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Virtual surround-sound systems take advantage of the basic properties of speakers, sound waves and hearing. A speaker is essentially a device that changes electrical impulses into sound. It does this using a diaphragm -- a cone that rapidly moves back and forth, pushing against and pulling away from the air next to it. When the diaphragm moves outward, it creates a compression, or area of high pressure, in the air. When it moves back, it creates a rarefaction, or area of lower pressure. You can learn more about the details in How Speakers Work. Compressions and rarefactions are the result of the movement of air particles. When the particles push against each other, they create an area of higher pressure. These particles also press against the molecules next to them. When the particles move apart, they create an area of lower pressure while pulling away from the neighboring particles. In this manner, the compressions and rarefactions travel through the air as a longitudinal wave. When this wave of high- and low-pressure areas reaches your ear, several things happen that allow you to perceive it as sound. The wave reflects off of the pinna, or external cone, of your ear. This part of your ear is also known as the auricle. The sound also travels into your ear canal, where it physically moves your tympanic membrane, or eardrum. This sets off a chain reaction involving many tiny structures inside your ear. Eventually, the vibrations from the wave of pressure reach your cochlear nerve, which carries them to the brain (brain.htm) as nerve impulses. Your brain interprets these impulses as sound. How Hearing Works (hearing.htm) has lots more information about your ear's internal structures and what it takes to perceive sound. Your brain's interpretation process allows you to understand the sound's meaning. If the sound is a series of spoken words, you can put them together into an understandable sentence. If the sound is a song, you can interpret the words, experience the tone and rhythm, and decide whether you like what you hear. You can also remember whether you've heard the same song or similar songs before. In addition to allowing you to interpret the sound, your brain also uses lots of aural cues to help you figure out where it came from. This isn't always something you think about or are even consciously aware of. But being able to locate the source of a sound is an important skill. This ability helps animals locate food, avoid predators and find others of their species. Being able to tell where a sound came from also helps you decide whether someone is following you and whether a knock outside is at your door or your neighbor's. These cues and the physical properties of sound waves are central to virtual surround sound. We'll look at them in more detail next.
A gorgeous species of orchid in Panama has a new name — it was named after the family of the researcher who discovered the flower. The orchid, which belongs to the Lophiaris genus, was named Lophiaris silverarum after Katia Silvera, a postdoctoral scholar at the University of California, Riverside, and her father, who discovered the plant about eight years ago while they were hiking in a mountainous area of central Panama. "I have always liked orchids, since I was a kid," said Silvera, who grew up surrounded by orchids because her parents own a commercial orchid business in Panama. "That got me into studying biology," Silvera said. [See Stunning Photos of the New Orchids] She and her father had gone out looking for potential new plant species. When they found the orchid, they contacted orchid expert German Carnevali. "After looking at the plant for a while, he informed us that it was a new species, and that it was very rare," Silvera told LiveScience. However, the new species was not actually named until recently, as describing a new plant species tends to be a long process. Researchers usually have to study the plant's structures and examine its biochemistry to determine whether it is indeed a species that has not been described before, Silvera said. Researchers estimate that about 30,000 known orchid species exist worldwide, and there are likely many others that have not been discovered. In Panama, there are about 1,100 known orchid species, whereas the United States hosts about 200 described species. "Discovering a new [orchid] species is a rare thing," Silvera said, partially because the plants tend to grow in areas that are difficult to access. Human development of land also interferes with such discoveries. "The diversity of orchids is best seen in the tropics, where, unfortunately, habitat is being destroyed very fast," Silvera said in a statement. "As a result, we are rapidly losing the diversity of orchid species." The study describing Lophiaris silverarum was published March 13 in the journal Phytotaxa. Related on LiveScience and MNN:
Vernalization(redirected from vernalized) Also found in: Dictionary, Medical. The induction in plants of the competence or ripeness to flower by the influence of cold, that is, temperatures below the optimal temperature for growth. Vernalization thus concerns the first of the three phases of flower formation in plants. In the second stage, for which a certain photoperiod frequently is required, flowers are initiated. In the third stage flowers are unfolded. See Flower, Photoperiodism, Plant growth the reaction of a plant that is in the vegetative state to the effect of low, above-freezing temperatures (2°–10°C) for a certain period of time. Vernalization finds expression in the plant’s unique preparation to form the rudiments of flowers at the growing point. The German botanist J. G. Gassner was the first to study the phenomenon of vernalization (1918). The phenomenon is characteristic of winter plants and some biennials and perennials. In some plants the formation of the flower rudiments may be an immediate result of vernalization. In many, for example, winter grasses, biennial henbane, and winter rape, flowering after vernalization will only occur during long days. Some plants show a capacity for vernalization at an early age. In winter grasses the reaction is observed during seed germination, and in biennial henbane it occurs after one month. Vernalization is the result of the adaptation of plants to seasonal changes in climate. The physiological mechanisms of vernalization are probably associated with the formation of the plant hormones involved in inflorescence development. The term “vernalization” is also used to designate an agricultural procedure by which the seeds of winter crops are exposed to a low, above-freezing temperature before planting so that the plants will blossom when planted in the spring. The technique is used in the selective breeding of plants. V. Z. PODOLNYI
A healthy diet is important, especially if you're pregnant or planning a pregnancy. Eating the proper nutrients during pregnancy will help your baby to develop and grow. Yams are a safe addition to your diet -- high in potassium and fiber, low in fat and sodium and rich in antioxidants containing important nutrients. Comprising of over 150 species, yams are the tubers of the thick, tropical vine found in South and Central America, the West Indies, Asia and Africa, but not commonly grown in the United States. Yams are often incorrectly identified as sweet potatoes but they are not related botanically. Similar in size and shape to sweet potatoes, yams contain more natural sugar but are not as rich in vitamins A and C. Yams can grow to over 7 feet long and weigh 120 lbs. with flesh ranging from shades of off-white, yellow, pink and purple. Yams are an especially rich source of the antioxidant vitamin A -- 166 IU per cup -- which is important for bone and cell growth particularly during periods when cells multiply and develop, such as during pregnancy. A deficiency of vitamin A may increase mother-to-child transmission of HIV-1, according to the “American Journal of Clinical Nutrition” in May 2000. The safety and association of birth defects with excessive dosages of vitamin A from beta carotene in supplements has not been established, so Linus Pauling Institute recommends pregnant women obtain this essential nutrient from food, such as yams. The recommended daily allowance for pregnant females ages 14 to 18 years is 2,500 IU; those ages 19 years and older require 2,567 IU. Other Nutritional Benefits It is important for pregnant women to eat foods rich in folic acid to help prevent birth defects of the brain and spinal cord and protect themselves against cancer and stroke. Yams contribute 22 mcg of folate per cup toward the RDA of 600 mcg. Iron in yams helps muscles develop in both mother and baby and helps to prevent anemia. Iron may also reduce the risk of premature birth and low birth weight. A cup of yams, providing 19 mg of calcium, helps the nervous, muscular and circulatory systems stay healthy. Without sufficient calcium in the diet, a pregnant woman’s body uses calcium from her bones to give to her growing baby. Wild yams have been traditionally used as a treatment for various medical conditions, including pregnancy-related nausea. Mexican wild yam is a primary source of synthesized progesterone, androgens and cortisone due to an ingredient called diosgenin. Diosgenin is an active steroid component that produces effects similar to estrogen. Because of the potential risk of affecting hormone levels and uterine contractions, pregnant women should avoid taking herbal supplements containing wild yam. - Library of Congress: Yams - USDA National Nutrient Database - “American Journal of Clinical Nutrition”; Vitamin A in Pregnancy: Requirements and Safety Limits; Véronique Azaïs-Braesco and Gérard Pascal; May 2000 - OSU Linus Pauling Institute; Carotenoids; Safety in Pregnancy and Lactation; Beta-Carotene - University of Maryland Medical Center; Vitamin A (Retinol); How to Take It - March of Dimes; Eating and Nutrition; Vitamins and Minerals During Pregnancy
In late January, 2013 the calm waters of the Indian Ocean reflected the rolling waves of the atmosphere just above – and sometimes touching – its surface. The Moderate Resolution Imaging Spectroradiometer (MODIS) aboard NASA’s Terra satellite captured this true-color image of atmospheric gravity waves on January 30. Long parallel arcs form a beautiful pattern off the shores of northwestern Australia. These are not rolling ocean waves. Instead, the air above the water has been disturbed as it blows off the coast, causing it undulate as it passes over the ocean’s surface. At the troughs, where the air falls, it touches the surface of the water. Because the touch occurs in an area of sunglint, the otherwise invisible interaction of atmosphere on ocean becomes beautifully visible.When the Sun reflects off the surface of the ocean at the same angle that a satellite sensor is viewing the surface, a phenomenon called sunglint occurs. In the sunglint area of a MODIS image, smooth water becomes a silvery mirror, while rougher surface water appears dark. Atmospheric gravity waves form when buoyancy pushes air up, and gravity pulls it back down. On its descent into the low-point of the wave (the trough), the air touches the surface of the ocean, roughening the water. The long, vertical dark lines show where the troughs of gravity waves have roughened the surface. The brighter regions show the crests of the atmospheric waves. Beneath the crests, the water is calm and reflects light directly back toward MODIS. Clouds commonly form at the crests of the waves. A band of clouds can be seen riding the western-most and the northern-most arcs.
Sample English Lesson Plan 2-4 Year oldsMay 3, 2008 at 3:15 am \| Posted in Children's Classes, Uncategorized \| 5 Comments Tags: esl lesson plan 2 to 4 year olds I have not written much lately because I have been busy working on Dream English Kids Songs Volume 2. It’s almost finished, and I am really excited about it. In the meantime, I thought it might be nice to write out some simple lesson plans for young students. These are just some ideas and I recommend adjusting them to your students particular needs. 30 Minute English Lesson for Beginner 2-4 year olds. 1. Warm up- get the students comfortable by doing simple actions with them. Say and do the following, don’t worry if your students don’t follow you right away: clap your hands, jump, spin around, sit down, stand up. Also, I usually start out the lesson saying Hello and waving my arms. 2. Numbers- Practice counting objects from 1-10, or using flash cards. If the students are comfortable with numbers, play a simple touch game. Call out the number and ask the students to touch. 4. Alphabet-Using flash cards introduce the alphabet from A to Z. You may want to introduce phonics at this point, or just the alphabet letters. Next, have the students stand up and make the shapes of ABC with their body. 6. Colors- introduce the colors using flashcards, objects, or items around the room. Try to have the students repeat after you. 8. Coloring- this is optional, but you can use crayons to have the students repeat the names of the colors again. Then have them color something simple. MES English has many free coloring sheets. 9. Read a book- Any book for kids is great. I recommend asking the students questions when reading. “What do you see on the page? flowers, that’s right. What color are they? how many?” 10. Goodbye Song- I use the Dream English Goodbye song, though you can use anything you like. I just make sure to say thank you to the kids when we are finished, and ask them to repeat. Ok, these are some suggestions and ideas. One other point is that it is important not to force the beginners to speak right away. Once they become comfortable they will begin speaking. The time this takes varies from student to student. Be creative, and have fun, I hope this helps!
Introduction to SQL What is SQL? SQL is an acronym for Structured Query Language used for managing databases. This unit introduces SQL concepts in terms of structure, client/server relationships, access control, language elements (syntax and semantics) and other common aspects. There are mainly 3 kinds of statements in SQL: - DDL (Data Definition Language) - DML (Data Manipulation Language) - DCL (Data Control Language) SQL commands such as CREATE, ALTER & DROP are DDL commands. SQL commands such as INSERT, DELETE & UPDATE are DML commands. GRANT & REVOKE are DCL commands. Note: All DDL statements are autocommitted; i.e. the user need not perform any commit after executing DDL statements. DML statements do not commit automatically. For example: TRUNCATE is a DDL statement whereas DELETE is a DML statement. - TRUNCATE commits automatically. - DELETE does not commit automatically. SQL was adopted as a standard by ANSI (American National Standards Institute) in 1986 and ISO (International Organization for Standardization) in 1987. This lesson is designed as a prerequisite for product-specific courses that cover the three principal client/server products: under construction - instructors needed - Structured Query Language: Wikibook about the SQL standard, with lots of exercises. - A Gentle Introduction to SQL By Andrew Cumming - School of Computing, Napier University, Edinburgh, UK. 1999-2005 (Available in Albanian, German, Spanish, Chinese, French, Italian and Portuguese) - SQL Tutorial at 1Keydata.com - SQL Quick Reference SQL for common statements across SQL-92, Postgres, Sybase, SQL Server, Oracle and MySQL
Posts tagged sinus anatomy Quite often, the term ‘sinuses’ is used in relation to certain medical conditions. However, there aren’t too many people who know the role of the sinuses or how they’re made up. Today, our goal is to answer both of these questions so you’re aware the next time the term is used in conversation! Commonly shortened to ‘the sinuses’, the paranasal sinuses are small cavities filled with air inside the bones of the face; the bones of note are also found in the eyes and nasal cavity. With each sinus, it has a name that represents the bone in which it can be found. - Frontal: With one per side, the frontal sinuses can be located in the forehead right above the nasal bridge and eyes. - Maxillary: Found on each side, the maxillary sinus is inside the bone in the cheek. - Ethmoid: With the ethmoid sinuses, they sit just under the corner of each eye where the bone lies. In many medical diagrams, they’ll show the ethmoid sinus as one sinus but it’s actually made up of several smaller sinuses in a honeycomb shape; it can only be seen properly in CT scan images of the face. - Sphenoid: Again, the sphenoid sinus is located on both sides but this time behind the ethmoid sinuses. When looking head-on, they won’t be visible so a side view is required instead. Physiology of the Sinuses For each sinus, pink membrane will line the outside and it’s responsible for producing mucus to flush the sinus cavities. With a plate of bone and cartilage commonly known as the nasal septum, the two nasal passages are separated. However, the biology of each passage is the same starting with three small ridges of tissue which can be called a concha or turbinate. Depending on whether it’s referring to the upper, middle, or lower structure, they’re designated as superior, middle, or inferior. When it comes to the draining, the majority of sinuses use the middle turbinate and the drainage occurs below this point. From here, it goes into the osteomeatal complex. For the system to work correctly, air needs to flow uninterrupted through both sides of the nasal passage since this allows for streaming between the nasal septum and turbinates (via the crevices). For both the mucus and the airflow that started the process, they should end up in the nasopharynx which is a connecting part of the throat towards the back of the nose. As air continues its journey through the windpipes and into the lungs, the mucus takes a different journey and is swallowed instead. Structures within the Nasal and Sinus Tract As you probably know, the human body is quite simply amazing and evolution has allowed it to survive on a day-to-day basis using complex scientific principles. Therefore, it probably won’t surprise you to hear that there are some fascinating structures inside the nasal and sinus tract. Below, we have three very important examples: - Adenoids: As a collection of tissue much like the tonsils, the adenoids are found behind the farthest nasal cavity accessible at the very top of the nasopharynx. While most body parts and important features of the body grow as we get older, this tissue actually starts larger and then disappears during puberty. However, discrepancies in this process can leave it in tact which has the potential to require surgery. - Tear Duct: Often called the nasolacrimal duct, this is important for our eyes since, without it, tears would continue to build on the inside corners. When it’s in place and functioning as expected, the tears drain into the nasal cavity and this prevents excess moisture within the eyes. - Eustachian Tube: As our last example, the eustachian tube is required for removing any build-ups that occur within the ears; with the system all interconnected, the opening is found towards the back of the nasopharynx sidewall. The Role of the Sinuses Ultimately, the sinuses have many responsibilities within the ear, nose, throat, and beyond but their main role is to produce mucus. When the system is working as it should, the mucus creates a lining on the inside of the nose and this keeps it free from bacteria, fungi, and viruses. If you were to experience dry sinuses, the lack of mucus would leave the nose vulnerable to these pollutants and this leads to irritation and illness. Over time, cilia, which are tiny hair cells, gradually move the mucus backwards towards the throat where it’s swallowed. Therefore, the steady supply of mucus always takes the same journey while protecting your nose and remaining clean at all times. After this main function, we should also note that the sinuses are also important for our voices and to lighten the skull. With everything having a purpose, we’re able to enjoy life without consciously worrying about replacing the mucus or producing the right amounts at the right times. As we learn more about the sinuses and how they work, we get an insight into just how fascinating the human body can be!
Tomato chlorosis virus (ToCV) is a relatively new disease in Florida that is being seen with increasing frequency in some areas. Detection can be difficult since the symptoms overlap abiotic symptoms of nutrient deficiency or herbicide phytotoxicity. The leaves of plants infected with ToCV become yellow or purplish between the veins, stunted, and rolled. Onset of disease appears to occur during the short day-length period of late December through February. Symptoms are typically most apparent on middle to lower parts of plants, while new growth may appear normal. Lower leaves develop a progressive, interveinal chlorosis, often with necrotic flecking. Symptoms resemble those caused by magnesium deficiency in tomato, but are less uniform within a leaflet or among leaflets on a leaf. As the disease progresses, interveinal necrosis can occur and the leaves become characteristically brittle, thick, and crisp. Fruit size and number appear reduced by virus infection. Survival And Spread ToCV is transmitted by whiteflies, including the banded wing whitefly (Trialeurodes abutilonea), greenhouse whitefly (T. vaporariorum), silverleaf whitefly (Bemisia tabaci biotype B), and sweetpotato whitefly (B. tabaci biotype A). The most efficient vector of ToCV is the silverleaf whitefly, which is present in Florida in abundance. Transmission of ToCV is relatively efficient; whiteflies can transmit the virus with feeding times as short as an hour, but become more efficient the longer they are allowed to feed. The good news is that unlike tomato yellow leaf curl virus (TYLCV), in which case the virus can be transmitted for the length of the whitefly’s life (several weeks), ToCV can only be transmitted by a viruliferous whitefly for one to nine days. As with TYLCV, control of the virus vectors is an important strategy in ToCV management. The major way to reduce losses from criniviruses in tomato is insecticide-based control. Neonicitinoid-based products are most frequently used for whitefly control, and can be applied as a foliar spray, a seed treatment, or through drip application. While insecticides effectively reduce whitefly populations, such control methods are relatively inefficient for control of viruses, since whiteflies can transmit a virus before being killed by an insecticide. Unfortunately, most whitefly-transmitted criniviruses do not produce symptoms until three to four weeks after infection occurs. Therefore, infection can be widespread by the time symptoms are observed and control measures are implemented. Growers can minimize exposure to ToCV by avoiding overlap with other susceptible crops. Avoid using infected transplants. Roguing of infected plants and general whitefly control may also help reduce virus spread.
Presentation on theme: "Nisqually Glacier Glaciers are important sources of fresh water to human, plant and animal components of downstream communities. Glacier-fed streams traditionally."— Presentation transcript: Nisqually Glacier Glaciers are important sources of fresh water to human, plant and animal components of downstream communities. Glacier-fed streams traditionally have less variability to stream flow, due to summer melting which makes up for less precipitation falling during the summer. In the winter when precipitation increases, melting decreases due to colder temperatures. Ecosystems that form along glacier-fed streams are reliant on a steady, consistent supply of cold water. The Nisqually glacier has been studied by scientists since 1918 and provides the longest continuous record for any glacier in the Western Hemisphere. Today, the Nisqually Glacier terminus lies more than 2,500 meters upstream from its furthest known extent down valley dating to some time in the mid-1820’s. More precipitation falling as rain and less as snow leads to fewer sources of snow and ice needed for glacier formation. With less supply during the winter, warmer temperatures in the summer and longer snow-free seasons causing more melting, glaciers are getting smaller and thinner. The Cascade mountain range has decreased in April 1 st snowpack measurements of between 30-60%; glaciers on Mount Rainier lost 21% of their surface area between 1913 and 1994. Retreating glaciers uncover sediments. When combined with more precipitation falling as rain and increases in the frequency of extreme weather events, loose sediments lead to debris flows and stream aggradation. The retreating Van Trump glacier produced four debris flows between 2001 and 2006 that filled the Nisqually River with sediment and raised the river bed at least six feet. Debris flow can destroy downstream ecosystems and require hundreds of years of succession to return to their original state. Higher stream beds, due to stream aggradation, increase the risk of floods. Flooding can damage roads, homes and other infrastructure and bury fertile farmland in inches of less fertile sand and gravel. Flooding and increased sediment also negatively impact native fish populations such as salmon species. In contrast, retreating glaciers also uncover space that can then be colonized by forest and meadow habitats. Late summer stream flow is predominantly fed by glaciers. More winter precipitation and less summer precipitation, combined with less snow and glacial melt-off reduces the stream flow, especially in the late summer when temperatures are at their highest. Lower stream flow and higher temperature together raise stream temperatures, impacting fish and amphibian species. Hotter summer months require increased use of irrigation for farming, leading to extraction of water from already low stream flow. This impacts the water quality and availability to downstream populations and ecosystems, placing farmers in conflict with other stakeholders such as fisheries, power suppliers, Native Americans, environmental protection organizations, community water supply and regulators who are also dependant on limited water resources. Hydroelectric dams are often placed on glacially-fed streams due to their year-round water supply. As stream flow diminishes, water is diverted around power generating turbines, rather than pooled behind dams for power generation, therefore reducing the amount of electricity available for human use. Less availability of hydroelectric power increases the dependence upon other possibly less-desirable sources of energy such as coal power. In addition, empty power generation reservoirs are not as appealing for recreational activities such as water sports, fishing, boating or camping.
Oceans of plastic What happens after an endless supply of plastic in consumer products winds up in the sea? How bad is the pollution? A garbage truck’s worth of plastic enters the world’s oceans every minute. All told, humanity has dumped up to 14 million tons of plastic pollution into the seas, and bits of it can be found from the water’s surface down to its most extreme depths. You wouldn’t know it looking over the side of a ship, since much of the waste has been broken down by waves and ultraviolet light into microplastics, particles often as small as a millimeter wide. But when researchers in 2015 analyzed more than a million pieces of trash in the Pacific, 99.9 percent of it was plastic. Scientists have no idea how long that will take to degrade—perhaps hundreds of years, if ever. By 2050, according to the World Economic Forum, there will be more plastic, by weight, in the ocean than fish. Where’s it coming from? Since plastic became incorporated into many consumer products in the 1950s, only about 21 percent has been recycled or incinerated. What makes plastic appealing—that it’s not only cheap and versatile but also virtually indestructible—makes it a nightmare to dispose of, and about 3 percent of the plastic produced in coastal countries eventually enters the ocean. Fishing nets and other plastic fishing gear are a major source. So is lightweight plastic litter, which can be blown off garbage trucks, barges, and landfills, or deliberately dumped into rivers or sewer systems and carried out to sea. Many of the worst polluters are developing countries with rudimentary waste-management systems. China bears the greatest responsibility, accounting for about 30 percent of the global total, while the United States ranks 20th. A less obvious form of plastic pollution comes from microparticles found in products such as deodorant, toothpaste, and sunscreen that wash down drains. Many clothes are made with synthetic fibers, and one wash cycle can cause 200,000 fibers to escape into wastewater. As a consequence, the Hudson River in New York, for example, dumps about 150 million plastic fibers into the ocean every day. Where does it all go? A lot of it winds up in five huge masses of plastic debris, called gyres, created by currents in the world’s oceans. The largest of these swirling plastic stews is the Great Pacific Garbage Patch, formed by winds and currents between California and Hawaii. It’s twice the size of Texas and “increasing exponentially,” according to a study published earlier this year. A plastic patch along the North Atlantic between Virginia and Cuba is nearly as large. These five gyres cover as much as 40 percent of the planet’s ocean surface. To clean up all five would take 1,000 boats filtering the water 24 hours a day for 79 years. Is it affecting marine life? Yes, though the impact is not well understood. The Convention on Biological Diversity counts 663 species affected by plastic pollution in the ocean. Researchers find that fish raised in waters with heavy concentrations of microplastics are “smaller, slower, and more stupid” than normal fish. For some sea creatures, the impact is more obvious and immediate: In June, after a struggling whale died in a Thai canal, its stomach was found to contain 17 pounds of plastic, including 80 shopping bags, which had prevented the whale from digesting food. Fish, mammals, and birds dead from a similar cause are washing up on beaches around the world. Are humans at risk? The evidence is unclear. The polymers in plastics are chemically inert, but some common additives in plastic behave similarly to human hormones, and might do damage in high concentrations. And it’s becoming increasingly difficult not to ingest plastics. A study last year found 83 percent of the world’s drinking water is contaminated, while this year, researchers found 93 percent of bottled water contains some plastic, often double the amount found in tap water. Seafood also often contains plastic. “I think we’ll find all sorts of unintended consequences,” said Ronald Geyer, an industrial ecologist at the University of California, Santa Barbara. “I’d be very surprised to find out that it is a purely aesthetic problem.” What’s being done? There are growing efforts here and abroad to use less plastic, such as the #StopSucking campaign to get rid of disposable plastic straws, and municipal laws banning plastic bags. Unfortunately, the environmental net gain of such efforts is small, and scientists agree that effective remedies to plastic pollution will require global cooperation. The European Union launched a “plastics strategy” this year that aims to make all plastic packaging recyclable by 2030. But at the G-7 summit in June, the U.S. and Japan refused to support a declaration on climate change that included targets on curbing plastic pollution, fearing its impact on their economies. Reversing the damage Purging the ocean of plastic sounds like an all but impossible task, given that there are trillions of nanoparticles dispersed in the water, yet there’s no shortage of proposals to do just that. A 23-year-old Dutch environmentalist named Boyan Slat has raised more than $30 million for a project called The Ocean Cleanup, which will deploy long floating barriers that he says can trap and remove half of the plastic in the Great Pacific Garbage Patch within five years. Scientists, however, fear the effect of Slat’s design on sea animals and zooplankton living close to the surface. Researchers in Europe have discovered that the greater wax moth produces larvae capable of degrading polyethylene, which makes up 40 percent of plastics. If that enzyme were harvested, it could be produced on an industrial scale to break down plastics in landfills and the ocean. Others have proposed sucking up ocean plastics with marine drones, waterborne kites, or artificial underwater drains, though these ideas have met with plenty of skepticism. In the meantime, people can chip away at pollution the old-fashioned way. Every year on Coastal Cleanup Day, hundreds of thousands of volunteers in more than 100 countries pick up about 20 million pounds of trash on shorelines, much of it plastic.
*This worksheet goes along with the VCCV SmartBoard Common Core Lesson in my store.* Vowels have the short sound when they are followed by two consonants. Example: m u f f i n This demonstrates the VCCV pattern. Words that have two consonants between two vowels are divided into syllables between the two consonants. Example: muf fin
On January 5, the Advisory Committee on Childhood Lead Poisoning Prevention, a federal panel, voted to recommend that the Centers for Disease Control and Prevention lower its threshold for lead poisoning in children, from 10 micrograms of lead per deciliter of blood to 5 micrograms. Lead can harm a child’s brain, kidneys and other organs. It has been shown that even low levels in the blood can lower IQ, impair hearing, and cause behavioral problems. High levels in the blood can cause death. Children under 6 years old are especially at risk for lead poisoning as they are growing and developing so rapidly at that age. More St. Louis Children May Have Elevated Lead Levels According to the St. Louis Post-Dispatch, the rate of kids with elevated levels of lead, a high risk area, will go from 3 percent to 15 percent if this recommendation is adopted. Contamination from lead can be caused by many sources, including peeling paint in older homes, batteries, toys, gasoline, and contaminated soil from mining waste. Gray, Ritter & Graham currently represents people in Herculaneum, Missouri, who live near the Doe Run Co. lead smelter and have been harmed by lead emissions from the plant. Children there have been shown to have elevated lead levels in their blood. Steps to Prevent Lead Poisoning To avoid potential lead contamination from the soil, parents should plant grass on areas of bare soil or cover the soil other ways, including mulch or wood chips. Until the bare soil is covered, parents should move play areas away from bare soil. Parents should also keep their young children away from any peeling household paint, and make sure they regularly wash their hands after playing with toys.
Reducing the Urban Heat Island Effect In Copenhagen The urban heat Island effect is a well-known phenomenon that has been documented and studied in many urban areas. Put simply, an urban heat island effect occurs when a city is generally warmer than its surrounding hinterland, which tends to be less developed. Generally speaking, the urban heat island effect is the result of added solid surface horizontal and vertical geometry to a landscape that tends to trap solar radiation as heat. In 2010, an urban heat island effect was documented in Copenhagen, Qenmark by researchers from the University of Copenhagen. The researchers also discovered that the urban heat island effect in Copenhagen was not uniformly distributed; that is, some streets and neighborhoods were hotter than others. The present study, undertaken as a professional project for the completion of the masters of urban planning degree from the University of Washington, attempts to explain what factors contribute to intra-urban temperature variation within Copenhagen. Climatic and urban form variables known to interact with urban heat island effect were identified and, to the extent possible given available data, were modeled in a GIS-based spatial statistics analysis. The modeling exercise returned results indicating a statistically significant relationship between the Normalized Difference Vegetation Index levels of a ISO-meter buffer area surrounding the urban canyons and intra·urban air temperature variation amongst the canyons. The urban heat island effect presents a health concern within Copenhagen urban canyons during summer heat waves, when a population unaccustomed to high temperatures becomes susceptible to heat exhaustion and heat stroke with particular risk posed to the very young and old. As such, the present study evaluated the potential for green infrastructure elements to provide cooling to Copenhagen's commercial/residential urban canyons during the summer months. A literature search was conducted to evaluate the potential for green roofs, street trees, and urban parks to provide cooling available for horizontal transfer to urban canyons from a ISO-meter buffer area surrounding the canyons. Given that cooling is not desired in Copenhagen at any time of the year other than the summer months, cooling generated via evapotranspiration by vegetation inherent to green infrastructure is a logical solution as evapotranspiration peaks in intensity during the summer growing months. Ah:hough quantitative temperature reduction predictions could not be made, recommendations for more comprehensive modeling research are included herein along with a general discussion of design principles relevant to green infrastructure design interventions intended to provide cooling to urban canyons. - Urban planning The following license files are associated with this item:
New York History The first inhabitants of New York were the Lenape Native Americans, who were present when Italian explorer Giovanni da Verrazzano arrived in the region in 1524. Verrazzano was under the commission of the French crown, and upon his discovery, named the town “New Angouleme.” However, European settlement did not begin until 1614, with the founding of a Dutch Fur trading settlement, known as New Amsterdam, on the southern tip of present-day Manhattan. It took until 1664, when the British conquered the city, that the now famous and recognizable name of “New York” was ascribed to this region. The city was named after the Duke of York, who would later become King James II of England. Under British rule, New York became an important trading port and a growing economic center in the colonies. The city was transformed by immigration during the 19th century and 20th century, and quickly became a melting pot of cultures from across the world. The city’s infrastructure developed throughout this period as well. For example, the Commissioners’ Plan of 1811 laid the geographical foundations of what encompasses modern-day Manhattan. The development of the New York City subway in 1904 helped ease transportation across the city, and in turn connected businesses and districts. In the 1920s, New York City flourished culturally with the arrival of African Americans from the South during the first Great Migration. Soon afterwards, a cultural movement known as the Harlem Renaissance took place. During this period, New York also developed economically and structurally, experiencing major changes and modern developments in its skyline. The Chrysler Building and the Empire State Building were both completed by 1931; both buildings would spend a period of time as the tallest building in the world. However, with the onset of the 1929 Stock Market crash and the Great Depression after WWII, New York experienced numerous difficulties. The city managed to recover economically shortly after the conclusion of World War II. New York City also welcomed a new wave of immigrants during this postwar period, mostly from Europe. During the 1990s, with Wall Street symbolizing America’s economic strength, immigrants from Asia and Latin America came to New York in search of the American Dream-another migration in a long line of cultural additions to this global city. On September 11, 2001, the city suffered a devastating attack by terrorists on the World Trade Center, which claimed the lives of nearly 3,000 people. Nevertheless, New York’s resilience has shown through by the unity and collaboration experienced by its residents after the attacks. The Freedom Tower will be built in the place of the World Trade Center, and will become one of the tallest buildings in the world.
Courtesy of John Ramsdell, photo by Karen Steidinger In the Gulf of Mexico lurk menacing masses of single-celled organisms known as red tides. Scientists have long known that the potent toxin they produce can kill fish and birds, wreak havoc on the human nervous system and cause wheezing, sneezing and asthma flare-ups. But new research suggests that it can also damage DNA, which could lead to more subtle, longer-term health consequences. Red tides, or harmful algal blooms, are caused by the proliferation of certain species of microscopic algae. These organisms are always present, but occasionally they multiply rapidly, or “bloom,” lending the water a reddish or brownish tint. The Gulf of Mexico’s red tide is caused by a microscopic alga called Karenia brevis, which churns out a neurotoxic chemical called brevetoxin. Under the right conditions, this toxin can drift up to a couple of kilometers inland. The new research, published in the July issue of Environmental Health Perspectives, reports that brevetoxin, like some components of cigarette smoke, binds to the molecular bases that form DNA in lung tissue, damaging the double helix in the process. “Up to this point in time, it was thought that the danger of the brevetoxins in the air was relatively short term,” says John Ramsdell, a physiologist with NOAA’s Center for Environmental Health and Biomolecular Research in Charleston, S.C., and the paper’s senior author. DNA damage, however, if left unrepaired, can lead to genetic mutations and long-term health problems, such as cancer. “It’s an interesting first paper,” says Barbara Kirkpatrick, a researcher at Mote Marine Laboratory in Sarasota, Fla., “but there’s a lot of work to be done” to determine whether the red tides actually can produce lasting health effects outside of the lab. She points out that the researchers induced DNA damage by injecting the brevetoxins directly into the lungs of lab rats. In the real world, however, humans breathe the toxins in through their mouth or nose. “That’s a huge difference in delivery mechanism,” Kirkpatrick says, because the nose, with its tiny hairs and sticky mucus, can filter out as much as 80 percent of the toxins. Ramsdell’s next step is to figure out whether the particular kind of damage inflicted by brevetoxins can be easily repaired or whether it will lead to mutations. He has yet to complete this research, but he points out that brevetoxin sticks to DNA in a position that can cause a bulge in the double helix. “That type of bulge is difficult to repair,” he says. If brevetoxin can lead to mutations, the next question will be whether people get enough exposure to be in danger. Lorraine Backer, an epidemiologist with the Centers for Disease Control and Prevention in Atlanta, Ga., points out that “the exposures [Ramsdell and his colleague] used were orders of magnitude higher than the concentrations that have been measured in beach aerosols.” Even during red tide events, brevetoxin is only present in sea spray in very small quantities. “In the end, the amount of exposure of brevetoxin alone may still be too low to cause appreciable risk,” Ramsdell says. But he notes that beachgoers inhale an amount of brevetoxin similar to the amount of mutagen found in a cigarette. “These small amounts can be harmful.”
In my previous post, I explained that floating point numbers are a leaky abstraction. Often you can pretend that they are mathematical real numbers, but sometimes you cannot. This post peels back the abstraction and explains exactly what a floating point number is. (Technically, this post describes an IEEE 754 double precision floating point number, by far the most common kind of floating point number in practice.) A floating point number has 64 bits that encode a number of the form ± p × 2e. The first bit encodes the sign, 0 for positive numbers and 1 for negative numbers. The next 11 bits encode the exponent e, and the last 52 bits encode the precision p. The encoding of the exponent and precision require some explanation. The exponent is stored with a bias of 1023. That is, positive and negative exponents are all stored in a single positive number by storing e + 1023 rather than storing e directly. Eleven bits can represent integers from 0 up to 2047. Subtracting the bias, this corresponds to values of e from -1023 to +1024. Define emin = -1022 and emax = +1023. The values emin – 1 and emax + 1 are reserved for special use. More on that below. Floating point numbers are typically stored in normalized form. In base 10, a number is in normalized scientific notation if the significand is ≥ 1 and < 10. For example, 3.14 × 102 is in normalized form, but 0.314 × 103 and 31.4 × 102 are not. In general, a number in base β is in normalized form if it is of the form p × βe where 1 ≤ p < β. This says that for binary, i.e. β = 2, the first bit of the significand of a normalized number is always 1. Since this bit never changes, it doesn’t need to be stored. Therefore we can express 53 bits of precision in 52 bits of storage. Instead of storing the significand directly, we store f, the fractional part, where the significand is of the form 1.f. The scheme above does not explain how to store 0. Its impossible to specify values of f and e so that 1.f × 2e = 0. The floating point format makes an exception to the rules stated above. When e = emin – 1 and f = 0, the bits are interpreted as 0. When e = emin – 1 and f ≠ 0, the result is a denormalized number. The bits are interpreted as 0.f × 2emin. In short, the special exponent reserved below emin is used to represent 0 and denormalized floating point numbers. The special exponent reserved above emax is used to represent ∞ and NaN. If e = emax + 1 and f = 0, the bits are interpreted as ∞. But if e = emax + 1 and f ≠ 0, the bits are interpreted as a NaN or “not a number.” See IEEE floating point exceptions for more information about ∞ and Since the largest exponent is 1023 and the largest significant is 1.f where f has 52 ones, the largest floating point number is 21023(2 – 2-52) = 21024 – 2971 ≈ 21024 ≈ 1.8 × 10308. In C, this constant is defined as DBL_MAX, defined in Since the smallest exponent is -1022, the smallest positive normalized number is 1.0 × 2-1022 ≈ 2.2 × 10-308. In C, this is defined as DBL_MIN. However, it is not the smallest positive number representable as a floating point number, only the smallest normalized floating point number. Smaller numbers can be expressed in denormalized form, albeit at a loss of significance. The smallest denormalized positive number occurs with f has 51 0′s followed by a single 1. This corresponds to 2-52*2-1022 = 2-1074 ≈ 4.9 × 10-324. Attempts to represent any smaller number must underflow to zero. C gives the name DBL_EPSILON to the smallest positive number ε such that 1 + ε ≠ 1 to machine precision. Since the significant has 52 bits, it’s clear that DBL_EPSILON = 2-52 ≈ 2.2 × 10-16. That is why we say a floating point number has between 15 and 16 significant (decimal) figures. For more details see What Every Computer Scientist Should Know About Floating-Point Arithmetic. First post in this series: Floating point numbers are a leaky abstraction
Scientists have successfully made the first step to growing lungs to help people in need of a transplant with the conversion of embryonic stem cells into lung cells. A team from Imperial College London took human embryonic stem cells and directed them to convert into the type of cells needed for gas exchange in the lung. Dame Professor Julia Polak, from Imperial College London, who led the research team, said: "This is a very exciting development, and could be a huge step towards being able to build human lungs for transplantation or to repair lungs severely damaged by incurable diseases such as cancer." The team took human embryonic stem cells and grew them in a specialized system that encouraged them to change into the cells that line the part of the lung where oxygen is absorbed and carbon dioxide excreted. However, it will be some years before the technique will lead to actual human lungs being built, but it is seen as a major step towards deriving cells that could be used to repair damaged lungs. Following further laboratory tests, the researchers plan to use their findings to treat problems such as acute respiratory distress syndrome, a condition which causes the lining of the cells to fall off, and which currently kills many intensive care patients. By injecting stem cells that will become lung cells, they hope to be able to repopulate the lung lining. The research was published in the journal Tissue Engineering.
