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By Joan Olivero In recent years, there have been thousands of tragedies due to bullying. Recently, the main source of bullying is cyberbullying on social media platforms such as Snapchat, Instagram, and Twitter. As the internet has become one of the most important mediums in our everyday lives, the door for rude and harmful behavior is wide open. Cyberbullying is a type of harassment in which people torment others, both during and after school hours, through various online platforms. With traditional bullying, kids can at least escape to their houses for the night and try to avoid vicious attacks until the next day. However, when someone is cyberbullied, the bullying follows them home and attacks them right through their devices. While some internet bullies choose to pick on people anonymously, others tend to make their presence and power known. Cyberbullying can also take a toll on a person’s mental and physical health. Several sources, like Very Well Family, have discussed that kids that experience cyberbullying are more likely to develop mental illnesses. Due to the stress of trying to defend themselves from the harassment, teens begin to show signs of anxiety that can later advance into a more severe case of depression. Their confidence often starts to diminish, and they are more likely to submit to the torment. Cyberbully victims can also experience stomachaches, headaches, nausea and sometimes more intense illnesses. In January 2018, 12-year-old Gabriella Green from Panama Beach, Florida, took her own life because of cyberbullying. Two of her classmates confessed that they had tormented her in and out of school. The two girls, both 12 years old as well, were arrested in connection to the death of Gabi Green. The classmates, who remained unnamed, had stated that they were “only joking” when they had decided to start leaving hateful messages on her pages. Many don't understand how to minimize or eliminate cyberbullying purely because they are not educated on the subject. The first step schools and parents could take to help shield their children from the effects of cyberbullying is learning more about it and its detrimental side effects. Administrators can then show students how serious the consequences are for participating in such behavior. Cyberbullying is a big deal; thousands of kids and teens are impacted by it every day. A little bit of kindness, reassurance, and education could help in immeasurable ways. Here you'll find lengthier pieces that cover more in-depth stories.
What is a UPS? A UPS or ‘Uninterruptible power supply’ is an electrical device that’s main purpose is to provide backup power to a computer or other electrical equipment in case mains power fails for whatever reason. Batteries contained within the UPS are used to provide protection from power interruptions by converting the DC (direct current) energy stored in the batteries to AC (alternating current) mains power instantaneously when the need arises. UPS’s differ from auxiliary power systems or generators as these do not provide instant power fail safes. The size of a UPS within any given type is usually depicted by its volt-ampere (VA) and sometimes Watt (W) rating. A volt-ampere (VA) is the unit used for measuring apparent power in an AC circuit, in DC circuits, true power is measured in watts (W). The higher the rating, the more power it can provide and the longer the run-time will be (depending on load levels). The battery run-time for most UPS’s is relatively short (approx 10 mins depending on load) but should be sufficient to either power down the computer safely or give you time to start up an auxiliary power system such as a generator. Typical UPS in varying sizes UPS’s can also provide protection against the following power abnormalities in varying degrees, depending on type. Knowing the different power conditions will give you a better understanding of how the correct UPS is vital for your electrical equipment. Blackout: Term also known as a power outage is when there is no power. This is either due to a fault, natural disaster (storm) or by the electricity provider turning off supply to do maintenance. Brownout: Is a term used to describe a voltage drop when the mains supply is not able to provide the rated power typically for a very short period (under a second). Anything longer than that is known as ‘Undervoltage’. Brownouts tend to occur during periods of high power usage such as summer or winter. Many people may be using air conditioners or heaters and this puts a strain on the mains supply. Drops in voltage can cause burnout for many electrical devices, reasons being to compensate for the drop in voltage, the device needs to draws more current and high current leads to failure in devices not designed for it. Surge: Term used to describe an increase in voltage that naturally causes an increase in current or vice versa. External power surges are typically caused by lightning strikes but can also occur internally caused when motors startup or shut down. Surges can also occur after the mains power comes back on after a blackout. Surges can also travel over phone or TV cable services. An ADSL modem not properly protected can also cause damage to a computer if physically connected with an Ethernet cable. Other power issues UPS’s can correct include line noise (sometimes caused from other devices on same circuit), harmonic distortion (change in expected AC waveform) or any other frequency instabilities. Different UPS types: There are many different types of UPS and the way they operate but for this article I will focus on the three major types, standby, line interactive & online. Standby: This is the most common type and has the most basic features typically used for personal computers or where low cost is required. During normal operation, the protected devices are connected to the main power supply and switches over to the battery if the primary power source fails or alters outside the acceptable range. The inverter, which is required to convert the DC battery power to AC only starts up when the power fails, ie “standby”. The switch over time from mains to battery can be up 25 milliseconds depending on the UPS and its circuitry. The UPS then continues to provide power until the mains is rectified or the battery goes flat. - Low cost - Small size - Simple design - Next to no power conditioning - Slow change over time from mains to battery - Battery charger may shorten battery life - Limited functionality Block diagram of a standby UPS Line interactive: This type is completely different and is more advanced in comparison to the standby UPS. It does away with the battery charger, inverter and change over switch and replaces them with an inverter/converter hybrid device which can both charge the battery & provide output power. The main advantage of always being connected to the output is that it can provide extra protection against power issues and allows for faster response in the event of a power failure. During times when power is normal, the inverter is operating in reverse which charges the battery. If the mains power fails, the inverter switches direction. Line Interactive UPS’s also contain what’s called an autotransformer. This allows the UPS to handle undervoltage brownouts and overvoltage surges without consuming battery power. It instead automatically selects different power taps on the autotransformer compensating for the increase or decrease in the input voltage to provide stable output power. This leads to greater reliability and less premature battery failure. - Low cost - Proper Sine wave output - Better output power regulation - Surge, Brownout & other power conditioning - Load protection is minimal - Change over time still slow for sensitive equipment - Over time protection components can degrade Block diagram of a line interactive UPS Online: With this type of UPS, power change over switches aren’t necessary and the batteries are always connected to the inverter. If the mains power is interrupted, the batteries keep the output power steady and the rectifier is removed from the circuit. When mains power comes back up, the rectifier cuts back in and resumes as normal providing most of the power and charging of the batteries. Online UPS’s main advantage over standby or line interactive UPS’s is that it’s able to effectively provide electrical isolation or firewall from the mains power. Online UPS’s are necessary for equipment sensitive to power fluctuations and provide outstanding power protection. - Zero Change over time, ie nonexistent - Constant voltage output - Excellent power conditioning and surge protection - Provides electrical isolation - More expensive - Larger & heavier - Efficiency is low - Higher heat output - Batteries have to be replaced more often Which type is right for me? Now I’m sure you have a better understanding of what a UPS is and how the types are different from one another. Choosing the correct UPS is dependent on the situation and what equipment it’s protecting. For a simple home use computer, a standby UPS is fine, for business use whether it be a workstation or server, a line interactive UPS would be a better choice. Then for critical equipment, sensitive to power fluctuations, an online UPS would be the one to go for. Once you have determined which type of UPS you need, next is to determine is the size or VA rating. It’s a good idea to work out what is critical to keep operating & what’s not then make a rough calculation of the power requirements so a UPS big enough to supply power to those devices is purchased. As an example, devices that can or should be connected are: - Network switch - Other critical devices Devices that should not be connected include: - Laser printers or scanners - Any other non critical device to save power Unless the UPS is large enough to handle it, laser printers and scanners should only be connected to surge protection only outlets (if applicable) due to the high power draw when they start up. This can overload smaller UPS’s and cause damage. If you need help deciding on the right UPS for your system, CKP Computers is here to help you. Talk to us now for advice and how you can better protect your equipment. Our number is 0447 619 397 or you can send us an enquiry, either through our contact page, by Facebook or by email, [email protected].
The bald eagle (Haliaeetus leucocephalus) is one of the most identifiable birds in the United States. Adult bald eagles have a distinctive white head, dark brown body and wings, and white tail; immatures are a variable but are mostly dark brown. Bald eagles reach adult plumage at about five years. Adult bald eagles are unmistakable but immature bald eagles are often mistaken for golden eagles. History and current status Bald eagles were historically found in all 50 states except Hawaii and nested in 45 of the 48 contiguous states. The species suffered severe population declines across the country in the late 1800s. Land development altered habitat as settlers moved west. Unregulated hunting contributed greatly to the decline of the bald eagle during this time. Later, in the 20th century a new and more serious threat appeared. The use of pesticides like DDT, along with other environmental contaminants, caused major population declines for many species. The bio-accumulated pesticide softened eggshells resulting in low reproductive success. In 1940 the federal Bald and Golden Eagle Protection Act was signed into law. This law prohibited hunting, possession, or sale of eagles and eagle parts. In response to the continued declines, the U.S. Fish and Wildlife Service listed the species as federally endangered in 1978 under the Endangered Species of 1973). Along with its listing under the Federal Endangered Species Act, the bald eagle was also listed as endangered under the Nebraska Nongame and Endangered Species Conservation Act in 1978. In 1972 the use of several chlorinated hydrocarbon pesticides, including DDT, was banned in all fifty states. After receiving state and federal protection, and with the banning of DDT and other similar chemicals, bald eagle numbers began to increase.In 1963 there were an estimated 417 breeding pairs in the lower 48 states, and by 1997 that number jumped to 7,066. In response to the increase, the U.S. Fish and Wildlife Service reclassified the species as threatened in 1995, and the Nebraska Game and Parks Commission reclassified the bald eagle as threatened in Nebraska in 2000. The bald eagle was formally removed from the federally threatened and endangered species list in 2007. At the time of delisting, there were an estimated 9,000 breeding pairs in the lower 48 states. In 2008 the bald eagle was removed from Nebraska’s threatened species list. Bald eagles in Nebraska In Nebraska, the first modern report of breeding activity was in 1973. However, the first successful modern nesting did not occur until 1991 in Douglas County when an eaglet fledged from a nest near Valley. Since 1991, the number of active nests has increased each year, and in 2012 more than 100 active nests were surveyed. Nebraska’s wintering bald eagle population fluxuates year to year, presumably in response to variables such as food and weather. However, even with these variations the number of bald eagles occurring in Nebraska during the non-breeding season has increased during the last several decades. In the mid 1900’s bald eagles were considered an uncommon migrant and winter resident; today bald eagles are considered common migrants and winter residents. From 1980 to 1995 an average of 744 bald eagles were counted in Nebraska during the annual midwinter surveys. From 1996 to 2011 the average increased to 990 bald eagles. Nebraska stopped midwinter eagle surveys in 2013 because the species’ population was determined to be recovered and the species’ winter status could be gleaned from other sources such as Christmas Bird Count data. Nesting or wintering bald eagles are found in close association with water. Rivers, lakes or reservoirs that provide a reliable food source and isolation from disturbing human activities are preferred. Large trees and snags along shorelines provide feeding and loafing perches and potential nest sites. All bald eagle nests in Nebraska have been constructed in cottonwood trees. Larger stands of mature trees that are free from disturbance, and provide adequate perches and protection from the winter elements are needed for communal winter roosting. During the fall and spring migration when most water areas are ice free and milder weather conditions predominate, bald eagles may be seen along virtually any waterway or impoundment in Nebraska. During the critical wintering period betweenDecember 15 and February 20, eagles often concentrate in areas where waters remain free of ice and food is available. Bald eagles can be seen year round across the state of Nebraska. However, winter and early spring is the best time of year to see numbers of Bald Eagles. If you are interested in seeing large numbers of eagles, an excellent strategy is to visit any large reservoir in late February or early March once there is some open water and migrating waterfowl have arrived. Reservoirs that possess some ice are ideal. In the winter, November through January, concentrations of bald eagles often occur at reservoirs that maintain some open water. Favored sites include Sutherland Reservoir near North Platte, Harlan County Reservoir near Alma, and below Gavin’s Point Dam near Yankton, South Dakota. Lake Ogallala and Lake McConaughy are also a favored site and Central Nebraska Public Power and Irrigation District maintains a viewing building near the dam spillway. The power district also facilitates viewing at its J-2 power plant near Lexington. Resident bald eagles may build or repair nests any time of the year, but activity generally increases from December through February. Nesting bald eagles in Nebraska typically will have eggs by early March. Occasionally inexperienced eagle pairsbuild a nest but do not lay eggs. If you discover an active bald eagle nest please do two things: - View the birds from a distance using a spotting scope or binoculars. Do not disturb the birds; doing so may be a violation of federal law. If you have questions about how close or what activities are acceptable in the vicinity of a bald eagle nest, please contact the U.S. Fish and Wildlife Service Nebraska Field Office at 308-382-6468. - Contact Nebraska Game and Parks Commission to report the nest to Joel Jorgensen by email or by phone at 402-471-5440
For the first time, researchers have been successful in measuring the attributive patterns of folds that give proteins their three-dimensional shape in water at the nanoscale. They achieved this by enhancing a technique they helped develop in the recent past. The technique developed by scientists from the National Institute of Standards and Technology (NIST) and their collaborators will help researchers understand the behavior of biomolecules in watery environments analogous to those in cells. These insights, on the other hand, could improve our knowledge of major diseases, such as Alzheimer’s, that are associated with “mistakes” in protein folding. Life, as it is known, cannot survive if proteins do not fold into correct patterns resulting in sheets, helices, and other shapes that give proteins their three-dimensional structure. The precise shapes of proteins allow them to transfer oxygen, eliminate harmful bacteria, and carry out other important tasks in the body. Improperly folded proteins will not function and at times produce toxic fragments, such as those related to neurodegenerative disorders. In order to gain insights into the finesse of folding, researchers must analyze in depth the arrangement of amino acid chains that are shorter and simpler compared to proteins—known as peptides—and how they fold, assemble, and rotate to form a range of shapes, or conformations. Biologists choose to investigate proteins and peptides immersed in water since that environment is in close approximation with the conditions inside living cells. Methods like infrared spectroscopy developed earlier for determining the conformation of proteins lack the fine spatial resolution to analyze the tiny and diverse assemblies of misfolded and properly folded proteins. Moreover, these methods do not work well in an aqueous environment since infrared light is strongly absorbed by water, hindering the analysis. A pioneering method called photo-thermal induced resonance (PTIR) was also severely hampered by the presence of water. This method has recently allowed scientists to investigate peptide structure and conformation in air at nanoscale resolution. At present, NIST scientists and their collaborators have shown that it is possible to adapt PTIR to acquire conformational structure at the nanoscale in water with the help of two chemically similar peptides called diphenylalanine and Boc-diphenylalanine. Diphenylalanine is related to beta-amyloid, a sticky, larger peptide associated with Alzheimer’s disease. PTIR is a powerful technique that had already shown promise for the study of biological systems, but the possibility to use this with samples in a liquid environment will greatly improve its use in this area. Georg Ramer of NIST and the University of Maryland in College Park Ramer and NIST researcher Andrea Centrone, together with their collaborators at the University of Cambridge in England, reported their study in an article recently published online in ACS Nano. PTIR ascertains the chemical composition of materials at nanoscale resolution by merging an atomic force microscope (AFM) with light from an infrared laser operating over a range of wavelengths. The attributive wavelengths of infrared light that are absorbed by the sample are similar to a molecular fingerprint, disclosing its chemical composition. The material heats up at every point on the sample at which infrared is absorbed, making it to quickly, but ever so slightly, expand. The sharp tip of the AFM that protrudes from a cantilever detects the expansion, which oscillates similar to a diving board every time the sample expands. The amount of light absorbed by the sample is directly proportional to its expansion as well as to the strength, or amplitude, of the oscillations. Although PTIR is an efficient method, it is highly challenging to be used in a water environment. Infrared light is strongly absorbed by water, resulting in an absorption signal with the ability to interfere with efforts to determine the chemical structure of the sample. Furthermore, the drag force exerted by water is considerably stronger compared to that in air and it typically weakens the PTIR signal by strongly damping the oscillations of the cantilever of the AFM. To restrict the absorption of infrared light by water, the researchers positioned a prism between the sample and the laser. The function of the prism is to restrict the infrared light to the surface of the sample, thereby reducing the amount of light that could leak out and interact with the water. In order to overcome the issue of damping, they used a laser with the ability to operate at frequencies of up to 2000 kHz. That allowed the scientists to match the frequency of the laser pulses to one of the higher frequencies at which the cantilever oscillates. Similar to pushing a child on a swing at just the correct interval, the frequency matching improved the amplitude of the oscillations of the cantilever, thereby partially offsetting the damping caused by water. The researchers demonstrated the accuracy of their technique by comparing the PTIR measurements of diphenylalanine and other peptide samples in two environments: air and water. (Since the peptides folded the same way in both mediums, it was easier to carry out the comparison.) Astonishingly, the researchers accomplished similar spatial resolution and contrast in air and water, showing for the first time that it is possible to perform measurements in a water environment in an accurate manner, exhibiting the exact conformation of peptides with nanoscale resolution. “This finding is important to biologists who want to understand protein structure and folding in environments as close as possible to those in cells,” stated Centrone.
2. Each Element Performs Many Functions: Each element in the system should be chosen and placed so that it performs as many functions as possible. Use relative location so elements with diverse functions have their qualities perpetuated. When designing with nature’s guidance and inspiration, creative energy flows as we mimic natural systems through the design process. The principles of Permaculture can be broken down into a numbered sequence but essentially they should all have the number one in front of them. There is no separation for natural systems work in holistic means and we must understand that the principles themselves are so intertwined that for this principle of multi-functions to come through in a design relative location must be applied as well. Thus by building on relative location, we can locate items so that they fill a myriad of functions. In nature we see this everywhere with animals such as the squirrel. It fertilizes from its waste, is a taxi cab for fungal spores and classically it plants nuts of oak and hickory. From this we should always aim for our elements to perform at least three functions. This is a general rule of thumb and often, if we don’t meet this number of three, we have not explored our creativity fully, or the research wasn’t sufficient in our functional analysis. Below is a great example of a permaculture planting to match inputs and outputs up together: The mulberry tree is placed on the southern side (sector planning) of the coop to provide shade for the chickens in this dry and hot climate of Northern California. Through our functional analysis we find out, that mulberries drop their fruit when ripe. Consequently, the plant performs another function of providing forage for the chickens that are grazing below. When I go to feed the chickens or pick up some eggs, I can pick the ripening mulberries from the tree or those located outside of the strawyard. Furthermore – because the chickens are constantly depositing waste in the strawyard – the tree is able to utilize and absorb this concentration of nutrients. Conversely it is also able to create soil itself by its leaf drop and its association with micro-organisms in the soil. Also by placing this element in relative location of the strawyard, the chickens are afforded some aerial protection. Since the site was located on the banks of a major western U.S. River, there is avian predation from hawks and eagles. I mean it taste like chicken afterwards and so we must give them the correct habitat so that they will not be randomly picked off. Lastly the chicken and mulberry tree from a wonderfully entertaining relationship. When you go into the yard and shake the mulberry tree when the fruit are ripening, a hundred or so mulberries will drop setting off a feeding frenzy comparable to the piranhas and wounded flesh. Again this is only possible through the principle of relative location as the mulberry tree must be next to the cage for that functional interconnection to occur. Mollison, B. & Slay, R.M. (1991) Introdcution to permaculture. 2nd Edition. Sisters Creek, Tasmania, Australia. Tagari.
The US Surgeon General and the Dietary Guidelines recommend 60 minutes of activity for children each day. The recommendations are not only for weight control, but for good health and well being. Physical activity doesn’t have to be organized sports- just let kids play. If you create the environment, children will play. Remember the division of responsibility: It is the parents job to provide structure, safety and opportunities to play. Children are responsible for how much to move, whether they move and the manner of moving. Play now. Homework later! When children get home from school their brains are tired, not their bodies. They have spend a long day in a sedentary enviornment and they need to be active. They will be able to concentrate on homework better after playing. Create a 30 minute rule. After 30 minutes of computer or written work, take a 3-5 minute break. Make in a family affair. Move together as a family. Take family walks or go to the park. Most importantly, have fun!
