. In a landscape, even if the trees, clouds and fields appear to be of similar form, vary their size and shape. Seek their characteristic movements, accentuating them in order to distinguish them from other similar shapes. While making changes that only slightly alter but greatly improve the overall balance and harmony, the painter can still remain true to the scene. Most paintings will have a center of interest, often called a focal point. It may be a figure in a landscape, fresh fruit in a still life, or the eyes in a portrait. It will often be the area of the painting where the painter has concentrated the most work, delineating the main element of interest. Converging lines or shapes or sweeping curves lead the viewer’s eye to this point of interest. This focal point may be a brighter color or stronger contrast or more carefully drawn than the surrounding area. Accordingly, areas of less interest may be of a more subdued range of color, closer range of value and with edges less sharp. The Asymmetry of the Golden Mean To avoid an equal division of space between the center of interest and the edge of a canvas painters often skew the focal point to one side or the other. The focal point, then, will be off-balance or asymmetrical in relation to the top and side edges of the work. Many painters have always done this instinctively, others have followed a formula like the Golden Mean. The Golden Mean was deemed by the Ancient Greeks to be a pleasing proportion. It is based on an approximate ratio of 3:5 (1 plus the square root of 5 divided by 2, or 1.618…), in which the smaller area is to the size of the greater part as the greater is to the whole. Many painters place the center of interest, formally or instinctively, at these proportions as they relate to the vertical and horizontal edges of the picture plane.
One way to teach students about water quality and/or how scientists go about their work is to share articles with them. Here is a great article entitled "Study Maps Hidden Water Pollution in U.S. Coastal Areas". This research shows a great example of the use of both NASA satellite data and ground-based data. In this study, the researchers used U.S. topographic data as well as NASA climate models to "identify key inland regions that contribute groundwater and contaminants to the coast. They examined rainfall, evaporation rates and the amount of known surface runoff to calculate the missing portion of water that was running out below ground, then melded those results with terrain and land-use data to identify where the water ended up. The team was able to learn more about the previously hidden water exchanges via computer analyses, without extensive and costly field surveys." They also discuss the impact of agriculture, urbanization, climate change, and topography on water quality, and explored both the issues with the mixing of salt and freshwater as well as ocean water contamination. This article includes picture and graphs, and would be a fabulous way to show students the importance of looking at multiple data sets to determine the quality of water and to determine how various areas are impacted and can impact water quality.
Final term paper based on book “Speaking of America ” by Laura A. Belmonte You have been hired to rewrite the citizenship test for immigration. Your job is to identify the most ideas, people and challenges of the past that best equip them to become informed, empowered and constructive citizens in the future. What should they know? Submit a report that includes all seven of the following items. Explain why you chose each item and what they should learn from it. Start by explaining the major ideas of and messages about US history that you would like new citizens to understand : than discuss : - At least two individuals discussed in the book who promoted American idea - At least two individuals discussed in book who undermined American idea. At least 4 quotes taken from 4 different chapters. ( chapter from 1 to 10) At least two news items ( article)that they should read. Found them online and place link to it in references( bibliography) !!! Please I will have to print them out. Thank you At least 2 cartoons or images that they should understand PLEASE PLACE THEM IN THE PAPER OR IN THE REFERENCES (BIBLIOGRAPHY) PLACE ONLINE LINK TO THEM Please I will have to print them out also. Thank you ! 🙂 A summary statement of how these items fit together. What is your overall message about American history? Why should immigrants study these items? How will these items make the immigrants better citizens? How can studying the past provide guidance for the future? Define American idea yourself? CLARIFICATION of the paper: 1) for # 1 and #2 must be 4 different people. 2) for item # 3 put book page in parentheses after each quote. If the quote comes from different source put its title in your discussion or in parentheses following quote. The quotes can come from the four people you discuss in # 1 and #2. However, quotes from other people would be welcome. The more people and issues you cover, the better. Also an item # 3 the quotes should carry messages that you want new citizens to understand. 3) for #4the articles must be in two different topics. 4) for item #5 the cartoons and images must be on two different topics from #4. However you could use additional cartoons or images to reinforce #4 5) for item# 6 remember to use website list and place the one you used in bibliography.
TEI, the Text Encoding Initiative was founded in 1987 to develop guidelines for encoding machine-readable texts of interest to the humanities and social sciences. TEI Lite, a somewhat smaller version of TEI, includes a subset of the whole TEI tag set selected to include the most commonly needed tags. The Electronic Text Center uses Text Encoding Initiative (TEI) tag sets and rules, an application of the Extensible Markup Language (XML), to encode texts. TEI tags describe the structural hierarchies, divisions, and characteristics of a given document. Basic TEI Tags These are the basic tags that almost all TEI documents include: - <teiheader> ... </teiheader> - <frontmatter> ... </frontmatter> - <body> ... </body> - <backmatter> ... </backmatter> What Does TEI Do? TEI tags describe the characteristics of a given text. For example, TEI tags may be used to indicate paragraph and line breaks, pagination, and major divisions of a text such as volumes, chapters, and sections. In addition, tags may be placed around typographical characteristics such as text that is underlined, italicized, superscripted, etc., and around text that needs special emphasis such as foreign words, misspellings, proper names, etc. Special characters include characters that are not found on a standard English-language keyboard or that are not one of the 128 characters of the US-ASCII character code set. Examples include characters with diacritics and special symbols, such as the copyright sign or an ampersand. How these characters are represented varies in HTML and XML. For example, an ampersand is coded as & in HTML. In XML, an ampersand is coded as & #x0026;. In XML, codes for special characters typically begin with "&#" and end with a semicolon (;). The middle component is a code from the Unicode 16-bit character set. More than 65,536 characters can be represented using Unicode. A character entity file is an index of the special characters and is accessed when displaying a document. Character entities may be internal or external to the XML document. À is represented with character entity À ^ is represented with character entity ^ How Does TEI Work? TEI is used to organize text into a strict "document tree". The entire document is considered the "root element", with other features, such as sections, chapters, pages, paragraphs, titles, etc., branching off of the root. It is this strict tree structure that makes it possible to reliably search a TEI document and to apply stylesheets for display to the user. TEI may be customized to fit the needs of the project. TEI includes tags that are specific to a particular genre - drama, poetry, prose. It is important have a DTD that is appropriate for the project. The DTD defines the structural rules of a type of document. These rules include a complete list of allowable elements and attributes, special character entities, rules for external files (such as images), as well as the hierarchical structure of all elements. Without a DTD it is difficult to automate the validation of a document's structure. The Electronic Text Center can help you create a TEI-conformant DTD, or to use a standard DTD. Encoding: Getting Started The text selected to encode will need to be transferred to a text editor. Manually typing the text and OCR scanning of the text are most common methods of transfer. Maintaining the format of the original text and noting typographical characteristics are helpful for placing the TEI tags. Tags may be used to indicate paragraph and line breaks, pagination, and major divisions of the text such as chapter or section headings. In addition, tags may be placed around typographical characteristics such as underlined or italicized text, hyphenation, special characters such as the ampersand or dollar sign, and alternate spellings and misspellings. The visual presentation of a TEI encoded document requires the use of a style sheet or other conversion program. The University of Virginia states in its "Guidelines for SGML Text Mark-up at the Electronic Text Center": SGML texts are not, of course, designed to be read "in the raw". Ideally, one uses them through software tools that interpret the tags as database "fields" while searching and as a set of typographical layout instructions while displaying the results. The UNL Libraries Electronic Text Center uses Text Encoding Initiative (TEI) tag sets and rules, a sub-set of Extensible Markup Language (XML), to encode texts. TEI tags describe structural divisions and characteristics of a given text. As stated from the University of Virginia's "Guidelines for SGML Text Mark-up at the Electronic Text Center": By recording the structure of a text, such tags allow one to use an SGML [or XML] search program to constrain searches to particular elements: one cannot limit a search to a single chapter in a novel if there are no markers in the text for chapter divisions; one cannot view a quotation from a play in the context of a scene if the scenes are not delimited. Additional characteristics to note about TEI encoding include the following: - There is always an opening tag and a closing tag. - These tags are case sensitive and must be nested properly. - Attributes may be used to further define the tags. Almost all TEI documents possess a basic set of tags: - TEI Header - Front Matter - Back Matter TEI documents are unique because tagging is specific to what is being encoded. Although there are some tags that will be the same no matter which source is being encoded, there are also tags that are unique to particular genres such as drama, poetry, or prose. Empty TEI documents that possess the basic tag sets are called templates. There are specific tag sets to make each template unique. Available templates may be used or customized to fit the goals of the project in question.
Soil is our best ally in the fight against climate change—but we're fast running out of it Take a handful of soil and hold it up to your nose. That fresh, earthy aroma is organic matter, part of which is carbon. What you can smell is the whiff of a solution for dealing with climate change. Global soil resources contain more organic carbon than the world's atmosphere and all of its plants combined. When plants photosynthesize, they take carbon out of the atmosphere and when they die, that carbon is returned to the soil. Storing more carbon in the soil helps to remove carbon dioxide from the atmosphere. But it also helps release nutrients for plant growth and improves the structure of the soil, enhancing how well it retains water. Maintaining these soil ecosystem services will become more important over the next few decades. By 2050, the global population is estimated to soar to more than 9 billion, and that will mean a much greater demand on the world's soil. In business, when demand for a product grows, you increase its production. But for soil, it's a different story. Soil is largely made at the bedrock deep below the Earth's surface, and it is a slow process. Across the world, soil erosion, which is accelerated by some agricultural activities, is exceeding the rates at which new soils can form. As a soil thins, its productivity wanes. Less soil means a lower capacity to store nutrients, water and carbon. The long-term ability for soils to slow climate change and feed the world is under threat. Tick tock from soil to rock How many years might the world's soils have left to support crop production? To store and purify water? To sequester enough atmospheric carbon to halt the climate emergency? Until now, there have been few measurements of how fast soil is being formed and eroded on land currently supporting agriculture. Efforts to understand this have been similar to forecasting a bank balance using just the expenditures. Our research is the first in the world to make a clear scientific estimate of soil lifespans, using measured rates of soil formation and erosion, giving farmers and scientists a more accurate idea of how sustainable the world's soil resources are. Measuring soil formation at an arable farm in Nottinghamshire, UK, we estimated that the uppermost 30 centimeters could be eroded in as little as 138 years, with the underlying sandstone bedrock emerging in 212 years. This may not seem like an urgent crisis. But given that these soils have been functioning for the last 10,000 years, this projection could be the final 1% of their lifespan. In other regions of the world, soils that have been subject to centuries of intensive agriculture have already thinned significantly. In sub-Saharan Africa, Asia, and Latin America and the Caribbean, the threat of soil erosion is high and soil functioning is considered to be deteriorating. In these regions, where rates of soil erosion are often greater than those for the UK, soil lifespans may be much shorter. Since the demands on soil will only intensify as the global population grows, societies will need to adapt to reverse the trajectory of soil thinning and, instead, find ways of thickening soils and extending their lifespans. Saving earth on Earth Discuss soil conservation and you join a conversation sustained over thousands of years. Nearly every civilization has, to varying degrees, contributed to the debate. As a result, we're lucky today to have an extensive and well-tested toolkit at our disposal with which to save the world's soils. These include relatively minor changes in agricultural practices. For example, planting crops across, rather than down, a hillslope can interrupt the flow of water and stop it from picking up and removing soil. Planting trees and ensuring soils are always vegetated with a cover crop such as clover between cropping seasons can also slow water and trap soil. In May 2019, I attended the Global Symposium on Soil Erosion in Rome. A lot of water (and soil) has passed underneath the Pons Fabricius bridge since ancient Roman farmers stood and discussed soil conservation over their hedgerows. The symposium brought not only farmers together, but scientists, government officials, and land managers too. Soil erosion is a global issue, so conversations between people with different backgrounds and skills are essential. But the message that emerged from the symposium was relatively simple. For a decent future for all, we must save the world's soils. And the clock is ticking.
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Your gut bacteria could be the key to fighting obesity Obesity is on the rise around the world, and if left unchecked this could have serious consequences for our overall health in the decades to come. However, it turns out that the bacteria living in your gut can help control how much food you eat ... which could change the way we all control our appetites in the future. Gut microbes produce proteins capable of suppressing the appetites of mice and rats, and there is reason to believe the same process occurs in humans. A study conducted at France's Rouen University found that proteins produced by E. coli bacteria after they have been fed influence the release of signals to the brain, plus they activate neurons known to regulate appetite. The authors of the study observed that after 20 minutes of consuming nutrients from food, E. coli present in the gut start producing different proteins. This coincides with the time it takes for an average person to start feeling full after a meal. By injecting small doses of the bacterial proteins produced after being fed into the test subjects, they reduced their food intake. These proteins stimulate the release of peptide YY, a hormone closely linked to feelings of fullness. ClpB, one of the proteins produced when the gut bacteria have been satiated, also increases the firing of neurons that reduce appetite. "We now think bacteria physiologically participate in appetite regulation immediately after nutrient provision by multiplying and stimulating the release of satiety hormones from the gut," says study leader Sergueï Fetissov. "In addition, we believe gut microbiota produce proteins that can be present in the blood longer term and modulate pathways in the brain." A paper on Fetissov's findings was recently published in the journal Cell Metabolism. Source: Cell Press
A Tour of the Solar System The average distances from planet to planet in the solar system are measured in the millions and billions of kilometres, which can be very difficult to for the human brain to comprehend. To give you a sense of these distances, Science Advisor Jesse Rogerson takes you on a tour of the solar system spread across the floor of the Canada Aviation and Space Museum. (Note: the sizes of the individual planets are not to scale in this video). (Jesse Rogerson, Science Advisor at the Canada Aviation and Space Museum, guides you through the Museum on a tour of the planets of the solar system). The solar system is big, really big. So big that it can be tough to picture just how much space there is from planet to planet. So to help you out, we've built a scale model of the solar system here in the Museum. And we've scaled the distances between the planets accurately to give a you a real sense of how Earth fits into the void. Let's go for a walk.
The SO THIS IS OPERA assembly series features performances by Ms. Lewis. Assemblies include operatic arias, storytelling and participation by the student audience. They actually learn an aria during the program, which they perform with Orff instruments. SO THIS IS OPERA! supplies the instruments for use during the performance. In addition, a teacher guide, which contains pre- and post-performance activities, is available. These activities support core curriculum standards in reading, writing and language arts and can be used in conjunction with other state-mandated activities. The guide includes teaching strategies that will increase children’s appreciation and understanding of opera. There are four individual assembly programs: - SO THIS IS OPERA, AN INTRODUCTION - STANDING UP TO BULLIES- Operas for students in pre-school – 2nd grade - SO THIS IS OPERA! THE AFRICAN AMERICAN EXPERIENCE - OPERAS WITH A FAIRY TALE TWIST - OPERAS TO MAKE YOU LAUGH – A focus on opera’s lighter side. Appropriate for students in grades kindergarten through fifth grade Sample assembly activity: Discuss students’ previous experiences with and perceptions of opera. Make a list. After the performance, make another list of perceptions and compare the two. Did students’ feelings change or stay the same? Why? Discuss sample reviews of performances in the local newspaper. Write a review of the assembly. Artist in Residence If opera immersion is more to your liking, a residency is available. Ms. Lewis spends one or two weeks in your school. Each grade level studies an opera. With the help of recordings and videotapes, students learn up to three selections from the opera, in the original language, with accompaniments for your classroom instruments created by SO THIS IS OPERA. The residency also includes creative writing, art, drama and research activities. A student performance for parents is the showcase at the end of the residency. Sample Residency Activity Students in second grade will study The Magic Flute. At the end of the opera, Papageno and Papagena live “happily ever after”. What does that mean? Write a sequel to the opera describing their life together. - Students will learn that an opera is a story set to music - Students will learn arias and recitative in opera and the function of each - Students will develop writing skills - Students will learn understand and create sequels to the opera If you are interested in booking an assembly or residency program, please Contact Us.
Summertime is packed with trips to the playground and the amusement park, but there is one ride you don't want to find children on – the summer slide. The summer slide may sound like a carnival attraction, but the cute name hides a grim reality. Low-income students, despite making as much progress during the school year as their more affluent peers, lose ground in their reading skills over the summer months. This achievement gap was studied in depth by Johns Hopkins researchers, and they felt the summer slide could be explained by unequal access to summer learning opportunities during elementary school. These students lose as much as three months of reading comprehension over the summer. By the end of fifth grade, they are nearly three grade levels behind their peers. Study after study shows a direct correlation between poor reading ability and success in both school and life. This achievement gap can make the difference in whether students stay in school and go to college. Ultimately, poor reading ability can affect their communication skills, cause lower self-esteem, and result in lower average lifetime wages earned. The emotional, financial, intrapersonal, and interpersonal impact of poor reading ability cannot be overstated. Fortunately, the summer slide is avoidable! And in fact, with all of the extra time summer provides, summer is actually the perfect time to improve reading and oculomotor skills! FREE summer reading programs provide a great start for maintaining reading gains obtained during the school year, thereby avoiding the summer slide. This summer: - Check with your local library or recreation center for free reading programs - Read, log, and win with Pizza Hut's Book It! Summer Reading Challenge - Earn free books with Barnes and Noble's Summer Reading Program - Go on a Book Adventure with Sylvan to improve comprehension and win prizes But spending time reading is only one piece of the puzzle when the goal is to improve reading habits and ability. If a child has visual perceptual and sensory deficits, they may struggle as a reader and as a student. If a child is exhibiting signs that they are experiencing visual issues, such as sitting too close to the television or holding a book too close to their face, squinting, tilting their head to see better, rubbing their eyes even if they aren't tired, or if they're demonstrating difficulty with eye-hand-body coordination when playing a sport or riding a bike, they may be experiencing a visual deficit. A behavioral optometrist can assess the child and help resolve any visual issues. Qualified behavioral optometrists can be found using the Locate a Doctor feature at the College of Optometrists in Vision Development (COVD) site. In order to find success in and out of the classroom, students with visual issues must be: - Discovered and professionally diagnosed - Made a part of the process in their own success - Treated both professionally and in the home - Retested professionally with alterations in their treatment if necessary Children need both basic and advanced reading skills to be successful in school and life. Help prepare them for their first (or next) year in school by following a daily summer reading program, having them evaluated by a behavioral optometrist if they might be experiencing a visual problem, and practice developing visual ability at home. But students want to relax in the summer! They want a break from doing work! How in the world can you get them to practice visual skills at home? This is where a crucial component comes into play – it has to be fun! A simple way to make learning fun is to turn the work into a game. In the PuzzleArt Therapy System, games and fun are built-in to the very design. While the products and exercises are all enjoyable and look deceptively simple, every level of products can help people of all ages with oculomotor, perceptual, and sensory challenges. It's the best kind of learning – the kind you don't realize you're doing because you're absorbed, challenged, and engaged! It's learning that's irresistible. Here is a Level One exercise from our PuzzleArt Alli Activity Books: Challenge Edition 1. Have your child complete the entire activity every day for five days. Remember: this is a game – a game that will help develop oculomotor and perceptual skills – but it is still a game (and games are fun!). Take unobtrusive notes as your child completes the activity – note the date, record the start and finish times, and jot down any obvious difficulties. This list can then help a professional when evaluating your child. Take action today to halt the summer slide in its tracks! Alli Berman is a Brain Fitness expert and the Eye Brain Fitness Guru. She has been an artist, author, educator, creativity consultant, workshop leader, perceptual and sensory products and programs developer, and motivational speaker for the past 30+ years. Berman has served as an educational advisor to the American Academy for Anti-Aging Medicine for over 30 years, and she is the founder of The Art of Rehabilitation and Anti-Aging Art. She created the PuzzleArt Therapy System in collaboration with behavioral optometrist, Susan Fisher, OD, and through consultation with neuroscientists around the world. Berman uses the system herself on a daily basis to keep her own brain as healthy, engaged, and challenged as possible!
Best new instructional resources on the internet “Find Out Why” should appeal to inquiring minds Produced by the National Science Foundation (NSF) in partnership with Time for Kids, “Find Out Why” is intended to help students discover the science behind news stories and events in their daily lives. As NSF director Rita Colwell explains, “Exploration and discovery lie at the heart of good science–and good education. Children are natural explorers, and these materials are designed to help nurture and channel their curiosity about the world around them” by asking–and encouraging students to seek answers to–questions such as “Why do rainbows happen?” and “Why does a baseball bat have a sweet spot where every home run slugger wants to hit the ball?” Each month’s questions include activities to help students discover the answers, as well as a “cool science book of the month” to invite further exploration of the topic. Increase your knowledge with this “Fun Guide to Origami” Created by four Vidor, Texas, fifth graders, this impressive site on the art of origami took top honors at this year’s ThinkQuest Junior web site building competition. The site gives the history of origami, including a superb hypertext markup (HTML) timeline; a discussion of origami’s uses and benefits, such as math problem-solving and therapy; origami terms, symbols, and tips; and step-by-step instructions for making a crane, jumping frog, butterfly, and more. The ThinkQuest Junior competition recognizes outstanding web designers in grades 4-6 with cash and awards totaling more than $250,000. After visiting the grand prize winner, be sure to check out the other winning ThinkQuest Junior sites as well. This site lets students create “The Sound of Chaos” Your students might already have studied fractals and the math that drives them–but do they know what fractals sound like? That’s the idea behind this site from the Discovery Channel Online. Here, students can learn how ground-breaking musicians are using the mathematical principals behind fractals to create haunting melodies of “fractal music,” using nothing more than a desktop computer and a mathematical equation called the Mandelbrot set. Students can listen to snippets of fractal music using the Real Audio plug-in, and they can even create their own fractal music using their web browser to control an online computer music program. Try these ideas for using the web to collect and analyze math data “Math WebQuests” was created by Wake Forest University’s Leah P. McCoy for a National Council of Teachers of Mathematics meeting in April. It contains an overview of WebQuests–web-based projects that incorporate cooperative learning, data collection and analysis, and real-world problem solving–as well as sample WebQuests that can be used in math classes and a tutorial on how to create your own web projects. Sample math WebQuests include “Thrill Rides,” in which students in grades 6-12 use the internet to study roller coasters at 10 major U.S. amusement parks and recommend the three most thrilling rides; and “Best Weather,” in which students in grades 4-8 use data from weather sites to recommend the city with the best overall weather. Take a virtual field trip to Bolivia–and learn about international relief efforts This site takes students on a virtual field trip though the lofty mountains and steamy valleys of Bolivia as they follow the efforts of CARE, one of the world’s largest international relief organizations. Daily journal entries and photos from CARE guides introduce students to the physical topography and cultural history of the region. As students learn about the land and its people, they also learn how CARE’s development work in Bolivia is making a difference in many people’s lives–from helping farmers harvest coffee in the dense lowlands to helping women start their own businesses through CARE’s small loans program. Links to other web resources encourage students to explore the country further on their own. “Get the Facts on Savings and Investing”: Knowledge you can take to the bank The U.S. Securities and Exchange Commission’s Office of Investor Education and Assistance has created this site to promote financial literacy among students. An online quiz called “Test Your Money Smarts,” available in PDF or HTML format, is a fun way for students to learn the difference between stocks, bonds, and other investments, and an interactive “Savings Calculator” demonstrates the power of compounded earnings. For teachers, there’s a six-unit curriculum on the “Basics of Savings and Investing,” complete with learning activities and other resources–plus information on how teachers can get experts on investing to visit their classes and share their knowledge first-hand, and links to other sites with financial information for students. Research and management resources for the K-12 decision “Lightspan PageOne” provides an all-in-one teaching resource Developed by the Lightspan Partnership in cooperation with Yahoo!, this site gives teachers their own starting point on the internet, where they can create a personalized and password-protected web site for students and their parents at no charge. With easy-to-use templates, PageOne provides teachers with the tools to create their own “classroom clubs” that draw from the best online resources available and other information unique to their curriculum and daily activities. Features include “Lightspan Learning Search,” an annotated catalog of more than 15,000 curriculum-relevant sites, indexed by grade level and subject area, to help teachers quickly find sites that bolster the lessons they’re teaching; a “Class Resource Page,” where teachers can organize and display relevant links found in the Learning Search for students to access from a home or school computer; a “Class Album” to let teachers show off their students’ work online; and “References and Resources,” an online reference guide that can be customized with teachers’ favorite resources or used with the links provided, which include a dictionary, thesaurus, online encyclopedia, and other homework resources. “ExplorAsource” matches learning needs with available resources This free web service from MediaSeek Technologies promises to make the job of teachers, curriculum directors, and technology coordnators a whole lot easier. ExplorAsource instantly identifies learning resources–including books, web sites, software, audio, and video tapes–that match the curriculum topics, grade levels, and state or national standards that you indicate. The site is linked to a database of resources from more than 120 well-known publishers of educational materials, including Classroom Connect, Jostens Learning, Knowledge Adventure, PBS Online, Scholastic, and The Learning Company. You simply type in a grade level, subject area, and topic, and the search engine returns a list of available resources, with links to the publishers so you can follow up to get purchasing information. You can also select a standards statement and see what educational resources address it, and you can further refine your search by media type or publisher. An online guide to protecting students from harassment The Litteton, Colo., tragedy and the Supreme Court ruling in Davis v. Monroe County Board of Education have combined to heighten awareness of the role schools must play in keeping their students safe from harassment. “Protecting Students from Harassment and Hate Crime: A Guide for Schools,” published by the Office of Civil Rights in conjunction with the National Association of Attorneys General, provides step-by-step, practical guidance to help schools respond to–and prevent–violence or harassment against students because of their race, color, sex, sexual orientation, religion, disability, or any other difference. Advice includes how to develop a written anti-harassment policy for your district; how to identify and respond to incidents of harassment; and how to create a school climate that supports racial, cultural, and other forms of diversity. Advice for using “Ask-an-Expert” services The Virtual Reference Desk, a project of the ERIC Clearinghouse on Information and Technology and the National Library of Education, has launched a “Learning Center” designed to help K-12 students, parents, and educators use Ask-an-Expert (or AskA) services to find information and answers to questions about school subjects, research topics, career choices, and more. The site includes advice for using AskA services effectively, including tips for locating services and formulating questions; guidelines for teachers to help students use AskA services within the information problem-solving process; and an “AskA Locator” containing links to hundreds of AskA services. The services are grouped by 14 subjects, ranging from science and math to health and careers. Measure your schools’ progress by the “Nation’s Report Card” In April, the National Center for Education Statistics launched a new web site for its National Assessment of Educational Progress (NAEP), the nation’s only ongoing national and state-level assessment of student achievement. Each subject area assessed by NAEP now has its own section, where you can find assessment frameworks, guidelines, reports, and data, as well as current and upcoming assessment activities. A “Sample Questions Tool” shows the relationship between individual sample test questions, student responses, scoring guides, and performance data, while new “audience areas” are designed to help visitors quickly locate the exact data they’re looking for. A special area for state and local administrators, for example, offers customized information, such as funding opportunities for administrators and reports that show the kinds of school resources associated with higher levels of student performance. Special internet events you won’t want to miss Challenge students to develop a blueprint for tomorrow Fall 1999 – Spring 2000 “The Mars Millennium Project” is a national interdisciplinary initiative that challenges students, teachers, and community groups to imagine and create the first community for 100 earthlings on Mars in the year 2030. Working in teams with educators, community leaders, and professionals from all fields, participating K-12 students across the country will be encouraged to think about what makes their own communities work–and what doesn’t–as they create a living environment from the ground up. Guiding the project are the U.S. Department of Education, the National Endownment for the Arts, NASA’s Jet Propulsion Laboratory, and the J. Paul Getty Trust. For information on how to participate, call (310) 274-8787, extension 150, or visit the project’s web site.
Pollinators and particularly honey bees have been in the news a great deal lately because of concerns about declining health and reduced numbers. The reasons for these losses are complicated, and according to a recent USDA and EPA comprehensive report there are multiple factors that include habitat loss, poor diet, diseases, parasites and pesticide exposure. No one factor is believed to be the cause of bee losses, rather it is a combination of problems. Unfortunately, pollinator protection is complicated and there is no quick solution to their recent decline. Some factors affect both managed pollinators like honey bees and native wild pollinators (habitat loss, pesticides) and some are more particular to the honey bee (parasites, disease, stress). One reoccurring piece of this puzzle is the role of neonicotinoid insecticides. Neonicotinoids have been singled out as a possible toxic source, and because of concerns about bee health, the European Union has taken steps to reduce or eliminate the use of neonicotinoids in Europe What are neonicotinoids? Neonicotinoids are a class of synthetic insecticides that are chemically similar to nicotine, the naturally-occurring toxin that is found in plants of the nightshade family. Neonicotinoid insecticides are designed to be less harmful to humans than pure nicotine, but this chemistry is poisonous to all animals. Neonicotinoids include several different chemicals, but the one most widely available to homeowners is imidacloprid. Others are acetamiprid, clothianidin, dinotefuran, thiacloprid and thiamethoxam. Why are neonicotinoids a particular concern? There are other insecticides and all insecticides, by definition, harm insects, including bees. When using insecticides, common sense and following the pesticide label directions will reduce exposure of pollinating insects to the insecticide. For example, most insecticide labels will say not to treat when plants are blooming. Neonicotinoids are being examined for a couple of reasons: 1) they are a relatively new type of insecticide that has quickly been widely adapted world-wide; 2) they are systemic, meaning that they move throughout the plant and are present in all the plant tissues for a period of time, so pollinators can be exposed even if the chemical is applied before the plant is blooming; and 3) they can be present in the ecosystem for a long time. For instance, imidacloprid can remain present in soil for up over 5 years. The neonicotinoids are also a concern because they are highly toxic to bees and much more so than some other commonly-used insecticides. To measure this we use something called the LD50 rate. The LD50 refers to the amount of chemical it takes to kill 50% of a test population. LD50 values are available for a wide variety of compounds including table salt, medications, and pesticides. Toxicity is measured for a variety of organisms, including humans although compounds are not directly tested in us. So when you look at an LD50, the smaller the number the more poisonous a compound is because it takes less to kill 50% of the population. For a honey bee, the amount of imidacloprid that must be ingested to kill 50% of the test subjects is 0.0037 micrograms. Compare this to carbaryl (brand name Sevin) which requires 0.14 micrograms to kill 50%, and bifenthrin that takes 0.1 micrograms. This means that imidacloprid is 27 to 38 times more poisonous to bees than these other commonly used insecticides. What is imidacloprid used for in the home landscape? Imidacloprid is sold under a variety of brand names (Merit; Bayer Advanced 12 Month Tree and Shrub Insect Control; Bayer Advanced 3-in-1 Insect, Disease and Mite Control; Bonide Annual Grub Beater; Ortho Max Tree & Shrub Insect Control; Premise and others). It is used to control a variety of insect pests including cockroaches and bed bugs in homes, white grubs in the lawn, and tree-feeding pests like Japanese beetle. There are presently 370 active insecticide product registrations containing imidacloprid in Iowa (registered with the Pesticide Bureau of the Iowa Department of Agriculture & Land Stewardship). If I use imidacloprid to control grubs lawn will it hurt bees? When we consider if using imidacloprid on a particular plant will hurt pollinators, the first questions is, does this plant produce flowers that pollinators visit? In the case of grass, it does not, so exposure of bees to the imidacloprid applied to the lawn is probably minimal. However, if there is clover or other plants in the grass that bloom, bees will visit them and be exposed to the imidacloprid. If I use imidacloprid on my roses to control Japanese beetles will it harm pollinators? Maybe. Some types of roses produce abundant pollen and are well visited by bees and other pollinating insects, and they could be exposed to the imidacloprid. Similarly, honey bees would be exposed to other insecticides that were applied to open flowers close to the time of bee visit. What about using it on my trees for Japanese beetle or emerald ash borer? Again, first ask if the tree produces a flower visited by bees. In the case of ash trees being treated for emerald ash borer (and in Iowa unless you live in Allamakee County don't treat your ash !) the exposure to bees is probably minimal because ash trees flower very early in the spring and they produce a flower that is less attractive to pollinators. On the other hand, linden and basswood trees are a favorite of Japanese beetles and also produce a flower that is highly visited by bees and other insects. In this case the risk of exposure is high and we recommend not using imidacloprid. An alternative is to use a faster acting neonicotinoid such as dinotefuron (Safari) later in the season, after flowering. How much imidacloprid is actually in the pollen and nectar? Is it enough to harm bees? There is little information on this. A recent report from the Xerces Society states that ornamental plants treated with a soil drench of imidacloprid have concentrations of imidacloprid high enough to kill bees in the blossoms for months to years following treatment. Imidacloprid lasts longer than a year and using it annually on plants may increase the amounts found in pollen and nectar. An insecticide does not have to kill in order to have an effect. Organisms may survive exposure to low doses but suffer physiological or behavioral changes. There is limited information on such sublethal effects on bees, but research has indicated that exposure to neonicotinoids can affect bees ' ability to fly and navigate, learn, and reproduce. What can I do as a homeowner to help beneficial insects? Before you use any insecticide, including neonicotinoids, evaluate if it is necessary. Is the damage already done, will treating improve the health of the plant, is the damage cosmetic? Are there other things you could do to reduce damage by the insect pests. Follow Integrated Pest Management practices to reduce insecticide use. If you have determined that an insecticide is necessary, you should consider using least toxic options first like soap or oil based insecticides. Then consider if the plant is a flowering plant and if the blooms are attractive to bees. If it is we do not recommend using imidacloprid. You can use spray insecticides that cover the outside of the plant after bloom or you use a neonicotinoid if you use it after bloom. For instance dinotefuran applied as a trunk spray moves into the plant quickly and can be applied after bloom.