The people of the Dominican Republic are the descendants of three completely different ethnic groups. These groups inhabited the island during different times in their history. The Taino Indians (Arawaks) were the indigenous inhabitants. When the Spaniards arrived to the island in the early 1500's, they brought along black slaves from Africa creating a racial mix of Europeans (39%), black slaves (39%), and mulattos or freed slaves (22%). By the nineteenth century, the population of the Dominican Republic had reached 150,000 habitants. Today, the number of people living on the island has risen to 7,826,075 with only 16% of the population considered white. The remaining population is mulatto (73%) and black (11 %). However, Dominicans prefer to refer to themselves as descendants of the island Indians or the Spaniards, causing the African influence to be largely ignored and limited to small groups in Dominican society. Modern society in the Dominican Republic, like many other countries in the world, prefers the light skin and "white" racial features* though that bias does not necessarily restrict a person to a lower status position. Social standing and mobility is more dependent on family background, education and wealth. *Julia Alvarez's book "In the Name of Salomé" clearly depicts the controversial issue of race and ethnicity in Dominican society.
Students should use their prior knowledge from seventh grade concerning the constant of proportionality to understand the relationship between proportional situations in a variety of forms. A proportional relationship can be represented by the equation y = kx where k is the constant rate of change, unit rate, or slope. The cost of bananas per pound is represented in the table below.Write an equation that represents the cost of buying x amount of bananas. Justify your thinking. Click on the following links for interactive games. Click on the following links for more information. 8.5 Proportionality. The student applies mathematical process standards to use proportional and non-proportional relationships to develop foundational concepts of functions. The student is expected to: (A) represent linear proportional situations with tables, graphs, and equations in the form of y = kx
DVD replication is a physical production process that involves actually pressing the discs during manufacture from a glass master. Replicated discs are also referred to as DVD ROM discs, with the ‘ROM’ standing for ‘Read-Only Memory’ (as opposed to DVD-R or DVD+R where the ‘R’ stands for ‘Recordable’). The glass master is made of glass that has been coated by a chemical, which is burned off with a laser. The glass master is a ‘negative’ of the DVD and it is then coated with a molten nickel compound and turned into a ‘stamper’. The stamper punches tiny pits in the production DVDs that use molten aluminium as the reflective surface and polycarbonate for the remainder of the disc. DVD replication is a very quick and cost-effective production method for larger quantities of discs (1000 or more). Due to the high setup costs this type of production is not suitable for smaller production runs. Replicated DVDs are then printed using a five colour silk screen or offset lithographic process, resulting in a very high quality disc. The other main type of CD or DVD production is referred to as CD duplication or DVD duplication and is suitable for smaller production runs with quicker turnaround times. CD and DVD duplication involves burning blank CD and DVD media with a laser to add the file contents onto the discs.
Food allergy is a reaction to certain foods. The reaction usually occurs within two hours after ingestion. The symptoms can be many, but skin rash, itching, asthma and cough are the most typical. Another reaction to food allergy is anaphylactic shock, in which the histamine release is so violent that the condition can be life-threatening. Treatment in the public health system The diagnosis is made using a spot test or a blood test to find out whether there is a reaction to the typically problematic foods such as milk, nuts, eggs, seafood. There are no medications that can remove a food allergy, but there are medications to alleviate the symptoms with. The reason for the rapid reaction is that the body’s immune system recognizes the food and has already formed antibodies (IgE) in the past. Subsequently, a reaction starts with histamine release and inflammation in the body, which will cause symptoms. The cause of the development of food allergy is unknown, but heredity seems to matter. Other factors such as indigestion, a stressed immune system as well as the amount and frequency of ingestion of stressful foods may also play a role. NORDIC CLINICS TREATMENT The number of people with allergies has risen sharply in recent decades. This may be due to the diet, which has become poorer in nutrients. In addition, the intake of processed and refined foods has increased. For example, white bread, soda and sweets can be mentioned. These foods have a major impact on the body’s deteriorating nutritional status, as they contribute fewer nutrients than the organism consumes for metabolism. It creates a deficit of i.a. vitamins and minerals in the body, which cause a deficiency, so the immune system can not provide optimal protection. Treatment at Nordic Clinic will uncover the causes as well as provide advice and dietary guidance that not only focuses on the current problem but which will also provide the patient with tools to strengthen their health in the future. Healthy digestion is one of the most important aspects of strengthening the immune system. It is important that the intestinal mucosa is not “leaky”, which is seen by the massive load of foods that are not tolerated. Thereby it can not keep unwanted components out of the bloodstream and symptoms can occur. A stool analysis can be used to identify imbalances in the intestinal flora. The imbalances can be, for example, a lack of lactic acid bacteria, specific vitamins, minerals, digestive enzymes and stomach acid. Likewise, can the test show if there is an overgrowth of bacteria, fungi or parasites that interfere with digestion?
A new study corrects an important error in the 3D mathematical space developed by the Nobel Prize–winning physicist Erwin Schrödinger and others and used by scientists and industry for more than 100 years to describe how your eye distinguishes one color from another. The research has the potential to boost scientific data visualizations, improve TVs and recalibrate the textile and paint industries. “The assumed shape of color space requires a paradigm shift,” said Roxana Bujack, a computer scientist with a background in mathematics who creates scientific visualizations at Los Alamos National Laboratory. Bujack is lead author of the paper by a Los Alamos team in the Proceedings of the National Academy of Science on the mathematics of color perception. "Our research shows that the current mathematical model of how the eye perceives color differences is incorrect. That model was suggested by Bernhard Riemann and developed by Hermann von Helmholtz and Erwin Schrödinger — all giants in mathematics and physics — and proving one of them wrong is pretty much the dream of a scientist.” Modeling human color perception enables automation of image processing, computer graphics and visualization tasks. “Our original idea was to develop algorithms to automatically improve color maps for data visualization, to make them easier to understand and interpret,” Bujack said. So the team was surprised when they discovered they were the first to determine that the longstanding application of Riemannian geometry, which allows generalizing straight lines to curved surfaces, didn’t work. To create industry standards, a precise mathematical model of perceived color space is needed. First attempts used Euclidean spaces — the familiar geometry taught in many high schools; more advanced models used Riemannian geometry. The models plot red, green and blue in the 3D space. Those are the colors registered most strongly by light-detecting cones on our retinas, and — not surprisingly — the colors that blend to create all the images on your RGB computer screen. In the study, which blends psychology, biology and mathematics, Bujack and her colleagues discovered that using Riemannian geometry overestimates the perception of large color differences. That’s because people perceive a big difference in color to be less than the sum you would get if you added up small differences in color that lie between two widely separated shades. Riemannian geometry cannot account for this effect. “We didn’t expect this, and we don’t know the exact geometry of this new color space yet,” Bujack said. “We might be able to think of it normally but with an added dampening or weighing function that pulls long distances in, making them shorter. But we can’t prove it yet.” Paper: The non-Riemannian nature of perceptual color space, in Proceedings of the National Academy of Sciences, by Roxana Bujack, Emily Teti, Jonah Miller, Elektra Caffrey, and Terece L. Turton. Funding: Laboratory Directed Research and Development Program of Los Alamos National Laboratory.
We have witnessed many cases where the line between science and science fiction became thin and imperceptible due to amazing discoveries made by scientists all over the world. Last year, a team of bioengineering at Harvard University, USA have created the first cyborg tissue by combining a 3D network of nano wires and human tissue. The cyborg tissue created by the Harvard scientists is a combination of living cells and electronic components that can function in a perfect balance, normally, like any normal tissue of our body. This discovery can be used in future monitoring of the living systems, since the transistors and nanowires used in the cyborg tissue form a network of sensors that allow a computer or phone to know exactly what happens with biological cells of this mixed tissue. In order to achieve the “cyborg tissue”, bioengineers started from a 3D network composed of collagen, which encourages biological cells to grow around it. Scientists have taken common collagen found in any body of living creatures and they filled it with nanowires and transistors. This altered network was the perfect place for normal cells to grow, embedding the existing nanowires. The successful bioengineering discovery will have a powerful impact in future tech and medical fields. Just to demonstrate one of many possible applications of this discovery, Harvard scientists managed to create bioengineered heart tissue that is perfectly functional. In this situation, the role of electronics inside the tissue is to measure contractions of biological cells, ie to monitor real-time heart rate. They have also created bioengineered tissue for laboratory mice for further testing and applications. This technology will be used by researchers and clinicians to monitor organs or tissues, and among the first beneficiaries would be those who receive an organ transplant. Also, it could be used in the pharmaceutical industry to learn how new discovered drugs interact with human tissue at cellular level.
What Is the Most Radioactive Element? The radioactivity of an element depends on what isotope is present. Polonium-210 is regarded as an extremely volatile, dangerous, and radioactive isotope. By mass, polonium-210 is nearly 250,000 times more toxic than hydrogen cyanide. To put that into perspective, hydrogen cyanide was used as a chemical weapon in World War I. It interferes with the normal function of oxygen in nearly every organ of the body, causing rapid death in under a minute. Polonium-210 is present in tobacco, contributing to many cases of lung cancer worldwide. It is derived from lead-210 deposited on tobacco leaves from the air. What Radioactive Elements Are Used to Treat Cancer? Cobalt and cesium are commonly used in high-energy photon beams. This is the most common form of radiation used for cancer treatment. These elements are used in a machine called a linear accelerator, which delivers radiation to a specific location in the body. Some radioactive elements can be consumed as treatment for cancer, such as radioactive iodine. Iodine-131 is consumed orally, absorbing into the body and attacking thyroid cancer cells. What Radioactive Element Was Used in Chernobyl? More than 100 radioactive elements were released into the atmosphere after the Chernobyl explosion. While many of the elements were short-lived and decayed very quickly, a few still remain to this day. Iodine, strontium, and cesium are among the most dangerous elements to have been released. Iodine has a half-life of eight days, strontium has a half-life of 29 years, and cesium has a half-life of 30 years. Isotopes strontium-90 and cesium-137 are still present, making the area toxic and uninhabitable. Radioactive iodine is linked to thyroid cancer, and strontium can cause leukemia. Cesium has spread the farthest and lasts the longest. It also affects the entire body, with particular harm done to the liver and spleen. How Are Synthetic Elements Created? Synthetic elements are made in a laboratory through human manipulation of fundamental particles in a particle accelerator, in a nuclear reactor, or during the explosion of an atomic bomb. The synthetic elements have atomic numbers 95 through 118 on the periodic table. Seven elements were created artificially but were later discovered to exist in nature in trace amounts, including technetium and plutonium.
Day 1: Introduction to Wi-Fi with Brief History Explore the evolution of Wi-Fi technology and its impact on modern communication. Day 2: Understanding Different Wi-Fi Standards, Components, and Technologies Delve into Wi-Fi standards, components, and emerging technologies shaping wireless networks. Day 3: Understanding Different Wireless Security Standards and Protocols Uncover the intricacies of wireless security protocols, from vulnerabilities to encryption strengths. Day 4: Gathering Information About Wi-Fi and Its Security Standards Learn ethical reconnaissance techniques to assess Wi-Fi network Day 5: Lab Setup for Wi-Fi Hacking Create a secure environment for hands-on exploration of Wi-Fi security principles. Day 6: Cracking Wi-Fi Password Using Different Tools and Techniques Gain insights into ethical cracking techniques, exploring dictionary and brute force attacks. Day 7: Performing Evil Twin Attacks to Hack Wi-Fi Networks Understand and replicate evil twin attacks to comprehend their impact on Day 8: Hacking Wi-Fi Using Phishing Attacks Study Wi-Fi phishing methods and countermeasures against social engineering tactics. Day 9: Jamming an Entire Wi-Fi Network Examine the concept of Wi-Fi jamming, its effects, and the ethical considerations involved. Day 10: Hardware for Wi-Fi Hacking and Wi-Fi Slax Discover specialized hardware and Wi-Fi Slax for responsible penetration testing. Day 11: Understanding and Implementing Security Protocols Learn about implementing EAP and RADIUS protocols to bolster network Day 12: Understanding Prevention from These Attacks by Setting Up Security on Router Conclude by developing preventive measures, enhancing router security, and safeguarding networks.
Significance of the second battle of the marne. Why was the battle of Marne so significant? 2022-10-26 Significance of the second battle of the marne Rating: The Second Battle of the Marne was a significant event in World War I, as it marked a turning point in the war and ultimately led to the Allies' victory. The battle took place in July and August of 1918 and was fought between the Allied forces, led by France and Britain, and the Central Powers, led by Germany. The main significance of the Second Battle of the Marne was that it was a decisive victory for the Allies and marked the end of the German offensive on the Western Front. Prior to the battle, Germany had been making significant gains on the Western Front and had even managed to capture the important city of Paris. However, the Allied forces, aided by the arrival of American troops, were able to push the Germans back and re-establish their lines. The victory at the Second Battle of the Marne was also significant because it had a major impact on the outcome of World War I. After their defeat at the Second Battle of the Marne, the Germans were no longer able to mount a significant offensive on the Western Front. This allowed the Allies to go on the offensive and, with the help of American troops, to push the Germans back until they were ultimately defeated. In addition to its military significance, the Second Battle of the Marne also had political and social consequences. The victory at the battle helped to boost morale among the Allied forces and the populations of the Allied nations. It also played a role in shaping the post-war settlement, as the Allies were able to dictate the terms of the peace treaty that ended the war. Overall, the Second Battle of the Marne was a significant event in World War I that marked a turning point in the war and ultimately led to the Allies' victory. Its military, political, and social consequences had a lasting impact on the course of history. Why was the second battle of the Marne important? Who won the battle of Marne 1918? Due to intelligence gathering, the Allies were largely aware of German intentions and had prepared a sizable counter-offensive. The next offensive was Gneisenau along the Matz River on June 9th and was called off two days later when checked with a French counter-offensive. What was the outcome of the First Battle of the Marne quizlet? What effect did American soldiers have on the war? It resulted in an Entente victory against the German armies in the west. As the Germans approached Paris, the Allies of Britain and France decided to give an all out effort to stop the advance of the Germany army. What were the new weapons of World War I and how did they affect casualties? Under heavy pressure, Ludendorff ordered a retreat on July 20. On September 6, 1914, some 30 miles northeast of Paris, the French 6th Army under the command of General Michel-Joseph Manoury attacks the right flank of the German 1st Army, beginning the decisive First Battle of the Marne at the end of the first month of World War I. Germans, on the other hand, are also estimated to face around 250,000 casualties. Why did the Battle of Marne start? After this victory, the allied forces continued to push back the German front-lines. The spirit of the Allied soldiers improved significantly. On April 9th Operation Georgette was unleashed north of the Ypres Salient and halted three weeks later after gaining everything taken in the 3rd Ypres Offensive of 1917. The First Battle of the Marne was a battle of the First World War fought from 5 to 12 September 1914. What impact did the Battle of the Marne have on the war? The Battle Marne was a turning point in the war. Germans hoped that once the British forces were defeated, this would be a serious blow to the allied powers and may help Germany in winning the war. The battle was considered a major victory, however, for the Allies. What were the effects of the Battle of the Marne? New Weapons Artillery — Large guns, called artillery, were improved during World War I including anti-aircraft guns to shoot down enemy planes. While Boehm's troops drove south to the Marne River to capture Epernay, twenty-three divisions from Generals Bruno von Mudra and Karl von Einem's First and Third Armies were poised to attack General Henri Gouraud's French Fourth Army in Champagne. . What did the Battle of the Marne signify? World War I: Second Battle of the Marne. Allied dead and wounded numbered: 95,165 French, 16,552 British, and 12,000 Americans. The most important consequence of the Battle of the Marne was that the French and British forces were able to prevent the German plan for a swift and decisive victory. The armies on both sides of the First Battle of the Marne suffered heavy casualties. What was the significance of the First Battle of the Marne? Definition: An Armistice is also known a truce. Believing that the decisive blow should come in Flanders, Ludendorff planned a diversionary offensive at the Marne. On September 9, the exhausted Germans began a fighting retreat to the Aisne River. USA entered the World War in 1917 and played an important role in bringing about the end of the war in 1918. Why was the Second Battle of the Marne significant? This moved forward on July 18 and quickly shattered German resistance. The next day, German troops moved back into the lines they occupied at the beginning of the Spring Offensives. First Battle of the Marne. The British have the Somme. What was the main consequence of the battle of the Marne? French and American troops played a decisive role in the counter-attack. What was the significance of the second battle of the Marne? Where did the Germans retreat after the Battle of the Marne? Pushing forward, the Allies liberated Soissons, at the northwest corner of the salient on August 2, which threatened to trap those German troops remaining in the salient. Taking heavy losses, the Germans halted the offensive around 11:00 AM and it was not resumed. A general offensive all along the line followed once the Hindenburg line was breached in early October; and Germany's strength rapidly ebbed away. Allied Counterattack Slamming into the Germans with Degoutte's Sixth Army and General Charles Mangin's Tenth Army including the 1st and 2nd US Divisions in the lead, the Allies began to drive the Germans back. Definition: An Armistice is also known a truce. It was during this ruse attack that the Second Battle of Marne took place. Today, a century after the outbreak of World War I, the Second Battle of the Marne is considered the pivotal battle of the First World War, as Allied troops blunted the German advance and started the counteroffensive that would ultimately win the war. What is the significance of the Second Battle of the Marne? It resulted in a victory for the Allies. Germans In saving Paris from capture by pushing the Germans back some 72km 45 miles , the First Battle of the Marne was a great strategic victory, as it enabled the French to continue the war. Because of their loss at the Battle of the Marne, the Germans, now stuck in muddy, bloody trenches, were not able to eliminate the second front of World War I; thus, the war was to last years rather than months. As the Germans approached Paris, the Allies of Britain and France decided to give an all out effort to stop the advance of the Germany army. Though pushing back French and British forces, a gap opened between two armies on the German right wing. Helped the flow of products needed sustain the war effort. What was the significance of the Second Battle of the Marne? To counter the enemy, The Germans Strike Attacking on July 15, Ludendorff's assault in Champagne quickly bogged down. The last offensive, Friedensturm, was along the Marne River east of Rheims, and began -- like the others -- with some German success when it began on July 15th, but a French-US counter-attack on July 18 brought it to a halt. In the fighting, only the 3rd US Division held earning it the nickname "Rock of the Marne" Holding the Line The French Ninth Army, which had been held in reserve, was rushed forward to assist the Sixth Army and seal the breach. Aided by American, British, and Italian troops, the French were able to halt the Germans on July 17. The French and British forces lost around 100,000 men, while more than 150,000 men got injured. What is the significance of the Battle of the Marne? Two days after the battle's end, British troops attacked at Hickman, Kennedy. The Aftermath More than two million soldiers participated in the First Battle of the Marne. The French and British had just over 1,000,000 soldiers including six French armies and one British army. Following the Soviet signing of the Treaty of Brest-Litovsk on March 3rd 1918 the Germans were able to transfer over 50 divisions from the Russian Front to the Western Front. Around 220,000 Germans were injured or killed. What Was The Significance Of The Second Battle Of The Marne? Casualties for the French and Germans came out to around 250,000 apiece, with 80,000 Frenchmen thought to have been killed and about 67,000 Germans killed. Why was the First Battle of the Marne a turning point in the war? Who won the Second Battle of the Marne? What did the Battle of the Marne signify? As July passed, intelligence gleaned from prisoners, deserters, and aerial reconnaissance provided the Allied leadership with a solid understanding of German intentions. On July 18, 1918, the allied forces launched a major counter-attack which had been planned by Ferdinand Foch. What was the battle of Marne memorable for? Germany began losing land in the Western Front. What was the significance of the First Battle of the Marne quizlet? The Second Battle of the Marne Twentieth-Century Battles Hardcover — April 9, 2008 Learn More about the second battle of the Marne 1918 at Wikipedia. Military equipment and food were provided to assist the Allies in their fight against the Central Powers. What are two significant outcomes of the Battle of the Marne? Why was the Battle of the Marne so significant quizlet? The Battle of Verdun in 1916 was the longest single battle of World War One.
Creating a Frequency Distribution from Collected Data To see the grading rubric, go to Course Home / Grading Rubrics ● Identify and apply common types of variables and measurement scales. ● Create and examine a frequency distribution. Research the types of data and organization of data within the health industry. Create a frequency table using the family pet data provided by your classmates in the Unit 1 introductions. We are 26 students in a class. 15 have pets Most did not give the pets gender. Use Microsoft Word to create the table. You will need to collect the data for this variable from each post. Identify the data type, and then decide on an appropriate number of classes and appropriate class width. Justify your reasoning in a brief paragraph. Create separate frequency tables for the men and the women (for a total of three tables). Discuss any differences between the men and the women and how they compare to the entire class. Explain the history of environmentalism Demonstrate an understanding of the principles of environmental health Discuss public health concerns related to environmental issues. Describe future public and environmental health concerns Explain the transport and fate of hazardous agents in the environment. Write a 500–1000 word paper on the following: How has the history of environmentalism led us to where we are today? Please include Public Health concerns as they relate to environmental issues. References: The document should also include the references that you used (at least 2 other than your book).
join these two In the fall of 1878, Randolph McCoy accused Floyd Hatfield of stealing a hog, sparking a long-running family feud now famous in American lore. If crammed in a room, the men and their families probably would have stared at each other from distant corners, but had they all been made of plastic, a technique developed by a team of UCSB researchers might allow the clans to happily intermingle and possibly even hold hands. The advantage of the process, published last month in the journal “Science,” is that it allows engineers to create materials that exhibit the characteristics of expensive, designer plastics like polyaniline – which conducts electricity – while using only a small amount of it amidst a sea of inexpensive, ordinary plastics like Styrofoam. “This allows you to exploit the special properties of a minority component while the majority component fills up space,” said one of the paper’s lead authors, UCSB professor Glenn Fredrickson “Imagine freezing beer foam and cutting through it,” he said. “The honeycomb-like structure you would see is like the solid plastic structure we have produced,” where the air bubbles would be analogous to the Styrofoam, and the beer between the bubbles would be analogous to the specialty material. According to Fredrickson, it was the first time scientists had produced a structure where two plastics were evenly distributed throughout a solid object. Before, any two would tend to separate out much like oil and water, and since the specialty plastic wasn’t continuous throughout the final product, its properties weren’t useable. A major application of the resulting material would be in the semiconducting industry, where engineers could use the material written about in “Science” to coat objects to enable them to conduct electricity, but there are also more mundane applications, like in the production of food containers. Certain plastics let certain gasses pass through, and none are completely airtight; ketchup bottles, for example, need a special plastic laminate on the inside that acts as an oxygen barrier to prevent the condiment from spoiling, but the drawbacks are that the laminate is expensive to apply and it prevents the bottle from being recycled In theory, scientists could use the UCSB technique to manufacture inexpensive oxygen-proof paint, exhibiting the properties of a specific oxygen-proof plastic, in which to dip the ketchup bottles. This could require so little of the expensive plastic that the bottles may still be recyclable and would be more economical to produce. Fredrickson also explained that researchers could manufacture UV-proof films to apply to windows, vapor barriers for plastic beer bottles, paints for use in silicon chip manufacturing, or – with the help of a conductive designer plastic such as polyaniline – make a thin film or paint that would conduct electricity. All these products would use far less of the expensive plastic because the bulk of the product would be made from cheap plastic while the properties that make them useful would come from the designer one. The road to creating their film would have been a lot easier if the researchers could have simply mixed designer plastics with the Styrofoam, but this didn’t work since the materials have a molecular repulsion away from each other. Combining them would have been akin to asking the Hatfields and the McCoys to kiss and make up. “Think of it in terms of oil and water,” said UCSB’s Edward Kramer, one of the paper’s co-authors. “If you have a water surface and you stick a drop of oil on top of it, it’ll bead up.” Instead, the scientists had to develop a way to essentially dress up the Hatfields so that the McCoys would take a liking to them. The disguise they came up with, which is known as a block copolymer, served as their costume. Once they attached the designer plastic to the block copolymer (the costume), the scientists could, in a solvent, introduce the designer plastic to the bulk plastic and not have the two materials repel each other. Back to the oil and water analogy: “If you put a layer of soap on the water surface and then put the oil on the water, the oil will spread out,” said Kramer. “Essentially the role of the block copolymer was similar to the role of the soap – it kept the (designer plastic) polyaniline from beading up.” Then the scientists were able to get one end of the block copolymer to bond with Styrofoam, while the aniline – attached to the other end of the block copolymer – stuck out into space. As the solvent evaporated away, the researchers noted that the expensive plastic didn’t bead up – instead its strands intertwined. The end result was a sort of honeycomb pattern consisting of relatively large balls of cheap Styrofoam surrounded by a very thin layer of aniline. While the technique holds promise in material design, Fredrickson acknowledged that it is still “far from commercialization. This is just the demonstration of a concept and we still need to find out exactly where the financial benefit is.”
Pleural effusion is a condition characterized by the abnormal accumulation of fluid in the space between the layers of tissue that line the lungs and chest cavity. This excess fluid can put pressure on the lungs, leading to shortness of breath and difficulty breathing. In this article, we will discuss the causes, symptoms, and treatment options for a pleural effusion. We also included helpful practice questions on this topic. Get access to 25+ premium quizzes, mini-courses, and downloadable cheat sheets for FREE. What is a Pleural Effusion? The pleura is a thin membrane that surrounds and provides protection to the lungs. The space between this membrane and the lungs is known as the pleural space. An abnormal accumulation of fluid in the pleural space is known as a pleural effusion, which has specific causes, symptoms, and treatment methods. There are two types of pleural effusions: Transudative pleural effusions occur due to increased pressure in blood vessels that cause leaking into the pleural space. They often result from congestive heart failure, cirrhosis, or coronary heart disease. Exudative pleural effusions occur due to inflammation or infection. This results in excess fluid production and reduced drainage. There are a variety of processes that can lead to the development of a pleural effusion, including: - Congestive heart failure - Kidney failure - Lung infections - Autoimmune diseases - Lung cancer - Chest trauma - Certain medications While multiple conditions can cause a pleural effusion, CHF is the most common cause. The treatment method for a pleura effusion depends on the specific cause. However, some common examples include: - Chest tube insertion - Diuretic medications - Antibiotic medications - Surgery (in severe cases) Each patient may require one or more of these treatments depending on the severity of their signs and symptoms. Pleural Effusion Practice Questions: 1. What is an abnormal accumulation of fluid in the pleural cavity? 2. What causes fluid accumulation from a pleural effusion? The imbalance between fluid formation and absorption 3. What are the types of pleural effusions? Transudative and exudative 4. What happens with a transudative pleural effusion? Increased hydrostatic pressure, decreased oncotic pressure, low protein, low specific gravity, and a low cell count 5. What happens with an exudative pleural effusion? Increased permeability, high-protein, high specific gravity, high cell count, and increased WBCs 6. Which type of pleural effusion causes an increased hydrostatic pressure? 7. What are the clinical features of a pleural effusion? Pleuritic chest pain and dyspnea 8. What physical finding varies in pleural effusions? The amount of fluid that is present 9. What happens to chest expansion when a pleural effusion is present? 10. How is the percussion note for a pleural effusion? This book has sample TMC practice questions on the topic of cardiopulmonary pathology and diseases. As an affiliate, we receive compensation if you purchase through this link. 11. What happens to fremitus when a pleural effusion is present? It is decreased or absent. 12. How are breath sounds with a pleural effusion? They are absent over the affected area. 13. What happens to the mediastinum when a pleural effusion is present? There will be a mediastinal shift towards the unaffected side. 14. What is used for the diagnosis of a pleural effusion? 15. What sign on a chest x-ray helps with the diagnosis of a pleural effusion? Blunting of the costophrenic angles 16. What type of x-ray is needed for a small pleural effusion? 17. What are the causes of a transudative pleural effusion? CHF, cirrhosis, and kidney disease 18. What are the causes of an exudative pleural effusion? Infection, neoplasms, pulmonary embolism, surgery, systemic disease, and intra-abdominal disease 19. How can you diagnose a pleural effusion as either transudative or exudative? 20. When is pleurodesis indicated? When the underlying disease is not treatable 21. What additional signs and symptoms may be present with empyema? Fever and other signs of an infection 22. What is the respiratory therapist’s role in treating a pleural effusion? Provide supplemental oxygen 23. Is CPT used to treat a pleural effusion? No, CPT should not be used. 24. How to treat a pleural effusion? The most common treatment methods for a pleural effusion are chest tube insertion and thoracentesis. However, depending on the severity of the condition, a patient may require additional treatments such as diuretic medications, antibiotic medications, or surgery. 25. What is a malignant pleural effusion? A malignant pleural effusion is an accumulation of fluid in the pleural space that is caused by the spread of cancer. 26. What is the survival rate of those with a malignant pleural effusion? The survival rate of those with a malignant pleural effusion depends on the type and stage of cancer. 27. A diagnosis of exudative pleural effusion would be based on what? Pleural fluid protein/serum protein ratio >0.5 28. Why is a right-sided pleural effusion more common in heart failure? The right side of the heart is responsible for pumping blood to the lungs. When this process is not working properly, fluid can leak into the pleural space. 29. What is the difference between pleurisy and pleural effusion? Pleurisy is inflammation of the pleura, while pleural effusion is an accumulation of fluid in the pleural space. 30. What is the difference between pulmonary edema and pleural effusion? Pulmonary edema is fluid accumulation in the air spaces of the lungs, while pleural effusion is fluid accumulation in the pleural space. 31. What is the incidence of a pleural effusion in the United States? It is estimated that 1.5 million Americans develop a pleural effusion each year. 32. What is the mortality rate of a pleural effusion in cancer patients? Pleural effusion in cancer patients is associated with significant mortality and morbidity, with a median survival of three to twelve months. 33. Transudative pleural effusions are often caused by what? Abnormal lung pressure 34. Exudative pleural effusions form as a result of what? Inflammation of the pleura that is often caused by a lung disease 35. What is the difference between a hemothorax and pleural effusion? A hemothorax is a collection of blood in the pleural space, while a pleural effusion is an accumulation of fluid in the pleural space. Get access to 25+ premium quizzes, mini-courses, and downloadable cheat sheets for FREE. 36. How does a pleural effusion show up in an imaging study? It shows up as densities with blunted costophrenic angles. 37. Which view best shows the amount of fluid in the lungs? 38. Which lung condition most often requires treatment with a thoracentesis? 39. Which way does the trachea shift when a pleural effusion is present? It shifts away from the affected side. 40. What other imaging technique can be used to find a pleural effusion? 41. Which type of pleural fluid is associated with CHF? 42. Which type of pleural fluid is associated with empyema? 43. What common lung infection can lead to pleural effusion? 44. When is a dull percussion note heard? Over areas of fluid and consolidation 45. How does the area of pleural effusion appear on a chest x-ray? The affected area is solid and white. 46. Which way does the mediastinum shift when a pleural effusion is present? To the unaffected side 47. Which type of pleural effusion is a radiographic sign of heart failure? Bilateral pleural effusions 48. What commonly occurs adjacent to pleural effusions after abdominal or thoracic surgery? 49. What are the signs of long-standing heart failure on a chest x-ray? Cardiac enlargement and bilateral pleural effusions 50. Are pleural effusions common in patients with pneumonia? Yes, they are common in patients with bacterial pneumonia; however, they are uncommon in patients with viral or fungal pneumonia. Pleural effusion is a common condition that must be treated with the help of doctors, nurses, and respiratory therapists. That is why it’s recommended to develop an understanding of the types, causes, and symptoms. Hopefully, this guide can make the learning process easier for you. We have a similar guide about the other pleural diseases that I think you’ll find helpful. Thanks for reading! John Landry, BS, RRT John Landry is a registered respiratory therapist from Memphis, TN, and has a bachelor's degree in kinesiology. He enjoys using evidence-based research to help others breathe easier and live a healthier life. - Egan’s Fundamentals of Respiratory Care. 12th ed., Mosby, 2020. - Clinical Manifestations and Assessment of Respiratory Disease. 8th ed., Mosby, 2019. - Krishna, Rachana, and Mohan Rudrappa. “Pleural Effusion.” National Library of Medicine, 11 Aug. 2021, www.ncbi.nlm.nih.gov/books/NBK448189. - Jany, Berthold, et al. “Pleural Effusion in Adults—Etiology, Diagnosis, and Treatment.” National Library of Medicine, Dtsch Arztebl Int, May 2019, www.ncbi.nlm.nih.gov/pmc/articles/PMC6647819. - Karkhanis, Vinaya S., and Jyotsna M. Joshi. “Pleural Effusion: Diagnosis, Treatment, and Management.” National Library of Medicine, Open Access Emerg Med, 22 June 2012, www.ncbi.nlm.nih.gov/pmc/articles/PMC4753987.
How Do Astronauts Survive the Heat of Reentry? Insulating materials, like the tiles on the Space Shuttle, shield a spacecraft from the heat of reentry. A spacecraft’s shape also plays a role. Besides slowing the vehicle by creating drag, a blunt shape helps to maintain an insulating cushion of air between the spacecraft and the shock wave it creates. Another way to protect a vehicle from reentry heating is by using an ablation shield, like those on the Mercury, Gemini, and Apollo spacecraft. These shields were covered with a material that burned off (ablated) at extremely high temperatures and dissipated the heat. Unlike the tiles on the Shuttle, ablation shields can only be used once. Space Shuttle tiles are made of a lightweight, ceramic material. They are used on the Shuttle to insulate the vehicle from the searing heat of reentry.
When the Voyager 1 spacecraft was launched in 1977, it’s mission was to explore Jupiter and Saturn. But 35 years and 122 astronomical units later, the venerable probe entered interstellar space. Read that again: We put a spacecraft in interstellar space! Even with its nuclear batteries running down, Voyager is still doing science, taking readings of the tenuous gas at extreme distances from the sun. The Solar wind streams away from the sun at high speeds until is gets to about 100 times the distance from Earth to the Sun. At that point, it’s so spread out that it gets blocked by interstellar gas and gets swept away by the interstellar wind. Space is pretty empty to start with, but that far out, it took a whole year to get enough data to be sure that the spacecraft had crossed over into this interstellar medium. Last week, NASA announced that it had. In fact, Voyager 1 has been traveling through interstellar space–beyond the electromagnetic influence of the Sun–since August of 2012. Let that sink in for a minute. Interstellar travel is hard. Just ask any rocket scientist. Getting anything far enough out to directly measure the interstellar medium is incredibly hard, just because it’s so far. But now Voyager is doing it. This is history being made. The human species can now send probes clear out of our solar system. This should really be up there with landing a man on the Moon, leaving Earth’s influence to become an interplanetary civilization. Now, though unmanned, we can also leave the Sun’s influence and go interstellar. Okay, so it’s not quite accurate to say we’ve left the Solar System. Comets fly much father away–sometimes over a light-year. But even if this is a largely symbolic gesture on those scales, it’s a pretty important one. Being able to directly interact with the Galaxy at large is no small matter. After all, that’s why we sent a message with it.
FAQs on anthrax and possible contamination of foods with Bacillus anthracis BfR FAQ, 22 October 2014 Cattle from a Slovakian cattle population were recently slaughtered in Poland. A few days later, some animals of the same herd became ill with and died of anthrax. Subsequently subjected to veterinary examinations, the animals slaughtered in Poland did not show any symptoms of illness. Nor did the meat inspection indicate that the cattle had contracted anthrax. Following clearance, the meat of the animals was delivered, via the Netherlands, to several meat processing plants in some member states of the European Union. This happened before the anthrax cases in the Slovakian herd became known. Some of those processing plants are in Germany. Having received the information that meat from a herd potentially infected with anthrax has entered the food chain, the Federal Institute for Risk Assessment (BfR) has compiled a list of FAQ on the subject. What is Bacillus anthracis? Bacillus anthracis belongs to the genus Bacillus. It is a gram-positive and spore-forming rod-shaped bacterium characterised by aerobic growth (in the presence of oxygen) or facultative anaerobic growth (in the absence of oxygen). Bacillus anthracis is found in the soil. As such, it causes illness predominantly in grazing animals. Vegetative forms of Bacillus anthracis (i.e. live, replication-competent bacteria) lose their virulence (their ability to cause illness) and have low chances of survival outside of human or animal tissue. When an infected animal dies and through drying of bodily fluids, persistent variants, so-called anthrax spores, are formed. What is anthrax? Anthrax or splenic fever denotes illnesses resulting from infection with Bacillus anthracis. Where is Bacillus anthracis found? Bacillus anthracis is endemic (this means that the bacterium is found in animal populations) in Latin America, Asia and Africa, especially in warm areas. The bacteria are also common in European countries, although they are not as prevalent there as on other continents. Herbivorous farm and wild animals are believed to be the bacteria’s main reservoir. What animals are affected? Domestic and wild ruminants are highly susceptible to illness caused by the anthrax pathogen. In contrast, pigs, carnivores and birds (with the exception of ostriches) are considered to be almost resistant. The disease is not transmitted directly from animal to animals but via feed contaminated with anthrax spores originating in the soil. In the last three decades, anthrax outbreaks have sporadically erupted in Germany too, especially in cattle. How do humans become infected with Bacillus anthracis? There are three different types of anthrax in humans. Cutaneous (skin) anthrax is caused by direct contact of the skin with animal materials containing pathogens, for example skins, organs, coats, wool, bones or bone meal. In its pulmonary form (pulmonary anthrax), the illness is contracted when spores enter the body through inhalation of dust or aerosols. Intestinal anthrax has been observed following consumption of highly contaminated meat as well as offal or water. In addition, intravenous use of contaminated heroin can cause anthrax. How long is the incubation period in humans? The incubation period, i.e. the time from the infection to the first symptoms of illness, depends on the way the disease was contracted and on the number of pathogens entering the body. It is between several hours to several days but may be even longer. How does infection with Bacillus anthracis manifest itself? In all its forms, anthrax can cause severe general symptoms, high fever, drowsiness, and cardiovascular disorders including shock. Cutaneous anthrax can manifest in the form of papules with redness and swelling, followed by fluid-filled blisters which then become scabby necrotic ulcers ("anthrax carbuncles"). The very rare pulmonary type (pulmonary anthrax) is characterised by an unspecific initial stage with fever, headache and pain in the limbs. Within 1 to 3 days, patients then develop severe symptoms which may include sepsis as well as pulmonary and cardiovascular failure. For intestinal anthrax, there are two distinct disease patterns. The oropharyngeal type (affecting the mouth and throat) starts with a sore throat, difficulty swallowing, and ulcer formation in the mouth or the oesophagus. This is followed by severe lymph node affliction, oedemas and sepsis. The abdominal form is characterised by fever, fatigue and indisposition, later with severe abdominal pain, bloody diarrhoea, peritonitis and sepsis, in some cases leading to cardiovascular failure. Can food be contaminated with Bacillus anthracis? When animals from infected herds are slaughtered, Bacillus anthracis and anthrax spores can be transferred to the meat and meat products. When clinically healthy animals are slaughtered, the transferrable pathogen quantities are, in line with expectations, very low. Massive pathogen quantities are only released in the bacteraemic stage, i.e. when the bacteria are spread via the circulatory system of infected animals. This occurs during the acute or hyperacute (these terms denote a very quick and severe progression) stage of the illness. In addition, the various steps of processing the meat into meat products can lead to a reduction in the number of pathogens present, for example through heating or acidification. Moreover, based on the current state of knowledge, the quantity of Bacillus anthracis required for transmission to humans through food is very high. In Germany, there have been no cases of intestinal anthrax in humans in the last two decades. Reports about anthrax outbreaks among ruminants are rare. For all these reasons, the BfR currently regards the probability of becoming ill with anthrax following consumption of food produced in Germany as very low. How can Bacillus anthracis be killed? Vegetative forms of Bacillus anthracis are easily killed during normal cooking procedures and common disinfection methods. Anthrax spores, on the other hand, are highly resistant to heat, dryness, deep freezing and common drinking water chlorination. Additionally, they are extremely resistant to disinfectants. The spores are inactivated only when heated to 100°C for 15 minutes or through sterilisation. However, with acids (pH level under 5), high solar irradiation or strong disinfectants (10% formaldehyde, 3% hydrogen peroxide, 1% peracetic acid) and an application time of 2 hours, even anthrax spores are killed. What are the conditions under which Bacillus anthracis can multiply? In a nutrient-rich environment such as the blood or lymph fluid of an infected grazing animal, the spores germinate at 8 - 45 °C and in a pH range of 5 - 9, so that the vegetative form of the bacteria can multiply in a temperature range between 22 - 42°C. Under certain conditions (optimal temperature and pH levels and minimal accompanying flora), multiplication in food is possible. Which groups of persons are especially at risk of becoming ill with anthrax? Persons working in slaughter houses who come into contact with animals from herds infected with Bacillus anthracis have an increased risk compared to other groups of persons. However, cases of anthrax infection in humans are very rare in most industrialised nations. Infection via the skin though contact with animals for slaughter or the coat, meat, blood, bones or other by-products of such animals is conceivable. This form of infection could also occur in persons involved in the cutting up or processing of meat, since these activities are associated with a higher risk of injury and hence with skin lesions (injured skin). Infections via the respiratory system, for example during processing of contaminated wool or coats in closed rooms, usually occur even more rare.