Just what are ear tubes, and what do they do? Ear tubes are small tubes made out of plastic or metal that are placed into the ear drum to ventilate the middle ear. The middle is that part of the ear between the ear drum and the hard bone surrounding the inner ear. The middle ear is, under normal circumstances, filled with air at the same pressure as the surrounding atmosphere. The pressure is maintained at this normal level by a natural tube called the Eustachian tube. When pressure gets greater or less in the middle ear (for example, when changing altitudes in a plane) the Eustachian tube opens, causing the ears to “pop” and the pressure to equalize. The Eustachian tube also opens during swallowing, chewing, or other jaw movement without producing the pronounced popping If the Eustachian tube is not functioning properly, it will not open. This causes the pressure in the middle ear to drop. High negative pressure in the middle ear will draw fluid out from the surrounding tissue and cause fluid to accumulate in the middle ear. This fluid can become infected, setting the stage for recurrent ear infections (otitis media). The infection causes swelling, making it even more difficult for the Eustachian tube to open. Ear tubes are placed to break this cycle, allowing the ears to drain and to ventilate. The drainage acts in the short term to remove any fluid in the middle ear. The ventilation function is the more important long term benefit of the tube. With ventilation the lining of the middle ear can return to normal. Since the pressure in now equalized with the surrounding air, there is no accumulation of new fluid and the chances of additional infections is reduced. These are examples of two type of ear tubes. The diameter and the width of each tube is about 3 mm (one-eighth inch). Ear tubes can also help out in those cases in which there is negative pressure in the ear but no fluid. The negative ear can lead to feelings of discomfort or fullness and hearing loss. If the symptoms do not improve with medical treatment, an ear tube can equalize the pressure in this case as well. Why are tubes so common in young children? In young children the Eustachian tube is nearly horizontal. This positioning is felt to interfere with the functioning of the Eustachian tube, causing more infections. The muscles that open the Eustachian tube are also less well developed in children than in adults. How are the tubes put in? The ear tubes are put in by making a small incision in the ear drum and inserting the tube through this incision. For adults than can usually be done in the clinic with a local anesthetic. Since the surgery is very precise, the patient must be very still during the operation. For children the operation is therefore often done in the operating room with a light This drawing shows how the ear tube is placed. The incision has been made and the surgeon is just placing the tube into the ear drum, or tympanic membrane. The bone visible just underneath the ear drum is the malleus, also called the hammer. In this diagram, the front of the ear drum is to the right. Types of tubes There are several different types of tubes. One group of tubes is designed to stay in about 6-9 months and then fall out on their own. Occasionally the tubes will fall out earlier than expected. Less commonly, the tubes will not fall out spontaneously, and must be removed by the physician. The hole used to place the tube heals on its own. Another type of tube, called a “T” tube (since it is shaped like the letter T) is designed to stay in for a year or more. In most cases it must be removed by the physician. What about adenoids? What are they and what role do they play? Adenoids are a collection of lymph tissue (similar to tonsils) in the back of the nose (an area called the nasopharynx). This diagram shows a cross-sectional view of the adenoids: They are important because the Eustachian tube, the pressure equalization tube for the middle ear, opens into the throat right near the adenoids. If the adenoids are enlarged or chronically infected, they can block this opening or, more commonly, serve as a source of infection to travel up the Eustachian tube into the middle ear. The result is recurrent ear infections. Enlarged adenoids can also block the nasal airway, forcing children to breath through their mouth and causing snoring. In these cases, it is beneficial remove the adenoids at the same time that tubes are placed. Enlarged tonsils do not seem to affect ear infections, but can cause problems of their own. The adenoids lie at the back of the nose in a region called the nasopharynx. When enlarged, the adenoids can interfere with breathing through the nose. The can also harbor bacteria that cause ear infections. What are some of the complications of tube placement? Placement of tubes can sometimes produce a persistent drainage from the ear. This can be treated with ear drops. In some cases (about 1-2% for short-term tubes; greater for the long-term “T” tubes) the hole in the ear drum does not heal. A second operation is sometimes required to patch this hole. If the tube placement is done with a general anesthetic, there also are risks with administration of the anesthetic. In this day and age, however, general anesthesia is very safe and the patient is very carefully monitored during the procedure. For more information, talk to your anesthesiologist. Do I or does my child need tubes? Ear tubes are only placed if medical therapy (non-operative treatment) has failed. The question of whether tubes are needed is too complex to answer in format like this web page. It is crucial to carefully discuss these issues and all your questions with your Otolaryngologist. Together you can best decide what treatment is most appropriate.
\| Michigan State University Better study skills lead to better test-taking skills, and of course, better grades! Your students will be proud of all they can accomplish when they are given the ability to study efficiently and successfully, and their report cards will reflect this change.... Be a Sorcerer's Apprentice - Students sharpen research skills by studying primary and secondary sources. When students know what kind of sources are available, they can find exciting stories, facts, and photographs which can make history come alive. Teaching Students with Autism British Columbia Asking students to complete a study skill inventory after the first exam may provide instructors with a starting point to discussing study behaviors with students. Taking some class time to discuss the variety of study techniques, and then detailing what exactly is involved in each method , may be critical to helping students do better.... Teaching students how to study is as important as teaching the subject matter of a course. Study skills help students achieve not only in school work but also in their Christian lives. Administrators want their students to achieve in their studies and to enjoy school life. Teaching Strategies for Students With ADHD Verywell Mind Study Skills for Elementary Students. When students are in elementary school, they may not have developed very strong study skills yet. As an elementary teacher, you can help foster good study habits in your classroom, so that your students are prepared for the high expectations of middle school. how to start the alexapu Northwest Professional Educators (NWPE) provides career protection, caring support, and helpful services for teaching professionals. Join now to gain affordable liability coverage, legal representation, and other education-related benefits. Let the fastest-growing non-union educator association in our region protect your career, your reputation Teaching Students How to Learn Edutopia Many students want to be shown why a concept or technique is useful before they want to study it further. Inform students about how your course prepares students for future opportunities. Use a variety of student-active teaching activities. These activities directly engage students in the material and give them opportunities to achieve a level of mastery. Teach by discovery. Students find as teach me how to drive kijiji ontario by Jessica Santangelo, Ph.D. Hofstra University. For those interested in helping students develop strong metacognitive skills, Dr. Saundra McGuire’s book, Teach Students How to Learn: Strategies You Can Incorporate Into Any Course to Improve Student Metacognition, Study Skills, and Motivation, is concise, practical, and much less overwhelming How long can it take? Teaching Students with Attention-Deficit/Hyperactivity - Teaching Methods for Case Studies Ryerson University - Why Teach Study Skills? Take Tenn - Can schools teach children to be resilient? Study - Study Skills & Test Preparation Tips for Teachers Teaching Students How To Study Older students often rush to complete assignments and argue that neatness is irrelevant. In either case, the teacher must be patient, choose reasonable objectives, and stand firm. Legible handwriting is a … - While having effective study skills may be overlooked on the academic journey, we’ve seen this be the tipping point in making good students into great students. We’ve compiled a list of 10 good study habits for your tween or teen to help set him or her up for a productive school year. - Case studies are stories that are used as a teaching tool to show the application of a theory or concept to real situations. Dependent on the goal they are meant to fulfill, cases can be fact-driven and deductive where there is a correct answer, or they can be context driven where multiple solutions are possible. Various disciplines have employed case studies, including humanities, social - The Arkansas State Teachers Association (ASTA) is our state's fastest-growing nonunion professional teachers association, advancing the profession through teacher advocacy and professional development, as well as promoting excellence in education, so that our members receive the respect, recognition and reward they deserve. - Even veteran teachers sometimes tell students to "take notes" or to "study" without ever sharing strategies for doing so. Modeling techniques for reading, note-taking, and studying can take time
Includes a unit overview, 10 learning targets, an essential standard, and a self evaluation students can take to assess their understanding of the content being taught. Also includes a list of terms, people, and events students must know to master the learning target. You can also find this activity, along with 9 other activities and projects, PowerPoint notes, and tests, in my World War II Unit Package You can find Learning Targets, Essential Standards, and Study Guides for all my World History units at World History Learning Targets The Historian, Study Guide, Learning Targets, Essential Standard, World History grade 10, World War II, WWII, Appeasement, Hideki Tojo, Causes of World War II, Adolf Hitler, Benito Mussolini, Joseph Stalin, Pearl Harbor, D-Day, Manhattan Project, High school history
Introduction to Heaters Electric heaters are used in a variety of processes where the temperature of an object or process needs to be increased. For example, lubricating oil need to be warmed before it is fed to a machine, or, a pipe might need heat tracing to prevent it from freezing in the cold. Electric heaters work by converting electrical energy into heat. The heat is then transferred to the process through various forms of heat transfer. Learn more about Heaters Methods of Heat Transfer Methods of Heat Transfer Convective: Convective heat transfer occurs when heat is transferred due to the motion of a fluid (such as a liquid or gas). There are two primary forms of convection, free convection and forced convection. Free convection occurs when the fluid naturally flows due to heat gradients. For example, hot air rises, and cold air sinks, so natural convection describes the tendency for hot air to move above cold air. As the air is in motion, some of the heat from the hot air is transferred to the cooler air. Forced convection describes situations where an external force is used to accelerate the flow of a fluid. Using a fan or stirrer to create movement in a liquid or gas would be an example of forced convection. Conductive: Conductive heat transfer is the most common method of heat transfer for solids. As heat is transferred to a solid, the microscopic atoms (or particles) that form the solid, begin to get hotter and vibrate more rapidly. The energy from the vibrations is transferred to neighboring atoms, which begin to get hotter as well. Conductive heating is typically used on solids since they have a dense, repeating molecular structure. Radiant: Radiant heat transfer is the transfer of heat using electromagnetic waves. Objects at a temperature above absolute zero emit thermal energy due to the random movement of their particles. The thermal energy is emitted in the form of electromagnetic waves, which propagate from the object. The energy in these waves can then heat surrounding objects, fluids, and gases. Common examples of radiant heat include the heat we feel from the Sun and the heat used to cook objects in a traditional oven. Choose the right heater for your application A strip heater is a flat device mounted on a surface used to heat either that surface or the surrounding air. Finned strip heaters have fins that optimize heat transfer. A Ring heaters is a type of strip heater specially designed to heat round shapes such as the bottom of a tank, dies, or molds. An Immersion heater is used to heat liquids, oils, or other viscous fluids directly. Immersion heaters are installed into the tank holding a liquid. Since the heater comes in direct contact with the fluid, they are an efficient method of heating liquids. Immersion heaters can be installed through a variety of options in a heating tank. A tubular heater is typically used to heat air, gases, or liquids by conduction, convention, and radiant heat. An advantage of tubular heaters is that they can be designed with a variety of cross-sections and path shapes to optimize heating for a specific application. A duct heater is used to heat air passing through air ducts. Duct heaters are available in square, round, coiled, and other shapes to fit easily into a variety of HVAC and industrial ducts. flexible heater is a device that can conform to the surface that requires heating. This allows for optimum contact and heat transfer. Flexible heaters are typically used to wrap around pipes, tanks, drums, or irregular shapes. A drum heater - or tote heater - is used to heat liquid drums or gas cylinders. Tote heaters encapsulate a tank or drum and are used to keep it warm. Other types of drum heaters, such as flexible silicone heaters, bond directly to the drum. Frequently Asked Questions How to Choose a Heater It is important to consider the specifics of your application prior to selecting the heater to use. Of primary concern is the type of medium being heated and the amount of heating power required. Some heaters have been specially designed to function in oils, viscous, or corrosive solutions. However, not all heaters can be used with any material. It is important to confirm the desired heater will not be damaged by the process. In addition, it is necessary to select an electric heater that is appropriately sized. Be sure to determine and verify the voltage and wattage for the heater. One important metric to consider is Watt Density. Watt density refers to the heat flow rate per square inch of surface heating. This metric shows how densely the heat is being transferred. ↓ View this page in another language or region ↓
Homework plays an important role in the development of responsibility and good study habits as the cognitive capacities of young learners mature. Homework also provides opportunities for young children to begin to develop the understanding that learning continues to take place outside of the school day. Homework is only one part of the teaching/learning process. Research has shown that providing children with varied experiences enables them to use all of their intelligences and senses to establish a rich conceptual foundation for learning. Homework is a flexible and individual responsibility of the instructional staff. Because of the individual differences and needs of students, the district does not require or expect all students to experience the same kind of homework in connection with classroom instruction. To reinforce, extend, and enrich the instruction experience.To provide opportunities for students to utilize separately learned skills and concepts and integrate them in the completion of a project or interdisciplinary assignment. In the upper grades, homework assignments may be designed to introduce or help students become familiar with material to be utilized in the instructional setting. Teachers use homework as one way to assess student understanding and to inform their practice in the classroom. RESPONSIBILITIES AND PROTOCOL Teacher To clearly communicate to the student the purpose, directions, and expectations for all homework assignments. To demonstrate the value of homework by providing timely and appropriate feedback in accordance with designated assignments. To establish a routine process for communicating with parents and students regarding issues and concerns related to homework. a. Acknowledging receipt of the homework. b. Monitoring homework for completion and accuracy. c. Encouraging feedback regarding quantity and difficulty of homework. To be aware of and record all homework assignments To ask for clarification when unsure of the expectations.To ask for assistance as needed from a teacher and/or parent.To complete homework assignments with care and to submit work in a timely manner. To make up any assignments missed. To provide an environment conducive to the individual child's learning style for the completion of homework.To guide, encourage and help focus children-but not to do the homework for them. To monitor the effort and amount of time a child spends completing his or her homework. To contact the teacher when a child experiences difficulty and/or frustration when completing an assignment or when issues/concerns about homework arise. To contact an administrator, (department head, assistant principal, principal), if homework issues or concerns remain unresolved. BENEFITS OF HOMEWORK To foster a sense of responsibility for independent learning. To help develop appropriate work habits, study and time management TYPES OF HOMEWORK Homework assignments are created based upon the intended instructional purpose and the needs of the child. Examples of elementary assignments include but are not limited to: Drill and practice exercises (spelling, vocabulary words, math facts, computation). Review for test and assessments. Research activities and reports - both short and long term. Data collections. Reading and writing assignments. Media assignments - TV, radio, newspaper. Interview Authentic applications and projects (models, simulations, Examples of assignments at the secondary level include but are not Study skills and habits: Homework assignments designed to improve skills such as concentration, self-discipline, note taking, reading for understanding, and reading for pleasure. Practice/Review: Homework assignments designed to reinforce materials presented in class and/or to develop mastery of skill. Preparation: Homework assignments designed to either introduce help students become familiar with material that will be utilized part of the instructional program. Skill integration: Homework assignments designed to utilize separately learned skills and concepts and apply them to the completion of a single product such as a science project or writing Extension: Homework assignments designed to help students generalize previously learned skills and concepts to authentic situations involving problem solving and cross-curricular connections. Attitudes towards homework begin at an early age. Homework should be a positive experience for children and parents. Research suggests that the amount of time spent completing homework should vary by grade level. According to the NATIONAL PARENT TEACHER ASSOCIATION and the NATION EDUCATION ASSOCIATION, "Most educators agree that for children in grades K through 2, homework is most effective when it does not exceed 10 to 20 minutes; while for children grades three to five, the average daily amount of time spent on homework should range between 30 and 60 minutes. This is know as the "10 minute rule," approximately 10 times the grade level per evening. In developing homework guidelines, the recognition of reading as both an integral component of literacy development and lifelong learning is crucial. Therefore, it is essential that during the early years children read or be read to, on a daily basis. In grades K - 5 the time spent on homework should not exceed the following: Kindergarten and Grade 1: 10 minutes Grade 2: 20 minutes Grade 3: 30 minutes Grade 4: 40 minutes Grade 5: 50 minutes In addition, students are expected to spend time each evening, engaged in reading activities. In grade 6 it is expected that time spent engaged in homework activities will range between 45 and 75 minutes on a daily basis. In grades 7 and 8, students should be engaged in daily homework activities for between 60 and 90 minutes. The amount of time a student in the High School will spend on homework will of course vary depending upon both the number and the level of courses in which he or she is enrolled. However, at any level, elementary, middle or high school, parents should feel comfortable contacting the classroom teacher should homework assignments take substantially more time than outlined in these guidelines. Parent feedback will assist teachers in monitoring and evaluating the amount of homework assigned. North Shore Schools 112 Franklin Avenue Sea Cliff, NY 11579 District Number 516-277-7800 All Rights Reserved 2000-2018
How do supermassive black holes grow to be millions or billions of times bigger than their more ordinary cousins? No star grows that huge, so they aren't created from the same kinds of supernovae that make stellar-mass black holes. The earliest known galaxies indicate that these monsters were present from nearly the start, meaning that they were unlikely to be normal black holes that slowly gorged their way to supermassiveness. One potential explanation that has been considered is that they were born large and became truly gigantic when two or more collided and merged. New observations could place stringent limits on that merger rate, however. R. M. Shannon and colleagues used the timing of light from pulsars as a means of measuring gravitational radiation. Gravity waves should be generated by pairs of black holes before and during their collisions. If there were a lot of mergers, the waves would create a noticeable fluctuation in the pulsar timing. But the new results are inconsistent with the merger rate predicted by the most widely accepted theoretical models, suggesting that either binary black holes don't collide as often as expected or that some other mechanisms for their growth are at work. Supermassive black holes (SMBHs), which are hundreds of thousands to billions of times more massive than the Sun, lie at the center of nearly every large galaxy. These objects frequently drive powerful jets of matter, which (if the alignment is right) astronomers observe as quasars. The most distant quasars indicate that SMBHs have existed nearly as long as galaxies. Their large mass and early existence indicate that they could not have formed from the explosions of large stars, which is the mechanism by which stellar-mass black holes are born. As a result, it's likely that SMBHs were born supermassive through one of several plausible scenarios involving the rapid collapse of matter during the early moments of galaxy formation. However, observations show that galaxies collide and merge after birth; the largest galaxies were likely produced by such processes. Based on that information, astronomers hypothesized that the galaxies' SMBHs also merge during galactic collisions. Observations of binary SMBHs in several galaxies support that hypothesis. However, mergers are slow compared to the human life span, so the black holes we see locked in mutual orbit are a long way from collision. They will do so eventually, however, because energy is carried away from them as they churn space-time up in waves known as gravitational radiation. With every bit of energy radiated, the black holes grow closer until they finally merge. While astronomers have not observed orbital shrinkage (and have not detected gravitational waves directly), they have seen this process occur in binary pulsars. However, binary SMBHs are rare in the astronomical data, partly because it's hard to distinguish a single black hole from a pair at large distances. So researchers resort to theory and computer simulations to predict how many black hole binaries there must be. Those models are primarily concerned with galaxy formation and mergers, but presumably many collisions will result in SMBH pairs. Estimates indicate that binaries should be common enough to create a gravitational wave background that fills the Universe with faint gravitational radiation. The problem is that gravity is the weakest force, and the wavelengths of radiation from SMBH binaries are huge. This pushes them out of the realm of detection by ground-based gravitational observatories like LIGO (the Laser Interferometer Gravitational-wave Observatory). However, astronomers realized that millisecond pulsars, which rotate hundreds of thousands of times each second, are extremely accurate timing devices: their flashes arrive at Earth with almost no variation. If gravitational waves were to pass through pairs of millisecond pulsars, they would produce a very slight variation in the relative timing we measure. That's the principle behind pulsar timing arrays: radio telescopes that compare the timing from multiple millisecond pulsars widely separated in space. While pulsar timing arrays aren't good enough yet to detect individual gravitational waves (from supernovae or colliding pulsars, for example), they should be adequate to measure the gravity wave background from binary black holes. The authors of the present paper compared the predictions of the gravitational wave background to observations made using the Parkes Telescope in Australia. They found that the background was too weak to show up in the data, which implies that either supermassive black hole binaries are more rare than predicted or the gravitational waves they emit don't fit the expected profile. If the gravity wave background profile is wrong, it could be because many black hole binaries orbit in eccentric paths. That would tend to produce more widely varied gravitational radiation as opposed to a steady flow, defeating detection using pulsar timing. Another possibility is that the environment of the black holes provides some friction, slowing the orbital speed and causing mergers before too many gravity waves are produced. At this point, it's difficult to know which explanation is the correct one. Nevertheless, pulsar timing arrays could provide the best means of studying black hole binaries in distant galaxies, giving us a look at galaxy collisions in the Universe's early history.