The use of antiretroviral therapy has led to dramatic declines in the morbidity and mortality associated with HIV/AIDS, but treatment failure still occurs for a sizable percentage of people within one year of starting therapy (see "Mortality Trends" in this issue). Studies have shown that drug toxicity is the number one reason why people wish to, or need to, stop their antiretroviral therapy. Further, antiretroviral drugs appear incapable of eradicating HIV and cannot completely restore the immune systems of those infected. This has led to the idea of combining immune-based therapies, such as therapeutic vaccines, with current antiretroviral regimens to potentially achieve long-term management of HIV infection. It is also hoped that therapeutic vaccines might extend the benefits of anti-HIV therapy, while minimizing their adverse effects, by allowing for periods of antiretroviral treatment interruption. The idea of a vaccine, whether preventive or therapeutic, is to strengthen the immune response by showing the immune system a disease-causing microbe, or a piece of one, to allow the system to recognize it and build up defenses against it. When a vaccinated person later encounters the same microbe, ideally the body's defenses will be primed for it and be able to mount a strong and rapid immune response, preventing a harmful infection. The use of a therapeutic vaccine approach against viruses has been shown to be effective, such as for rabies and hepatitis B virus (HBV), if used soon after infection. Preclinical and animal studies of HIV-like viruses have shown that a therapeutic vaccine approach can be safe -- which means "generally well tolerated" and without significant adverse events -- and effective, by enhancing immune responses without increasing viral load levels. Most results so far for HIV therapeutic vaccine development in humans have been disappointing, similar to those reported for HIV preventive vaccines. But a recent study showed promise for a whole-killed virus approach different from Remune (see table below) that deserves further investigation. One study designed to show the feasibility of using a therapeutic vaccine as part of a treatment interruption strategy in people with chronic HIV infection was reported by George Pavlakis, MD, PhD, of the National Cancer Institute and colleagues. In this study 31 monkeys were infected with SIV (the monkey form of HIV) for up to 70 weeks before being given multidrug antiretroviral therapy. Fifteen of the animals also received a therapeutic vaccine that used specific pieces of viral genetic material to increase the animals' immune responses while on treatment; the other 16 were not vaccinated. Treatment was stopped after 20 weeks, then the animals were studied for 7-18 months. The results showed that the monkeys that had received the therapeutic vaccine had a statistically significant reduction in viral load compared with the unvaccinated animals. Although this seems like good news, there is no guarantee that similar results would occur in a human clinical trial. A case in point was the presentation by Luc Perrin, MD, from the University Hospital in Geneva of results from the international QUEST study. Participants in this trial began antiretroviral therapy relatively soon after infection with HIV. Those people responding to anti-HIV therapy underwent a structured treatment interruption to see whether virological suppression would continue. Some of the subjects stopping therapy received one of two HIV vaccines, an ALVAC canarypox vaccine or Remune, in an attempt to keep them off treatment longer. Unfortunately, the people who received the vaccine and those who did not had similar rates of viral rebound during the treatment interruption. (Both the ALVAC product and Remune have also been studied as preventive vaccines, with little success.) These data are striking because none of the study participants were taking antiretroviral therapy before or during the study, all of them had continuously high viral loads for six months before the first of their three vaccine injections, and CD4 cell levels were falling among the group before immunization began. The unique therapy of Drs. Lu and Andrieu involved using dendritic cells, which are immune cells found in the skin and mucous membranes. Dendritic cells target invading organisms, then carry pieces of these organisms to the lymph nodes, where the body's more vigorous cell-mediated immune response is activated. HIV normally attacks dendritic cells and ultimately paralyzes the body's cell-mediated immune response. But in this experiment, dendritic cells were removed from each subject and allowed to process whole, inactivated HIV in vitro (in the laboratory). After these dendritic cells were reintroduced into each subject, the results suggested that protective, cell-mediated immune responses against HIV were then properly triggered. This scenario hints at the possibility that the body, with help from a vaccine, could theoretically keep HIV in check without antiretroviral drugs. While data from this study are tantalizing, future research on this dendritic cell and whole-killed virus approach requires randomized studies involving larger cohorts and a group of control subjects to prove its efficacy. Although not ready for clinical use, therapeutic vaccines remain a promising avenue of research while investigators look for direction (see "Open Clinical Trials" in this issue). Encouragingly, a recent study of the potential contribution of a therapeutic vaccine to overall HIV care found that even a modestly effective vaccine would result in meaningful increases in life expectancy in people living with HIV. \|Remune: Down but Not Out\| The fight against HIV in the arena of vaccine development appears to be still in the first rounds, with no clear winner emerging. One early vaccine candidate still under investigation is Remune, which has been studied both as a preventive vaccine and as a therapeutic vaccine in people already infected with HIV. Like other HIV vaccines, Remune (HIV-1 immunogen, also known as the Salk vaccine, after its inventor, Jonas Salk) was designed to stimulate an infected person's immune system to attack HIV. Remune is made up of inactivated HIV virions (virus particles) that have had their outer envelopes removed. It is an example of a whole-killed virus vaccine, which means that the virus has been modified to make it incapable of infecting cells and replicating. Thus it is potentially safer than some other types of vaccines. In its initial development as a preventive HIV vaccine, Remune experienced a series of setbacks, including data showing ineffectiveness and legal and financial troubles for its developer, Immune Response Corporation. As a result, this vaccine has become controversial among scientists, with most believing that it does not work and that research efforts would be better directed elsewhere. Although Remune has not been shown to protect against initial HIV infection, there have been some positive results when it is used as a therapeutic vaccine. Data from a clinical trial presented in 2002 showed that the incidence of antiretroviral failure was reduced by 37% in people who also received treatment with Remune. More recently, the results of a small but well-controlled study at Massachusetts General Hospital showed that Remune restored HIV-specific immune responses in people chronically infected with the virus. More importantly, these responses were similar to anti-HIV immune activity seen in long-term nonprogressors -- people who have been HIV positive but asymptomatic for years without treatment. Whether these effects will ultimately have any clinical benefit, however, is not yet known. The recent clinical findings are certainly welcome news, but Remune might have taken too many body blows in the past for it to be seen as a future vaccine contender. According to the noted AIDS immunologist Bruce Walker, MD, "Remune has now been shown -- in the only carefully controlled, double-blinded study ever conducted -- to have a positive and measurable biologic effect. Were this any other vaccine but Remune, people would be far more excited." Despite the general lack of enthusiasm, these results are encouraging, and at this point in vaccine research, we should, as Dr. Walker warns, "be testing anything that falls into the category of possible benefit." Remune may have suffered an early knockdown, but it appears to be pulling itself off the mat. Whether it has the strength to go the distance to win FDA approval is anyone's bet. John Hawes ([email protected]) is a freelance science writer who frequently writes about HIV/AIDS. Back to the SFAF BETA Winter 2004/2005 contents page.
- Construction paper - Glue or stapler - Fold construction paper in half lengthwise and show your child how to cut from the folded edge to within one and a half inches of the opposite side. - When cuts have been made along the entire length of the paper, unfold and form into a cylinder by joining together the short uncut ends of the paper. - Glue or staple another strip of construction paper for a handle. More on: Activities for Preschoolers Copyright © 1998 by Patricia Kuffner. Excerpted from The Preschooler's Busy Book with permission of its publisher, Meadowbrook Press. To order this book visit Meadowbrook Press.
In BriefTaking their cue from salamander regeneration, a team led by the University of New South Wales says that a stem cell therapy capable of regenerating any human tissue damaged by injury, disease, or aging could be available within a few years, thanks to an innovative new technique. Stem Cells: They Keys To Human Health Stem cells are, in may ways, our lifeblood, and understanding them could utterly transform human biology. While stem cells have already worked wonders in medicinal research, showing signs of curing everything from spinal cord injuries to blindness, they’ve always had their shortcomings—mostly tied to our own lacking understanding. However, each year brings us closer to truly understanding these cells, how they function, and how they can be manipulated for a variety of health purposes. For example, we know that stem cells are tied to aging, and we know that understanding exactly how they are tied to aging is critical to combating age-associated degeneration. As work published in the National Center for Biotechnology Information outlines: “Aging tissues experience a progressive decline in homeostatic and regenerative capacities, which has been attributed to degenerative changes in tissue-specific stem cells, stem cell niches and systemic cues that regulate stem cell activity.” And one study is promising a “game-changing” technique for stem cells. Taking their cue from salamander regeneration, research led by the University of New South Wales says that a stem cell therapy capable of regenerating any human tissue damaged by injury, disease, or aging could be available within a few years, thanks to an innovative technique. But first, a breakdown of what stem cells are and why they are so terribly important: The technique pioneered by the researchers at University of New South Wales involves reprogramming bone and fat cells into “induced multipotent stem cells” (iMS). These cells are special in that they can regenerate multiple tissue types. The team notes the significance of these cells, stating that, “unlike primary mesenchymal stem cells, which are used with little objective evidence in clinical practice to promote tissue repair, iMS cells contribute directly to in vivo tissue regeneration in a context-dependent manner without forming tumors.” There are two kinds of stem cells: embryonic stem cells that during embryonic development generate every type of cell in the human body, and adult stem cells that are tissue-specific, and unable to regenerate multiple tissue types. This method has the potential to transform current approaches in regenerative medicine. Embryonic stem cells would be preferable, save that they are prone to form teratomas (tumors composed of different tissue types), and their use is highly controversial. In any case, the scientists are quick to note the utterly transformative nature of this technique, and it’s great potential in relation to the future of medicine: “This method can be applied to both mouse and human somatic cells to generate multipotent stem cells and has the potential to transform current approaches in regenerative medicine.” How It Works The method used by the researchers is, quite frankly, amazing. They took bone and fat cells in mice, switched off their memory, and transformed them into stem cells. To be specific, the technique involves extracting adult human fat cells and treating them with the compound 5-Azacytidine (AZA), along with platelet-derived growth factor-AB (PDGF-AB) for approximately two days. The cells are then treated with the growth factor alone for a further two to three weeks. The AZA relaxes the hard-wiring of the cells by inducing cell plasticity, and this is expanded by the growth factor. Release the iMS into damaged tissue, and they will multiply, healing the tissue. The technique is a huge step up from other stem-cell therapies, since embryonic stem cell therapies may form tumors, and others use viruses to transform cells into stem cells. The technique is a huge step up from other stem-cell therapies, since embryonic stem cell therapies may form tumors, and others use viruses to transform cells into stem cells. The current trials use iMS from adult human fat cells inserted into mice. Human trials for this technique are expected by late 2017.
Acid Indigestion & Heartburn Facts Acid indigestion occurs when acidic stomach contents back up into the esophagus. Acid indigestion may cause the feeling of heartburn. Heartburn is a burning sensation deep in the chest that often accompanies indigestion. But heartburn is caused by irritation of the esophagus from stomach acid. The discomfort may spread into your throat, giving you a sour taste in your mouth. Heartburn has nothing to do with the heart, but the symptoms can feel similar to those of a heart attack. These symptoms can last as long as two hours and are often provoked by bending over, lying down or eating certain foods, such as citrus fruits, tomatoes, spicy foods, garlic and onions. Normally, a muscular valve keeps stomach acid in the stomach, opening to allow food into the stomach, then closes again. Heartburn occurs when food and stomach juices back up into the esophagus, because the valve opens too often or doesn't close tight enough. Occasional heartburn is common, particularly in adults. It is a weekly occurrence for up to 20% of Americans and very common if pregnant. If pregnant or breast-feeding, ask a health professional before use. If you occasionally have a symptom of acid indigestion or heartburn, try Alka-Seltzer to relieve the discomfort. If your symptoms are more frequent or severe, consult a physician to rule out any underlying conditions.
\|NOAA > NWS > CP HC > FAQ > Hurricanes and Tornadoes Hurricanes and Tornadoes 1. How are tropical cyclones different from tornadoes ? While both tropical cyclones and tornadoes are atmospheric vortices, they have little in common. Tornadoes have diameters on the scale of 100s of meters and are produced from a single convective storm (i.e. a thunderstorm or cumulonimbus). A tropical cyclone, however, has a diameter on the scale of 100s of kilometers and is comprised of several to dozens of convective storms. Additionally, while tornadoes require substantial vertical shear of the horizontal winds (i.e. change of wind speed and/or direction with height) to provide ideal conditions for tornado genesis, tropical cyclones require very low values (less than 10 m/s [20 kt, 23 mph]) of tropospheric vertical shear in order to form and grow. These vertical shear values are indicative of the horizontal temperature fields for each phenomenon: tornadoes are produced in regions of large temperature gradient, while tropical cyclones are generated in regions of near zero horizontal temperature gradient. Tornadoes are primarily an over-land phenomena as solar heating of the land surface usually contributes toward the development of the thunderstorm that spawns the vortex (though over-water tornadoes, or waterspouts do occurr). In contrast, tropical cyclones are purely an oceanic phenomena - they die over land due to the loss of a moisture source. Lastly, tropical cyclones have a lifetime that is measured in days, while tornadoes typically last on the scale of minutes. For more information on tornadoes you can go to the Storm Prediction Center's FAQ maintained by Roger Edwards. Tropical cyclones at landfall often provide the conditions necessary for tornado formation. As the tropical cyclone makes landfall and begins decaying, the winds at the surface die off quicker than the winds at, say, 850 mb. This sets up a fairly strong vertical wind shear that allows for the development of tornadoes, especially on the tropical cyclone's right side (with respect to the forward motion of the tropical cyclone). For the southern hemisphere, this would be a concern on the tropical cyclone's left side - due to the reverse spin of southern hemisphere storms. (Novlan and Gray 1974). 2. Why do tropical cyclones spawn tornadoes? Tropical cyclones spawn tornadoes when certain instability and vertical shear criteria are met, in a manner similar to other tornado-producing systems. However, in tropical cyclones, the vertical structure of the atmosphere differs somewhat from that most often seen in midlatitude systems. In particular, most of the thermal instability is found near or below 10,000 feet altitude, in contrast to midlatitude systems, where the instability maximizes typically above 20,000 feet. Because the instability in tropical cyclones is focused at low altitudes, the storm cells tend to be smaller and shallower than those usually found in most severe midlatitude systems. But because the vertical shear in tropical cyclones is also very strong at low altitudes, the combination of instability and shear can become favorable for the production of small supercell storms, which have an enhanced likelihood of spawning tornadoes compared to ordinary thunderstorm cells (Novlan and Gray 1974, Gentry 1983, McCaul 1991). 3. What percentage of tropical cyclones spawn tornadoes ? Almost all tropical cyclones making landfall in the United States spawn at least one tornado, provided enough of the tropical cyclones circulation moves over land. This implies that Gulf coast landfalling tropical cyclones are more likely to produce tornadoes than Atlantic coast tropical cyclones that sideswipe the coastline. The rate at which tropical cyclones produce waterspouts over the ocean is unknown, although Doppler radars have identified many cases where storm cell rotation suggestive of the presence of tornadoes was observed over water (Novlan and Gray 1974, Spratt et al. 1997). 4. What parts of a tropical cyclone are most favored for tornado formation ? In the northern hemisphere, the right-front quadrant (relative to tropical cyclone motion) is strongly favored. In the southern hemisphere, the left-front quadrant presumably is favored, although there is little research on this point. Most of the tornadoes form in outer rainbands some 50-200 miles from the tropical cyclone center, but some have been documented in the inner core, or even in the eyewall (Novlan and Gray 1974, McCaul et al. 1996, Spratt et al. 1997). 5. How long after landfall are tropical cyclone tornadoes a threat ? Tropical cyclones may spawn tornadoes from a day or two prior to landfall to up to three days after landfall. Statistics show that most of the tornadoes occur on the day of landfall, or the next day. The most likely time for TC tornadoes is during daylight hours, although they can occur during the night, too (Novlan and Gray 1974, McCaul 1991) . Although statistically the largest number of tropical cyclone tornadoes occurs on the day of landfall, some of the biggest and most damaging outbreaks have taken place 1 or 2 days after landfall, as with Beulah in 1967, Danny in 1985, and Beryl in 1994. In the case of Florida, with its peninsular shape, many of the tornadoes occur as the outer rainbands reach the state, well prior to the landfall of the tropical cyclone center (Hagemeyer and Hodanish 1995, Hagemeyer 1997). 6. Are tropical cyclone tornadoes weaker than midlatitude tornadoes ? In general, it appears that TC tornadoes are somewhat weaker and briefer than midlatitude tornadoes. During the period 1948-1986, the percentage of TC tornadoes that reached F2 or greater intensity on the Fujita scale was 26% (McCaul et al. 2004), while during a roughly comparable period (1950-1976), the corresponding percentage for all U.S. tornadoes was 36% (Kelly et al. 1978). In addition, there have been no F5-rated TC tornadoes since reliable records commenced in 1950, and only two F4s. There have, however, been numerous F3s, and some of these have caused many casualties and much damage. Of course, we cannot rule out the possibility that a future TC might spawn an F5 tornado (Gentry 1983 , McCaul 1991). In Florida, in particular, the most significant tornadoes tend to occur with "hybrid" cyclones or tropical cyclones with some hybrid influence. This usually means greater westerly shear in the storm environment which is believed to be favorable for stronger, longer-lasting tornadoes. Hurricane Agnes in June 1972 was a minimal category 1 hurricane with considerable hybrid influence and it produced the most F2 and greater tornadoes in a single day in Florida history (Hagemeyer 1998, Hagemeyer and Spratt 2002). 7. What is the largest known outbreak of tropical cyclone tornadoes? 2004's Hurricane Ivan caused an outbreak of 117 tornadoes - with the bulk of the tornadoes on 17 September - which developed over a 3 day period in the United States, including 37 in Virginia, 25 in Georgia, 18 in Florida, 9 in Pennsylvania, 8 in Alabama, 7 in South Carolina, 4 in both Maryland and North Carolina, 3 in West Virginia, and 2 in Maryland. There were 26 tornadoes reported on 15 September, 32 tornadoes on 16 September, 57 tornadoes on 17 September, and 2 tornadoes (in Maryland) on 18 September. At least 8 people were killed and 17 injured by the tornadoes. The previous record was during Hurricane Beulah, which spawned a reported 115 tornadoes in southeast Texas during the first several days after its landfall in September 1967 (Orton 1970). These outbreaks of tornadoes from Ivan and Beulah represent two of the largest tornado outbreaks of any kind in the U. S. tornado climatology. It is difficult to predict which tropical cyclones will produce large tornado outbreaks, although there is some indication that the likelihood of a major outbreak increases as TC size and intensity increase. 8. What is the deadliest single TC-spawned tornado ? One of the tornadoes spawned in October 1964 by Hurricane Hilda killed 22 people in Larose, LA ( Novlan and Gray 1974). 9. What is the most damaging single TC-spawned tornado ? One of the tornadoes produced by Hurricane Allen in 1980 did about $100 million damage, in recent dollars, in the Austin, TX, area (Gentry 1983). 10. Why are tropical cyclone tornadoes especially difficult to forecast? TC tornadoes are often spawned by unusually small storm cells that may not appear particularly dangerous on weather radars, especially if the cells are located more than about 60 miles from the radar. In addition, these small storms often tend to produce little or no lightning or thunder, and may not look very threatening visually to the average person. Furthermore, the tornadoes are often obscured by rain, and the storm cells spawning them may move rapidly, leaving little time to take evasive action once the threat has been perceived. ( McCaul et al. 1996, Spratt et al. 1997). 11. Which states are most vulnerable to TC tornadoes outbreaks ? Historical records show that the largest and most intense TC tornado outbreaks have occurred in Texas (Hurricane Carla in 1961, Beulah in 1967, Allen in 1980, and Gilbert in 1988), Louisiana (Hurricane Audrey in 1957, Carla in 1961, Hilda in 1964, and Andrew in 1992), Mississippi(Hurricane Audrey in 1957 and Andrew in 1992), Alabama (Hurricane Audrey in 1957, Danny in 1985, Andrew in 1992, and Georges in 1998), South Carolina (Tropical Storm Beryl in 1994), and Florida (Hurricane Agnes in 1972, Opal in 1995, and Tropical Storm Josephine in 1996). The Gulf Coast states tend to have the most frequent and significant TC tornado events, partly because of their tendency to have at least one state fully exposed to the right-front quadrant of the tropical cyclone when landfall occurrs(McCaul 1991). 12. How does the damage from hurricanes compare to tornadoes? Even though winds from the strongest tornadoes far exceed that from the strongest hurricanes, hurricanes typically cause much more damage individually and over a season. The strongest tornadoes - those of Fujita Tornado Damage Scale 4 and 5 - have estimated winds of 207 mph [333 kph] and higher, while the strongest hurricanes - those of Saffir-Simpson Hurricane Scale 4 and 5 - have winds of 131 mph [210 kph] and higher. Hurricanes in the continental U.S. cause on average about $3 billion per landfall and about $5 billion annually (Pielke and Landsea 1998). The roughly 1000 tornadoes that impact the continental U.S.each year cause about ten times less - about $500 million in total ( Brooks and Doswell 2001). The top 30 most damaging hurricanes in the last 100 years (normalized to account for higher population, wealth and inflation) have each caused over $2.9 billion (Jarrell et al. 2001). In comparison, only the most damaging tornado in the last 100 years or so - if it hit today - would cause about $2.9 billion in damage: the May 1896 St. Louis tornado (Brooks and Doswell 2001). Hurricanes tend to cause much more destruction than tornadoes because of their size, duration and variety of ways to damage items. The destructive circular eyewall in hurricanes (that surrounds the calm eye) can be tens of miles across, last hours and damage structures through storm surge, rainfall-caused flooding, as well as wind impacts. Tornadoes, in contrast, tend to be a mile or smaller in diameter, last for minutes and primarily cause damage from their extreme winds. Brooks, H. E., and C. A. Doswell, III, 2001: Normalized damage from major tornadoes in the United States: 1890-1999. Wea. Forecasting , 16, 168-176. Jarrell,J.D., M. Mayfield, E.N. Rappaport, and C.W. Landsea, 2001: "The Deadliest, Costliest, and Most Intense United States Hurricanes from 1900 to 2000 (and other Frequently Requested Hurricane Facts)" NOAA Technical Memorandum NWS/TPC-1.
The seasons have nothing to do with how far the Earth is from the Sun. If this were the case, it would be hotter in the northern hemisphere during January as opposed to July. Instead, the seasons are caused by the Earth being tilted on its axis by an average of 23.5 degrees (Earth's tilt on its axis actually varies from near 22 degrees to 24.5 degrees). Here's how it works: The Earth has an elliptical orbit around our Sun. This being said, the Earth is at its closest point distance wise to the Sun in January (called the Perihelion) and the furthest in July (the Aphelion). But this distance change is not great enough to cause any substantial difference in our climate. This is why the Earth's 23.5 degree tilt is all important in changing our seasons. Near June 21st, the summer solstice, the Earth is tilted such that the Sun is positioned directly over the Tropic of Cancer at 23.5 degrees north latitude. This situates the northern hemisphere in a more direct path of the Sun's energy. What this means is less sunlight gets scattered before reaching the ground because it has less distance to travel through the atmosphere. In addition, the high sun angle produces long days. The opposite is true in the southern hemisphere, where the low sun angle produces short days. Furthermore, a large amount of the Sun's energy is scattered before reaching the ground because the energy has to travel through more of the atmosphere. Therefore near June 21st, the southern hemisphere is having its winter solstice because it "leans" away from the Sun. Advancing 90 days, the Earth is at the autumnal equinox on or about September 21st. As the Earth revolves around the Sun, it gets positioned such that the Sun is directly over the equator. Basically, the Sun's energy is in balance between the northern and southern hemispheres. The same holds true on the spring equinox near March 21st, as the Sun is once again directly over the equator. Lastly, on the winter solstice near December 21st, the Sun is positioned directly over the Tropic of Capricorn at 23.5 degrees south latitude. The southern hemisphere is therefore receiving the direct sunlight, with little scattering of the sun's rays and a high sun angle producing long days. The northern hemisphere is tipped away from the Sun, producing short days and a low sun angle. What kind of effect does the earth's tilt and subsequent seasons have on our length of daylight (defined as sunrise to sunset). Over the equator, the answer is not much. If you live on or very close to the equator, your daylight would be basically within a few minutes of 12 hours the year around. Using the northern hemisphere as a reference, the daylight would lengthen/shorten during the summer/winter moving northward from the equator. The daylight difference is subtle in the tropics, but becomes extremely large in the northern latitudes. Where we live in the mid latitudes, daylight ranges from about 15 hours around the summer solstice to near nine hours close to the winter solstice. Moving to the arctic circle at 66.5 degrees north latitude, the Sun never sets from early June to early July. But around the winter solstice, the daylight only lasts slightly more than two hours. There becomes a profound difference in the length of daylight heading north of the arctic circle. Barrow, Alaska at slightly more than 71 degrees north latitude, lies just less than 300 nautical miles north of the arctic circle. Barrow sees two months of total darkness, as the Sun never rises for about a month on each side of the winter solstice. On the other hand, Barrow also has total light from mid May to early August. And what about the north pole, or 90 degrees north latitude? The Sun rises in the early evening near the spring equinox and never sets again until just after the autumnal equinox, or six months of light. Conversely, after the Sun sets in the mid morning just after the autumnal equinox, it will not be seen again until the following spring equinox, equating to six months of darkness.
Write a program Subsequence. The unsolved problem is that no one knows whether the function terminates for all integers mathematical induction is no help because one of the recursive calls is for a larger value of the argument. The base case of our recursion would be when we reach a word with just one letter. Here is how it works. Given A hundred dollar bills, B fifty dollar bills, C twenty dollar bills, D ten dollar bills, E five dollar bills, F one dollar bills, G half-dollars, H quarters, I dimes, J nickels, and K pennies, determine whether it is possible to make change for N cents. Consider the following function from program Recursion. The character s[i] matches t[j]. When calling the function, take the absolute value of both inputs. So the order of execution will be "head" recursion, i. Speech recognition, handwriting analysis, computational biology, hidden Markov models. We use the notation s[i. If a function calls itself recursively an excessive number of times before returning, the memory required by Java to keep track of the recursive calls may be prohibitive. For example, if the user types east, the program should list all 24 permutations, including eats, etas, teas, and non-words like tsae. Write a program Tree. To move 2 disks: However, calling it with a huge value of n will lead to a StackOverflowError. Example implementation of binary search in C: On the other hand, recursive solution is much simpler and takes less time to write, debug and maintain. By solving each subproblem only once instead of over and overthis technique avoids a potential exponential blow-up in the running time. A permutation of n elements is one of the n! Write a program that reads in two files and prints out their diff. Thanks to Jon Bartlett for the example. And in the next level below that, one recursive call will be to display all anagrams of st, prefixing each with the letters ea. The key idea is to retrace the steps of the dynamic programming algorithm backward, rediscovering the path of choices highlighted in gray in the diagram from opt to opt[m][n].How do I reverse a string in java by accepting it through Scanner class and by using recursive method? How do I get Java code for reverse a string using recursion? How can I write a program in Java to reverse an array using recursion using 2 parameters 1 being the array and the other an integer? By Doug Lowe. Recursion is a basic programming technique you can use in Java, in which a method calls itself to solve some problem. A method that uses this technique is recursive. Many programming problems can be solved only by recursion, and some problems that can be solved by other techniques are better solved by recursion. Recursion in java is a process in which a method calls itself continuously. A method in java that calls itself is called recursive method. It makes the code compact but complex to understand. Write a program to convert string to number without using ultimedescente.comnt() method. Write a program to find two lines with max characters in descending order. Write. May 27, · Sum of n numbers using recursive method - Java Basic Programming First we will request user to enter number of numbers that sum upto Program will accept that using scanner class. Recursion. The idea of calling one function from another immediately suggests the possibility of a function calling ultimedescente.com function-call mechanism in Java supports this possibility, which is known as recursion. Your first recursive program.Download
This is an Online Workshop. Most educators have had experiences working with students who have refused to comply with classroom expectations or who are unable to perform to their true potential due to behavioural issues. Finding successful strategies that work with such students is often a challenge. To have successful outcomes, the education system requires educators to have the knowledge to know how to develop and implement appropriate behaviour intervention plans. Some students will have been diagnosed as being a student with a “behaviour exceptionality,” as defined by the Ministry of Education; however, many students who exhibit such behaviours will not have undergone a formal identification process, and will not have additional educational support. This workshop is designed to help educators: - Develop an understanding of behaviour and definitions of diagnoses that are commonly associated with behavioural issues; - Discuss tools and methods for gathering information on behaviours and the factors impacting behaviour; - Identify behavioural modification strategies that can be applied in the classroom; and - Work through case studies and assignments related to behavior.