- n.Ethnic origin; Ethnicity - WebAn ethnic group; Peoples; Ethnicity This page is created to explain what the meaning of ethnicity is. Here, you can find complete definitions of ethnicity in English and other 40 languages. First of all, you can listen to the pronunciations of ethnicity in American English and British English by clicking the audio icons. Next, we list the most popular web definitions of ethnicity. Though they may not be accurate, but represent the most up-to-date explanations in the Internet age. Furthermore, we list other words that have the same meanings as ethnicity. In addition to synonyms, major antonyms for ethnicity are also listed. For detailed word list, you can click tabs to switch between synonyms and antonyms. More importantly, you will see the tab of 'Definitions in English' where the DigoPaul.com dictionary provides the accurate meanings of ethnicity. Thirdly, we list other word forms of ethnicity: noun, adjective, verb, and adverb. Fourth, we are giving example sentences that contain ethnicity. These sentences show how you can use the English word of ethnicity in a real sentence. Fifth, to help you better understand the definitions of ethnicity, we also present three images to illustrate what ethnicity really means. Finally, we are listing English words that start with ethnicity, English words that contain ethnicity, and English words that end with ethnicity.
Adolescent Screenings and Evaluations What are Adolescent Screenings? Table of Contents Adolescent screenings are used by health professionals to assess the overall health of a child and to pinpoint problems to treat. Why are Screenings Important? How Adolescent Screenings Help Children Heal? Once problems are found during screenings appropriate treatment plans can be made and healing can begin. The screening allows health professionals to zero in on the most important issues and make sure those are treated first. Video: Talking about health with your child HEEADSSS Screening Tools Table of Contents Doctors and mental health professionals use a series of questions they call “tools” to gather a patient’s psychosocial history. One popular assessment tool is the HEEADSSS assessment.1 This screening method has gone through several updates over the years. Doctors used to call it HEADSS, but greater awareness for social issues that affect adolescents have meant doctors have added new letters to the term.1 HEEADSSS stands for: Doctors will usually use this tool, which includes lots of questions in each category, in a quiet environment.1 D: Do any of your friends or family members use alcohol or drugs? Do you use tobacco or drugs? S: Have you ever been in a romantic relationship? Are you interested in girls or boys, or are you not yet sure? S: Do you find you are feeling more stressed or anxious than you usually do? S: Have you ever met or plan to meet up with a person you met online? Is there a lot of violence in your home or school? H: What are your relationships like at home? Have you ever run away? E: Is your school a safe place? Have you ever felt bullied at school? E Have you had any recent changes in your weight? What would you feel like if you gained or lost 10 pounds? Screening for Childhood Obesity Statistics on the Adolescent Obesity Problem According to the Centers for Disease Control and Prevention (CDC), the number of adolescents and children who are obese has tripled over the past 50 years.2 Nearly 20 percent of all young people ages 6 to 19 years old is obese. Risks and Complications Management and Prevention Managing adolescent obesity often requires a coordinated effort among the adolescent, parents, and teachers. Sometimes, their pediatrician may also be involved. Both management and prevention involve teaching young people to adopt healthier habits at as young an age as possible. Examples of these habits include:2 Screening for Depression Statistics on Adolescent Depression Suicide and Self-Harm Risks - Call the National Suicide Prevention Lifeline (NSPL) at 1-800-273-TALK (8255) - Text the Crisis Text Line by texting “HOME” to 741741 Video: Adolescent Depression Signs of Depression Depression is different from just feeling sad from time to time. Someone with depression may experience the following symptoms:4 What Does it Mean to be Sexually Active? The Benefits of Comprehensive Sexual Education Sexual education from parents, teachers, healthcare providers, and other trusted authority figures can help to prevent risky behaviors whenever possible. Examples of health goals include: Early Childhood and Continuing Sexual Education Addressing Sexual Violence Working to prevent sexual violence whenever possible requires addressing all the potential factors that can lead to sexual violence. Examples include: Screening for STIs Why Adolescents are Responsible for 50% of All New STIs? Adolescence is a time of significant physical exploration -- and this includes sexual exploration and experimentation. Because adolescents may not have access or education about the effects of sexual experimentation, they face higher risks for pregnancy and sexually transmitted infections (STIs). Strategies for STI prevention STI prevention strategies include using condoms when engaging in sexual activity. Also, emphasizing monogamy and regular testing can help treat and prevent STIs. Educating adolescents about where they can receive free STI testing is important. Examples include local health departments and many non-profit community health resources. Screening for Gender Issues An estimated 0.17 to 1.3 percent of adolescents identify themselves as transgendered, according to an article in the journal Adolescent Health, Medicine, and Therapeutics. 6 Experiencing early gender issues can affect the ability to form identity. Without support, a young person can face issues that include anxiety, depression, and fear. Mental Impact of Gender Dysphoria According to an article in the journal Adolescent Health, Medicine, and Therapeutics, higher numbers of adolescents are seeking treatment for gender dysphoria in the United States.6 Those with gender dysphoria may experience some of the following thoughts and emotions: Screening for Environmental Violence Impact of Abuse from Parents Impact of Hunger and Poverty Impact of Community Violence Just as adolescents are more likely to engage in sexual exploration, they’re also more likely to experiment with drugs and alcohol.1 Unfortunately, abusing substances can increase the risks for motor vehicle accidents and death. Statistics on Adolescent Drug Use In a survey of adolescent drug use by the National Institute on Drug Abuse, researchers found there were lower rates of prescription opioids and cigarette smoking over the past five years.8 However, vaping is on the rise in adolescents. This includes the use of vaping marijuana. When asked about alcohol, the following grades reported past-month use of alcohol:8 The Dangers of Mixing Substances How to Identify Adolescent Drug Use One of the ways to identify adolescent drug use is to simply ask about what drugs or medications a young person has experimented with. They may also ask about a young person’s family history of alcohol, tobacco, or drug abuse as this can increase the risks that a young person will also abuse drugs or alcohol.1 How to Treat Adolescent Drug Use
Having explored the coral reef and its life, this last session looks at how coral reefs around the world are being threatened by human activity, including increased carbon emissions. The main activities develop an understanding of ocean acidification, the other carbon problem. The Great Barrier Reef is currently experiencing a mass bleaching event, having suffered similar events in 2016 and 2017. This and other threats could point to the end of the coral reef as we know it. This live lesson will review the impact of ocean acidification and discuss what we can all do to create a better future for coral reefs. This live lesson assumes that students and families will have completed the ocean acidification activities, Ocean acidification in a cup and Dissolving 'coral' in vinegar. There is a wealth of other resources on Encounter Edu on the impact of ocean acidification and ocean warming on coral and a selection is listed in the supporting resources. There is also a range of background information on the threats to reefs and some of the things that can be done to help conserve them in the Coral Oceans Professional Development collection. 1. Introduction (5 mins) The Live Lesson host welcomes students and outlines the lesson. There will also be shout-outs to any students or families that have registered. 2. Presentation (5 mins) The host will go over the acidification activities and also give an overview of coral bleaching, a major cause of coral loss. 3. Q&A session (20 mins) We will answer as many pre-submitted and live chat questions as possible. Executive Director, Encounter Edu
Algebra. The mere mention of the word can cause even the bravest child to break out in a cold sweat. Yet despite what students may think, algebra exists to make their lives easier. To help alleviate any fears your child may be having, we’ve put together this ‘algebra for beginners’ blog that introduces this often misunderstood topic to them in a fun and accessible way. What is algebra? Contrary to popular belief, algebra is not simply the process of substituting the numbers and operations in mathematical equations with symbols. In fact, symbols didn’t appear in algebra until the introduction of the printing press in the fifteenth century – more than 2500 years after algebra was invented in ancient Babylon. Algebra is better thought of as a language for describing mathematical ideas. It is through algebra that we can model different phenomena and make sense of the world around us. What is algebra used for? Aside from the fact that algebra is a prerequisite to secondary school maths, algebra is also used for helping children develop their reasoning skills. It gives them a way of representing their ideas succinctly, and to work their way through maths problems systematically. Algebra comes into its own for problems that involve unknown quantities. To see what this looks like in practice, read on! Where does the word algebra come from? Still a bit puzzled as to what algebra is? Don’t worry, a lesson on its etymology should help. The word itself comes from the Arabic word al-jabr (‘the reunion of broken parts’), which features in the title of the book Ilm al-jabr wa’l-muḳābala (The Compendious Book on Calculation by Completion and Balancing) by the Persian mathematician and astronomer al-Khwarizmi. The word first entered the English language in the fifteenth century and was originally used to describe the surgical procedure used for placing broken or dislocated bones back in place – which is appropriate given that algebra helps us to piece together bits of information. How to do algebra When helping your child understand how to do algebra, we find the real world is always a good setting, so let’s start with a trip to the shops. Let’s say, a mother asks her two children to go down to the shops and buy some groceries for her. She gives them a £50 note and says they can keep the change but it needs to be split evenly between the two of them. The children need to buy five loaves of bread priced at £2 each, three bottles of milk at £4 each and two boxes of eggs at £3 each. How much change are they each left with? It turns out we can use a simple algebraic equation to figure this problem out quickly and easily. For this example, we are going to represent the change they are left with using the letter x (any letter will do – x just happens to be a popular choice). The total change will, therefore, be represented by 2x (because they need to divide it between themselves). For this example, we will also use b to represent bread, m to represent milk and e to represent egg. We can write the information given as: 50 – (5b + 3m+ 2e) = 2x 50 – ( 5 (2)+3 (4)+2 (3) ) =2x By calculating the expression in the brackets, we can simplify this to: 50 – (10+12+6) =2x Let’s keep going: So the total change is £22, which means each sibling gets half of this, or £11. Simple algebraic equations No ‘introduction to algebra’ blog would be complete without a couple of short teasers – the following questions are ideal for students who are beginners when it comes to solving algebraic equations. There are 26 cats in the pet shop. This is two more than three times the number of dogs. How many dogs are there in the pet shop? Want something a bit more taxing? Alice and Bob have sweets. If Alice gives Bob a sweet, Bob has twice as many sweets as her. If Bob gives Alice a sweet, they have the same number. How many sweets do they each have? When getting your child to attempt these questions, always ask them to show their reasoning, as this is the essence of algebra (and indeed of all mathematics!). In the last example, they may solve the problem through trial and error. Algebra becomes really powerful when it gives us systematic methods that can be applied to a flexible range of problems. Is your child still struggling with algebra? Maths-Whizz, the multi-award-winning online maths tutor from Whizz Education, can help! After a no-pressure initial assessment, Maths-Whizz can pinpoint gaps in your child’s core maths knowledge (e.g. algebra) and provide them with individualised lessons that will close these gaps by catering to their unique level of ability and pace of learning. In fact, with just 45-60 minutes usage a week, Maths-Whizz can increase your child’s maths ability by 18 months during their first year of use. To find out more, please visit our parents’ page. Research by Whizz Education – conducted with over 12,000 students and verified by independent experts – found that students who used Maths-Whizz for 45-60 minutes a week increase their Maths Age, on average, by 18 months in the first year of use
Thanks to the efforts of black activists in New Orleans, statues commemorating Confederate heroes in the United States are being removed; other activism has put the spotlight on monuments as far away as Arizona. On the face value of things, this seems like a great way for teachers to connect a crucial topic in American history—the Civil War and Reconstruction—to current events. But what do you do to steer constructive conversations about an emotional, painful issue tied up in the legacy of racism and questions of identity? What if you’re in a school with a large population of black students? Or if you’re teaching a student whose mom chairs the local chapter of the Daughters of the Confederacy? That’s the theme of a story I wrote for this week’s edition of Education Week, which explores the potentials and the pitfalls of addressing the topic in class. Here’s a condensed version of some of the lessons I learned in my reporting: Know the history: Most of the statues and monuments went up not during the Reconstruction, but in the decades after Reconstruction ended in 1877. Those decades were when Southern states introduced black codes restricting former slaves’ newfound freedoms, Jim Crow, and other forms of oppression. The monuments can be a way for students to explore visible symbols of that legacy, but they require teachers to take an unflinching view of the Civil War, uncolored by “Lost Cause” mythology that minimizes or omits the role of slavery. Focus on the texts: Putting students in the position of debating this topic without anything to underpin those discussions can be a recipe for disaster, my sources said. Instead, teachers should focus on having students investigate primary- and secondary-source texts, such as New Orleans Mayor Mitch Landrieu’s speech upon the removal of the Robert E. Lee memorial, pictured above. Connect lessons to the present: The vestiges of “Lost Cause” mythology are everywhere. (Think of the number of Confederate statutes that are located in states that weren’t part of the Confederacy or didn’t exist during the Civil War.) And when I spoke to high school social studies teacher Hayley Breden, she noted that a mosaic of the school’s former mascot, “Johnny Rebel,” greeted students in the entry hallway for decades until it was covered in carpet and finally removed in 2009. This was in Denver, no less. So there are opportunities to make connections: black residents walking past Lee Circle in New Orleans; students walking into a school in Denver. Finally, there are some great teaching resources available from Facing History And Ourselves, a nonprofit that helps students wrestle with difficult issues of history and memory, and from the Morningside Center for Teaching Social Responsibility, which promotes social-emotional learning. See their websites for some ideas of primary source texts and discussion prompts and other curriculum ideas. And here’s a lesson plan from the Anti-Defamation league. In the meantime, educators, please let us know whether you plan to address this in class, and any teaching tips you’ve picked up for handling sensitive topics in general. Photo: A statue of Confederate General Robert E. Lee is removed on May 19 from Lee Circle in New Orleans. —Scott Threlkeld/AP For more on Civil War issues: A version of this news article first appeared in the Curriculum Matters blog.
When the Australian government relocated Martu hunter-gatherers from their Western Australia lands in the 1960s, no one could have predicted the massive impact their absence would have on the desert ecosystem. A new study led by Stefani Crabtree, a Santa Fe Institute Visiting Researcher (Center for Research and Interdisciplinarity, Crow Canyon Archaeological Center), and co-authored by Rebecca Bliege Bird and Douglas W. Bird of the Pennsylvania State University, shows the critical role humans play in food webs, providing important clues to managing resilient ecosystems around the globe. “Until 1964, the indigenous Martu people lived traditional, nomadic lives, hunting large monitor lizards for sustenance,” Crabtree explains. “By lighting fires to expose their prey, they effectively created fire breaks each winter that protected the land from summer lightning fires. Their hunting methods also helped other species of plants and animals thrive, just as they dampened predators and suppressed harmful invasive species.” In the decades when the Martu were taken out of this food web, the ecosystem shifted significantly, with increased wildfires, reduced biodiversity, and the growth of invasive species — including the camels now wreaking havoc in Australian deserts. Comparing the 1960s food web to the modern food web — and showing all species as nodes on a network — demonstrates that the Martu were the “knitters” of their ecosystem, and that their removal had devastating results. Exploring the role of humans within the food web is a fairly radical approach. “Ecologists typically look at ecosystems as separate from people, but to understand ecosystem health, we have to understand the people within the ecosystems,” Crabtree says. “Using these kinds of well-resolved cases, where we have good snapshots of what people were like in the past and what they’re like now, we’ll be able to better understand our place in these ecosystems.” Rebecca and Douglas Bird, who have been living and working with Australian aboriginal communities for 17 years, believe there has been far too little research on the part humans play in our ecosystems. According to Rebecca Bird, “Indigenous people like Martu, who have lived in the same region for millennia, have likely played an important role in shaping the assembly of plant and animal communities. It’s important that we recognize that role, both for issues of environmental justice, and for understanding how best to go about restoring ecosystems to some prior state. Most attempts to reintroduce extinct mammals in the region have failed.” Read the paper, "Subsistence Transitions and the Simplification of Ecological Networks in the Western Desert of Australia" in the journal Human Ecology Read coverage in the New York Times, February 8, 2019
It’s in the realm of imagination,but British scientists claim that it may soon be possible to create a Harry Potter-style “invisibility cloak” which could be used to protect buildings from earthquakes. A team at Manchester University says that the prospect of making objects invisible to certain wavelengths in limited circumstances has become more realistic in recent years,and a similar approach could be used to defend structures against earthquakes and other natural disasters. In the same way that cloaking devices make objects appear invisible by deflecting light around them,the scientists say that pressurised rubber could be used to “hide” structures from shock waves produced by earthquakes,sending them around the structure rather than through it. According to team leader Dr William Parnell,the technique could protect nuclear power plants,electric pylons and government buildings from natural disasters or terrorist attacks,’The Daily Telegraph’ reported. “Significant progress has been made,both theoretically and practically in the area of cloaking. We showed theoretically that pre-stressing a naturally available material – rubber – leads to a cloaking effect from a specific type of elastic wave. “Our team is now working hard on more general theories and to understand how this theory can be realised in practice. If the theory can be scaled up to larger objects then it could be used to create cloaks to protect buildings and structures,or perhaps more realistically to protect very important specific parts of those structures,” Dr Parnell wrote in the ‘Proceedings of the Royal Society A’ journal.
Envision you are turned over and remaining on your head. Following a couple of moments, you would feel pressure in your mind because of an expanded blood stream. People and different vertebrates are known to have physiological responses to gravity with responses expanding with body size. Another investigation by Jake Socha, educator in biomedical designing and mechanics in Virginia Tech’s College of Engineering, distributed in the Proceedings of the National Academies of Sciences diary, “Physiological Responses to Gravity in an Insect” shows that bugs experience comparative physiological impacts of gravity. With Jon Harrison, educator of ecological physiology at Arizona State University, and undergrad, graduate, and postdoctoral understudies, Socha evaluated the impact of gravity on creepy crawlies and found a functioning reaction called useful compartmentalization. To decide the impact on Schistocerca History of the U.S, regularly known as the American grasshopper, the group broke down X-beam pictures at Argonne National Laboratory to watch their inward frameworks. In certain pictures, the grasshoppers were head-up, and in others the grasshoppers’ heads confronted the ground. While breaking down the X-beam pictures of grasshoppers, the specialists found that air sacs situated in the head had incredibly extended when the creepy crawly was head-up (upstanding) while air sacs in the mid-region were littler. At the point when the creature was head-down, the inverse was valid: the air sacs in the lower some portion of the body of the head were diminished in size while the air sacs in the thorax were incredibly extended. “No one expected that a small insect would have any type of response due to their gravitational orientation,” Socha said, who is also the director of Virginia Tech’s BIOTRANS, an interdisciplinary graduate team of biologists and engineers who work together to study transport in environmental and physiological systems. “This project started by seeing some weird things in X-ray images and asking questions.” Their disclosures demonstrate that the weight of gravity may influence the creepy crawly’s body and its real frameworks, similarly as in people. This is irrational to logical idea and could have bigger ramifications in future research. Socha contrasted this impact with plunging into a profound pool. As an individual jumps let down into the water, there is more weight. This equivalent idea applies to the grasshopper’s body. The piece of the body that is lower, or underneath the remainder of the body, has worse hypertension and subsequently, the air sacs are compacted. Be that as it may, when the bug is alert, the reaction is extraordinary. The air sacs change less in light of direction. To additionally break down this dynamic reaction, called useful compartmentalization, the analysts further analyzed the grasshopper. “Our findings suggest that animals had control of the inside of their bodies,” Socha said. “Earlier this year, we published a paper with a similar finding. We analyzed beetles and found they had active body responses to compensate for forces on their bodies. So, we were interested in the other physiological responses of other animals.” Grasshoppers and different bugs have open circulatory frameworks, which implies that their blood isn’t contained in shut courses or veins. Great comprehension of open circulatory frameworks is that blood streams unreservedly inside the body, similar to fluid in a jug, and that weights inside the body would all be comparative. The exploration group found that these creepy crawlies, indeed, could isolate, or adjust, inside body pressures with an adaptable valving framework. “This was remarkable,” Socha said. “We had been seeing odd occurrences in X-rays, so we had ideas that something was going on. Finding this gave us the evidence to conclude that grasshoppers do have a mechanism to counteract gravity, which is counterintuitive to most scientists.” The analysts likewise found that grasshoppers’ pulses change with direction similarly as saw in people. People now and then fondle discombobulated when standing too rapidly in light of the fact that gravity blocks blood stream to the mind; quick acting reflexes cause the heart to siphon more enthusiastically to beat this gravity impact. Despite the fact that creepy crawlies don’t have a shut circulatory framework with veins and supply routes, most bugs normally have a cylinder like heart. These specialists found that the grasshopper’s pulse would back when head-off and beat quicker when head-up, accordingly giving more proof to highlight creepy crawlies’ frameworks not exclusively being influenced by gravity yet having dynamic, physiological reactions to make up for gravity’s belongings, as opposed to logical expectation. “We have multiple indicators pointing to the grasshoppers responding to its body orientation,” Socha said, also an affiliate faculty member in Virginia Tech’s biological sciences and mechanical engineering departments. “They respond physiologically to its orientation relative to gravity and have mechanisms inside its body to be able to deal with it. Grasshoppers are able to change their heart rate, respiratory rate, and functionally compartmentalize their bodies to control pressure.”
Black History Coloring Pages With Facts Each poster contains designs perfect for therapeutic coloring and black history quotes that inspire and motivate.these posters are great for reflec. Black history coloring pages with facts. Additionally, our black history month worksheets highlight the civil rights movement, brown vs board of education, the montgomery bus boycott and many other historically significant moments. For web resources recommended by surfnetkids, check this out: Celebrate their achievements by learning more about the many brilliant black historic figures that helped shape our great country. George washington carver the “peanut man” rosa parks; See more ideas about black fact, black history facts, black history. Black history month coloring pages can help your kids understand the history of the united states and all of its great people. Everything has been classified in themes which are commonly used in primary education. (mlk) bravely led the solemn march toward civil rights. The origin of black history month began in 1926. Woodson and other notable african americans of the day, who felt the contributions and influence of african americans in u.s. If the child is unable to read the sentence that goes with the black history coloring page, have them click on each word to hear the sentence. Black history is the story of african americans in the united states and elsewhere. Black history month activities and resources from familyeducation.com; Louis armstrong is included in this bun, african american history month coloring pages (black history), black history coloring pages 40 famous african americans, black history month bundle of great activities coloring pages, benjamin banneker biography coloring page craft or poster, african american, harriet. Explore our vast collection of coloring pages. We have some awesome coloring pages… the great and humbling dr. Each coloring page features a short biographical summary of the person s life clip art name and lifespan. Easy and free to print black history coloring pages for children. - Grayscale Coloring Pages For Adults - Gray Watercolor Area Rug - Graffiti Coloring Pages Book - Grace Coloring Page - Grandma Birthday Coloring Pages - Google Coloring Pages For Adults - Greek Mythology Coloring Pages For Adults - Goofy Coloring Pages Disney Clips - Greatest Commandment Coloring Page - Grayscale Animal Coloring Pages - Grateful Dead Coloring Page - Grapes Coloring Pages For Preschoolers - Green Anaconda Coloring Page - Goosebumps Coloring Pages Werewolf - Greek Gods Coloring Pages Free - Graffiti Coloring Pages For Adults - Goofy Halloween Coloring Pages - Grandma Shark Coloring Page - Gorilla Coloring Pages Easy - Gorilla Grodd Coloring Pages
The scarcity of fresh water resources and the need for additional water supplies is already critical in many arid regions of the world and will be increasingly important in the future. It is very likely that the water issue will be considered, like fossil energy resources, to be one of the determining factors of world stability. Many arid areas simply do not have fresh water resources in the form of surface water such as rivers, lakes, etc. and have only limited underground water resources that are becoming more brackish as abstraction of water from the aquifers continues. The world-wide availability of renewable energies and the availability of mature technologies in this field make it possible to consider the coupling of desalination plants with renewable energy production processes in order to ensure the production of water in a sustainable and environmentally friendly scheme for the regions concerned. Solar desalination is used by nature to produce rain which is the main source of fresh water on earth. All available man-made distillation systems are a duplication on a small scale of this natural process. Recently, considerable attention has been given to the use of renewable energy as sources for desalination, especially in remote areas and islands, because of the high costs of fossil fuels, difficulties in obtaining it, attempts to conserve fossil fuels, interest in reducing air pollution, and the lack of electrical power in remote areas. Desalination processes require considerable amounts of energy to achieve separation of dissolved salts in seawater or brackish water. It has been estimated by Kalogirou (1996) that the production of 1000 m3 per day of fresh water requires 10 000 tons of oil per year. This is highly significant as it involves a recurrent energy expense which few of the water-short areas of the world can afford. The Middle East is unique in that, because of the oil income, it has the financial resources required to invest and run desalination equipment. Many other areas of the world have neither the cash nor the oil resource to allow them to develop in a similar manner. Even if oil were much more widely available, could we afford to burn it in such a manner as to provide everyone with fresh water? Given the current understanding of the greenhouse effect and the importance of carbon dioxide levels in the atmosphere, environmental pollution caused by burning fossil fuel for desalination is a major concern. The thermal energy required for desalination using thermally-driven distillation processes can be achieved by collection of solar energy using flat plate collectors, evacuated tube collectors or solar ponds. Such devices can achieve temperatures of 80-130 C which are quite suitable for such desalination processes. Solar energy can also be converted to electrical power using either photovoltaic panels or high-temperature concentrating collectors associated with a heat engine operating on a thermodynamic cycle. Such electrical power can then be used to operate power-driven desalination processes such as reverse osmosis or vapor compression. Conventional desalination technology is fairly well developed and some of the processes may be considered quite mature, although there is still considerable scope for improvement and innovation. Conventional desalination is energy intensive. Thus, one of the major concerns to developing water production by desalination is the cost of energy. Apart from the cost implications, there are environmental concerns with regard to the burning of fossil fuels. The coupling of renewable energy sources with desalination processes is seen by some as having the potential to offer a sustainable route for increasing the supplies of potable water. Renewable energy processes are less mature but are developing rapidly. Wind energy and photovoltaics (PV) in particular have made enormous advances over the last two decades but still have plenty of scope for improvement. The amount of energy used in the world for desalination is comparable to the total energy requirement of an industrialized country such as Sweden. This gives an idea of the amount of CO2 emitted by this industry. Global phenomena such as the greenhouse effect must receive due attention. Last but not least there are regions where a significant fraction of the total energy consumption is due to desalination and which are deficient in conventional sources. In these cases regional or national economies may benefit from a reduction of oil imports.
“A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives.” (DoE 2014) At St James’s we aim to stimulate pupil’s interest in the world around them and to foster a sense of wonder at the world around them. This is done through the study and exploration of: We aim to inspire our children to gain curiosity and fascination in the world around us by providing them with a diverse knowledge of places, people and resources. Thinking and enquiry skills are developed from an early age. In the Early Years the children discover physical and human features of their immediate environment through a variety of outdoor learning opportunities. Children participate in fieldwork activities throughout the key stages, from which they are able to collect, analyse and communicate data that deepens their understanding for geographical processes. In KS1 and KS2 the children expand their geographical knowledge and understanding by focusing on human and physical features of places further afield and in other countries and continents. This enables them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. An important element of geography is the study of the environment, our impact on it and what we can do about sustainable development.
All exponential functions follow a basic graph. But when you make changes to the function, you will see the graph shift and make changes. Watch this video lesson to learn how to easily identify these changes or transformations. The Basic Exponential Function An exponential function is any function where the variable is the exponent of a constant. The basic exponential function is f(x) = b^x, where the b is your constant, also called base for these types of functions. Keep in mind that this base is always positive for exponential functions. All other exponential functions are based off of the basic exponential function.You will see that different exponential functions will add numbers to the basic exponential function in various locations, and these changes will produce changes in the graph as well. When you graph any exponential function though, they will all have the same general look, based off of the basic exponential function graph. Depending on the change, or transformation, the graph can be shifted up or down, left or right, or even reversed. Keep watching, and we will identify what causes these changes. First, let’s see what the basic exponential function looks like graphed. Before I show you how it looks, I want you to think about exponentials for a moment. What happens as you increase the exponent? Doesn’t the value of the function get increasingly bigger at an increasingly faster rate? It does, so you will see the graph curve upwards quickly. And looking at our graph, we see that it does. This particular graph shows the graph of f(x) = 2^x. Also notice that the graph crosses the y-axis when the exponent equals 0. For the basic function, it is when the x = 0 since our exponent is x by itself. Now let’s see what happens to the graph when we change the function slightly. What can we change? Well, we can change the exponent to a negative so our function becomes f(x) = 2^(-x). What happens then? Think about what is happening to the exponent. The negative sign essentially reverses our variable. As you decrease the x-value and as it gets more negative, the function gets larger and larger more quickly. Why? Well, if we plug in a -2 for our x, the function becomes 2^-(-2) = 2^2 since the negative changes the sign of the exponent. If we plug in a -3, the function becomes 2^-(-3) = 2^3. The more negative we get, the bigger our function becomes. So your graph flips or reverses itself. When you add or subtract a number from the basic function, we get vertical shifts. Think about this. What can you do to the graph to make it go up or down? Wouldn’t you just have to add or subtract some numbers? If we added a 3 to our function to get f(x) = 2^x + 3, we would be shifting our graph 3 points upwards. You can think of this as adding 3 to every single point on our basic graph. If we subtract 4 from the function, what do you think will happen? Our graph will shift down by 4 points. We are essentially subtracting 4 from every single point of our basic graph. Also, both graphs cross the y-axis when x = 0 since the exponent is only x. When we add or subtract from the exponent, the graph moves sideways. If we add a 2 to the exponent, we see the graph shifts 2 points to the left. Why? When we change the exponent, we are changing where the graph crosses the y-axis. Remember that the graph crosses the y-axis when the exponent is 0. So, if our exponent has an added 2, we need to subtract 2 to get back to 0. Going left on the x-axis will give us that minus 2 that we need. If we subtracted 5 from the exponent, our graph would shift to the right by 5 points. Again, it is because the graph crosses when the exponent equals 0. When we subtract 5 from the exponent, we need to add 5 to get it back to where it normally equals 0, hence the shift of 5 to the right. Wow! Look at all we’ve learned! We’ve learned that an exponential function is any function where the variable is the exponent of a constant. Our basic exponential function is f(x) = b^x, where b is our base, which is a positive constant. All other exponential functions are modifications to this basic form.Transformations are changes to the graph. Transformations include vertical shifts, horizontal shifts, and graph reversals. Changing the sign of the exponent will result in a graph reversal or flip. A positive exponent has the graph heading to infinity as x gets bigger. A negative exponent has the graph heading to infinity as x gets smaller.Adding or subtracting numbers to the function will result in vertical, or up and down, shifts. Adding numbers shifts the graph up. Subtracting numbers shifts the graph down. Adding or subtracting numbers to the exponent will result in horizontal, or sideways, shifts. Adding numbers to the exponent shifts the graph to the left, and subtracting numbers to the exponent shifts the graph to the right. Study and reference this lesson if you’d like to: - Recall the meaning of a basic exponential function - Interpret a graph shift along the x- or y-axis - Understand the transformation of a graph based on the modification to the original function - Note the correlation between a negative sign and the reversal of a variable - Distinguish between horizontal and vertical shifts
A lesser known type of hive of the medieval and Renaissance time period is the log beehive. The log beehives are very common in North Eastern Europe. The log beehive is still used to this day in that region. Bees made hives in hollow trees naturally. Early beekeepers would harvest this honey from the trees. Eventually they marked and claimed ownership of the trees and the hives contained therein. Beekeepers also started making their own cavities in hives. These types of hives were most common in the Northern Forest Zone of northeast Europe, which includes East Germany, Poland, as well as Northern Czechoslovakia and . Larger logs were not usually available west of the deciduous forest zone. There is no record of tree beekeeping found in the Scandinavian countries. It was probably too cold for hives to survive in the winter. (Crane 1999, 135) Russia Records of tree beekeeping exist from the 1200’s and 1300’s. The Teutonic Order of Germany secured hereditary rights of bee trees in the 1253. Landowners started limiting the rights of tree beekeepers in the 1300’s. This included making new cavities in trees. Log hives were developed and hung in the trees to keep animals from foraging in them. Until 1600, forests were used for hunting and collecting honey and wax. The Thirty Years War of Germany (1618-1648) changed all that. Trees were felled and hives moved closer to the home and placed in collections called apiaries. The switch from tree cavity to log hive beekeeping was caused by a shortage of natural cavities. Trees were felled on land used for agriculture or other purposes. Landowners also prohibited new cavities from being made. Log hives were often carved with faces and then later whole logs were carved into human form. (Crane 1999, 231) In 1568, Nikel Jacob advises to use poplar, lime, alder, and willow, but not oak wood for making the hives. In the Armbruster Collection of Germany, there are hives made from poplar, lime, oak, alder, beech, sycamore, pine, and spruce or fir. (Crane 1999 p 229) Nikel Jacob describes the hives as being 165 centimeters high by 60 centimeters in diameter. In the , examples are one-hundred fifty to two hundred centimeters high by sixty centimeters in Two log hives have been excavated from bogs in Northern Germany. The first dates between 100-200 AD. It is one meter high and thirty-one to forty-four centimeters in diameter. There is a horizontal slit near the base for the flight hole. The flight hole is the hole or holes in a hive by which the bees come and go from the hive. The second hive dates between 400-500 AD. It is one meter high by thirty centimeters in diameter. There is a cover held on by wood pegs. The flight holes are at different levels on the hive. Large logs might be divided into two colonies. The hives were hung from trees or kept on platforms to prevent pest infestation. Most had doors or access holes (Crane 1999, 229) Honey comb was removed from the bottom of a closed top log hive. The beekeeper would take all the honey early in the season or leave enough combs later in the season for winter.
What is it? Volcanoes are mountains that come in various shapes and sizes, some towering tens of thousands of feet high and others just small domes that rise about 100 feet. Unlike other mountains, though, these natural wonders can erupt with powerful and potentially lethal force. Openings, or vents, in the volcano lead below the earth's surface to very hot chambers several miles underground where there are pools of magma (molten or melted rock), pieces of hot solid rock, and hot gases. Shifts in the earth can build up pressure beneath the volcano. The magma, which is lighter than the surrounding solid rock, is forced upward by the pressure and may ultimately break though, causing a volcanic eruption. A non-explosive, or effusive, volcano produces lava (magma that has erupted from the earth). An explosive volcano produces ashes. Explosions (without lava) usually occur first because there are lots of gases inside the magma. When you open a bottle of soda, bubbles (which are gas particles) escape first, then liquid can flow; similarly, gas escapes from the magma and, once the magma is flattened, the liquid lava can flow. Lava can travel up to 60 miles per hour during an eruption. Eruptions can cause lateral blasts (which blow sideways instead of straight up), lava flows, hot ash flows, mudslides, avalanches, and falling ash. Volcano eruptions can knock down forests or trigger flashfloods, earthquakes, mudflows, and tsunamis. The earth's outermost layer, or crust, is made up of a number of shifting tectonic plates. Most active volcanoes are located near the boundaries between these plates. For instance, several plates border each other in the Pacific Ocean Basin, an area where you'll find so many active volcanoes that it's been named the "Ring of Fire." Among the plate boundary volcanoes in this "Ring" is Washington's Mount St. Helens. who study volcanoes, believe Mount Rainier in Washington state is the most dangerous U.S. volcano it could erupt one day and destroy areas 50 or more miles away.