[Footnote 1: Siebert, The Underground Railroad, p. 32.] [Footnote 2: Ibid., pp. 32 and 37.] The role played by the Negroes in this migration exhibited the development of sufficient mental ability to appreciate this truth. It was chiefly through their intelligent fellows that prior to the reaction ambitious slaves learned to consider the Northwest Territory the land of opportunity. Furthermore, restless freedmen, denied political privileges and prohibited from teaching their children, did not always choose to go to Africa. Many of them went north of the Ohio River and took up land on the public domain. Observing this longing for opportunity, benevolent southerners, who saw themselves hindered in carrying out their plan for educating the blacks for citizenship, disposed of their holdings and formed free colonies of their slaves in the same section. White men of this type thus made possible a new era of uplift for the colored race by coming north in time to aid the abolitionists, who had for years constituted a small minority advocating a seemingly hopeless cause. A detailed description of these settlements has no place in this dissertation save as it has a bearing on the development of education among the colored people. These settlements, however, are important here in that they furnish the key to the location of many of the early colored churches and schools of the North and West. Philanthropists established a number of Negroes near Sandy Lake in Northwestern Pennsylvania. There was a colored settlement near Berlin Crossroads, Ohio. Another group of pioneering Negroes emigrating to this State found homes in the Van Buren township of Shelby County. Edward Coles, a Virginian, who in 1818 emigrated to Illinois, of which he later became Governor, made a settlement on a larger scale. He brought his slaves to Edwardsville, where they constituted a community known as “Coles’ Negroes." The settlement made by Samuel Gist, an Englishman possessing extensive plantations in Hanover, Amherst, and Henrico Counties, Virginia, was still more significant. He provided in his will that his slaves should be freed and sent to the North. It was further directed “that the revenue from his plantation the last year of his life be applied in building schoolhouses and churches for their accommodation,” and “that all money coming to him in Virginia be set aside for the employment of ministers and teachers to instruct them." In 1818, Wickham, the executor of this estate, purchased land and established these Negroes in what was called the Upper and Lower Camps of Brown County, Ohio. [Footnote 1: Siebert, The Underground Railroad, p. 249.] [Footnote 2: Langston,_From the Virginia Plantation to the National Capitol_, p. 35.] [Footnote 3: Davidson and Stuve,_A Complete History of Illinois_, pp. 321-322; and Washburne, Sketch of Edward Cole, Second Governor of Illinois, pp. 44 and 53.]
Characters- be they villains, vagrants, kings, or commoners – are the essence of Shakespeare’s plays. The essence of anything lies in the set of attributes that render it the characteristics of its substance, purpose and function. In Shakespeare’s play, “Macbeth”, the essence of the play are the characters. Shakespeare uses a variety of different characters and all of them carry a different idea about our society. This includes kings, who carry the idea of chivalry, majesty and kindness; villains who carry the idea of manipulation and deception; and vagrants who carry the idea of witchcraft. Along with this some of the characters also go through drastic changes in personality and actions. This shows that characters are the essence because they give flavour to the play and without them no events would take place. Hence characters prove to be pivotal for Shakespeare to explore the consequences of various events on society. Jonathan Bates, in his book “ the genius of Shakespeare” states that one of the reasons Shakespeare is a genius is that “ we can never quite make up our minds about the characters “. This is especially true for the character of Macbeth as his character progressively deteriorates as the plot builds up, where his good qualities slowly convert into bad and evil ones. We first hear about Macbeth in the wounded captain’s account with the words “all’s too weak for brave Macbeth’. This gives an initial impression of a brave, valiant and capable warrior. This however, becomes complicated once we see Macbeth interact with the three witches and we realise that his physical courage is coupled with his consuming ambition and self-doubt. The witches prophesy that Macbeth will become King brings him face inner turmoil through the “horrid image” of the murder of king Duncan and at this point he is not so cold and ambitious that he will defy loyalty. Subsequently he writes a loving letter to his wife where he calls her his “dearest partner of... Please join StudyMode to read the full document
Try This at Home: Rainbow Film Nanoscale thin films can create iridescent colors by interfering with light waves. What You Need - a shallow pan of water - black paper, cut small enough to fit in the pan - clear nail polish What To Do 1. Make sure you have an adult with you to supervise this experiment. 2. Slide the black paper into the pan so that it is completely underwater. 3. Use the brush to drip one drop of nail polish onto the surface of the water from about 4 inches up. Watch what happens. 4. Lift the paper up and out of the water so that the nail polish thin film sticks to it. Observe the thin film – does the nail polish still look clear? 5. Clean up. Let the paper dry. The nail polish spreads out into a thin film, causing iridescent colors. Light that we see as colors has wavelengths of about 400 to 700 nanometers – billionths of a meter. The nail polish thin film is also only a few hundred nanometers thick. The film is slightly thicker in some places and thinner in others. We see different colors because light reflects differently depending on how thick the film is. Soap bubbles and oil slicks are some other examples of thin films that create iridescent colors. Your fingernails grow approximately one nanometer every second!
Steven McIntosh wants to transform the way ammonia is produced. He hopes to create a viable alternative to the conventional method, which uses massive amounts of energy and emits harmful carbon dioxide. He’s exploring a sustainable electrochemical method to efficiently drive the chemical reaction that produces ammonia. Ammonia, a colorless gas made out of one nitrogen and three hydrogen atoms, is found only in small quantities in nature. Large quantities of ammonia are produced through what is known as the Haber-Bosch Process—created by German chemists Fritz Haber and Carl Bosch in the early 20th century. It is credited with making mass food production possible, as ammonia’s main industrial use is in agriculture as fertilizer. The Haber Process, as it’s widely known, combines nitrogen from the air with hydrogen derived from natural gas—comprised mostly of methane—in a chemical reaction that operates at very high pressure. In this conventional method, Iron, the catalyst used, easily “breaks” the hydrogen atoms. However, a huge amount of pressure is required to “push” the nitrogen onto the catalyst to spur the reaction. In addition, the process of generating hydrogen from methane emits large quantities of the greenhouse gas carbon dioxide into the atmosphere. Ammonia manufacturing consumes 1 to 2 percent of total global energy and is responsible for approximately 3 percent of global carbon dioxide emissions. According to McIntosh, the need for increased food production as a result of population growth—2 billion people will be added to the planet by 2050—means there is an increased urgency to find a sustainable method of producing ammonia. McIntosh puts it more succinctly: “The process of producing ammonia is critical for human survival, hasn’t changed in more than one hundred years and is a big polluter. It’s time for a change.” McIntosh, a professor of chemical and biomolecular engineering at Lehigh, is exploring a method of producing ammonia that could spur such a change by using electricity to drive the chemical reaction. His method would eliminate the need to use high pressure to break the nitrogen bonds. And, because it derives hydrogen from water instead of natural gas, there would be no carbon dioxide emissions. It’s main byproduct would be oxygen. McIntosh was recently awarded a three-year collaborative research grant by the National Science Foundation (NSF) to support this research. McIntosh will lead the Lehigh team as principal investigator in close collaboration with a team at the University of Pennsylvania, which includes Professors Raymond J. Gorte, John M. Vohs and Aleksandra Vojvodic. In a transformative paradigm shift McIntosh and his colleagues will investigate a method of producing ammonia from hydrogen and nitrogen using a proton-conducting, ceramic, solid-oxide electrochemical cell. Their central hypothesis is that atmospheric-pressure, ammonia synthesis can be realized by electrochemically driving hydrogen onto catalytic surfaces that are normally limited by high nitride coverage. “We plan to experiment using different catalysts, such as Tungsten, that would normally be covered in nitrogen, upsetting the balance of hydrogen and nitrogen that is required for the reaction to take place,” says McIntosh. “We will resolve this imbalance by applying an electrochemical potential to drive the hydrogen onto the catalyst surface and form ammonia.” The project will take advantage of the infiltration methods previously developed for electrode synthesis in Solid Oxide Fuel Cells, which allows a wide range of materials to be used for the electrodes. The team will also explore mixed electronic-protonic conductors that can be added to the electrode to enhance the three-phase boundary where the electrochemical reaction can occur. The choice of electrocatalysts will be guided by complementary theoretical studies. McIntosh describes the proposed method as adding an “additional knob”—electricity—to the ammonia production process. “In this method, the hydrogen will come from water, making it a kind of ‘reverse fuel cell,’ says McIntosh. A fuel cell combines hydrogen and oxygen to make water, and in the process, creates electricity. The proposed reactor will utilize electricity to split water to provide the hydrogen required in ammonia synthesis, removing the need to consume natural gas and emit carbon dioxide. This project will result in small-scale demonstration cells that separate the hydrogen and oxygen atoms that make up water, using the hydrogen and emitting the oxygen. According to McIntosh, researchers have tried similar ammonia production methods but were able to produce very little ammonia. When it comes to ammonia, the ability to produce it at industrial scale is what matters. That is why one of the main goals of the project, according to McIntosh, is to produce a reasonable rate of ammonia production. Another goal is to demonstrate what McIntosh says is the potential “modularity” of this technique. Ultimately, says McIntosh, this new way of producing ammonia could be part of a larger effort to make food production greener and more sustainable. “Making ammonia by the conventional method requires a huge energy source, which means it must be made in one location and then shipped—adding to the method’s inefficiency,” says McIntosh. “The hope is that someday ammonia could be produced on-site using a modular cell like the kind we are exploring, powered by a local electricity source such as solar panels or wind turbines.”
Matches: 7 Displayed: 4 - Mathematics > Elementary School Math > Elementary School Math - Mathematics > Middle-High School Math > Middle-High School Math - Special Education > Learning Disabilities > Learning Disabilities - Main > Involving Students > Just For Teens - Dyslexia and Math (WETA - International Dyslexia Association) Describes dyslexia as it applies to math and makes a distinction between dyslexia and dyscalculia, trouble with calculating. - Teens and Learning Disabilities (Teens vs Dyslexia) - Association - International Dyslexia Association Provides listings of articles, support groups, conferences, laws, services and other information related to dyslexia and other learning disabilities. - Learning Disabilities - Latest Research and Strategies (NWREL) "An overview of the latest research on learning disabilities sheds new light on the neurological clues that help explain dyslexia and other learning problems, and suggests promising strategies for parents and teachers." 6-03
CALLA - Cognitive Academic Language Learning Approach (CALLA) Cognitive Academic Language Learning Approach (CALLA) was created specifically for students that spoke and wrote limited English. Anna Uhl Chamot and J. Michael O’Malley should be credited for the program. CALLA enables students to become more proficient so that they are able to take part in content directed instructions. The cognitive model of learning is used to help students to comprehend and retain language skills and concepts of the content being taught. There are three modules of CALLA, which include learning strategies, development of academic language and a related curriculum. Many public schools incorporate this into their ESL programs. It specifically assists students that are forced to learn English as a second language in order to survive in the American public school systems. The method involves an instructional model that helps teachers know how to implement learning strategies so that students can grasp the concepts much easier and faster. The goal and focus of CALLA is to afford students the opportunity to learn a new language independently and to become self-regulated as learners by consistently dominating the various strategies of learning in a classroom setting. The Main Goal The main objective and goal of the Cognitive Academic Language Learning Approach (CALLA) for the student is to be more effective in the learning process is: • To place value on what the student previously knew as well as the experiences of their culture, and using this knowledge in their academic learning of a new language. • To develop an awareness for the language that they are learning • To learn the content and skills necessary to be successful in their future academic pursuits • Choosing an appropriate strategy of learning that also can enhance both their study skills and academic knowledge • To develop the ability to work in a group setting successfully. • Using specific tasks that require hands-on instructions to learn • To develop motivation for academic studies and the confidence to complete a successful academic program. • Doing a self evaluation of their learning progress and making plans on how they can become more efficient. • Be capable of independent learning It needs to be noted that CALLA is used in about 30 district schools in the United States and also in other countries. Teachers using CALLA must first prepare the students for learning using this strategy and to do so they must find out more about their background and take a look at how students previously approached an academic task. The teachers will then incorporate the right learning strategies for a specific task. Students will then practice the strategies on those tasks. The teachers will then evaluate how well they worked, encourage more practice and add the use of other strategies to nonverbal tasks.
AP BIOLOGY STUDY GUIDE SENSE ORGANS, NERVOUS SYSTEM, AND BEHAVIOR 1. When trying to see a faint star at night, it is helpful to look slightly away from the spot where the star is to see it. Can you think of an explanation for this? 2. Why are we not constantly aware of the touch and pressure of our clothing? 3. What function is common to all sense receptors? 4. In what ways are the compound eye and the human eye similar in function? In what ways are they different? 5. Most of us have sensed at one time or another an oncoming storm by detecting the increase in humidity in the air. What sort of receptors detect humidity? Why do you suppose that hot days seem so much hotter when it is humid? 6. The heat-detecting pit receptor of snakes is a very effective means of “seeing” at night. It is the same sort of sensory system employed by soldiers in “snooperscopes” and in heat-seeking missiles. Why do you suppose other night-active vertebrates, such as bats, have not evolved this sort sensory system? 7. In zero gravity, how would you expect a statocyst to behave? What would you expect the subjective expression of motion to be? Would the semicircular canals detect angular acceleration equally well at zero gravity? 8. Why haven’t owls developed a sonar sensory system like bats? 9. What parts of the nervous system participate in the maintenance of balance and coordinated body movements? 10. Distinguish between cranial nerves and spinal nerves. 11. Distinguish between a nerve and a neuron. 12. Why do most synapses contain gaps across which an electrical impulse cannot pass, when a direct physical connection would enable the uninhibited passage of the impulse. 13. Why do excitable membranes utilize K+ channels? Why aren’t Na+ ions simply pumped out of the neuron to achieve the internal negative charge, and Na+ ion channels opened to depolarize the membrane? 14. Why can a nerve impulse jump from node to node in salutatory conduction, but not across a synaptic cleft? 15. When the brain is starved for oxygen even briefly, it dies. When the body is starved for energy, it begins to metabolize its own tissues, channeling the products preferentially to the brain. This behavior points out the importance to the brain of ongoing oxidative respiratory mechanism. Why is active oxidative respiration so important to the continued well-being of the brain’s nerve cells? 16. You cannot go for very long without sleep. Do you think fish sleep? How about earthworms? Why do you think sleep has evolved? Would we not be better off if we never had to sleep? Discuss. 17. A monkey will pick up a chair and move it under a shelf so that he can climb up and get food stored on the shelf. Is the monkey “thinking”? Do you imagine that dogs think? Sharks? Or has thinking evolved only in humans? 18. If a person is shocked through the foot, simple reflex withdrawal of the foot will occur. Describe how this reflex might be "conditioned." What changes in the functioning of the nervous system occur this process? 19. Summarize the various methods of intraspecific communication found among animals. 20. War is so common among human beings that it must be considered a basic behavior of our species. It appears to be absent in all other animal groups (with the exception of some other primates). Do you think this behavior has a genetic basis? If so, why might its evolution have been favored by natural selection? 21. Swallows often hunt in groups, while hawks and other predatory birds are usually solitary hunters. Can you suggest a plausible explanation for this difference? 22. Can you suggest an evolutionary reason why many vertebrate reproductive groups are composed of one male and numerous females, rather than the reverse?
Fresh foods like fruits, vegetables and animal products contain low levels of formaldehyde due to its use as a pesticide and fumigant. Many preserved and fermented foods also contain low levels of formaldehyde for the same reasons as fresh foods and also because of the chemical's use as a preservative and a natural byproduct of bacterial and fungal fermentation. Formaldehyde is most widely known as an embalming agent that prevents dead organisms from decaying and decomposing. However, the chemical also occurs widely in nature, and it is even produced inside the human body as a natural part of the digestive process. When enzymes break down larger organic molecules like sugars, proteins and alcohols, they form many decomposition products, including formaldehyde. Large amounts of formaldehyde can cause tissue damage and may contribute to incidences of throat and stomach cancer. While formaldehyde causes numerous negative health effects in large quantities, the levels of formaldehyde found in most foods or produced internally are far too small to cause concern. Just as the body possesses enzymes that break down more complex organic chemicals into formaldehyde, it also contains other enzymes that break formaldehyde and other byproducts down into even simpler compounds. It is only when the levels of formaldehyde in a person's system exceed the amounts enzymes can effectively control that the chemical becomes a potential health threat.