The Scripps Institution of Oceanography has produced a unique snapshot of new seafloor taking shape in the Pacific with the use of dozens of oven-sized sensors that descended on a volcanic ridge about 2,000 miles south-southeast of San Diego. The image, to be published Thursday in the journal Nature, provides a rare look at where magma rises to generate new crust. It is well known that the magma comes up along chains of volcanoes on mid-ocean ridges. But researchers aren't sure how deep beneath the ridges the process actually occurs. "This image shows one of the fundamental processes of earth, the formation of new seafloor," said Kerry Key, the Scripps geophysicist who is lead author on the new research paper. The advance dates to 2004, when the Scripps research ship Roger Revelle was operating along the East Pacific Rise, west of Nicaragua. Scientists took 40 large electro-magnetic sensors that were developed at Scripps and released them into the ocean, about 1.5 miles above the surface of the seafloor. Key says the 300-pound sensors drifted to the bottom, where they settled and recorded signals from magma that extended as much as 90 miles deep. The magma -- which is the melted part of Earth's mantle -- was moving in an area where the Pacific and Cocos tectonic plates diverge due to tectonic forces. Some of that magma was migrating upward, between the plates, forming new patches of seafloor. Key and his colleagues collected the data, and later developed computer models that enabled them to create an image showing the size and the location of where the mantle becomes molten beneath the volcano. "Our data show that mantle upwelling beneath the mid-ocean ridge creates a deeper and broader melting region than previously thought," Key said in a statement. "This was the largest project of its kind, enabling us to image the mantle with a level of detail not possible with previous studies."
Wash Your Hands to Stay Safe and Healthy Hand washing is an overall good practice to teach your children as they grow. However, the activity becomes even more important in the pediatric hospital and health care environment to keep child patients safe from the spread of infection and other communicable diseases. This week, hand hygiene is in the spotlight for World Hand Hygiene day, and Speak Now for Kids would like to point out the proper techniques for washing and how they make a difference in a hospital setting. The World Health Organization’s campaign, Clean Care is Safe Care, is the first global patient safety challenge with a goal of ensuring that “infection control is acknowledged universally as a solid and essential basis towards patient safety and supports the reduction of health care-associated infections and their consequences.” To achieve this mission, the campaign emphasizes hand washing as a major component to reducing the spread of serious infections in health care facilities. According to the Mayo Clinic, when it comes to children specifically, hand washing is especially important because they are at greater risk of respiratory and gastrointestinal diseases that can easily spread to family members and other contacts. These are often picked up in group care settings like daycare or hospitals. Teach Your Kids Proper Hand Washing: - When washing with soap and water (best to use this method when hands are visibly dirty), wet hands and then apply soap. Scrub soapy hands together for the length of time it takes to sing the “ABC’s.” Then, rinse soap from hands and dry with a clean towel or napkin. This helpful video shows a mother and son doing just this. - When washing with hand sanitizer, apply enough of the product in the palm of your hand to wet both hands completely. Rub hands together covering all surfaces until hands are dry. - It’s important to wash your hands frequently with your child to get them in the habit of doing so. - Hand sanitizers are okay for children too, says the Mayo Clinic. However, you should remind your child to make sure the sanitizer completely dries before he or she touches anything, and always remember to store the container out of reach after use. Proper hand washing for adults and children alike leads to a healthier life both in and out of the hospital.
A particle moves according to the position function f(t)=sin(pi(t)/4) , t>or equal to 0 , t in seconds, s in feet. a. find the average velocity of the particle over the interval [1,5] b. when is the particle at rest in the first 10 seconds? c. Find the total distance traveled during the first 10 seconds by drawing a path of the motion.
A course that can teach you how to draw. Students learn basic drawing skills through the exploration of a variety of drawing materials such as pencil, inks, charcoal and pastels; processes include doodling, gesture and schematic drawing. - Identify and illustrate contour line, hatching, cross hatching, stipple, shading, shadowing, modeling techniques in a variety of media and lighting environment - Identify and apply composition and design elements/theory by integrating the various drawing processes and materials. - Demonstrate and apply line, value, area, shape, form, mass and volume theories - Demonstrate and apply a variety of spatial illusion techniques including: linear perspective, one-point perspective, two-point perspective and multiple point perspective - Demonstrate and apply the use of pencil, pastel, conte charcoal, inks and chalk media - Demonstrate and apply the use of matting, mounting and format techniques - Demonstrate and interpret historical and contemporary drawing process, its materials and application in relation to the student's own drawings
Working out of a lab in WSU's Webster Hall, physicist Peter Engels and his colleagues cooled about one million atoms of rubidium to 100 billionths of a degree above absolute zero. There was no colder place in the universe, said Engels, unless someone was doing a similar experiment elsewhere on Earth or on another planet. At that point, the cluster of atoms formed a Bose-Einstein condensate -- a rare physical state predicted by Albert Einstein and Indian theorist Satyendra Nath Bose -- after undergoing a phase change similar to a gas becoming a liquid or a liquid becoming a solid. Once the atoms acted in unison, they could be induced to exhibit coherent "superradiant" behavior predicted by Princeton University physicist Robert Dicke in 1954. Engels' findings appear in the journal Nature Communications. Co-author and collaborator Chuanwei Zhang, a former WSU physicist now at the University of Texas at Dallas, led the theoretical aspects of the work. Funders include the National Science Foundation, the Army Research Office and the Defense Advanced Research Projects Agency, the cutting-edge research agency known as DARPA. Researchers using these super-cold dilute gases have created the superradiant state in only one other situation, said Engels, using a far more complicated experiment involving coupling to photon fields. Because the coupling of atoms and photons is usually very weak, their behavior was extremely hard to observe, he said. "What our colleague Chuanwei Zhang realized is, if you replaced the light with the motion of the particles, you got exactly the same physics," said Engels. Moreover, it's easier to observe. So while their cloud of atoms measures less than half a millimeter across, it is large enough to be photographed and measured. This gives experimenters a key tool for testing assumptions and changes in the atomic realm of quantum physics. "We have found an implementation of the system that allows us to go in the lab and actually test the predictions of the Dicke model, and some extensions of it as well, in a system that is not nearly as complicated as people always thought it has to be for the Dicke physics," Engels said. Ordinary physical properties change so dramatically in quantum mechanics that it can seem like a drawing by M.C. Escher. Photons can be both waves and particles. A particle can go through two spaces at the same time and, paradoxically, interfere with itself. Electrons can be oriented up or down at the same time. This concurrent duality can be exploited by quantum computing. So where a conventional computer uses 1s and 0s to make calculations, the fundamental units of a quantum computer could be 1s and 0s at the same time. Tell us what you think of Chemistry 2011 -- we welcome both positive and negative comments. Have any problems using the site? Questions?
Arctic permafrost soils store vast amounts of carbon in the form of dead but not decomposed plant debris. Around half of the global soil carbon reservoir is stored in these permanently frozen Arctic soils. Through global warming, however, the permafrost is thawing to increasing depths, which may mobilise the carbon stored within. The amount of water drainage from rivers such as the Yenisey and the Ob in Siberia or the Kalixälven in Northern Sweden, which drain vast land areas, has also changed. Due, among other things, to a changing precipitation regime, these rivers are conducting more water away into the seas than a few decades ago, also transporting the carbon from their basins towards the sea. The main concern for scientists is that the activity of microbes or other organisms that live off organic matter and exhale CO2 could cause carbon that has been stored for thousands of years to get back into the atmosphere—and in a big way. Age of tracer molecules determined using carbon dating Consequently, researchers from ETH Zurich and the University of Stockholm set about finding out whether “old” carbon from permafrost areas of Arctic Eurasia is being mobilised and transported through large river basins, ranging from Northern Sweden to Eastern Siberia, to the sea. They took sediment samples from near the mouths of these rivers and isolated three types of carbon compounds, the sources of which could clearly be identified. These so-called tracer compounds include organic molecules derived from lignin, a rigidifying biopolymer in higher plants, plant waxes that form a protective coating on leaf surfaces, and a group of compounds abundant in mosses. The researchers were able to determine the age of these molecules using radiocarbon dating. First concrete evidence of mobilization Based on this age diagnosis, the research team headed by Timothy Eglinton, a professor of biogeoscience at the Department of Earth Sciences, were for the first time able to assess contributions of old carbon from permafrost soils to riverine carbon. Furthermore, the scientists were able to demonstrate that permafrost soils where the frozen areas are interspersed with gaps release more old carbon than those where the permafrost is uninterrupted. This coincides with the different permafrost profiles that Eurasia exhibits from west to east. “In Far Eastern Siberia, the majority of the mobilised carbon comes from the surface layers,” says Eglinton. In the European part of Eurasia and Western Siberia, however, water can penetrate the soil between the frozen permafrost areas more effectively, release the carbon previously stored for thousands of years, and carry it to the sea. Using carbon dating, the geoscientists were able to measure age differences of up to 13,000 years between young and old terrestrial components. “The age difference between the various carbon sources is particularly great in the Arctic due to the release of old permafrost carbon,” says Xiaojuan Feng, a postdoc under Eglinton and first author on the study just published in PNAS. This leads the researchers to the conclusion that lignin represents a tracer of surface carbon sources and plants waxes reflect old permafrost. Carbon thousands of years old released Based on documented changes in river discharge and on relationships of radiocarbon age of lignin tracer molecules with water run-off from the river basins, the researchers calculated that the proportion of carbon from permafrost has increased by five per cent in the last twenty years. “While masked by changes in other carbon sources, mobilization of the carbon from the once deep-frozen soils appears well underway,” says Eglinton. This proportion of this carbon is still fairly modest, and how it will change in the future remains unclear. “Nevertheless, our new results go a long way towards helping us to understand and assess the links between climate warming and the behaviour of different carbon sources in the Arctic more effectively,” stresses Eglinton. It will now be interesting to extend the molecule-specific carbon dating analyses to other sediment archives in order to examine the release of carbon from Arctic permafrost soils and the past climate more effectively. Source: ETH Zurich
Leukemia is a cancer that starts in the organs that make blood, namely the bone marrow and the lymph system. Depending on their characteristics, leukemias can be divided into two broad types. Acute leukemias are the rapidly progressing leukemias, while the chronic leukemias progress more slowly. The vast majority of the childhood leukemias are of the acute form. The cells that make up blood are produced in the bone marrow and the lymph system. The bone marrow is the spongy tissue found in the large bones of the body. The lymph system includes the spleen (an organ in the upper abdomen), the thymus (a small organ beneath the breastbone), and the tonsils (an organ in the throat). In addition, the lymph vessels (tiny tubes that branch like blood vessels into all parts of the body) and lymph nodes (pea-shaped organs that are found along the network of lymph vessels) are also part of the lymph system. Lymph is a milky fluid that contains cells. Clusters of lymph nodes are found in the neck, underarm, pelvis, abdomen, and chest. Blood is made up of red blood cells (RBCs), which carry oxygen and other materials to all tissues of the body; white blood cells (WBCs), which fight infection; and platelets, which play a part in the clotting of the blood. The white blood cells can be further subdivided into three main types: granulocytes, monocytes, and lymphocytes. The granulocytes, as their name suggests, contain particles (granules). These granules contain special proteins (enzymes) and several other substances that can break down chemicals and destroy microorganisms, such as bacteria. Monocytes are the second type of white blood cell. They are also important in defending the body against pathogens. The lymphocytes form the third type of white blood cell. There are two main types of lymphocytes: T lymphocytes and B lymphocytes. They have different functions within the immune system. The B cells protect the body by making antibodies, which are proteins that can attach to the surfaces of bacteria and viruses. This attachment sends signals to many other cell types to come and destroy the antibody-coated organism. The T cells protect the body against viruses. When a virus enters a cell, it produces certain proteins that are projected onto the surface of the infected cell. The T cells recognize these proteins and make certain chemicals that are capable of destroying the virus-infected cells. In addition, the T cells can destroy some types of cancer cells. The bone marrow makes stem cells, which are the precursors of the different blood cells. These stem cells mature through stages into RBCs, WBCs, or platelets. In acute leukemias, the maturation process of the white blood cells is interrupted. The immature cells (blasts) proliferate rapidly and begin to accumulate in various organs and tissues, thereby affecting their normal function. This uncontrolled proliferation of the immature cells in the bone marrow affects the production of the normal red blood cells and platelets as well. Acute leukemias are of two types: acute lymphocytic leukemia and acute myelogenous leukemia. Different types of white blood cells are involved in the two leukemias. In acute lymphocytic leukemia (ALL), it is the T or the B lymphocytes that become cancerous. The B cell leukemias are more common than T cell leukemias. Acute myelogenous leukemia, also known as acute nonlymphocytic leukemia (ANLL), is a cancer of the monocytes and/or granulocytes. Leukemias account for 2 percent of all cancers. Because leukemia is the most common form of childhood cancer, it is often regarded as a disease of childhood. However, leukemias affect nine times as many adults as children. Half of the cases occur in people who are 60 years of age or older. The incidence of acute and chronic leukemias is about the same. Leukemia strikes both sexes and all ages. The human T-cell leukemia virus (HTLV-I) is believed to be the causative agent for some kinds of leukemias. However, as of 2004, the cause of most leukemias is not known. Acute lymphoid leukemia (ALL) is more common among Caucasians than among African-Americans, while acute myeloid leukemia (AML) affects both races equally. The incidence of acute leukemia is slightly higher among men than women. People with Jewish ancestry have a higher likelihood of getting leukemia. A higher incidence of leukemia has also been observed among persons with Down syndrome and some other genetic abnormalities. Causes and symptoms Exposure to ionizing radiation and to certain organic chemicals, such as benzene, is believed to increase the risk of developing leukemia. Having a history of diseases that damage the bone marrow, such as aplastic anemia, or a history of cancers of the lymphatic system puts people at a high risk for developing acute leukemias. Similarly, the use of anticancer medications, immunosuppressants, and the antibiotic chloramphenicol are also considered risk factors for developing acute leukemias. The symptoms of leukemia are generally vague and non-specific. A patient may experience all or some of the following symptoms: - weakness or chronic fatigue - fever of unknown origin - weight loss that is not due to dieting or exercise - frequent bacterial or viral infections - skin rash - non-specific bone pain - easy bruising - bleeding from gums or nose - blood in urine or stools - enlarged lymph nodes and/or spleen - abdominal fullness Like all cancers, acute leukemias are most successfully treated when found early. There were as of 2004 no screening tests available. If the doctor has reason to suspect leukemia, he or she will conduct a very thorough physical examination to look for enlarged lymph nodes in the neck, underarm, and pelvic region. Swollen gums, enlarged liver or spleen, bruises , or pinpoint red rashes all over the body are some of the signs of leukemia. Urine and blood tests may be ordered to check for microscopic amounts of blood in the urine and to obtain a complete differential blood count. This count gives the numbers and percentages of the different cells found in the blood. An abnormal blood test might suggest leukemia; however, the diagnosis has to be confirmed by more specific tests. The doctor may perform a bone marrow biopsy to confirm the diagnosis of leukemia. During the biopsy, a cylindrical piece of bone and marrow is removed. The tissue is generally taken out of the hipbone. These samples are sent to the laboratory for examination. In addition to diagnosis, the biopsy is also repeated during the treatment phase of the disease to see if the leukemia is responding to therapy. A spinal tap (lumbar puncture) is another procedure that the doctor may order to diagnose leukemia. In this procedure, a small needle is inserted into the spinal cavity in the lower back to withdraw some cerebrospinal fluid and to look for leukemic cells. Standard imaging tests, such as x rays, computed tomography scans (CT scans), and magnetic resonance imaging (MRI) may be used to check whether the leukemic cells have invaded other areas of the body, such as the bones, chest, kidneys, abdomen, or brain. A gallium scan or bone scan is a test in which a radioactive chemical is injected into the body. This There are two phases of treatment for leukemia. The first phase is called induction therapy. As the name suggests, during this phase, the main aim of the treatment is to reduce the number of leukemic cells as far as possible and induce a remission in the patient. Once the patient shows no obvious signs of leukemia (no leukemic cells are detected in blood tests and bone marrow biopsies), the patient is said to be in remission. The second phase of treatment is then initiated. This is called continuation or maintenance therapy, and the aim in this case is to kill any remaining cells and to maintain the remission for as long as possible. Chemotherapy is the use of drugs to kill cancer cells. It is usually the treatment of choice and is used to relieve symptoms and achieve long-term remission of the disease. Generally, combination chemotherapy, in which multiple drugs are used, is more efficient than using a single drug for the treatment. Some drugs may be administered intravenously (through a vein) in the arm; others may be given by mouth in the form of pills. If the cancer cells have invaded the brain, then chemotherapeutic drugs may be put into the fluid that surrounds the brain through a needle in the brain or back. This is known as intrathecal chemotherapy. Because leukemia cells can spread to all the organs via the blood stream and the lymph vessels, surgery is not considered an option for treating leukemias. Radiation therapy, which involves the use of x-rays or other high-energy rays to kill cancer cells and shrink tumors, may be used in some cases. For acute leukemias, the source of radiation is usually outside the body (external radiation therapy). If the leukemic cells have spread to the brain, radiation therapy can be given to the brain. Bone marrow transplantation is a process in which the patient's diseased bone marrow is replaced with healthy marrow. There are two ways of doing a bone marrow transplant. In an allogeneic bone marrow transplant, healthy marrow is taken from a donor whose tissue is either the same as or very closely resembles the patient's tissues. The donor may be a twin, a sibling, or a person who is not related at all. First, the patient's bone marrow is destroyed with very high doses of chemotherapy and radiation therapy. Healthy marrow from the donor is then given to the patient through a needle in a vein to replace the destroyed marrow. In the second type of bone marrow transplant, called an autologous bone marrow transplant, some of the patient's own marrow is taken out and treated with a combination of anticancer drugs to kill all the abnormal cells. This marrow is then frozen and saved. The marrow remaining in the patient's body is destroyed with high-dose chemotherapy and radiation therapy. The marrow that was frozen is then thawed and given back to the patient through a needle in a vein. This mode of bone marrow transplant is in the early 2000s being investigated in clinical trials. Biological therapy or immunotherapy is a mode of treatment in which the body's own immune system is harnessed to fight the cancer. Substances that are routinely made by the immune system (such as growth factors, hormones, and disease-fighting proteins) are either synthetically made in a laboratory or their effectiveness is boosted and they are then put back into the patient's body. This treatment mode is also being investigated in the early 2000s in clinical trials all over the United States at major cancer centers. Antibody —A special protein made by the body's immune system as a defense against foreign material (bacteria, viruses, etc.) that enters the body. It is uniquely designed to attack and neutralize the specific antigen that triggered the immune response. Biopsy —The surgical removal and microscopic examination of living tissue for diagnostic purposes or to follow the course of a disease. Most commonly the term refers to the collection and analysis of tissue from a suspected tumor to establish malignancy. Chemotherapy —Any treatment of an illness with chemical agents. The term is usually used to describe the treatment of cancer with drugs that inhibit cancer growth or destroy cancer cells. Computed tomography (CT) —An imaging technique in which cross-sectional x rays of the body are compiled to create a three-dimensional image of the body's internal structures; also called computed axial tomography. Cytokines —Chemicals made by the cells that act on other cells to stimulate or inhibit their function. They are important controllers of immune functions. Immunotherapy —A mode of cancer treatment in which the immune system is stimulated to fight the cancer. Lumbar puncture —A procedure in which the doctor inserts a small needle into the spinal cavity in the lower back to withdraw spinal fluid for testing. Also known as a spinal tap. Magnetic resonance imaging (MRI) —An imaging technique that uses a large circular magnet and radio waves to generate signals from atoms in the body. These signals are used to construct detailed images of internal body structures and organs, including the brain. Maturation —The process by which stem cells transform from immature cells without a specific function into a particular type of blood cell with defined functions. Radiation therapy —A cancer treatment that uses high-energy rays or particles to kill or weaken cancer cells. Radiation may be delivered externally or internally via surgically implanted pellets. Also called radiotherapy. Remission —A disappearance of a disease and its symptoms. Complete remission means that all disease is gone. Partial remission means that the disease is significantly improved, but residual traces of the disease are still present. A remission may be due to treatment or may be spontaneous. Like all cancers, the prognosis for leukemia depends on the patient's age and general health. According to statistics, more than 60 percent of the patients with leukemia survive for at least a year after diagnosis. Acute myelocytic leukemia (AML) has a poorer prognosis rate than acute lymphocytic leukemias (ALL) and the chronic leukemias. Between 1985 and 2004, the five-year survival rate for patients with ALL increased from 38 to 57 percent. Interestingly enough, since most childhood leukemias are of the ALL type, chemotherapy has been highly successful in their treatment. This is because chemotherapeutic drugs are most effective against actively growing cells. Due to the new combinations of anticancer drugs being used, the survival rates among children with ALL have improved dramatically. Eighty percent of the children diagnosed with ALL as of 2004 survive for five years or more, as compared to 50 percent in the late 1970s. Most cancers can be prevented by changes in lifestyle or diet, which will reduce the risk factors. However, in leukemias, there are as of 2004 no such known risk factors. Therefore, as of 2004, no way is known to prevent leukemias from developing. People who are at an increased risk for developing leukemia because of proven exposure to ionizing radiation or exposure to the toxic liquid benzene, and people with Down syndrome, should undergo periodic medical checkups. Parents of a child with leukemia must balance their own fears for their child's health with the child's fears and worries. Also, given the large financial burden leukemia treatment entails, parents will want to make sure they are aware of what and what is not covered by their insurance. Parents can find a variety of sources, written and online, that will help them deal with the new circumstances of themselves and their family . Campana, Dario, and Ching-Hon Pui. "Childhood Leukemia." In Clinical Oncology. Edited by Martin D. Abeloff. London: Churchill Livingstone, 2000. Thompson, George H. "The Neck." In Nelson Textbook of Pediatrics. Edited by Richard E. Behrman et al. Philadelphia: Saunders, 2004. Tubergen, David G., and Archie Bleyer. "The Leukemias." In Nelson Textbook of Pediatrics. Edited by Richard E. Behrman et al. Philadelphia: Saunders, 2004. American Cancer Society. 1599 Clifton Rd., NE, Atlanta, GA 30329–4251. Web site: http://www.cancer.org. Cancer Research Institute. 681 Fifth Ave., New York, NY 10022. Web site: http://www.cancerresearch.org. Leukemia Society of America Inc. 600 Third Ave., New York, NY 10016. Web site: http://www.leukemia.org. National Cancer Institute. Building 31, Room 10A31, 31 Center Drive, MSC 2580, Bethesda, MD 20892–2580. http://www.nci.nih.gov. Lata Cherath, PhD Rosalyn Carson-DeWitt, MD
Transposition of the great arteries Transposition of the great arteries (TGA) is a birth defect causing a fatal condition in which there is a reversal, or switch, in the primary connections of the two main (great) blood vessels to the heart, the aorta and pulmonary artery. There are two great arteries that transport blood away from the heart, the pulmonary artery and the aorta. Normally, the pulmonary artery carries blood from the right ventricle to the lungs. The aorta carries blood from the left ventricle to the vessels of the rest of the body. Ordinarily, blood returning to the heart is depleted in oxygen. It goes first to the right atrium of the heart and then to the right ventricle where it is pumped to the lungs. While in the lungs, the blood picks up more oxygen. After the lungs, the blood flows to the left atrium, then the left ventricle pumps the blood out through the aorta to the rest of the body, thereby supplying the body with oxygenated blood. In children with transposition of the great arteries, the connection of the two great arteries is reversed. This condition causes oxygen depleted blood to be circulated to the body because the aorta is connected to the right ventricle. Blood returning to the heart goes to the right atrium and ventricle, and then it goes into the aorta for distribution throughout the body instead of to the lungs to be oxygenated. At the same time, blood in the lungs goes to the left atrium, the left ventricle, but then back to the lungs rather than going to the body because the pulmonary artery is connected to the left ventricle. The result is that highly oxygenated blood keeps recycling through the lungs, while oxygen-depleted blood recycles through the body without going through the lungs to reoxygenate. The body cannot survive without oxygenated blood. This condition occurs during the fetal development and must be treated promptly after birth if the newborn is to survive. The newborn can survive for a few days while the foramen ovale, a small hole in the septum that separates the two atria, is open, allowing some oxygenated blood to escape and mix into the blood that is being pumped throughout the body. However, within a few days after birth, the foramen ovale normally closes, and no oxygenated blood is available for the body. Transposition of the great arteries affects 20 to 30 of every 100,000 live births each year. It is the most common reason for cyanotic heart disease in newborns accounting for 5 to 7 percent of all infants with congenital heart disease . Transposition of the great arteries is most often an isolated defect and is not associated with other congenital syndromes. It affects males more than females with 60 to 70 percent of all cases occurring in males. It does not affect any race or nationality more than another. Causes and symptoms Transposition of the great arteries is a birth defect that occurs during fetal development. There is no identifiable disease or cause. The main symptom is a cyanotic or blue baby appearance, caused by a general lack of oxygen in the body's tissues. Diagnosis is made immediately after birth, when it is observed that the newborn has a bluish color. A definite diagnosis is made by x ray, electrocardiography (ECG), and echocardiography. Transposition of the great arteries may be treated by the use of medications called prostaglandins which keep the ductus arteriousus open. A procedure called a cardiac catheterization can then be performed during which a small thin tube (catheter) with a balloon tip, may be used to enlarge the opening between the two atria until surgery can be performed. However, both procedures are temporary treatments that help prolong the infant's life, in some cases allowing him or her to gain strength, until surgery can be performed. The only permanent solution for this condition is open-heart surgery. In transposition of the great arteries repair surgery, the infant's heart is stopped, and blood is circulated through the body using a mechanical heart-lung machine. The two great arteries are reconnected to their proper destination. This correction restores the normal blood flow pattern. The coronary arteries are also reconnected, so that they can supply blood to the heart itself. Left untreated, this disease is fatal within the first weeks of life. After surgical repair, the survival rate is 90 percent, and most individuals grow and develop normally. Because there is no identifiable cause, there is no way to prevent this condition. Aorta —The main artery located above the heart that pumps oxygenated blood out into the body. The aorta is the largest artery in the body. Atrial —Referring to the upper chambers of the heart. Cyanosis —A bluish tinge to the skin that can occur when the blood oxygen level drops too low. Echocardiography —A non-invasive technique, using ultrasound waves, used to look at the various structures and functions of the heart. Electrocardiagram (ECG, EKG) —A record of the electrical activity of the heart, with each wave being labeled as P, Q, R, S, and T waves. It is often used in the diagnosis of cases of abnormal cardiac rhythm and myocardial damage. Foramen ovale —The foramen ovale is a fetal cardiac structure that allows the blood in both upper chambers (atria) of the heart to mix. After birth, the pressure rises in the left atrium pushing this opening closed, allowing the heart to function in a two-sided fashion: the right side carries the unoxygenated blood to the lungs, and the left side pumps the oxygenated blood out into the body. Oxygenate —To supply with oxygen. Pulmonary artery —An artery that carries blood from the heart to the lungs. Ventricles —The lower pumping chambers of the heart. The ventricles push blood to the lungs and the rest of the body. Transposition of the great arteries is a complex congenital malformation; however, open heart surgery is highly effective in correcting it. Most children have an excellent outcome and a normal healthy life. For most children, activity level, appetite, and growth eventually return to normal. Open heart surgery to repair transposition of the great arteries is usually performed within the first days or weeks of life. After the child's heart surgery parents should follow all instructions given by the healthcare team. Most children continue to be seen by a team of doctors including the pediatrician, cardiologist, and pediatric cardiac surgeon. When to call the doctor Following open heart surgery, parents should call the doctor if any of the following occurs: - fever of 101.5 (38.6°C) or higher - swelling or puffiness around the child's eyes, arms, or legs - redness or swelling, cloudy yellow drainage, or an opening at the incision site - rapid breathing - increased fatigue or tiredness - dry cough that was not present before surgery - decreased appetite or refusal to eat - increased pain Charpie, John R. "Transposition of the great arteries." eMedicine , October 27, 2004. Available online at http://www.emedicine.com/ped/topic2548.htm (accessed November 7, 2004). "Transposition of the Great Arteries." Children's Hospital Boston. Available online at http://www.childrenshospital.org/cfapps/A2ZtopicDisplay.cfm?Topic=Transposition+of+the+Great+Arteries (accessed November 7, 2004). John T. Lohr, PhD Deborah L. Nurmi, MS
The next generation of bandages may be able to tell you when a wound needs attention and, in some cases, actually start the process. Technology and engineering researchers at the University of South Australia have created a range of sensors that can detect changes in a wound environment and alert a patient or medical staff by changing the colour of the dressing or even sending a message to a smart phone. Prototypes have been developed for three different concepts, each unique in its own way. “We’re excited by the results,” said Professor Nico Voelcker, Deputy Director of the University’s Mawson Institute. “The proof of concept is there; now we are looking to undertake clinical testing and establish a pathway to manufacture.” The first concept builds specially created sensors into polymers that can be produced as thin films and incorporated into the dressing material. These change colour when the sensor detects changes in temperature or pH levels, which can indicate inflammation or infection. photonic There are no dyes or chemicals. The colour comes from the way light interacts with the multi-layered structure of the sensor, in much the same way as we see colour on a butterfly’s wing or a beetle’s shell. In a related project, the researchers are investigating the potential for these smart dressings to automatically release a drug in response to changes in the wound environment; if the temperature of a wound reaches a certain level, for example, an antibiotic is dispensed. The second concept uses a telemetric approach. Miniature electrical sensors incorporated into a dressing monitor changes in moisture levels in the wound or whether the pressure in a compression bandage has dropped below acceptable levels. The sensor contains a battery that connects via Blue Tooth or a similar interface to a smart phone, which can in turn pass the message to another phone or a database. “This would be invaluable to community nurses and others who monitor a number of patients in a number of places,” Prof Voelcker said. “Rather than having to keep dropping in to check on a wound they would be alerted if a dressing had become too wet to be effective or the pressure had dropped too much. And they would know whether to take immediate action or schedule it for the near future.” The third concept is a point-of-care biosensor that can detect more complex parameters, such as the presence of bacteria or certain proteins and enzymes that are indicators of wound status. Medical staff would just need to drop a tiny amount of wound fluid onto the sensor and wait a couple of minutes for a result. So little fluid is needed that a test could be run every time a dressing is change. Currently doctors and nurses rely on their eyes, noses and intuition to predict whether anything is wrong, and then have to go through a cumbersome laboratory procedure to check. Prof Voelcker and a team of nine have been working on the projects since being approached by the national Cooperative Research Centre for Wound Management Innovation to bring their expertise in biosensors into the medical field. Chronic wounds (those that refuse to heal, even after several months) are becoming a significant health burden around the world. In Australia, up to half a million people present at hospitals every year with a cost of $3 billion to the healthcare system.