Fundoplication: a surgical technique that strengthens the barrier to acid reflux when the lower esophageal sphincter does not work normally and there is gastroesophageal reflux (stomach acid that goes back up into the esophagus). Fundoplication has been the standard surgical method for treating gastroesophageal reflux disease (GERD). GERD is the constellation of inflammation, pain (heartburn), and complications that result when acid refluxes (regurgitates) from the stomach back up into the esophagus. Under normal conditions, there is a barrier to acid reflux. One part of this barrier is the lower-most muscle of the esophagus (called the lower esophageal sphincter), which usually contracts and closes off the esophagus from the stomach. In people with GERD, the esophageal sphincter does not work normally. The sphincter is weak or relaxes inappropriately, allowing acid from the stomach to go back up into the esophagus. During the fundoplication procedure, the part of the stomach that is closest to the entry of the esophagus (the fundus of the stomach) is gathered, wrapped, and sutured (sewn) around the lower end of the esophagus and the lower esophageal sphincter. (The gathering and suturing of one tissue to another is called plication.) Fundoplication increases the pressure at the lower end of the esophagus, and thereby reduces acid reflux. A total fundoplication wraps the fundus completely around the esophagus and is known as a Nissen fundoplication. Other types of fundoplication procedures wrap different parts of the fundus around the esophagus and include Thal, Belsey, Dor, Lind, and Toupet fundoplications. Also, during fundoplication, other surgical steps frequently are taken that also may reduce acid reflux. For example, if the patient has a hiatal hernia (which occurs in 80% of patients with GERD), the hernial sac may be pulled down from the chest and sutured so that it remains within the abdomen. Additionally, the opening in the diaphragm through which the esophagus passes from the chest into the abdomen may also be tightened. Fundoplication may be done using a large incision (laparotomy or thoracotomy) or a laparoscope, which requires only several small punctures in the abdomen. The advantage of the laparoscopic fundoplication procedure is that there is less post-operative pain, and the recovery time is faster. The term fundoplication is composed of fundo-, referring to the fundus (the upper portion) of the stomach + -plication, an operation for reducing the size of a hollow organ (in this case, the stomach) by taking folds or tucks in its walls. REFERENCE: Buckeley, FP, MD. Laparoscopic Nissen Fundoplication.
History of the World leads students on a journey through time from Creation to the present. The Christian worldview is the thread that connects the past to the present in this fascinating narrative of world history, teaching students to recognize the hand of God in human events. History of the World includes: -A variety of visuals aids, including maps, photos, timelines, and illustrations that are presented in an attractive layout to aid in student learning and enjoyment. -Highlighted key facts and concepts throughout the text. -Review sections throughout the chapter and at chapter's end. It is vital that we equip our students with the knowledge of the past in order to prepare them for the future. Make History of the World a part of your goal of training the informed citizens our society needs. This item is included in the following kits: Grade 7 Homeschool Student Kit History of the World Teacher Edition—New Edition History of the World Answer Key—New Edition History of the World Digital Teaching Aids—New History of the World Test Book—New Edition History of the World Test Key—New Edition History of the World Quiz Book—New Edition History of the World Quiz Key—New Edition World Atlas and Geography Studies of the Eastern Hemisphere—New Edition World Atlas and Geography Studies of the Eastern Hemisphere Key—New Edition World History Maps—New Edition Eastern Hemisphere Map Skill Cards—New Edition
Educating People about Conservation to Protect the Sacred Himalayas In the Eastern Himalayas of Nepal, India and Bhutan, fragrant forests, elusive snow leopards and unique peoples coexist in the lap of the world’s highest mountains. This landscape, covering more than nine and a half million acres over a range of altitudes is home to a mosaic of plants and animals. The communities found here speak more than 40 languages and practice a range of Buddhist, Hindu and animist faiths. But the Himalayas also face grave threats. Glaciers are melting quickly as climate change progresses, imperiling fresh water supply for millions of people. The mountains are also prone to natural disasters like landslides, prolonged drought and forest fires. Subsistence and development needs of the 5 million people who live in this landscape put significant pressure on natural ecosystems and resources. What is WWF Doing to Help? WWF’s work in this region is based on recognition that the spiritual beliefs and traditional conservation ethics of local communities need to be at the center of efforts to protect endangered species and support sustainable livelihoods. We also recognize that nature is deemed sacred. By recognizing and supporting initiatives grounded in these beliefs, WWF helps to: - protect natural sites of cultural and religious value - respect the traditional customs of multi-ethnic groups - improve resource governance - promote equal access to benefits from natural resources A Model for Success The Kangchenjunga Conservation Area is an example of a place where we tie spiritual beliefs to conservation. Located in northeastern Nepal, this region is home to: - the world’s third-highest mountain - a variety of endangered wildlife, including the snow leopard - various indigenous communities In 1998, WWF started conservation work in this region that included health services, informal education and sustainable livelihoods projects. In 2006, for the first time in the country’s history, Nepal’s government handed over the management responsibilities of conservation of the forest, pasture land and wildlife to a local community management council. WWF was instrumental in the decision and has been supporting the council since that time. Local management of the area has: - eased pressure on forests - decreased wildlife poaching and illegal harvesting of medicinal plants - helped change local attitudes toward conservation Today the Kangchenjunga Conservation Area is a model for community-based conservation in the Sacred Himalayan Landscape and beyond.
The history of Namibia is not well chronicled. Its isolated geographic position limited contact with the outside world until the 19th century. Explorer, missionary, trader, conqueror, and settler sources are neither comprehensive, notable for accuracy, nor unbiased. Professional historiography is a post-1960 development in the country, and the political events of the years since then have coloured most of the written history. The earliest Namibians were San, nomadic peoples with a survival-oriented culture based on hunting and gathering. Their clans were small and rarely federated, and their military technology was so weak that, even before the arrival of the Europeans, they had been pushed back to the desert margins. Rock paintings and engravings at Twyfelfontein, in northwest Namibia, have shed light on the early San hunter-gatherers who once inhabited the area. Stone artifacts, human figures, and animals such as giraffes, rhinoceroses, and zebras are depicted. Twyfelfontein was designated a UNESCO World Heritage site in 2007. The first conquerors in southern Namibia were the Nama. They had a larger clan system, with interclan alliances, and a pastoral economy. Closely linked (usually in a dependent role) were the Damara, a people from central Africa whose culture combined pastoralism, hunting, and copper smelting. In northeastern and central Namibia the Herero (a pastoral people from central Africa) built up interlocked clan systems eventually headed by a paramount chief. The unity of the Herero nation, however, was always subject to splintering. In the north the Ovambo people developed several kingdoms on both sides of the Kunene River. They were mixed farmers (largely because of a more hospitable environment for crops) and also smelted and worked copper. To the east the related Kavango peoples had a somewhat similar but weaker state system. On the margins of Namibia—i.e., the Caprivi Strip in the far east and on the margins of the Kalahari—the local peoples and groupings were spillovers from southern Zambia (Barotse) and Botswana (Tswana). Until the 1860s, European contact and penetration were slight. Diogo Cão and Bartolomeu Dias touched on the Namibian coast in 1486 and 1488 respectively, en route to and returning from the Cape of Good Hope, but there was virtually no contact until the 1670s. Afrikaner explorers after 1670 and Afrikaner traders and settlers about 1790 came to Namibia and eventually reached the southern boundaries of the Ovambo kingdoms, notably at the Etosha Pan. They—together with German missionaries, explorers of varied nationality, British traders, and Norwegian whalers—did not play a dominant role before 1860. Instead, they created the first avenues for trade (ivory and later cattle) and introduced firearms. The latter heightened the destructiveness of conflicts among the various clans and peoples. So did the arrival, after the first quarter of the 19th century, of the Oorlam-Nama from the Cape. Their military technology (which included horses, guns, and a small mobile commando organizational pattern) was modeled on that of the Afrikaners. They came to dominate the resident Nama (Red Nation) and Damara. In the middle of the 19th century, a kingdom ruled by the Oorlam but partly Herero and supported by the Red Nation and Damara was established near Windhoek by the Oorlam chief Jonker Afrikaner. Central Namibia was then an area of conflict between the southward-moving Herero and the northward-migrating Nama. In 1870 a peace treaty was signed with the Germans on the border of Herero country. Meanwhile, largely as a result of war pressures, Maherero had emerged as the Herero paramount chief. At this time a South African Creole (“Coloured”) community, the Rehoboth Basters, had immigrated to a territory south of Windhoek, where they served as a buffer between the Herero and the Germans. Like the Oorlam, they were Europeanized in military technology as well as civil society and state organization, which were copied from the Afrikaners. In the 1870s, British annexation of Namibia appeared imminent. A treaty with the Herero and the raising of the British flag over Walvis Bay were seen as forerunners of the northward expansion of the Cape Colony. However, London proved reluctant to take on added costs in an apparently valueless area, and the way was left open to German colonial annexation as South West Africa in the 1880s. The acquisitions, by exceedingly dubious “treaties” and more naked theft, did not go smoothly, despite the employment of so-called “divide and rule” tactics within and between peoples. The first major resistance—by the Herero in 1885—forced the Germans back to Walvis Bay until British troops were sent out. By the turn of the century, German settlers had arrived, copper was minable, railway building from Swakopmund and Lüderitz was under way, and diamonds were soon discovered near Lüderitz. But from 1904 to 1907 a great war of resistance broke out, nearly expelling the Germans before it was quelled with extreme savagery by tactics including extermination, hangings, and forced detention in concentration camps. The first phase of the war was fought between the Germans and the Herero (with a single Ovambo battle at Fort Namutoni near the Etosha Pan). It reached a climax when General Lother van Trotha defeated the main Herero army at the Battle of Waterburg and, taking no prisoners, drove them into the Kalahari, where most died. By 1910 the loss of life by hanging, battle, or starvation and thirst—plus the escape of a few to the Bechuanaland protectorate—had reduced the Herero people by about 90 percent (80–85 percent dead, 5–10 percent in exile). The Nama resistance war came late because a key letter from Maherero’s son and successor, Samuel Maherero, to the Oorlam chief Hendrik Witbooi that proposed joint action had been intercepted. The resistance was finally crushed in 1907, and Nama survivors were herded into concentration camps. War, starvation, and conditions in the camps claimed the lives of two-thirds of the Nama. The Germans allocated about half of the usable—and apparently all of the best—ranchland (except that of the Rehoboth Basters) to settlers and restricted Africans to reserves. The Tsumeb copper and zinc mines opened in 1906, and diamond mining (more accurately, sand sifting) began near Lüderitz in 1908 and at the main fields at the mouth of the Orange River (Oranjemund) a few years later. Railways linked Lüderitz, Keetmanshoop, and Windhoek as well as Swakopmund, Windhoek, and Tsumeb. German direct rule never extended to the north. The “red line”—now a quarantine boundary—delimited the Police Zone from the Ovambo and Kavango areas. In the latter, the near extinction of elephants, a rinderpest epidemic, and the rising consumption habits of the kings led to a migration of single male contract labourers to work in the mines and ranches and in construction. The “contract labour system”—which was to provide the cheap labour for the colonial economy and later provided the national communication and solidarity links to build the liberation movements of 1960–90—had begun. In 1914–15 South African troops invaded and captured South West Africa as part of the World War I conquest of the German colonies in Africa. Except for diamond mines, most property—including Tsumeb—found its way back into German hands. The rising De Beers colossus bought Oranjemund and the balance of the diamond-producing area to bolster its world domination; it was used as a market-balancing mine (that is, its production was varied to control the price of diamonds, and it was totally closed for more than two years in the 1930s), a role it played into the 1980s. Afrikaner settlers were encouraged to come to South West Africa for security reasons—to hold the inhabitants in check—at least as much as for economic reasons. The League of Nations awarded a Class C mandate (meaning no real targets for development of the people toward independence were intended) to the crown of Great Britain to be exercised by the Union of South Africa authorities. That “sacred trust” was read as justifying settlement, greater exploitation, and no rights for black (and precious few for Coloured) Africans, plus a creeping annexation into South Africa as a “fifth province.” The rail system was extended to Walvis Bay (the one good natural port) and south to the South African border and to Cape Town to tie South West Africa’s economy to South Africa’s on both the import and export sides. South Africa extended direct rule to the Kunene and Okavango rivers—parallel to a Portuguese push south to the Angola-Namibia border. Resistance there and elsewhere in South West Africa flared into violence repeatedly until the 1930s, while trade union organizing and political as well as economic resistance began in the 1920s. Until 1945 South West Africa was not a productive colony—cattle and karakul were in oversupply, diamond output was held low, and export prices for base metals were not attractive. Governance, security, and settler survival all had to be financed in large part from Pretoria. From 1945 the economy of South West Africa grew rapidly, reaching a peak of more than $1,000 per capita ($20,000 for Europeans and $150 for black Namibians) in the late 1970s. The pillars were base metal expansion at better prices and sharply increased output and prices for cattle (largely in South Africa), karakul (via South Africa to the European–North American fur market), and diamonds. Fourfold growth in world demand after World War II led to increases in output at De Beers’ diamond mines. In addition, the fish catch (largely for fish meal and canned pilchards) exploded to 1,102,000 short (U.S.) tons (1,000,000 metric tons)—a level that laid the groundwork for the present stock depletion and conservation problems. The European enclave boomed. The situation was quite different for the other 90 percent of the people. Rising population was eroding productive capacity—per capita and absolutely by ecological damage—in African areas. Until the late 1970s, contract labour paid only enough to support a single person at subsistence level. Black nurses, teachers, and secretaries, as well as semiskilled workers, began to be trained and employed on a significant scale only in the mid-1970s. Land reallocations increased contract labour. A body called the Odendaal Commission organized separate development, which led to the creation of “homeland” authorities that benefited a new black elite (as in the 1980s did government wages and salaries for teachers, nurses, and black-area administrators and troops and a wage increase by large employers in mining and finance). A rising proportion of black Namibians—two-thirds by the late 1980s—was left in abject poverty. Further, contract labour eroded the social and civil structures, giving rise to numerous and usually very poor female-headed households in the “homelands” and the urban peripheries. From 1947, Namibians (initially via intermediaries) had begun to petition the United Nations (UN) against South African rule. A series of cases before the International Court of Justice (World Court)—the last, in 1971, declaring the mandate forfeiture by the United Nations in 1966 to be valid—led to a de jure UN assumption of sovereignty and de facto support via publicity, negotiation, and training for Namibian liberation. In South West Africa the churches (numbering at least 80 percent of black Namibians in their membership) took an early lead in petitioning the UN and South Africa and created a climate of black social and civil opinion favourable to the liberation struggle; they were slow, however, to endorse its armed phase. From the 1950s to the ’70s the churches had become increasingly national in staff and outlook, in some cases after severe conflicts with the overseas “parent” bodies and local missionaries. Black trade union activity (illegal until the mid-1980s) began to revive as well and focused rather more on political than on economic mobilization. The major strike of 1971–72 was against contract labour, the implementation of apartheid, and the 1966 failure of the initial World Court case as much as it was for wage increases per se. From 1958 to 1960 the political focus turned from resistance to liberation, and leadership passed from traditional chiefs to party leaders. SWAPO (nominally South West Africa People’s Organization, although only the acronym has been used since 1980) was founded as the Ovamboland People’s Organization in 1958; it achieved a national following as SWAPO in 1960. In 1959 SWANU (South West Africa National Union) was formed, largely by Herero intellectuals. Within a decade, SWAPO had become the dominant party and had grown beyond its Ovambo roots. The presence of Ovambo throughout the nation due to contract labour was used to forge a national communication system and mobilizing capacity. The parties had been formed because petitioning seemed ineffective. The forced removal (with violence and deaths) of black Namibians from the Old Location in Windhoek to the outlying township of Katatura (sometimes translated as “The Place We Do Want to Be”) was perhaps the key catalytic event. Until 1966 the parties sought—in the face of increasing repression—to press for redress of grievances from South Africa and via the United Nations. Indeed, until the 1970s the armed struggle, then largely across the border from Zambia, was only a minor nuisance to South Africa. The 1971–72 strike marked a turning point in terms of national solidarity and nationwide participation in the struggle. It greatly alarmed South Africa; a rising crescendo of trials and summary imprisonment and torture was pursued, though this process had already begun when Herman Toivo ja Toivo and most other SWAPO leaders not already in exile were tried for terrorism and imprisoned on Robben Island in 1968. From 1969 SWAPO had operated along almost all of the northern border—an operation that was easier after Angolan independence in 1975—and in the north-central farming areas around Grootfontein. Although set back by an internal leadership crisis and division among fighting cadres in 1976, the armed struggle had become militarily damaging and economically costly to South Africa by the end of the 1970s. From 1977 through 1988 the economy of Namibia stagnated overall and fell by more than 3 percent per year per capita. Five factors influenced this: six years of drought, decline in fishing yields (because of overfishing), serious worsening of import-export price ratios, the slow growth and mismanagement of the South African economy, and the impact of the war on the budget and on both domestic and foreign investor confidence. For white residents, real incomes (except in ranching) stagnated or rose slowly; for blacks, they rose for perhaps one-sixth of households in wage employment with government or large enterprises and declined rapidly for others, especially for residents of the northern “operational area” (war zone). For South Africa, Namibia turned from an economic asset to a millstone (with a war bill by the late 1980s on the order of $1 billion a year—comparable to Namibia’s gross domestic product). Capital stock was run down, and output of all major products—beef, karakul, fish, base metals, uranium oxide, and diamonds—fell. On the domestic side a long series of South African attempts to build up pro-South African parties with substantial black support failed even when trade unions were legalized, wages raised, and petty apartheid laws (including abolition of the contract labour and residence restrictions) relaxed. Indeed, after the failure of the alliance between moderate black Bishop Abel Muzorewa and white Prime Minister Ian Smith in the Zimbabwe independence elections, South Africa’s internal political maneuvers looked increasingly desperate and lacking in conviction. Internationally and militarily, decline was slower and less apparent. While the UN Security Council had passed resolutions (notably resolution 435) demanding independence for Namibia, South Africa skillfully and repeatedly protracted negotiations and played on U.S. fears of communism and paranoia about Cuba (whose troops had defeated the 1975 South African invasion of Angola and remained there to augment the defense against South Africa and its Angolan allies or proxies). Through 1986 about 2,500 South African soldiers had died, a figure proportionally higher per capita than the U.S. death toll in the Vietnam War. However, the South African government skillfully disguised the high casualty rate as well as the fiscal burden of the Namibian occupation and policy in Angola. The war, like the negotiations, appeared stalemated. The turning point came in 1988. South Africa’s invasion of Angola was defeated near Cuito-Cuanavale, air control was lost, and the Western Front defenses were tumbled back to the border (by a force consisting largely of units of SWAPO’s People’s Liberation Army of Namibia [PLAN] under Angolan command). By June South Africa had to negotiate a total withdrawal from Angola to avoid a military disaster, and by the end of December it had negotiated a UN-supervised transition to elections, a new constitution, and independence for Namibia. The United Nations Transition Assistance Group (UNTAG) opened operations in April 1989. After a disastrous start—in which South African forces massacred PLAN forces seeking to report to UNTAG to be confined to designated areas—UNTAG slowly gained control over the registration and electoral process in most areas. The election of 1989, held under the auspices of the UN, gave SWAPO 57 percent of the vote and 60 percent of the seats. Sam Nujoma, the longtime leader of SWAPO, became president. With two-thirds majorities needed to draft and adopt a constitution, some measure of reconciliation was necessary to avoid deadlock. In fact, SWAPO and the business community—as well as many settlers—wanted a climate of national reconciliation in order to achieve a relatively peaceful initial independence period. As a result, a constitution emphasizing human, civil, and property rights was adopted unanimously by the end of 1990, and reconciliation with settlers and (to a degree) with South Africa became the dominant mood. For the new government, the costs of reconciliation included retaining about 15,000 unneeded white civil servants, deferring the landownership and mineral-company terms issues, and offering de facto amnesty for all pre-independence acts of violence (including those of SWAPO against suspected spies and dissidents in Angola in the late 1980s). The benefits were the takeover of a functioning public administration and economy (with growth rising to 3 percent in 1990) and grudging but real South African cooperation on fishing and use of Walvis Bay. Above all, South Africa forebore from mounting destabilization measures or creating proxy armed forces. On March 21, 1990, the South African flag was lowered and Namibia’s raised at the National Stadium; Namibia subsequently joined the Commonwealth, the UN, and the Organization of African Unity (now the African Union). Diplomatic relations were established with many countries. The Namibian Defense Force—which included members of PLAN as well as the former South West African Territory Force—was created with the assistance of British military advisers. South Africa agreed to a transition to Namibian sovereignty over Walvis Bay, which was effected in 1994. It also agreed to a revised boundary along the Orange River, giving Namibia riparian rights; the earlier border had been placed on the north bank and thus left Namibia without water rights. Namibia remained a member of the Southern African Customs Union. The political climate was calm. The main opposition party, the Democratic Turnhalle Alliance (heir to South Africa’s puppet government efforts and beneficiary of considerable South African funds for campaign financing), held almost one-third of the seats in the legislature but was neither particularly constructive nor totally obstructive. In the 1994 national elections, SWAPO consolidated its hold on power, surpassing the two-thirds majority needed to revise the constitution—which it did in 1998, passing an amendment that allowed President Nujoma to run for a third term. Despite widespread disapproval of the amendment, Nujoma was easily reelected in 1999. SWAPO maintained its hold on power in the country’s 1999 elections, in the face of allegations from the opposition—now headed by a SWAPO splinter party, the Congress of Democrats—that the government was engaging in authoritarian practices. Opponents also questioned the government’s 1998 decision to dispatch troops to the Democratic Republic of the Congo to support the government of Congolese President Laurent Kabila during that country’s civil war. The government generated even greater controversy in 1999 when it granted the Angolan government permission to pursue Angolan rebels into Namibian territory, leading to unrest along the border that did not subside until 2002. At the beginning of the 21st century and after its first decade of independence, Namibia stood apart from many other African countries as a model of political and economic stability. Nevertheless, the country still had serious matters to address. As in much of Africa, the spread of AIDS was a concern: by 2000 one in five adult Namibians was infected. Another issue at the forefront was land reform—the government program of purchasing farmland owned by the white minority and redistributing it to the historically disadvantaged and landless black Namibians. The controversy surrounding land reform continued to escalate in the first decade of the new century as the slow progress of the program frustrated many, and the threat of forcible seizures of farmland loomed. The new millennium also saw the democratic transfer of power in the country. After leading Namibia since the country’s country gained independence, Nujoma stepped down from office at the end of his third term. Fellow SWAPO member Hifikepunye Pohamba prevailed in the November 2004 presidential elections and was inaugurated the next year. In the presidential and parliamentary elections of November 2009, Pohamba was reelected, and SWAPO maintained its hold on the majority of parliamentary seats. Several opposition groups, however, refused to accept the results of the election, claiming that the country’s electoral laws were violated. International observers, while noting that some aspects of electoral procedures needed improvement, declared that the elections were largely transparent and fair.
PatientPlus articles are written by UK doctors and are based on research evidence, UK and European Guidelines. They are designed for health professionals to use, so you may find the language more technical than the condition leaflets. Leptospirosis is an infection of worldwide distribution caused by spirochaetes of the genus Leptospira, which infect many species of both wild and domestic animals. - Leptospires are naturally aquatic organisms and are found in fresh water, damp soil, vegetation, and mud. Flooding may spread the organism because, as water saturates the soil, leptospires pass directly into surface waters. - The principal source of human infection is the rat but other sources include dogs, cattle, pigs, and other wild animals. - Infected animals carry the bacteria in their kidneys, often without becoming unwell. They can excrete leptospires in their urine for some time. The spirochaetes are shed from the urine and can survive in the environment for several months in moist, warm conditions. - Disease is acquired through contact with contaminated water or soil, or through contact with urine or tissues of infected animals. - They enter the bloodstream through abraded skin or the mucosa from contaminated water or soil. - Water-borne transmission has also been documented. - Infection occurs as two syndromes: anicteric (which is self-limiting) and icteric leptospirosis (Weil's disease). - Leptospirosis is uncommon in the UK with an incidence in England and Wales of about 1 case per million of the population each year. - Reported to be the most widespread zoonosis in the world (having an incidence greater in tropical areas than in temperate regions). - However, the reported incidence seems to be underestimated, especially in countries located in the temperate climatic zone. - A large proportion of the population is antibody-positive in areas such as rural Belize and Vietnam. Leptospirosis is a significant human disease in eastern and southern Europe, Australia and New Zealand. Add notes to any clinical page and create a reflective diary Automatically track and log every page you have viewed Print and export a summary to use in your appraisal - Occupational risk factors include sewage workers, farmers, veterinarians, abattoir workers, rodent control workers, and other occupations with animals. - Recreational risk factors include taking part in activities which expose them to natural water, including canals, ponds or rivers, or who have contact with rats. - Activities in freshwater that can increase the risk include swimming (including participating in triathlons), sailing, water skiing and wind surfing. - Travelling abroad - eg, swimming in contaminated water. Infection may cause no symptoms, a mild flu-like illness, or a more severe illness with jaundice and acute kidney injury (Weil's disease). - The incubation period is usually 7- 21 days but can range from 2-30 days. Onset is usually abrupt. - Many infections are mild with fever, headache, myalgia, anorexia, nausea and vomiting, dry cough and lethargy. Affected patients may not seek medical attention. - The anicteric form may cause pneumonitis, arthritis, orchitis, cholecystitis, myocarditis, coronary arteritis, aortitis, aseptic meningitis and uveitis. The flu-like illness may resolve without treatment but, in some cases, an immune phase follows with a return of fever, jaundice, red eyes, abdominal pain, diarrhoea, or a rash. In more severe cases, there may be organ failure (eg, the kidneys) or meningitis. - Leptospiral infection often has minimal or no clinical manifestations; of the cases in which fever develops, as many as 90% present as undifferentiated febrile illnesses. - Approximately 10% of those infected become jaundiced (with hepatocellular necrosis) and have a severe and rapidly progressive form of the disease with liver failure and acute kidney injury. - The jaundice appears during days 5-9 of illness and is most intense 4-5 days later, continuing for about one month. - Purpura, petechiae, epistaxis, minor haemoptysis and other signs of bleeding are common. - Other symptoms include fever, vomiting, abdominal pain, skin rashes, conjunctival haemorrhage, and uveitis. There is often a severe headache, retro-orbital pain, and photophobia. A severe myalgia (lower back, and legs) is common. Leptospirosis may present as aseptic meningitis. - The lungs are involved in approximately 70% of cases of leptospirosis. Pulmonary symptoms vary from cough, dyspnoea, and haemoptysis to adult respiratory distress syndrome and massive pulmonary haemorrhage. - Kidney dysfunction (leptospiral nephropathy) is usual, sometimes with life-threatening acute kidney injury with signs of uraemia and disturbance of consciousness. The diagnosis of leptospirosis requires a high degree of clinical suspicion because the disease's numerous manifestations can mimic other tropical infections or other nonspecific febrile illnesses, as well as non-infectious diseases - eg, small-vessel vasculitis, systemic lupus erythematosus or malignancies. Possible alternative diagnoses to consider will include: - Viral hepatitis - Typhoid fever - Yellow fever - Relapsing fever - Scrub typhus - Dengue fever - Legionnaires' disease - Toxic shock syndrome The initial diagnosis of leptospirosis is based on clinical features. Initial blood tests may show raised ESR, peripheral leukocytosis, variable degrees of cytopenias, mildly increased aminotransferases and increased serum bilirubin and alkaline phosphatase (ALP). Isolation of the organism by culture of clinical specimens (blood, CSF, urine) during the first 7-10 days of the illness is difficult, requires longer than 16 weeks because initial growth may be slow and has a low sensitivity and specificity. Most cases of leptospirosis are diagnosed by serology testing. - LFTs: increased serum bilirubin, transaminases. - Prolonged prothrombin time (coagulation times may be elevated in patients with hepatic dysfunction and/or disseminated intravascular coagulation). - FBC: thrombocytopenia, leukocytosis and anaemia. - Renal function and electrolytes (acute kidney injury); serum amylase levels are raised in acute kidney injury. - Raised creatine kinase (muscle involvement, rhabdomyolysis). - MSU usually shows sediment and proteinuria. - CXR: may be normal or show patchy shadowing in alveolar haemorrhage. - Diagnosis is usually performed by serology; enzyme-linked immunosorbent assay and the microscopic agglutination tests are the laboratory methods generally used. - Limitation of serology is that antibodies are lacking at the acute phase of the disease. - In recent years, several real-time polymerase chain reaction assays have been described. These can confirm the diagnosis in the early phase of the disease, before antibody titres are at detectable levels. Antibiotic treatment is widely used but a Cochrane review found insufficient evidence to recommend for or against the use of antibiotics for leptospirosis. Use of antibiotics for leptospirosis may decrease the duration of clinical illness by two to four days, although this result was not statistically significant. Selection of penicillin, doxycycline, or cephalosporin did not seem to impact on mortality or the duration of fever. It was therefore concluded that the benefit of antibiotic therapy in the treatment of leptospirosis remains unclear, particularly for severe disease. - First-choice drug is oral doxycycline, starting within 48 hours of illness (starting antibiotics can lead to a Jarisch-Herxheimer reaction). - Oral amoxicillin, ampicillin and doxycycline are effective in mild-to-moderate infections. - Intravenous penicillin G is the drug of choice for severely ill patients. - Third-generation cephalosporins (eg, cefotaxime, ceftriaxone are now widely used for intravenous antibiotic treatment for patients with severe leptospirosis. - Supportive care and treatment of the hypotension, haemorrhage, acute kidney injury and liver failure. - The use of steroids in patients with leptospirosis has not been well established. However, some reports have shown beneficial effects of glucocorticoids in severe leptospirosis with pulmonary haemorrhage, thrombocytopenia and acute kidney injury. - Vitamin K should be administered for hypoprothrombinaemia. - Immunity to leptospirosis is incomplete and so patients should be advised to adopt lifestyle changes to avoid re-exposure if possible. Acute kidney injury is one of the most common complications of severe leptospirosis. A particularly serious type of lung involvement (severe pulmonary haemorrhagic syndrome) is a major cause of death in patients with Weil's disease in developing countries, with profuse lung haemorrhage. Hepatic dysfunction is usually mild and reversible. Variable degrees of thrombocytopenia have been reported with leptospirosis. - Spontaneous abortion in pregnant women. - Acute kidney injury. - Liver failure. - Disseminated intravascular coagulation. - Gastrointestinal haemorrhage. - Pulmonary haemorrhage. - Eye problems - eg, chronic or recurrent uveitis, iridocyclitis, chorioretinitis. - Adult respiratory distress syndrome. - Hypotension; vascular collapse may develop abruptly and can be fatal in the absence of aggressive supportive care. - Cerebrovascular accident, subarachnoid haemorrhage, cerebral arteritis. - Kawasaki disease. - Erythema nodosum. - Congestive heart failure is rare but nonspecific ECG changes are common. The vast majority of leptospiral infections are self-limiting. However, Weil's disease has a mortality rate of 5-10%. Important causes of death include acute kidney injury, cardiopulmonary failure and widespread haemorrhage. Two to three people in England and Wales die every year from leptospirosis. - Leptospirosis is usually self-limiting. Most cases recover fully within two to six weeks but some may take up to three months. - Liver and renal dysfunction are usually reversible, with resolution over a period of 1-2 months. - Leptospirosis with jaundice is fatal in 5-15%. Death is often caused by gastrointestinal and pulmonary haemorrhage, acute kidney injury and adult respiratory distress syndrome. - Infection in pregnant women may be grave leading to severe fetal and maternal morbidity and mortality. - Mortality is increased in the elderly. - After infection, immunity develops against the infecting strain, but this may not fully protect against infection with unrelated strains. Public health measures to prevent and reduce leptospirosis include identification of contaminated water sources, rodent control, prohibition of swimming in waters where risk of infection is high and informing persons of the risk involved in recreational water activities. - There is no available human vaccine effective against leptospirosis. - For people who may be at high risk for short periods (eg, occupational risk, high-risk water sports activities in known endemic areas or living or working in areas after natural disasters), taking doxycycline (200 mg weekly) may be effective. - Immunisation of animals with Leptospira vaccines: an animal vaccine is available, and immunising and treating infected animals is worthwhile. - Reduce rodent populations - eg, by clearing rubbish and preventing rodent access into buildings. - The risk of infection can be greatly reduced by not swimming or wading in water that might be contaminated with animal urine. - If there is contact with fresh, surface waters (eg, canals, ponds or rivers, or with rats) then advise the person to: - If swimming, minimise the swallowing of water. - Cover cuts, scratches or sores with a waterproof plaster and thoroughly clean any cuts or abrasions caused during the water activity. - Wear appropriate protective clothing, gloves or protective footwear. - Wash or shower promptly after water sports. - Avoid capsize drill or rolling in stagnant or slow-moving water. - Wear thick gloves when handling rats. - Wash hands after any contact with natural water or after handling any animal, and again before eating. Further reading & references - Leptospirosis; Public Health England - Maroun E, Kushawaha A, El-Charabaty E, et al; Fulminant Leptospirosis (Weil's disease) in an urban setting as an overlooked cause of multiorgan failure: a case report. J Med Case Rep. 2011 Jan 14;5:7. doi: 10.1186/1752-1947-5-7. - Wasinski B, Dutkiewicz J; Leptospirosis--current risk factors connected with human activity and the environment. Ann Agric Environ Med. 2013;20(2):239-44. - Budihal SV, Perwez K; Leptospirosis diagnosis: competancy of various laboratory tests. J Clin Diagn Res. 2014 Jan;8(1):199-202. doi: 10.7860/JCDR/2014/6593.3950. Epub 2013 Jun 17. - Azevedo AF, Miranda-Filho Dde B, Henriques-Filho GT, et al; Randomized controlled trial of pulse methyl prednisolone x placebo in treatment of pulmonary involvement associated with severe leptospirosis. [ISRCTN74625030]. BMC Infect Dis. 2011 Jun 30;11:186. doi: 10.1186/1471-2334-11-186. - Musso D, La Scola B; Laboratory diagnosis of leptospirosis: a challenge. J Microbiol Immunol Infect. 2013 Aug;46(4):245-52. doi: 10.1016/j.jmii.2013.03.001. Epub 2013 Apr 29. - Charan J, Saxena D, Mulla S, et al; Antibiotics for the treatment of leptospirosis: systematic review and meta-analysis of controlled trials. Int J Prev Med. 2013 May;4(5):501-10. - Brett-Major DM, Coldren R; Antibiotics for leptospirosis. Cochrane Database Syst Rev. 2012 Feb 15;2:CD008264. doi: 10.1002/14651858.CD008264.pub2. - Guerrier G, D'Ortenzio E; The Jarisch-Herxheimer reaction in leptospirosis: a systematic review. PLoS One. 2013;8(3):e59266. doi: 10.1371/journal.pone.0059266. Epub 2013 Mar 26. - Puliyath G, Singh S; Leptospirosis in pregnancy. Eur J Clin Microbiol Infect Dis. 2012 Oct;31(10):2491-6. Epub 2012 May 2. Disclaimer: This article is for information only and should not be used for the diagnosis or treatment of medical conditions. EMIS has used all reasonable care in compiling the information but make no warranty as to its accuracy. Consult a doctor or other health care professional for diagnosis and treatment of medical conditions. For details see our conditions. Dr Colin Tidy Dr Colin Tidy Dr Adrian Bonsall
Plants or animals that have had their genetic makeup altered to exhibit traits that are not naturally theirs. -From the glossary on the Monsanto website. Organisms in which the genetic material (DNA) has been altered in a way that does not occur naturally. -World Health Organization “Genetically Engineered Foods”, “Genetically modified organisms,” or GMOs, are organisms that have been created through application of transgenic, gene-splicing techniques that are part of biotechnology. These transgenic methods for moving genes around are also called “genetic engineering,” or GE. This relatively new science allows DNA (genetic material) from one species to be transferred into another species, creating transgenic organisms with combinations of genes from plants, animals, bacteria, and even viral gene pools. The mixing of genes from different species that have never shared genes in the past is what makes GMOs and GE crops so unique. It is impossible to create such transgenic organisms through traditional crossbreeding methods.
Argonne National Laboratory says the energy density of battery powered vehicles will not be the same as gasoline powered vehicles until some time in the far distant future. Right now the lab people say, gasoline is 100 times more energy dense than a battery. That means you would need 100 lbs of battery to go as far as 1 lb of gasoline can take you. If that’s true, how are we ever going to get to parity between electric and gas powered cars? There is one other critical factor to consider. Electric powertrains are far more efficient than powertrains powered by gasoline. In fact, in many cases, less than 20% of the energy contained in a gallon of gas actually gets converted to forward motion. The latest Toyota Prius has an internal combustion engine that is 40% efficient, but it stands at the top of the heap when it comes to engines. Even assuming a gas engine is as efficient as the Toyota, it still has to transmit the power it makes through a complex set of gears in a transmission and a differential. By the time power gets to the wheels that do the actual driving, it has suffered significantly more mechanical losses. By contrast, an electric powertrain can be more than 90% efficient. That advantage tilts things in favor of electric cars. Argonne Lab says in its latest report that just looking at the gas tank and battery is an “incomplete analysis,” which “ignores the impact of powertrain efficiency and mass of the powertrain itself. “When we compare the potential of battery electric vehicles (BEVs) as an alternative for conventional vehicles, it is important to include the energy in the fuel and their storage as well as the eventual conversion to mechanical energy.” Weighing all the factors and adjusting for the differences between powertrain efficiency, Argonne Lab concludes that when it comes to driving a distance of 300 miles, gasoline and electric drivetrains will be equal to each other in about 30 years. “By 2045, BEV 300s will be comparable to conventional vehicles in terms of the energy spent at the wheel per kg of the powertrain mass.” The Argonne Lab report does not consider price in its calculations. What it shows is that if we base the changeover from fossil fuels to electricity solely on energy density comparisons, it will come far too late for the environment. The key to keeping fossil fuels in the ground is to remove the enormous direct and indirect subsidies they enjoy and make their market price consistent with their total cost to society. Source: AutoBlog Photo credit: Audi
A complete protein is one source that provides all of the nine essential amino acids in adequate amounts. Animal products such as, meat, fish, dairy, and poultry, are examples of complete proteins. Plant foods, especially grains and legumes, often lack one or more of the essential amino acids, but become complete protein sources when they are combined. For example, combining grains with legumes results in a complete protein as the two protein sources complement each other in their amino acid profiles. With a varied diet of grains, legumes, fruits, and vegetables, a person assured of complete proteins, as long as the calorie content of the diet is high enough. Nonetheless, when electing to eat less animal food in the diet, it is important to design the diet to provide adequate amounts of protein.