VIII - MULTIPLICATION OF FRACTIONS - CONTINUED Care should be exercised in the choice of fractions. If the pupil has been thoroughly taught cancellation, possibly he will lost a little in his attempt to learn the explanation, provided he is able to do more or less canceling. In some instances we have thought it advisable to treat the multiplication of a fraction by a fraction as a case in cancellation. We are inclined to think this might be done successfully, and this such an explanation as we have already offered would be unnecessary. After the pupils have worked out step by step, the explanation of a dozen or more problems, a generalization may be made. The pupil is led to observe that in multiplying 4-5 by 3-7, he has, in reality, multiplied the numerators of the two fractions for a new numerator, and the denominators of the two fractions for a new denominator. He thus makes for himself the rule that is commonly stated in our books for multiplying a fraction by a fraction. Again we take the liberty to emphasize the importance of compelling pupils to work a very large number of problems involving the preceding cases, having the pupils bear in mind that the last case is of no special value except as it becomes part of the preceding cases. We are aware that this work is not especially attractive to the teacher. We do ask, however, for a thoughtful and thorough test of the plan herein set forth. DIVISION OF FRACTIONS The same simplicity cannot be insisted upon in division of fractions. For his first case the pupil may be asked to divide 450 3-4 by seven, or any other number that he can use as a divisor, and work, as he commonly terms it, by short division. The teacher should not underestimate the importance of doing this work. The truth of the matter is, the majority of problems in division of fractions involve just this case. Already the reader has thought out what the second case should be, provided a rigid attempt is made to be logical. The pupil would next be asked to divide 420 by 7 2-3. This he can no easily do, nor can he be taught to do it without learning something that is radically new. Even the effort that some teachers make to introduce decimal fractions would not in this problem be of any value. We have found the easiest plan to be the following: The pupil is led to change both dividend and divisor to thirds. Then his problem is a problem in integers. He has applied a principle of simple division. He has multiplied both dividend and divisor by the same number, and knows that his quotient is not thereby changed. We would be very glad to have every reader write us in relation to this particular case. We would be very glad to ascertain what business men do, as a rule, in a problem like this. If this plan is adopted and followed generally there are no more difficulties to be encountered in division of fractions, because the dividing of an integer and a fraction by an integer and a fraction would fall under this method. There are readers, however, who will present the question that is so often asked at Institutes: "In division of fractions do you teach pupils to invert the terms of the divisor?" This depends upon how you wish the pupil to divide an integer and a fraction by an integer and a fraction, or how you wish the pupil to divide a fraction by a fraction. The thoughtful reader will at once observe that he can change both dividend and divisor to the same denomination and proceed as in integers; or if, for any reason, the teacher wishes to adopt the method suggested in many of our books, he may proceed as follows: Divide 4-5 by 3-7. According to preceding principle, to divide a fraction by an integer divide the numerator or multiply the denominator. In this case we will multiply the denominator. Doing this we have the result 4-15, but we were told to divide 4-5 by 3-7, and consequently we have used a divisor 7 times too large. Hence the quotient is 1-7 of the correct quotient. TO correct this, multiply 4-15 by 7. According to preceding principle to multiply a fraction by an integer we must multiply the numerator or divide the denominator. In this instance we will multiply the numerator, and we have as a result 28-15, and, therefore, 4-5 divided by 3-7 equals 28-15. If, after solving a dozen or more problems in this way, the pupil is required to generalize, the following will be the result: To divide a fraction by a fraction multiply the numerator of the dividend by the denominator of the divisor for a new numerator, and multiply the denominator of the dividend by the numerator of the divisor for a new denominator. Having made this generalization the teacher may take the next step, provided he thinks it is desirable, and lead the pupil to see this result is precisely the same as it would have been had he inverted the terms of his divisor and proceeded as in multiplication. Too much time is devoted to this so-called case. An immense amount of time is wasted, worse than wasted. We do not wise to be misunderstood in our treatment of dividing a fraction by a fraction, or in our treatment of multiplying a fraction by a fraction. We are aware that other explanations can be offered. We present these explanations because they are based upon the "principles of fractions." We have been careful to estimate the value of these cases. We have been careful to ask the teacher to look to those applications of multiplication and division of fractions that the business man constantly employ. Let the reader bear in mind that nothing is lose in mental discipline, nothing in time; everything works for economy and discipline. We shall not consume the valuable time of our readers in presenting what are commonly termed complex fractions. In advanced classes there may be found a place for presenting complex fractions which involve addition, subtraction, multiplication and division in long and detailed combinations. Beyond question, there is a disciplinary value that can be attached to the solution of this class of problems. Our experience down not justify us in recommending the rank and file of the teacher profession to recognize these problems as at all essential to the mastery of fractions as required in the majority of our schools. We have purposely omitted those problems in which sign language is a conspicuous factor. Now infrequently in examinations for teachers, this requirement has been emphasized. The result is that what might very properly be called a "dead language" has been called into use, a language that the counting room knows nothing about, needs to know nothing about, doesn't wish to know anything about, would dislike to know anything about. Notwithstanding the fact that in addition, subtraction, and multiplication of fractions many applications have been made to business transactions, a large number of problems should now be given that involve the use of reason. Reason, in order to procure results, will have to employ addition, subtraction, multiplication, and division. If the pupils have been taught fractions thus far mechanically, they will long for the day to come when they will have finished what is commonly termed "miscellaneous examples." If they have taken delight in using their minds, if they are quick and accurate, they will ask for a larger number of miscellaneous problems than they are given in the ordinary arithmetic. The best problems should be selected from three or four of the very best arithmetics. When a pupil can solve and explain these problems readily, he may rest assured that he has mastered the essential difficulties of arithmetic. It is true that new things will arise, but they will consist largely of new applications to the usages of the business world, and these applications will be made with ease and dispatch provided he masters the language of the new case involving a new business. Within the past three weeks, from a careful study of two hundred pupils, most of them pupils who have taught school, we find that their difficulties in percentage sustain a close relation to their ignorance of common fractions. In every instance the student who is thoroughly familiar with fractions, who can handle them rapidly and accurately, who can analyze, has little or no difficulty in any of the cases of percentage. In concluding our work on fractions, we would, therefore, again ask teachers to emphasize the mental exercise. Whenever unsurmountable difficulties present themselves in written work, fall back upon the mental. Insist upon verification in the solution of every problem. We asked for this in one of our articles on mental arithmetic. The business world demands verification, will not recognize the calculator who does not verify. Let the teacher avoid hurry, avoid superficial work in leading young people to master the subject of fractions. This subject has not been over emphasized. Its value has not been exaggerated. Reform in this work is needed. The writer of these articles invites criticism upon what he has had to say thus far. Let teachers who have had years of experience in teaching fractions express. The writer will be very glad to consider the difficulties encountered by his co-workers.
LOLA Featured Image - It is only fitting that Drygalski Crater (diameter 149 km), located near the lunar south pole, is named for German polar scientist and geophysicist Eric Von Drygalski. LOLA data are used to examine complex craters such as Drygalski to better constrain the shape of lunar craters. High resolution topographic data from LOLA are also used to refine crater depth-to-diameter relationships for the Moon . Different types of craters (simple craters, complex craters, and multi-ringed basins) have diagnostic depth-to-diameter ratios. The ratios vary for each planetary body in the Solar System due to a number of factors, including crustal density and structure as well as other characteristics of the crust. [Get high-res version] [Get high-res version] References: Mazarico, et al (2010). Depth-Diameter Ratios of Small Craters from LOLA Multi-Beam Laser Altimeter Data. 41st LPSC, Abstract #2443 Traveling backward in available resolutions of Drygalski we don't lose much from the compiled LRO/LOLA laser altimetry to long polar shadow obscuring only some detail in this LROC monochrome mosaic. Note a difference in texture seen on a third of the ancient crater's floor, appearing on first glance to be an artifact of creating a mosaic of images swept up under differing sets of lighting conditions? Laser altimetry built up into the topography in the LOLA map reveals detail lost to shadow, particularly terraces within the north rim - but also that same division of landscapes on the crater floor. It's not any artifact of high latitude photography. Over the aeons, "things happened" close by and far away from Drygalski that left different traces on different parts of the crater. Note the lava pond on the south heights and the catena, a curved closely grouped chain of craters immediately to the north [NASA/GSFC/Arizona State University]. This mosaic of images in the ultraviolet (750 nm) was gathered by Clementine in 1994, swept up over a shorter period of time and from greater altitude than LRO travels today [NASA/DOD/ASU]. Priorities for the Lunar Orbiter series were scouting potential landing sites for the Apollo expeditions though the polar latitudes were photographed in unprecedented detail, providing what stood for decades as our best overhead surveys of Drygalski. Until well after the Apollo Era large areas of the Moon were undiscovered country [NASA/JPL/ASU].
The importance of the Estuary With its world renowned tidal range the Severn Estuary provides an extremely dynamic estuarine environment for many species. This high energy Estuary carries an immense volume of sediment (estimated at 30 million tonnes on the largest Spring tides)1. The deposition of this sediment creates and maintains the mudflats and saltmarshes around the Estuary which are important feeding grounds for large numbers of wintering wildfowl and waders migrating on the north Atlantic flyway1. The Estuary acts as a resting and re-fuelling station for the birds with many staying here for the entire winter as the mild climate keeps the Estuary free from ice. During peak times, the Severn Estuary can be one of only 6 British estuaries to accommodate more than 100,000 waders2. With an overall assemblage of about 94,000 waterbirds (excluding gulls), the Severn Estuary Special Protection Area (SPA) supports populations of European importance of 6 species which over-winter and one passage species – as well as populations of a further 11 species which are of national importance. The designation as a Ramsar site (see section on Nature Conservation Designations) also denotes its importance for 4 waterbird species and breeding gulls3. Whilst the majority of the species that forage intertidally are widely distributed across the Estuary, some species favour certain sites, attracted by specific sources of food. Special adaptations allow species to feed in different ways (see Fig. 1). Curlews, with their long bills, feed by touch; capturing lugworms buried deep in the mud (see Fig.2). Other species, such as the Dunlin are visual feeders, which simply run quickly across mudflats and saltmarshes to catch surface prey using their short bill3. The former take larger prey, and the latter smaller. This reduces competition between species and increases biodiversity. In the winter, Shelduck filter through surface mud to remove tiny snails, which can be found in their thousands in just one square metre3. Within the Severn Estuary and Bristol Channel a number of sites are designated nationally and internationally for their populations of waterfowl and seabirds. Such sites include the Bridgwater Bay National Nature Reserve and Peterstone Wentlooge Marshes. \|Bridgwater Bay NNR The succession of extensive habitats found within Bridgwater Bay, is intersected by complex networks of freshwater and brackish ditches; and range from intertidal mudflats, saltmarsh, shingle beach and grazing marsh4. It is perhaps the varied invertebrate fauna (including 6 nationally rare species and 18 nationally scarce species) found in the Bay’s ponds and ditches, which helps support the diverse bird assemblage of the Bay, therefore making the site highly important within the Severn Estuary as a whole. Populations include internationally important numbers of passage migrant and over-wintering species such as Black-tailed Godwit (see Fig. 3) and Dunlin respectively; in addition to nationally important numbers of waders and waterfowl like Oystercatcher and Knot4. Peterstone Wentlooge Marshes Lying along the foreshore of the outer Severn Estuary, this coastal reserve acts as an excellent site for bird watching. The tidal mudflats and saltmarshes provide rich feeding grounds for a number of species. Many waders such as Curlew, Dunlin, Knot, Oystercatcher (see Fig.4) and Redshank can be found during winter, with illusive visitors such as Short eared owls and hunting Peregrines also having been spotted5. Internationally Important Species The SPA is designated for sites which regularly support a significant proportion of important populations of Annex I species (see section on Nature Conservation Designations). For the Severn Estuary, these species are Curlew and Bewick’s Swan (see Fig. 5). Curlew can be found in the intertidal mud and sandflats and saltmarshes as they are important for feeding and roosting; particularly those in the upper reaches of the Estuary. Bewick’s Swan populations arrive at Slimbridge from their Siberian breeding grounds to the Severn Estuary in October and can be seen in here until March6. Regularly Occurring Migratory Species The Estuary also supports internationally important populations of regularly occurring migratory species such as the Dunlin, Redshank, Shelduck, Gadwall, and the European White-fronted goose6. Numerically, Dunlin is found to be the most important species on the Severn, feeding upon a variety of insects, snails and worms2. In 2010, Shelduck were most abundant in Bridgwater Bay, formerly the most important autumn moulting area for the species away from the Wadden Sea2, in the south-eastern part of the North Sea. The sheer size of the waterfowl assemblage (>20,000) is also an important part of the SPA designation. Although Ringed Plovers only occur in the Estuary in small numbers during the winter, due to the large passage of migrants through the Estuary in the spring and autumn, this species is still included as part of the Estuary’s SPA6. Nationally Important Bird Populations These form part of the Ramsar and Site of Special Scientific Interest (SSSI), and include Wigeon (see Fig. 6), Pintail, Teal, Pochard, Tufted Duck, Whimbrel, Spotted Redshank, Ringed Plover, Grey Plover and Curlew. Dense populations of Grey Plover are, in the main, located between Peterstone and the Newport Wetlands reserve, whilst Curlews can be found in the inner Severn; with Bridgwater Bay supporting high concentrations of both species2. The national importance of the lesser Black-backed Gull and Herring Gull breeding populations are features of the Severn too (Ramsar designation6). Where to See? As well as being able to see the interesting and varied range of birdlife which appears naturally along the banks of the Severn Estuary, there are also places where the public can go to enjoy important species in specially protected areas and reserves; including Slimbridge Waterfowl and Wetlands Trust (WWT), the Severn Beach area, Newport Wetlands, Cardiff Bay and Bridgewater Bay Nature Reserve. Slimbridge – The 325ha7 of land within the reserve at Slimbridge, play host to a variety of bird species; such as the Willow warbler, Siskin, Kingfisher and Ruff. In 1962, the Nene (Hawaiian goose), now the rarest goose in the world, was brought back from extinction through WWT’s captive breeding programme and was successfully released into the wild as the first Slimbridge-reared Nene7. Newport Wetlands – Cetti’s warblers and bearded tits can be seen and heard in the reedbeds of Newport Wetlands, with ducks, geese and swans visiting the reserve in large numbers during the winter8. The Avocet, with its distinctive black and white markings and long up-curved beak (see Fig. 8), has been used as the emblem of the RSPB for years; as it represents the bird protection movement in the UK better than any other species. The species’ return in the 1940s and its subsequent increase in numbers, signifies one of the most successful conservation and protection projects in the UK. Wales’ only breeding population of Avocet can be found in the saline lagoons of Newport Wetlands2. Redshank, Lapwing, Oystercatcher, Ringed plover and Little ringed plover are the other five species of wader which also breed in the lagoons; which themselves play host to over 20 migratory wader species in spring and late summer8. Among the various sites within the Severn Estuary, the status of seabirds and waterbirds has been affected by a number of issues. The impoundment of Cardiff Bay impacted upon large numbers of waterbirds on the Severn Estuary. The success of schemes under European legislation, (e.g. Bathing Waters Directive and Urban Wastewater Directive) has significantly improved water quality within the Severn Estuary and UK in general (see section on Bathing Waters). Improvements have been so great, that the occurrence of coastal nutrient limitation has been increasing, therefore reducing the food supply for creatures in the food web which feed the birds of the Severn Estuary. Bewick’s Swan and White-fronted Geese numbers within the Estuary have also decreased significantly, as wintering sites further North and East in the UK are environmentally similar; acting as a more favourable location as they reduce the need for the species to migrate as far South as the Severn Estuary. Climate change has more than likely led to declines in the numbers of waders in the Severn Estuary and southwest in general; with the potential loss of wetland and intertidal areas due to sea level rise, resulting in the change of sediment dynamics and loss of habitat for thousands of birds3. \|For more information see the following links:\| - Friends of the Earth Cymru. The Severn Barrage report. September 2007 - RSPB. Our work: The Severn Estuary - Birds of the Severn Estuary and Bristol Channel: their current status and environmental issues. N H K Burton, A J Musgrove, M M Rehfisch and N A Clark. Marine Pollution Bulletin, 2010. Volume: 61, Issue: 1-3, Publisher: Elsevier Ltd, Pages: 115-23 - English Nature (Now Natural England). Bridgwater Bay - Gwent Wildlife Trust. Peterstone Wentlooge Marshes - The Habitats and the Species of the Severn Estuary. A basic introduction for developers and decision makers. SEP. 2006 - The Wildfowl and Wetlands Trust. Slimbridge - Countryside Council for Wales (Now Natural Resources Wales). Landscape and Wildlife, Newport Wetlands. \|Last Updated 2011\|
For this project, you will need to find a caterpillar. Butterflies lay their eggs on the plants that their caterpillars like to eat, which are called host plants. Some common host plants for butterfly and moth caterpillars are alfalfa, aster, broccoli, cabbage, clover, dill, milkweed, parsley, snapdragon, and sunflower. Trees that are hosts to caterpillars include birch, chokecherry and cherry, cottonwood, elm, oak, and willow. (Here is a list of some common butterflies and their host plants.) Ask an adult to help you figure out which of those plants you have in your yard or someplace near your home where you could go to look for caterpillars. Put a few small twigs and blades of grass in the container to give your caterpillar more interesting places to explore. The caterpillar will not need any water, but it will be very hungry, so make sure you remember what plant it was eating when you found it so that you can get fresh leaves from the same kind of plant. Feed your caterpillar once a day, or more often if it eats all the fresh leaves sooner. Take the old leaves out before putting new ones in. Let the caterpillar go after a couple days. Note: Instead of finding your own caterpillars, you can order some. You will not need to feed these caterpillars anything because the containers that they come in have all the food they will need, but you can watch them eat and turn into butterflies! Butterflies love to drink nectar. The sweet juice from fruit is like nectar. Butterflies don't have noses, but they can sense smells through their antennae and their feet! When a butterfly lands on liquid, it knows it is something it could eat and its proboscisuncurls to drink up the liquid! A proboscis works sort of like a drinking straw and the liquids that it sucks up through its proboscis go directly into the butterfly's body. Colors also help butterflies find food. Their favorite colors are purple, red, orange, yellow, and pink, because those are the colors of most flowers that have sweet nectar that butterflies can easily drink. What is symmetry? When something is exactly the same on both sides, it is symmetrical. True symmetry means that one side is a mirror image of the other side, so if you could draw a line down the middle of an object and fold it in half along the line and the two halves matched up to each other perfectly, the object would be symmetrical. Symmetry can be seen in lots of things around you. Here are some examples: snowflakes, butterfly wings, insects and spiders, seashells, flowers, letters, shapes, buildings, your body, and many more. Some things may seem symmetrical, but really aren't exactly the same on both sides. One example is your face. Even though it looks mostly the same on each side (you have two eyes and ears and your forehead, mouth, nose and chin are all shapes that can be split in half), there are small differences that are hard to notice unless you look very closely. These pictures show you what some kids would look like if both sides of their faces were perfectly symmetrical. You will see that some people's faces are slightly more symmetrical than others. Can you find any examples of symmetry? Look around your house or take a quick walk outside to find some things that are symmetrical. How many of your objects are things found in nature, or not created by humans? Print out this worksheet and decide which of the pictures are of something symmetrical and which ones are not.