What's Up with Puddles? Plan an Experiment Kids are always up for investigating rain puddles. Carolina™ Curriculum has designed an activity to help students generate an investigable question and then plan an experiment. Use a graphic novel from Carolina’s Science Magnifier™ (Yellow Dot, for grades 2–3) as an attention-grabbing starting point. Then download and use an activity sheet to guide students through the steps to plan an experiment to answer their question. Students generate a question and plan an experiment about evaporation - Observe, measure, and record change - Gather evidence to begin building an explanation of evaporation - Practice developing investigable questions - Plan an experiment based on student-generated questions - Identify what is observed, measured, and recorded in the experiment KIDS DISCOVER: Weather, Pack of 8 (Grades 3-5) - Students begin this activity by viewing (using the computer lab, smart board, etc.) the graphic novel. - Use the storyline in the graphic novel to spark a class discussion. Guiding questions include: - What question did the kids want to answer? - Are there any “science words” in this story? - What are the kids observing? - What are the kids measuring? How? What tool are they using? Might there be another way to measure? Another tool to use? - Do you think they measured one time? Many times? Why do you think so? - What do you need to do this experiment? - What might be a good way to record the results? - With younger students, consider asking the question to start a whole-group discussion (using chart paper to record student ideas/questions). - Older students can work in teams of 2 or 4 to generate a question. Use the question as an opportunity for students to “think about it” and to record their questions on Student Activity Sheet: Plan an Experiment. - Use items in your experiment that are easily found in our classroom or brought in from home. - Have your teacher review your experimental plan and materials before you set up the experiment. - Follow class rules for safety in science lab. Science Magnifier™ (Yellow Dot), pgs. 202, 203; Science Magnifier™ (Blue Dot, for grades 4–5), pgs. 230, 231 Teacher background information: - Evaporation: A process in which the sun heats liquid water and changes it into a gas. —Glossary, Science Magnifier™ (Blue Dot) - Rates of Evaporation: A number of variables affect the rate of evaporation. Heating accelerates evaporation, and in nature the sun powers the process, transforming liquid water drawn from oceans, lakes, and soils into vapor. The surface area of the water is also a factor: the greater the surface area, the greater the rate of evaporation. Low humidity favors evaporation as water vapor moves more readily into drier air. When the air is moving, the rate of evaporation also increases. Thus, wet laundry dries more quickly on a clothesline in the sun on a dry and windy day. These variables all make excellent topics for experiments. — Teacher Background Information, Building Blocks of Science® Weather and the Water Cycle - Water Cycle Diagram - Science Magnifier™ - Building Blocks of Science® unit Weather and the Water Cycle - STC® Unit Changes, 2nd Edition - KIDS DISCOVER Changes, Pack of 8 - STC® Unit Weather, 2nd Edition - KIDS DISCOVER Weather, Pack of 8 Submit student work: The I Teach Inquiry® Network is a great place to share student work with other teachers online.
Using a sample from the bottom of Italy’s Pozzuoili Bay that dates back to 37 B.C., researchers have deciphered the formula that ancient Romans used to create the most resilient concrete the world has ever seen in the hopes that modern processes will incorporate them as well. According to Bloomberg Businessweek, the sample comes from concrete breakwaters that the Romans constructed and placed in their harbors. These breakwaters grabbed researchers attention after they noticed that the structures are perfectly in tact despite 2,000 years of constant pounding from the sea. The researchers found that two ingredients set the ancient Roman mixture apart from the current Portland cement mixture that has been in use for around 200 years: lyme and volcanic ash. The lyme and volcanic ash were mixed with seawater and then put dried in wooden molds. “The seawater instantly triggered a hot chemical reaction. The lime was hydrated—incorporating water molecules into its structure—and reacted with the ash to cement the whole mixture together,” a press release from the researchers reads. The researchers say the lyme and ash create a stronger bind than the ingredients of Portland cement. Marie Jackson, a research engineer at the University of California at Berkeley who was part of the Roman concrete research team told Businessweek that in uses where the Portland cement mixture is immersed in seawater, it begins to erode after less 50 years. Researchers also note that the Roman ingredients would result in a greener process of creating concrete. “It’s not that modern concrete isn’t good—it’s so good we use 19 billion tons of it a year,” Paulo Monteiro, a research collaborator and professor of civil and environmental engineering at the University of California, Berkeley, told Businessweek. “The problem is that manufacturing Portland cement accounts for 7 percent of the carbon dioxide that industry puts into the air.”
This worksheet consists of 3 practice problems solving for unique variables. Two versions are given for differentiation: one with balanced equations and one without balanced equations. Key Words: stoichiometry, solution, molarity, precipitate, ion in solution, concentration, limiting reagent cation + learning's teaching materials and assessments are thoughtful and focused. All materials were written for (and are currently used) in my high school chemistry classroom; however, many concepts are cross-curricular and may be useful in other science classes and grade levels. Thank you for viewing (and hopefully purchasing!) cation + learning’s teaching materials and assessments. Spot a typo or want to change something minor? Contact me! I'm all about making my teaching materials and assessments the best!
Effect using antithesis Rhetorical question in literature: definition, effect & examples the opposite of anaphora anaphora in literature: definition, effect & examples related study. I am doing a project on romeo and juliet and looked up some effects that shakespeare used and came accross antithesis i have found quotes of which. Schemes-- schemes are figures of speech that deal with word order antithesis (plural antitheses prosthesis creates a poetic effect, turning a run-of. Later homopolar generators would solve this problem by using an array of magnets arranged around the disc perimeter to maintain a steady field effect in one current. The purpose of using an antithesis in literature is to create a balance between opposite qualities and lend a greater insight into the subject example: when neil. “where i lived, and what i lived for” 3 cite and explain the antitheses in paragraph 1 posted by erin hogshead at “ in his antithesis. Of or containing antithesis exactly opposite origin of antithetical obsolete antithetic, opposite ( from classical greek antithetikos from antithenai: see. Claire huxtable antithesis mandela effect be ess loading unsubscribe from be ess cancel unsubscribe working subscribe subscribed unsubscribe. Among english writers who have made the most abundant use of antithesis are pope, young, johnson, and gibbon and especially lyly in his euphues. An antithesis is the complete opposite of something a use of language that creates a literary effect (but often without regard for literal significance. Using opposites opposites are used the technical term for this is antithesis hopefully you will see that shakespeare's version has a far stronger effect. Learn about the potential side effects of insulin includes common and rare side effects information for consumers and healthcare professionals. In rhetoric and grammar, antithesis is the juxtaposition of contrasting ideas in balanced phrases. Definition and a list of examples of antithesis antithesis is the use of contrasting concepts, words, or sentences within parallel grammatical structures. How to use affect and effect an effect in this sense is the opposite of a cause - an event that happens because of some other precipitating event happening. Chapter 5 income and substitution effects effects of changes in income and prices on optimum consumer income effect is opposite the price movement for a. Learn about the basics of creating and working with expressions including editing an expression using pickwhip, and writing and expression using the after effects. When two opposites are introduced in the same sentence for contrasting effect, this is called an antithesis these are generally popular sayings containing wisdom. Rhetorical devices: antimetabole from the greek meaning “to turn about in the opposite the two devices are very close in form and effect, and many people. Sometimes the effect is rather emphatic: you can use several antithesis can convey some sense of complexity in a person or idea by admitting opposite or. Antithesis definition, opposition contrast: the antithesis of right and wrong see more. In rhetoric, antithesis is a figure of speech involving the bringing out of a contrast in the ideas by an obvious contrast in the words, clauses, or sentences, within. Juxtaposition is a literary as fraternal twins for comic effect juxtaposition is two opposite words or phrases placed right next to. Antithesis means using opposite words in a statement to bring out the difference in its meaning explore the examples of antithesis to know more about this important.
Origin And Development Of The Art Of Printing ( Originally Published 1927 ) The invention of stereotyping was one of the advance steps in printing. It, therefore, seems that a few words dealing with the origin and development of the art of printing, before entering upon the data pertaining to stereotyping proper, will be of interest. There are, in the history of human intellect, three fundamental stages, and each one presents a tremendous advance over the preceding stage : Speaking, Writing, Printing. Through the gradual progress made by means of speaking, writing and printing, man became more and more qualified for that which is his particular privilege and which is the fundamental condition of his superiority, namely for the communication of thought. Printing is the art of reproducing a written thought, set up with the aid of movable, mechanically multiplied types, applying ink to this set up form of type, and making there-from an indefinite number of impressions on a press. It is difficult to state at what period of time the germ of the art of printing did not exist; some forms of printing were practised at the most remote periods of antiquity. One of the earliest methods was sculpting of pictures and characters on skins, barks of trees, shoulder bones of sheep, shells. Another method was the pressure of engraved seals or signets into gold, wax, or other soft substances. It is also probable that the first step in the art was carried to such perfection by the Assyrians that they produced clay or brick books. Many centuries ago, an ancient book was discovered, entirely composed of lead. Not only were the two pieces that formed the cover, and the leaves, six in number, of lead, but also the stick inserted through the rings to hold the leaves together, as well as the hinges and the nails. It contained pictures of Egyptian idols. The Egyptians employed a broad-leafed rush growing on the banks of the Nile, as the material to write upon. This was the papyrus. Parchment, which is the prepared skins of animals, came into use B.C. 250. It was so called from Pergamus, whose king, seeking to collect a library which would vie with that of Alexandria, and being debarred a supply of papyrus by the jealousy of the Ptolemies, had recourse to the substitute. Ancient books were not commonly disposed in a square form, but were rolled up. Hence the word volume, signifying a roll. Coining money, by making copies of an original in gold, silver, copper or other metals, was also practised by the Greeks and Romans several centuries before the Christian era. The Romans were acquainted with the art of printing. Cicero, the great Roman philosopher, has passages in one of his works from which the hint of printing was taken. That author orders the type to be made of metal and calls them formae literarum, the very words used centuries afterwards to describe them. Agesilaus, king of Sparta, by stratagem to animate his soldiers to battle, wrote upon his hand "nike," Greek for victory, and then by pressure imprinted the same word upon the liver of the slain victim, and the letters thus impressed became in the eye and imagination of the superstitious multitude a pledge of military success. We also learn of a Sultan who, on signing an edict, dipped his whole hand in blood, and then impressed the paper. The children of the Romans were taught spelling with the help of small tablets having elevated letters, which they combined in words. Printing, however, as defined above, usually implies the use of a pigment like printers' ink. The Romans had metal stamps for marking names, goods, etc., to which it is supposed they sometimes applied ink, thus using them as handstamps are used at the present day. It appears from the nature of these handstamps that the essential features of modern printing were understood by the Romans, but the time was not ripe for the invention of printing. Before its invention in China in the eleventh century, printing with the aid of a pigment was not known to have been applied to literary purposes. The Chinese were the first to impress upon paper, or similar substances, the reversed transcript of engraved characters, through the conjoint aid of ink and pressure. Each page was very neatly written on thin transparent paper, then glued face downward upon a smooth block of wood. The plain or white parts were cut away with most wonderful rapidity, and the drawing left in relief. Both sides of the block were similarly operated upon. The engraved wood was then properly arranged upon a frame, and the artist, with a large brush, covered the whole surface with a very thin ink; he then laid very lightly over it a sheet of paper, then passed a large brush over it, lightly, yet so surely that the paper was pressed upon the raised figures, and upon no other part. One man printed ten thousand sheets in one day! The Diamond Sutra, printed in China by Wang Chieh, now on exhibition at the British Museum in London, is the oldest book known, the date is given as May 11th, 868. It consists of six sheets of text and one shorter sheet with a wood-cut, all sheets pasted together so as to form one continuous roll 16 (!) feet long by one foot wide. Each sheet is 2% feet long by one foot wide, indicating the large size of the wooden blocks used. However, the printing of the Chinese appears never to have advanced beyond the style of wood-block books. In Rome, copies of books, records, speeches, etc., were readily, rapidly and cheaply multiplied by slaves, who were educated to serve as copyists or scribes. Thus the books of those early days are called manuscripts, from manus, the hand, and scribere, to write. Writing of books by hand continued to be the only method practiced throughout centuries until the great migration of peoples was ended. The surging, driving ahead, the clashing together of the many different European peoples with the assaulting, onward storming tribes out of the East lasted for several centuries, and out of this turmoil there emerged a new European state formation. In this 'epoch of brutal might and endless battling, culture and scientific pursuit found but isolated havens of refuge. The remnants of learning and erudition took flight to the monasteries. Even the art of reading and writing, in the early Middle Ages, was known only to the clergy. The monks, almost exclusively, undertook the reproduction and multiplication of all spiritual and worldly statutes, bibles and other manuscripts; it was they who wrote the public documents. The monks did not content themselves with simply copying; they developed it to an applied art. Some did the writing (scriptores), others compared and corrected the scripts and provided manuscripts with headings (rubricatores), and set them out in columns. Those possessing artistic skill painted initial letters (illuminatores), marginal adornments and miniatures (miniatores). The results of all this painstaking labor were pieces of veritable fine art, which were often bound in satin with covers of gold and silver, studded with precious stones. Cloth, linen, silk, parchment and vellum were used to write upon. Vellum, the skin of very young or abortive calves, was exquisitely stained in tints of rose, purple, yellow, blue and green. King Henry the Second was influenced to enact a law that of every work published in France one copy should be written on vellum and sent to the Royal Library, and this kingly order laid the basis of the splendid collection of vellum books in the Library of Paris. Books in those times were scarce and costly. Only the rich, the monasteries and the universities had libraries. The Countess of Anjou bought a book of Homilies, paying for it two hundred sheep, five quarters of wheat and the same quantity of rye and millet. The Cathedral of Notre Dame in Strasbourg was famed for its splendid collection of five hundred volumes. In Oxford, books were put in the pews or studies and chained to them.
The teacher walked to the chalkboard and wrote “The Gettysburg Address" in large letters. She then turned to the class and said, “Johnny, do you know Lincoln's Gettysburg Address?" Johnny turned pale. With a gulp, he slowly stammered, “No, ma'am. I thought Lincoln lived in Washington!" OK, so that's an old joke, but we like it! The Gettysburg Address the teacher was referring to is one of the most famous speeches in all of American history. Delivered by President Abraham Lincoln on November 19, 1863, the Gettysburg Address was only 272 words and lasted a mere two minutes. Yet it lives on to this day as a powerful example of Lincoln's way with words. More than four months after Union soldiers defeated their Confederate counterparts at the Battle of Gettysburg in Pennsylvania, the Soldiers' National Cemetery where the dead from that great and decisive battle were buried was dedicated. Several people were invited to speak at the dedication ceremony. After a two-hour speech about the significance of the Battle of Gettysburg by Edward Everett, a former U.S. Senator and Secretary of State, President Lincoln stood and addressed the crowd of 15,000 people. The beginning words of the Gettysburg Address have been memorized by countless people since they were first spoken: “Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal." In only two minutes, Lincoln brought to mind the principles first set forth in the Declaration of Independence. In addition to acknowledging the sacrifices made by the soldiers who perished in the Battle of Gettysburg, Lincoln redefined the Civil War as more than just a struggle to preserve the Union: it was also a struggle for the principle of human equality. This was a radical idea at the time. White slave owners had long pointed to the fact that the Constitution did not prohibit slavery. Instead of pointing to the Constitution, however, Lincoln pointed to the Declaration of Independence as the true measure of the Founding Fathers' intent that the new nation was “dedicated to the proposition that all men are created equal." Lincoln also urged his listeners to “resolve that these dead shall not have died in vain — that this nation, under God, shall have a new birth of freedom — and that government of the people, by the people, for the people, shall not perish from the Earth." Ironically, Lincoln also modestly noted that, “[t]he world will little note, nor long remember what we say here." To the contrary, Lincoln's words at Gettysburg live on as arguably the speech most often quoted and memorized by students and scholars alike. In the words of Senator Charles Sumner, Lincoln “was mistaken. The world at once noted what he said, and will never cease to remember it."
Department of Anthropology - Type: Ironstone - Date Range: c.1848-present - Peak: c. 1860-1900 - Place of origin: England, Scotland, Canada, France, United States (?) This popular pattern is found on vessels with a "partially vitrified white earthenware body," which is generally called ironstone or white granite. This moulded grain motif combines heads of grain with grass-like leaves. The first raised grain pattern was a pitcher registered by Minton and Company in 1848.The pattern was called "Ceres" in the earlier period, and later, after 1878, it was referred to as "Wheat". The earliest forms were jugs and pitchers, associated with barley and hops (for beer). In 1853, the pattern was applied to other vessel forms, including tureens, tablewares, and toiletwares. There were numerous variations developed by different manufacturers, based on the other elements added (such as a rope motif, clover, roses, or daisies), and the number of rows of wheat, or the style of the leaves. See also Ironstone. See Sussman 1985 Photo: Wheat pattern sherds
UStudy aims to provide Educational Content for Polytechnic College students based on the latest K Scheme syllabus of Tamil Nadu. AAD instruction (ASCII adjust for Division) If we divide a two-digit BCD number by a single digit BCD number, we put the dividend in AX and the divisor in a register or memory byte. After the BCD division AX will contain the BCD digit of the quotient. The AAD instruction provides a correction of an ASCII value prior to dividing. The ASCII data has to be converted to unpacked BCD format before doing the division. There are three steps in BCD division 1. Convert the dividend in AX from two BCD digits to their binary equivalent. AAM instruction (ASCII Adjust for Multiply) The AAM instruction corrects the result of multiplying ASCII data in AX register. We must first convert the ASCII value into unpacked BCD value before performing multiplication (clear the 3 in the leftmost hex digit of each byte) so the AAM really corrects the BCD, not the ASCII data. The BCD (binary Coded Decimal) number system uses four bits to code each decimal digit, from 0000 to 1001. The combination of 1010 and 1111 are illegal in BCD. The BCD representation of the Decimal digit 913 is 1001 0001 0011.(ie) each digit is converted into its equivalent four digit binary number. Advantages of BCD format MUL and DIV instructions The 8088 has instructions to support multiplication and division of binary and BCD numbers. Two basic types of multiplication division instructions for processing of unsigned and signed numbers are available. MUL (multiply) instruction is used for unsigned multiplication. This instruction multiplies bytes or words. If two bytes are multiplied the product is a word (16 bit). If two words are multiplied the product is a double word (32 bit). MUL instruction assumes the MSB as data bit and not as sign bit. The INC instruction adds 1 to the contents of a register or memory location. The destination can be register or memory location. The INC instruction affects AF, OF, PF, SF, and ZF. INC BX ; This instruction adds 1 to the content of BX ADD instruction is used to add the contents of two registers, a register and a memory location, to add a number to the register or memory location. The ADD instruction adds the contents of source operand and the destination operand and stores the result in the destination operand.
One of the important measurements astronomers make is the brightness of stars. Originally this was done by eye. When astronomers started using photographic plates, special devices were used to measure the brightness of stars. Today, computers combined with powerful software are used to measure the brightness of stars, called photometry on CCD images. Dr. Peter B. Stetson, of the National Research Council, was recently elected a Fellow of the Royal Society of Canada, the Academy of Arts, Humanities and Sciences of Canada, partly for his photometry software call DAOPHOT. DAOPHOT was developed especially to do photometry on stars which are very close together or even overlapping. Since it's initial release in 1985, DAOPHOT has been used by thousands of astronomers to measure countless billions of stars on millions of CCD images. A Google search for DAOPHOT returns over 78,000 hits. Dr. Stetson's paper describing the DAOPHOT software is the most highly cited paper in astronomy for 1987 with over 2,100 citations. Dr. Stetson himself has applied it to the study of the ages of stars and to the determination of the age of the universe from its expansion rate. On all these topics he is considered a leading authority.
Do hydrothermal vents have a significant impact on ocean chemistry? Yes. Vents discharge hydrogen sulfide gas. What do the two relatively flat areas on the hypsographic curve represent? various intro plate elevations on land and underwater What method is most frequently used to investigate sediment and rock layers of the sea floor? Multi beam echo sounding and side scan sonar What are the characteristics of an active continental margin? they are marked by a high degree of tectonic activity since it is associated within the interior of lithospheric plates and thus no in close proximity to any plate boudary Give the correct order of marine provinces from the coast out to the mid-ocean ridge 1. continental margins, 2. deep ocean basins, 3. mid-ocean ridge What is the continental slope? A relatively steeply sloping surface lying seaward of the continental shelf. It is where the deep ocean basin begins. What is the continental shelf? A gently sloping depositional surface extending from the low water line to the depth of a marked increase in slope around the margin of a continent or island. How did submarine canyons form? Created on the continental slop by some marine process and enlarge into the continental shelf through time. What is an abyssal plain? A flat depositional surface extending seaward from the continental rise or oceanic trenches. Why are abyssal hills more common in the Pacific Ocean than other ocean basins? The abundance of active margins made the rate of sediment deposit lower. What are "white smokers?" Water temperature from 30-350 degrees Celsius emit water that is white,because of the presence of various light-colored compounds, including barium sulfide, through the hydrothermal vent. Describe the direction of motion along a seafloor transform fault. Across a transform fault, two lithospheric plates are moving in opposite directions. They are actual plate boundaries. According to the video "Noah's Ark," how long ago did the Black Sea change from a fresh water lake to an inland sea? Was Pitman's estimated flow velocity through the Bosphorus during the flood greater than or less than Niagara Falls?
Depression is the state of mind when the person feels sad andlow, loses interest in most activities, has a low self -esteem and feels guilty all the time. They do not enjoy good food or the company of people close to them. In severe cases, they do not feel like living any more. Depression differs from day to day unhappiness, gloominess or dullness in that the symptoms : - Are out of proportion to an apparent cause; if present.(e.g. a person who has lost a pen reacts as if he has lost a car). - last for at least two weeks. - Cause a significant change from the person’s usual self so that others can easily note the change in attitude of the person towards life. Terms generally confused with Depression - Sadness – Sadness and joy are normal emotions in response to any disappointment or achievement respectively. This form of emotion is adaptive and universal and does not require treatment. - Grief – Is a subjective feeling brought on by loss of a loved one either by death or separation. Grief and depression may share many features like sadness, tearfulness, loss of appetite, poor sleep and a general indifference to surroundings. But a feeling of guilt and worthlessness is not seen in grief.Grief is time limited it usually lasts for six months to one year. It is usually a normal statethat responds to support and passage of time while depression is a condition requiring medical help. - Mourning – It is a set of normal cultural behaviour and practices observed after the death of a loved one to express grief. Bereavement – It is a normal state of grief related to loss of a loved one thatbegins within two months of the loss and does not persist beyond two months. It is usually self limiting but may need medical evaluation, as the person may go into major depressive disorder.
String Matching is actually asking a program to find a particular string or word texted in by the user, from a large group of single or multiple strings or words or sentences. They are vastly used these days for various purposes in numerous fields. These programs also perform a number of operations on the given string. Sometimes the program has to do some operations for matching the given string into the required string and vice versa. Some common operations are: · Insertion- This operation inserts a letter in the given string to match it with the string found in the group strings or words. Example BAT -> BOAT CAT-> COAT etc. · Deletion- This operation deletes one or few elements from the entered string, to match it with string so found. Example · Substitution- This operation substitutes one letter in the string for another for matching the found string. Example · Transportation- Some programs may also swap two letters of the string, to match it with the string obtained. Different Methods For String Matching There are different methods for string matching concept. They are: · Naïve String Search- This is one of the most common method used, but is also not very efficient. The program with this methodology, it checks each letter of the given string one by one for the occurrence of the required string inside the given one. Like searching for “TION” in “DESCRIPTION”. It takes a considerable amount to do the given task if the string is a complex one. · Index Methods- These methods banks on the Suffix tree or the Suffix Array, that is built by the program and hence the search process gets a considerable amount speed for finding the respective string. · Finite State automated Based Search- This program creates a Deterministic Finite Automaton[DFA] which recognizes the string having the desired string and hence the highlighted string can directly be checked for the availability of the desired string. This process helps saving lot of time. · Trigram search- This type of search tries to find out that how much close is the string to the required string rather than finding an exact match. Though they are not much efficient, but are sometimes also very useful. Application Of String Matching String Matching has a vast application: · The most common task for a string checking program is the spell checking for a given text. It checks if the words are correctly written or not. As technology progresses it can also be used for checking exam papers. · In biology, it can be used to match the DNA’s of different people and find out the similarity between them. Since the DNA have very long threads, these programs will be very useful for doing the check. Our email-based homework help assistance offers brilliant understanding and simulations which help to make the subject practical and relevant for any assignment help. Transtutors.com provides timely homework help at reasonable charges with detailed answers to your Computer Science questions so that you acquire to know more about your assignments or homework better apart from having the answers. Our tutors are remarkably qualified and have years of experience providing String Matching homework help or assignment help.
DALLAS — Every schoolkid learns that a tree`s age can be told by counting the rings in a cross section of its trunk. Wide and narrow rings, they learn, denote good and bad growing years, respectively. By extending these simple concepts, scientists have traced variations in regional climate during centuries past and charted the rise and fall of ancient civilizations from wooden artifacts they`ve left behind. Today new tree-ring studies are helping scientists reconstruct the history of natural cataclysms-volcanoes, earthquakes, solar disturbances, forest fires and droughts-some dating back thousands of years before the time of Christ. Much of this research is done in the Southwest at the world`s first facility of tree-ring research, or dendrochronology: the University of Arizona`s Laboratory of Tree-Ring Research. The laboratory resides unceremoniously beneath the bleachers of the school`s football stadium in Tucson. Established in 1937, the laboratory boasts the largest existing collection of dated tree-ring specimens. One series of specimens, from the twisted bristlecone pines of California-the oldest known living things-provides a continuous ring chronology spanning 8,600 years. ``Each ring is like a time capsule,`` mused the laboratory`s director, Malcolm Hughes, its width, density and chemical composition unlocking secrets of a year gone by. ``We`re always learning new things from tree rings,`` said staff dendrochronologist Tom Swetnam. ``That`s one of the beauties of this area of research. We`re constantly finding new clues and puzzles that come out of the data that surprise us.`` Swetnam is finding new clues about prehistoric forest fires. The National Park Service has commissioned him to trace the history of fires in California`s great sequoia forests. He has just returned from a collecting expedition there, bringing back about 3 tons of wood cut from stumps and dead logs. ``In the samples we have collected we see dozens and dozens of fire events,`` Swetnam said. ``On some individual trees, we`ve recorded more than 50 fires occurring over a period of a thousand years.`` Fire scorches the bark and outer tissue layer of sequoias, which do not burn well, leaving permanent scars in the rings. Because sequoias typically live 2,000 to 3,000 years and don`t rot appreciably after death, they provide a yearly almanac of the frequency, range and intensity of forest fires dating back several millenniums, Swetnam explained. Forest experts have learned that fires are necessary for the long-term health of forests and must be reintroduced. New sequoia seedlings, for instance, grow best on a charred forest floor, Swetnam said. Documenting past fires will help the park service design a controlled-burn program that mimics natural fire patterns. This year University of Arizona scientists discovered evidence in tree rings of intense solar eruptions called flares. Solar flares eject ultraviolet radiation and high-energy protons into space. The proton radiation from a large flare would ``fry`` astronauts in conventional spacecraft, warned geoscientist Paul Damon. Knowing how often such flares occur, therefore, is important for planning future manned space missions, he said. ``By my count, between 1932 and 1972 there were seven flares that would have produced a lethal dose`` of radiation, Damon said. He noted that a potentially lethal flare irradiated the solar system in 1972, right between the Apollo 16 and 17 missions. Damon and his colleagues compared a 50-year record of solar flares obtained by electromagnetic sensing stations with the amount of radioactive carbon-14 in tree rings of those years. A flare produces a temporary boost in atmospheric carbon-14, a rare form of carbon. More carbon-14 in the air causes more to be absorbed into newly forming wood. Damon found that rings contained significantly higher amounts of carbon-14 in years when solar flares had been recorded. Now Damon can use the university`s 8,600-year tree ring archive to document solar flares that erupted before other detection methods were available. Trees have rings because of the way wood cells grow. New wood cells begin to form in the spring, after a winter of dormancy. The cells form just beneath the bark in a layer called the cambium. The first cells grow large and have thin walls. Cells forming in the fall are smaller and have thicker walls. The big cells appear light in color whereas the smaller cells appear darker, giving rise to a visible ring. ``If you have a dry year, the cambium is not going to produce as many cells, so the ring is going to be narrow,`` said Arizona tree-ring specialist Frank Telewski.
oligosaccharide, any carbohydrate of from three to six units of simple sugars (monosaccharides). A large number of oligosaccharides have been prepared by partially breaking down more complex carbohydrates (polysaccharides). Most of the few naturally occurring oligosaccharides are found in plants. Raffinose, a trisaccharide found in many plants, consists of melibiose (galactose and glucose) and fructose. Another plant trisaccharide is gentianose. Maltotriose, a trisaccharide of glucose, occurs in some plants and in the blood of certain arthropods.
Firing new shots in the malaria war, a vaccine still in the testing stage is now a step closer to becoming a public health reality [Science News]. Two field trials in Kenya and Tanzania showed that the experimental drug reduced malaria infections by more than 50 percent in infants and young children; if a final set of trials proves that the vaccine is indeed safe and effective, the vaccine could be ready for use by 2011. If the phase three trials are successful, it would be “an extraordinary scientific triumph,” said Dr. W. Ripley Ballou, deputy director for vaccines and infectious diseases for the Bill and Melinda Gates Foundation, which helped fund the research. But more importantly,” Ballou added, “it could save millions of children’s lives” [Los Angeles Times]. Malaria kills about 1 million people around the world each year, and most of the victims are children under the age of five. In the two studies, both published in the New England Journal of Medicine, researchers say they didn’t expect the vaccine to be 100 percent effective against malaria, unlike vaccines against diseases like smallpox and measles. However, even partial protection would be a great advance, researchers say. There are several types of malaria parasite, all spread among humans by mosquitoes. The vaccine, dubbed RTS,S by its maker GlaxoSmithKline, targets the protozoan Plasmodium falciparum, which causes the most severe form of the disease [Science News]. Malaria is a particularly difficult disease to fight because people can be reinfected by mosquitoes many times in their lives; current efforts to combat infections in Africa focus largely on preventative measures like mosquito nets around beds and insecticides. The development of this promising vaccine illustrates how some deep-pocketed charities are breathing new life into research for potentially life-saving drugs that pharmaceutical companies saw as too risky or unprofitable to pursue. In 1999, as Glaxo was planning to abandon the malaria vaccine amid scepticism about markets, the Belgian unit doing the research made the unusual move of applying for a grant from the Gates Foundation. Since then, the foundation has poured some $107.6 million into developing the vaccine [The Wall Street Journal]. 80beats: Researchers Decode the Genomes of Two Malaria Parasites DISCOVER: Fighting the Parasite From Hell Image: flickr / Julien Harneis
By John Casey By Terry Bartelt By Terry Fleischman You need to be logged in to use this feature. Log In or Register Students view a demonstration of the Current Divider Rule with the use of complex numbers. Examples are given. Students read an explanation of the Voltage Divider Rule with complex numbers. Examples are given. Students read an explanation of "superposition" as a technique for ac circuit analysis. Complex numbers are used. You'll determine which of two options is the correct choice for rounding a given number to the nearest tenth, hundredth, or thousandth.