The Moringa Oleifera tree is a fast growing, drought resistant tree producing a tuberous taproot. In the wild it ranges in height from 5 to 12 metres with a straight trunk (10 – 30 cm thick) with corky whitish bark and an open, umbrella shaped crown. When grown in orchards, the tree is normally cut back every year or two (ratooning) and allowed to regrow to encourage vigorous leaf and pod production and so that the pods and leaves remain within arms reach. The Moringa Tree grows best in well drained sandy or loamy soil with a slightly acid pH of 6.2 to neutral 7.0. It can tolerate poor soil including coastal areas. It is originally from sub-tropical origin but when considering whether it will grow in your area or not; the most important consideration is that the tree can be killed by continuous frost and sub-zero temperatures. There are ways of minimising the effect of cold (e.g. mulching) but there are no guarantees. Never allow Water to sit around the roots. This could kill the tree. This is why the trees like sandy well drained soil. Pay particular attention to this if your soil is very clayey. If you have clayey soil then you could try to grow the trees on mounds. When transplanting your saplings (if grown in bags) we suggest transplanting when the sapling is around 30 to 60 cm tall and is bushy and strong. Only transplant your sapling when the average temperature warms up especially the evening temperatures. It is probably best to plant directly into the ground since the trees are extremely sensitive to transplanting and any damage to the root may only be noticed in another year or two with stunted trees. The trees have a very long tap root (often 1.5 times longer than the stem) and any obstruction to its growth will permanently stunt the tree (although this may not be noticeable in the first year or two). If you do decide to plant in bags then use the tallest bags possible. The Moringa Tree enjoys full sun. Initially the seedling must be protected from strong winds. In very hot areas water them daily (make absolutely sure that the roots are not water-logged – ie. the water must be able to drain away). If you decide to water it less just keep an eye on it; it will definitely tell you if it needs more water. The Moringa tree will certainly benefit from the addition of compost from time to time. The Moringa Tree grows best in Tropical and sub-tropical climates. However, it will probably grow almost anywhere so long as it is protected from frost and sub-zero temperatures. In colder climates we strongly suggest growing the Moringa Tree in a greenhouse. In areas with light frost (but not sub-zero temperatures) a simple plastic box (eg. a wooden frame with a plastic cover) should protect it adequately. Since you will most likely prune the tree to a manageable size (pruning is actually essential) a box with a wooden frame (1.5 m X 1.5m X 1.5m) covered with transparent plastic is easy to construct. The Moringa Tree loses it’s leaves when the average temperature drops below 70 degrees Fahrenheit (21degrees Celsius) but it will always re-sprout new leaves in Spring unless it’s root ball was damaged by frost or freezing. In areas where the Moringa is deciduous (i.e. drops it’s leaves in Winter) only water the tree every week or two (when it has no leaves) depending on the prevailing temperatures and air dryness. The Moringa Tree is a very hardy tree and will generally only be killed when it freezes and/or is exposed to continuous frost. In colder climates make sure the tree is well-mulched to protect the root ball from the cold — a well mulched tree can even survive a severe frost – the tree may even freeze down to the ground level but can survive and will grow new shoots from the ground in Spring. However, we don’t recommend that you leave the tree uncovered (ie. a green house or other form of cover) in areas with frost and freezing temperatures since there is still a great risk of the tree dying. In climates that do experience freezes and frost it may be possible to cut the tree down to the last foot or so and completely cover with mulch material. There is a good chance (but no guarantee) of the tree surviving that way. Also, the Moringa Tree is adaptogenic which means that the seed produced in every successive generation will be better suited for the climate in which the tree lives. The main reason for the Moringa Tree’s hardiness is the fact that it has a tubular taproot. This is where it stores all it energy. If you feel at the base of the stem, just below the surface of the soil, you will feel a ‘ball’. So long as this ‘ball’ is firm (not soft) your Moringa Tree is alive and well. This ‘ball’ actually gets incredibly large as the tree gets older. Another way to protect the tree is to plant it in pots. In fact, the Moringa Tree has a tuberous tap root which is well suited to potting. The Tree can then be kept outdoors during Spring and Summer and be brought indoors to a warm sunny spot when it gets cold. If you decide to keep the tree permanently in a pot then make sure that the pot is at least 45 cm deep. Pruning the Moringa Tree is very important to ensure a dense bushy Tree with the leaves and pods easily accessible.
As of 2016, some free social skills worksheets include one about appreciating other people, one concerning feelings and emotions and one centered on fair treatment. All of these worksheets are free to print at WorksheetPlace.com.Continue Reading The appreciating other people worksheet lets children explore the trait they find most important in other people and rate the importance of each of these traits. The traits covered on the worksheet include leadership, tidy, patient, calm and social. The worksheet includes more than 40 traits that people use in social settings and can develop as part of their own social skills. The worksheet concerning feelings and emotions asks children to imagine how they could help someone else in a certain situation that centers around an emotion. These emotions cover things such as surprise over seeing another student cheat, sadness and crying without someone to play with and nervous about moving to a new home. Each of the situations includes a face that mirrors the emotion. Another worksheet helps children understand the meaning of fair and how to face situations where they feel they haven't received fair treatment. There are five questions with spaces for the children to answer to explore this concept. Other questions cover whether or not the child always treats others fairly and what the child has done when treated unfairly.Learn more about K-12
Tonsillitis is inflammation of the tonsils, two oval-shaped pads of tissue at the back of the throat — one tonsil on each side. Signs and symptoms of tonsillitis include swollen tonsils, sore throat, difficulty swallowing and tender lymph nodes on the sides of the neck. Most cases of tonsillitis are caused by infection with a common virus, but bacterial infections also may cause tonsillitis. Because appropriate treatment for tonsillitis depends on the cause, it's important to get a prompt and accurate diagnosis. Surgery to remove tonsils, once a common procedure to treat tonsillitis, is usually performed only when bacterial tonsillitis occurs frequently, doesn't respond to other treatments or causes serious complications. Tonsillitis most commonly affects children between preschool ages and the mid-teenage years. Common signs and symptoms of tonsillitis include: - Red, swollen tonsils - White or yellow coating or patches on the tonsils - Sore throat - Difficult or painful swallowing - Enlarged, tender glands (lymph nodes) in the neck - A scratchy, muffled or throaty voice - Bad breath - Stomachache, particularly in younger children - Stiff neck In young children who are unable to describe how they feel, signs of tonsillitis may include: - Drooling due to difficult or painful swallowing - Refusal to eat - Unusual fussiness When to see a doctor It's important to get an accurate diagnosis if your child has symptoms that may indicate tonsillitis. Call your doctor if your child is experiencing: - A sore throat that doesn't go away within 24 to 48 hours - Painful or difficult swallowing - Extreme weakness, fatigue or fussiness Get immediate care if your child has any of these symptoms: - Difficulty breathing - Extreme difficulty swallowing Tonsillitis is most often caused by common viruses, but bacterial infections can also be the cause. The most common bacterium causing tonsillitis is Streptococcus pyogenes (group A streptococcus), the bacterium that causes strep throat. Other strains of strep and other bacteria also may cause tonsillitis. Why do tonsils get infected? The tonsils are the immune system's first line of defense against bacteria and viruses that enter your mouth. This function may make the tonsils particularly vulnerable to infection and inflammation. However, the tonsil's immune system function declines after puberty — a factor that may account for the rare cases of tonsillitis in adults. Risk factors for tonsillitis include: - Young age. Tonsillitis most often occurs in children, but rarely in those younger than age 2. Tonsillitis caused by bacteria is most common in children ages 5 to 15, while viral tonsillitis is more common in younger children. - Frequent exposure to germs. School-age children are in close contact with their peers and frequently exposed to viruses or bacteria that can cause tonsillitis. Inflammation or swelling of the tonsils from frequent or ongoing (chronic) tonsillitis can cause complications such as: - Difficulty breathing - Disrupted breathing during sleep (obstructive sleep apnea) - Infection that spreads deep into surrounding tissue (tonsillar cellulitis) - Infection that results in a collection of pus behind a tonsil (peritonsillar abscess) If tonsillitis caused by group A streptococcus or another strain of streptococcal bacteria isn't treated, or if antibiotic treatment is incomplete, your child has an increased risk of rare disorders such as: - Rheumatic fever, an inflammatory disorder that affects the heart, joints and other tissues - Poststreptococcal glomerulonephritis, an inflammatory disorder of the kidneys that results in inadequate removal of waste and excess fluids from blood The germs that cause viral and bacterial tonsillitis are contagious. Therefore, the best prevention is to practice good hygiene. Teach your child to: - Wash his or her hands thoroughly and frequently, especially after using the toilet and before eating - Avoid sharing food, drinking glasses, water bottles or utensils - Replace his or her toothbrush after being diagnosed with tonsillitis To help your child prevent the spread of a bacterial or viral infection to others: - Keep your child at home when he or she is ill - Ask your doctor when it's all right for your child to return to school - Teach your child to cough or sneeze into a tissue or, when necessary, into his or her elbow - Teach your child to wash his or her hands after sneezing or coughing
Children’s causal learning and evidence. Causation, intervention, and Bayes nets. The conditional intervention principle and Woodward’s concept of an intervention. Conclusions: Connecting causality and evidence with intervention – causal learning. - ‘blicket-detector’ A&B activate the machine; separately: A activates the machine, B does not. A is a blicket. (3 and 4 year olds) - Probability: ‘… even very young children can and do infer new causal relations from information about dependent and independent probability.’ (Gopnik et al 2001: 628) - Causes as increasing probability: A activates machine 3 times in a row; B only activates it twice in 3 trials. While most of the children count A as a blicket (97%), a considerable number (85%) take B to be a blicket as well. - Bayes nets enable predictions about the effect on intervention (intervening on the cause leads to a change in the probability distribution of the effect) - Children making causal claims and updating them in the light of evidence - Children establishing the causally-relevant variables through interventions - Children’s free play – generate evidence to support causal learning and learn from the evidence of their own interventions (Schulz et al. 2007: 330) - Causal learning both in the laboratory and real-world scenarios. - Children presented with gears A and B (of different colours) and a switch S; - They are shown pictures with the causal structure (common cause or causal chain); - They should be able to choose the right pictures upon being presented with evidence of how the mechanism works upon having one gear removed at a time while the switch is on; - In experiment 3 they were able to do so by working with the gears themselves (Schultz et al. 2007: 324); 1. Holding all the other variables in the system fixed. 2. An intervention on X that 3. Will change the probability distribution of Y 4. But not influence Y other than through X 5. And not change the fixed values of the other variables in the graph. (after Schulz et al. 2007: 323) C causes E – variables; if C were to be changed, E would change as well. Woodward’s concept of an intervention 1. The intervention works as a switch; 2. If the interventions by the experimenter are correlated with other causes of recovery than T (e.g. placebo), then the reliability of the experiment is undermined. 3. The intervention should not affect recovery independently from T, but, if at all, through it. (M1) I must be the only cause of X; i.e. (…) the intervention must completely disrupt the causal relationship between X and its previous causes so that the value of X is set entirely by I, (M2) I must not directly cause Y via a route that does not go through X (…), (M3) I should not itself be caused by any cause that affects Y via a route that does not go through X, and (M4) I leaves the values taken by any causes of Y except those that are on the directed path from I to X to Y (should this exist) unchanged. (Woodward 2008; also Woodward 2003 for a more detailed account) 1. Holding all the other variables in the system fixed. 2. An intervention on X that 3. Will change the probability distribution of Y 4. But not influence Y other than through X 5. And not change the fixed values of the other variables in the graph. Do people learn and reason in accord with the normative requirements of the interventionist account? (Woodward 2007: 28) –Yes Does the interventionist account help in designing experiments involving causal learning in children? –Yes Does the data about children’s intuitive theories and causal learning tell us something about the use of interventions in full blown scientific theories? - Yes Experiment results and causal learning in children – consistent with both interventionist and probabilistic approaches to causation; Why intervention? – generating evidence through interventions, learning through interventions; Compatible with a Bayesian approach to evidence; The use of interventions from early childhood – supports connecting causation to manipulability; The theory-theory of conceptual development: interventions should be helpful when investigating causes in both children’s theories and in scientific theories Should causation be analyzed mainly in terms of manipulability? – Woodward’s investigation on interventionist theories in psychology; Metaphysical issue: how we learn about causes vs. what is the fundamental concept underlying causal claims. Gopnik A., Sobel, D., Schulz, L., Glymour, C. (2001) ‘Causal learning mechanisms in very young children: Two-, three- and four-year-olds infer causal relations from patterns of variation and covariation’, Developmental Psychology 37: 620-629. Glymour, C. (2000) ‘Bayes nets as psychological models’, in Keil, F. & Wilson, R. (eds), Explanation and Cognition, Bradford Books. Schulz, L., Bonawitz, E., Griffiths, T. (2007) ‘Can being scared cause tummy aches? Naïve theories, ambiguous evidence and preschoolers’ causal inferences’, Developmental Psychology 43: 1124-1139. Schulz, L., Gopnik, A., Glymour, C. (2007) ‘Preschool children learn about causal structure from conditional interventions’, Developmental Science 10: 322-332. Woodward, J. (2003) Making Things Happen, Oxford University Press. Woodward, J. (2007) ‘Interventionist theories of causation in psychological perspective’, in Gopnik, A., Schulz, L. (eds), Causal Learning, Oxford University Press. Woodward, J. (2008) ‘Causation and Manipulability’, The Stanford Encyclopedia of Philosophy (Winter 2008 Edition), Edward N. Zalta (ed.), plato.stanford.edu/entries/causation-mani/.
What is a Random Variable? When the value of a is determined by a chance event, that variable is called a Discrete vs. Continuous Random Variables Random variables can be - Continuous. Continuous variables, in contrast, can take on any value within a range of values. For example, suppose we randomly select an individual from a population. Then, we measure the age of that person. In theory, his/her age can take on any value between zero and plus infinity, so age is a continuous variable. In this example, the age of the person selected is determined by a chance event; so, in this example, age is a continuous random variable. Discrete Variables: Finite vs. Infinite Some references state that continuous variables can take on an infinite number of values, but discrete variables cannot. This - In other cases, however, discrete variables can take on an infinite number of values. For example, the number of coin flips that result in heads could be infinitely large. When comparing discrete and continuous variables, it is more correct to say that continuous variables can always take on an infinite number of values; whereas some discrete variables can take on an infinite number of values, but Test Your Understanding of This Lesson Which of the following is a discrete random variable? I. The average height of a randomly selected group of boys. II. The annual number of sweepstakes winners from New York City. III. The number of presidential elections in the 20th century. (A) I only (B) II only (C) III only (D) I and II (E) II and III The correct answer is B. The annual number of sweepstakes winners results from a random process, but it can only be a whole number - not so it is a discrete random variable. The average height of a randomly-selected group of boys could take on any value between the height of the smallest and tallest boys, so it is not a discrete variable. And the number of presidential elections in the 20th century does not result from a random process; so it is not a random variable.
The most commonly seen defects at birth are congenital heart defects (CHD). These anomalies arise when there is a failure of the heart or its major blood vessels to form properly during embryonic and/or fetal growth and development. They may range from simple holes in the cardiac septum, or narrow valves, to more complex defects like tetralogy of Fallot (ToF), which is a combination of four distinct defects. In the United States, CHD affects about 1% of the infants born per year, and roughly 25% of these babies will have a serious CHD. There are at least 18 different types of CHD recognized as of now. Of these, ventricular septal defects (VSDs) are the most common. Most infant deaths from CHD occur within the neonatal period. In fact, one study found that CHD account for 4.2% of all deaths in neonates. An infant’s chances of survival are dependent on the severity of the CHD, the time before it is diagnosed, and the success of treatment. Approximately 95% of children with a non-critical CHD will survive past their eighteenth birthday. This number is significantly reduced to around 70% in those with a critical CHD. Among the simple CHD are septal defects. These arise due to holes in the walls of the heart that create communications, which cause oxygen-rich and oxygen-poor blood to mix. Atrial septal defects (ASD) and VSD are the two main types of septal defects. ASD occur in approximately 2 in every 1000 infants and are found between the two upper chambers of the heart, namely, the right and left atria. Many children with ASD often do not have many symptoms, if any at all, and about half of these children will have the ASD close over time on its own. VSD occur in the two lower chambers of the heart ( the ventricles) and also allow the mixing of oxygen-deficient and oxygen-rich blood. There is normally a difference in pressures between the left and right ventricles of the heart, with the left being under higher pressure than the right. This is because the left ventricle has to pump blood to the entire body, while the right ventricle only pumps blood to the lungs and does not require as much force to do so. When there is a hole in the ventricles, not only is the body being robbed of the full load of oxygen-rich blood being pumped from the left ventricle, but the higher pressure from the left ventricle is also transmitted to the right ventricle. This can cause pathological enlargement of the right ventricle as well as higher pressure in the lungs, sufficient to cause damage to the pulmonary vasculature. Smaller VSD, like ASD, may close on their own, but larger ones need to be closed surgically. Untreated symptomatic VSD can eventually lead to heart failure and death. Another example of a simple CHD is patent ductus arteriosus (PDA). This condition is rather common and occurs when there is an abnormally persisting communication between the pulmonary artery and the aorta. These two vessels physiologically communicate in utero via the ductus arteriosus, which is vital in the fetal circulation to allow the nonfunctioning lungs to develop. The communication closes within three days after birth, but may remain patent in some babies. This again allows oxygen-rich and oxygen-poor blood to mix, and an increase in pulmonary pressure. In addition to holes in the cardiac wall and vessels, valves may also be abnormal in simple CHD. Valves are important for preventing the backflow of blood. Those that do not close tightly enough cause a condition that is referred to as regurgitation. In contrast, stenosis occurs when valves are not able to open fully. It is as a result of valves leaflets fusing together, stiffening, thickening, or narrowing. Pulmonary stenosis is the most common valvular defect. Another type of valve defect is atresia, which is more complex than simple and occurs due to malformation or the valve lacking an opening for the passage of blood. Of the complex CHD, ToF is the most common. It consists of a combination of four major defects, namely, a VSD, pulmonary stenosis, overriding aorta and hypertrophy of the right ventricle. The latter refers to an abnormal increase in the muscle mass of the right ventricle, because it has to work much harder than it physiologically should. Overriding aorta is when the aorta originates at the VSD between the right and left ventricles. ToF disrupts the normal oxygenation of blood in the lungs, and it causes oxygen-deficient blood to be pumped to the rest of the body. Infants may also have another CHD, which is known as complete atrioventricular canal defect. Here there is a hole spanning all of the heart’s four chambers. Just as serious, children may be born with transposition of the great arteries, which is the reversal of the normal anatomical position of the aorta and pulmonary artery. This leads to an interruption in blood flow to the lungs or body. Ebstein’s anomaly, a failure in the tricuspid valve that is usually accompanied by an ASD, is yet another complex CHD. Other types of complex CHD include coarctation of the aorta, truncus arteriosus and anomalous pulmonary venous connection (APVC). Infants with coarctation of the aorta have a narrowing of this great vessel, and there is a disruption in the free flow of blood to the body. Truncus arteriosus occurs when there is one common great arterial trunk as opposed to two separate arteries supplying blood to the body and lungs. APVC causes oxygen-rich blood to enter the wrong chamber, because the veins from the lungs are incorrectly connected. Surgery is required to correct all complex CHD. Reviewed by Liji Thomas, MD
The increasing occurrence of extreme weather conditions, such as the recent deluge in Mumbai, points to a dangerous threat - climate change. This is the first of a series of articles on human-induced climate change It rained all day. It rained like it had never rained before. Trains stopped, cars were submerged, several died, and hundreds and thousands of people waded through the streets of Mumbai. The city that never stands still came to a grinding halt. It almost sounds like a scene from a sci-fi film, but in fact it is scarily real. Mumbai witnessed the strongest rains ever recorded in India in July 2005. Such catastrophic weather phenomena are often seen as acts of God, and they might well be, but the increasing occurrence of extreme weather in India and around the world points towards a dangerous threat - climate change. Though floods, droughts, storms and other extreme weather events have always been a reality, they have been rare occurrences interrupting long periods of calm -- sudden outbursts marring nature's largely gentle rhythm. Now, because of human-induced climate change, that gentle rhythm is breaking up. Overwhelming scientific evidence indicates that climate change is real - the world is warming up and climate systems are changing. Findings from the Intergovernmental Panel on Climate Change (IPCC), which has been established by the World Meteorological Organisation (WMO) and the United Nations Environment Program (UNEP), show that the global average surface temperature increased by 0.6ÂºC over the course of the 20th century. Scientists have recorded the 1990s as the hottest decade in the world since the industrial revolution began. As a result of global warming, snow extent has decreased by about 10% since the 1960s, while mountain glaciers have retreated rapidly. The global average sea level rose by 10 to 20cm during the 20th century, and the amount of heat stored in the ocean has measurably increased since observations began in the 1950s. Rainfall patterns have also changed in the Northern Hemisphere, with generally more rain at high latitudes and near the equator and less in the sub-tropics. Warm El NiÃ±o (which causes droughts and flooding) episodes have been more frequent, persistent and intense since the mid-1970s than during the previous 100 years. One of the most important features of the IPCC Third Assessment Report is that it strengthens the conclusion that human activity is driving the observed climate change. The atmospheric concentration of CO2 is now 31% higher than it was in 1750, the highest it has been for the past 20 million years -- and it's accelerating. About three-quarters of the increase is from fossil fuel burning, while the rest is mostly due to deforestation. Atmospheric methane has increased even more dramatically, by 151% since 1750. Nitrous oxide and synthetic greenhouse gases (halocarbons) also continue to rise. Much of this discussion - halocarbons and methane -- sounds like technical babble to most people. While it may seem like something esoteric that only scientists in white coats need to contend with, its impact on ecosystems, economies and local weather is real. Throughout the 10,000-year history of human civilisation, weather patterns have remained relatively constant, but the frequency of extreme weather events has increased steadily over the 20th century. The number of weather-related disasters during the 1990s was four times that of the 1950s, and cost 14 times as much in economic losses. These trends confirm the predictions of computer models: as the atmosphere warms, the climate will not only become hotter but much more unstable. Extreme events are likely to increase, and droughts and floods will become more common in many regions. Many alpine glaciers will disappear, snow cover and sea ice extent will continue to wither, and sea level is projected to rise. Climate change also raises other important concerns. How will our health be affected by global warming, how will agricultural practices change, how will wildlife cope? Climate change is an issue that threatens the entire globe. However, it disproportionately affects developing countries like India and it will be most disruptive to the poorest of the poor - those who have the least resources and the least capacity to cope. With its huge and growing population, a long, densely populated and low-lying coastline, and an economy that is closely tied to its natural resource base, climate change could have potentially devastating impacts on India . The average temperature change is predicted to rise by 2 to 4Â° C with a doubling in CO2 concentrations. With climate change, rainfall patterns are also set to change. Western and central areas could have up to 15 more dry days each year, while in contrast, the north and north-east are predicted to have five to 10 more days of rain annually. In other words, dry areas will get drier and wet areas wetter. In an almost sadistic twist of events, climate change will make India more susceptible to both droughts and flooding. IPCC findings indicate that there will be an increase in the frequency of heavy rainfall events in South and Southeast Asia . Studies have also shown that the impact of snow melting in the high Himalayas will lead to flood disasters in Himalayan catchments. The most dramatic effects of climate change will manifest in agriculture and forestry. These changes in turn could have profound implications for livelihoods and food security. Agriculture and allied activities continue to be fundamentally dependent on the weather in India . IPCC and other studies suggest that there will be a decrease in yields, though the percentage of decrease varies across different scenarios. Higher temperatures reduce the total duration of a crop cycle by inducing early flowering, and the shorter the crop cycle, the lower the yield per unit area. Climate change is also likely to have substantial impacts on forestry. Climate is an important determinant of the geographical distribution, composition and productivity of forests. Therefore, changes in climate could alter the configuration and productivity of forest ecosystems. In a case study of Kerala ( Achanta A and Kanetkar R,1996), results indicate that under the climate change scenarios, soil moisture is likely to decline and in turn reduce teak productivity from 5.40 m3/ha to 5.07 m3/ha. The study also shows that the productivity of moist deciduous forests could decline from 1.8 m3/ha to 1.5 m3/ha. Changes in forestry could potentially result in extinction of some species and loss of biodiversity. The impact on water resources is also expected to be severe. India is considered rich in terms of annual rainfall but these resources are unevenly distributed, causing spatial and temporal shortages across regions. Climate change and variability are likely to worsen the problem of water scarcity that many parts of India face. Under a changed climatic regime, the combined effect of lower rainfall and more evaporation would have dire consequences. Both these would lead to less runoff, substantially changing the availability of freshwater in the watersheds. Also, potential changes in temperature and precipitation might have a dramatic impact on the soil moisture and aridity level of hydrological zones. With changes in the flows, annual runoff, and groundwater recharge, water available for usage will further decrease. Most major river basins across the country are likely to become considerably drier. One assessment (Hadley Centre Model Simulations) indicates that by the year 2050, the average annual runoff in the river Brahmaputra will decline by 14%. Sea level rise associated with climate change threatens India 's low-lying and densely populated coastline which extends about 7,500 km. UNEP identifies India among the 27 countries that are most vulnerable to sea level rise. Most of the coastal regions are agriculturally fertile, with paddy fields that are highly vulnerable to inundation and salinisation. Coastal infrastructure, tourist activities, and onshore oil exploration are also at risk. The impact of any increase in the frequency and intensity of extreme events, such as storm surges, could be disproportionately large, not just in heavily developed coastal areas, but also in low-income rural areas. A case study of Orissa and West Bengal ( IPCC, 1992) estimates that in the absence of protection, a one-metre sea level rise would inundate 1,700 km of predominantly prime agricultural land. The economic implications of such a rise could be huge - ranging from Rs 2287 billion in the case of Mumbai, to Rs 3.6 billion in the case of Balasore. (TERI, 1996) Climate change has other impacts which may seem less obvious at first, but would have very serious socio-economic consequences. For instance, some reports predict that India will be more prone to malaria, as changing weather patterns will result in potential breeding grounds for malarial mosquitoes at higher altitudes. Adverse weather patterns will also affect large-scale infrastructure projects that are designed to have a long life span. The recently constructed Konkan railway, a major infrastructure project laid through the high rainfall mountain region in mid-western India, is a typical example of a high-value long-life asset exposed to climate extremes. The science of climate change is not a hundred percent accurate and different models and simulations suggest different scenarios. But there are certain facts that all scientists are unanimous about - the earth is getting warmer and climate systems are changing, and the impact of climate change is something that we are already contending with. What is also clear is that human activity has been responsible for this. It is unfortunate and, perhaps, unfair that globally the impact of climate change will disproportionately harm developing nations such as India despite the fact that we have contributed relatively little to cumulative greenhouse gas emissions. But we can't afford to sit around and cry foul. If the recent flooding in Mumbai and other parts of India are anything to go by, we need to get our act together fast. Because with climate change -- when it rains, it pours. (This article is primarily based on findings from the IPCC, and specific studies have been cited. Aditi Sen works on Community Driven Development & Participation and Civic Engagement. She is with the Social Development Department of the World Bank, Washington.) InfoChange News & Features, August 2005
About the Jaguar The third largest “big cat” after the lion and tiger, the jaguar has a stocky build, short legs and a broad head. The jaguar’s tawny fur has black rosettes that are more fragmented than the leopard’s and encircle small spots. The jaguar is an elusive, solitary animal whose markings provide excellent camouflage in its forest habitat. The name jaguar derives from the Guarani Indian word yaguara, which means “the beast that kills with one leap.” After lions and tigers, jaguars are the third largest “big cat.” They have a stocky build, with short legs and broad heads. Jaguars have the most powerful jaws of all the big cats, and they’re also the only cat species that kills by crushing the skulls of their prey. They can even bite through turtle shells! Their tawny fur has black rosettes (rose-shaped and more fragmented then those of leopards) encircling small spots. These markings provide excellent camouflage. “Black” jaguars are common, and as with other melanistic (dark-colored) cats, their spot patterns are visible. The ends of their tails are striped, and their night vision is six times more acute than human’s under poor illumination. Forest jaguars tend to be smaller than their open country counterparts. Head and body lengths: 44 – 75 inches; tail length: 13 – 32 inches. Height at shoulder: 27 to 30 inches Male: 125 – 320 pounds Female: 75 – 220 pounds Jaguar diets differ between rainforest and open country, likely due to the lack of large concentrated game in tropical forests. Almost any species that these cats can catch will be eaten. This includes birds, fish, mammals, reptiles and carrion (decaying flesh of animals). Large prey such as peccaries, tapir, capybaras, deer and cattle are their preferred species. With large prey, jaguars will consume what they can and then cover the carcass with debris so they can return to it later. Females reach sexual maturity between 2 and 3 years; males mature between 3 and 4 years. Gestation lasts from 91 to 110 days, and females can deliver up to four cubs, two on average. Unlike other feline species, male jaguars may stay on to help raise their young. Jaguars are elusive, solitary and primarily nocturnal, though they’re known to travel by day. Unlike most big cats, jaguars love the water, and they’re good swimmers. They can climb trees, though their stocky build makes them less agile than "Old World" leopards found in Africa and Asia. Though they mostly hunt on the ground, jaguars will sometimes climb trees and pounce on their prey from above. Like other big cats, jaguars mark their territory through tree scrapes and urine. Jaguars are only found near water sources and prefer dense tropical forest, lowland forests, swampy grasslands and deciduous mountain forests up to 8,000 feet in altitude. They cover a territory of up to 220 square miles and may travel up to 500 miles. Today, jaguars range from northern Argentina to Mexico, but historically they’ve been found as far north as Arizona, New Mexico and Texas, and as far south as the tip of South America. Average 17 years Threats in the Wild: Jaguars are the top predators in their range; humans are their only threat. Habitat fragmentation and loss, human encroachment and the fur trade are the main causes for their decline. Though legally protected in most of their range, hunting is permitted in Brazil, Costa Rica, Guatemala, Mexico and Peru, where jaguars prey on domestic animals. Trophy hunting is permitted in Bolivia. The elusive nature of the jaguar and impenetrability of their dense forest habitat make studies in the wild and number estimation difficult. - Is it a jaguar or a leopard? The difference lies in their spots. Unlike leopards, jaguars have spots inside their spots (also called rosettes)! - Central and South American mythology abounds with jaguar stories and legends. The art and culture of the Huichol, Olmecs, Maya and Aztecs depict the beauty and power of the jaguar. - The word jaguar comes from the Guarani Indian word, "yaguara," meaning “the beast that kills with one leap.”
Creating a nation Australia became a nation on 1 January 1901, when the six colonies federated. The legal basis for Federation was provided by the Australian Constitution, which sets out the basic rules for our system of government. It tells us how power is shared and exercised by our political and legal institutions. The Constitution was drafted at conventions in the 1890s, and endorsed by the Australian people through a series of referendums. It is our supreme law, binding us together, and underpinning many aspects of our daily lives. The National Archives holds many records documenting the creation and evolution of the Australian Constitution. The collection also includes a rich store of other material relating to Federation. Drafting the Constitution The work of designing a political and legal framework for the new nation was undertaken by two conventions in 1891 and 1897–98. After some further changes, the draft Constitution was endorsed by Australian electors at a series of referendums in 1899. Finally the bill was passed by the British Parliament, becoming law on 9 July 1900, when Queen Victoria gave her assent.
- Pronunciation guides to less familiar words. - Includes chart that explains the game of dreidel. - Holiday books are always in demand in schools and libraries, but the controlled vocabulary of Rookie Books make them especially marketable. - Excellent resource for classroom unit on holidays. - Text has fewer than 400 words. - Word list. Grades K-4 Social Studies Standards - People, societies, and cultures address needs and concerns in ways that are both similar and different - Language, folktales, music, and art serve as expressions of culture - Cultural unity and diversity can be identified within and across groups Time, Continuity, and Change: II - Accounts of past events, people, places, and situations contribute to our understanding of the past Global Connections: IX - Explore ways in which language, the arts, beliefs, etc. facilitate global understanding or lead to misunderstanding
1 Answer \| Add Yours One of the primary themes represented in the play is the power of tradition. Anowa flaunts the traditions of her people. She does not marry immediately after reaching puberty as is expected, and when she finally does marry, she does not follow the cultural expectations that a woman does not work outside the home. Although her actions are the result of Anowa remaining true to her own beliefs, they have dire consequences within the context of her cultural unit, and lead to a tumultuous marriage and the deaths of Anowa and her husband by suicide. Pride is another theme explored in the play. Anowa is driven to adhere to her ideals by pride, working hard in her husband's business and achieving a large part in its success. Her pride gives her a strong enough sense of herself so that she is able to withstand the pressure to treat the servants her husband buys as slaves, but it also causes havoc within her marriage. Pride, then, is both Anowa's strength and her downfall. The themes of choices and consequences are also represented in the play. Anowa has many extremely difficult decisions to make, including her choice of a spouse and specific lifestyle. Each choice she makes has a definite and sometimes dire consequence. There is a much more complete discussion of themes at the second enotes link referrenced below. Take a look! We’ve answered 318,958 questions. We can answer yours, too.Ask a question
Food colours are food additives which are added to foods mainly for the following reasons: - to make up for colour losses following exposure to light, air, moisture and variations in temperature - to enhance naturally occurring colours - to add colour to foods that would otherwise be colourless or coloured differently. Food colours are contained in many foods, including snack foods, margarine, cheese, jams and jellies, and desserts, drinks, etc. Each food colour authorised for use in the European Union is subject to a rigorous scientific safety assessment. EFSA’s Panel on Food Additives and Nutrient Sources added to food (ANS) carries out the safety assessment of food colours. The Panel’s safety evaluations of food colours and other food additives involve a review of all available, relevant scientific studies as well as data on toxicity and human exposure, from which the Panel draws conclusions regarding the safety of the substance. From 2009 to 2016, the ANS Panel re-evaluated the safety of all previously authorised food colours as part of the re-evaluation of all food additives in use before January 2009. Consideration whether certain food colours are likely to trigger adverse allergic reactions is carried out by EFSA’s Panel on Dietetic Products, Nutrition and Allergies. Colours used in food and feed Colours used as food additives may also be authorised for use as feed additives. The evaluation of the safety of food additives and feed additives is carried out by different Scientific Panels at EFSA, with different data requirements due to the separate regulatory frameworks in the two areas. However, EFSA’s Panels co-ordinate their scientific work to ensure consistency in their risk assessment approaches and consideration of the available scientific information within these fields. 2016 Re-evaluation of all previously authorised food colours completed. Overall, the ANS Panel re-assessed 41 food colours, taking into account new studies where available. 2013 EFSA scientists further strengthen co-ordination of food and feed additive evaluations, highlighting joint work on colours 2012 Re-evaluation of most food colours completed 2008 EFSA evaluated Southampton study on food colours and child behaviour EFSA has three main tasks in relation to food colours: - Evaluating the safety of new food colours or proposed new uses of existing food colours before they can be authorised for use in the EU - Re-evaluating all food colours already permitted for use in the EU before 20 January 2009 (completed in 2016) - Responding to ad-hoc requests from the European Commission to review certain food colours in the light of new scientific information and/or changing conditions of use. Setting the “safe level” As part of its safety evaluations of food colours and other additives EFSA seeks to establish, when possible (e.g. when sufficient information is available), an Acceptable Daily Intake (ADI) for each substance. The ADI is the amount of a substance that people can consume on a daily basis during their whole life without any appreciable health risk. ADIs are usually expressed in mg per kg of body weight per day (mg/kg bw/day). The ADI can apply to a specific additive or a group of additives with similar properties. When re-evaluating previously authorised additives, EFSA may either confirm or amend an existing ADI following review of all available evidence. When there are insufficient data for establishing an ADI, a margin of safety may be calculated to determine whether estimated exposure might be of potential concern. In other cases, for example, for substances that are already present in the body or regular components of the diet or that did not indicate adverse effects in animal studies, there is no need to set an ADI. Under EU legislation, all additives including colours must be authorised before they can be used in foods. The authorisation procedure starts with submission of a formal request to the European Commission consisting of an application dossier on the substance, containing scientific data on its proposed uses and use levels. The Commission then sends the dossier to EFSA and requests it to evaluate the safety of the substance for its intended uses. The European Commission decides whether to authorise the substance based on EFSA’s safety assessment. Authorisation of proposed new uses of existing food additives follows the same procedure. Once authorised, these substances are included in the EU list of permitted food additives laid down in Regulation EC 1333/2008, which also specifies their conditions of use. Authorised food additives must also comply with approved purity criteria laid down in Regulation EU 231/2012. In December 2008, existing legislation was consolidated into four simplified regulations covering all so-called food improvement agents (i.e. food additives, food enzymes and flavourings). Regulation EC 1331/2008 introduced a common authorisation procedure for these agents. Regulation EC 1333/2008 on food additives established a Union list of authorised food additives, which was published in full in Regulation EU 1129/2011. - EU legislation on food additives – European Commission The European Commission may occasionally request EFSA’s advice on food allergies when deciding upon the possible inclusion of food colours in the list of food allergens in Annex IIIa of Directive 2000/13/EC on the labelling, presentation and advertising of foodstuffs. 1. Why has EFSA been assessing colours in recent years? EFSA’s expert Scientific Panel which deals with food additives, the ANS Panel, has started re-assessing all of the permitted food colours (45 in total), giving priority to those synthetically produced and later to those obtained from natural sources. The re-evaluation of previously authorised food colours is scheduled to be completed by 2015. 2. Can the same colours used in food also be used in feed? 3. Why did EFSA release a Statement about a group of colours in June 2013? EFSA’s experts released the Statement after reviewing new data on the colour Allura Red AC (E 129) and five other chemically related colours, known collectively as ‘sulphonated mono azo dyes’. The ANS Panel has established Acceptable Daily Intakes (ADI) for these colours following previous evaluations. (The ADI is the amount of a substance that people can consume every day over the course of a lifetime without any appreciable risk to health.) In its 2013 Statement, the Panel reconfirmed that there is currently no reason to revise the ADI for Allura Red AC (E 129). EFSA recommended, however, that new tests be carried out to address uncertainties related to the possible genotoxicity of Allura Red AC. Genotoxicity is the ability of a substance to damage DNA, the genetic materials of cells. This recommendation also applies to the other ‘sulphonated mono azo dyes’ in this group: Amaranth (E 123), Ponceau 4R (E 124), Sunset Yellow FCF (E 110), Tartrazine (E 102) and Azorubine/Carmoisine (E 122). Except for Amaranth (E 123) which is not used in animal feed, these colours have also been or are in the process of being evaluated for use as feed additives. In 2015, EFSA concluded that Allura Red AC is not genotoxic for dogs and cats. New test data demonstrate that Allura Red AC neither damages the DNA of individual cells (comet assay) nor shows other evidence of genotoxicity (in-vivo micronucleus test). EFSA experts extrapolated safe dietary levels for dogs and cats from available toxicity studies. They calculated the highest safe dietary concentration of Allura Red AC to be 370 mg/kg complete feed for dogs and 308 mg/kg complete feed for cats. 4. What are the uncertainties referred to in EFSA’s 2013 Statement on azo dyes? Following a review of the data, EFSA’s experts considered that these azo dyes could share a pattern of effects that deserve further investigation. However, currently the overall weight of evidence suggests that they are not genotoxic. 5. What is meant by overall ‘weight of evidence’? People make personal weight of evidence decisions all the time in their daily lives. In risk assessment, the type of evidence considered is highly technical and often difficult to understand for a non-scientist. However, there are well-established steps in the analysis and evaluation of scientific information that help scientists to weigh up all the evidence and make decisions relying on their scientific knowledge and expertise. 6. If people consume more than the ADI, does this mean that they are at risk? The ADI is generally derived by looking at the highest intake level at which substances do not cause harmful effects in animal experiments and applying a safety factor (typically of 100) to account for differences between humans and animals. This means that even if people exceed the ADI for a certain substance, this will not necessarily cause negative health effects. 7. When colours are used in feed additives is consumer safety an issue as well as animal safety? The safety evaluation of feed additives also takes into consideration potential adverse effects of these substances on the target animal (i.e. the animal that consumes the feed additive directly). As well as food-producing animals, target animals could be pets and other domesticated animals (for example, horses). Specific tolerance studies are performed on the target animals to establish a safety indicator called a ‘margin of safety’ in case the additive is consumed at higher levels than recommended: the higher the margin of safety, the lower the risk for the animal. 8. What food and feed products are azo dyes and other colours used in? Feed use also varies by colour. For example, Carmoisine (E 122), Allura Red AC (E 129) and another colour called Brilliant Blue (E 133) are used or proposed for use with cats and dogs only. On the other hand, the colours Patent Blue V (E 131) and Erythrosine (E127) are authorised as feed additive for a variety of non-food producing animals, including cats, dogs, ornamental fish and reptiles. 9. Which human population groups have the highest exposure levels to these food colours? In which countries? Since then, new data have emerged on the actual levels of most of these colours found in food. Based on these data, EFSA is currently revising its assessments of human exposure to these original ten colours. These re-assessments are scheduled for completion by November 2014. Anyone interested in following the development of these assessments can check their progress on EFSA’s online Register of Questions. 10. Why is exposure in humans and in animals different? How does this affect risks to human and animal health? Take for instance, the much greater variety of foods making up the human diet. Animals typically consume the same feed on a daily basis whereas people usually vary their diet throughout the day and the week. The food people have for breakfast, lunch and dinner in a single day can already contain a greater variety of ingredients and nutrients than animals eat in a lifetime. Also the average lifetime of most farm animals and domestic pets is shorter than for humans. Therefore, scientists can predict that because exposure of animals to a potential hazard occurs more often and, in comparison with people, for a greater part of their lives, the risk for animal health from a given substance may be higher than for humans. 11. Are additives evaluated differently even when they are used in both food and feed? In spite of these differences, when assessing the safety of substances such as colours and other additives used both in food and feed, EFSA’s Panels aim to ensure consistency in their risk assessment approaches including consideration of the available scientific information within both of these fields. 12. Have any concerns been raised in the past about these colours? EFSA’s experts evaluated the so-called “Southampton study” in 2008 and concluded that the findings could not be used as a basis for changing the ADIs for the individual additives. One of the reasons for this was that the study looked at mixtures and not individual additives – it was therefore not possible to attribute the effects to any of the individual substances. As part of its systematic review of food additives which are authorised for use in the EU, EFSA looked at all of the available evidence relating to each of these individual colours and assessed them as a matter of priority due to the concerns which had been raised. These scientific opinions were adopted in November 2009. 13. What were EFSA’s main conclusions about the colours in the “Southampton study”? The Panel did not change the existing ADIs for the three other colours it assessed, Tartrazine (E102), Azorubine/Carmoisine (E122) and Allura Red AC (E129). The Panel also concluded that only children who consume relatively large amounts of food and drinks containing Azorubine/Carmoisine or Allura Red AC could exceed the ADIs for these colours. 14. What is a temporary ADI? 15. Do azo dye food colours cause behavioural effects in children? 16. Why did EFSA only look at individual colours, not mixtures? It is not always possible to assess the safety of mixtures of chemicals when using standard risk assessment approaches. The number of possible combinations of additives and other substances naturally present in the diet is practically infinite, taking into account differences in food composition, consumer food choices and dietary patterns. The scientific community, including EFSA, is attempting to develop methods for evaluating possible risks from exposure to multiple chemicals in food. For example, the Authority has made important headway in the risk assessment of multiple pesticides and contaminants for humans, and multiple pesticides for bees. In July 2013, EFSA published its first major report on combined exposure to multiple chemicals and will continue to contribute to scientific advances in this area. 17. What happens next? Any subsequent follow-up action is the responsibility of EU risk managers who authorise the use of additives in food and feed.