Russian Civil War The Russian Civil War was a civil war fought from November 1917 until October 1922 between several groups in Russia. The main fighting was between the Red Army and the White Army. The Red Army was an army of communists. The White Army opposed the communists. Other forces fought against both these groups or sometimes helped one against the other. The Red Army won this war because their army was better-organised and they held the best territory. After this war, the communists established the Soviet Union in 1922. Tsar Nicholas II, the traditional, autocratic ruler of the Russian Empire, had just lost his throne in the February Revolution of 1917. Many regions of the Russian Empire were not stable. Many groups had organized themselves to fight. The workers and farmers supporting the communists organized themselves into the Red Army. People opposing them organized themselves into the White Army. In Ukraine, some groups fighting for a free Ukraine organized themselves as the Green Army. There were several other groups. The Green Army and the smaller groups fought each other, and sometimes they fought the Red Army and the White Army. Other nationalist armies fought for independence from any kind of Russian control. Finland, Poland, Lithuania, Latvia and Estonia succeeded. At the same time, some foreign countries were worried about the communists ruling the Soviet Union. They feared that communism would come to their countries also if the communists were successful so they helped fight against the communists’ Red Army. They started the Siberian Intervention and otherwise helped the Whites. Slowly, the war became very large and continued for years. The periods[change \| change source] The Red Army and the White Army fought this war on three main fronts. These regions were located in the east, the south and the northwest of the Soviet Union. There were also three main periods of the war. The outbreak of the Russian Civil War and its big scale surprised Vladimir Lenin. Soon after the Russian Revolution of 1917, the first period of the Russian Civil War began. Most of the fighting in this period was on a small scale. But, the fighting started at many places. Some foreign countries also helped the White Army. The second period of the Russian Civil War was a very important phase. It lasted from January to November of 1919. At first, the White Army was winning on all three fronts. But, Leon Trotsky reorganized the Red Army. The Red Army fought back, and the White Army’s loss was heavy. The White Army almost lost its fighting power. Fighting in Crimea was the third and the final period of the Russian Civil War. Many soldiers of the White Army had gathered in Crimea. They had made their position very secure and strong. The Red Army continued to fight with them. When the Polish-Soviet War ended, more soldiers of the Red Army could reinforce their comrades in Crimea. This action defeated the White Army in November 1920. Fighting continued against nationalists in the Caucusus in the early 1920s. Death/Casualties[change \| change source] - About 8 million people lost their lives during the Russian Civil War. Out of them, about one million were soldiers of the Red Army. - The anti-communists and their White Army killed at least 50,000 communists. - Many millions of people also died due to famine, starvation, and epidemics. In white-occupied areas such as the Ukraine and southern Russia, many Jews were killed. After the war[change \| change source] During and after the Russian Civil War, Soviet Russia suffered great damage. In 1920 and 1921, there was little rain, which caused serious famine in 1921. About one million Russians left Russia and went to other countries to live there on a permanent basis. Many of them were very educated and expert persons. Economic loss was also very big. The value of Russia’s currency (ruble) fell. In 1914, with 2 rubles one could buy a US dollar. In 1920, one had to give 1,200 rubles to buy one US dollar. Estimates say that the war cost the Soviet Russia around 50 billion rubles or $35,000,000,000.00 in today’s price. Production of industrial goods fell to very low level. For example, The Soviet Union was producing only 5 % of the cotton, and only 2 % of the iron ore, compared to the production of 1913. Generally, the production had fallen to 20% of the production of 1913. The Russian Civil War had a very bad result for agriculture also. Farm produced only 37 % of the normal production. Number of horses fell from 35 million (in 1916) to 24 million (in 1920). The number of cattle also became less, from 58 million to 37 million. During this war, the government of the Soviet Union could somehow manage the country. In March 1921, four months after the defeat of the White Army in the Crimea, the Lenin administration abandoned the policy of War Communism and instead formulated the New Economic Policy which allowed denationalisation of agriculture and industry, but most financial institutions retained state ownership with a deregulation in such sectors. On 30 December 1922, the USSR was formally created, and by 1928, production returned to pre-war levels. Lenin, however, did not live to see that day:. He died in 1924 and Joseph Stalin became the new leader. The result of the First World War and the Russian Civil War was very bad for the life and society for the newborn Soviet Union. People always remembered their bad results. \|Wikimedia Commons has media related to Civil war of Russia.\|
August 15, 1977 - Ohio State University at the radio telescope the "Big Ear ". This was one of the early observatories in the search for extra terrestrial intelligence - before SETI was founded (1984). The Big Ear scanned the heavens and clattered away on a printer printing out some text. The text printed out was for each channel that was being observed - 50 channels total. On channel 2 the string read "6EQUJ5" which astonished Jerry Ehman (who was working that night) and he grabbed a pen, and circled that string and wrote "Wow!". Looking back, Ehman says "I mean, without thinking, I wrote 'Wow!' It was the most significant thing we had seen." The string "6EQUJ5" refers to the characteristics of the signal. Each character represents an intensity on a scale from 1 to 35 (it went higher, looping over again so that a 38 would be represented as a '3'). Each letter represents 10 seconds of observation (and another 2 seconds of computation) Over 37 seconds (an important number that shall be returned to) the signal went from 0 to 30 sigmas above the background nose up to a strength of 'U' and then faded again back to 0 (background noise) over another 37 seconds. - 6 -> 6.0 - 6.9 sigmas above background - E -> 14.0 - 14.9 sigmas above background - Q -> 26.0 - 26.9 sigmas above background - U -> 30.0 - 30.9 sigmas above background - J -> 19.0 - 19.9 sigmas above background - 5 -> 5.0 - 5.9 sigmas above background The value 'U' was the strongest signal ever seen on the Big Ear. The duration that was observed was the exact duration that the Big Ear watched a particular spot in the sky as the earth moved. Secondly, the bell shape of the intensity is what one would see watching a distant point (rather than in earth orbit - which would also have a different time) as it the antenna moved into the path of the signal and moved out. This rules out Earth and near Earth radio interference. Another point to consider is that this signal was not always on. The Big Ear had two separate scans of the same spot in the sky separated 3 minutes. The 'Wow' signal only showed up on one of them and apparently was 'turned off' by the time the second scan looked at that part of the sky. For some time after the Wow signal, attempts were made to find it again. No search has found that signal. In 1987 and 1989 an 84 foot radio telescope was used to look at possible spots in the sky but found nothing. Most recently, the VLA was used in 1995 and 1996 to investigate some possibilities including a weak signal that grew in strength due to various lensing http://www.bigear.org/Gray-Marvel.pdf . If this was the case, the VLA would have found it - but the VLA did not find any that sources resembling the Wow signal. A second possibility was that the Wow signal was a "look here!" followed by a lower power signal. The VLA is capable of detecting signals 1000x weaker than the Big Ear could, but found nothing. Another still possible situation is that the Wow signal isn't on all the time (the Arecibo transmission isn't on all the time either - it was sent just once on November 16, 1974 ). Time on the VLA and other large telescopes is often limited to just an hour or two and the locale for the signal is below the horizon in the northern hemisphere most of the day. A search that lasted fourteen hours and composed of several telescopes across the world also found no periodic signal during that period http://www.bigear.org/Gray-Ellingsen.pdf (though it is noted that the period of the signal may be/have been longer than 14 hours). While this was a clearly artificial signal, the question remains what was it. No planets were in that part of the sky - this wasn't something from Jupiter. None of the known large asteroids were in that part of the sky to bounce a signal back. The frequency of 1420 MHz is off limits for commercial and military use being reserved for scientific observation. No known satellites were in the path of the radio telescope at that time. Aircraft move with respect to the celestial background and the duration wouldn't be what it was. While unlikely, it could have been a bit of earth originated RFI that just happened to look like something from space (this is one of the possibilities mentioned in the review) - though it is still the case that nothing should be transmitting at 1420 MHz. It is possible that this was a harmonic of a transmission at 710 MHz (for example), however there are filters in place and the signals at 710 MHz are typically much broader than the 10 KHz range that was used for each channel on the Big Ear and would have shown up in multiple channels. Thus, since all of the possibilities of a terrestrial origin have been either ruled out or seem improbable, and since the possibility of an extraterrestrial origin has not been able to be ruled out, I must conclude that an ETI (ExtraTerrestrial Intelligence) might have sent the signal that we received as the Wow! source. Of course, being a scientist, I await the reception of additional signals like the Wow! source that are able to be received and analyzed by many observatories. Thus, I must state that the origin of the Wow! signal is still an open question for me. There is simply too little data to draw many conclusions. In other words, as I stated above, I choose not to "draw vast conclusions from 'half-vast' data". Dr. Jerry R. Ehman - 20 years after - http://www.bigear.org/wow20th.htm
Ask the Expert Why can’t current drugs cure HIV infection? Until 1996, a diagnosis of HIV was a death sentence. Nearly all patients succumbed to AIDS within about 10 years after infection. But starting in that year, combination antiretroviral therapy, the so-called HIV cocktail, was introduced into clinical practice. It was one of the medical miracles of the 20th century. HIV causes AIDS by infecting and killing a type of cell called a helper T cell, essential for a proper immune response to infectious agents. The slow but inexorable loss of these cells leaves the body unable to defend itself against a long list of bacteria and viruses, and it is infection with these opportunistic agents that eventually kills the patient. HIV is a retrovirus, which means that it integrates its genetic information into a host cell’s own DNA. The viral DNA is then used by the host cell as if it were its own genes, and in turn directs the cell to make viral RNA (ribonucleic acid), and more virus. In an untreated HIV infection, about a billion helper T cells are infected by the virus and killed every day, with an average time from infection to cell death of one to two days. A small percentage of infected helper T cells do not die right away, but instead go into a resting, or latent, state in which the viral DNA they carry—now called a provirus—is silent and no new RNA or virus is made. Antiretroviral drugs in combination—if used correctly—completely prevent the infection of new cells, but have no effect on the cells that are already infected and that are carrying latent proviruses. Thus, these drugs can stop the progression to AIDS and allow HIV-infected individuals to lead normal lives for as long as the drugs are taken. But they cannot cure HIV infection. If drug therapy is interrupted, the virus inevitably returns, and progression picks up where it left off at the time the patient started taking the drugs. HIV reappears because a fraction of the infected T helper cells, like most cells of the immune system, are designated as memory cells; their role is to “remember” prior exposure to an infectious agent and divide rapidly if that agent reappears, even many decades later. This is how vaccines work. Deliberate exposure to a harmless version of a virus or bacterium provokes the formation of immune memory so that the system can respond very rapidly should a real infection with the same bug occur later on. At any given time, a small fraction of actively dividing T helper cells are turning into resting cells to provide this memory. If such cells are HIV-infected, the proviruses they carry will be turned off, allowing the cell with the provirus to live a very long time. As we have recently discovered, such infected cells also can divide multiple times over the years, leading to an expanded group (or “clone”) of sister cells, all of which carry the integrated provirus at the same place in the cell genome. To date, only one person is considered to have been cured of HIV infection—Timothy Ray Brown, who was treated for leukemia in 2007 with a therapy that involved chemical destruction of his own immune cells, followed by infusion of bone marrow from an unrelated donor whose T cells were genetically resistant to HIV infection. To date, more than eight years later, he has shown no sign of return of the virus. While his case establishes the principle that HIV infection can be cured, the treatment used carries a very high risk of death and cannot be generally applied. Indeed, a number of subsequent attempts to do the same thing in other patients failed, because either the patient died or the HIV infection returned. This case does, however, provide impetus to a very large worldwide research effort to find a safer and simpler way to accomplish the same thing—eliminate HIV. Previous “Ask the Expert” questions:
World has come to the point where it needs more energy than ever before as energy demand grows rapidly on global scale. But not only does the world need energy, but it also needs energy gained from renewable and ecologically acceptable fuels that doesn’t cause major ecological problems such as global warming and air pollution. Ocean energy could well be one of these new renewable energy sources and should really play more significant role in upcoming years. Oceans cover more than 70% of Earth's surface and they therefore present interesting energy source that may with time provide us with energy to power our households and industrial facilities. At this moment ocean energy is renewable energy source very rarely used as there are only few ocean energy power plants and most of these power plants are also very small so energy gained form oceans is literally negligible on global scale. But future should put more attention to this renewable energy source and there should be significant increase in produced energy, especially with more attention to renewable energy sector. There are three basic types that allow us to use ocean for its energy. We can use the waves (wave energy, wave power), ocean tidal power (ocean high and low tides), and we can even use temperature differences in the water to create an energy (Ocean Thermal Energy Conversion, OTEC). Ocean wave energy is form of the kinetic energy that exists in the moving waves of the ocean since waves are caused by blowing winds over the surface of the ocean. This energy can be used to power a turbine and there are many areas in the world where wind blows with sufficient consistency to provide continues waves. There is tremendous energy in wave power which gives this energy source gigantic energy potential. Wave energy is captured directly from surface waves or from different pressure fluctuations between the surfaces. This energy can then be used to power a turbine and the simple and mostly used working principle of this procedure would be as follows: First the wave raises into a chamber and then the rising water forces the air out of the chamber and the moving air spins a turbine which then turns a generator. The main problem with wave energy is the fact that this energy source isn't the same in all parts of the world, since it varies significantly from place to place. This is the reason why wave energy can't be exploited in all parts of the world but there are many researches that work on solutions of how to solve this variability problem. However, there are still many rich wave power areas in the world like the western coasts of Scotland, northern Canada, southern Africa, Australia, and the northwestern coasts of the United States, all with high potential for wave power exploitation. There are many different technologies to capture wave power but very few of these technologies is commercial enough to be fully used. Wave technologies are not only installed near shore and offshore but already also in far offshore locations and the emphasis of new research projects such as “The OCS Alternative Energy Programmatic EIS” is particularly on offshore and far offshore wave technologies where offshore systems are located in deep water, on depths passing even 40 meters. \|Oscillating water column. Click on picture for full size. Majority of wave energy technologies are still oriented to installations at or near the water surface, and the main difference between these technologies is their orientation to the waves with which they are interacting with and in their working principle in which they convert the energy of the waves into desired energy forms. Among most popular wave energy technologies are terminator devices, point absorbers, attenuators, and overtopping devices. Terminator devices such as oscillating water column are typically onshore or near shore and have working principle that extend perpendicular to the direction of wave travel and capture or reflect the power of the wave and then the captured water column moves up and down like a piston, forcing the air through an opening connected to a turbine. Point absorbers are different type of wave technology that involves floating structures with components that move relative to each other because of wave action and energy gets produced as this movement drives electromechanical or hydraulic energy converters. Attenuators are also floating structures that are oriented parallel to the direction of the waves and where differing heights of waves along the length of the device causes flexing on the place where the segments connect, and this flexing is connected to hydraulic pumps or other converters for its transformation to energy. Overtopping devices have different working principle and they are basically reservoirs filled by incoming waves to levels above the average surrounding ocean, and after the water gets released gravity causes it to fall back toward the ocean surface and this energy of falling water is then used to turn hydro turbines. While there is definitely undisputed high potential of wave energy there are certain aspects that also need to be considered such as environmental problems as these technologies can influence marine habitat as there is potential danger of toxic releases into sea in form of hydraulic fluids, noise generation above and below water surface, changes in the seafloor, etc. Tidal Energy (tidal power) Another type of ocean energy is tidal energy since when tides comes into the shore, they can be trapped in reservoirs behind dams. Tidal power is actually a form of hydropower that exploits the movement of water caused by tidal currents or the rise and fall in sea levels. Tidal energy is produced thanks to the use of tidal energy generators which are large underwater turbines placed in areas with high tidal movements, and designed to capture the kinetic motion of the ebbing and surging of ocean tides in order to produce electricity. Tidal power has enormous potential for future electricity generation because of the massive size of the oceans. \|Tidal power plant on river Rance. Click on the picture for full size. The potential of tidal power has been recognized for very long time (small dams were built along oceans since 11th century). However, compared to river dams, tidal-power projects are much more expensive, since massive structures must be built in a difficult saltwater environment. Cost effectiveness is actually a main reason why tidal power hasn't yet found its place among top used renewable energy sources despite its huge potential. Tidal power in order to function at sufficient level needs very large increases in tides, of at least 16 feet between low tide to high tide and this is the main reason why there aren't many areas on Earth that meet these demands. However one of these areas is definitely La Rance Station in France, the largest tidal power station in the world (also the only one in Europe) is in the Rance estuary in northern France that provides enough energy to satisfy demands of 240,000 homes in France. Capacity of this tidal power plant is approximately one fifth of a regular nuclear or coal-powered plant. Main problem of all tidal power plants is the fact that they can only generate when the tide is flowing in our out, which counts for only 10 hours per day. However there is also advantage that tides are totally predictable, so we can plan to have other power stations generating at those times when the tidal station is out of action, which is something that can't be done with certain other renewable energy resources (wind energy). Tidal energy has many advantages (it is renewable energy source since tides will continue to ebb and flow and it produces no greenhouse gases or any waste, it needs no fuel in order to work, since tides are totally predictable it can produce electricity reliably and once built it's not expensive to maintain), but there are also some negative sides as well. Cost effectiveness is still very serious issue since building one of these power plants requires a very vide area and this also brings some environmental problems since it completely changes environment in this area and affects life of many ecosystems, especially for birds that rely on the tide uncovering the mud flats so that they can found food. There is also the already mentioned fact of limited working time of only about 10 hours, when tide is actually moving. Ocean Thermal Energy Conversion (OTEC) \|Closed OTEC system. Click on the picture for full size. Ocean Thermal Energy Conversion is method for generating electricity that uses the temperature difference that exists between deep and shallow waters since the water gets colder the deeper you go. If there is bigger temperature difference, there is the greater efficiency of this method, and minimum temperature difference must be at least 38 degrees Fahrenheit between the warmer surface water and the colder deep ocean water in order for this method to be efficient. This method has very long history that dates from the very beginning of the 19th century and some energy experts believe that if it could become cost-competitive with conventional power technologies, OTEC could produce gigawatts of electrical power. But that still isn't the case today as Ocean Thermal Energy Conversion power plant requires an expensive, large diameter intake pipe, which is submerged a kilometer or more into the ocean's depths in order to bring very cold water to the surface and that is of course very expensive. The types of OTEC systems are as follows: Closed-cycle systems use fluid with a low-boiling point, mostly ammonia, to rotate a turbine which then generates electricity. Warm surface seawater is pumped through a heat exchanger where the low-boiling-point fluid is vaporized and the expanding vapor then starts the turbo-generator. Cold deeper-seawater is pumped through a second heat exchanger where it condenses the vapor back into a liquid, which is then recycled through the system. In 1979, the Natural Energy Laboratory, including several private-sector partners developed the mini OTEC experiment, which achieved the first successful at-sea production of net electrical power from closed-cycle OTEC. The mini OTEC vessel was driven 1.5 miles (2.4 km) off the Hawaiian coast and produced required amount of electricity to illuminate the ship's light bulbs and run its computers and televisions. And in 1999, the Natural Energy Laboratory tested a 250-kW pilot OTEC closed-cycle plant, the largest such plant ever put into operation. Open-Cycle systems use the tropical oceans' warm surface water in order to make electricity since when warm seawater gets placed in a low-pressure container, it boils. After this the expanding steam starts driving a low-pressure turbine attached to an electrical generator, and finally being condensed back into a liquid by exposure to cold temperatures from deep-ocean water. In 1984, the Solar Energy Research Institute (today called National Renewable Energy Laboratory) developed a so called «vertical-spout evaporator» to convert warm seawater into low-pressure steam for open-cycle plants. Potential of open-cycle systems was well acknowledged after energy conversion efficiencies as high as 97% were achieved and in May 1993, an open-cycle OTEC plant at Keahole Point, Hawaii, produced 50,000 watts of electricity during its testing procedure. Hybrid systems are designed to combine the positive features of both the closed-cycle as well as open-cycle systems. Working procedure in hybrid systems includes warm seawater that enters into a vacuum chamber where it gets evaporated into steam (procedure very similar to the open-cycle evaporation process). And afterwards steam vaporizes a low-boiling-point fluid (in a closed-cycle loop) that drives a turbine to produce electricity Ocean Thermal Energy Conversion has great potential in generating electricity but there are some other great benefits such as air conditioning and aquaculture. Air conditioning can be produced as byproduct and used cold seawater from an OTEC plant can either chill fresh water in a heat exchanger or flow directly into a cooling system. And there is also aquaculture since cold-water fish species, such as salmon and lobster, thrive in the nutrient-rich, deep seawater from the OTEC process. However there are also some negative sides, especially in cost effectiveness since OTEC power plants require large initial investments and there also some environmental issues that need to be satisfied which can be done with appropriate spacing of OTEC plants. Another factor preventing the commercialization of OTEC is the fact that there are only a few hundred land-based sites in the tropics where deep-ocean water is close enough to shore to make OTEC plants feasible projects. Ocean energy is renewable energy sector that surely needs more research to satisfy condition of cost-effectiveness which is at this point it biggest flaw. Since oceans cover almost two thirds of earth's surface, they truly present renewable energy source with extreme potential and one worth of further exploration. However current technologies aren't at required level to capture this potential but as world looks for alternatives to dominant fossil fuels sector many researches have been done in different renewable energy sectors including the ocean energy sector. Problems resulting in size of these power plants and cost effectiveness that go with the size do stand out, but there are also some ecological demands that also need to be fulfilled in order to keep environment intact as possible. And though this renewable energy sector hasn't had rapid growth like some other renewable energy sectors(wind energy), its couple of projects such as cycle OTEC plant at Keahole Point, Hawaii showed good signs of its great potential so ocean energy sector could be having more significance in years to come. Potential is there, all what ocean energy needs now is technology capable of exploiting this high potential.