London, May 14 (IANS) Use by human societies in primordial trade routes has shaped the genetic diversity of the camel, famously known as the ‘ship of the desert,’ finds a interesting study of its ancient and modern DNA. Single-humped ‘Arabian camels’, properly known as ‘dromedaries’ (Camelus dromedarius), have been fundamental to the development of human societies, providing food and transport in desert countries, for over 3000 years. Researchers analysed genetic information from a sample of 1,083 living dromedaries from 21 countries across the world. The findings showed that they were genetically very similar, despite populations being hundreds of miles apart. Centuries of cross-continental trade caused this “blurring” of genetics, the researchers explained. “Our analysis of this extensive dataset actually revealed that there is very little defined population structure in modern dromedaries. We believe this is a consequence of cross-continental back and forth movements along historic trading routes,” said Olivier Hanotte, professor at Nottingham University in Britain. “Our results point to extensive gene flow which affects all regions except East Africa where dromedary populations have remained relatively isolated,” Hanotte added. For the research, published in the journal Proceedings of the National Academy of Science, the team combined an examination of ancient DNA sequences from bone samples from early-domesticated dromedaries from 400-1870 AD and wild ones from 5,000-1,000 BC to reveal for the first time ever a historic genetic picture of the species. “The genetic diversity we have discovered underlines the animal’s potential to adapt sustainably to future challenges of expanding desert areas and global climate change,” noted Faisal Almathen from King Faisal University in Saudi Arabia. The dromedary continues to be a vital resource in trade and agriculture in hot, dry areas of the world, providing transport, milk and meat where other species would not survive.
COGO, an acronym for coordinate geometry, refers to a data conversion process in which a digital map is constructed from written descriptions, such as legal descriptions of land parcel boundaries. These descriptions often contain information about line length and direction, and point locations, all relative to the locations of certain key features such as geodetic control points, survey monuments, previously COGOed survey lines, etc. Some basic types of elements of COGO are points, spirals, lines and horizontal curves (circular arcs). More complex elements can be developed such as alignments or chains which are made up of a combination of points, curves or spirals. When surveyors or civil engineers need to record the location of human-made features, such as land parcels, road centerlines, utility easements containing transmission lines, oil and gas leases, and so on, they typically provide the results on a survey plan that describes the location of features relative to each other. An example is a survey plan that diagrammatically shows a road centerline and the edge of the land properties adjoining the road. The road centerline and parcel boundaries comprise a number of straight and curved lines. Each line has measurements that describe it. A straight line has a direction and distance, while a curved line has a radius, angle, arc length, direction, and so on. These measurements are coordinate geometry (COGO) descriptions. You can use these COGO descriptions to accurately re-create the features the surveyor captured. The survey plan also includes references to existing locations that help you to tie these new features into your GIS database. The reference could be the coordinates for a point or a measurement to a well known location such as a control point, a road intersection, or an existing parcel corner. COGO also refers to automated mapping software used in land surveying that calculates locations using distances and bearings from known reference points. COGO is also an acronym for the Coaltion of Geospatial Organizations, a consortium of organizations involved in geospatial data and policy issues. COGO was originally a subsystem of MIT's Integrated Civil Engineering System (ICES), developed in the 1960s. Other ICES subsystems included STRUDL, BRIDGE, LEASE, PROJECT, ROADS and TRANSET, and the internal languages ICETRAN and CDL. Evolved versions of COGO are still widely used. - NAIS Implementation Guide Glossary, Appendix C, Minnesota Governor's Council on Geographic Information, Accessed 21 April 2010 - An overview of COGO, ArcGIS Desktop 9.3 online help, Accessed 21 April 2010 - Wade, T. and Sommer, S. eds. A to Z GIS: An illustrated dictionary of geographic information systems, ESRI Press, 2006 - "Engineer's Guide to ICES COGO I", R67-46, Civil Engineering Dept MIT (Aug 1967) - "An Integrated Computer System for Engineering Problem Solving", D. Roos, Proc SJCC 27(2), AFIPS (Spring 1965). Sammet 1969, pp.615-620. - Wikipedia contributors, "COGO", Wikipedia, The Free Encyclopedia, Accessed April 21, 2010 - TractBuilder Metes & Bounds - An alternative to normal COGO tools. This article was originally based on material from the Free On-line Dictionary of Computing, which is licensed under the GFDL. An example of COGO software is CCSURV. It can be downloaded from Professor Johnson's website at Purdue University, http://cobweb.ecn.purdue.edu/Geomatics/Course-Pages/CE200/
Teaching Financial Literacy to Kids Teaching financial literacy to kids is a crucial aspect of their education and development. It equips them with the knowledge and skills they need to make informed financial decisions throughout their lives. Starting early can lay a strong foundation for financial responsibility and independence. One effective way to teach financial literacy to kids is through hands-on experience. Create opportunities for them to manage their own money, such as giving them an allowance and encouraging them to save, spend, and budget. This practical experience helps them understand the value of money and the consequences of their choices. Additionally, games and activities can make learning about finances engaging and jamb expo fun. Board games like Monopoly or online simulations can teach concepts like budgeting, investing, and even entrepreneurship in an enjoyable way. These interactive methods can spark a child’s interest in finance and make it less intimidating. Parents and educators play a vital role in imparting financial knowledge. They can have open discussions about money, explaining concepts like saving, budgeting, and the importance of avoiding debt. Using real-life examples and involving children in family financial decisions can make these discussions more relatable. Schools can also incorporate financial literacy into their curriculum, ensuring that children receive a formal education in money management. Financial literacy programs can cover topics like banking, investing, credit, and taxes, preparing students for the financial challenges they will face as adults. In conclusion, teaching financial literacy to kids is an investment in their future. It empowers them to make informed decisions, avoid financial pitfalls, and work towards financial security. By combining practical experience, interactive activities, and open discussions, we can equip the younger generation with the tools they need to navigate the complex world of finance successfully.
In this article you will find 5 fun games for number recognition through which little learners can practice numbers, either 1 or 2-digit numbers, and play while doing it. How to provide numeracy practice in everyday activities -provide structured learning ‘opportunities’ indoors and outdoors, e.g. sand and water, stories, physical movement, singing and acting number stories and rhymes, cooking and shopping, two- and three-dimensional creative work, observing numbers and patterns in the environment and daily routines -children should have experience of real-life and imagined situations, and learn how to use mathematics in authentic contexts, e.g. cooking, measuring, shopping. -build on children’s everyday ‘real world’ mathematical knowledge and personal experience of numbers, such as door and bus numbers, ages of people in the family, TV programme times, bed times, family lottery numbers, telephone numbers. Read more about literacy and numeracy ideas through play based learning. 1. Match the lego blocks - Bring lots and lots of blocks around - Start writing numbers on each of the lego blocks - Mix them/spread them around the house/hide them everywhere - Let your little one/not so little one start matching. If needed, offer help. Want to make it more exciting? Set a time limit (set a timer on your phone/also check online for this bomb stopwatch.Why not order the blocks to build a tower that might eventually collapse? Type in your name below and get instant access to our Activity Book for Preschoolers. There are super fun worksheets to keep children entertained. 2.Fun numbers threading - Make the circle: cut out cardboard to make it sturdier and manipulate it more easily - Punch holesall around the edge - Assign numbers to each punched hole: write down various numbers, one/two-digit numbers. - d. Start threading: use jute twine and tie a knot at one end. First demonstrate what the child has to do: connect two numbers by threading the jute. Try playing in pairs You could ask the child to thread a star or a pattern of their choice. The game can even be played in pairs. They give each other instructions: go to number X. To practice saying the numbers, simply have them come to you and describe what they did (insist on reading the numbers: “I started with 3 and then I went to 10, then 7, and 6 etc” 3.Play dough number town 1. Prepare the materials First, you need playdough, paper, crayons and tiny cars. Make sure you use a large piece of paper (I glued together 3 A4 sheets) to create a large enough town for children to drive around using tiny cars. 2. Design the layout of the town Ask your child to draw the streets. Then add numbers to the streets and the houses. Decorate the map: draw the traffic lights, trees, a park, birds etc 3. Make the play dough buildings Use play dough to make tiny houses, schools, supermarkets, etc. Then place the buildings on the map next to each number (to avoid confusions, talk about who lives in each house/personalise the school/park etc) If played in pairs, give each other instructions –go from the airport to the hospital. Or have a race. I am sure they will have lots of fun! 4.Numbers flashcards game 1.Prepare the flashcards You need two sets of matching flashcards: for younger children we suggest to use numbers-pictures flashcards. You can download for free our numbers and pictures flashcards from our article on visual-spatial activities for kids. 2.Arrange the flashcards Separate them into two different categories and place them on the floor, upside down. Then make two rows: the first set of flashcards in a line above and the other set in another row below. 3.Demonstrate the game Turn over cards in order to match the fruit and the numbers mini cards. To avoid long explanations, demonstrate by turning over one card from the line above, name it, then turn over a card from the line below. Pretty simple, right? Care to make it more interesting? Hide the flashcards and apply the same rules: it will take longer, I guarantee, and they will have more fun! 5. Super Fun PPT Number Game I am against screen time, especially for children under three, but I use it for no longer than 30-40 minutes a day in various parts of the day. Screen time includes songs and stories and some simple games, mostly the ones I make or have used with my students. This simple PowerPoint game takes no longer than 3-5 minutes and it is not only fun, but also educational. Simply have the child click on any of the colourful squares and have him guess what is hiding behind the blocks. One by one children will remove the blocks to reveal numbers and objects. Count the objects together and name the written number. Use the arrows to move back and forth. If you wish to reduce screen time, simply click on show and have the child name what he sees and move on. You can find this game plus 24 more in our article Numbers for toddlers. Through the activities we proposed, children will learn a new concept (numbers) but also new skills (visual awareness, matching, fine motor skills) and they will practice them in a fun way. The games above are both educational and fun, they help children develop harmoniously and they are very engaging. Make sure to read Tactile Sensory Activities for more inspiration on how to set up a whole day of fun! We share all of our ideas on our Facebook group Learning Activities for Kids. Join us and make parenthood easier! Hi. I am Monica, an experienced ESL teacher and early years student, mother to a preschooler and passionate reader.
The best mathematics is driven by beauty as much as the finest paintings. As the mathematician G.H. Hardy famously said “…there is no permanent place in this world for ugly mathematics.” In our quest to prove our theorems, mathematicians are guided by aesthetics as much as intellectual curiosity. Mathematics models every aspect of the world around us. From Riemannian geometry modelling space-time, to big data uncovering new properties of social networks, to elliptic curves used to secure our banking systems, there are countless examples of how mathematics is a critical tool used in the sciences and engineering. I spoke to some aerospace engineers recently, who said they want their students to learn more mathematics. They are doing rocket science, after all. Framed within this discussion is the question of whether mathematics is a science, like physics or biology, or more of an art, more like poetry or sculpture. Math as a science Science is driven by observation. A physicist develops her models and techniques based on experiments. A scientist proposes a hypothesis, and then tests it via experiments. A scientific theory, however, may precede experimental work. String theory, for example, is a physical theory with great promise to unify the forces of nature, but we haven’t found evidence of strings yet. Mathematicians analyse patterns. They might use a computer to help discover them, or simply use pen and paper. Examples and counterexamples are extremely important in mathematics, and can help reveal a deeper theory. An interesting example of this is what is now called the Ulam Spiral. The mathematician Stanislaw Ulam discovered this in 1963 by writing out the positive integers in a counter-clockwise spiral fashion, and then circling the primes: If you make a large enough Ulam Spiral, like the one below with thousands of digits, non-random seeming patterns emerge. We don’t understand the patterns in the Ulam Spiral. A conjecture of Hardy and Littlewood (Conjecture F) predicts that certain quadratic polynomials generate more primes than you would expect in a sample of random numbers. Conjecture F, if true, would explain some properties of the spiral. In many ways mathematicians behave like scientists: we observe properties of patterns, and then search for tools to analyze or classify them. We don’t necessarily use any form of experimentation, which doesn’t support viewing mathematics as a science like chemistry. Math as an art An artist is driven by creativity expression and aesthetics. Artists focus on creating new objects from nothing. They use paint, words, sculpture, or any medium imaginable to create art. Mathematicians are also intensely creative. They too make theorems from nothing, much like the way a writer writes a novel from a blank screen or paper. Our expressiveness is limited by our imagination. We may use geometry, analysis, or algebra, but we tell a story through our own mathematical language. Beauty is so important to us when working on our theorems. Proofs, methods, and algorithms are routinely called elegant. We use beauty as a measuring stick to determine if a topic is worth pursuing. If we deem a theorem or its proof ugly, then we might not publish it, or search for a way around it for a better one. A challenge with thinking of mathematics as an art is that it hard to appreciate it unless you have the proper training. Most people enjoy music, a good novel, or a well-crafted painting. It is more challenging to convince a friend to read a brilliant paper or sit through a lecture by a leading mathematician. Believe me, I have tried! A third path My view is that mathematics is neither an art nor a science. A third path exists, nestled between the two, and intertwined with both. Mathematics is inherently different from other disciplines. While it is wildly creative, it is not art. While it can be used to model natural phenomena, it is not science. There are elements of both art and science in the field, but it isn’t a subset of either. One point is clear. As art and science and evolve, mathematics will play an increasingly important role. Mathematics, in the end, may be the only true bridge between art and science.
Ancient Egypt was one of the greatest world powers in history. The oldest ancient pyramid, the Pyramid of Djoser, dates back to around 2670 BCE. The rest of the pyramids were constructed anywhere between 2612 BCE to 664 BCE. The rulers of the kingdom were known as Pharaohs. They were held in such great esteem that they were seen as demigods. The Pharaohs had so much power and authority that it was believed that they carried it with them after death to immortality. To facilitate their immortality, Pharaohs invested heavily in mega structures in a scale not witnessed before. These gigantic structures became synonymous with Ancient Egypt and were known as The Pyramids. The Early Dynastic Period (3100 BC- 2686 BC) The Early Dynastic Period began after the unification of the Upper Egypt and Lower Egypt around 3100 BC and included the First Dynasty and Second Dynasty. This was an era that the Kingdom of Egypt established itself as a cultural and economic hub of the ancient world. The affluent persons in the society conducted high-profile funerals which comprised of the building of large brick flat-roofed tombs known as mastabas. These mastabas were the precursors of the pyramids. The last Pharaoh of this period; Pharaoh Khasekhemwy had a large mastaba built in the 27th century BC which still stands to date. The Old Kingdom (2686 BC- 2181BC) The Old Kingdom was the period between the Third Dynasty and the Sixth Dynasty. This was when Ancient Egypt experienced economic growth which was achieved through political stability. In the Old Kingdom, religious practices became more widespread while funeral rites became more elaborate. The mastabas of the previous era gave way to the new tomb architecture, the Step Pyramid. The first king during the period was Pharaoh Djoser who constructed a necropolis near the then Egyptian capital, Memphis. This necropolis of Saqqara featured the first royal step pyramid built between 2584 BC and 2565 BC. However, the golden age of the pyramids began in the Fourth Dynasty during the reign of Pharaoh Sneferu whose pyramid at Meidum, constructed between 2520 BC and 2505 BC, was the first real pyramid. After Sneferu’s death, his son Khufu ascended to the throne and, inspired by his father’s work, proceeded to build the greatest necropolis of all time - the Giza Pyramid Complex. This included his masterpiece, the 481-foot Great Pyramid of Giza, which was built between 2580 BC and 2560 BC. The Great Pyramid of Giza became synonymous with Ancient Egypt and the oldest and largest of the Seven Wonders of the Ancient World. Khufu was succeeded by his son Djedefra who moved his father’s Necropolis from Giza to Abu Rowash where he built himself a pyramid between 2447 BC and 2439 BC. Khafra ascended to the throne to succeed his elder brother Djedefra and moved the royal necropolis back to Giza from Abu Rowash where he built his pyramid between 2437 BC and 2414 BC. The end of the Fourth Dynasty in 2496 BC marked the end of the golden age of the pyramids as Egypt began the worship of the sun deity of Ra. Pharaohs spent less effort on the construction of pyramids to focus on temples dedicated to Ra. Numerous pyramids were built nonetheless but on a smaller scale, including the Pyramid of Nyuserre and the Pyramid of Unas. The Decline: The Middle Kingdom and New Kingdom (2055 BC- 1070 BC) The ascension of Pharaoh Mentuhotep II in 2055 BC marked the beginning of a new era known as the Middle Kingdom. During this period, Pharaohs ceased the construction of pyramids for fear of vandalism and opted to be buried in secret tombs. During the New Kingdom (1550 BC- 1077 BC) Pharaohs were buried in the Valley of the Kings and few pyramids were built.
You can construct improvised compasses using a piece of ferrous metal that can be needle shaped or a flat double-edged razor blade and a piece of nonmetallic string or long hair from which to suspend it. You can magnetize or polarize the metal by slowly stroking it in one direction on a piece of silk or carefully through your hair using deliberate strokes. You can also polarize metal by stroking it repeatedly at one end with a magnet. Always rub in one direction only. If you have a battery and some electric wire, you can polarize the metal electrically. The wire should be insulated. If not insulated, wrap the metal object in a single, thin strip of paper to prevent contact. The battery must be a minimum of 2 volts. Form a coil with the electric wire and touch its ends to the battery’s terminals. Repeatedly insert one end of the metal object in and out of the coil. The needle will become an electromagnet. When suspended from a piece of nonmetallic string, or floated on a small piece of wood in water, it wil l align itself with a north-south line. You can construct a more elaborate improvised compass using a sewing needle or thin metallic object, a nonmetallic container (for example, a plastic dip container), its lid with the center cut out and waterproofed, and the silver tip from a pen. To construct this compass, take an ordinary sewing needle and break in half. One half will form your direction pointer and the other will act as the pivot point. Push the portion used as the pivot point through the bottom center of your container; this portion should be flush on the bottom and not interfere with the lid. Attach the center of the other portion (the pointer) of the needle on the pen’s silver tip using glue, tree sap, gum, or melted plastic. Magnetize one end of the pointer and rest it on the pivot point. OTHER MEANS OF DETERMINING DIRECTION The old saying about using moss on a tree to indicate north is not accurate because moss grows completely around some trees. Actually, growth is more lush on the side of the tree facing the south in the Northern Hemisphere and vice versa in the Southern Hemisphere. If there are several felled trees around for comparison, look at the stumps. Growth is more vigorous on the side toward the equator and the tree growth rings will be more widely spaced. On the other hand, the tree growth rings will be closer together on the side toward the poles. Wind direction may be helpful in some instances where there are prevailing directions and you know what they are. Recognizing the differences between vegetation and moisture patterns on north- and south-facing slopes can aid in determining direction. In the northern hemisphere, north-facing slopes receive less sun than south-facing slopes and are therefore cooler and damper. In the summer, north-facing slopes retain patches of snow. In the winter, the trees and open areas on south-facing slopes are the first to lose their snow, and ground snowpack is shallower.
Planning and activities Learn about some of the differences in how your grandparents would have experienced music and listen to some popular songs of the time. To understand that the music their grandparents listened to was different; also that they listened to it on different devices and in a different way. To recognise examples of songs and music of the time (1950s and 1960s) and become familiar with it by singing it. - Listen attentively and express opinions about music listened to. - Recognise changes in living memory relevant to the lesson and order events and ask and answer relevant questions about post-war life in the1940s, 1950s and 1960s. - Know that times were very different for grandparents. - Be able to give examples of how things have changed. - Have listened to a range of music and use voices expressively and creatively by singing songs. - Know examples of songs and music of the period (Post-war 1950s and 1960s).
Scientists Say Whales Could Be a Valuable Carbon Sink Nature-based solutions to fight climate change take a holistic approach that promotes biodiversity and ecosystem preservation. While many efforts have focused on planting trees or restoring wetlands, researchers are advocating for the importance of understanding the carbon sequestration potential of the planet’s largest animals – whales. In their paper, the researchers explore how these marine giants can influence the amount of carbon in our air and waters and potentially contribute to the overall reduction of atmospheric carbon dioxide. The study was published on December 15 in the journal Trends in Ecology and Evolution. “Understanding the role of whales in the carbon cycle is a dynamic and emerging field that may benefit both marine conservation and climate-change strategies,” write the authors, led by Heidi Pearson, a biologist from the University of Alaska Southeast. “This will require interdisciplinary collaboration between marine ecologists, oceanographers, biogeochemists, carbon-cycle modelers, and economists.” Whales can weigh up to 150 tons, live over 100 years, and be the size of large airplanes. Like all living things, their hefty biomass is composed largely of carbon and they make up one of the largest living carbon pools in the pelagic ocean, part of the marine system that is responsible for storing 22% of Earth’s total carbon. “Their size and longevity allow whales to exert strong effects on the carbon cycle by storing carbon more effectively than small animals, ingesting extreme quantities of prey, and producing large volumes of waste products,” write the authors. “Considering that baleen whales have some of the longest migrations on the planet, they potentially influence nutrient dynamics and carbon cycling over ocean-basin scales.” Whales consume up to 4% of their massive body weight in krill and photosynthetic plankton every day. For the blue whale, this equates to nearly 8,000 pounds. When they finish digesting their food, their excrement is rich in important nutrients that help these krill and plankton flourish, aiding in increased photosynthesis and carbon storage from the atmosphere. A blue whale can live up to 90 years. When they die and their bodies fall to the seafloor, the carbon they contain is transferred to the deep sea as they decay. This supplements the biological carbon pump, where nutrients and chemicals are exchanged between the ocean and the atmosphere through complex biogeochemical pathways. Commercial hunting, the largest source of population decline, has decreased whale populations by 81%, with unknown effects on biological carbon pump. “Whale recovery has the potential for long-term self-sustained enhancement of the ocean carbon sink,” the authors write. “The full carbon dioxide reduction role of great whales (and other organisms) will only be realized through robust conservation and management interventions that directly promote population increases.” Reference: “Whales in the carbon cycle: can recovery remove carbon dioxide?” by Heidi C. Pearson, Matthew S. Savoca, Daniel P. Costa, Michael W. Lomas, Renato Molina, Andrew J. Pershing, Craig R. Smith, Juan Carlos Villaseñor-Derbez, Stephen R. Wing and Joe Roman, 15 December 2022, Trends in Ecology & Evolution. Financial support provided by the Whale and Dolphin Conservation and the National Science Foundation (NSF).
A New Method Has Revealed the First 'Silent' Black Hole Lurking Beyond Our Galaxy The stealthiest monsters are often the most interesting. And most stellar-mass black holes are quiet monsters, floating invisibly through the big abyssal depths of space, showing no sign except the bending of light via photons that stray too close. This has forced astronomers to seek alternative means of detecting them, like stars that appear to be locked in a strong binary orbit with what appears to be nothing at all. And, for the first time, astronomers have successfully identified a black hole beyond our galaxy using this unconventional technique, according to a recent study published in the journal Monthly Notices of the Royal Astronomical Society. This could become a crucial step in revealing the evolution of black holes within and without our Milky Way. How to spot a stealthy stellar-mass black hole The suspicious movements of an orbiting star have revealed a comparably small black hole within the Large Magellanic Cloud, which is a dwarf galaxy in orbit around ours, roughly 160,000 light-years away. Called NGC 1850, the black hole was found in a star cluster called NGC 1850 (celestial cartography is a logical practice), which contains thousands of stars. This recent detection hints that the method might be crucial in the search for black holes within highly-populated star clusters, both within and beyond our enormous Milky Way. "Similar to Sherlock Holmes tracking down a criminal gang from their missteps, we are looking at every single star in this cluster with a magnifying glass in one hand trying to find some evidence for the presence of black holes but without seeing them directly," said Sara Saracino, an astrophysicist at the U.K.'s Liverpool John Moores University, in a report from Science Alert. "The result shown here represents just one of the wanted criminals, but when you have found one, you are well on your way to discovering many others, in different clusters," added Sarecino. The majority of black holes cataloged so far beyond our Milky Way were easy to spot, because they're hurling unconscionable volumes of deadly radiation, which means they are actively sucking in indescribable scales of material, which are the real source of the radiation (since the black holes themselves give practically nothing away). Astronomers have identified more black holes via gravitational waves since the first ones were detected in 2015. This is when subtle ripples in the very fabric of space-time are cast out in our direction in the aftermath of a violent collision of two black holes. But despite all our progress, these mapped black holes don't even comprise the tip of the cosmic iceberg. Baby black holes lie ahead There might be 100 million stellar-mass black holes in our galaxy alone. Obviously, we have a lot more counting to do. And this also means we have a lot to learn about these seemingly malevolent maws in the ancient depths of the darkest corners of the galaxy. But we don't have to look them in the proverbial face to understand their properties, since the things they take with them, like gravitationally trapped stars, will give away their secrets by the way they move. From hundreds of thousands of light-years away, these stars look like they're stationary. But the light of the stars themselves will change, its wavelength stretching and compressing as the solar furnace moves closer and farther away from us. And then we know they're in the grasp of a black hole. Continuing to study black holes within young star clusters might reveal more about how colossal stars and neutron stars are forged into the black holes we know and fear. And, since many of these star clusters are very young — NGC 1850 is only 100 million years old — there is a possibility of discovering young black holes, which would provide a unique window into their complex and haunting evolution. Researchers at the Kinsey Institute for Sexual Research surveyed 7,500 people and discovered that emerging forms of sex tech are on the rise.
Dental sealants are one of many ways of preventing cavities in children. Easy steps can be taken at home to lower the chance that a child will require dental treatment. It’s not always easy for children to cope with fillings and extractions, so dentists and families must work together to build healthy habits at home to keep teeth strong. The earlier a family brings a child to the dentist, the sooner they can implement personalized advice about how to protect new baby teeth and future permanent teeth. Pediatricians and dentists agree that children should be professionally examined in a dental office by age 1. Physicians, dentists, and other healthcare providers may offer to apply fluoride to your child’s teeth during a visit in their offices. Fluoride is a naturally occurring mineral that can strengthen the outer layer of teeth, enamel. Most Americans have access to optimally fluoridated community drinking water, which helps protect the teeth of all who drink from and cook with this water. Once the first permanent molars erupt they should be evaluated by a dentist and treated with sealants. These teeth come in between ages 5 and 7 for most children. There are naturally occurring grooves and pits on these teeth that can catch food and be difficult to keep clean even with vigorous tooth brushing. Once plaque collects, bacteria may cause a cavity. A sealant is a thin clear plastic-like protective coating that gets painted on to the biting surface of a molar and prevents these cavities from forming. They are easy for most children to tolerate since they’re fast, odorless, tasteless and do not require any anesthesia. Diet also plays a big role in maintaining tooth health. Children who consume juice, soda, sugary snacks, frequent carbohydrates, sticky candies and other high-risk foods are very likely to develop cavities. A dental professional can educate you about child-friendly substitutions for drinks and foods less likely to harm their teeth. Even unsweetened milk can be a source of tooth decay. If a child goes to bed with a bottle of milk, they are likely falling asleep with carbohydrates coating their teeth. These molecules are turned into acid by bacteria in the mouth and can cause infections quickly. Do not let your children go to bed with anything except water. Toothpaste should be the last substance in contact with teeth before a nap or falling asleep at night.Back to Dental Topics Dr. Shane Fisher Dr. Shane Fisher, a board certified pediatric dentist, has over 15 years of providing comprehensive dental care for infants, children and teenagers. He has consistently received 5 star ratings throughout social media. He has patients that travel from all over the metropolitan area including Mequon, Whitefish Bay, Thiensville, River Hills, Fox Point, Glendale and other northern Milwaukee suburbs. If you would like for your child to have a great experience at a pediatric dentist, please call Dr. Shane A. Fisher at The Kids Dentist 262-241-0400 or complete an online appointment request.
II. Code reuse# When writing code, some of the steps are often repeated. It can be a small block of 3-5 lines, or it can be a fairly large sequence of steps. Copying code is a bad idea. Because if you have to update one of copies later, you have to update others. Instead, you create a special code block with name - function. And every time code has to be repeated, you just call a function. Function allows not only to name a block of code but also to make it more abstract through parameters. Parameters make it possible to pass different data for function. And get different results depending on input parameters. Once code is divided into functions, there comes a time when you need to use function in another script. Of course, copying a function is as inconvenient as copying a normal code. Modules are used to reuse code from another Python script. The last section 13. Iterators, iterable and generators is dedicated to iterable objects, iterators and generators.
This set of Microbiology Interview Questions and Answers focuses on “Morphology and Fine Bacteria Structure – Size, Shape and Arrangement of Bacterial Cells”. 1. In the classification of bacteria according to shape, which among the following refers to cuboidal arrangement of bacterial cells? Explanation: In the Sarcinae group of bacteria, the cells divide in three planes, in a regular pattern, producing a cuboidal arrangement of cells. In Staphylococci, cells divide in three planes, in an irregular pattern, producing bunches of cocci. 2. Which group of bacteria among the following have the largest area of contact? Explanation: Trichomes are similar to chains but have a much larger area of contact between the adjacent cells whereas in palisade arrangement, the cells are in side by side at angles to one another. 3. Which among the following are “Spirochetes”? a) Spirillum volutans b) Corynebacterium diphtheriae c) Streptomyces sp. d) Treponema pallidum Explanation: Spirochetes are flexible and can twist and contort their shape, whereas spirilla are relatively rigid. Treponema palldium belongs to the spirochetes group and Spirillum volutans belong to the spirilla group. 4. What is the approximate size of the bacterial cell? a) 2mm in diameter b) 1mm in diameter c) 2 micrometer in diameter d) 0.5 to 1.0 micrometer in diameter Explanation: Bacteria are very small, most being approximately 0.5 to 1.0 micrometer in diameter. This is the reason why they cannot be seen by naked eyes and can be observed under the microscope. 5. When rod shaped bacteria appears in pairs, it is known as? Explanation: When bacilli occur in pairs, it is known as diplobacilli but when they form chains it is known as streptobacilli. Cocci are spherical shaped bacteria and not rod shaped. 6. Surface area/volume ratio of bacteria is exceedingly low compared to the same ratio for larger organisms of similar shape. Explanation: Due to the small size of microorganisms, the surface area/volume ratio of bacteria is exceedingly high compared to the same ratio for larger organisms of similar shape. A relatively large surface through which nutrients can enter (or waste products leave) compared to a small volume of cell substance to be nourished accounts for the unusually high rate of growth and metabolism of bacteria. 7. Bacteria with less than a complete twist or comma shaped is known as? Explanation: Bacteria with less than a complete twist or turn have a vibrioid shape, whereas those with one or more complete turns have a helical shape. Spirilla are rigid helical bacteria whereas spirochetes are highly flexible. 8. Which of the following are functions of the stalk? a) nutrient absorption c) attachment of the cells to surfaces d) human infection Explanation: Stalk are mainly nonliving ribbonlike or tubular appendages that are excreted by the cell. These stalks aid in the attachment of the cells to surfaces. Sanfoundry Global Education & Learning Series – Microbiology. To practice all areas of Microbiology for Interviews, here is complete set of 1000+ Multiple Choice Questions and Answers.