Lesson 1 of 5 Objective: SWBAT read common high-frequency words by sight. Student Objective: I can read popcorn words while playing a game with my friend. I can follow rules to a game. Before I introduce the game "POPCORN!", I play "The Popcorn Song" to gather the entire class together, then we review our popcorn words. The children will be shown the pieces to the game and we will review the words using those pieces. I tell the children that this is a game for them to play during the literacy station block of time. It is designed to play with two players. We talk for a minute about nice manners when playing a game and discuss some ways that we can solve an argument if we have one with a game buddy. The activity that I have planned is called “Popcorn” and can be differentiated to meet the needs of all children in my class. The activities that I like to use in my class meet the literacy needs of my students. Children in kindergarten love to play games. When the literacy stations are fun and educational, the children are drawn to these activities. POPCORN! is a game that I use during my literacy station time. The materials needed are a set of popcorn word cards that are gauged toward the specific needs of the students playing, a popcorn box or themed container, a printed off list and pencil for each child. I have my game set up for two players at a time because it cuts down on the arguing; however, the game can be played with up to four players. The children begin by placing all of the popcorn cards in a popcorn container. Players take turns drawing cards from the container. If the player can read he word, he keeps it and writes the word on his list. If he cannot read the word he has to put it back into the container. If a player chooses a POP! Card, he gets to “pop” up like a piece of popcorn, but then he has to put all of his cards back into the container and discards the POP! card. The children continue playing until all of the cards have been drawn. The player with the most cards wins! The winner can “pop” up and down and say “Pop, pop, POPCORN!” At the end of a literacy station block, the children who have been playing “POPCORN!” turn in their lists to me. I can look over their lists to see which words the children can read. To double check their work, I have the children read their lists to me. This helps to reinforce what they have practiced, but also helps me to convey the message that neatness is important in order for me (or any reader) to understand what the child has written. In addition, their lists of sight words read correctly allows me to assess student performance. I added the writing part to the game because there is a demand for more documentation and authentic assessments. A great way to continue practice for the popcorn words is to let the children play the "Popcorn Word Game" from Fun 4 the Brain, on the computer.
Open Access Articles- Top Results for Gamete Human Genetics & EmbryologyClinician-Induced (Iatrogenic) Damage Incurred during Human Fertility Treatment: Detrimental Effects upon Gamete and Embryo Viability and the Potent Journal of Fertilization: In Vitro - IVF-WorldwideIn Vitro Manipulation of Mammalian Gametes and Embryos: What are we learning from Animal Settings? A gamete (from Ancient Greek γαμετή gamete "wife") is a cell that fuses with another cell during fertilization (conception) in organisms that sexually reproduce. In species that produce two morphologically distinct types of gametes, and in which each individual produces only one type, a female is any individual that produces the larger type of gamete—called an ovum (or egg)—and a male produces the smaller tadpole-like type—called a sperm. This is an example of anisogamy or heterogamy, the condition in which females and males produce gametes of different sizes (this is the case in humans; the human ovum has approximately 100,000 times the volume of a single human sperm cell). In contrast, isogamy is the state of gametes from both sexes being the same size and shape, and given arbitrary designators for mating type. The name gamete was introduced by the Austrian biologist Gregor Mendel. Gametes carry half the genetic information of an individual, one ploidy of each type, and are created through meiosis. In contrast to a gamete, the diploid somatic cells of an individual contain one copy of the chromosome set from the sperm and one copy of the chromosome set from the egg cell; that is, the cells of the offspring have genes expressing characteristics of both the father and the mother. A gamete's chromosomes are not exact duplicates of either of the sets of chromosomes carried in the diploid chromosomes, and often undergo random mutations resulting in modified DNA (and subsequently, new proteins and phenotypes). Plants which reproduce sexually also have gametes. However, since plants have an alternation of diploid and haploid generations some differences exist. In flowering plants the flowers use meiosis to produce a haploid generation which produce gametes through mitosis. The female haploid is called the ovule and is produced by the ovary of the flower. When mature the haploid ovule produces the female gamete which are ready for fertilization. The male haploid is pollen and is produced by the anther, when pollen lands on a mature stigma of a flower it grows a pollen tube down into the flower. The haploid pollen then produces sperm by mitosis and releases them for fertilization. Sex determination in humans and birds In humans, a normal ovum can carry only an X chromosome (of the X and Y chromosomes), whereas a sperm may carry either an X or a Y (a non-normal ovum can end up carrying two or no X chromosomes, as a result of a mistake at either of the two stages of meiosis, while a non-normal sperm cell can end up carrying either no sex-defining chromosomes,an XY pair, an XX pair or a YY pair as a result of the forementioned reason); ergo the male sperm determines the sex of any resulting zygote, if the zygote has two X chromosomes it will develop into a female, if it has an X and a Y chromosome, it will develop into a male. For birds, the female ovum determines the sex of the offspring, through the ZW sex-determination system. Artificial gametes, also known as In vitro derived gametes (IVD), stem cell-derived gametes (SCDGs), and In vitro generated gametes (IVG), are gametes derived from stem cells. Research shows that artificial gametes may be a reproductive technique for same-sex male couples, although a surrogate mother would still be required for the gestation period. Women who have passed menopause may be able to produce eggs and bear genetically related children with artificial gametes. Robert Sparrow wrote, in the Journal of Medical Ethics, that embryos derived from artificial gametes could be used to derive new gametes and this process could be repeated to create multiple human generations in the laboratory. This technique could be used to create cell lines for medical applications and for studying the heredity of genetic disorders. Additionally, this technique could be used for human enhancement by selectively breeding for a desired genome or by using recombinant DNA technology to create enhancements that have not arisen in nature. Notes and references - "gamete". Online Etymology Dictionary. - Marshall, A. M. 1893. Vertebrate embryology: a text-book for students and practitioners. GP Putnam's sons. - Yeung, C., M. Anapolski, M. Depenbusch, M. Zitzmann, and T. Cooper. 2003. Human sperm volume regulation. Response to physiological changes in osmolality, channel blockers and potential sperm osmolytes. Human Reproduction 18:1029. - Jay Phelan (30 April 2009). What Is Life?: A Guide to Biology W/Prep-U. Macmillan. pp. 237–. ISBN 978-1-4292-2318-8. Retrieved 8 October 2010. - Newson, A J; Smajdor, A C (2005). "Artificial gametes: new paths to parenthood?" (PDF). Journal of Medical Ethics 31: 184–186. doi:10.1136/jme.2003.004986. Retrieved February 26, 2015. - Sparrow, Robert (April 4, 2013). "In vitro eugenics". Journal of Medical Ethics. doi:10.1136/medethics-2012-101200. Retrieved 8 March 2015.
\|A Kids Adventure Story: Learning About Superfund\| The characters in this story learn what a Superfund site is, how it became contaminated, and how it will be cleaned up. In the course of the story, they perform an experiment that demonstrates what happened at the Superfund site, which was the contamination of the groundwater from the leaching of the tailings at an old silver mine. The experiment also illustrates the pump and treat method of restoring the groundwater. Intended for grade levels: Type of resource: No specific technical requirements, just a browser required Cost / Copyright: Information presented on this WWW site is considered public information and may be distributed or copied. The U.S. Government retains a nonexclusive, royalty-free license to publish or reproduce these documents, or allow others to do so, for U.S. Government purposes. These documents may be freely distributed and used for non-commercial, scientific and educational purposes. Commercial use of the documents available from this server may be protected under the U.S. and Foreign Copyright Laws. Individual documents on this server may have different copyright conditions, and that will be noted in those documents DLESE Catalog ID: DLESE-000-000-006-438 This resource is part of 'Superfund for Kids' Resource contact / Creator / Publisher:
VENUS has a second wind. Air blowing from its equator towards its poles could explain how its atmosphere spins so fast. The planet rotates once every 243 Earth days, but its atmosphere does so every four days, with wind speeds upwards of 400 kilometres per hour parallel to the equator. Energy from sunlight is needed throughout the atmosphere to maintain this frenzy. But with more sunlight hitting near the equator than at the poles, it wasn’t clear how enough energy could arrive at high latitudes. Now, Pedro Machado at the Astronomical Observatory of Lisbon, Portugal, and his colleagues have detected poleward winds blowing at just 80 kilometres per hour. These could spread the energy more evenly. The team “saw” the wind using the Doppler effect. Just as the pitch of a siren alters as it moves towards or away from you, light waves reflected off Venus’s atmosphere are compressed or elongated depending on wind motion (Icarus, doi.org/f9qzhb). “It is amazingly hard to make these kinds of measurements,” says Glyn Collinson at NASA’s Goddard Space Flight Center in Greenbelt, Maryland. “I just read the paper and thought, ‘Holy smoke, you measured that?’ ” This article appeared in print under the headline “‘Breeze’ helps Venus’s atmosphere spin”
How to solve this statistical problem? The question is: The random variable X is normally distributed with mean 79 and variance 144. It is known that P(79-a<= X <= 79 +b) = 0.6463. This information is shown in the image below: Given that P(X>=79+b) = 2P(X<= 79-a) Show that the area of the shaded region is 0.1179 Actually the answer includes ⅓(0.3537) = 0.1179 it’s just that I don’t know what the (⅓) is? or where did it come from? Can you please explain it? Thanks in advance
Bermuda Cave Geology Bermuda is a volcanic seamount located 1000 km off the east coast of the United States in that part of the Western Atlantic known as the Sargasso Sea. The island was created by a series of mid-ocean volcanic eruptions that began about 35 million years ago, at a time when the Atlantic Ocean was much narrower. Subsequent plate tectonics and sea floor spreading have maintained Bermuda's distance relative to North America, while ever increasing its distance from Europe and Africa as the Atlantic Ocean widened. Thus, Bermuda has never been part of, or closer to, a continental landmass. As the top of the volcanic seamount was eroded down below sea level, corals began to grow around the margins, thus producing the only atoll in the North Atlantic. Coral reef derived limestone, first deposited as coastal sand dunes, caps most of present-day Bermuda. The oldest limestone unit, known as the Walsingham Formation, outcrops along the eastern border of Harrington Sound, with younger limestone occurring on either side. Most of Bermuda’s caves are in this older limestone with about 90% of the island’s caves occurring in 10% of the land area. Approximately one million years ago, these limestone caves began forming during glacial periods, when sea level was as much as 100 m. At that time, the entire top of the Bermuda Seamount was exposed to air, creating a much larger island for freshwater catchment. As freshwater moved down through the porous limestone and then laterally towards the ocean, cave development began. Later, as glaciers on the continents melted and post-glacial sea levels rose, encroaching seawater drowned large portions of the caves. Continuing collapse of overlying rock into the large voids formed by limestone dissolution created the irregular chambers and fissure entrances that are commonly seen in Bermuda's dry caves (Fig. 1). Extensive networks of submerged passageways, developed primarily at depths between 17 and 20 m below present sea level, interconnect many otherwise isolated cave pools. These passages, only accessible to divers, are well decorated at all depths with impressive stalactites and stalagmites, confirming that the caves must have been dry and air-filled for much of their history. Green Bay Cave is the longest cave in Bermuda, with more than 2 km of surveyed passage. This totally underwater cave has two known entrances and consists of large diameter passages oriented primarily across the peninsula separating Harrington Sound from the North Shore Lagoon. Additional smaller tunnels form a complex network of cave passages. Some of these passages show evidence of subterranean river flow carrying runoff from Harrington Sound towards the ocean during periods of lower sea level (Fig. 2). Massive stalactites and stalagmites are present in virtually all parts of the underwater cave and are another indication of the cave's long history as a dry cave (Fig. 3). Colder water is seasonally trapped in larger pockets on the floor of the cave and persists there over the summer, while warmer and/or slightly fresher water becomes trapped in domes on the ceiling of the cave as evidenced by differential coloring of the wall rock (Fig. 4). Biological zonation is evident as the diver progresses farther into the Green Bay Cave from the submerged entrance on the coast of Harrington Sound. Brightly colored sponges, hydroids, tunicates, and other encrusting organisms literally cover the walls and ceiling in areas close to the entrance. As a consequence of decreasing tidal currents and particulate matter suspended in the water, the density of these organisms declines with distance into the cave. In the much clearer waters of the deep cave interior, cave-limited species predominate. Other large marine caves are located on the opposite side of Harrington Sound from Green Bay Cave. Two major cave systems in this area are the Walsingham and Palm Cave Systems. The Walsingham System is about 1.3 km long and comprises seven separate entrances. Of these, two are currently major tourist attractions in Bermuda. Palm Cave System with its five entrances is located immediately southwest of the Walsingham System. Tidal flow from Castle Harbour first moves through the Walsingham System and under an saddle valley of collapse origin before entering the Palm System and connecting to Harrington Sound. The Harrington Sound side of the Palm System is characterized by strong tidal currents and a profusion of colorful sponges and hydroids, encrusting the walls. Even the guideline through this section of the cave has become totally overgrown. Visibility is less than in other parts of the cave farther removed from tidal flow. Exposed bedrock and stalactites are darkly stained as in the passageways connecting higher flow sections of Walsingham Cave. Government Quarry Cave was discovered during quarrying operations in 1969 but was destroyed when quarrying resumed in the mid-1980s. The cave contained two pools, one of which was initially explored to a complex fissure system reaching depths of 24 m and being one of the deepest underwater caves in Bermuda. However, before exploration could continue in the cave, large amounts of refuse and other debris were intentionally bulldozed into the pool to fill it before the quarrying away of the overlying rock. As a result of this dumping, water in the Government Quarry Cave and many adjacent caves turned anoxic and sulfurous. Tucker's Town Cave contains an immense underwater chamber that is devoid of speleothems so characteristic of other Bermuda caves. No passages have been found extending away from the chamber. Accumulation of dune-like sand deposits cover the cave floor in several locations. A funnel-shaped depression in the floor at 18 m depth was apparently caused by sand dropping into a lower level (Fig. 5). Although the ceiling shows evidence of a collapse origin, the only visible breakdown is present at the far end of the chamber from the entrance pool. Water in the cave is exceptionally clear with no sign of tidal currents. Numerous other anchialine caves have been explored by divers, but many more remain to be discovered. Until now however, all known underwater caves lie beneath the land, with none extending to any significant extent out past the coastline and under the sea floor. 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Computers no longer speak only English. Computer users increasingly expect interfaces and messages to be offered in their own language, and to be able to process text in more than one language at a time. Humanities and social science researchers often need to work with texts written in dead languages or obsolete writing systems. As personal computers reach parts of the world where they had never before been available, more and more languages, some with unusual writing systems, are candidates for machine encoding. There currently exist dozens of standard character sets (and many widely used sets that are not recognized standards, such as the IBM PC code pages), each dealing with a particular set of languages or applications. Researchers in fields that require additional characters have developed private encodings. It is therefore possible to represent just about anything anyone would want to – but there are too many incompatible standards. To ensure free circulation and easy exchange of information, it is essential that an internationally agreed standard character code be developed with the power to represent all human language. This article will briefly present the most common current standard character sets before discussing some of the issues underlying the new universal character set standard, ISO 10646. The American Standard Code for Information Interchange (ASCII) is the only character set that just about everyone (except IBM mainframes) agrees on, and the only character set that can be safely transmitted everywhere on the Internet – or almost. Since its 7 bits encode only 128 characters, of which 33 are reserved (mostly wasted) for device control, the coding of even small numbers of diacritically marked characters for European languages can be done only by replacing some of the less used punctuation characters of ASCII. ISO 646, the international standard for 7-bit character sets, defines an International Reference Version (IRV), which is ASCII, and twelve positions in which it is permitted to place alternate characters to create National Replacement Character Sets (NRCS). This system is inadequate and rarely used except in Scandinavia and Japan. Given a choice between having all the braces in a C program turn into accented letters, and writing French without its accents, most people have preferred the latter. Since characters are transmitted and stored on most computers in 8-bit bytes (octets), the obvious solution to the need for more codepoints is to make use of the unused 8th bit. In the absence of an appropriate standard, though, several manufacturers independently assigned meanings to the 128 new codepoints. Thus we now have to live with IBM PC code (in several versions), Apple Macintosh code, Hewlett-Packard Roman8, Adobe Standard Encoding, DEC Multinational Character Set, and others. Unix systems and Internet services were very slow to adopt 8-bit characters, preferring to strip the 8th bit and work exclusively with 7-bit ASCII. An international standard for an 8-bit code capable of representing virtually every European Latin-script language (ISO 6937) was developed quite early, but never received much favor among system implementors. This was because diacritical marks were encoded separately from the letters they modified; thus <e with acute accent> did not have a single 8-bit character code, but rather was encoded as the sequence <combining acute accent> <e>. The costs of such a system were usually considered to outweigh its benefits. In order to handle all the European Latin-script languages with a single 8-bit code for each diacritic/base-letter combination, as well as the other major alphabetic scripts (Greek, Cyrillic, Hebrew, and Arabic), it was necessary to produce a series of several standard character sets: ISO 8859. The standard currently has ten parts, all of which contain ASCII in their first 128 positions. 8859-1 is the well-known ISO Latin 1, for Western Europe; 8859-2 (Latin 2) is for Eastern Europe. Latin 3 (Esperanto, Maltese, and Turkish) and Latin 4 (Nordic languages) were poorly conceived, have been little used, and may someday be withdrawn from the standard. 8859-5 covers the Cyrillic script; 8859-6, Arabic; 8859-7, Greek; 8859-8, Hebrew. 8859-9 (Latin 5) was introduced to handle Turkish in a less baroque manner than Latin 3; it is identical to Latin 1 with the substitution of Turkish for Icelandic letters. 8859-10 (Latin 6) covers the Nordic languages more adequately than Latin 4. There is also a set of supplementary characters designed for use in conjunction with Latin 1 or 5 and Latin 2: by switching among these sets, it is possible to obtain the full repertoire of ISO 6937 and therefore to encode almost any Latin-script language covered by ISO 8859. Most parts of ISO 8859 have been well accepted and widely implemented. Yet 8859 suffers from the same problem as 646, on a different scale: it represents several sets of characters within the same limited encoding space. Although it is no longer necessary to choose between C programs and French accents, it is still not possible to exchange files between Eastern and Western Europe without character set problems. Or, more to the point for most people, it is not possible to exchange files between PCs, Macintoshes, and Latin 1 machines without transcoding – and these character sets still cause problems with Internet mail and the World-Wide Web, despite measures such as MIME and HTML entities. Languages written with non-alphabetic scripts introduce entirely new problems. The most important are Chinese, Japanese, and Korean, each of which uses a native phonetic script of 40-50 signs to supplement a vocabulary of many thousands of ideograms (Han characters). Although all three languages' ideograms are of common origin, they have developed independently and diverged. In addition, the People's Republic of China has introduced "simplified" characters that differ from those still used in Taiwan, Hong Kong, and elsewhere. National standards exist for encoding each language using 2-octet (16-bit) or 3-octet characters. A standard method of announcing which character set is being used and of switching among character sets has been created (ISO 2022). It is therefore possible to mix different NRCS, parts of 8859, or any other of the many special-purpose character sets that have been registered (according to ISO 2375), without danger of misinterpretation. In practice, however, ISO 2022 is particularly confusing and awkward to implement and has had limited use, except in a few special applications (e.g., bibliographic information interchange, Japanese electronic mail; partial implementations of 2022 include DEC VT200 terminals and X Window System compound text). Moreover, it does not make any attempt to provide a unified and consistent repertoire of characters; it simply allows many varied character sets to coexist – as long as they have been registered. None of the manufacturers' private character sets are registered. The only way out of the character set morass is to define a new standard character set offering a unified and consistent repertoire capable of representing all the major languages of the world. The demand for native-language interfaces in more and more languages, and the need to exchange information on a worldwide scale, have made such a universal character set a commercial necessity. Dealing with all the world's languages and scripts at once is not an easy task, and requires addressing many issues that previous character sets have been able to avoid. The first issue that must be resolved – and not the least controversial – is the approximate number of characters to be encoded and the number of bits required to offer this number of codepoints. Computer architecture places major constraints on this choice. We no longer have DECsystem-10s and 20s with 18- and 36-bit words; the only convenient units for most processors are 8, 16, and 32 bits. It has been estimated that 18 bits would be sufficient for just about everything anyone would ever want to encode as a character. Therefore, a choice must be made between rejecting some possible characters to make everything fit compactly in 16 bits, or wasting storage space with 32-bit characters. The most important reduction of the total number of characters – inevitable for a universal 16-bit code – is obtained by encoding Han characters common to Chinese, Japanese, and Korean once only, despite differences in meaning or variations in form. This reduction is referred to as Han Unification. The writing system of most Latin-script languages is very simple: characters are aligned horizontally, left-to-right, without overlapping or changing direction; the only non-linear elements that intervene are diacritical marks placed above some letters. Even then, the number of possible diacritic/base-letter combinations in any one language is usually small enough that it is easy (and often preferable) to use a separate code for each precomposed diacritically marked letter. In general, however, writing systems are not as simple. Certain Latin-based writing systems are already more complex. Vietnamese often requires two diacritical marks on a single letter, one of which is a tone mark. Standard phonetic script (IPA) combines superscript and subscript diacritics as well as marks that apply to more than one letter at once. It is not even practical to enumerate all the possible diacritic/base-letter combinations in IPA, since it is designed as an open-ended system in which new combinations may be invented as required. Arabic and Hebrew are written from right to left, but numbers and insertions in Latin script are written by changing direction within a line of text. Both scripts denote only consonants with full letters; vowels are (optionally) written as points over or under the consonants. Arabic comes from a calligraphic, rather than typographic, tradition, in which letters have initial, medial, final, and standalone forms; Hebrew also has a few of these positional variants, and even Greek retains one or two. Other complex scripts include those derived from Devanagari (the script of ancient Sanskrit), which use an involved system of ligatures, and the Korean Hangul alphabet, with which alphabetic symbols are combined into syllabic blocks. The different operations performed on text in a computer – including input, rendering (display), searching, and sorting – have different preferences for the way in which the text is encoded. Rendering would be simpler if presentation forms such as the ligatures "fi" and "fl" were encoded explicitly; but this would complicate the input process and make correct searching and sorting difficult. This is a trivial example, but issues of this nature abound, especially in more complex writing systems. The method of encoding must be a tradeoff between the requirements of different types of processing. The characters of a character set are the elements required by the chosen encoding. In this context, the term "character" has a particular meaning which overlaps partially with conventional uses of the word. Characters are not simply abstract shapes (typographic characters), nor do they necessarily correspond exactly to the elements of any one writing system. In Latin script, the question of what is and is not a character arises mainly with diacritical marks and ligatures. Diacritics must be encoded as independent characters for applications such as IPA and are best encoded that way for the occasional diaeresis or stress marks used in English. But it would be very inconvenient to insist on such an encoding for Turkish, in which diacritically marked letters have their own separate positions in the alphabet. Thus independent diacritics must be included in the character set, but should not be used in certain applications. Ligatures such as fi and fl probably should not be considered characters, because they are significant only for rendering and can be derived automatically. The ae ligature, on the other hand, is part of the alphabet in Norwegian and Danish. Use of the oe ligature in French is not absolutely required but is considered good typographic practice; it cannot be determined automatically and therefore must be encoded explicitly. But when sorting or searching, it should be treated as if it were the individual letters o and e. Positional variants in scripts such as Arabic are quite clearly presentation forms that should not be encoded separately. In Hebrew and Greek, however, the handful of variant forms traditionally have separate codes. For each writing system there are situations where it cannot be clearly decided just what is or is not a character. Existing character sets evidently have a large influence on the design of the universal character set, which must be able to represent all text that could be encoded previously. Some of the mistakes of the past must be retained for the sake of compatibility, but should be avoided in the future. For example, the inadequacies of typewriters and of ASCII have accustomed people to ignore the distinction between the hyphen, dash, and minus sign, or between opening and closing quotation marks. The hyphen-minus and neutral vertical quotation mark must continue to exist, but their use should be discouraged once the correct distinct characters exist. The universal character set can allow text to be encoded more precisely and more richly than before, and facilitate improved methods of processing text. It is not expected that every device or piece of software that supports the universal character set should be capable of handling the requirements of all writing systems. However, it is essential that the character set itself contain all the elements required for every writing system (and only as many non-essential characters as are imposed by convenience or backward compatibility). Not all writing systems have been previously considered for processing by computer, while in other cases more than one competing encoding scheme exists. Careful and well informed choices must be made. The distinction between the notions of "character" and "glyph" is fundamental in recent work with character sets. Informally, a character is a unit of information used to encode text, whereas a glyph is a shape (a homogeneous set of which constitutes a font) used to render text. The rendering process includes a mapping (not necessarily one-to-one) from characters to glyphs. A familiar example of such a mapping is the encoding vector in a PostScript font. This distinction leads to two principles for the design of a character set: first, that variations in form (multiple glyphs) required for high-quality rendering of text should not be encoded with separate characters if their meaning is the same; and second, that even if two candidates for encoding are visually identical (such as capital D with stroke (Croat, Lapp) and capital eth (Icelandic)), and thus can be rendered with a single glyph, they must nevertheless be encoded separately if their meanings differ. Similarly, the script to which a character belongs is significant: Latin capital A and Greek capital alpha are distinct characters despite their shared form. As usual, compromise, compatibility, and convenience blur the distinction and make the principles ambiguous. In the areas of mathematical symbols and diacritical marks, it is impractical to associate characters with distinct uses of each symbol, since the uses are varied and changing; instead, the shapes (glyphs) have to be used as the basis for characters. A borderline example is the case of the diaeresis or umlaut diacritical mark. Here the two meanings of the symbol are clearly defined and it can be useful for some applications to distinguish between them. In general, however, making such distinctions with diacritical marks is more trouble than it is worth. It should also be kept in mind that the symbols used for keyboard input are not necessarily characters either. An input method is used to convert sequences of keystrokes into characters. At the simplest level, the input method consists merely of the interpretation of shift, control, and alternate keys held down in conjunction with another key. Other functions of an input method include dead-key handling, compose-character processing, and input of Han characters by typing a phonetic representation and disambiguating by choosing from a menu. The keysyms of the X Window System do not, therefore, constitute a character set and cannot in general be used directly as characters. An international standards committee began work on a draft international standard (DIS 10646) for a universal coded character set several years ago. The DIS was a four-octet (32-bit) code, where each octet was limited to values which would represent printable characters in ISO 8859. This limitation would have made the code easier to transmit and process by obsolete means, but eliminated a huge number of codepoints, to the extent that no two-octet subset of the code could offer a minimal encoding of all the major languages (Base Multilingual Plane). No Han unification was considered. In an attempt to reduce the costs of storing and transmitting four octets for each character, various compaction forms were defined, of length 1, 2, or 3 octets or variable-length. The committee did not have the means to do adequate research in some areas, with the result that the draft submitted to international balloting in 1991 still had many serious problems. It was not adopted as a standard. Unicode is a 16-bit universal character set developed by a consortium of U.S. computer manufacturers and software houses, most of them in California. The code was compiled by a small team of engineers and linguists on the basis of existing international and national standards and corporate character sets, with much research and consultation with experts. Work was begun after DIS 10646 was started, with the conviction that the standards committee had little chance of producing a viable character set. The completed code (version 1.0) – published in two volumes (fall 1991, summer 1992) by Addison-Wesley – is technically very sound and makes few compromises to its principles, among which are Han unification and a relatively strict distinction between character and glyph. After the failure of DIS 10646, and given the stated intentions of many companies to produce products using Unicode despite its not being an officially sanctioned standard, negotiations between the ISO committee and the Unicode Consortium were begun leading to a merger of the two character sets. A new DIS 10646 was defined. It is still a 32-bit character set (though no longer subject to the restriction that each octet be printable according to ISO 8859), with a 16-bit Base Multilingual Plane (BMP) instead of compaction forms. The BMP is equivalent to 32-bit characters with the upper sixteen all zeroes; its content is basically Unicode. An annex to the standard proposes an algorithm for converting the code into a variable-length form using only octets which are printable characters, for transmission purposes. Compromises have been made so that the new DIS is acceptable to all countries participating in the standards process, but it remains compatible with Unicode 1.0 and has been adopted by the Unicode Consortium as Unicode 1.1. The scenario of two incompatible universal character sets has thus been avoided. The new DIS was approved by international balloting in May 1992, and its text finalized at an ISO meeting in Seoul in June. It was published in 1993. It currently defines only the BMP; future additions to the standard will fill in other parts of the codespace. In particular, the national variants of Han characters may be added, since unified Han characters are not always considered adequate. Within the BMP itself, several less commonly used scripts remain to be encoded once further research has been completed. The bulk of the content of this article is derived from the lively and informative discussion carried out by members of the [email protected] and [email protected] mailing lists between 1990 and 1992. Thanks to Glenn Adams, Alain LaBonté, Karen Smith-Yoshimura, and Erik van der Poel for comments on and corrections to this text.