About 70% of our planet is covered with water. Earth has been nicknamed 'the blue planet' because it looks blue from space. About 96% of this water is marine, or salt water, made up of the oceans covering the Earth. Within these oceans, there are many different types of habitat, or environments in which plants and animals live, ranging from freezing polar ice to tropical coral reefs. These habitats all come with their unique challenges and are inhabited by a wide variety of organisms. You can find more information about the major marine habitats below, along with some information on two major geographic areas. The term “mangrove” refers to a habitat comprised of a number of halophytic (salt-tolerant) plant species, of which there are more than 12 families and 50 species worldwide. Mangroves grow in intertidal or estuarine areas. Mangrove plants have a tangle of roots which are often exposed above water, leading to the nickname “walking trees.” The roots of mangrove plants are adapted to filter salt water, and their leaves can excrete salt, allowing them to survive where other land plants cannot. Mangroves are an important habitat, providing food, shelter and nursery areas for fish, birds, crustaceans and other marine life. Seagrass is an angiosperm (flowering plant) that lives in a marine or brackish environment. There are about 50 species of true seagrasses worldwide. Seagrasses are found in protected coastal waters such as bays, lagoons, and estuaries and in both temperate and tropical regions. Seagrasses attach to the ocean bottom by thick roots and rhizomes, horizontal stems with shoots pointing upward and roots pointing downward. Their roots help stabilize the ocean bottom. Seagrasses provide an important habitat to a number of organisms. Some use seagrass beds as nursery areas, others seek shelter there their whole lives. Larger animals such as manatees and sea turtles feed on animals that live in the seagrass beds. The intertidal zone is the area where land and sea meet. This zone is covered with water at high tide, and exposed to air at low tide. The land in this zone can be rocky, sandy or covered in mudflats. Within the intertidal, there are several zones, starting near dry land with the splash zone, an area that is usually dry, and moving down to the littoral zone, which is usually underwater. Within the intertidal zone, you’ll find tide pools, puddles left in the rocks as water recedes when the tide goes out. The intertidal is home to a wide variety of organisms. Organisms in this zone have many adaptations that allow them to survive in this challenging, ever-changing environment. While the majority of coral reefs are found in tropical and sub-tropical water within the latitudes of 30 degrees north and 30 degrees south, there are also deep water corals in colder regions. A flourishing tropical reef is made up of many different plant and animal communities. It is estimated that 800 different coral species are involved in building tropical reefs. Coral reefs are complex ecosystems supporting a wide array of marine species. The largest and most well-known example of a tropical reef is the Great Barrier Reef in Australia. The open ocean, or pelagic zone, is the area of the ocean outside of coastal areas, and where you’ll find some of the biggest marine life species. The pelagic zone is separated into several subzones depending on water depth, and each provide habitat for a variety of marine life. Marine life you’ll find in the pelagic zone includes wide-ranging animals such as cetaceans, large fish such as bluefin tuna and invertebrates such as jellyfish. The deep sea includes the deepest, darkest, coldest parts of the ocean. Eighty percent of the ocean consists of waters greater than 1,000 meters in depth. Parts of the deep sea described here are also included in the pelagic zone, but these areas in the deepest reaches of the ocean have their own special characteristics. Most areas are cold, dark, and inhospitable to us humans, but support a surprising number of species that thrive in this environment. Hydrothermal vents, also in the deep sea, were unknown until about 30 years ago, when they were discovered in the submersible Alvin. Hydrothermal vents are found at an average depth of about 7,000 feet and are essentially underwater geysers created by tectonic plates. These huge plates in the Earth’s crust move and create cracks in the ocean floor. Ocean water enters these cracks, is heated up by the Earth’s magma, and then released through the hydrothermal vents, along with minerals such as hydrogen sulfide. The water coming out of the vents can reach incredible temperatures of up to 750 degrees F. Despite their intimidating description, hundreds of species of marine life thrive in this habitat. The Gulf of Mexico covers about 600,000 square miles off the coast of the southeastern U.S. and a portion of Mexico. It is home to different types of marine habitat, from deep canyons to shallow intertidal areas. It is also a haven for a wide variety of marine life, from huge whales to tiny invertebrates. The importance of the Gulf of Mexico to marine life has received attention in recent years due to the presence of Dead Zones and the major oil spill that occurred in April 2010. The Gulf of Maine covers over 30,000 square miles and is a semi-enclosed sea next to the Atlantic Ocean. It lies off the U.S. states of Massachusetts, New Hampshire, and Maine, and the Canadian Provinces of New Brunswick and Nova Scotia. The cold, nutrient-rich waters of the Gulf of Maine provide a rich feeding ground for a variety of marine life, particularly in the months from the spring through late fall.
Research and Study Skills: Atlas/Map In these atlas and map skills worksheets, students use the map of Ohio to answer the questions. Students answer 15 questions about the map. 69 Views 194 Downloads - Activities & Projects - Graphics & Images - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Writing Prompts - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: Inspiration Visual Study Guides With the use of Inspiration software, guide your class to create visual study guides. The technique of associating images with words in an outline visual format is demonstrated first by the educator. Learners then build their own study... 5th - 12th Languages CCSS: Designed Young geographers will need to use a variety of map skills to complete the tasks required on this worksheet. Examples of activities include using references to label a map of Mexico, identify Canadian territories and European countries,... 5th - 7th Social Studies & History CCSS: Adaptable Democratic Republic of Congo - Map Skills Work on your map skills with a packet of activities about the river basins in the Democratic Republic on Congo. Learners study the maps provided before answering the geography questions and writing an acrostic poem about the region. 5th - 7th Social Studies & History Research and Study Skills: Textbook/Trade Book What is the difference between a textbook and a trade book? Learners read the short passage and information provided before completing the questions that follow. A home activity is also provided that encourages parents to flip through a... 4th - 5th English Language Arts Why Map a Map? After brainstorming reasons why Native Americans mapped their lands, your young critical thinkers will work together to review their ideas and determine the definition of a map. With today's extensive use of mapping technology and GPS... 5th - 12th Social Studies & History CCSS: Adaptable
Stomach flu is a viral infection that affects the stomach and small intestine. The illness is usually brief, lasting 1 to 3 days. Stomach flu is caused by a different virus than the Influenza viruses which affect the respiratory tract (nose, throat, and lungs). Learn about respiratory tract flu here. Stomach flu is caused by swallowing certain viruses. Infected people can spread the virus through their secretions, sometimes even before their symptoms begin. The virus can be spread by direct contact with an infected person (for example, kissing or shaking hands) or by sharing food, drink, or eating utensils. The virus enters the stomach and intestine and inflames the lining of these organs. As a result, the stomach and intestine are temporarily unable to perform their usual functions. The virus can also cause food to move more rapidly through your gastrointestinal (GI) tract. Some bacteria and other tiny organisms called protozoa can cause infections that have symptoms similar to those of viral gastroenteritis. To lower the chance of getting or spreading the infection, you can: - Practice proper hand hygiene. Wash your hands carefully with soap and water, especially after using the toilet and always before eating or preparing food. Alcohol-based hand sanitizers may be somewhat helpful in addition to hand washing, but they are not a substitute for washing thoroughly with soap and water. - Avoid preparing food while infected. People who are infected with the virus should not prepare food for others while they have symptoms and for 3 days after they recover from their illness. - Clean and disinfect contaminated surfaces. After an episode of illness, such as vomiting or diarrhea, immediately clean and disinfect contaminated surfaces by using a bleach-based household cleaner as directed on the product label or a solution made by adding 5–25 tablespoons of household bleach to 1 gallon of water. - Wash laundry thoroughly. Immediately remove and wash clothing or linens that may be contaminated with vomit or fecal matter. Handle soiled items carefully—without agitating them—to avoid spreading virus. They should be laundered with detergent at the maximum available cycle length and then machine dried. - Wash your hands with soap and water after you use the bathroom and before you eat and avoid direct (it is not spread through the air) contact with a sick person - Avoid sharing eating utensils or towels and face cloths with others. When you have stomach flu, you may have one or more of the following symptoms: - Loss of appetite - Stomach cramps - Diarrhea (liquid stools) - Low-grade fever - Muscle aches The illness may develop over a period of hours, or it may suddenly start with stomach cramps, vomiting, or diarrhea. Your medical provider will review your symptoms. She may examine you and order lab tests to rule out more serious illnesses, such as appendicitis, and to detect complications, such as dehydration. If you have been in a foreign country or environment with poor water or sanitation conditions, tests for parasites or other infections may be done. Stomach flu rarely lasts longer than 1 to 3 days. However, it may be 1 to 2 weeks before your bowel habits return completely to normal. Contact your medical provider (Brown students can call Health Services at 401.863-3953) if: - You have been vomiting for more than a day - You have had diarrhea for over 3 days - You have bloody stool - You have a fever over 101 F (38.3 C) - You feel very light-headed The most important thing to do is to rest the stomach and intestines. You can do this by first eating nothing and drinking only clear liquids. A little later you can eat soft bland foods that are easy to digest. Give your stomach rest from liquids for 2 hours after vomiting. You may suck on hard candy, a Popsicle or ice chips after 2 hours. Then take small, frequent sips of liquids every 10 to 15 minutes. Drinking too much at once, even an ounce or two, may cause more vomiting. Your choice of liquids is important. If water is the only liquid you can drink without vomiting, that is okay. However, if you have been vomiting frequently for a long time, you must replace the minerals, sodium and potassium, that are lost when you vomit. Ask your medical provider what sport drinks or medical products could help you replace these minerals. Other clear liquids you can drink are weak tea, bouillon and apple juice. You may also drink soft drinks without caffeine (such as 7up) after letting them lose some of their carbonation - go flat. Chilling the liquids may help you keep them down. Avoid liquids that are acidic (such as orange juice) or caffeinated (such as coffee) or have a lot of carbonation. Do not drink milk until you no longer have diarrhea. Avoid ibuprofen and aspirin as these may make your symptoms worse if taken on an empty stomach. If you have fever, take 2 regular strength (325 mg each) acetaminophen (Tylenol) every 4 hours. You may start eating bland foods when you have not vomited for several hours and are able to drink clear liquids without further upset. Soda crackers, toast, noodles, applesauce, and bananas are good first choices. Avoid foods that are acidic, spicy, fatty, or fibrous (meats, coarse grains, vegetables) and dairy products. See below for a recommended diet progression. Sometimes treatment includes prescription medicine to prevent nausea and vomiting or diarrhea. Nonprescription medicine, such as floperamide (Imodium) or bismuth subsalicylate (Pepto-Bismol), is available for the treatment of diarrhea and can be very effective. If you use it, make sure you use the dose recommended on the package. Pepto-Bismol can turn tongue and stools black - a harmless and transient side effect. Imodium will not cure the diarrhea. It acts as a chemical cork while the diarrheal process (water loss from the body into the intestine) goes on. It is useful primarily if there is a period of time when it is necessary to avoid using the toilet. Dehydration is a potentially serious complication of stomach flu (viral gastroenteritis). It can occur if your body loses too much fluid because you keep vomiting or having diarrhea. If you are severely dehydrated, you may need to be given fluids intravenously (IV). Foods to avoid entirely until you are feeling better: - No spicy or fried foods - No alcohol - No caffeinated beverages because they dehydrate your body - No dried peas or beans - No raw or dried vegetables or fruits (except bananas) - No whole grain breads, cereals, or bran - No milk or milk products (cheese, yogurt, ice cream, or creamed soups) - No nuts, seeds, coconut, popcorn Suggested progression of a diet as you recover: - Clear soups or bouillon - Decaffeinated soda (add a little sugar to “de-fizz” it) - Diluted apple or cranberry juice (not orange juice) - Gatorade or Kool-Aid - Water/ice chips - Hard candy - Plain saltines - Decaffeinated tea with honey/sweetener Anything from Step 1 plus: - Mashed potatoes - Plain pasta, rice - without butter, margarine or sauce - Refined cereals, such as Rice Crispies, puffed wheat, puffed rice, corn flakes, Cream of Wheat, Farina, Cream of Rice - Toast (white or light rye bread) with jelly (not jam, butter or margarine) Anything from Steps 1 or 2 plus: - Broiled or boiled lean meat, white poultry or fish - Poached or boiled eggs - Well-cooked vegetables and fruits without seeds or skins - Sherbet or sorbet When food from one step is tolerated, go to the next step. Progression through the steps may be rapid from one meal to the next as you feel better. Most people are back to a normal diet in 2 to 3 days’ time. If you find that any particular food aggravates your system or makes your condition worse, eliminate this food. In general, avoid dairy products, spicy foods and red meat until other foods are well tolerated for several days. Rest your stomach and intestines by following the guidelines, but make sure you prevent dehydration by drinking enough liquids. Drink just small amounts frequently during the vomiting phase of your illness. The single most helpful way to prevent the spread of stomach flu is frequent, thorough hand washing. Also, avoid contact with the body fluids of an infected person, including saliva (shared cups, utensils, etc.). If you are a Brown student and you are concerned about stomach flu, you can make a confidential appointment at Health Services by calling 401.863-3953. Health Services provides a range of services including general health care and emergency medical care. You can request a medical provider by gender or by name. We are located at 13 Brown Street on the corner of Brown and Charlesfield Streets. This site has several articles on stomach flu, including the latest news, general overviews and diagrams. Disclaimer: Health Education is part of Health Services at Brown University. Health Education maintains this site as a resource for Brown students. This site is not intended to replace consultation with your medical providers. No site can replace real conversation. Health Education offers no endorsement of and assumes no liability for the currency, accuracy, or availability of the information on the sites we link to or the care provided by the resources listed. Health Services staff are available to treat and give medical advice to Brown University students only. If you are not a Brown student, but are in need of medical assistance please call your own health care provider or in case of an emergency, dial 911. Please contact us if you have comments, questions or suggestions.
Our preschool curriculum incorporates large and small group activities that help children with social and emotional, physical, cognitive and language development. We use the Creative Curriculum as a blueprint for planning our days with the children. Our goal is to effectively help children acquire social competence and the skills they need to succeed as learners. We structure the environment and activities based on the children’s cognitive development. We vary the complexity and levels of prompts, choices, comments, and questions for individual children. Our preschool program effectively reaches goals by: - Offering children choices - Giving ample opportunities for creative expression - Allowing children freedom to explore the environment - Permitting children to get messy during play - Encouraging children to work independently - Valuing each child’s ideas - Promoting problem solving and appropriate risk taking Social interaction is the key to children’s learning. Stay & Play is a community where learning takes place with positive relationships between and among child and adults. Children are taught the skills they need for making friends, solving social problems, having empathy and sharing. Physical development includes large and small muscle motor skills. Our goals for children are that they will achieve control over both sets of muscles through activities that move the muscles consciously, deliberately and with dexterity. Cognitive development involves how children think, view their world, and how they use what they learn. Children are encouraged and challenged to be purposeful about acquiring and using information, thinking logically, and representing and thinking symbolically. Language is the principal tool for establishing and maintaining relationships with adults and peers. Stay & Play’s goal is to continue the language development with frequent experiences in listening, speaking, reading, and writing. What Children Learn Our activities and centers touch upon domains of what preschool children should be learning. The content areas we focus on to prepare your child for further schooling includes; literacy, mathematics, science, social studies, the arts, and process skills. Children experience these areas through purposeful and thoughtful interactions and experiences supported by teachers. Our activities and center areas include blocks, dramatic play, toys and games, art, library, discovery and sensory, music and movement, cooking, and outdoors. Parents will receive letters home on how each of these areas are being used in the classroom, what content areas they are addressing, and how you can continue with development at home.