Even at a young age, it’s important for children to learn how to resolve a conflict. Learning conflict resolution skills can significantly help boost their self-confidence and make a positive impact on their overall wellbeing. How to teach conflict resolution for kids? Because these skills are not something we are born with, it is our role as parents to teach our children how to handle conflicts with others. This will help them maintain healthy relationships from childhood until they grow up. Read the following tips and learn about teaching conflict resolution. Give your child enough time to calm down The first step to resolving conflict is to make sure that the children involved are calm. Don’t force any conversation until they take a breather. Invite your child for a short walk. Or maybe ask them to write down their feelings. Do that something that makes them calm until they are ready to discuss things with you. Come down to their level Once calm, you can try to talk to your child but be sure to come down to their level. Avoid making them feel that they are about to be scolded. Instead, use a kind and friendly tone when asking them to state the problem. It is better if you sit with them or sit in a lower chair. Remember that your body language will affect how the child feels about the conversation. When asking about the problem, encourage your child to be honest. Have them share with you everything, including how they feel. Whether they are angry, annoyed or furious, give them assurance that it’s perfectly fine to express their feelings. If they are comfortable having this conversation in front of each other, be sure not to interrupt and give them the chance to recount the conflict. But if not, talk to them separately. Teach them how to apologize Apologizing for a mistake is often easier said than done. However, it is crucial when it comes to improving relationships with others. Before having your child say sorry, be sure they understand why this is important. Make sure they understand that, by apologizing, they regret what they did and are taking responsibility for their actions. The apology must also come with a remedy. Ask them what they will do to avoid getting in the same situation. Ask for solutions Instead of coming up with your own solution, ask your child for ideas on how they want to solve the conflict. Encourage them to brainstorm for solutions. Once they have given their suggestions and ideas, guide them on how they will deliver it. Encourage them to speak to each other kindly. Then help them put their solution into motion. Be there to smooth out any potential bumps that may arise. Do a follow-up Follow up and see how the children are getting along. See if the strategy they came up with is working. However, if the solution did not work, it might be best to give the children a chance to have a break away from each other. In the meantime, encourage them to continue building friendships with other kids. When they are ready, give them the opportunity to be with one another where they can interact in a respectful and kind way. Conflict resolution skills are one of the most important social skills that children ought to learn at an early age. It is one of the things that will help them enjoy fulfilling relationships. Use these tips to guide you as you teach your little ones conflict resolution. While conflict resolution skills can be learned at home, a good quality preschool can teach a child the right social skills, too! Be sure to send your little one to the best preschool – Imagine Nation Learning Center.
A Small case or Container especially a round or cylindrical one called Capsule. Tough sheath or membrane that encloses an organ or other structure in body such as kidney or synovial joint. In this page we discuss about Types of Capsules \| Different Capsules Dosage Forms. A capsule is very small tube containing powder or liquid medicine which you swallow. A capsule is small container with drug or other substance inside it. Which is use for medical or Scientific purposes. They first inserted capsules into animals’ mouths. In medicine, membranous structure that envelops an organ, joint, tumor or any other part of body. It is usually made up of dense collagen containing connective tissue. In pharmacy, solid dosage form in which drug is enclose in hard or soft soluble container. It usually of form of gelatin. In microbiology coat around microbe such as bacterium or fungus. Derive from diminutive of Latin word “capsa” meaning “box”. Capsule is literally “little box” can refer to any encompassing structure or small container. We describe some Types of Capsules in this page. Capsules are solid dosage forms in which one or more medicinal. Inert substances are enclose within small shell or container generally prepare from suitable form of gelatin. Depending upon their formulation, gelatin capsule shells may be hard or soft. Hard Gelatin Capsulesard gelatin capsules consists of base or consists of base or body and shorter cap, body and shorter cap. Which fits firmly over which fits firmly over base of capsule base of Capsule. Types of Capsules: In manufacture of pharmaceuticals, Encapsulation refers to range of dosage forms. Techniques use to enclose medicines in relatively stable shell known as capsule. It allowing them to for example, be taken orally or be use as suppositories. The two main Types of Capsules are: - Hard shell capsules: which contain dry, powder ingredients or miniature pellets made by processes of extrusion or spheronization. These are made in two halves: smaller diameter “body” that is fill and then seal using larger diameter “cap”. - Soft Shell Capsules: primarily use for oils and active ingredients that are dissolve or suspend in oil. Both of these classes of capsules are made from aqueous solutions of gelling agents. Such as animal protein or plant Polysaccharides or their derivatives. Other ingredients can be add to gelling agent solution including plasticizers. Such as glycerin or sorbitol to decrease capsule’s hardness, coloring agents, preservatives, disintegrants, lubricants and surface treatment. Since their inception, capsules have been view by consumers as most efficient method of taking medication. For this reason, producers of drugs such as OTC analgesics wanting to emphasize strength of their product developed “caplet” portmanteau of “capsule-shaped tablet” in order to tie this positive association to more efficiently produce tablet pills. As well as being an easier to swallow shape than usual disk shape tablet. Hard Shell Capsules: A type of capsule in which one or more APIs with or without other ingredients. They are filled into two piece shell. Most hard shell capsules are compose mainly of gelatin and are fabricate prior to filling operation. Hard Shell capsules have been use for centuries. However, there is recent growing interest in capsules for their applications in novel drug delivery systems. It achieving control of drug release profiles. It also include in types of capsules. Hard Shell Capsules offer significant amount of flexibility for administration of multi-particulates. For combination of different drugs within same solid dosage unit. In terms of filling technologies and machine configurations at same time ensuring robust and reproducible process. In addition, wide range of systems have recently been develop to achieve an in line check and control of capsule weight. Even in case of product combinations. This chapter provides an overview of current criteria and processing considerations, challenges, options and opportunities of encapsulating of multi-particulates. Capsule coatings have traditionally been use to overcome these challenges. These coatings are formulate with polymers design to disintegrate under specific conditions such as low or high pH. They act as barrier, protecting active ingredient until appropriate conditions are reach. At that time, active must be release within 15 minutes. In past natural materials such as fatty acids and waxes were employed. Today, modified cellulosic polymers including ethyl cellulose and hydroxypropyl methylcellulose and synthetic methacrylate polymers. They are widely use. Other materials include ethyl vinyl acetates, silicone elastomers and thermoplastic polyurethanes. Benefits of Hard-Shell Capsules: While enteric coatings for tablets can be highly effective. Their effectiveness is dramatically reduce if they are breach in any way. They only function properly if tablet remains whole and intact without any damage to coating. It include in types of capsules. One way to avoid this problem is to formulate acid sensitive APIs and nutraceutical actives in banded hard shell capsules formulate for control release in targeted location within body. Polymer formulations for production of hard shell capsules. It combine with control of capsule shape, enable design of capsules that will dissolve in target areas for optimal therapeutic effect. Such as upper intestinal tract. When banded, these capsules including acid sensitive formulations are tamper resistant. During banding process, material use for banding is customize to work with composition of hard shell. It use to produce two parts of capsule. The band material seeps into seams of capsule and dries and hardens at same time allowing complete fusion. For liquid products, including most probiotic supplement formulations, banding provides an airtight seal that prevents product from leaking out of capsule until desired pH is reach. In addition, they cannot be easily broken apart like traditionally seal capsules or crush like tablets. Furthermore, there is no potential for damage of control release features during shipping. As an add benefit, banding allows for greater brand recognition through customization of capsules. The variety of capsule sizes, capsule and band colors. Finishes and printing options enable significant differentiation. While providing assurance of quality and effective delivery. Soft Shell Capsules: A softgel or Soft Gelatin Capsule is solid capsule surrounding liquid or semi-solid center. An active ingredient can be incorporate into outer shell, inner fill or both. They are oral dosage form for medicine similar to capsules. Generally, we can classify gelatins in two significant categories: Type A which is result of acidic hydrolysis of animal skins. Type B produce by base hydrolysis of bovine bones. Remember, soft gel is single unit pharmaceutical dosage form that comprises medicinal value in either liquid or semi-solid form. Specifically, soft gelatin capsules ingredients are mainly active ingredient of drug in form of solution, emulsion or suspension. It also include in types of capsules. The converse of soft gels is hard gelatin capsule which gets manufacture in two halves. Even before we look at what makes up outer shell? I prefer we initially make some brief notes about outer shell. Gelatin isone of significant components of shell of capsule. Moreover, it’s very critical in determining some of shell characteristics. Additionally, local authorities may do same approval. Importantly, approvals also take into considerations physiochemical specifications of each gelatin type. Again, this procedure is critical whether gelatin is for manufacturing pharmaceutical, health or nutrition soft capsules. Above all, grades and quality of gelatin are essential in determining simplicity of general manufacturing procedure of capsule. Also, condition of gelatin directly affects quality of final shell product. Benefits of Soft Shell Capsules: Soft gelatin capsules consist of hermetically sealed outer shell of gelatin that encloses liquid or semisolid medicament in unit dosage. Gelatin capsules are completely seal dosage form and cannot be open without destroying capsules. Soft gelatin capsules are hermetically seal as a natural consequence of manufacturing process. Soft gelatin capsules provide patient friendly dosage form for peroral administration of non-palatable and oily liquids. Solutions or suspensions with an unpleasant odor. Taste can be easily ingest in soft gelatin capsule dosage form which offers tidy appearance and convenient ingestion. Thus, this dosage form is uniquely suit for liquids and volatile drugs. The proper choice of vehicle may promote rapid dispersion of capsule contents and drug dissolution. Higher degree of re-producibility is achieve during manufacture of soft gelatin capsules than possible with powders or granules feed in manufacture of tablets or hard gelatin capsules. It also include in types of capsules. Soft gelatin capsules can be particularly advantageous for low dose drugs. That are lipid soluble because it can allow greater uniformity of content between dosage units than conventional tablet dosage form. It can also be more suitable than tablet dosage form for encapsulation of liquid water insoluble drugs. The capsules can be formulate to be immediate release, slow or sustained release or enteric coat. Types of capsules shell: Capsules are solid dosage forms with hard or soft shells. They are of various shapes and sizes, and contain a single dose of one or more active ingredients. They are intend for oral administration. The capsule can be divide into solid drugs and liquid drugs base on physical state of medication to be fill. According to raw material capsule can also be divide into Hard Gelatin Capsule, Soft Gelatin Capsule, HPMC Capsule, Pullulan Capsule, Starch Capsule, Enteric Capsules, Metallic Capsules etc. Here is a diagram which may help you understand the sorting well: Hard Gelatin Capsule is kind of capsule mainly compose of gelatin and purify water. Some color hard gelatin capsules also contain small amount of Titanium dioxide and colorants. It also include in types of capsules. The composition of Soft Gelatin Capsules is similar to that of hard gelatin capsules, except that different moisture proportion. Usually, plasticizers will be add to keep capsules’ elasticity and stability. HPMC Capsule is mainly compose of HPMC and purify water. HPMC is short for HYDROXYPROPYLMETHYL CELLULOSE. It is kind of cellulose obtain by hydrolysis of plants and is made by etherification. The main component of Pullulan Capsule is Pullulan and purified water. Pullulan is water soluble mucopolysaccharide, mature food additive also included in JECFA. Enteric Coated Capsules do not belong to certain type of capsules. They are made by applying an enteric coating to other common capsules or other processing. The main features of enteric coat capsules are relate to raw materials capsules use. Gelatin Capsules informally call Gel caps or Gelcaps are compose of gelatin manufacture from collagen of animal skin or bone. Vegetable capsules introduce in 1989. They are made up of cellulose. It an important structural component in plants. To be more specific, main ingredient of vegetarian capsule is hydroxypropyl methyl cellulose. In current market, gelatin capsule is more broadly use than vegetarian capsule because its cost of production is lower. The process of encapsulation of hard gelatin capsules done on manual, semi-automatic and automatic capsule filling machines. Softgels are fill at same time as they are produce and seal on rotary die of fully automatic machine. Capsule fill weight is a critical attribute in encapsulation and various real time fill weight monitoring techniques such as near infrare spectroscopy and vibrational spectroscopy are use. As well as in line weight checks to ensure product quality. Volume is measure to fill line which is customarily to top of smaller diameter body half. After capping, some ullage volume remains in finish capsule. Advantages of Capsules: In modern pharmaceutical industries capsules have become popular to an extent. Even some tablets are administer in capsules. This is because capsules are: - Tasteless and odorless. - It making them easy to administer. - Easy to carry and handle. - Cost effective. - Can hold a wide range of products such as powder, pellets or liquids. - Easy and convenient to fill. However, it is worth noting that capsules are not suitable for hygroscopic products and concentrate solutions. It may require further processing. Depending on type of fill material, you need to choose suitable type of capsule. A reason why you need to learn about types of capsules. Sizes of Capsule: Capsules are available in wide range of sizes and configuration. The table below shows all different sizes of capsules: Benefits of capsules as dosage form: The growing interest in capsules as formulation is consumer drive. Consumers prefer capsules because they are tasteless, odorless and easier to swallow. Capsules are also consider to work faster and better. In study conduct by Burke Marketing Research, 1000 patients were ask about form of drug administration they preferred and more than half chose capsules. Another study, conduct with several hundred patients in two hospitals in Copenhagen. It publish in 2001 found that 66% prefer capsules. This preference has prompt pharmaceutical manufacturers to market products in capsule form even if product already has been produce in tablet form. Most fill capsules disintegrate in 5–10 minutes. Some of immediate release tablets may have much lower disintegration time. Once capsule disintegrates, dissolution may be faster and dissolution levels achieve may be similar to tablets at 15 minutes. HPMC capsule shells can lead to rapid dissolution. However, these differences will not necessarily produce considerable alterations in pharmacokinetic profiles of drug product because F2 value use to determine dissolution differences is often too discriminating. Particularly when dissolution is very fast relative to permeation and absorption is very fast relative to disposition. Capsules are easier and faster to develop and manufacture in comparison to other OSD forms. Because capsule manufacturing process involves fewer steps and lower number and quantity of excipients. For example, as per studies conducted by Aspire Advisors, Acetazolamide 250 mg tablet weight is 516 mg. But Acetazolamide ER 250 mg capsule fill weight is only 328 mg. Some coarse, free flowing, Biopharmaceutical Classification System Class I drugs can be fill directly into capsules. Capsules can also be use for poorly compressible drugs. Capsules provide relatively better stability than other OSD forms. Encapsulation does not create high heat and pressure. Thus heat sensitive drugs can be more readily formulate as capsules. Capsule walls can be opaque, providing protection for light sensitive compounds. Sealed hard gelatin caps can be good oxygen barriers. As capsules generally require fewer excipients drugs that are sensitive to or highly reactive with other chemicals. It may be more readily formulate as capsules. Due to fewer processing steps, capsules can minimize human exposure to potent drugs. Capsules reduce airborne dust levels, lowering risk of cross contamination and offer improve content uniformity particularly at low dosage levels and for potent drugs. Overall, they reduce capital requirements for dedicate facilities, air-handling and process equipment. Encapsulation technology has made progress in recent years. For example, soft gelatin capsules and LFHC are increasingly being use for filling and sealing of liquid and pastes. Furthermore, single capsule can now encapsulate not only powders or granules. But also one or more ingredients that are in liquid, pellet, tablet or another capsule form. Incompatible ingredients can be combine into single capsule which helps to develop combination products. Enteric coating of hard capsules or use of enteric hard capsules further expands scope of capsules usage. In addition, capsules can be use for active ingredients that need modified release. Modified release capsules can now be develop that disperse freely in gastrointestinal tract. It providing more uniform distribution of drug into blood stream. These capsules help to maximize absorption and minimize side effects. They also reduce inter and intra patient variability. Calcifediol and oxycodone extend release capsules are two examples of ER capsules approve in 2016 as new drug applications. Capsules are also useful for clinical trials. Specialize capsules for clinical trials are unique two piece gelatin capsules that are specially design to carry out double blind studies during clinical trials. After closure, elongate cap closes tightly on body. Once locked, only dome of body is visible making it almost impossible to open capsule. Capsules can be develop faster than tablets for new chemical entities. Because Phase I and II clinical trials are mostly carry out using capsules, additional bioequivalence or bioavailability studies are need. when converting from capsules to tablets. Moving product to market one year faster can give one year more effective patent life. Similarly, other types of innovations and FDA applications. Such as abbreviate new drug applications can be market faster. Capsule manufacturing companies have develop unique technology. It enables capsules to be print in multiple colors. Which creates brand differentiation and serves as an effective anticounterfeit measure. Further, it is now possible to imprint brand logo, brand name and graphics. On capsule, providing further brand identity. A capsule is very small tube containing powder or liquid medicine which you swallow. A small case or container especially a round or cylindrical one called Capsule. Capsules are solid dosage forms in which one or more medicinal. Inert substances are enclose within small shell or container generally prepare from suitable form of gelatin. The capsule can be divide into solid drugs and liquid drugs based on the physical state of medication to be fill.
An open sore on the skin within your mouth is referred to as a mouth ulcer. They usually develop in response to either trauma (such as biting your cheek) or internal changes (such as stress and anxiety). The spot is typically spherical or oval, white or grey, and has a red edge around it. They are usually seen on the inside of your lips, cheeks, or tongue. It’s important to keep in mind that mouth ulcers can cause a little health risk. They could be uncomfortable when eating, drinking, or brushing, but they usually get better on their own. Causes of Mouth Ulcers You can have mouth ulcers for many reasons. Here we have mentioned some reasons, if you see such symptoms then you may have mouth ulcers. - If a sharp tooth keeps rubbing on one place inside the mouth, it can cause an ulcer. - Sometimes ulcers also occur due to the deficiency of vitamins in the body. - If you take too much stress, you can get ulcers in your mouth. - If you take antibiotics for a long time, then it kills the good bacteria present in the stomach, then due to the deficiency of vitamins in the body, ulcers occur. - Mouth ulcers also occur due to the consumption of alcohol, cigarettes, and tobacco. - Alcohol triggers nicotine stomatitis (a reaction that occurs inside the mouth), which causes ulcers. - Apart from this, some diseases or infections also cause ulcers in the mouth, such as HIV, autoimmune disorders, and some infections such as – Herpes. The doctor can examine you and tell you what is the cause of the ulcer. - Even if you are not able to sleep properly due to any pressure, then you may have mouth ulcers. Things to avoid prevention of Mouth Ulcers Many times, due to some of our mistakes, it is hurting. If you avoid these mistakes then you can avoid mouth ulcers. - If there is any sharp tooth in the mouth, then definitely get it checked by the doctor and get it rubbed and blunt. - Apart from this, oral hygiene is very important, so make sure to brush twice a day and do not forget to brush after eating food at night. - Your toothbrush should not be hard, always use a toothbrush with soft bristles because if you already have a problem with ulcers, a hard toothbrush can hurt you. - Increase the number of vitamins in your body by eating fresh fruits and green vegetables, by this you will not get vitamin deficiency. - Even after this, if your ulcers are not stopping, then you can go to the doctor and get treatment. Mouth ulcer Prevention Tips Here are some mouth ulcer prevention tips. - Keep your mouth clean. If your mouth smells, then brush it twice a day. - In addition, avoid acidity. - Avoid eating spicy things or too much-fried food. - Do not consume bidi, cigarettes, or tobacco. - Drink 3-4 liters of water in a day. Sometimes ulcers also occur due to drinking less water. - Eat fresh fruits, and green vegetables more. - If you have been taking any antibiotics for a long time, then eat curd things. Yogurt contains lactobacillus, which helps in relieving your ulcer. Mouth Ulcer Treatment Most mouth ulcers get cured on their own, you should look into such ulcers which do not cause pain and are there for a long time. So consult a doctor as soon as possible. Most mouth ulcers do not require medical attention. However, if you experience mouth ulcers that are really severe, a number of remedies and home remedies can ease and speed up recovery. These include: - Using various topical pastes to cover ulcers with baking soda paste. - Saltwater and a mouthwash containing baking soda and milk of magnesia can be applied to the ulcer. It will help you to get relief from ulcers. - Applying ice to the ulcer to reduce pain and swelling using a steroid-containing mouth rinse. - Using Wet Tea Bags to Treat Ulcers. - Using topical treatments containing benzocaine, such as Orajel and Ambesol, if you have nutritional deficiencies such as vitamin B9 (folate), vitamin B12, zinc, and iron. - The use of herbal remedies such as licorice root, myrrh, and echinacea. (can come in various forms, such as tea or oil) When to go to the dentist or doctor If any of the following symptoms occur, consult a doctor or dentist about your mouth ulcers: - If you have large black blisters in your mouth then you should see a doctor. - Normal mouth ulcers get better in 7-8 days, but if you have ulcers for more than 3 weeks, you should see a doctor. - If there is no pain in the ulcer. - Your ulcers get spread on the lips and you find it very difficult to eat or drink anything. - Even if ulcers are not getting cured with natural remedies or home remedies, consult a doctor. - Whenever you have blisters in the mouth, high fever, or diarrhea, it can be a cause of major illness, so without delay, see a dentist immediately. Mouth ulcer is a very minor disease, it gets cured within 7-8 days, but whatever time it lasts, it gives heavy pain, and you may have difficulty in eating and drinking. Having a mouth ulcer tells you what is the deficiency in your body, so if you see some such symptoms inside your body, then try to cure them. It is better than home remedies for mouth ulcers that you should consult a doctor, he will be able to tell you the reason properly and cure it.
Challenge #3: How does a state or sovereign suppress piracy? Stopping people from becoming pirates requires land-based solutions, while holding pirates to account for their action requires capturing them, usually in the act. On the land Pirates exploit the isolation of the sea from a state or sovereign’s centre of authority. But they need land bases to replenish supplies, sell their booty, and to rest, relax and spend their money. To avoid authorities, they choose land bases with minimal or even sympathetic authority. This means successful piracy suppression and eradication requires investing in consolidating and enforcing authority in these areas. Only when sufficient coercive authority is exerted over them do people stop becoming pirates. This can be very difficult to do. It requires a mixture of sufficient political will, considerable financial resources, appropriate and authoritative personnel, strategic planning, appropriate legal frameworks, time, and usually, the use of force. Should a sovereign or state decide to tackle piracy on land, three key problems often emerged. Firstly, the complicity of local authorities in the piracy undermined the integrity of the authority being enforced. Secondly, even when enforcing authority was successful, the pirates often moved on to another ungoverned space and continued their operations there. Thirdly, the dynamic nature of pirate groups made it difficult to track them down. Fourthly, the time taken to exert authority meant suppressors faced pressure from merchants, insurers, and seafarers who expected a more direct and immediate response These people often held considerable influence in governments. On the sea Tackling the pirates on the sea came with three major problems: 1) Sovereigns and states often lacked sufficient and suitable naval resources. Historically, war and natural disasters took a significant toll on ships, leaving a lack of suitable ships available to pursue pirates during peacetime. Those vessels left were often over-tasked, under-manned, under-funded, under-provisioned and in ill-repair. 2) Surviving ships were often allocated to more pressing security needs, such as homeland and trade protection over piracy suppression. Colonial governments in the remote areas where pirates thrived often sought to retain their ships for their own local defence, rather than act as convoy protection against pirates. 3) Even with suitable ships, the ocean is a large place that makes finding pirates at sea difficult. Over the centuries, improvements to maritime technology greatly improved ships, navigation, and the efficiency of maritime trade. But severe environmental conditions, including monsoonal weather, high and low temperatures, and salinity, affect the operation of equipment. Should a pirate be successfully captured (and most were not), holding him or her to account for their actions created a whole new set of challenges.
What is H. Pylori? Helicobacter pylori (H. pylori) is a gram-negative bacterium usually found in the stomach, which has infected almost 80% of the Indian population. The vast majority of people infected with H. pylori have no symptoms and will never develop any problem. However, H. pylori is capable of causing a number of digestive ailments which include ulcers and less commonly, stomach cancer. It is not clear why some people with H. pylori get these ailments and others don’t. How can you get infected? H. pylori infection is mainly acquired in childhood. The mode of transmission of H. pylori remains poorly understood. The bacteria are most commonly spread by consuming food or water contaminated with faecal matter. H. pylori can cause changes to the stomach and duodenum (the first part of the small intestine). In developing countries, a combination of untreated water, crowded conditions and poor hygiene contribute to a higher H. pylori infection rate. What are the diseases caused by H. Pylori infection? Not all H. pylori infections lead to the development of ulcers and stomach cancer. However, most people infected do develop gastritis. Unless eradicated, H. pylori will remain in the stomach and will continue to cause chronic inflammation and weakening the protective force of the mucus membrane of the stomach. This will result in creating a condition whereby it is vulnerable to attack by stress, salty meals, and carcinogenic substances. - Indigestion (Dyspepsia) – Most people with indigestion or dyspepsia feel pain and discomfort in the stomach or chest. The sensation generally occurs soon after consuming some food or a drink. It may make a person feel full or uncomfortable during a meal, even if they have not eaten a large amount of food. - Gastritis – Gastritis is an inflammation and irritation of the lining of the stomach. It can occur suddenly (acute) or gradually (chronic). - Ulceration – Stomach ulcers, which are also known as gastric ulcers, are painful sores in the stomach lining. Stomach ulcers occur when the thick layer of mucus that protects your stomach from digestive juices, is reduced. This allows the digestive acids to eat away at the tissues that line the stomach, causing an ulcer. - Stomach cancer – The causes of stomach cancer are thought to be smoking, poor eating habits and genetics. However, the latest research indicates that H. pylori eradication therapy decreases the risk of developing stomach cancer. What are the symptoms of H. Pylori infection? Most individuals with chronic gastritis have no symptoms. However, some people develop more serious problems, including stomach or duodenal ulcers. Ulcers can cause a variety of symptoms or no symptoms at all, with the most common symptoms including: - Pain or discomfort (usually in the upper abdomen) - Feeling full after eating a small amount of food - Lack of appetite - Nausea or vomiting - Dark or tar-coloured stools - Ulcers that bleed can cause a low blood count and fatigue Certain medications can also cause peptic ulcers. Who should be tested for H. Pylori infection? If you have symptoms — Diagnostic testing for H. pylori infection is recommended if you have active gastric or duodenal ulcers or if you have a history of ulcers. There are several ways to diagnose H. pylori. The most commonly used tests include the following: - Breath tests — Breath tests (known as urea breath tests) require that you drink a specialized solution containing a substance that is broken down by the H. pylori bacterium. The broken down products can be detected in your breath. - Stool tests — Tests are available that detect H. pylori proteins in the stool. - Blood tests — Blood tests can detect specific antibodies (proteins) that the body’s immune system develops, in response to the H. pylori bacterium. How is H. Pylori infection treated? The treatment of H. pylori includes several steps. A two-week therapy of multiple antibiotics along with an antacid (mostly the proton pump inhibitors class of drug) is generally prescribed. After completing the H. pylori treatment, repeat testing is usually performed to ensure that the infection has been treated properly. However, there are increasing numbers of patients with H. pylori infection, who are showing resistance to the antibiotics. Hence, it is important to take the entire course of all medications as prescribed by your health care professional. The drawback though is that up to 50 percent of patients report side effects while taking this H. pylori treatment. These side effects include metallic taste, headache, nausea, vomiting, stomach cramps etc. Furthermore, patients don’t comply with the treatment as multiple dosing of several tablets per day is required, for at least two weeks. Newer therapies for H. Pylori eradication – There are numerous types of probiotics such as Lactobacillus species which are used for the eradication of H pylori and to prevent gastrointestinal infections. Research has shown that a unique strain of Lactobacillus reuteri (DSM17648) exerts its action by attaching to/co-aggregating with the H. pylori bacteria and flushing them out of the body. This strain of L reuteri i.e. DSM17648 is also capable of reducing the H. pylori bacterial load and side effects associated with antibiotic therapy.