Presentation on theme: "White Privilege and Racism in Child Welfare"— Presentation transcript: 1 White Privilege and Racism in Child Welfare University of MinnesotaSchool of Social WorkTitle IV-E Curriculum ModuleLisa Albrecht & Juliana Keen 2 Purpose of this moduleTo assist child welfare workers and other social workers in understanding white privilege and racism, and how they affect the study and practice of child welfare work.The authors of this Powerpoint, Lisa Albrecht and Juliana Keen, are white social work educators. We have created this module primarily for white social workers and students since we believe it is our responsibility as white people to educate each other about the damaging effects of racism and white privilege in child welfare work and not rely on people of color to do this work alone. 3 What is racism?Racism, both personal and institutional, involves prejudice and the power to enforce it (Allies for Change, 2009). It is revealed in attitudes, behavior and systems in which white people maintain supremacy over people of color.As a way to be transparent about the language that we are using in this module. People frequently have different understandings of key terms when we discuss racism and white privilege. 4 What is white supremacy/institutional racism? White supremacy is the institutionally enforced system of racism. (Challenging White Supremacy Workshop, 2000).Institutional racism/white supremacy is the network of institutional structures, policies, and practices that create advantages and benefits for whites, and discrimination, oppression and disadvantage for people of color. Institutional racism or white supremacy is built in to many institutions in the U.S (Martines, 1995). 5 What is white privilege? White privilege is a historically based, institutionally perpetuated system of:preferential prejudice for and treatment of white people based solely on their skin color and/or ancestral origin from Europeexemption from racial oppression (that is, oppression based on skin color and/or ancestral origin from Africa, Asia, the Americas and the Arab world (Challenging White Supremacy Workshop, 2000). 6 Examples of white privilege I can turn on the television or open to the front page of the paper and see people of my race widely representedI do not have to educate my children to be aware of systemic racism for their own daily physical protectionI can be pretty sure that if I ask to talk to the "person in charge", I will be facing a person of my race. (McIntosh, n.d) 7 What is discrimination? Discrimination is the differential allocation of goods, resources, and services, and the limitation of access to full participation in society based on individual membership in a particular social group (Racial Equity Tools, n.d.). 8 What is oppression?Oppression is the illegitimate institutionalized power, built and perpetuated throughout the course of history. Allows certain 'groups' to confer illegitimate dominance over other 'groups', and this dominance is maintained and perpetuated at an institutional level (Colours of Resistance, n.d.). 9 What is race?Race is a concept invented by people to use characteristics such as skin tone, ancestral heritage, and ethnic classification to artificially divide people (Wijeyesinghe et al, 1997).Research has shown that there is more difference within racial groups than across racial groups (O’Neil, 2009).Racial categories change over time.An example of how race changes over time is the U.S. Census; it is administered at ten year intervals. We can see that there are “new” races added to the race category (Staples, 2007). 10 What is whiteness?The term white was created by colonial rulers (e.g. Virginia slave holders) in the 1600s.The purpose was to differentiate European plantation owners from African slaves, indigenous peoples and poor white people.‘White’ was used to separate the servant class on the basis of skin color and continent of origin (Adair and Powell, 1988). 11 What does the term ‘people of color’ mean? People of color is a term used to refer to nonwhite people instead of the term "minority“ which implies inferiority and disenfranchisement.The term ‘minority’ is inaccurate since people of color are the majority of the world’s population, as well as the majority in many communities in the United States. (Colours of Resistance, 2008).The term emphasizes common experiences of racial discrimination or racism (Colours of Resistance, n.d.). 12 What is prejudice?Prejudice is a set of negative personal beliefs about a social group that leads individuals to pre-judge people from that group or the group in general regardless of individual differences among members of that group (Goodman and Shapiro, 1997 p 118).We can all be prejudiced, regardless of our power status. For example, “all blondes are dumb,” is a common prejudice often reinforced in Hollywood films. Another common prejudice on college campuses suggests that “all athletes are dumb.” This becomes a racial prejudice when the majority of athletes on campus are students of color. Can Black people be prejudiced against Latino/as? Yes; they can make incorrect assumptions about their citizenship or their language use. We do not believe that African Americans can be racist toward Latinos. Racism involves prejudice plus the power to enforce that prejudice. 13 What is ethnicity?Ethnicity is a social construct which divides people into social groups based on characteristics such as a shared sense of group membership, values, behavioral patterns, language, religion, political and economic interests, history and ancestral geographical base. Ethnicity shapes a group's culture.Everyone has an ethnicity, though many white people today do not identify themselves ethnically. As white people, whether we come from a German background, an Irish background, or a combination of many backgrounds, these ancestral ethnic identities have most likely played a very important role in shaping how we view, interpret, and interact with the world. African American ethnicity is based on the African tribal identity of the person. Obviously, most African American people do not know their ancestral roots. Latino/as often identify ethnically based on their country of origin, e.g. Puerto Rican, Colombian, Mexican, etc. This is similar for Asian Americans, e.g. Vietnamese, Chinese, Japanese, Hmong (Navigating a Diverse World, n.d.). For American Indians, ethnicity is tribal identity, e.g. Dakota. For Euro-Americans, ethnicity is connected to place(s) of ancestry, e.g. Russian or Scottish. 14 What is culture?Culture is passed from generation to generation through institutions, groups, interpersonal, and individual behavior. Culture provides the glue which gives institutions their legitimacy. For individuals, culture provides a sense of identity, belonging, purpose, and worldview.In the U.S. “white” culture provides the dominant basic values and worldview, assumptions, ways of thinking, styles of learning, and ways of relating to each other (Challenging White Supremacy Workshop, 2000). 15 What is affirmative action? Affirmative action refers to policies that attempt to redress the cumulative harm of hundreds of years of oppression and policies that subjugated people of color, women, and low income whites (King, 2004).According to this definition, affirmative action does not mean quotas, rather it impacts decisions when all other characteristics are equal. For example, what happens when a white man and an African American woman apply for the same social work position? Both have excellent resumes, M.S.W. degrees, five years of experience and great recommendations. In this case, with all things equal, the African American woman would get the job. We believe this is not the perfect remedy for historical injustices. Interestingly, the group that has most benefited from affirmative action is white women.QUESTION FOR DISCUSSION: Is affirmative action fair? 16 What is an ally?An ally is someone who supports a group other than his/her own. Allies stand in solidarity with a group by acknowledging the group’s historical and/or current marginalization and commit themselves to reducing their own collusion in the oppression of that group (Albrecht and Brewer, 1988).QUESTION FOR DISCUSSION:Can you think of an example?An example, a white woman could challenge a promotion that another white person gets in her organization if a person of color was passed over with equal qualifications. She would be acting as an ally in this situation. 17 How does racism harm white people? As a result of white supremacy/racism, white people cannot be whole human beings. If we do not treat people of color as equals, we not only deny them their own humanity, but we deny ourselves as well.We believe that part of being fully human means treating each other with dignity, and practicing a belief that all people should have the chance to reach their full potential. White people cannot reach our full potential as humans if we treat people of color as lesser human beings. 18 How does racism harm people of color? Racism affects people of color’s health, safety, educational aspirations, access to housing, economic options and psychological well-being (Kivel, 2002).Effects of racism are associated with psychiatric symptoms, physical diseases, and the general well being of people of color (Landrine and Klonoff, 1999; Lawrence, 2001; Miller & Garran, 2007).Hundreds of thousands of deaths could have been prevented from 1991 to 2000 if African Americans had received the same care as whites (Woolf, 2004). 19 Four interconnected parts or racism/white supremacy Standards - the standards for appropriate behavior reflect and privilege white norms and values which represent the dominant culture.Decision-making - the capacity to make and enforce decisions is disproportionately or unfairly distributed along racial lines.Systemic racism dramatically affects people of color in every aspect of their lives. Even when it is not visible, white supremacy shapes how all social institutions operate, including the child welfare system. We want to highlight four ways that white supremacy shapes institutions where we work.QUESTION FOR DISCUSSION:What are white norms and values?Can you think of an example of how standards at your place of work may reflect white norms and values?Example of standards: individualism is typically a Eurocentric value. Many other cultures place more of a value/emphasis on collectivism, and communal sharing. A white social worker may unfairly assume that a child sharing a bed with his parents is unhealthy.Example of decision making:The vast majority of legislators are white, the majority of those making decisions on a daily basis about child welfare are white, whereas those affected by these decisions are predominantly people of color. The power to make decisions does not rest in the hands of those who are most affected by the decision. 20 Four interconnected parts or racism/white supremacy Resources – People of color do not have the same access as white people to resources like money, education, and information.Naming Reality - "reality" is defined by naming "the problem" through the perspective of White dominant culture. Who gets to name "the problem" determines the framework for solutions.Can you think of an example for each of these?Resources: For example, if a Latino family comes to the U.S. and does not speak English, it is likely that they will not be able to access the same level of information that English-speaking families can access when it comes to healthcare, social services or education. It is also likely that they may be discriminated against in the job market.Naming reality: it is possible that a middle class white social worker may assume that the “nuclear” family is the healthiest model for raising children. If that is the case, this social worker may define a household with a poor single mother of color and children as unhealthy. 21 Historical overview of race and social welfare history: Mother’s Pensions in the early 1900s While African Americans were more deeply impoverished, the aid was given almost solely to white women with Anglo ancestry.Because benefits were administered locally, rules frequently were created explicitly to exclude women of color.One common requirement was that a mother maintained a ‘suitable home’ for her children. The term ‘suitable’, which was not clearly defined, was frequently used to exclude African American women.Having an understanding of history helps us understand our present situation.Unless otherwise cited, this history is drawn from Neubeck and Cazanave's (2001) Welfare Racism: Playing the Race Card Against America’s Poor. 22 Historical Overview (con’t):The New Deal and Aid to Dependent Children (ADC) in the 1930s Language from the original Social Security Bill that outlawed racial discrimination was removed from the bill.The children of poor African American women were commonly barred or removed from ADC rolls under “suitable work” or “employable mother” rules The same standards were not applied to white mothers- where staying home with children was socially valued.Under the Old-Age Insurance Provisions Act, the majority of professions covered were occupations for whites. Occupations filled mostly by African Americans (domestic work, seasonal labor, farm labor) were excluded.White widows were offered an alternative to ADC that was preferable as there was no need to demonstrate economic need or morality tests, or compulsory work requirements. These white widows were considered the ‘deserving poor’, and they rapidly left ADC creating a two-tiered system. 23 Historical Overview (con’t): Post World War II More restrictive policies were instituted, including more “suitable home” policies, which were used to racially discriminate.“Man-in-the-house” policies implemented, which denied ADC to families whose mothers were suspected of receiving financial assistance from adult males. Practiced more commonly on African American households.During the 1960s many studies showed that families of color received less in ADC money than their white counterparts.States where more people of color on the rolls were more restrictive with benefits.Practices like "redlining" began- which marked a red line on a map where primarily people of color lived to delineate the area where banks would not invest (Brown, 1999). 24 Historical Overview (con’t): LBJ and “The Great Society” in the 1960s A stated goal of the Great Society was the elimination of racial injustice, however the racially biased programs were not changed.Many of the gains were made by people of color as a result of the War on Poverty were reversed by Nixon’s administration 25 Historical Overview (con’t): 1960s-1980s and the role of the media The media played a key role in fostering and reinforcing racist stereotypes and negative controlling images African Americans who relied on welfare.The idea of the “Welfare Queen”-- an African-American woman who allegedly lived lavishly on Aid to Families with Dependent Children (AFDC) money was a powerful racialized controlling image perpetuated by President Reagan.Growing national sentiment of white people’s hostility toward welfare.1980s and the rise of neoliberalism-- more emphasis was placed on the market to solve problems than on social programs. Neoliberalism is associated with exacerbating racism and inequalities by not acknowledging that social stratifications exist. 26 Historical Overview (con’t): Clinton and G.W Bush’s administrations Emphasis on reducing those who receive welfare by instituting work requirements, ending welfare as an entitlement program, mandatory time limits, and the encouragement of two-parent households.Many believe that the philosophy behind Personal Responsibility and Work Opportunity Reconciliation Act’s (PRWORA) is a fear that immigrants and people of color relying on government aid instead of working.“By the 1990s a major goal of welfare reform was the reassertion of racial, gender, and class control over impoverished African-American mothers, and through them, control over their children (Neubeck and Cazenave, p 155)”During George W. Bush’s presidency, eligibility for Temporary Assistance for Needy Families (TANF) became increasingly limited. However, funding was increased for marriage initiatives (Limbert and Bullock, 2005).In 1996 AFDC was replaced by the Personal Responsibility and Work Opportunity Reconciliation Act’s (PRWORA) Temporary Assistance for Needy Families (TANF) Program. 27 Contemporary effects of white privilege and racism on the child welfare system Racial disparities and disproportionality in child mistreatment cases.African American children represent 15% of the general child population, but comprise approximately 42% of the children in Child Welfare Services (Hines et al, 2004).Multiple studies have shown that child maltreatment is experienced across races at approximately the same rates, however, children of color enter the system at much higher rates.Children of color are less likely to receive services, and more likely to be removed from their homes (Cross, 2008; Rivaux, 2008).Studies show that racial disparities cannot be explained by poverty and substance abuse alone (McRoy, 2004). 28 Contemporary effects (con’t) While in many areas the majority of clients are people of color, approximately 70% of those receiving social work degrees (BA, MA, and PhD) are white (Council on Social Work Education, 2007).Approximately 25% of all Social Work faculty members were identified as people of color (CSWE, 2007).78% of child welfare workers are white and 80% of supervisors are white, whereas the majority of their clients are African American (National Child Welfare Training Center ). 29 Contemporary effects (con’t) How white social workers define ‘normal’ or ‘dominant’ determines what characteristics they see as strengths and weaknesses of their clients.The NCWTC found that the majority of workers have not received training in service provision to African Americans (McRoy, 2004). Most social work programs only offer one or two required courses that focus on “diverse populations,” or “cultural competencies.” 30 “The real culprit appears to be our own [white social workers] desire to do good and to protect children from perceived threats and our unwillingness to come to terms with our fears, deeply ingrained prejudices, and ignorance of those who are different from us (Cross, 2008, p 11).” 31 Thirteen Action Strategies and Recommendations (from Kivel, 2002) 1. Assume racism is everywhere, every day.2. Notice who is the center of attention and who is the center of power.1) Just as economics and gender influence everything we do, assume that racism is affecting your daily life. A privilege of being white is the freedom to not deal with racism all the time. We have to learn to see the effect that racism has. Notice who speaks, what is said, how things are done and described. Notice who isn’t present when racist talk occurs. Notice code words for race, and the implications of the policies, patterns, and comments that are being expressed. You already notice the skin color of everyone you meet—now notice what difference it makes.2) Racism works by directing violence and blame toward people of color and consolidating power and privilege for white people. 32 Action Strategies and Recommendations (con’t) 3. Notice how racism is denied, minimized, and justified.4. Understand and learn from the history of whiteness and racism.3.Frequently white people minimize the anger of people of color. When a person of color or white ally brings up an instance of racism, other white people may say it is an overreaction or that that person is playing ‘the race card’ rather than taking the concern seriously.4. Notice how racism has changed over time and how it has subverted or resisted challenges. Study the tactics that have worked effectively against it. 33 Action Strategies and Recommendations (con’t) 5. Understand the connections between racism, economic issues, sexism, and other forms of injustice.6. Take a stand against injustice.5. We all have multiple overlapping identities that shape our experience of the world. While this module focuses on racial oppression and white privilege, class privilege and oppression as well as heterosexism, ableism, sexism, and other forms of injustice work similarly in our lives.6. Take risks. It is scary, difficult, and may bring up feelings of inadequacy, lack of self confidence, indecision, or fear of making mistakes, but ultimately it is the only healthy and moral human thing to do. Intervene in situations where racism is being passed on. 34 Action Strategies and Recommendations (con’t) 7. Be strategic.8. Don’t confuse a battle with the war.7. Decide what is important to challenge and what’s not. Think about strategy in particular situations. Address the source of power.8. Behind particular incidents and interactions are larger patterns. Racism is flexible and adaptable. There will be gains and losses in the struggle for justice and equality. 35 Action Strategies and Recommendations (con’t) 9. Don’t call names or be personally abusive.10. Support the leadership of people of color.9. Since power is often defined as power over others—the ability to abuse or control people—it is easy to become abusive ourselves. However, we usually end up abusing people who have less power than we do because it is less dangerous. Attacking people doesn’t address the systemic nature of racism and inequality.10. Do this consistently, but not uncritically. 36 Action Strategies and Recommendations (con’t) 11. Learn something about the history of white people who have worked for racial justice.12. Don’t do it alone.11. There is a long history of white people who have fought for racial justice. Their stories can inspire and sustain you.12. You will not end racism by yourself. We can do it if we work together. Build support, establish networks, and work with already established groups. 37 Action Strategies and Recommendations (con’t) 13. Talk with children and other young people about racism.Even young children are aware of racism. Share experiences and thoughts with children about your identity and experiences. Listen to their thoughts and experiences about racism and privilege. 38 Suggested ActivitiesGo over each of the 13 recommendations (from previous slides) with a partner. Discuss it and see if you can name an example of how you might do this in your life. 39 Suggested Activities (con’t) With a partner or small group, discuss the following:When was the first time you thought about race in your life? What is that story?What commonalities do you notice in your stories? What differences?(Hint: When doing this activity with white people, what we have found is that in almost every story, the first time that a white person thought about race in our lives, it was connected to a person of color. For example, “the first time I thought about race was when I met a Black person for the first time…” Or, “The first time I noticed race was when my mother told me that I could not go on a date with the young Latino man who asked me out…” It is very rare to hear a white person say that the first time they thought about race was when they noticed that they were white, and that they were treated in a special way. Now ask each other, when was the first time you thought about being white? And what is that story? Again, note commonalities and differences in your stories.)After discussed in small groups, come back to the full group and share. 40 Questions for discussion Why is the anger of people of color valid? What purposes does it serve? What choices do people of color have besides being angry?What is white guilt and fear? Why does it happen? How does it make white people feel? What purposes does it serve? What else can white people do besides feeling guilty and afraid for confronting personal and institutional racism? 41 Creating a Personal Action Plan Dismantling white privilege in your life What needs to change?What do you need to do first?What’s your main priority?Information I plan to seek out to further my understanding of white privilege, white supremacy and other forms of institutional and systemic oppression:A topic of conversation related to white privilege and white supremacy I would like to have with my friends, colleagues or family:The different groups being negatively affected or benefiting from privilege I feel I still need to gain knowledge about:Events or activities I plan to participate in to increase my understanding of white privilege and white supremacy:An action I can take (through a leadership position, organization or project) to end any types of privileges and oppression in my ____________? 42 Creating a Personal Action Plan (con’t) Once you identify your main priority, how do you go about making change? Identify specific objectives.Objective 1:What will you do?What do you need to do this?How will you do this?When will it be done & how will you hold yourself accountable?Objective 2:When will it be done and how will you hold yourself accountable?Objective 3: 43 REFERENCESAdair, M., Howell, S., & Adair, N. (1988). The subjective side of politics. San Francisco: Tools for Change.Albrecht, L. D., Brewer, R. M. (1990). Bridges of power: Women's multicultural alliances. Philadelphia, PA: New Society Publishers.Allies for Change. (2009). Glossary of terms. Retrieved January 30, 2009, from:Bell, L. A. (2003). Telling tales: What stories can teach us about racism. Race, Ethnicity & Education, 6(1), 3.Brown, M. K. (1999). Race, money, and the American welfare state. Ithaca: Cornell University Press.Casey Family Programs. (2008). Child welfare fact sheet. Retrieved March 30, 2009, from:Challenging White Supremacy Workshop. (2000). A glossary of some terms used in CWS workshops. Retrieved December 12, 2008, fromChoi, S., Tlaib, R. (n.d.). Focus on affirmative action. Retrieved April 20, 2009, from African American Policy Forum. Website:Code of Ethics of the National Association of Social Workers. (2008). Retrieved December 1, 2008, fromColours of resistance. (2008). Real definitions. Retrieved December 8, 2008, fromCross, T. L. (2008). Disproportionality in child welfare. Child Welfare, 87(2),Council on Social Work Education. (2001). Educational policy and accreditation standards. Retrieved March 30, 2009, fromCouncil on Social Work Education, Office of Social Work Education and Research. (2007) Annual survey of social work programs. Alexandria, VA: Council on Social Work Education.Davis, K. E., Kim, E., & Romero, J. (2004). The color of social policy: Mexicans, Chinese, and Japanese in America. In Davis, K. E. and Bent-Goodley, T.B. (Ed.), The Color of social policy (pp ). Alexandria, VA: Council on Social Work Education.Goodman, D., & Shapiro, S. (1997). Sexism curriculum design. In Adams, M., Bell, L. & P. Griffin (Eds.), (pp ). New York: Routledge.Kivel, P. (2002). Uprooting racism: How white people can work for racial justice. Gabriola Island, BC: New Society Publishers.Klonoff, E. A., & Landrine, H. (1999). Cross-validation of the schedule of racist events. Journal of Black Psychology, 25(2), 44 References (con’t)Limbert, W. M., & Bullock, H. E. (2005). 'Playing the fool': US welfare policy from a critical race perspective. Feminism & Psychology, 15(3),Martinas, Sharon. (1995). Challenging white supremacy: Definitions and descriptions. San Francisco: Tides Center.McIntosh, P. (n.d.). White privilege: Unpacking the invisible knapsack. Retrieved March 29, 2009, fromMcRoy, R. (2004). The color of child welfare. In Davis, K. E. and Bent-Goodley, T.B. (Ed.), The Color of social policy (pp. 81). Alexandria, VA: Council on Social Work Education.Miller, J., & Garran, A. M. (2007). The Web of institutional racism. Smith College Studies in Social Work, 77(1), 33.Navigating a diverse world. (n.d.). Retrieved February 2, 2009, fromNeubeck, K. J.and Cazenave N. A. (2001). Welfare racism: Playing the race card against America's poor. New York: Routledge.Nolan, T. J. (1997). Racism in the criminal justice system: Problems and suggestions. Harvard Journal of Law & Public Policy, 20(2), 417.O'Neil, D. (2008). Nature of ethnicity. Retrieved March 10, 2009, fromRacial equity tools: Glossary for racial equity. Retrieved December 5, 2008, fromRivaux, S. L., James, J., Wittenstrom, K., Baumann, D., Sheets, J., Henry, J., et al. (2008). The Intersection of race, poverty, and risk: Understanding the decision to provide services to clients and to remove children. Child Welfare, 87(2),Staples, B. (2007, February 5, 2007). On race and the census: Struggling with categories that no longer apply. The New York Times,Weinberg, M. (2006). Pregnant with possibility: The paradoxes of "help" as anti-oppression and discipline with a young single mother. Families in Society, 87(2),Wijeyesinghe, C. L., Griffin, P., & Love, B. (2007). Racism curriculum design. In M. Adams, L. Bell & P. Griffin (Eds.), Teaching for diversity and social justice: A sourcebook. New York: New York : Routledge.Woolf, S. H., Johnson, R. E., Fryer Jr, G. E., Rust, G., & Satcher, D. (2004). The Health impact of resolving racial disparities: An analysis of US mortality data. American Journal of Public Health, 94(12),
Sections 7.8 - 8.3 The center of gravity of an object is the point you can suspend the object from without there being any rotation because of the force of gravity, no matter how the object is oriented. If you suspend an object from any point, let it go and allow it to come to rest, the center of gravity will lie along a vertical line that passes through the point of suspension. Unless you've been exceedingly careful in balancing the object, the center of gravity will generally lie below the suspension point. The center of gravity is an important point to know, because when you're solving problems involving large objects, or unusually-shaped objects, the weight can be considered to act at the center of gravity. In other words, for many purposes you can assume that object is a point with all its weight concentrated at one point, the center of gravity. For any object, the x-position of the center of gravity can be found by considering the weights and x-positions of all the pieces making up the object: A similar equation would allow you to find the y position of the center of gravity. The center of mass of an object is generally the same as its center of gravity. Very large objects, large enough that the acceleration due to gravity varies in different parts of the object, are the only ones where the center of mass and center of gravity are in different places. Fact 1 - An object thrown through the air may spin and rotate, but its center of gravity will follow a smooth parabolic path, just like a ball. Fact 2 - If you tilt an object, it will fall over only when the center of gravity lies outside the supporting base of the object. Fact 3 - If you suspend an object so that its center of gravity lies below the point of suspension, it will be stable. It may oscillate, but it won't fall over. We'll now switch the focus from straight-line motion to rotational motion. If you can do one-dimensional motion problems, which involve straight-line motion, then you should be able to do rotational motion problems, because a circle is just a straight line rolled up. To solve rotational kinematics problems, a set of four equations is used; these are essentially the one-dimensional motion equations in disguise. If you spin a wheel, and look at how fast a point on the wheel is spinning, the answer depends on how far away the point is from the center. Velocity, then, isn't the most convenient thing to use when you're dealing with rotation, and for the same reason neither is displacement, or acceleration; it is often more convenient to use their rotational equivalents. The equivalent variables for rotation are angular displacement (angle, for short); angular velocity , and angular acceleration . All the angular variables are related to the straight-line variables by a factor of r, the distance from the center of rotation to the point you're interested in. Although points at different distances from the center of a rotating wheel have different velocities, they all have the same angular velocity, so they all go around the same number of revolutions per minute, and the same number of radians per second. Angles (angular displacements, that is) are generally measured in radians, which is the most convenient unit to work with. A radian is an odd unit in physics, however, because it is treated as being unitless, and is often put in or taken out whenever it's convenient to do so. It is helpful to recognize the parallel between straight-line motion and rotational motion. Writing down the four rotational kinematics equations reinforces that. Any equation dealing with rotation can be found from its straight-line motion equivalent by substituting the corresponding rotational variables. The straight-line motion kinematics equations apply for constant acceleration, so it follows that the rotational kinematics equations apply when the angular acceleration is constant. The equations should look familiar to you: The equations are the same as the constant-acceleration equations for 1-D motion, substituting the rotational equivalents of the straight-line motion variables. Consider an example of a spinning object to see how the rotational kinematics equations are applied. Imagine a ferris wheel that is rotating at the rate of 1 revolution every 8 seconds. The operator of the wheel decides to bring it to a stop, and puts on the brake; the brake produces a constant deceleration of 0.11 radians/s2. (a) If your seat on the ferris wheel is 4.2 m from the center of the wheel, what is your speed when the wheel is turning at a constant rate, before the brake is applied? (b) How long does it take before the ferris wheel comes to a stop? (c) How many revolutions does the wheel make while it is coming to a stop? (d) How far do you travel while the wheel is slowing down? (a) The wheel is rotating at a rate of 1 revolution every 8 seconds, or 0.125 rev/s. This is the initial angular velocity. It is often most convenient to work with angular velocity in units of radians/s; doing the conversion gives: Your speed is simply this angular velocity multiplied by your distance from the center of the wheel: (b) We've calculated the initial angular velocity, the final angular velocity is zero, and the angular acceleration is -0.11 rad/s2. This allows the stopping time to be found: (c) To find the number of revolutions the wheel undergoes in this 7.14 seconds, one way to do it is to use the equation: This can be converted to revolutions: (d) To figure out the distance you traveled while the wheel was slowing down. the angular displacement (in radians) can be converted to a displacement by multiplying by r: In uniform circular motion (motion in a circle at a constant speed), there is always a net acceleration (the centripetal acceleration) towards the center of the circular path. In non-uniform circular motion the speed is not constant, and there are two accelerations, the centripetal acceleration towards the center of the circle, and the tangential acceleration. The tangential acceleration is tangent to the circle, pointing in the direction the object is traveling if the object is speeding up, and the opposite way if the object is slowing down. The two vector diagrams show an object undergoing uniform circular motion (constant angular velocity), and an object experiencing non-uniform circular motion (varying angular velocity). For uniform circular motion, the centripetal acceleration points towards the center of the circle, and the velocity points in the direction the object is traveling. This is tangent to the circular path, so we call it the tangential velocity. For non-uniform circular motion, the centripetal acceleration and tangential velocity are still there, and there is also a tangential acceleration in the direction the object is traveling. The net acceleration is the vector sum of the centripetal and tangential accelerations. Just as we separate everything out into x and y components when analyzing a projectile motion question, we can always separate things out into the tangential and radial (towards the center) directions in non-uniform circular motion. Note that the centripetal acceleration is connected to the tangential velocity, through the usual v2 / r relationship, while the tangential acceleration is connected to any change in the tangential speed. When an object such as a wheel or a ball rolls, it does not slip where it makes contact with the ground. With a car or a bicycle tire, there is friction between the tire and the road, and if the tire is rolling then the frictional force is a static force of friction. This is because there is no slipping, so the point on the tire in contact with the road is instantaneously at rest. This is somewhat counter-intuitive, but it comes about because the velocity of each point on the tire is a sum of the linear velocity associated with the car (or bike) moving, and the rotational velocity associated with the tire rolling. For a point on the outside of the tire, the rotational speed happens to be equal to the linear speed of the car: this is because each time the tire makes a complete revolution, the car will have traveled a distance equal to the circumference of the tire, so the linear distance and the rotational distance are the same for the same time interval. For a point on the top of a tire, the two velocities are in the same direction, so the total velocity at the top of a tire is twice the linear velocity of the car; for a point at the bottom of a tire, the two velocities are in opposite directions, so the total velocity is zero there. Consider a bike on a flat road. You climb on, and start pedaling, and the bike accelerates forward, with both tires rolling along the road. As the bike accelerates, which way does friction act? The answer depends on which tire you consider. Think about what would happen if there was no friction between the tires and the road. When you pedal, the chain causes the rear wheel to spin. With no friction, the rear tire would spin on the road and the bike wouldn't move. Friction opposes this tendency, so it points in the direction you're accelerating on the bike; it's static friction, because the tire does not slip, it rolls. The front tire, on the other hand, is not being spun by the chain, so with no friction it wouldn't spin at all. Friction is what makes it spin, then, so it must point opposite to the way the bike is accelerating, and, again, it's static friction because the tire does not slip on the road. Once you've accelerated the bike and you're going at a constant speed, the frictional forces don't have to be as large. The friction on the rear tire has to provide enough force to overcome the resistance forces (rolling resistance, air resistance, friction in the wheel bearings) tending to slow you and the bike down. The friction on the front tire has to do even less, because all it has to do is keep the front tire spinning at a constant rate.
The rover, which has been on the Red Planet since July last year, collected its first viable rock on 6 September, named ‘Montdenier’, and second on 8 September, named ‘Montagnac’. Perseverance was able to successfully core the rocks without them breaking, which was a landmark step defining the timeline of the planet’s past. “It looks like our first rocks reveal a potentially habitable sustained environment,” said Ken Farley of Caltech, project scientist for the mission. “It’s a big deal that the water was there a long time.” Perseverance's mission is to identify the past climate of Mars so humans can eventually explore the Red Planet. Through its Sampling and Caching System, the rover uses a rotary-percussive drill and a hollow coring bit at the end of its two-metre-long robotic arm to extract samples of Martian rock. In early August, the Perseverance was able to successfully drill a hole, but did not retrieve any samples. Now, over a year after it landed, the rover has successfully retrieved two rocks for scientists to research. According to NASA, the first samples may be the “product of lava flow”. Apparently, the crystalline minerals that show up from volcanic rocks can help determine radiometric dating; defining the age of geology. “Each sample can serve as part of a larger chronological puzzle; put them in the right order, and scientists have a timeline of the most important events in the crater’s history,” NASA said. NASA also said salts had been detected in the rocks, which may have been formed when groundwater flowed through. This could have altered some of the original minerals in the rock, or more likely – according to NASA – when the water evaporated, but the salts remained. Salts are significant because inside could be “tiny bubbles of ancient Martian water”, and could serve as “time capsules” of Mars’ past climate and habitat. The scientists were also able to discover groundwater had been present for a long time – a milestone revelation as they had only known previously it was there, but not how long. Although the scientists were not able to decipher whether the water had altered the rocks, it still allows for a deeper understanding of the Red Planet. “These samples have high value for future laboratory analysis back on Earth,” said Mitch Schulte of NASA Headquarters, the mission’s program scientist. “One day, we may be able to work out the sequence and timing of the environmental conditions that this rock’s minerals represent.” Schulte said these discoveries could lead to the history and stability of liquid water on Mars. The Perseverance rover is now searching the crater floor for samples, which are stored in titanium tubes it carries, which will later be deposited where future astronauts will retrieve. NASA believes its next sample will be found in South Séítah, a section of ridges, sand dunes and boulders, likely providing older rock samples than the ones found on Jezero’s crater floor. Receive the latest developments and updates on Australia’s space industry direct to your inbox. Subscribe today to Space Connect here.
Ever since we were born, we hear and see what hearts are. Many of us thought that our emotions came from our hearts, mainly because our heart beats faster when we are excited or frightened. But the truth is, our emotions really came from our brains, and in this case, the brain gives a signal to the heart to react or speed up. So one common question that kids are curious about is, “What is the main function of the heart in our lives?” Kids and also parents are kind of curious and want to know more about how the circulatory system works for us, most especially the work of a heart into our wellbeing. To know more about the heart and to educate yourself even more about its functions and benefits, this article will give you a clearer understanding of it. This article will help you discover how our circulatory works within our bodies. The function of the circulatory system A circulatory system is a network that consists of blood, blood vessels, and the heart. This kind of system provides tissues in a person’s body. This so-called system also delivers things to different parts of the body. It is like a delivery truck that transport packages. But, as a substitute for packages, the circulatory system carries nutrients, oxygen and also wastes in the cell throughout the blood. A person’s body must remove all of this dirt and so that the circulatory system can work properly. It is made up of the heart initially. A person’s heart is a pump that is made up of muscle. It becomes tighter in time and relaxes to push blood through the blood vessels. Blood vessels are the pathways that carry blood to every inch of a person’s body. The heart is a muscle Our heart is located in the left part of the chest. A person’s heart is made up of muscles and it is about the size of a person’s fists. However, there are a lot of muscles in a person’s body, just like in the arms, in the back, and the heart. It normally pumps or two pumps in one. What makes a heart special? It is because of the muscle that pumps or sends blood to a person’s body. The heart is responsible for providing the body of a person to have oxygen and nutrients it needs. Parts of the heart A heart has four chambers and these chambers are normally, two on the top part, and two on the bottom part. Learn about the different parts of the heart and how it works. These are: - Two Bottom Chambers – These chambers are the right ventricle and the left ventricle of the heart. The function of these chambers normally just pumps blood out of the heart and to squirt out the blood to the body and lungs. - Two Top Chambers – These chambers are the right and left atrium. They are responsible for receiving the blood upon entering the heart. The atria are disconnected from the ventricles by the atrioventricular valves. Take a look at the parts of these valves. - Tricuspid Valve – This valve separates the right atrium from the right ventricle - Mitral Valve – This valve separates the left atrium from the left ventricle The 2 valves that also separate the ventricles from the large blood vessels that carry blood that leaves the heart and these are: - Aortic Valve – The valve that is located between the left ventricle and the aorta is responsible for carrying blood to the body. - Pulmonic Valve – The valve that is located between the right ventricle and the pulmonary artery which carries blood to the lungs How does a heartbeat? The heart gets a message from the brain that tells about when to pump more and when to pump less blood. It really depends on a person’s needs and feelings. Just like when you are sleeping, your heart just pumps normally to deliver enough amount of oxygen needed by the body while sleeping or at rest. However, in another scenario just like you are jogging or exercising, your heart pumps faster. The reason why it pumps quicker is that the muscles obtain more oxygen and can work properly. The beats of a heart are navigated by a system of electrical signals in the heart of a person. There is a small area of tissue located in the wall of the right atrium and it is called the sinus node. It gives the signal to the heart to start pumping. This node sets the rate of the heartbeat and usually causes the heart to pump in its rhythm. How to keep a heart-healthy To help the circulatory system healthy and work properly, first, you need to take good care of the heart. In order to take good care of the heart, you should: - Have regular exercises and engage in physical activities - Maintain a balanced diet - Keep a healthy and normal weight - Avoid or quit smoking for it can damage your heart and blood vessel - Visit your doctor regularly - Discuss with your doctor about heart disease history in your family - Avoid sweet drinks or soft drinks These are just simple health tips to lessen the risk of any heart failure in the future. There is no one who can help you maintain your heart, but only yourself. These useful tips when done can make a great impact on your heart and to your wellbeing. A person who takes good care of his or her body will most likely live a long and healthy life. For most parents, it is important to take good care of your kids’ health all the time. Training them on how to live a healthy lifestyle will really make a big impact, and one way of training them is to educate them about the system in our bodies and how it actually works. In the end, your heart deserves love after all that it has done to your life. You need to take care of it from the moment you were born until the time you will be gone. - Child Adoption: Process, Pros & Cons - How to Treat Toddlers with Disabilities - Importance of Health Education for Kids
“A very compelling set of fresh ideas are offered that prepare educators to turn the corner on advocating for social justice in the mathematics classroom. Each book is full of engaging activities, frameworks and standards that centers instruction on community, worldview, and the developmental needs of all students, a must needed resource to reboot our commitment to the next generation.” Linda M. Fulmore TODOS: Mathematics For ALL Cave Creek, AZ Empower students to be the change—join the teaching mathematics for social justice movement! We live in an era in which students of all ages have—through media and their lived experiences— a more visceral experience of social injustices. However, when people think of social justice, mathematics rarely comes to mind. With a teacher-friendly design, this book brings upper elementary mathematics content to life by connecting it to student curiosity, empathy, and issues students see or experience. Tested in Grades 3-5 classrooms, the model lessons in this book walk teachers through the process of applying critical frameworks to instruction, using standards-based mathematics to explore, understand, and respond to social justice issues. Learn to plan instruction that engages students in mathematics explorations through age-appropriate, culturally relevant topics, such as valuing differences, health and pay inequality, bullying, voting rights, and environmental justice. Features include: - Content cross-referenced by mathematical concept and social issues - Connection to Learning for Justice’s social justice standards - Downloadable instructional materials and lesson resources - Guidance for lessons driven by students’ unique passions and challenges - Connections between research and practice Written for teachers committed to developing equitable and just practices through the lens of mathematics content and practice standards as well as social justice standards, this book will help connect content to students’ daily lives, fortify their mathematical understanding, and expose them to issues that will support them in becoming active citizens and leaders. This lesson engages students in using their bodies (i.e., their fingers) as a physical representation to support skip-counting groups of 10. At the same time, students will also unpack this common practice to begin a conversation about body diversity.
Vocabularies from the unit to help students practice more. The teacher can give students to work in groups in class, outdoors, assessment, even when there is an electricity cut! Other pedagogical goals Students can find what they learn in books and will be fun after completing it They have to read and think of what they learn, then choose the letters that are enough They can cooperate to complete it earlier than other groups The above lesson is a great teaching resource for:Elementary (A1), Pre-intermediate (A2) This resource is intended for:Adults, Elementary schoolers Quality not yet verified by the community. This resource does not contain any images, words or ideas that would upset a reasonable person in any culture.
Endodontics is a specialized branch of dentistry that deals with the complex structures found inside the teeth. The Greek word “Endodontics” literally means “inside the tooth” and relates to the tooth pulp, tissues, nerves, and arterioles. Endodontists receive additional dental training after completing dental school to enable them to perform both complex and simple procedures, including root canal therapy. Historically, a tooth with a diseased nerve would be removed immediately, but endodontists are now able to save the natural tooth in most cases. Generally, extracting the inner tooth structures, then sealing the resulting gap with a crown restores health and functionality to damaged teeth. Signs and symptoms of endodontic problems: - Inflammation and tenderness in the gums. - Teeth that are sensitive to hot and cold foods. - Tenderness when chewing and biting. - Tooth discoloration. - Unexplained pain in the nearby lymph nodes. Reasons for endodontic treatment Endodontic treatment (or root canal therapy) is performed to save the natural tooth. In spite of the many advanced restorations available, most dentists agree that there is no substitute for healthy, natural teeth. Here are some of the main causes of inner tooth damage: Bacterial infections – Oral bacteria is the most common cause of endodontic problems. Bacteria invade the tooth pulp through tiny fissures in the teeth caused by tooth decay or injury. The resulting inflammation and bacterial infection jeopardize the affected tooth and may cause an abscess to form. Fractures and chips – When a large part of the surface or crown of the tooth has become completely detached, root canal therapy may be required. The removal of the crown portion leaves the pulp exposed, which can be debilitating painful and problematic. Injuries – Injuries to the teeth can be caused by a direct or indirect blow to the mouth area. Some injuries cause a tooth to become luxated or dislodged from its socket. Root canal therapy is often needed after the endodontist has successfully stabilized the injured tooth. Removals – If a tooth has been knocked clean out of the socket, it is important to rinse it and place it back into the socket as quickly as possible. If this is impossible, place the tooth in special dental solution (available at pharmacies) or in milk. These steps will keep the inner mechanisms of the tooth moist and alive while emergency dental treatment is sought. The tooth will be affixed in its socket using a special splint, and the endodontist will then perform root canal therapy to save the tooth. What does an endodontic procedure invlove? Root canal therapy usually takes between one and three visits to complete. Complete X-rays of the teeth will be taken and examined before the treatment begins. Initially, a local anesthetic will be administered, and a dental dam (protective sheet) will be placed to ensure that the surgical area remains free of saliva during the treatment. An opening will be created in the surface of the tooth, and the pulp will be completely removed using small handheld instruments. The space will then be shaped, cleaned, and filled with gutta-percha. Gutta-percha is a biocompatible material that is somewhat similar to rubber. Cement will be applied on top to ensure that the root canals are completely sealed off. Usually, a temporary filling will be placed to restore functionality to the tooth prior to the permanent restoration procedure. During the final visit, a permanent restoration or crown will be placed. If you have questions or concerns about endodontic procedures, please contact our office.
Informational text impacts our lives every day. In order to take advantage of the knowledge these texts offer, we must know how to read and analyze the information they contain. During this unit, the students will learn the elements of informational text, apply their knowledge by reading and analyzing a variety of writings, and demonstrate what they have learned through the composition of informational texts of their own. They will learn just how important informational text is and has been to their lives and how they can use it to communicate knowledge. Clark, Anna, "Scientia Potentia est: The Power of Informational Text [8th grade]" (2013). Understanding by Design: Complete Collection. 245. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
By Mary-Jane Pilgrim, Master Gardener Plants are composed of anywhere from 50-90 percent water. When they suffer from the heat, it’s because of an insufficient amount of water being available to them. Drooping, seemingly lifeless leaves are a sign that a plant does not have enough water and is unable to take in carbon dioxide from the air through tiny, open pores on the underside of the leaves and make food. When plants wilt from lack of sufficient water, they stop growing, stop producing and will die if their cells are not replenished with water. The best way to deal with drought is through plant selection. Grow plants that don’t ask for much! Choose plants that are drought resistant and can handle the heat in the first place, rather than struggling with the more sensitive types. Some suggestions are: ornamental grasses, salvia, sedums, cacti. Also native plants such as black-eyed susan, liatris, purple coneflower, coreopsis, lavender. Some non-native plants such as daylilies, hellebore, barrenwort/epimedium also all tolerate the heat well. The best way to get moisture to the plants is to apply water at ground level with drip irrigation or via soaker hose, and the best time to do this is in the morning. The idea is to give the plants an infrequent but deep soaking. Water that seeps deep into the soil will help plants develop a deep root structure, which helps them survive prolonged periods without rain. The morning is the coolest time of the day, and there is less evaporation while temperatures are relatively cool than later in the day when the temperature is at or near its peak. The second best time is right at dark or just before dark. Using sprinklers is not as optimal because a significant amount of water is lost due to evaporation from the leaves into the air before the leaves can absorb the water. However, for extensive garden beds, it may be the only available choice! For patio container plants, consider adding water gels to the potting mix. The gels absorb water and release it slowly to the plant roots, reducing the number of times the plants will need to be watered. Another option for patio containers is a self-watering pot. These types of containers have a water reservoir from which water is absorbed up into the pot and to the root zone. Like the gels, these specialized containers will reduce the need for frequency of watering. Another way gardeners can help their plants survive excessive heat and drought is to mulch their garden beds. The mulch will help reduce evaporation, insulate plant roots from the high temperatures and reduce or eliminate weeds, which compete with desirable plants for water and nutrients. When choosing mulch, use only biodegradable materials that decay over time. Two to three inches of mulch should be plenty for the growing season. Don’t put mulch up against trees because it can cause the trunk to rot. Also, mice and other vermin may create nests in the mulch and chew on the tree’s bark. Shredded leaves are also an excellent choice, but they break down faster than wood mulch and may harbor seeds like maple keys. However, earthworms love shredded leaves and will make the soil more friable and fertile with their castings. If leaves are hard and fibrous, leave them in place to decay. Oak and other tough leaves should be shredded and allowed to decay a bit before placing on the garden. Soils topped with shredded leaves will soon be crumbly and easy to plant. Weed-free straw is good mulch and is often used in vegetable gardens. It packs down and hold weeds at bay. Make sure to use straw (grain stalks) instead of hay (dried grass) to prevent seeds from germinating. There are many other tips / tricks about gardening during drought but the key message is that “you don’t have to stop gardening due to drought. Simply change the way that you garden to adapt to the conditions.”