A litter Beavers consists of up to eight young, or kits, which weigh less than one pound (450 g) at birth. The young remain with the parents until they are nearly two years old and are carefully trained to take care of themselves. Litter consists of waste products that have been disposed improperly, without consent, in an inappropriate location. Litter can also be used as a verb. To litter means to throw (often man-made) objects onto the ground and leave them as opposed to disposing of them properly. Larger hazardous items such as tires, appliances, electronics and large industrial containers are often dumped in isolated locations, such as National Forests and other public land. It is a human impact on the environment and is a serious environmental issue in many countries. Litter can exist in the environment for long periods of time before degrading and be transported large distances into the world's oceans. Litter can affect quality of life. Cigarette butts are the most littered item in the world, with 4.5 trillion discarded annually. Cigarette butts can take up to five years to completely break down. Statistics in 2003 showed metal/aluminum drink cans as the least littered item. Throughout human history, people have disposed of unwanted materials without fear of retribution, onto streets, roadsides, in small local dumps or often in remote locations. Prior to reforms within cities in the mid-to-late 19th century, sanitation was not a government priority. The growing piles of waste led to the spread of disease. To address the growing amount of waste generated in the United States, the Solid Waste Disposal Act of 1965 was enacted. In 1976 the Federal government amended the Solid Waste Disposal Act, creating the Resource Conservation and Recovery Act (RCRA), which requires a “cradle to grave” approach to the proper handling of potentially hazardous materials. RCRA gives authority to the Environmental Protection Agency (EPA) to regulate and enforce proper hazardous waste disposal. Many countries now have laws that require that household hazardous waste be deposited in a special location rather than sent to landfills with regular refuse. Household hazardous waste includes paints and solvents, chemicals, light bulbs, fluorescent lights, spray cans, and yard products such as fertilizers, pesticides, herbicides and insecticides. Additionally, medical waste generated at home is considered a hazardous waste and must be disposed of properly. In addition to intentional littering, almost half of litter on U.S. roadways is now a result of accidental or unintentional litter, usually debris that falls off of improperly secured trash, recycling collection vehicles and pickup trucks. Population levels, traffic density and proximity to waste disposal sites are factors known to correlate with higher litter rates. Government neglect, the inability of governments to remove litter in a timely manner, is also a reason why humans are tempted to litter. Illegally dumped hazardous waste may be affected by the costs associated with dropping materials at designated sites; some facilities charge a fee for depositing hazardous material. Access to nearby facilities that accept hazardous waste may deter use. Additionally, ignorance of the laws that regulate the proper disposal of hazardous waste may have an impact on proper disposal. According to a study by the Dutch organization VROM, 80 percent of the people claim that "everybody leaves a piece of paper, tin or something, on the street behind". Young people from 12 to 24 years cause more litter than the average (Dutch or Belgian) person. Eighteen percent of people who regularly cause litter were 50 years of age or older. However, a 2010 survey of littering in Maine, New Hampshire and Vermont in the United States, placed litterers aged 55 and over at less than five percent. The same observational study estimated the overall average of litterers to be 78 percent male. Nevertheless, automobile drivers and recreationalists, smokers and youth are specific target groups within many campaigns conducted to keep countries free of litter.][ In 1999, research by Keep America Beautiful found that 75% of Americans admitted to littering the last five years, yet 99% of the same individuals admitted they enjoyed a clean environment. Negligent or lenient law enforcement contributes to littering behavior.][ Other causes are inconvenience, entitlement and economic conditions.][ A survey of dumping in Pennsylvania found that the largest number of illegal dumps were in townships without municipal trash hauling. The same report also cites unavailability of curbside trash and recycling service, shortage of enforcement, and habit as possible causes. The presence of litter invites more littering. The two-stage process model of littering behavior describes the different ways in which people litter. The model was proposed by Chris Sibley and James Liu and differentiates between two types of littering: active and passive. The theory has implications for understanding the different types of litter reduction interventions that will most effectively reduce littering in a given environment. The theory states that, all things being equal, passive littering will be more resistant to change because of two psychological processes: 1. diffusion of responsibility that increases as the latency between when an individual places litter in the environment and when they vacate the territory, and 2. forgetting, which is also more likely to occur at longer delays between when an individual places litter in the environment and when they vacate the territory. Litter can remain either visible for extended periods of time before it eventually biodegrades, with some items made of condensed glass, styrofoam or plastic possibly remaining in the environment for over a million years. About 18 percent of litter, usually traveling through stormwater systems, ends up in local streams, rivers, and waterways. Uncollected litter can accrete and flow into streams, local bays and estuaries. Litter in the ocean either washes up on beaches or collects in Ocean gyres such as the Great Pacific Garbage Patch. About 80 percent of marine debris comes from land-based sources. Some litter that is collected can be recycled, however degraded litter cannot be recycled and eventually degrades to sludge, often toxic. The majority of litter that is collected goes to landfills. Litter can harm humans and the environment in different ways. Hazardous materials contained within litter and illegally dumped rubbish can leach into water sources, contaminate soil and pollute the air. Tires are the most often dumped hazardous waste. In 2007 the United States generated 262 million scrap tires. Thirty-eight states have laws that ban whole tires being deposited in landfills. Many of these discarded tires end up illegally dumped on public lands. Tires can become a breeding ground for insect vectors which can transmit disease to humans. Mosquitoes, which breed in stagnant water, can transmit West Nile Virus and Malaria. Rodents nest in accumulated tires and can transmit diseases such as Hantavirus When tires are burned they can smolder for long periods of time emitting hundreds of chemical and compounds that pollute the air causing respiratory illnesses. Additionally the residue left behind can harm the soil and leach into groundwater. Visual pollution is a major effect of litter. Open containers such as paper cups or beverage cans can hold rainwater, providing breeding locations for mosquitoes. In addition, a spark has the potential to hit a piece of litter like a paper bag which could start a fire. Litter can be hazardous. Debris falling from vehicles is an increasing cause of automobile accidents. Over 800 Americans are killed each year in debris/litter-attributed motor vehicle collisions. Discarded dangerous goods, sharps waste and pathogens resulting from litter can cause accidental harm to humans. Litter also carries substantial cost to the economy. Cleaning up litter in the U.S. costs hundreds of dollars per ton, about ten times more than the cost of trash disposal, for a cost totaling about $11 billion per year. Animals may get trapped or poisoned with litter in their habitats. Cigarette butts and filters are a threat to wildlife and have been found in the stomachs of fish, birds and whales, who have mistaken them for food. Also animals can get trapped in the rubbish and be in serious discomfort. For example, the plastic used to hold beverage cans together can get wrapped around animals' necks and cause them to suffocate as they grow. Other instances where animals could be harmed by litter include broken glass lacerating the paws of dogs, cats, and other small mammals, fishing net being caught around the neck of a seal, etc. Organic litter in large amounts can cause water pollution and lead to algal blooms. Cigarettes could also start fires if they are not put out and then discarded in the environment. Litter is an environmental issue in many countries around the world. While countries in the developing world lack the resources to deal with the issue, consumer based economies in the western world are capable of generating larger quantities of litter per capita due to a higher consumption of disposable products. Public waste containers or street bins are provided by local authorities to be used as a convenient place for the disposal and collection of litter. Increasingly both general waste and recycling options are provided. Local councils pick the waste up and take it to refuse or recycling. However there are issues with this approach. If the bins are not regularly emptied, then overfilling of bins occurs and can increase litter indirectly. Some local authorities will only take responsibility for rubbish that is placed in the bins, which means that litter remains a problem. People may blame a lack of well-placed bins for their littering. Hazardous materials may be incorrectly disposed of in the bins and they can encourage dumpster diving. Volunteers, sometimes alone or coordinated through organisations will pick up litter and dispose of it. Clean up events may be organised where participants will sometimes comb an area in a line to ensure that no litter is missed. In North America, Adopt a Highway programs are popular, where companies and organizations commit to cleaning stretches of road. Increasingly, geocaching is used (see Cache In Trash Out). In Kiwayu, a Kenyan island, some of the collected litter (flip-flops) is used for making art, which is then sold (see FlipFlop Recycling Company). Picking up litter can be hazardous. Hazards can include exposure to dangerous goods, sharps waste and pathogens. As a result, safety equipment is sometimes worn and tools such as litter grabbers (extendable arms) are used. Container deposit legislation can be aimed at both reducing littering and also encouraging picking up through local recycling programs that offer incentives, particularly for aluminium cans, glass bottles and plastic bottles. In New York, an expanded bottle bill that included plastic water bottles increased recycling rates and generated 120 million dollars in revenue to the state General Fund from unclaimed deposits in 2010. Litter traps can be used to capture litter as it exits stormwater drains into waterways. However, litter traps are only effective for large or floating items of litter and must be maintained. Increasingly, there have been efforts to use technology to monitor areas prone to dumping. In Japan, a study used Geographic Information Systems (GIS) to map areas of dumping based on site characteristics. Some countries and local authorities have introduced legislation to address the problem. Actions resulting in fines can include on-the-spot fines for individuals administered by authorised officers in public or on public transport or littering from a vehicle, in which the vehicle owner is fined - reported by either responsible officer or third party, sometimes online. Specific legislation exists in the following countries: A number of organisations exist with the aim of raising awareness and run campaigns including clean up events. Clean Up the World is a worldwide campaign. In the United States there are a number of organisations running anti-litter campaigns. Keep America Beautiful was founded in 1953. At least 38 states have high profile, government-recognized slogan campaigns, including Don't Mess with Texas; Let's Pick It Up New York; Don't Trash California; Take Pride in Florida; Keep Iowa Beautiful. In Australia, Clean Up Australia Day is supported by many major Australian companies, firms and volunteers alike. Anti-litter organisations include Keep Australia Beautiful founded in 1963 that created the popular “Do the Right Thing” campaign and its Tidy Towns competition became well known being a very competitive expression of civic pride. Keep Britain Tidy is a British campaign run by the Keep Britain Tidy environmental charity, which is part funded by the U.K. government. C. fiber – Eurasian beaver C. canadensis – North American beaver The beaver (genus Castor) is a primarily nocturnal, large, semi-aquatic rodent. Castor includes two extant species, North American beaver (Castor canadensis) (native to North America) and Eurasian beaver (Castor fiber) (Eurasia). Beavers are known for building dams, canals, and lodges (homes). They are the second-largest rodent in the world (after the capybara). Their colonies create one or more dams to provide still, deep water to protect against predators, and to float food and building material. The North American beaver population was once more than 60 million, but as of 1988 was 6–12 million. This population decline is due to extensive hunting for fur, for glands used as medicine and perfume, and because their harvesting of trees and flooding of waterways may interfere with other land uses. Beavers are known for their natural trait of building dams on rivers and streams, and building their homes (known as "lodges") in the resulting pond. Beavers also build canals to float building materials that are difficult to haul over land. They use powerful front teeth to cut trees and other plants that they use both for building and for food. In the absence of existing ponds, beavers must construct dams before building their lodges. First they place vertical poles, then fill between the poles with a crisscross of horizontally placed branches. They fill in the gaps between the branches with a combination of weeds and mud until the dam impounds sufficient water to surround the lodge. They are known for their alarm signal: when startled or frightened, a swimming beaver will rapidly dive while forcefully slapping the water with its broad tail, audible over great distances above and below water. This serves as a warning to beavers in the area. Once a beaver has sounded the alarm, nearby beavers will dive and may not reemerge for some time. Beavers are slow on land, but are good swimmers, and can stay under water for as long as 15 minutes. Beavers are herbivores, and prefer the wood of quaking aspen, cottonwood, willow, alder, birch, maple and cherry trees. They also eat sedges, pondweed, and water lilies. Beavers do not hibernate, but store sticks and logs in a pile in their ponds, eating the underbark. Some of the pile is generally above water and accumulates snow in the winter. This insulation of snow often keeps the water from freezing in and around the food pile, providing a location where beavers can breathe when outside their lodge. Fossil remains of beavers are found in the peat and other superficial deposits of Britain and the continent of Europe; while in the Pleistocene formations of Britain and Siberia, remains of a giant extinct beaver have been found, Trogontherium cuvieri, representing a genus by itself. Beavers have webbed hind-feet, and a broad, scaly tail. They have poor eyesight, but keen senses of hearing, smell, and touch. A beaver's teeth grow continuously so that they will not be worn down by chewing on wood. Their four incisors are composed of hard orange enamel on the front and a softer dentin on the back. The chisel-like ends of incisors are maintained by their self-sharpening wear pattern. Beavers continue to grow throughout their lives. Adult specimens weighing over 25 kg (55 lb) are not uncommon. Females are as large as or larger than males of the same age, which is uncommon among mammals. Beavers live up to 24 years of age in the wild. The word beaver (plural beaver or beavers) is descended from the Proto-Indo-European name of the animal, cf. Sanskrit babhru's, brown, Lat. fiber, Ger. Biber, Russ. bobr; the root bhru has given "brown", and, through Romanic, "bronze" and "burnish". It is probable that beaver in English is either borrowed from the Old French bièvre or both came directly from the Celtic *befros. Castor supplanted bièvre in the course of the twelfth century in France. They are the only extant members of the family Castoridae, which contains a single genus, Castor. Genetic research has shown the European and North American beaver populations to be distinct species and that hybridization is unlikely. Beavers are closely related to squirrels (Sciuridae), agreeing in certain structural peculiarities of the lower jaw and skull. In the Sciuridae the two main bones (tibia and fibula) of the lower half of the leg are quite separate, the tail is round and hairy, and the habitats are arboreal and terrestrial. In the beavers or Castoridae these bones are in close contact at their lower ends, the tail is depressed, expanded and scaly, and their habitats are aquatic. Although superficially similar to each other, there are several important differences between the two species. Eurasian beavers tend to be slightly larger, with larger, less rounded heads, longer, narrower muzzles, thinner, shorter and lighter underfur, narrower, less oval-shaped tails and shorter shin bones, making them less capable of bipedal locomotion than the North American species. Eurasian beavers have longer nasal bones than their North American cousins, with the widest point being at the end of the snout for the former, and in the middle for the latter. The nasal opening for the Eurasian species is triangular, unlike that of the North American race which is square. The foramen magnum is rounded in the Eurasian beaver, and triangular in the North American. The anal glands of the Eurasian beaver are larger and thin-walled with a large internal volume compared to that of the North American breed. Finally, the guard hairs of the Eurasian beaver have a longer hollow medulla at their tips. Fur colour is also different. Overall, 66% of Eurasian beavers have pale brown or beige fur, 20% have reddish brown, nearly 8% are brown and only 4% have blackish coats. In North American beavers, 50% have pale brown fur, 25% are reddish brown, 20% are brown and 6% are blackish. The two species are not genetically compatible. North American beavers have 40 chromosomes, while Eurasian beavers have 48. Also, more than 27 attempts were made in Russia to hybridize the two species, with one breeding between a male North American beaver and a female European resulting in one stillborn kit. These factors make interspecific breeding unlikely in areas where the two species' ranges overlap. The Eurasian beaver (Castor fiber) was nearly hunted to extinction in Europe, both for fur and for castoreum, a secretion of its scent gland believed to have medicinal properties. However, the beaver is now being re-introduced throughout Europe. Several thousand live on the Elbe, the Rhone and in parts of Scandinavia. A thriving community lives in northeast Poland, and the Eurasian beaver also returned to the Morava River banks in Slovakia and the Czech Republic. They have been reintroduced in Scotland (Knapdale), Bavaria, Austria, Netherlands, Serbia (Zasavica bog), Denmark (West Jutland) and Bulgaria and are spreading to new locations. The beaver became extinct in Great Britain in the sixteenth century: Giraldus Cambrensis reported in 1188 (Itinerarium ii.iii) that it was to be found only in the Teifi in Wales and in one river in Scotland, though his observations are clearly second hand. In 2001 Kent Wildlife Trust successfully introduced a family of beavers at Ham Fen, the last remaining ancient fenland in the county close to the town of Sandwich; these are now established and are breeding. In October 2005, six Eurasian beavers were reintroduced to Britain in Lower Mill Estate in Gloucestershire; in July 2007 a colony of four Eurasian beavers was established at Martin Mere in Lancashire, and a trial re-introduction occurred in Scotland in May 2009. Feasibility studies for a reintroduction to Wales are at an advanced stage and a preliminary study for a reintroduction of beavers to the wild in England has recently been published. The North American beaver (Castor canadensis), also called the Canadian beaver (which is also the name of a subspecies), American beaver, or simply beaver in North America, is native to Canada, much of the United States and parts of northern Mexico. The chief feature distinguishing C. canadensis from C. fiber is the form of the nasal bones of the skull. This species was introduced to the Argentine and Chilean Tierra del Fuego, as well as Finland, France, Poland and Russia. The North American beaver's preferred food is the water-lily (genus Nuphar), which bears a resemblance to a cabbage-stalk, and grows at the bottom of lakes and rivers. Beavers also gnaw the bark of birch, poplar, and willow trees; but during the summer a more varied herbage, with the addition of berries, is consumed. These animals are often trapped for their fur. During the early 19th century, trapping eliminated this animal from large portions of its original range. However, through trap and transfer and habitat conservation it made a nearly complete recovery by the 1940s. Beaver furs were used to make clothing and top-hats. Much of the early exploration of North America was driven by the quest for this animal's fur. Native peoples and early settlers also ate this animal's meat. The current beaver population has been estimated to be 10 to 15 million; one estimate claims that there may at one time have been as many as 90 million. The habitat of the beaver is the riparian zone, inclusive of stream bed. The actions of beavers for hundreds of thousands of years][ in the Northern Hemisphere have kept these watery systems healthy and in good repair, although a human observing all the downed trees might think that the beavers were doing just the opposite. The beaver works as a keystone species in an ecosystem by creating wetlands that are used by many other species. Next to humans, no other extant animal appears to do more to shape its landscape. Beavers potentially even impact climate change. Beavers fell trees for several reasons. They fell large mature trees, usually in strategic locations, to form the basis of a dam, but European beavers tend to use small diameter (<10 cm) trees for this purpose. Beavers fell small trees, especially young second-growth trees, for food. Broadleaved trees re-grow as a coppice, providing easy-to-reach stems and leaves for food in subsequent years. Ponds created by beavers can also kill some tree species by drowning but this creates standing dead wood, which is very important for a wide range of animals and plants.][ Beaver dams are created as a protection against predators, such as coyotes, wolves and bears, and to provide easy access to food during winter. Beavers always work at night and are prolific builders, carrying mud and stones with their fore-paws and timber between their teeth. Because of this, destroying a beaver dam without removing the beavers is difficult, especially if the dam is downstream of an active lodge. Beavers can rebuild such primary dams overnight, though they may not defend secondary dams as vigorously. (Beavers may create a series of dams along a river.) The ponds created by well-maintained dams help isolate the beavers' homes, their lodges, which are created from severed branches and mud. The beavers cover their lodges late every autumn with fresh mud, which freezes when the frost sets in. The mud becomes almost as hard as stone, and neither wolves nor wolverines can penetrate it. The lodge has underwater entrances to make entry nearly impossible for any other animal (however, muskrats have been seen living inside beaver lodges with the beavers who made them). A very small amount of the lodge is actually used as a living area. Contrary to popular belief, beavers actually dig out their dens with underwater entrances after they finish building the dams and lodge structures. There are typically two dens within the lodge, one for drying off after exiting the water, and another, drier one where the family actually lives. Beaver houses are formed of the same materials as the dams, with little order or regularity of structure, and seldom contain more than four adult and six or eight young beavers. Some of the larger houses have one or more partitions, but these are only posts of the main building left by the builders to support the roof, for the apartments usually have no communication with each other except by water. When the ice breaks up in spring beavers always leave their embankments and rove about until just before fall, when they return to their old habitations and lay in their winter stock of wood. They seldom begin to repair the houses until the frost sets in, and never finish the outer coating until the cold becomes severe. When they erect a new habitation they fell the wood early in summer, but seldom begin building until nearly the end of August. Beaver lodge, approx. 