ASTR 1210 (O'Connell) Study Guide 16 Crescent Mars during Viking 2 approach 1976. Clouds trail downwind of volcano Ascraeus Mons. Mars is the most intriguing planet. From Earth, it exhibits the largest brightness variations of any planet and has the most distinctive color (red/pink). Telescopes have revealed it to be the most Earth-like planet, with a transparent atmosphere, varied terrain, polar caps, and seasonal changes. Although Mars is smaller than Earth, it has no oceans, so its land area is comparable to Earth's. Space missions have revealed fantastic topography, including the largest canyon and the largest mountain in the solar system. Finally, for over 100 years, Mars has been the favorite candidate for another biosphere. Claims by some astronomers that there were artificial "canals" on Mars had tremendous impact on popular culture. The canals were optical illusions, but recent evidence for possible fossil lifeforms and for abundant water on its surface in the past finally have given real credence to speculations about life on Mars. Consequently, Mars is now under intense scrutiny by spacecraft for evidence of a favorable habitat (now or in the A. Mars: Introduction Size: A small planet: 50% Diam(Earth); 10% Mass(Earth) Orbit: Semi-major axis 1.5 AU. Orbital period 1.88 yr. "Oppositions" occur every 2.1 Atmosphere: thin. Mass ~1% Earth's. Mainly CO2; some H2O vapor. Surface: easily visible since CO2 is transparent. Has been explored in ever increasing detail by Earth-bound telescopes and by spacecraft, including orbiters, landers and rovers. - Mars' distance & brightness at opposition (closest approach to Earth) vary significantly because of its large orbital ellipticity (10%). See the diagram at the right. - When brightest, Mars is a very conspicuous, red-pink object -- hence its association with the God of War. Mars can be brighter than - Mars' red color is caused by iron oxide compounds such as hematite on its surface. This is equivalent to rust(!). Other conspicuous markings include white polar caps and large dark areas, some appearing greenish to the eye in a telescope. - Mars is distant enough even at opposition that telescopes on Earth yield relatively poor resolution. This led to a long and controversial history over whether or not there was evidence for "canals" or other artificial features on its surface. (See Section C below.) - The image below was taken from Earth orbit by the Hubble Space Telescope and shows the main kinds of features visible from Earth. B. Major Spacecraft Missions to Mars Mars has been the target of over 40 robotic spacecraft missions, many of which, especially the USSR's, failed (wow! incompetence or conspiracy??). Four types have been undertaken: flybys, orbiters, landers, rovers. Successful missions have mapped nearly its entire surface and have sampled its atmosphere and soil and even subsurface layers using Important Earlier Missions: Missions: 3 flybys, 1 orbiter, 1964-71; preliminary imaging reconnaissance of Martian surface Missions: 2 orbiters/2 landers. 1976. Sampled soil and searched for chemical signatures of lifeforms. Pathfinder: a lander with the first rover. Sampled soil and Mars Global Surveyor: orbiter. Mapped surface at high resolution with a camera and the MOLA laser altimeter. 1998--2006. Exploration Rovers Mission: orbiter plus two landers and rovers ("Spirit" and "Opportunity"), placed on opposite sides of the planet in areas thought to be associated with large water flows in the past. The rovers traveled a combined distance of over 33 miles on Mars' surface. - 2001 Mars Odyssey: orbiter. Studying mineralogy, elemental abundances (including hydrogen, a water tracer). 2001-- . - Mars Express: first European mission to Mars. Lander failed (2003), orbiter (2004-- ) studying surface features, mineralogy, atmosphere. Carries a stereoscopic camera and the MARSIS radar instrument for probing subsurface materials. Reconnaissance Orbiter: Entered Mars orbit in March 2006. Instrumentation includes the HIRISE camera for high resolution (3 ft on the Martian surface) imaging and experiments for mineral mapping and subsurface analysis by radar. - The Mars Science Laboratory, successfully landed its "Curiosity" rover in August Gale Crater, a large, ancient impact crater which contains a mountain of sedimentary - Mars InSight Mission successfully landed on Elysium Planitia in November 2018. InSight is a non-rover mission intended to examine the deep interior of Mars C. Percival Lowell and Canals on Mars Lowell devoted his career and his observatory (ca. 1890-1915) to the study of dark features on Mars' surface that he believed to be artificial canals engineered by an advanced civilization for survival on a desert planet. He made numerous sketches using a medium-sized telescope (at left). An example of a Lowell sketch is at right and shows the long, linear features he called canals. Another, much more detailed, Lowell map can be the only astronomer claiming to have seen the canals. The visibility of any such features is strongly affected by the blurring effects ("seeing"---see Study Guide 14) of Earth's atmosphere. The canal enthusiasts claimed to have seen the sharp, straight-line features crossing the planet's face emerge during brief moments of atmospheric stability. They believed they saw systematic changes that implied the Martians were improving their canal system and greening of the surface indicating vegetation spreading in the springtime. However, many careful observers were never able to see the canals at all. Lowell's efforts to popularize the idea of civilizations on Mars (see his article proclaiming "Martians Build Two Immense Canals in Two Years") had a great impact on the public imagination. They were the stimulus for H. G. Wells' novel War of the Worlds, the archetypal story of an alien invasion, and a tidal wave of subsequent science fiction and fantasy stories (see Study Guide 18). A civilization on Mars as it might have been envisioned by Lowell. "What goes on upon all those distant globes? Are they worlds, or are they mere masses of matter? Are physical forces alone at work there, or has evolution begotten something more complex, something not unakin to what we know on Earth as life? It is in this that lies the peculiar interest of Mars." --- Percival Lowell (1895) From cover art by Michael Whelan for an edition of "The Martian Chronicles" by Ray But the canals illusions!, created by the tendency of the human brain to link threshold markings together. "Pattern recognition" by the eye-brain system is an important survival adaptation for human beings: those who could see the tiger lurking in the forest shadows survived longer than those who could not. However, in many situations (e.g. at the telescope or in sudden emergencies) it can produce misleading memories of what was seen. The canals were never photographed even with the largest Earth-bound telescopes (see comparison below). A photograph (left) and drawing of Mars made on the Click for an enlarged comparison of an HST image to classical drawings. The "canals" are an object lesson in dealing with marginal evidence, a not uncommon situation in science: - Beginning in the 1960's, close-up images from spacecraft proved there to be no artificial structures on Mars. - "Green" markings are likewise an optical illusion, produced by the color contrast between reddish and grey-brown areas. There is a great temptation to overinterpret marginal data and to try to force them to conform to preconceived ideas. This is a major factor in many "pseudo-scientific" phenomena (see the discussion of these in Guide 18.) Good scientists will resist this. They will honestly assess the uncertainties in the situation and will withhold judgement until the evidence improves. It turns out that few of the real topological features on Mars---such as the enormous mountains, canyons, and craters revealed by spacecraft imaging---are even visible in Earth-based telescopes despite their scale. Instead, the patterns conspicuous from Earth are large-scale differences in albedo (reflectivity) caused by surface dust and mineral deposits. The pink/orange dust is very fine. Winds carry it easily across the surface, causing continuous small changes in appearance. An example of the best maps of Mars produced by Earth-based telescopes before the first spacecraft imaging was obtained in the 1960's is shown here. It bears little resemblance to modern topographic maps produced by orbiting spacecraft (and it shows no evidence of the multiple canals claimed by Lowell). There is good evidence for water and possibly primitive lifeforms on Mars in the distant past (discussed below and in Guide 17)---but not for Topographic charts of Mars, color-coded for altitude, main features identified (from the MGS MOLA Altimiter) D. Martian Topography Mars features an amazing landscape. Martian topography has been surveyed by many spacecraft (see above), now reaching an accuracy of about one meter. 1210 Mars Images Page. For illustrations, click here or on highlighted items below. - The dual-hemisphere image above shows the main topographic features of Mars. - The image at right illustrates the red color, craters, mountains, plains, and dust-laden atmosphere of Mars. Click for a larger - Impact Craters: are widely distributed with more in the southern hemisphere, which is therefore older. Craters are weathered and often partially dust-filled. The Hellas Basin is the largest impact crater. - Volcanos: There are 5 large "shield" volcanos plus a number of smaller ones. All are dormant now. - Olympus Mons is the largest mountain in the solar system (85,000 ft altitude). - Olympus Mons and the other volcanos in its vicinity are thought to have originated from the upwelling of a warm mantle plume, 1-2 Byr ago - The plume's effect was concentrated into a huge uplift region (the "Tharsis bulge") because there was minimal motion of the crust past the plume. - This qualifies as proto-tectonic activity. But Mars' surface is not broken into tectonic plates, and mantle activity has been dormant for most of the last 1 Byr. - So, neither Mars nor Venus have widespread tectonic plate structures like those on Earth. Mars, however, has not experienced a violent resurfacing episode like that 500 Myr ago on - Valles Marineris is the largest canyon in solar system. It was not produced by water (though some "tributary" canyons may have been). Instead, VM is a surface rift, like Rift Valley, created during the Tharsis upwelling. - Polar caps: the caps in winter are a mixture of frozen CO2 and H2O. They melt and refreeze with seasonal change. Water ice melts at a higher temperature than CO2 ice, so any ice visible between the two melting points must be water ice. E. Evidence for Water on Mars Click for illustrations. There are no open bodies of water on Mars now, but there is extensive evidence for the presence of frozen water at the poles and in the soil and for liquid water on the surface in the past: - Water ice has long been known to be present at the poles. There is a trace of water vapor in the atmosphere [30 times smaller than on Earth, in percentage, but much larger than on Venus] - By mapping gamma-ray emission, Mars Odyssey (2001+) provided evidence for widespread deposition of (frozen) water molecules in the upper 1-meter of the surface, especially the poles. - Layered terrain is evidence for sedimentary rocks, deposited by lakes and oceans. - Erosion channels are evidence of massive floods at some time in the past. The largest Martian flow channels larger than on Earth. They imply floods 100-10,000 times the outflow of the Amazon River at some time in the past. - Evidence for a huge ocean basin in the northern lowlands. - Radar evidence for water ice layers buried thousands of feet deep under the Martian poles. - Lander missions (6 to date, see Study Guide 17) have found extensive evidence for water molecules bound within Martian minerals. The Phoenix lander (2008), with a soil-sampling scoop, detected subsurface ice crystals; its images of changing droplets are possible evidence for liquid (saline) water. Data from the Curiosity lander (2013) indicate that the mean water content of soil minerals on Mars is about 2%, or (if extracted) 2 pints of water per cubic foot of - All the evidence points to large amounts of liquid water in the past, perhaps one billion years ago. Water ice is widely distributed in the soil and rocks now. It is likely that there are large permafrost reservoirs of water under the surface. In the past, these could have been melted by volcanic activity, inducing widespread, possibly cyclic, floods. - Independent sources of evidence concerning water are the SNC meteorites (see Guide Discussion of Mars is continued on Study Guide 17. Reading for this lecture: Study Guide 16 Bennett textbook, p. 206, Sec. 9.4. Reading for next lecture: Study Guide 17 Bennett textbook, p. 206, Sec. 9.4. March 2020 by rwo "Red Mars" image copyright © 1997 by Calvin J. Hamilton. "Martian Chronicles" cover art copyright © 1990 Michael Whelan. Text copyright © 1998-2020 Robert W. O'Connell. All rights reserved. These notes are intended for the private, noncommercial use of students enrolled in Astronomy 1210 at the University of
Phlebotomy is the draining of blood from a vein. In pre-scientific medicine, "bloodletting" was a common, although often harmful, concept in restoring "balance" among the humors conceived by Hippocrates. While blood is commonly drawn from veins, the technique and purposes are very different. Blood is most commonly taken for laboratory testing, but may be used for specialized treatment purposes when the body is overloaded by the volume of blood or of a blood component. Hippocrates, while the spiritual father of medicine and whose ethics and examining techniques remain valuable, was not a very good physiologist. He is credited with defining metabolism in terms of the "Four Humours": blood, phlegm, bile, and black bile. If they were out of balance, the patient suffered, and, by the theory of the time, an excess (usually of blood) needed to be released. Galen, one of the most famous of ancient physicians, enthusiastically endorsed bloodletting, up to and including unconsciousness. Phlebotomy in modern medicine In modern medicine, phlebotomy, with sterile technique, is a common procedures, although done for very different reasons in the past. It is the method by which blood is obtained from a donor to a blood bank, and is the most common means to draw blood for laboratory analysis. Several methods are used for taking diagnostic samples. All the methods begin by cleaning the area, but it is not, in a patient with a normal immune system, a procedure done under strict asepsis. The phlebotomist observes universal precautions for safety against blood-borne pathogens, which minimally include gloves and eye protection. All the methods involve locating a vein, for which touch is often the most accurate source. A hypodermic needle of medium diameter is inserted into the vein, using one of several systems. The most basic, but least frequently used, is a hypodermic syringe. In industrialized countries, a common method uses a holder for a double-ended, single-use needle which forms a rigid system much like a hypodermic syringe in terms of handling. Rather than pulling the blood into a syringe for transfer to a sample tube, sample tubes, with color-coded tops indicating preservatives or anticoagulants appropriate for the test to be done, are pressed onto the other end of the needle, and the blood is sucked into the tubes. Tubes are easily changed without removing the needle from the vein. A third technique, especially useful with children or when the veins are difficult, is to use a "butterfly" needle, which is a smaller needle with plastic "wings" that allow precise handling. From the needle runs a flexible tube, which goes into the sample collection bottle. Butterflies are more expensive, but can be manipulated with finer movements than with the syringe-type units. Phlebotomy can be an emergency treatment when the heart or lungs are in fluid overload, as in heart failure or pulmonary edema. The goal is to limit the workload on the body's pumping organs. Tourniquets applied sequentially to one limb at a time also can reduce load, without actual blood loss. Blood may be drawn well before elective surgery, to be available for autotransfusion into the patient. During cardiopulmonary bypass, blood is withdrawn during the anesthesia process, and returned to the patient at the end of surgery; this tends to reduce transfusion requirements.
One of the most important socio-economic status (SES) indicators is the amount of income a household earns. This variable is important in tracking environmental justice (EJ) population disparities. Low-income was defined as the percent of a block groups population where household income is less than or equal to twice the federally defined “poverty level." 1,2 The source data for the demographic index are gathered from the Census Bureau population and demographic characteristics. Percent low-income is all residents where household income is below twice the federally defined poverty threshold, as a percentage of all those for whom this poverty ratio could be determined (typically known for the vast majority of the block group’s population). The MSA level value is the unweighted mean of the values of all block groups in the MSA. - Low income = percent low-income population. This indicator was calculated by the U.S. Environmental Protection Agency (EPA) using data from the sources listed below. - U.S. EPA, Environmental Justice (EJ) Screen, 2016. - U.S. Census Bureau, American Community Survey (ACS), 5-Year Estimates, 2014.
Common Core State Standards: RF.K3c, L.K.2a, L.K.2b, L.1.2b, RF.1.1a, 1.OA.5, RF.K.3a, RI.K.7, RI.K.10 A fun way to review coins with your students. Students trace and write the coin word and its value. They also circle the capital letters, add end punctuation, as well as color, cut and glue the matching coins. There are additional writing opportunities, as students think of alliterative nouns and verbs to complete the last sentences. The packet includes: - The Easy Reader booklet: Cent-sational Penguins - 3 worksheets about coins - A graphing extension + - A certificate of praise
Everybody loves to celebrate St Partrick’s day: dressing in green; drinking green beer; and ever since 1961, dyeing the Chicago River green. That was the year the city began enforcing water pollution controls and green dye was used as a tracer to confirm the sources of illegal discharge. The effect the fluorescent dye on the river was noticed and somebody had the idea to commemorate St Patrick’s Day by dyeing the whole river green. They originally used 100 lbs of fluorescent dye and the river stayed green for a week! The second year they used 50 lbs and the river stayed green for three days. Nowadays they use just 40 lbs of vegetable dye to keep the river green for several hours. Dyes are not only used for qualitative tracing (e.g. to determine the fate of water from a source) but also for quantitative measurements. The principle of tracer gauging (a.k.a. dilution gauging) is that if you can measure the concentration of a solution containing a known mass of dissolved, well mixed, solute then you can easily calculate the volume of the solution. For measurements of streamflow, stream water is the solution and either a fluorescent dye or salt are commonly used as the solutes. Fluorescent dyes can turn the stream bright green (e.g. Fluorescein) or bright red (e.g. Rhodamine) whereas salt changes the electrical conductivity of the water. Dilution gauging works brilliantly in exactly the types of streams that are difficult, or impossible, to measure using conventional area-velocity methods – fast flowing turbulent water. The first step in the process is to develop a calibration for the relation between sensor measurements and concentration. A conductance probe is used for salt and a fluorometer is used for dye. In either case, it is best to calibrate the relation between the sensor value and concentration in the field with streamwater at ambient stream temperature. Calibration involves adding a carefully measured quantity of solute to known volume of solvent and then making sensor measurements in successive iterative dilutions of the solution to get a number of calibration points. The resulting calibration curve should be linear. The real trick to a successful dilution gauging is getting a good calibration in the field. This is all the more challenging for fluorescent dye because a very small input quantity can produce a desirable level of response in a very large volume of water. This means either using laboratory precision instruments for measurement of the solute or using many iterative steps to get sufficient dilution of the calibration solution. Either approach can be problematic in the field. Salt is widely preferred because it is cheap, reliable and relatively forgiving to calibrate. The use of fluorescent dye is advantageous whenever the volume of discharge would require a massive amount of salt to generate a response curve or when the solute needs to be backpacked a long distance (e.g. to a remote mountain stream). Fluorometer measurements are sensitive to ambient light, turbidity and aeration in the water. Great care has to be taken to control for these conditions during the calibration and measurement. It might be preferable to do dye measurements at night – both to control for ambient light and to avoid alarming bystanders with the abrupt change in stream color – but not many agencies consider working next to remote, fast flowing, turbulent streams in the dark to be a safe work practice. In either case the measurement itself is relatively straight forward. The slug injection method involves placing a sensor in a downstream location where complete mixing is assured and then dumping a known quantity of solute in an upstream location. The sensor is monitored while the solute passes by the monitoring point and the measurement is finished when the conductivity (salt) or fluorescence (dye) returns to background state. The area under this breakthrough wave and above background is integrated, converted to concentration using the constant determined by calibration and then divided by the mass of the injected solute to produce a volume. An alternate method is constant rate injection which requires a pump or other device to meter a fixed known rate of a solution of known concentration into the stream. The volume of flow can be determined proportionally. The relative difference in concentration between the injection solution and the well-mixed streamwater can be applied to the pre-determined injection flow rate to determine streamflow discharge. The constant rate injection method can be time consuming to set up properly but can be very effective especially for very small streams. A key assumption of any dilution gauging measurement is that there is complete mixing. It is advantageous to use two or more sensors located in different locations. If mixing is complete the computed discharge from all sensors should be in close agreement otherwise a different mixing reach should be chosen. One advantage of dye over salt is that the mixing process can be observed qualitatively. It is always very interesting to watch how flow lines set up and decay in natural streams. Almost everyone who has ever done fluorescent dye tracer measurements has an entertaining story to tell. Some of these stories have entered the realm of hydrometric mythology. One of my favorites is of some engineers who had just finished a research project near Halifax Nova Scotia but had a leftover bucket full of Rhodamine dye concentrate. They wanted to dispose of the dye and one of them thought it would be best to flush it down the toilet. What they didn’t know is that Halifax did not have sewage treatment at the time (this was in the 1960’s) and that sewage was discharged deep under the Halifax Harbour. According to the story, they inadvertently turned Halifax Harbour red! If you have any interesting tracer measurement stories you would be willing to share, please comment on this post. A reliable rating curve is one that is credible, defensible, and minimizes re-work. This paper outlines 5 modern best practices used by highly effective hydrographers. Read whitepaper here.
1. Work out: 2. What fraction of the circle is shaded? 3. In the Venn diagram below, Find IMAGE4. Write 24 in Roman numerals. 6. Write in figures: Forty two thousand eight. 7. Using a protractor, measure the angle below. 8. Round off 9.46 to the nearest tenth. 9. Work out : 10. Fill in the missing number in the factor tree below. 11. Change kg into grams. 12. Work out: 13. A primary seven pupil got the following marks in daily mental work exercises for a week: 7, 6, 6,7, 2, 6, 8. What was the pupil's modal mark? 14. Arrange the following fractions in order beginning with the biggest: 15. Give that set how many subsets are in set M? 16. Work out: +7- -4 17. Work out: 18. David got a loan of shs.500, 000 from the bank at a simple interest rate of 20% per annum. What was the interest on the loan after a period of 9months? 19. Find the area of the figure below. 20. Primary seven pupils will have a party next week. Find the probability that the party will take place on a day that starts with letter 'T'. 21. Work out: 22. The cost of 5 bars of soap is shs.5, 400. Find the cost of 3 similar bars of soap. 23. Write the next number in the sequence: 1, 4, 9, 16, ......... 24. In the figure below, find the value of n in degrees. 25. How many vertices does the figure below have? 26. A mathematics test was given to a class of 50 pupils and 45 of them passed the test. What percentage of the pupils failed the test? 27. On the graph below,, mark pointIMAGE 29. Solve for X: 30. A fisherman saw a boat on water on a beating of 0600. What was the bearing of the fisherman from the boat? 31. A MAN SELLS MANGOES in heaps of five and eight. A heap of five mangoes costs shs.500 and a heap of eight mangoes costs shs.1, 000. He had 12 heaps of five and 14heaps of eight mangoes. a) How many mangoes did he have altogether? b) How much money did he get after selling all the mangoes? 32. a)Using a ruler, pencil and a pair of compasses only, construct a triangle in which angle 300 and 450 and line 10cm, the base of the triangle. c) Find the perimeter of triangle PQR. 33. a) Solve for x: b) Find the value of , given that a = 2, r = 5 and x = 3 34. Use the figure below to answer questions that follow. a) Find the value of a. b) Find the size of angle BAC in degrees. c) Work out the value of Y. 35. At a birthday party attended by 40 guests, 18 ate chicken (C) only , 13 ate Meat (M) only, x guests ate both chicken and meat and 4 did not eat any of the two dishes. a) Use the information given above to complete the Venn diagram below. b) Find the value of x c) How many guests did not eat meat at all? 36. A businessman has 200 bags of maize flour each weighing 50kg. a) Find the total weight of the bags in tonnes. b) If a pick up carries tonnes per trip, work out the number of bags the pick-up will carry in one trip. c) Find the number of trips the pickup will make to transport the whole flour from the milling machine to his shop. 37. On a mixed farm of the land is used for growing food crops while of the remaining land is for cash crops. The rest of the land is for cattle grazing. a) What fraction of the land is used for cattle grazing? b) If 15 hectares are used for cash crops, what is the total area of the farm? 38. In a primary school, each pupil plays only one game. The pupils who play each game are given below. Use the information to answer the questions that follow. Football - 55 Volleyball - 45 Netball - 40 Basketball - 40 a) What percentage of the pupils play netball? b) If a pupil is picked at random, what is the probability that the pupil plays volleyball? c) Find the mean number of pupils who play games in the school. 39. a) Draw beads to show the number 302 on the abacus below. b)Write 3409 in standard form. c) What is the place value of 4 in the number 240? 40. Square tiles of side 20cm each were laid on the floor of a room measuring 600cm by 400cm. a) Find the number of tiles needed to cover the floor. b) If a box containing 25 tiles costs shs.30,000, find the total cost of tiles needed to cover the whole floor. 41. The graph below sows the journey made by Opio and Kato between towns K and L which are 200 km apart. Opio left town K at 7:00a.m and drove at a steady speed of 50km/h to town L. Kato left town L at the same time and covered a distance of 60km at a steady speed in an hour. He then rested for an hour after which he drove for hours to town K. Use the graph to answer the questions that follow. a) At what time did Opio and Kato meet? b) What distance had Opio covered by 9:00a.m? c) How far from Town L was Opio at 10:00a.m? d) Work out Kato's average speed for the journey he covered after resting. e) Find Kato's average speed for his whole journey. 42. a) Solve the inequality: b)Solve the equation:
How American Jews Made Hanukkah the Holiday of Religious Freedom JNS.org – In the 21st century, Hanukkah is celebrated by more Jews than any holiday other than Passover. Both are performed at least one night a year by almost 90 percent of American Jews, more than the number who observed Hanukkah in the 1930s. The sociological reason is surely related the competition with a commercialized, publicly observed Christmas and holiday season. Yet Jews could have also adopted a secularized Christmas, as many German Jews did in the 19th century and early 20th century. If social pressure and a desire to be like everyone else and make sure children are not left out were the only reasons, then one need not enhance a separate Jewish holiday that highlights the very difference that makes many American Jews uncomfortable. There was also counter-pressure to assert one’s ethnic and religious identity against the majority. Thus, whatever the social reasons for Hanukkah, Jewish educators developed an ideological rationale that became very popular. Reform and Conservative Jews led the way in this Americanization of Hanukkah, not only by inventing the custom of giving eight gifts, one per night, and using colored candles, unknown beyond its shores, but also by reshaping the message of the menorah’s light to fit the American Jewish predicament. The Reform reinvention was striking, because there are elements in Hanukkah that could be difficult for classical Reform Jews to adopt. For the Maccabees, Hanukkah is celebrated as the rededication of the altar desecrated by the Greek Syrians who sacrificed pigs on that altar to Zeus, but Reform Jews do not pray to return to sacrifices and to rebuild the Temple in Jerusalem. The Maccabees fought to achieve political independence for a separate Jewish nation in the Jewish homeland by trying to expel Western culture (Hellenism) by acts of military heroism. But classical Reform Judaism was non-nationalist, anti-Zionist, pacifist in orientation, and committed to integration within Western civilization in their own lands. Mattathias killed a Jew who publicly worshipped Zeus when Antiochus’s men came to enlist supporters, and Judah the Maccabee forcibly circumcised Jewish babies when their parents wanted to be more Hellenized or were simply afraid of reprisals by the Greek Syrians. In contrast, freedom of conscience, faith in God, loyalty to the state, and an ethics of peace and reason have been central Reform values. Thus, it should not be surprising that Isaac M. Wise, who introduced Reform Judaism in the United States, suggested in 1865 the elimination of the Hanukkah lights. But six years later, the Augsburg Synod, with delegates mostly from German Reform congregations, introduced a resolution urging the appropriate commemoration of Hanukkah, which had been neglected in many Reform Jewish congregations and schools. The rationale for this resolution was to counteract the celebration of Christmas by many Jewish families “in direct opposition to Jewish consciousness.” One hundred and fifty years later, American Jews continue to give great significance to Hanukkah as a counterweight to Christmas. But they have also made Hanukkah a major symbol of America Jewish values. A 1971 Reform curriculum for children written by Harry Gersh said Hanukkah was “the first for the right of a people within a country to believe as they wish—so long as they followed the king’s law in worldly matters. For thousands of years, Jews have lived under kings, princes, dukes, caliphs, governors, presidents. And they have always been loyal to these rulers—so long as they were permitted to practice their own religion. This idea of religious freedom is followed in all free nations today. It was first given to the world by the Jews.” The battle of the Maccabees against the religious and political coercion of Antiochus was a battle for collective religious, hence national political freedom, but not for individual freedom of conscience as such. Yet the Reform interpretation is certainly as valid as any rabbinic reading of the past, and it makes Hanukkah central to the American Jewish concern for maintaining its difference within a democratic land. Reform Jews have become, at least since the Holocaust, strong supporters of Zionism. And so nowadays, Hanukkah can also represent for them, as it does for Israelis, a war of independence and a model for the virtue of military courage in a just war. Still, some liberal Reform Jews, especially during the protests against the War in Vietnam, have felt ambivalent about militant nationalism. But I think it is still true to say that liberal American Jews hold that Hanukkah candles represent a value that they are proud to propagate in the public sphere: the banner of religious freedom for every individual. This is the central value for American liberal Jews and for liberal Americans, and that bridges the tension between Jewish and American identity, so the Jews need not feel so uncomfortable with being different. This rationale is as important as the eight presents. Noam Zion is a Fellow of the Shalom Hartman Institute and author of “A Different Light: The Hanukkah Book Celebration.”
Bully: a person who is habitually cruel or overbearing, especially to smaller or weaker people. Kids who bully use their power (it could be their physical strength, or popularity or access to embarrassing information) to control or harm other kids. Bullies make threats, spread rumors, attack other kids physically or verbally, or exclude them from a group on purpose. There are four types of bullies, according to the National Centre Against Bullying, in Australia: Verbal bullying includes name calling, insults, teasing, intimidation, homophobic or racist remarks, or verbal abuse. Physical bullying includes hitting, kicking, tripping, pinching and pushing or damaging property. Covert or hidden bullying is often harder to recognize and can be carried out behind the bullied person’s back. It is designed to harm someone’s social reputation and/or cause humiliation. Covert bullying includes: - Lying and spreading rumors - Negative facial or physical gestures, menacing or contemptuous looks - Playing nasty jokes to embarrass and humiliate - Mimicking unkindly - Encouraging others to socially exclude someone - Damaging someone’s social reputation or social acceptance Cyberbullying can be overt or covert bullying behaviors using digital technologies, including computers and smartphones and software such as social media, instant messaging, texts, and websites. Cyberbullying can happen at any time. It can be in public or in private and sometimes only known to the target and the person bullying. It includes: - Abusive or hurtful texts emails or posts, images or videos - Deliberately excluding others online - Nasty gossip or rumors - Imitating others online or using their log-in. Recognizing signs that your child is being bullied is an important first step in taking action against bullying. Not all children who are bullied or are bullying others ask for help. It is important to talk with children who show signs of being bullied or bullying others. These warning signs can also point to other issues or problems, such as depression or substance abuse. Talking to the child can help identify the root of the problem. Some signs that may point to a bullying problem are: - Unexplainable injuries - Lost or destroyed clothing, books, electronics, or jewelry - Frequent headaches or stomach aches, feeling sick or faking illness - Changes in eating habits, like suddenly skipping meals or binge eating. Kids may come home from school hungry because they did not eat lunch. - Difficulty sleeping or frequent nightmares - Declining grades, loss of interest in schoolwork, or not wanting to go to school - Sudden loss of friends or avoidance of social situations - Feelings of helplessness or decreased self esteem - Self-destructive behaviors such as running away from home, harming themselves, or talking about suicide How to Talk About Bullying Kids who know what bullying is can better identify it. They can talk about bullying if it happens to them or others. Kids need to know ways to safely stand up to bullying and how to get help. You can encourage your kids to speak to a trusted adult if they are bullied or see others being bullied. Talk about strategies for staying safe, such as staying near adults or groups of other kids. Keep the lines of communication open. Check in with kids often. Listen to them. Know their friends, ask about school, and understand their concerns. Encourage kids to do what they love. Special activities, interests, and hobbies can boost confidence, help kids make friends, and protect them from bullying behavior. And of course, when we model how to treat others with kindness and respect, our kids learn it, too. Virginia Rules: http://www.virginiarules.com/virginia-rules/bullying National Centre Against Bullying: http://www.ncab.org.au/ What Parents Can Do: http://www.apa.org/helpcenter/bullying.aspx Get Help Now: http://www.stopbullying.gov/get-help-now/index.html For more resources, go to http://www.stopbullying.gov/resources/all
A period is used to terminate most types of sentences, including declarative, imperative, and conditional sentences, as well as indirect questions. Additionally, periods are used in combination with other punctuation marks, such as parentheses and quotation marks. Use a period to terminate sentences 1. Declarative sentences make a general statement about something. - My birthday is in January. - Your mother wears combat boots. - The rain in Spain falls mainly on the plain. 2. Imperative sentences give a command. - Go to the end of the street and turn right. - Take two aspirin and call me in the morning. - Please put the book back on the shelf. 3. In conditional sentences; if a specific condition is met, a certain result will follow. - If you lie down with dogs, you’ll get up with fleas. - Once I get back from vacation, I will start my new job. - If it rains tomorrow, the game will be canceled. Use a period to terminate an indirect question An indirect question is a declarative sentence that expresses uncertainty or indecision. Similar to a direct question, it demands a reply, but it is expressed as a declaration and does not have the formality of a question. Resist the temptation to use a question mark to end an indirect question. Use a period instead. - I just wanted to know if you are attending the meeting tonight. - The teacher asked us why Jim had left the classroom early. - I was wondering when my dinner will be ready. Note: The indirect questions above can be rewritten as direct questions as follows: - Are you attending the meeting tonight? - The teacher asked us, “Why did Jim leave the classroom early?” - When will my dinner be ready? Periods used with abbreviations We use periods to indicate when a word has been abbreviated. An abbreviated word has had some of its letters omitted. A period always appears immediately after the last letter of the abbreviated word. In addition to standard word abbreviations, there are several subcategories of abbreviations, such as initials, formal titles, acronyms, and initialisms. We will define those subcategories further down the page. 1. Use a period at the end of a standard word abbreviation in a sentence. - Use 2 tsp. vanilla extract in the recipe. - Her home address is 1542 Copperhead Rd., Lizard Lick, N.C. - Please cont. to pg. 19 for further instructions. 2. If an abbreviation appears at the end of a sentence, it is not necessary to add another period to terminate the sentence. The period at the end of the abbreviation acts as the terminal point. - Please wake me up tomorrow morning at 6 a.m. - The refugees will need food, clothing, shelter, etc. - Steve Jobs and Steven Wozniak are the founders of Apple Computer, Inc. 3. If an abbreviation appears at the end of a direct question or an exclamatory sentence, add a question mark or exclamation mark directly after the abbreviation with no space. - Have you ever been to Washington, D.C.? - Next week I’m being audited by the I.R.S.! 4. Initials are a type of abbreviation (of people’s names) formed by using the first letter of each part of the name (first, middle, last). Mark each initial with a period. - John F. Kennedy was the 35th president of the United States. - H.G. Wells is one of my favorite authors. - J.R.R. Tolkien wrote The Hobbit and Lord of the Rings. Note: If two or more consecutive parts of someone’s name are made into initials, we usually put a space after each period of the initial. However, while some style guides recommend this practice, others do not, so it’s essentially a matter of personal preference. Be consistent whichever method you use. - J. R. R. Tolkien wrote The Hobbit and Lord of the Rings. - The H. M. S. Bounty would never return home. 5. Formal titles like Mr., Mrs., Dr., and Fr. are types of word abbreviations that we most often use in their contracted-word forms. We almost always use a period at the end of these words. - Dr. Johnson is performing surgery today. - Mrs. Abernathy left her gloves on the counter. - The wedding ceremony was officiated by Fr. McDonald. Note: It has become commonplace to omit periods with certain abbreviated formal titles. For example, it is acceptable to use the abbreviation M.D. (medical doctor) without periods, as in “David H. Markot, MD, is my family doctor.” As well, the U.S. Postal Service no longer uses periods in the two-letter abbreviated names of states for addresses, as in NY (New York), KY (Kentucky), WA (Washington), etc. 6. Acronyms, like initials, are abbreviations of multiple words that are formed by using the first letter of each word. The difference is that acronyms are read out loud as a single word, and not as a series of letters. We don’t usually use periods after each letter of an acronym, but sometimes we do. If you’re not sure whether to use a period in an acronym, consult your textbook, dictionary, or the style manual of your organization. - The surgeon used a LASER to cauterize the blood vessel. - I plan on going to NASA this summer to watch the space shuttle launch. - We need to get back home A.S.A.P. - U.N.I.C.E.F. is a charitable organization that helps impoverished children. 7. Initialisms are the fourth type of abbreviation. They’re formed in the same way as acronyms, but they’re spoken out loud as individual letters rather than as a single word. Because they look like acronyms, they’re often mistakenly referred to as acronyms. The use of a period after each letter in an initialism is a matter of personal preference. - Last night, I saw a U.F.O., so I called the F.B.I. - Upgrading the CPU in my Windows PC should make it run faster. Using a period with parentheses If the material enclosed in parentheses comes at the end of a sentence, and can stand on its own as a complete sentence (independent clause), place a period inside the closing parenthesis. If the text inside the parentheses cannot stand alone as a complete sentence (dependent clause), place the period outside the closing parenthesis. - Many of the terms in this book are technical in nature. (Please see the Glossary of Terms.) - Many of the terms in this book are technical in nature (see terms in Glossary). Using a period with quotation marks If a sentence contains a quotation, and the quotation marks appear at the end of the sentence, the period should be placed inside the quotation marks. - American astronaut Neil Armstrong was famously quoted as saying, “That’s one small step for man, one giant leap for mankind.“ - The president said today was, “. . . a great day for our country.” - My nephew said that when he grew up he wanted to be a “. . . rock star, an athlete, and a theoretical physicist.” One space versus two spaces after a period In the past, it was standard practice to type two spaces between a period and the first word of the following sentence. This had to do with the limitations of typewriters and monospaced fonts. With today’s word processing software, it is no longer necessary to use two spaces. The only exception would be if you are using word processing software and choose a monospaced font. In that case, you would probably want to use two spaces for better legibility; otherwise, use one space. Periods used as decimal points While many countries use a comma between the whole number and fraction of a decimal number, the United States and some other countries use a period. - Are you aware that 3.1415 is the value of pi to four decimal places? - I bought a pair of tennis shoes for $50.00. - Dr. Abernathy prescribed 7.5 mg penicillin for the infection.