As you walk through the Forest on a cool, quiet morning this September, you’ll hear the sounds of acorns raining down through the canopy before making one final thud at the Forest floor. That thud is music to both our ears, and the ears of many species of wildlife here in Black Rock Forest. But why are we so happy to hear acorns falling in the Forest you might ask? Oaks make up 70% of the trees in Black Rock Forest and produce millions of acorns which are not only the seeds of our future oak forest, but serve as a major food source for those that inhabit it. Oak trees flower in early spring, producing acorns in the fall, or the following fall depending on the species. In May of 2020 we experienced temperatures as low as 24o F, which turned oak flowers into ice crystals, decimating acorn production that fall. This void impacts a number of Forest wildlife species ranging from larger species like deer, bear, and turkeys, all the way down to squirrels, chipmunks, mice, and songbirds. This fall we are observing a good chestnut oak acorn crop with many trees currently dropping most if not all of their acorns. The white oaks are producing acorns but in lesser quantities based on our observations. Unfortunately for the red oaks, they are not producing any acorns for the second year in a row, but we are optimistic about a bumper crop next year. While both chestnut and white oaks produce flowers and acorns each year, we typically see a bumper crop followed by smaller crops the following year. White and chestnut oak acorns are favored over red oak acorns by wildlife due to the fewer tannins found in these species. Many animals search for and indulge themselves on “sweet” high calorie foods such as acorns in preparation for winter. These valuable seeds also serve as an important piece of curriculum for students. The acorn counting and collection process is a Forest tradition here that has been conducted for decades by Forest Manager emeritus John Brady, Forest volunteers, and many Consortium classes. Mr. Brady has created a method for selecting, observing, and collecting specific individual trees here in the Forest every fall which allows him to estimate the total acorn crop for all of Black Rock Forest. Each fall students visit the Forest to assist in this effort by collecting, counting, and weighing acorns. This data allows students to then make inferences about how the acorn crop can influence animal populations and other Forest dynamics. This activity provides students with hands-on in the field experiences that teach a variety of topics including tree species identification, flowers, fruits, food chains, and even basic mathematics used to estimate production. Activities like this create inspiration for the next generation of future scientists and naturalists in a world filled with technology. These efforts allow BRF to gather data on the estimated acorn production for the year, allowing us to make more accurate predictions about the health of our ecosystem as we enter the winter months. Please be on the lookout for the official Black Rock Forest 2021 Acorn Report in early October after our collections and calculations are complete!
Flowers Survive are among the most exquisite things on earth. We cherish them. They add a delicate touch to our homes, offices, and workspaces and are fantastic gifts for friends and family. If you are seeking solutions to the aforementioned queries, you’ve come to the right place. Everyone enjoys fresh flowers. They provide color and life to our homes and offices, add a beautiful touch to any room, and make the ideal gift for a special occasion, whether for someone else or for ourselves. Nevertheless, how long do flowers survive without water? Flowers can survive up to five days without water if the stems are wrapped in wet paper or fabric. Additionally, some flowers have a longer lifespan than others. Warm weather hastens the demise of flowers, whereas cold temperatures prolong their existence. Find out how long flowers can stay without water, how to increase their shelf life, and everything else you need to know about caring for a gorgeous fresh bouquet by reading on. Flowers’ life expectancy is affected by a lack of water, although the temperature would have to be really high for this to occur immediately. It will not dry out immediately if it lacks water since it can store nutrients inside its cells to live longer without being able to absorb nutrients from the soil. If the temperature is too high, the flower will wilt and be unable to stand because its nectar-filled head will become too heavy. Consequently, its stem will lose the strength provided by water circulation. Therefore, flowers are collected earlier in the day rather than later, when it is hotter, so that they can remain fresh for longer. This is the optimal time to carry flowers to florists or customers. Cut flowers are vulnerable; even the smallest environmental shift can be harmful. They must have access to sunlight, water, and soil to survive. However, what happens when none of these factors are present? When caring for flowers indoors during the winter, arrange them in a location that receives bright light but no direct sunlight from the windows, as the sun’s powerful heat could scorch or dry out the petals. Flowers require water to survive and cannot survive without it, even during their developing stages. When we use flowers that have been cut and arranged into bouquets or centrepieces, the issue of survival becomes even more crucial. A heated climate can hasten the flower’s wilting due to excessive heat. Two or three days of heat causes cut flowers to perish more quickly than those exposed to cold weather. In warmer weather, many people use ice cubes to preserve the freshness of flowers. However, ice cubes can only keep water cold for so long before it thaws. In addition, the entire blossom will be damp when returned to heated temperatures. Since a result, flowers may be exposed to bacterial growth and diseases that occur in moist locations, resulting in the plant’s rapid demise, as they are unable to maintain the proper water balance and have a compromised immune system due to exposure to harmful bacteria. To have a deeper understanding of flower longevity, it is necessary to evaluate both hot and cold weather conditions prior to determining how long they last in each environment. Extremely low temperatures can induce frost burn, however high temperatures can also be hazardous. Therefore, it is ideal to store flowers in a temperate atmosphere that is neither too cold nor too warm. Flowers can survive up to five days without water on average. Also, the length of time flowers may survive without water depends on numerous factors, including the type of flower, how fresh it was when it was cut, the air temperature, and the relative humidity. The faster it will wilt, the hotter the day is. In addition, the longevity of flowers is determined by factors such as the temperature at which the bouquet is stored and the type of flowers it contains. For instance, if the temperature is hot, it has a significant impact on the lives of the flowers. On the contrary, certain flowers may survive for extended periods without water. Researchers have examined the concept of plant longevity. A team of researchers from Kobe University, for instance, investigated plants known as “resurrection plants” that may survive for months or even years without water. The objective is to develop crop plants that can withstand dehydration, better adjust to climate change, and comprehend the significance of water to life. I would suggest wrapping the bottom of the stems with a damp towel to prolong the life of your flowers and placing them in water as soon as possible, even if just momentarily. Here is a list of the shelf life of several common flowers: - 1 or 2 days Gardenia - Peony, Tulip, Iris, Lily of the Valley, Daffodil, and Cornflower. 3-5 days - 5 to 7 days for Roses, Delphinium, Anemone, Calla, Snapdragon, Freesia, Gerbera, Zinnia, and Freesia. - 1-to-2 weeks for Aster, Gladiolus, Tuberose, Lilies, Heather, Waxflower, and Cryptismum Indeed, you can extend the life of your flowers by doing the following: - Every day, recut stems using a sharp knife and an angled cut. - Replace the water daily. - Utilize plant food like organic fertiliser. - Clear the bottom of the leaf stems so that no leaves are at or below the waterline, as leaves that are submerged in water increase the growth of germs and the rapid decomposition of flowers. - Before adding water to vases, clean them with a mild bleach solution. - If possible, keep cut flowers out of direct sunlight and in a cooler environment. - Every two to three days, remove any dead leaves from your vase, rinse it with cold water, and replace it with fresh new water. - Ensure that no leaves are in the water while placing flowers in a vase. Typically, flower leaves die rapidly and contaminate the water, causing your flowers to perish. - Flowers require oxygen to remain fresh. Nevertheless, the amount of oxygen required varies by kind and varies with the seasons. Too much oxygen can cause rotting, while too little can cause suffocating. In both instances, the flowers’ shelf life can be prolonged by generating microperforations on their foil packaging. - Upon buying, verify the “freshness” of flowers. If they are cared for properly, most cut flowers can endure between 7 and 12 days. However, there are simple methods and strategies you may do to extend the life of your bouquets. Moreover, the length of time that cut flowers remain fresh is dependent on the following variables: Typically, the longevity of a cut flower is quite lengthy. - flower varieties - Condition of purchased flowers - How frequently do you recut the stems of your flowers and change their water? - Utilizing plant food like fertiliser - The light and temperature of the space in which you store your flowers Without water, your flowers will not survive for very long. Without a vase, most flowers will wilt or die within days. They can be wrapped in a damp sponge, but this will likely only keep them fresh for one day. You should place them in a vase with water as soon as possible. In addition, if you plan to cultivate tulips, a Cornell University study revealed that planting tulip bulbs is far simpler. The plan is to till the soil to a depth of 2 inches (5.08 cm), plant the bulbs on top of the soil, and then cover them with a 2 to 4-inch (5.08 to 10.16 cm) layer of mulch and water in order to acquire tulips that grow year after year. No strenuous digging is needed. Some individuals inquire, “Can I leave cut flowers in the trunk of my car overnight, or will they wilt?” Some flowers are far more delicate than others. For instance, roses and tulips will not live if left without water overnight. To prevent your flowers from withering, I suggest removing a half-inch to an inch from the bottom of the stems before placing them in a vase. I would also recommend obtaining a plastic bucket or container to keep the stems moist and placing it in your trunk. If your cut flowers are sitting in water, they will be negatively affected. When you arrange your flowers in a vase, air might become trapped in their stems, preventing them from absorbing water. Even if they survive, they will likely perish once placed in water. There is also a significant possibility that they will wilt and not recover. If you wrap the stems in damp paper or fabric, your flowers will endure for up to eight hours before wilting. Depending on the type of flower, you are looking at half that time or less without water. For example, roses with woody stems will live longer than those with soft stems. You may prevent your flowers from withering by: - By wrapping a few of paper towels around the bottom few inches of the stems, the flowers can be preserved. - Soak a piece of the towels in water, and then place it in a plastic bag. - Squeeze out the majority of the air so that the branches make good contact with the moist towels, and then tie them with string, tape, or elastic above the damp area. It will provide some hydration until the bouquet is placed in a vase of water. - Before inserting each stem in the vase, remember to clip the bottom of each stem using a sharp knife. - Outside or in a hot automobile, cut flowers may wilt within an hour if not kept in water. - A flower with a sturdy, woody stem and moisture-retaining petals, such as a Lily, will live longer than a Tulip, which is fragile and must be kept in water. - On a hot day, cut flowers out of water will only endure between two and four hours. - As it can freeze the water in flowers, cold weather is another type of opponent. However, with careful care, your flowers will endure frigid weather for longer. - If you store your cut flowers indoors, they will last between 2 and 4 days without water. Flowers are extremely sensitive and can wilt within a few hours of being removed from the plant. They demand a great deal of care and attention, particularly when placed in water or bright sunshine. There are a few effortless ways to keep flowers fresh for a few hours or overnight: - Place a few ice cubes on top of the flower arrangement. They will retain the moisture for several further hours. Simply ensure that the flowers are not placed in direct sunlight or near extremely hot locations. - A few drops of glycerine added to the water can keep it moist and fresh for several further hours. - This will function as adhesive and keep the flowers in place when sprayed on the arrangement. A few drops of glycerine can also be used as a substitute for hairspray. - Add a few new leaves and stems to the arrangement to assist the trimmed ends retain moisture for a few further hours. - Poke a few holes in the vase’s bottom, and you will see that the water level will drop a few inches, rendering the vase incapable of supporting the flowers. Use a few drops of glycerine or ice to retain the moisture. - Before purchasing flowers, you should always inspect them for pests. Additionally, purchase your flowers from a local florist rather than ordering them online, as longer transit periods might cause flowers to lose their freshness. Flowers can survive for up to eight hours without water. Temperature, whether the leaves are in bloom or wilted, and the number of flowers that were watered prior to being left to dry all influence how long daffodils endure without water. There are a few methods for maintaining the freshness of flowers for several hours or overnight. Warm temperatures will hasten the demise of your flower arrangements, so place them in a cool location and use cold water instead of warm. Avoid direct sunlight as it could destroy fragile petals and leaves more quickly. A final alternative is to make a quick purchase at a local flower market; organic flowers will provide you with a longer-lasting arrangement that lasts approximately three days without water. And of course, if you’re not willing to devote such work on maintaining the freshness of your flowers, you’re free to peruse the artificial flower arrangements at Sophy Crown Flowers Dublin! You may choose any type of flower arrangement, including roses, lilies, hydrangeas, and tulips, without having to worry about how much water they require. How long flowers can survive without water depends on a number of factors. Certain rose cultivars have a longer or shorter lifespan than others. For instance, some flowers in a bouquet will have a longer lifespan than others. However, keep in mind that none will survive without water for more than a few hours or days. If you cover the stems of your flowers in a damp paper towel or cloth, they will survive longer. You may also prolong the life of your flowers by storing them in the refrigerator, hanging them upside down, and spraying them with hairspray.
National Standards for Grade Levels 9-14 Have you ever looked at your reflection in a mirror and been confused which side of your body you were viewing? Have you wondered how a periscope works? With Reflection of Light, students study how light rays are reflected to give images back to our eyes. Rectilinear propagation of light, formation of images by plane mirrors, reflected image, virtual image, angle of incidence, and angle of reflection are all investigated using protractors, mirrors, diagramming, measurement, and construction of a simple periscope. Kit includes instructor’s manual, student guides, assessment questions and all required materials. Allow two 45 minute lab periods. Appropriate for any level physics course (including AP) or general science courses. Designed for 12 students working in groups of two. Meets national standards for grades 9-12. Reflection of Light - Instructor's Manual with Reproducible Student Data Sheets - Plane Mirrors - Straight Pins - White Unlined Paper Sh. wt. 4lbs, DIM 19” x 12” x 5”
What we eat can have big impacts on our health. A healthy diet can lower our risk of a variety of ailments, lead to a longer lifespan, and strengthen our immune systems. On the other hand, though, a less than healthy diet can open us up to a variety of conditions. A new study out of Australia finds that a poor diet can lead not only to weight gain and diabetes, but also mental and cognitive health problems. Researchers from the University of South Australia examined the impacts of a long-term high-fat diet on mice, finding a broad range of impacts. According to their paper published in the journal Metabolic Brain Disease, the mice on such diets experienced weight gain and developed diabetes, and they also demonstrated worsening cognitive abilities, anxiety, and depression. Larisa Bobrovskaya, co-lead researcher and associate professor at the University of South Australia, says, “Obesity and diabetes impair the central nervous system, exacerbating psychiatric disorders and cognitive decline. We demonstrated this in our study with mice.” In their study, the team had mice, that were 8-weeks-old at the start of the study, adhere to a high-fat diet or a standard diet for 30 weeks. Throughout this stretch, their body weight, glucose levels, insulin tolerance, and cognitive function were measured. Those in the high-fat group were found to have gained weight, developed insulin resistance, and begun acting differently than those on the standard diet. The team notes that mice with impaired cognitive function were more likely to gain weight due to brain changes that impacted metabolism. Additionally, mice with genetically modified Alzheimer’s showed a marked worsening of their condition while they ate a high-fat diet. Bobrovskaya says prior research has demonstrated an increased risk of depression in those living with obesity. The previous research also found a reciprocal link between the two. She says, “Our findings underline the importance of addressing the global obesity epidemic. A combination of obesity, age and diabetes is very likely to lead to a decline in cognitive abilities, Alzheimer’s disease and other mental health disorders.” So which foods are good for brain health? Those include leafy green vegetables, berries, walnuts, and fish with omega-3 fatty acids. Omega-3 fatty acids are essential. The fats that are apt to negatively impact brain health in large amounts are saturated and partially hydrogenated fats.Whizzco
Our topic this term is Heroes and Villains! This term we will be looking at heroes and villains linked to the ruling of our country through the medieval period, looking at the Anglo-Saxons, Vikings and Normans who invaded and settled in Britain and how they contributed to Britain as we know it today. We will be going to battle in science, exploring the forces used, such as the air resistance arrows face and how water resistance is affected by the design of boats. In English we will be comparing and contrasting modern interpretations of the William Shakespeare play, Macbeth looking at all the twists and turns in this dark tale. At the end of the half-term we will be visiting the local historical Hoghton Tower to learn about castle life. Keep coming back to find out what we have been up to!
NASA has recently revealed that sea levels are now rising at an incredibly fast pace all around the globe. Although not much is known about the topic yet, a NASA model observed the changes in sea level by collecting data from satellites ever since 1992. “By combining space-borne direct measurements of sea level with a host of other measurements from satellites and sensors in the oceans themselves, NASA scientists are not only tracking changes in ocean heights but are also determining the reasons for those changes” said Michael Freilich, who is the director of NASA’s Earth Science Division at the agency’s headquarters in Washington, D.C. The news was released at a press conference on August 26. He also said that sea level rise is the most obvious and visible result of climate change. This will obviously have a very big impact on the planet, including the economy and people’s general wellbeing. The NASA experts have listed three main causes for sea level rise: melting ice sheets in Antarctica and Greenland, melting glaciers all over the globe and the expansion of water due to higher temperatures. Some might say that sea level rise is not necessarily something new, but scientists warn that this increase is occurring much faster than it did five decades ago. Moreover, it is expected that the speed at which water will spread will be higher in the years to come, due to the melting sheets. “It’s pretty certain we are locked into at least three feet of sea- level rise, and probably more, but we don’t know whether it will happen within a century or somewhat longer,” said Michael Freilich. This is very worrying information, given the fact that there are many people who live so close to the sea, especially in Asia. Major cities, such as Tokyo, Singapore, but also Florida in the United States and many islands could disappear over the next decade. Even if global warming is irreversible, authorities are looking into ways of keeping the increase in temperature to less than 3.6 Fahrenheit degrees by 2100. Image Source: wattsupwiththat
Counter movements are referred to those movements which arise to protect or guard the status quo. For example – there were several examples of counter movements such as Social reformer, Raja Rammohun Roy started a movement against the Sati system and formed Brahmo Samaj. The supporters of sati formed Dharma Sabha and also filed a petition appealing to Britishers as they were enacting laws against Sati. Also, when reformers raised their voice to educate girls, many people objected to it as they consider educating girls would be catastrophic for society. Also, when they raised their voice for widow remarriage they were boycotted by the people. When the children of the ‘lower caste’ family joined the schools, the families of the ‘upper caste’ removed their children from these schools. When the proposal to extend the reservation in educational institutions was made, counter-movements against this proposal were started. NOTE – Status quo – this is the term used to define the current status or present condition. Rate this question :
Some of the oldest forms of human communication include talking or making sounds, drawing or painting, dancing, acting, and using symbols. From sounds and symbols to written communication and language Making sounds such as grunting or guttural sounds at a low pitch or high pitch would indicate either social communication or be a warning sign. Body language was also used as communication at this time. Later written communication came about when humans realised the need to record their daily life activities. Further down the line this progressed to meeting the needs of bartering and exchanging of goods. The ancient Egyptians were amongst the first people to use symbols as a form of written communication which later developed into the alphabet system that we know today. Language, symbols, songs, art and dance Cave drawings were murals that people painted onto the walls of caves and canyons to tell the story of their culture. They would tell stories of battles, hunts and culture. Storytelling was used to tell stories, both fiction and nonfiction, before there were books. It was a way for families and communities to pass on information about their past. This infographic highlights all forms of communication through ages, click here to view Drums were one way to send signals to neighbouring tribes and groups. The sound of the drumming patterns would tell them of concerns and events they needed to know. Smoke signals were another way to send messages to people who were not close enough to use words with. Can you imagine living without your telephone? We sure have come a long way! SAHO is still developing content for this section. If you have any content to send us or suggestions please click on 'contribute'. San hunter-gatherers and the Khoi-Khoi herder For many years it was widely believed that the only reliable form of knowledge was the written word. Books, diaries, documents, and newspapers.These commanded respect because their words could be preserved. But the printed word can be misleading. For example, certain history books taught, inaccurately, that Africans arrived in Southern Africa at more or less the same time as European settlers landed in the Cape. Some books emphasised differences amongst people. And while most textbooks acknowledged that the Khoisan had lived in South Africa for a very long time, the writers saw them as 'primitive', and paid very little respect to their history. Their dance was after this fashion: on uttering the word 'hottentot!' they two of their fingers and clicked with tongue and feet, all in time ”Jan Olafsson, a visitor from Holland to the Cape". When European settlers arrived in South Africa, most of them could read and write. They valued the written word as a precious form of knowledge. But European scholars made the mistake of thinking that writing was the only way that knowledge could be passed on. Where they did not find books in Africa, they simply assumed that Africa had no history. ”The Broken String” shows how wrong they were! Adapted from the school textbook by Emilia Potenza, this feature provides a taste of Africa's rich heritage, long before colonial times. South Africa's distant past may be learned not only through the written word, but through many other forms of evidence from human remains, pottery, tools, rock paintings and buildings, as well as from cultural traditions and the stories and memories passed on by the elders. ”The Broken String” presents this wealth of knowledge in a richly visual, well-informed and challenging way. Giving voice to the stories and experiences of the people themselves encourages more sensitivity to those people of the past, and to understanding their lives, needs and problems. “The Broken String” also approaches the learning of history in a fresh way, encouraging independent and creative exploration of ideas, people and events. The content for San hunter-gatherers and the Khoi-Khoi herders, was adapted from a book titled 'The Broken String' was developed for the SAHO classroom by Emilia Potenza
Multicultural Games & Activities Create A Multicultural Passport Help draw kids into the fun of travelling to different cultures right within the classroom. Ideal for children of all ages. What To Do: - Make each child a booklet which can be used as the passport. Then have each child decorate the front of it. - Next you will need to either take a photo of the child, or have them bring one from home to stick on the first inside page of their passport. Write their name beneath it. - Each week choose a culture to base your lessons or activities on. - At the end of the week give the child a picture of something from that culture to stick in their passport. - At year's end you can then present all the kids with their filled passports and a certificate congratulating them on becoming “World Travellers”. The Talking Stone – A Class Circle Time Activity Often during this time kids tend to become a bit noisy, all talking at once and clambering to have themselves heard. It is a custom in many Native American cultures to use a “Talking Stone” which is passed around the circle, and the only one allowed to speak is the one holding the stone, or whatever object you would like to use. It can be a stuffed animal, a painted stick, or a ball. 1, 2, 3 Dragon - A Game To Teach Co-operation & Team Work The Object Of The Game For the person who is the “Head” of the dragon to tag the “Tail” of the Dragon as many times as possible during their turn. A point is awarded each time the tail is tagged. How To Play Form a line of 10 or more children with their hands clasping the shoulders of the child in front of them. The child at the front of the line is the “head” of the Dragon, while the child at the back is the “tail”. The tail shouts 1-2-3 Dragon, and the head must then lead the body of the Dragon (the line) to try and catch the tail. The line must not break, or the Dragon dies. A round is over when either: - the line breaks, or - the head tags the tail 5 times Once either of these outcomes occur, the head moves to the back of the line to become the tail, and the next child in line becomes the head.
The human eye is a biological piece of functional art, capable of producing colorful moving three-dimensional images with high precision. At the same time, one can marvel at the aesthetic beauty of the human eye and its shape. The Shape of a Healthy Eye In a healthy and perfectly shaped eye, light passes through the cornea and crystalline lens, and is accurately focused onto the retina, located at the back of the gel-filled eyeball. This process enables an image to be passed onto the optic nerve and then the visual cortex of the brain. Accurate focus and convergence depend on the proper shape of each part of the eye. However, eyeballs can be either shortened (hyperopia) or elongated (myopia). Unhealthy Eye Shapes That Impact Vision The Myopic Eye In an elongated myopic eyeball, the distance between the lens and retina is too long, leading the image to come into focus before reaching the retina. As a result, the photosensitive cells of the retina pick up a blurry image. The Hyperopic Eye In hyperopia or farsightedness, the opposite is the case. The eyeball is too short, as is the distance that light travels from lens to retina. Therefore, the image comes into focus behind the retina, causing distant objects to appear clear, whereas close ones do not come into proper focus. While the crystalline lens is flexible and auto-adjusts its shape for proper focus, the cornea is static. A healthy cornea maintains its smooth dome shape. However, if the cornea is weak, the structure of the cornea cannot hold this round shape, causing the cornea to bulge outward and downward like a cone. Perfect curvature of the cornea ensures the correct bending of incoming light onto the lens, whereas inadequate curvature results in a refractive error. An uneven or irregularly shaped cornea also distorts the image that forms at the retina. Common corneal irregularities include astigmatism and keratoconus. Scleral Lenses for a Smooth Eye Shape Scleral lenses are large contact lenses that rest on the sclera — the white part of the eye. The lenses span over the cornea, making them ideal for a deformed cornea as they even out the irregularity to create a perfectly shaped eye. Contact Our doctors at The Specialty Contact Lens Center At Eye Trends to learn more about how your eye shape affects your vision. We'll be happy to discuss the different correction methods available that offer you sharp, comfortable and clear vision all day, every day. We receive clients from Houston, Spring, Woodlands, Conroe, and throughout Texas.
Life began approximately 3.75 billion years ago when the first replicative cell appeared as a product of a soapy, frothy membrane enclosing primitive cytoplasm. These early cells would quickly multiply, evolve, and acquire the ability to use light as an energy source. Cellular photoreception, and the first visual witness, emerged and would be an integral part of life thereafter. In time, this ability would be evolutionarily co-opted to become part of the sensory organ we call the eye. Over unimaginable lengths of time and through intense competition, individual cells would evolve and become more complicated. These nucleated cells would merge with other cells in a collective mode to form multicellular animals. This revolutionary step occurred between 1000-600 million years ago and would fashion Animalia. These first metazoans arose approximately two billion years after life had begun and most already had, or would soon develop, eyes. Metazoan life would expand over the ensuing 600 million years, diverging into many phyla with 96% of species being represented in Mollusca, Cnidaria, Porifera, Nematoda, Platyhelminthes, Annelida, Arthropoda, Echinodermata, and Chordata. Eyes would appear and evolve in different ways within these phyla, into at least 10-12 different forms and probably appeared individually at least 40 times. Each lineage would develop an eye that would suit its niche, and each of these eyes has a story to tell. A few examples illustrate the differences and importance of each. Some jellyfish develop a camera-style eye shaped like our own with many similar characteristics. But, this eye is very different from, and completely unrelated to, a mammalian eye. Then there is the question of why fish should have more visual pigments in their eyes and see more vibrant color than mammals? The reasons are not completely understood, but this ability produces better discrimination among the scintillating and flickering light of the coral reefs where fish likely began. Some spiders have surprisingly good vision, at least at close range. They need such acuity if they are to be actively hunting instead of relying on passive web capture. To accomplish this, though, requires an engineering masterpiece to compact good optics and visual processing into such a tiny gem. To do this, jumping spiders have telescopic eyes and a scanning retina that produces an image much like the scanning optics of your television. Over the hundreds of millions of years, spectacular eyes and visual abilities have emerged, and to see some of them, one needs only to watch birds flying overhead. Birds have the best vision on the planet and have adapted to almost all environments using this prowess. The magnificent visual skills of birds are on display anytime we see an Osprey catch a fish, or a swallow scoop up a mosquito; these behaviors are so commonplace that we almost don’t notice them, yet they represent the ultimate in visual perfection. This is the story of how photoreception started and how eyes evolved. Along the way, the wondrous differences and unusual adaptations that have existed, and continue to evolve, will be explored. Ivan Schwab takes you on a tour of how evolution produced such superb adaptations, and explains how these work by describing the ecology of pivotal animals.
You don't have to choose. STEAM + Standards Language Arts + Social Studies Knowledge + Skills Preparing Minds for the 21st Century In our increasingly complex and rapidly changing world, we must teach our students the skills they will need to meet the challenges of the future. Mind Missions lessons promote the development of critical 21st century skills. Through direct instruction and practice in creative problem solving methods, students gain competence in communication, collaboration, critical thinking, and creativity. The Mind Missions Experience Mind Missions lessons encourage students to interact with history as they learn it. Through deep engagement with content material, students develop a deep and lasting understanding of learning objectives. Why Choose Mind Missions? Mind Missions was developed by teachers and parents to prepare children for life! All students need the opportunity to engage in creative problem solving activities. Historically, these opportunities have been limited to Gifted & Talented programs and extra-curricular clubs that provided opportunities for team innovation challenges. We created Mind Missions to provide these critical problem based learning opportunities to all learners during core instructional time.
As atmospheric carbon dioxide concentrations have climbed in recent decades, carbon storage on land has increased, too. Where is it all going? - NOAA-funded research indicates that semi-arid ecosystems are setting the trend in carbon storage, but their ability to keep taking up carbon is tied to climate, in particular El Niño and La Niña. - In many parts of the subtropics—where semi-arid ecosystems are located—El Niño tends to bring warmth and dryness, which decrease plant productivity and carbon uptake. - If global warming makes El Niños more frequent or intense, as some models project, semi-arid ecosystems may lose their ability to keep up with rising carbon dioxide concentrations. - Learn more @ the Global Carbon Projectwebsite. This research was funded in part by the Modelling, Analysis, Predictions, and Projectionsprogram, part of NOAA’s Climate Program Office in the Office of Oceanic and Atmospheric Research.
ab = a + b; System.out.println(ab == "ab"); System.out.println(ab == ab); System.out.println((a+b) == ab); } } false true false I understand why the first and second output are as they are, but why the third one is false? What is the difference between the objects of ab and (a + b)? Please someone explain. I read about String on sites but I don`t still get it. well (a+b) is adding the two stings objects and passing it in a constructor of a new string and such that a new string object is created which is not equal to the former, remember strings are immutable, but if they were in the pool it will be different
Illustration: Karolis Strautniekas Harry Potter and Star Trek Invisibility Cloaks Move Closer To Reality A Way To Make Things Disappear A professor is creating technology that could one day make anything invisible invisible. In the Star Trek universe, a “cloaking device” makes starships fade from view. No such garment or device exists in our world yet, but an engineering professor is working on a way to make objects undetectable to radar. And he thinks the same technology could be used to make anything – even a human being – invisible to the naked eye. “It’s a matter of putting the resources together and focusing on that goal,” says University of Toronto Professor George Eleftheriades, director of the Centre for Reconfigurable Electromagnetic Surfaces. Making an object invisible – whether to radar or the human eye – relies on the same principle of reflection. When light hits an object and bounces back, the eye sees the reflection. In the case of radar, an antenna sends out radio waves that hit an object and then bounce back to a receiver. The radar equipment determines the size, range and speed of the object and then presents the information on a screen. Some airplanes use “stealth technology” comprising a unique combination of shape and surface material to absorb and redirect the radio waves. But they can still be illuminated by radar devices acting together from different angles. The innovation Eleftheriades and his researchers have developed is an “active cloaking technology” that uses tiny antennas to emit signals matching the radar wave frequency. This leaves the incoming waves undisturbed. “It’s as if the waves are passing right through the object,” says Eleftheriades. Over the next two years, he and his research team plan to develop a thin, flexible material embedded with these antennas that could be wrapped around an object of any size or shape to hide it from radar. They are also working on fine-tuning the cloaking signals so they can be adjusted in real time to match different incoming radio waves – much like how noise-cancelling headphones mute fluctuating sound waves. Although the technology’s military applications are clear, Eleftheriades sees potential commercial uses as well. For example, structures that impede cell phone transmissions could be cloaked to allow these signals to pass freely. Adapting the technology to make objects invisible to the human eye would be more complex but far from impossible, he says. Instead of using microwaves to cancel incoming radio waves, the antennas would emit waves of light to match and cancel any visible reflection travelling back to the human eye. The challenge is huge: there would have to be millions of antennas embedded in the material (instead of thousands) and they would have to be much smaller. The cloak would need a reliable power source and would have to be able to match incoming light waves as they fluctuate in real time. To be practical for humans, the cloak would also have to be extremely thin and flexible. “But we could do it in five to 10 years with a dedicated effort,” says Eleftheriades. “A computer chip has billions of transistors in it, so we already have shown we can master this kind of complexity and scale.”
Presentation on theme: "Make a word map for the word incident"— Presentation transcript: 1Make a word map for the word incident October 1, Springboard 1.7Memory MapHomework: Finish drawing and coloring your memory map.Objective:Students will sequence details in a narrative and write dialogue and commentary about a personal incident relating to changeWarm Up (in your composition book)Date your notes, write down the objectiveMake a word map for the word incident 2incident Word Map What the word means A picture Word Example Example Word in context 3Word MapWhat the word meansA picturea distinct piece of action, such as an episode in a story or a playWordincidentExampleExampleExampleWord in context 4Word MapWhat the word meansA picturea distinct piece of action, such as an episode in a story or a playWordincidentExampleExampleExampleWord in contextThe incident that we watched from The Lion King was when Simba and Nala get chased by the hyenas through the elephant graveyard 5Now you will create a memory map relating to an incident that happened that resulted in some kind of change in your life. 6Step 1:Look through the incidents that you have already mentioned throughout unit 1 or think of the top best / worst experiences of your life. 7Step 2:Choose one memorable incident that you would be willing to share as a visual memory map.Spencer going to his first day of kindergarten 8Come up with at least 3 events for EACH of the following... Step 3:Come up with at least 3 events for EACH of the following...BeginningMiddleEnd 9We submitted his application for the lottery Beginning:We submitted his application for the lotteryHe got into the lottery and was accepted into schoolWe went shopping for all of the materials he needed and bought uniforms 10That morning we got him ready for school Middle:That morning we got him ready for schoolI cried all the way to schoolSpencer went off to his first day of kindergarten 11Spencer got home and we all talked about his day at the dinner table End:Spencer got home and we all talked about his day at the dinner tableSpencer told us that he really liked his teacher and that he had a great dayWe were happy that everything went well and a lot less stressed about him going to kindergarten! 12Step 4:Fill in sensory details and dialogue for the beginning, middle and end. 13February 2013 - swung by Socrates and got application February swung by Socrates and got application. Filled it out and dropped it back off along with all of Spencer's medical records."You are not going to believe this - he actually got in!""My teacher is really nice and Sammy is my class!" 14Step 5:Fold your paper so that you have 8 panels (basically 3 folds) 15Sentence detailing event Commentary explaining importance/ emotionsDialogue for the sceneCatchy titleNameBlock 16I went by Socrates and got an application I didn't think he would really get in since there are 400 applications and only 40 slots availableSpencer got acceptedI was nervous because we hadn't actually planned on him getting inWe went shopping for all of his suppliesI couldn't believe how much money all his school supplies cost!Catchy titleNameBlock 17Homework:Completed memory map due Thursday. Must be colorful and neatly written with all of the required elements.
■ 托福口說考試共 4 題，其中一題獨立題，三題整合題。 ■ 口說考試的時間約 17 分鐘。 TOEFL口說共 4 題，可以分類成獨立題和整合題2種類型。 1 Tasks 1 Question 1 is called an “independent speaking task” because it requires you to draw entirely on your own ideas, opinions and experiences when you respond. Directions: You will now be asked to give your opinion about a familiar topic. Give yourself 15 seconds to prepare your response. Then record yourself speaking for 45 seconds. Preparation Time: 15 seconds Response Time: 45 seconds ■ 在 Task 1 並沒有太多的時間可以去詳細思考，需要快速閱讀題目並思考應對。 2 Tasks 2 & Tasks 3 除了 Task 1 是獨立題，剩下的 3 題都是整合題，回答時需要運用多項技能。 Tasks 2 & Tasks 3 會同時測驗考生的閱讀、聽力和口說。 Questions 2–4 are called “integrated speaking tasks” because they require you to combine your English-language skills — listening and speaking, or listening, reading and speaking — just as you would in or out of a classroom. Directions: Read a passage about invasion species. You have 45 seconds to read the passage. Begin reading now. In biology, an invasion species refers to a non-native species, a species not native to a certain place. Sometimes it is a accidentally introduced by humans through air travel. Other time, it is deliberately introduction, an invasive species can cause unseen damage to a certain geographical locationm and the damage is beyond our control. It is quite tenacious and it can thrive in that location for quite well. Under most circumstances, they have no natural enenies in the location. Non-native or as we call non-indigenous species are hard to get rid of since they do not have natural enemies. Golden apple snails are the well know non-indigenous species in Taiwan. They process traits of non-native species, such as fast growth and rapid reproduction. They are omnivores and tend to eat the tender parts of plants, such as the stems and leaves. They are doing quite a lot of damage to rice fields and potatoes by the river bank. Harvests of agricultural crops are heavily influenced by the presence of the golden apple snails. Other Asian countries have also suffered from the harm caused by the golden apple snails. Luckily, people have come up with ways to cope with overpopulation of the golden appke snails. Fish have been used a way to combat the golden apple snail invasion, although not as useful as fresh-water turtles. Several species of turtles can be more effective in controlling the population of the golden apple snails. What’s more interesting is that ducks can be uesd for controlling the species. Another less-known species, the Africa saccred ibis also can be used to decrease the number of the species. The funny thing is they are non-native species as well. It’s like using non-native species to control another non-indigenous species. Directions: Give yourself 30 seconds to prepare your response to the following question. Then record yourself speaking for 60 seconds. Preparation Time: 30 seconds Response Time: 60 seconds Task 2 & Task 3 通常被認為是最棘手的題型，因為它同時測驗考生的閱讀、聽力與口說3種能力。 3 Tasks 4 最後一題 Tasks 4 仍是整合題，需要先聽一場講座的內容，之後會有20秒的準備時間，最後用60秒的時間回答問題。 Directions: Now listen to part of a talk in a biology class. Sinister rabbits in the mind of people vary, according to customs or culture. Contrary to popular belief, adorable rabbits are such hateful creatures in the mind of most Australians. It’s not some stocking news. But it somehow brings us the Myxoma virus, the virus eventually used to control the population of the rabbits. Hundreds of years ago. European rebbits arrived in the land if the paradise, Australia, since there were no predators, such as foxes, wolves, and so on. Breeding led to uncontrollable expansion of rabbits in Australia. The situation went a bit out of inability to compete with the so-called invasion species, the European rabbits. Starvatiob occurred among most Australian animals. Apart from the starvation, the ecological loss was unbearable. Eventually a lot of methods, such as poisonous gases and foxes were used to kill reabbits. Surprisingly, foxed were more inclined to eat sluggish Australian animals. Biocontrol seemed to be the only way out. The government introduced the Myxoma virus, the virus only fatal to European rabbits not American rabbits, and the virus has selectivity so that it is totally harmless to local farm animals and humans. The virus is the solution for the increasingly rampant rabbits population. Directions: Give yourself 20 seconds to prepare your response to the following question. Then record yourself speaking for 60 seconds. Preparation Time: 20 seconds Response Time: 60 seconds 因為 Task 4 的聽力內容會比 Task 3 更長也更複雜，所以寫筆記做「快速總結段落重點」的能力是非常重要的，要能快速梳理講座的邏輯架構，才能在開口之前整理好講稿，而回答時提到講座內容的「具體細節」則可以為你加分。 - 托福準備 #32 \| 獨立寫作的常見回應技巧，提高托福寫作分數 - 托福準備 #31 \| 托福寫作輕鬆拿高分的7個策略 - 托福準備 #30 \| 10個TOEFL單字，想考托福破百一定要看！

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