An Internet Protocol address (IP address) is a numerical label assigned to each device connected to a computer network that uses the Internet Protocol for communication. An IP address serves two principal functions: host or network interface identification and location addressing. Internet Protocol version 4 (IPv4) defines an IP address as a 32-bit number. However, because of the growth of the Internet and the depletion of available IPv4 addresses, a new version of IP (IPv6), using 128 bits for the IP address, was developed in 1995,and standardized in December 1998. In July 2017, a final definition of the protocol was published. IPv6 deployment has been ongoing since the mid-2000s. An IPv4 address has a size of 32 bits, which limits the address space to (232) addresses. IPv4 addresses are usually represented in dot-decimal notation, consisting of four decimal numbers, each ranging from 0 to 255, separated by dots, e.g., 10.10.10.0. Each part represents a group of 8 bits (an octet) of the address. In some cases of technical writing, IPv4 addresses may be presented in various hexadecimal, octal, or binary representations. IPv6, the address size was increased from 32 bits in IPv4 to 128 bits or 16 octets, thus providing up to 2128 addresses. This is deemed sufficient for the foreseeable future. The large number of IPv6 addresses allows large blocks to be assigned for specific purposes and, where appropriate, to be aggregated for efficient routing. With a large address space, there is no need to have complex address conservation methods as used in CIDR.
\|E. Coli Report According to USDA’s Food Safety and Inspection Service (FSIS): From USDA/FSIS, Food Safety Education Branch What You Can Do One symptom of E. coli 0157:H7 food poisoning is bloody diarrhea. The Centers for Disease Control and Prevention (CDC) notes that young children and their playmates that are not toilet trained are especially likely to spread the infection. Medical treatment for the child is necessary. Consult the health department for advice on preventing the spread of infection if a child develops bloody diarrhea. Proper hand washing procedures for both food preparers and children are extremely important. For children: careful hand washing with soap and warm water for 20 seconds will reduce the risk of spreading the infection. For young children, frequent supervised hand washing with soap is particularly important. Children should always wash their hands before eating. For food preparers: wash your hands with warm soapy water for 20 seconds (count to 30) before you handle food or food utensils. Wash your hands after handling or preparing food, especially after handling raw meat, poultry, fish, shellfish, or eggs. Right after you prepare these raw foods, clean the utensils and surfaces you used with hot soapy water. Replace cutting boards once they have become worn or develop hard-to-clean grooves. Wash raw fruits and vegetables under running water before eating. Use a vegetable brush to remove surface dirt if necessary. Always wash your hands after using the restroom.
Edible banana trees (Musa x paradisiaca) love warm climates so much that they refuse to flower and fruit without 10 to 15 months of frost-free weather. Not really a tree at all, banana is a perennial herbaceous plant hardy in U.S. Department of Agriculture plant hardiness zones 8 through 11. Bananas are killed back to the ground by temperatures below freezing. While many modern hybrid cultivars are available, not all banana trees produce edible fruit. If tasty treats are your goal, plant a known fruiting cultivar and provide the finicky specimen with everything it requires for successful fruiting. Plant your banana tree in a sunny, open spot where it will not be shaded by structures or other plants. Locate the banana in the highest area of your property to promote excellent drainage and keep the plant out of the cooler air that settles in low spots. Leave at least 6 feet between multiple banana plants to allow for spread. Bananas fruit best in fertile soils enriched with composted organic matter and humus. They require a pH between 5.5 and 7.0. While these plants tolerate poor soil conditions, they do not grow well or set fruits in saline soils. Keep the banana tree as warm as possible throughout the year. The roots must remain warm for the plant to flower and produce fruit. These plants stop growing when the temperature of the soil dips below 68 degrees Fahrenheit. The underground rhizomes can typically survive chilly atmospheric temperatures down to 22 degrees and regenerate the plant when warm weather resumes. Shoots flourish best in temperatures between 78 and 82 degrees. Fruits grow best in temperatures between 84 and 86 degrees. Banana tree growth slows when temperatures drop to 60 degrees and stops completely at 50 degrees. At this point, flowering stalks and fruit bunches refuse to emerge. Keep the planting site free of weeds, which compete with the banana tree for nutrients. Provide at least 3 feet of planting area around the plant clear of vegetation. Apply a 4- to 6-inch-deep layer of organic composted mulch over the root zone. Bananas love a rich environment and respond well to mulching. This will also discourage weed growth. Water new banana tree plantings once weekly for the first two months. Thereafter water once every three or four days in the absence of rainfall throughout the growing season. Water enough to evenly moisten the soil, but do not allow the area to become soggy or wet. While banana trees require a consistently moist environment to produce fruit, they cannot tolerate standing in water. Fertilize your banana tree generously as these plants are heavy feeders. Spread an 8-10-8 product in a band about 12 inches from the trunk three times during the growing season. Water the fertilizer in thoroughly. Feed in the spring when new growth emerges. Repeat in about eight to 10 weeks. Reapply the material in about eight to 10 weeks. Follow the packaging instructions. Winterize your banana tree when frost is predicted, as cool weather retards growth. If the plant is about to flower, low temperatures will prevent the bud from emerging from the stem. The banana tree will sustain permanent damage if it is exposed to temperatures at or below 32 degrees and will die back to the ground at 28 degrees. Water the planting area to thoroughly dampen the soil. Moist soil freezes and prevents damage to the underground rhizomes. Wrap the trunk in old blankets. Cover the plant completely from the top to the ground with blankets. Set an incandescent lamp up under the covering to produce a little heat. Remove the blankets and heat source when the temperature rises above freezing. Prune out the stalk, or pseudostem, at the base with clean, sharp shears or a machete after it produces bananas. Once the stalk has flowered and fruited, it will not bear again. Non-productive spent stalks can accumulate in the mat and discourage the plant from flowering again. Chop the stalk up and spread it around the banana plant to provide a good source of natural potassium and organic matter. Things You Will Need - Composted organic mulch - 8-10-8 fertilizer - Old blankets (optional) - Incandescent lamp (optional) - Clean, sharp shears or machete - Banana tree varieties that produce edible fruits include “Apple” (“Silk” or “Manzana”), “Cavendish,” “Cuban Red,” “Gros Michel,” “Ice Cream” (“Blue Java”), “Lady Finger,” “Orinoco,” “Popoulu,” “Valery” and “Williams.” - Visage/Stockbyte/Getty Images
It is the way to look at things… To be more precise, it is a way of regarding, understanding, or interpreting something in your own personal manner. For one person the glass might be half empty and for another, half full. Our perception decides our way of living, our relationships and moreover, our way of decision making in life. Our view of something is made by our own experiences in life. The way to perceive things depends on many factors. Some of them are- the atmosphere you have grown up in, the situations that added to your lifelong experiences, ethics of your society etc. The atmosphere you grew up in decides your mentality, your way of dressing etc. Your experiences teach you how to handle tough situations. And ethics of the society you live in helps you perceive and understand things keeping in mind you are an individual but you have to think of others around you. What is perception? Wikipedia : Perception (from the Latin perceptio, percipio) is the process by which an organism attains awareness or understanding of its environment by organizing and interpreting sensory information. All perception involves signals in the nervous system, which in turn result from physical stimulation of the sense organs. For example, vision involves light striking the retinas of the eyes, smell is mediated by odor molecules and hearing involves pressure waves. Perception is not the passive receipt of these signals, but can be shaped by learning, memory and expectation. Perception involves these “top-down” effects as well as the “bottom-up” process of processing sensory input. Perception depends on complex functions of the nervous system, but subjectively seems mostly effortless because this processing happens outside conscious awareness. The other thing related to perception is “Illusion”. Illusion can be described as a distortion of the senses, revealing how the brain normally organizes and interprets sensory stimulation. The illusion is like you perceive something to be something else even it’s not. The halo effect is a cognitive bias whereby the perception of one trait (i.e. a characteristic of a person or object) is influenced by the perception of another trait (or several traits) of that person or object. An example would be judging a good-looking person as more intelligent. It’s like your eyes couldn’t see the real person as they are shadowed by the glooming light of other characteristics. Many experts, such as Jerry Fodor, write that the purpose of perception is knowledge, but evolutionary psychologists hold that its primary purpose is to guide action. For example, they say, depth perception seems to have evolved not to help us know the distances to other objects but rather to help us move around in space. Evolutionary psychologists say that animals from fiddler crabs to humans use eyesight for collision avoidance, suggesting that vision is basically for directing action, not providing knowledge. But how to decide WHAT is WRONG and WHAT is RIGHT! Just to begin with, NOTHING in this world is wrong. It’s just the way we look at things. For instance, an optimist always perceives things and situations in a positive way but a pessimist is totally the opposite. To make my point clear, let me give you a scientific example. We as humans have become very advanced in science and technology but still, one question that still confuses us all is- Is this universe a big ocean or just a water drop in a huge sea! The answer is simple yet very difficult. It all depends on our Perception! Some funny cartoon on perception :
When a student is falling behind in the classroom, they feel overwhelmed. Learning frustration can have a big impact on their behaviour and their long term perception of themselves. Learning frustration can present in a number of ways, including behaviour problems, low self-esteem, resistance to home work, distractibility and difficulty following directions. Cognitive training programs make learning easier and can improve behaviour and self-esteem. Through fun, engaging and motivating exercises carefully designed by learning experts, the Fast ForWord, Cogmed and Reading Assistant programs improve learning skills: auditory processing, memory, attention, comprehension, reading, spelling and writing and the ability to follow instructions. Click on the program names on the left for more information. Contact Sonic Learning’s health professionals for advice on which program is right for you.[su_tabs vertical=”yes”] [/su_tabs] Fast ForWord, Cogmed and Reading Assistant exercise examples Stellar Stories (from Fast ForWord) Students answer questions about a story that has been read to them, then follow multiple step instructions. Space Cube (from Cogmed) Students remember which discs lit up on a rotating cube, challenging working memory, concentration and visuo-spatial skills. Builds reading fluency and comprehension. Students preview and read the text silently, then listen to a model reading. After answering guided reading comprehension questions, students read the text aloud.
Creature Feature: Who Lived in Big Bend? Want to know what types of creatures lived in what time periods? See below for a partial list. Or, you can click here to see a picture of several of these fascinating creatures! On June 1, 2014 researchers from Big Bend National Park and Texas Tech University announced the discovery of a new species of dinosaur in Big Bend National Park – the Bravoceratops. This horned giant roamed the area that is now Big Bend National Park 75-65 million years ago, adding another Cretaceous era dinosaur to Big Bend’s long list. Current scientific discoveries like these are only part of what the park intends to interpret with the new Fossil Discovery Trail, which you can donate to today by clicking this link. To learn more about Bravoceratops click here for the park’s announcement. Cretaceous Marine Environment - Giant clam (2-3 ft diameter). Even invertebrates can be impressive, as evidenced by Big Bend’s giant clams. In the warm, shallow seas of the Late Cretaceous, many invertebrates grew to large sizes. The clams of the Boquillas Formation can be 3 feet in diameter. - Mosasaur skull (3-4 ft long). Mosasaurs were large swimming reptiles, with the largest specimens being over 50 feet long. They were fierce predators and became the dominant marine predator during the time period we are interpreting (Late Cretaceous). During this time at the end of the Age of Reptiles, mosasaurs dominated the oceans, dinosaurs lived on land, and pterosaurs ruled the sky. No mosasaur skulls have been found within the park, but a specimen was found near Lajitas, just outside of the park. - Sea turtle (3-4 ft diameter). A potential specimen for display would be Terlinguachelys fischbecki, which is a species new to science that was discovered in the park and is unique to Big Bend. The specimen would require molding for a replica, which would increase the cost. - Large ammonite. Ammonites are shellfish with squid-like tentacles. Today, the chambered Nautilus is the best-known living relative of the ammonites. During the Cretaceous Period, ammonites were very common and diverse, but most of them went extinct along with the dinosaurs at the end of the Cretaceous. A large fossil specimen would be 1-2 ft in diameter, and we would probably use a real fossil for display. - Large block of reef rock, containing numerous invertebrates. This would provide a chance to interpret rudists. Rudists were oddly-shaped, asymmetrical bivalves that were major reef-builders of the Cretaceous Period but went extinct at the same time the dinosaurs went extinct. - Shark teeth. Shark teeth are small but would make an interesting part of the exhibit. - Various invertebrates (snails, clams, oysters, sea urchins, ammonites). These help round out the display by showing the smaller, more numerous animals that shared the sea with bigger ones. Aguja Formation (Coastal Environment) - Deinosuchus crocodile skull (6-8 feet long), osteoderms (bony armor plates), teeth, etc. This spectacular fossil is the skull of a giant crocodile big enough to prey on dinosaurs. The entire animal would have been about 35 feet long. Researchers at the Texas Memorial Museum in Austin are preparing this specimen for reproduction. The park may be one of the first places to exhibit this specimen, which is appropriate since it was discovered in Big Bend National Park. - Carnivorous dinosaur skull (2 ft x 18 in) and foot. Carnivorous dinosaurs are great crowd-pleasers in museum exhibits. Teeth from numerous species of carnivorous dinosaurs have been found in BBNP, which documents the fact that members of the tyrannosaur family were present, including “new” species that were discovered at BBNP. Since no complete skulls have been found in the park, the display would probably use an Albertosaurus skull that can be purchased from a museum supply company. Foot bones have been recovered from the park, and these could be used to make a replica, if desired. - Chasmosaurus horned dinosaur skull (7’ long x 46” across top of frill). Ceratopsians, or horned dinosaurs, were herding, grazing animals in the Cretaceous. This skull is one of the largest known skulls of a land animal, due to the extremely long frill behind the head. - Kritosaurus duck-billed dinosaur skull (2’ x 2’ x 1’). Duck-billed dinosaurs were also grazing dinosaurs that gathered in herds. - Turtle (about 3 ft diameter). This fresh-water turtle has partly-healed scratches and bite marks, suggesting that it was attacked by a crocodile, but it escaped. These scars on this specimen vividly demonstrate the stories that fossils can tell, and it would be interesting to have it in the same exhibit as the giant crocodile skull. The specimen would require molding to make a replica, increasing the cost of display. - Petrified wood. Large pieces of petrified wood could be used in the exhibit. Javelina Formation (Tropical Evergreen Rain Forest Environment) - Complete skeleton of giant pterosaur Quetzalcoatlus in standing position (15-18 ft tall). This world-famous fossil has a wingspan of 35 feet, making it the largest known flying creature of all time. It is displayed at many major museums, including the National Museum of Natural History (Smithsonian) in Washington, D.C. Most museums display the fossil in a flying pose, so the standing pose at the Fossil Bone Exhibit would be the only standing pose in the U.S. (it is also used by a museum in Korea). - Alamosaurus dinosaur). Perhaps the most common dinosaur fossil in BBNP is Alamosaurus, a member of the long-necked, plant-eating family of sauropods. The entire animal is about 90 feet long. - Alamosaurus provides an interesting interpretive story. Prior to the appearance of Alamosaurus, sauropods had been extinct in North America for 35 million years, so early paleontologists were puzzled by the re-appearance of a sauropod in the fossil record after such a long gap. The mystery was not solved until the theory of plate tectonics explained how continents moved over geologic time. Alamosaurus apparently migrated into North America from South America following the connection of these two land masses in the Late Cretaceous. So, the earliest appearance of Alamosaurus in North America provides geologists with the date of the joining of the two continents. - Petrified wood. Petrified logs from this formation contain fossilized evidence of termites. - Microfossils. Although large fossils are impressive, the smaller fossils often provide the most important scientific information. We could include a display—similar to one the park is using at the Panther Junction Visitor Center—that contains a variety of fossils that were collected from a single site. The collection at the existing display includes dinosaur bones and teeth, crocodile teeth, fish bones, gar scales, turtle bones, oysters, and other fossils. This assortment of fossils from saltwater, freshwater, and brackish water animals shows that the ancient environment was an estuary, where the saltwater and freshwater environments intermingled. The term microfossil also includes tiny mammal bones and teeth—very important to scientists studying early mammals—that might be incorporated into a display. Tertiary Period (Savannah Grassland Environment) - Various mammals and other fauna. Some of these specimens were found at the original Fossil Bone Exhibit, demonstrating that the exhibit is on a fossil site, reinforcing the display’s connection to the site. Interpretively, these specimens bring the display past the big extinction episode at the end of the Age of Reptiles and into the Age of Mammals. These fossils include Phenacodus, a sheep-sized plant-eater, one of the earliest hoofed mammals; Coryphodon, a hippo-like mammal that was 9 feet long, and Hyracotherium, a fox-sized mammal that is the earliest known ancestor of the modern horse (also called Eohippus, or the Dawn Horse).
In the book, children learn that the word “yakyu” is the Japanese word for baseball. Children also learn the similarities and differences that exist in baseball in America and Japan. For example, in America, before the game, people buy hot dogs and peanuts; in Japan they buy soba noodles and edamame (soy beans). Another similar custom is how in Japan during the 7th inning, the Japanese sing a team’s anthem, similar to how we sing “Take Me Out to the Ballgame” here in America during the 7th inning. The best part of the book is how it teaches children Japanese words for pitcher, fast ball, and even words for family members, and it includes a glossary in the back for the Japanese words used in the book. If you want to teach a child about the fun of baseball and how it is enjoyed in another culture, Take Me Out to the Yakyu is a great introduction to the game and the Japanese language.
The WWW Virtual Library, an index of Native American resources (maintained by Karen Strom) is a very useful web site for a variety of topics. Included are some of the sites listed below, as well as a great deal more information.The American Indian Education homepage, maintained by Dr. Jon Reyhner, Northern Arizona University, includes a compilation of appropriate children’s literature (including links to stores which sell these books), information on the history of American Indian education, bilingual / bicultural education efforts, and content-specific materials. This site provides links to important resources in the field of American Indian Education. Among them is American Indian/Alaska Native Education: An Overview (Reyhner, 2002), an excellent review of Native American education, past and present. Also as a pdf file: Effective Standards-Based Practices for Native American Students (Apthorp, D’Amato, & Richardson, 2003), which determined positive correlations between improved student achievement and curriculum characteristics The link to math and science materials leads to the following article: Improving Mathematics and Science Instruction for LEP [Limited English Proficiency] Middle and High School Students Through Language Activities (Reyhner & Davison). The article concludes with five recommendations for science and math teaching: - Teachers must relate their mathematics and science instruction to the out-of-school life of their students. - The implementation of ethnomathematics and ethnoscience can help teachers relate those subjects to their students’ out-of-school lives. - Teachers must use teaching methodologies that “contextualize” the subject matter they teach. - Teachers need to be concerned about affective factors in their classrooms. - Teachers of mathematics and science need to provide writing and other language development activities for their LEP students. The Journal of American Indian Education: (JAIE) This journal is all on-line except for the most recent few years . A few examples related to science teaching are summarized here. Teaching and Learning With Native Americans: A Handbook for Non-Native American Adult Educators, Marilou Schultz and Miriam Kroeger (1996) While targeted specifically to adult educators working with Navajo students, the book provides insight into how to create culturally relevant curriculum, as well as strategies for working with this tribe, many of which can be generalized to any population. Also interesting is the comparison between the dominant culture's values and Indian (specifically, Navajo) values. While it would be unwise to assume that all tribes share Navajo values, it is a good place to start in becoming aware of cultural differences. Women, Minorities and Persons with Disabilities in science and engineering, a report to the NSF (1994) includes statistics and distribution of American Indians. The majority of American Indians live in non-metropolitan areas, with the greatest numbers in California, Arizona, New Mexico and Oklahoma. Examples from this report include: Teaching Mathematics to American Indians
This strategy assists students to process new information Before engaging with a text or experience students complete a 321 RIQ. 3 Recalls Students recall 3 facts from a recently viewed text or experience. 2 Insights Students identify an insight into the text or experience considering relevance, implications, connections to others, society or school and correlations. 1 Question Students formulate a question about text or experience. Students then present their 321 RIQ to a partner with that partner asking clarifying questions in order to gain a good understanding of the others points. It is also possible at this point to ask students to share some insights with the whole class. Create a cause and effect diagram, in which a number of causes contribute to creating an effect. Inferences about the character’s thoughts and feelings Concept Attainment is an inductive process that helps bring meaning to concepts or helps construct concepts through the searching for common characteristics. In Concept Attainment students compare like examples and contrast them with unlike examples. Firstly present the focus statement and the data set. The data set consists of YES examples and NO examples. In maths this might be examples of numbers that are factors of 20 and numbers which are not factors of 20, geometrical shapes and concepts such as area and perimeter. In English it might be a data set of complex sentences, metaphors or spelling patterns. In art it might be about developing understanding of line or texture so the data set will include images. Students then generate, share and test their hypotheses. When students have determined the important attributes of the concept, they then apply it to other examples, extending their thinking. They also reflect on their thoughts about how their thinking progressed during the analysis of the data Conflict resolution is a way of dealing with disagreements. In the centre circle, write an event, for example ‘Widespread use of solar energy’ Think of and write a direct consequence of this event in an oval and connect it to the centre with a single line. This is a first order consequence. Think of some other first order consequences and draw/write them in. Think of and record second order consequences. These are things that resulted from the first order consequence. Join it to first order consequences by a double line. This tool can be used in analysing critically to examine environmental and societal impacts. Examine a problem in six different ways: Describe it (features, traits, steps, composed of). Compare it (similar to, different from). Associate it (made you think of). Analyse it (advantages and disadvantages). Apply it (how can it be applied to other situations). Argue for or against it (support your position). Consider the consequences of theories. What are some of the things that that the theory might predict? What can we expect? Concepts in a theory -> Reasoning -> Logical consequences of the theory. If the theory does not work sometimes, we might need to go back to the facts again, and see whether we can figure out what’s happening using inductive reasoning. Did we create the correct concepts from our facts? A particular type of concept map – structured like a fish skeleton which is often used to demonstrate how different causes can lead to an effect. The 5 Whys is a simple problem-solving technique that helps you probe for information and get to the root of a problem quickly. Based on a Japanese philosophy, the 5 Whys strategy is about thinking long-term and looking both ahead and behind, not just in the present. This can be done in twos or threes with the third person being a silent observer. One person takes the role of questioner and the other answers the questions. The questions and answers can be recorded for further discussion and or a final reflection. Very often, the answer to the first “why” will prompt another “why” and the answer to the second “why” will prompt the third “why” and so on. It can show the role of questions beginning with “why” and deepen thinking. Flow Chart diagrams are useful in examining linear cause-and-effect processes and other processes that unfold sequentially. The student must be able to identify the first step in the process, all of the resulting stages in the procedure as they unfold, and the outcome (the final stage). In this process, the student realises how one step leads to the next in the process, and eventually, to the outcome. They can be used for preliminary planning or, with appropriate annotations, they can represent a timeline or final action plan. A Force Field Analysis is a visual listing of possible forces driving or preventing change. It is useful for determining what is driving, preventing or slowing change. It teaches students to think together, enhances creative thinking and helps to find a starting point from which to take action. Think in new and imaginative ways about issues or problems. Take a concept, idea or theme and name it in a circle in the middle of the page. What follows is a visual version of a stream of consciousness. Draw lines branching out indicating linked ideas, with words on the lines. Use different colors to indicate main lines of thought. Create a model (an actual model, or a diagram, or a description) which captures the essence of a theory by showing how its key concepts are connected. In pairs or small groups students develop key questions on the concepts being studied and record them on the postcard in the Postcard Problem section. Questions should be open-ended and complex. They record an expected answer on another piece of paper or in their books. Postcards are then ‘mailed’ to another pair or group who discuss the problem posed and then record an answer to the problem with an explanation or justification. The postcards are collected again and delivered to another pair or group for an alternative response. This can be repeated a number of times and then the postcards are returned to the senders. The senders consider the responses, compare them to their original response and then share/record their reflections. Select at least one question from each section or create your own. After viewing or reading the text, write your responses. This tool enables students to move their conceptual understandings into other dimensions such as ethical and moral. The teacher develops a series of roles which are written on cards. These roles will be related to the topic or big understanding. The teacher can follow the following format in role play: The roles could also be based on images created by students. Students then create the roles within the role play or prepare a written profile based on the chosen format. After the role play it is important for students to debrief and discuss their presentation of the role and how they felt in that particular situation. It is also important to ensure that all players know that the role play finishes in the classroom. Students can also be asked to create a freeze frame, a frozen moment of their role play, sometimes called a tableau. Other students could comment on what is represented in the freeze frame – a theme, value, issue, characterisation etc. Students can be given the same scene to represent, different scenes or variations on a theme. A discussion and /or reflection are important to consolidate learning. First brainstorm (and list) and then use S.C.A.M.P.E.R to try to improve it. Imagine the future, imagine alternatives using the scenario cafe methodology. Key question about the future: …. Best Case Scenario Worst Case Scenario Socrates was an ancient Greek philosopher who developed a method of investigation through conversation involving deep questioning. Socratic dialogue involves an interlocutor or questioner who: Structured academic controversy is a small-group discussion model, developed by David W. Johnson and Roger T. Johnson, to support students to gain a deeper understanding of an issue, to find common ground, and to make a decision based on evidence and logic. In Experiencing the New students read/view and respond to appropriate background material on the selected issue; the background material should provide facts about the issue, as well as arguments favouring opposing views on the issue. 1. Pre-reading and reflection on the issue: Students are organised into groups of four, and each group is split into two pairs. One pair in a foursome studies one side of the controversy, while the second pair studies an opposing view. Partners read the background material and identify facts and arguments that support their assigned position. They prepare to advocate the position. 2. The presentations on the issue: Pairs take turns advocating their positions. Students on the other side make notes and ask questions about information they don’t understand. Next, pairs reverse positions. Each pair uses their notes and what they learned from the other side to make a short presentation demonstrating their understanding of the opposing view. 4. Responses to the presentations: Students leave their assigned positions and discuss the issue in their foursomes, trying to find points of agreement and disagreement among group members. Teams try to reach consensus on something; if they cannot reach consensus on any substantive aspect of the issue, they should try to reach consensus on a process they could use to resolve disagreements. 5. Responses by other teams: The class debriefs the activity as a large group, focusing on how the group worked as a team and how use of the process contributed to their understanding of the issue. Create a taxonomy which uses a tree structure to show how concepts are link to each other. Start with a ‘root’ or main concept, then show branches (child concepts) and sub-branches (children of children etc.). A taxonomy has more formal links than a Mind Map, and may be a way of visually mapping the terms in a glossary (as described in the ‘Conceptualising by Naming’ section, above). It can also be used in word study to explore prefixes, suffixes and root words. Write a theory using a language which describes underlying links and connections. Make the text clear enough for a well informed outsider to be able to understand something new. The theory may need to be supplemented by a taxonomy or a glossary. The theory could use language, image or mathematical symbols. Promotes conceptual understanding by enabling children to make connections. Design a large piece of card divided into 4 sections with each section displaying the same mathematical idea using different representations. Four students are arranged around the board. They discuss and complete each section as it relates to their challenge. Responses are discussed in class. Think Boards can also be use in ‘Experiencing the known’. ‘What if? Scenarios deepen understanding of a concept by exploring possibilities. For example:

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