20-foot (6.1 m) diameter. Ontario, Canada Illustration of lodge Beaver ponds, and the wetlands that succeed them, remove sediments and pollutants from waterways, including total suspended solids, total nitrogen, phosphates, carbon and silicates. The term "beaver fever" is a misnomer coined by the American press in the 1970s, following findings that the parasite Giardia lamblia, which causes Giardiasis, is carried by beavers. However, further research has shown that many animals and birds carry this parasite, and the major source of water contamination is by other humans. Norway has many beaver but has not historically had giardia and New Zealand has giardia but no beaver. Recent concerns point to domestic animals as a significant vector of giardia with young calves in dairy herds testing as high as 100% positive for giardia. In addition, fecal coliform and streptococci bacteria excreted into streams by grazing cattle have been shown to be reduced by beaver ponds, where the bacteria are trapped in bottom sediments. After 200 years, a beaver has returned to New York City, making its home along the Bronx River, having spent time living at the Bronx Zoo as well as the Botanical Gardens. Beavers were trapped to near extirpation and had not been seen in New York City since the early 1800s. The return of "Jose", named after Representative Jose Serrano from the Bronx, is seen as evidence that efforts to restore the river have been successful. "Jose Serrano" has been sighted below the East Tremont bridge at Drew Gardens as recently as June 2009. In Chicago, several beavers have returned and made a home near the Lincoln Park's North Pond. The "Lincoln Park beaver" has not been as well received by the Chicago Park District and the Lincoln Park Conservancy, which was concerned over damage to trees in the area. In March 2009, they hired an exterminator to remove a beaver family using live traps, and accidentally killed the mother when she got caught in a snare and drowned. Relocation costs $4,000–$4,500 per animal. Scott Garrow, District Wildlife Biologist with the Illinois Department of Natural Resources, opined that relocating the beavers may be "a waste of time", as there are records of beaver recolonizing North Pond in Lincoln Park in 1994, 2003, 2004, 2008 and 2009. As of fall 2009 a new beaver lodge has appeared on North Pond's northwest bank. Outside San Francisco, in downtown Martinez, California, a male and female beaver arrived in Alhambra Creek in 2006. The Martinez beavers built a dam 30 feet wide and at one time 6 feet high, and chewed through half the willows and other creekside landscaping the city planted as part of its $9.7 million 1999 flood-improvement project. When the City Council wanted to remove the beavers because of fears of flooding, local residents organized to protect them, forming an organization called "Worth a Dam". Resolution included installing a pipe through the beaver dam so that the pond's water level could not become excessive. Now protected, the beaver have transformed Alhambra Creek from a trickle into multiple dams and beaver ponds, which in turn, led to the return of steelhead trout and North American river otter in 2008, and mink in 2009. The Martinez beavers probably originated from the Sacramento-San Joaquin River Delta which once held the largest concentration of beaver in North America. In Aurora, Colorado, at the Star-K Ranch Park, two active beaver dams and one inactive beaver dam may be seen, with a beaver burrow in the north banks of the Sand Creek along the active beaver pond. Beaver lodge re-appears in Chicago's North Pond, December 2009\|right Mink returns to Beaver Pond near San Francisco, 2009 In the 1940s, beavers were brought from northern Manitoba in Canada to the island of Tierra Del Fuego in southern Chile and Argentina, for commercial fur production. However, the project failed and the beavers, ten pairs, were released into the wild. Having no natural predators in their new environment, they quickly spread throughout the island, and to other islands in the region, reaching a number of 100,000 individuals within just 50 years. They are now considered a serious invasive species in the region, due to their massive destruction of forest trees, and efforts are being made for their eradication. The drastically different ecosystem has led to substantial environmental damage, as the ponds created by the beavers have no ecological purpose (wetlands do not form there as they do in the beavers' native territory) and there are no native, large predators.][ They have also been found to cross saltwater to islands northward; a possible encroachment on the mainland has naturalists highly concerned. In contrast, areas with introduced beaver were associated with increased populations of native puye fish (Galaxias maculatus), whereas the exotic brook trout (Salvelinus fontinalis) and rainbow trout (Oncorhynchus mykiss) had negative impacts on native stream fishes in the Cape Horn Biosphere Reserve, Chile. Beavers are classed as a "prohibited new organism" under New Zealand's Hazardous Substances and New Organisms Act 1996, preventing it from being imported into the country. The basic units of beaver social organization are families consisting of an adult male and adult female in a monogamous pair and their kits and yearlings. Beaver families can have as many as ten members in addition to the monogamous pair. Groups this size or close to this size build more lodges to live in while smaller families usually need only one. However, large families in the northern hemisphere have been recorded living in one lodge. Beaver pairs mate for life; however, if a beaver's mate dies, it will partner with another one. Extra-pair copulations also occur. In addition to being monogamous, both the male and female take part in raising offspring. They also both mark and defend the territory and build and repair the dam and lodge. When young are born, they spend their first month in the lodge and their mother is the primary caretaker while their father maintains the territory. In the time after they leave the lodge for the first time, yearlings will help their parents build food caches in the fall and repair dams and lodges. Still, adults do the majority of the work and young beavers help their parents for reasons based on natural selection rather than kin selection. They are dependent on them for food and for learning life skills. Young beavers spend most of their time playing but also copy their parents' behavior. However while copying behavior helps imprint life skills in young beavers it is not necessarily immediately beneficial for parents as the young beaver do not perform the tasks as well as the parents. Older offspring, which are around two years old, may also live in families and help their parents. In addition to helping build food caches and repairing the dam, two-year olds will also help in feeding, grooming and guarding younger offspring. While these helping two-year olds help increase the chance of survival for younger offspring, they are not essential for the family and two-year olds only stay and help their families if there is a shortage of resources in times of food shortage, high population density, or drought. When beavers leave their natal territories, they usually do not settle far. Beavers can recognize their kin by detecting differences in anal gland secretion composition using their keen sense of smell. Related beavers share more features in their anal gland secretion profile than unrelated beavers. Being able to recognize kin is important for beaver social behavior and it causes more tolerant behavior among neighboring beavers. Beavers maintain and defend territories, which are areas for feeding, nesting and mating. They invest much energy in their territories, building their dams and becoming familiar with the area. Beavers mark their territories by constructing scent mounts made of mud, debris and castoreum, a urine based substance excreted through the beavers castor sacs between the pelvis and base of the tail. These scent mounts are established on the border of the territory. Once a beaver detects another scent in its territory, finding the intruder takes priority, even over food. Because they invest so much energy in their territories, beavers are intolerant of intruders and the holder of the territory is more likely to escalate an aggressive encounter. These encounters are often violent. To avoid such situations, a beaver marks its territory with as many scent mounds as possible, signaling to intruders that the territory holder has enough energy to maintain its territory and is thus able to put up a good defense. As such, territories with more scent mounts are avoided more often than ones with fewer mounts. Scent marking increases in August during the dispersal of yearlings, in an attempt to prevent them from intruding on territories. Beavers also exhibit a behavior known as the "dear enemy effect". A territory-holding beaver will investigate and become familiar with the scents of its neighbors. As such they respond less aggressively to intrusions by their territorial neighbours than those made by non-territorial floaters or "strangers". Occurrences of beaver aggression, however, have been reported. In April 2013, an angler, near Minkovichi in the Brest region of Belarus, died after being bitten twice on the leg by a wild Eurasian beaver. Both beaver testicles and castoreum, a bitter-tasting secretion with a slightly fetid odor contained in the castor sacs of male or female beaver, have been articles of trade for use in traditional medicine. Yupik (Eskimo) medicine used dried beaver testicles like willow bark to relieve pain. Dried beaver testicles were also used as contraception. Beaver testicles were used as medicine in Iraq and Iran during the tenth to nineteenth century. Claudius Aelianus comically described beavers chewing off their testicles to preserve themselves from hunters, which is not possible because the beaver's testicles are inside its body. European beavers (Castor fiber) were eventually hunted nearly to extinction in part for the production of castoreum, which was used as an analgesic, anti-inflammatory, and antipyretic. Castoreum was described in the 1911 British Pharmaceutical Codex for use in dysmenorrhea and hysterical conditions (i.e. pertaining to the womb), for raising blood pressure and increasing cardiac output. The activity of castoreum has been credited to the accumulation of salicin from willow trees in the beaver's diet, which is transformed to salicylic acid and has an action very similar to aspirin. Castoreum continues to be used in perfume production. Much of the early European exploration and trade of Canada was based on the quest for beaver. The most valuable part of the beaver is its inner fur whose many minute barbs make it excellent for felting, especially for hats. In Canada a 'made beaver' or castor gras that an Indian had worn or slept on was more valuable than a fresh skin since this tended to wear off the outer guard hairs. Beavers have been trapped for millennia, and this continues to this day. Beaver pelts were used for barter by Native Americans in the 17th century to gain European goods. They were then shipped back to Great Britain and France where they were made into clothing items. Widespread hunting and trapping of beavers led to their endangerment. Eventually, the fur trade declined due to decreasing demand in Europe and the takeover of trapping grounds to support the growing agriculture sector. A small resurgence in beaver trapping has occurred in some areas where there is an over-population of beaver; trapping is done when the fur is of value, and the remainder of the animal may be used as feed. In the 1976/1977 season, 500,000 beaver pelts were harvested in North America. In wider culture, the beaver is famed for its industriousness. The English verb "to beaver" means to work hard and constantly. The importance of the beaver in the development of Canada through the fur trade led to its official designation as the national animal in 1975. The animal has long been associated with Canada, appearing on the coat of arms of the Hudson's Bay Company in 1678. It is depicted on the Canadian five-cent piece and was on the first pictorial postage stamp issued in the Canadian colonies in 1849 (the so-called "Three-Penny Beaver"). As a national symbol, the beaver was chosen to be the mascot of the 1976 Summer Olympics held in Montreal with the name "Amik" ("beaver" in Ojibwe). The beaver is also the symbol of many units and organizations within the Canadian Forces, such as on the cap badges of the RégimenteRoyal 22 and the Canadian Military Engineers. Toronto Police Services, London Police Service, Canadian Pacific Railway Police Service and Canadian Pacific Railway crest bears the beaver on their crest or coat of arms. Others who have used the beaver in their company or organizational symbol or as their mascot include: In the 17th century, based on a question raised by the Bishop of Quebec, the Roman Catholic Church ruled that the beaver was a fish (beaver flesh was a part of the indigenous peoples' diet, prior to the Europeans' arrival) for purposes of dietary law. Therefore, the general prohibition on the consumption of meat on Fridays during Lent did not apply to beaver meat. The legal basis for the decision probably rests with the Summa Theologica of Thomas Aquinas, which bases animal classification as much on habit as anatomy. This is similar to the Church's classification of the capybara, another semi-aquatic rodent. In computability theory, a busy beaver (from the colloquial expression for "industrious person") is a Turing machine that attains the maximum "operational busyness" (such as measured by the number of steps performed, or the number of nonblank symbols finally on the tape) among all the Turing machines in a certain class. The Litter was an American psychedelic and garage rock band, formed in 1966 in Minneapolis. They are best remembered for their 1967 debut single "Action Woman." The group recorded an album in 1972 but would re-unite in 1990, 1992, and again in 1998, when they recorded a new studio album consisting of both old and new material. All of their Minneapolis recorded material was produced by Warren Kendrick, who also owned the Scotty and Warick and Hexagon labels. A litter is the offspring at one birth of animals from the same mother and usually from one set of parents. The word is most often used for the offspring of mammals, but can be used for any animal that gives birth to multiple young. In comparison, a group of eggs and the offspring that hatch from them are frequently called a clutch, whilst young birds are often called a brood. A litter is defined as anywhere between three and eight offspring. Animals from the same litter are referred to as litter-mates. Animals frequently display grouping behavior in herds, swarms, flocks, or colonies, and these multiple births derive similar advantages. A litter offers some protection from predation, not particularly to the individual young but to the parents' investment in breeding. With multiple young, predators could eat several and others could still survive to reach maturity, but with only one offspring, its loss could mean a wasted breeding season. The other significant advantage is the chance for the healthiest young animals to be favored from a group. Rather than it being a conscious decision on the part of the parents, the fittest and strongest baby competes most successfully for food and space, leaving the weakest young, or runts, to die through lack of care. In the wild, only a small percentage, if any, of the litter may survive to maturity, whereas for domesticated animals and those in captivity with human care the whole litter might survive. Kittens and puppies are in this group. For mammals the gestation period is the time in which a fetus develops, beginning with fertilization and ending at birth. The duration of this period varies between species. For most species, the amount a fetus grows before birth determines the length of the gestation period. Smaller species normally have a shorter gestation period than larger animals. For example, a cat's gestation normally takes 58–65 days while an elephant's takes 645 days. However, growth does not necessarily determine the length of gestation for all species, especially for those with a breeding season. Species that use a breeding season usually give birth during a specific time of year when food is available. Various other factors can come into play in determining the duration of gestation. For humans, male fetuses normally gestate several days longer than females and multiple pregnancies gestate for a shorter period. Ethnicity may also lengthen or shorten gestation. In dogs there's a positive correlation between gestation time and a small litter size. Gestation is the carrying of an embryo or fetus inside female viviparous animals, including mammals, as well as some non-mammalian species. Mammals during pregnancy can have one or more gestations at the same time (multiple gestations). The time interval of a gestation is called the gestation period. In human obstetrics, gestational age refers to the embryonic or fetal age plus two weeks. This is approximately the duration since the woman's last menstrual period (LMP) began. In mammals, pregnancy begins when a fertilized zygote implants in the female's uterus and ends once the fetus leaves the uterus. Below are average and approximate values ordered by gestation period (note for humans gestational age is counted from the LMP, for other animals the counting method varies, so these figures could be 14 days off): Human pregnancy can be divided roughly into three trimesters, each approximately three months long. The first trimester is from the last period to the 13th week, the second trimester is from the 14th to 27th week, and the third trimester is from the 28th week to 42 weeks. In humans, birth normally occurs at a gestational age of about 40 weeks, though a normal range is from 38 to 42 weeks. A viviparous animal is an animal employing vivipary: the embryo develops inside the body of the mother, as opposed to outside in an egg (ovipary). The mother then gives live birth. The less developed form of vivipary is called ovoviviparity, which, for instance, occurs in most vipers. The more developed form of vivipary is called placental viviparity; mammals are the best example, but it has also evolved independently in other animals, such as in scorpions, some sharks, and in velvet worms. Viviparous offspring live independently and require an external food supply from birth. Certain lizards also employ this method such as the genera Tiliqua and Corucia. The placenta is attached directly to the mother in these lizards which is called viviparous matrotrophy. Ovoviviparous animals develop within eggs that remain within the mother's body up until they hatch or are about to hatch. This strategy of birth is known as ovoviviparity. It is similar to vivipary in that the embryo develops within the mother's body. Unlike the embryos of viviparous species, ovoviviparous embryos are nourished by the egg yolk rather than by the mother's body. However, the mother's body does provide gas exchange. by many aquatic life forms such as fish and some sharks, reptiles, and invertebrates. The young of ovoviviparous amphibians are sometimes born as larvae, and undergo metamorphosis outside the body of the mother. The Syngnathidae family of fish has the unique characteristic whereby females lay their eggs in a brood pouch on the male's chest, and the male incubates the eggs. Fertilization may take place in the pouch or before implantation in the water. Included in Syngnathidae are seahorses, the pipefish, and the weedy and leafy sea dragons. Syngnathidae is the only family in the animal kingdom to which the term "male pregnancy" has been applied. Weaning is the process of gradually introducing a mammal infant to what will be its adult diet and withdrawing the supply of its mother's milk. The process takes place only in mammals, as only mammals produce milk. The infant is considered to be fully weaned once it no longer receives any breast milk (or bottled substitute). How and when to wean a human infant is a subject of much controversy. The American Academy of Pediatrics recommends feeding a baby only breast milk for the first 6 months of its life, and continuing breastfeeding until the child is at least one year old and for as long after that as the mother and child both wish to continue. However many mothers find breastfeeding challenging, especially in modern times when many mothers have to return to work relatively soon after the birth of their child. The American Academy of Pediatrics and the World Health Organization recommend waiting until 6 months to introduce baby food. However, many baby food companies market their "stage 1" foods to children between 4 and 6 months old with the precaution that the food is meant to be consumed in addition to breast milk or formula and is just for "practice". These practice foods are generally soft and runny. Examples include mashed fruit and vegetables. Certain foods are recommended to be avoided. The United Kingdom's NHS recommends withholding foods including those "that contain wheat, gluten, nuts, peanuts, peanut products, seeds, liver, eggs, fish, shellfish, cows’ milk and soft or unpasteurised cheese" until a baby is six months old, as they may cause food allergies or make the baby ill. However, recommendations such as these have been called into question by research that suggests early exposure to potential allergens does not increase the likelihood of allergies. In many cultures around the world, weaning progresses with the introduction of feeding the child food that has been prechewed by the parent along with continued breastfeed, a practice known as premastication. The practice was important in human history in that it naturally gave a child a greatly improved protein source and also that prevents infant iron deficiency. The prechewing of food also allows gives thet baby long-term immunological benefits through factors in the mother's saliva. However, premasticated food from caregivers of lower socioeconomic status in areas of endemic diseases can result in passing the disease to the child. No matter what age baby food is introduced, it is generally a very messy affair, as young children do not have the coordination to eat "neatly".][ Coordination for using utensils properly and eating with dexterity takes years to develop. Many babies begin using utensils between 10 and 14 months, but most will not be able to feed themselves well until about 2 or 3 years of age.][ At this point, the mother tries to force the infant to cease nursing, while the infant attempts to force the mother to continue. From an evolutionary perspective, weaning conflict may be considered the result of the cost of continued nursing to the mother, perhaps in terms of reduced ability to raise future offspring, exceeding the benefits to the mother in terms of increased survival of the current infant. This can come about because future offspring will be equally related to the mother as the current infant, but will share less than 100% of the current infant's genes. So, from the perspective of the mother's evolutionary fitness, it makes sense for her to cease nursing the current infant as soon as the cost to future offspring exceeds the benefit to the current infant. But, assuming the current infant shares 50% of the future offsprings' genes, from the perspective of the infant's own evolutionary fitness, it makes sense for the infant to continue nursing until the cost to future offspring exceeds twice the benefit to itself (perhaps less, depending on the number of potential future offspring). Weaning conflict has been studied for a variety of mammal species, including primates and canines. There is significant individual and cultural variation in time of weaning. Scientifically, one can ask various questions; some of the most straightforwardly empirical include: As there are significant ranges and skew in these numbers (some infants are never nursed, or only nursed briefly, for instance), looking at the median (half-way mark) is more useful than looking at the average. Considering biological measures of maturity, notably investigated by Kathy Dettwyler, yields a range of ages from 2 1/2 years to 7 years as the weaning age analogous to other primates – the "natural age of weaning". This depends on the measure, for example: weaning in non-human primates is often associated with eruption of permanent molars (humans: 5 1/2 to 6 years); comparing duration of nursing to length of pregnancy (gestation time) yields a factor of about 6 in chimpanzees and gorillas (humans: 6×9 months = 54 months = 4 1/2 years); body weight may be compared to birth weight (quadrupling of birth weight yields about 2 1/2 to 3 1/2 years for humans; 1/3 of adult weight yields 5 to 7 years for humans); and similarly for other measures. The age at which children are normatively weaned can vary significantly between cultures, "from 6 months to 5 1/2 years".][ There is often a cultural expectation in the United States that children be weaned early.][ Other studies are possible, as in psychological factors. For example, Barbara Rogoff has noted, citing a 1953 study by Whiting & Child, that the most distressing time to wean a child is at 13–18 months. After this peak, weaning becomes progressively easier and less distressing for the child, with "older children frequently wean[ing] themselves." In science, mice are frequently used in laboratory experiments. When breeding laboratory mice in a controlled environment, the weaning is defined as the moment when the pups are transferred out of the mothers' cage. Weaning is recommended at 3 to 4 weeks after parturition. For pet carnivores such as dogs or cats, there are special puppy or kitten foods commercially available. Alternatively, if the pet owner feeds the parent animals home-made pet food, the young can be fed the same foods chopped into small pieces. North American Beaver Health Medical Pharma Health Medical Pharma
The following words are commonly found in essay tests. Understanding them is essential to success on these tests. Analyze – Break into separate parts and discuss, examine, or interpret each part. Compare – Examine two or more things. Identify similarities and differences. Contrast – Show differences. Set in opposition. Criticize – Make judgments. Evaluate comparative worth. This often involves analysis. Define – Give the meaning, usually a meaning specific to a subject. Definitions are usually short. Describe – Give a detailed account. Make a picture with words. List characteristics, qualities, and parts. Discuss – Consider and debate the pros and cons of an issue. Write about any conflict. Compare and contrast. Enumerate – List several ideas, aspects, events, things, qualities, reasons, etc. Evaluate – Give your opinion or cite the opinions of experts. Include evidence to support the evaluation.. Explain – Make an idea clear. Show logically how an idea is developed. Illustrate – Give concrete examples. Explain with word pictures. Interpret – Comment upon, give examples, and describe relationships. Explain the meaning, and then evaluate. Outline – Describe main ideas, characteristics, or events. (not necessarily with Roman numerals and/or letters). Prove – Support with facts (especially those from class or the text). State – Explain precisely. Summarize – Give a brief, condensed account. Avoid unnecessary details. Include conclusions. Trace – Show the order of events or progress of a subject or event. Adapted from Becoming A Master Student by David B. Ellis. http://tinyurl.com/2am93mh
Scientists gain insight into how the rainforest collapse 307 million years ago impacted the evolution of early land vertebrates Researchers at the University of Birmingham have discovered that the mass extinction seen in plant species caused by the onset of a drier climate 307 million years ago led to extinctions of some groups of tetrapods, the first vertebrates to live on land, but allowed others to expand across the globe. This research is published today (7th February 2018) in the journal Proceedings of the Royal Society B. The Carboniferous and Permian periods (358 – 272 million years ago) were critical intervals in the evolution of life on land. During the Carboniferous Period North America and Europe lay in a single land mass at the equator which was covered by dense tropical rainforests. These rainforests flourished because of the warm humid climate, providing an ideal habitat for early tetrapods (vertebrates with four limbs), allowing them to diversify into a variety of species. But towards the end of this period a major global environment change took place - just as the number of tetrapod species began to increase, the rainforests started to disappear. The climate became much drier causing the mass extinction of many species within the dominant plant groups, such as horsetails and club mosses. Despite this being a catastrophic event for plants, it has been unclear how this affected the early tetrapod community. Previous attempts to estimate the diversity changes during this period have been hindered by the fossil record, which has not been sampled equally in different time intervals or geographic areas. To fill these gaps in the data, the Birmingham researchers compiled a new dataset from the Paleobiology Database and used advanced statistical methods to estimate diversity and biogeographic changes. The results of the study show that tetrapod diversity decreased after the rainforest collapse and the onset of drier conditions, largely due to the reduction in suitable habitats for amphibians which needed wet environments to survive. However they also found that after the rainforest collapse surviving tetrapod species began to disperse more freely across the globe, colonising new habitats further from the equator. Many of these survivors were early amniotes, such as early reptiles, whose generally larger size relative to early amphibians allowed them to travel longer distances, and their ability to lay eggs meant they were not confined to watery habitats. Emma Dunne, from the University of Birmingham’s School of Geography, Earth and Environmental Sciences, said: ‘This is the most comprehensive survey ever undertaken on early tetrapod evolution, and uses many newly developed techniques for estimating diversity patterns of species from fossil records, allowing us greater insights into how early tetrapods responded to the changes in their environment.’ Dunne continued: ‘We now know that the rainforest collapse was crucial in paving the way for amniotes, the group which ultimately gave rise to modern mammals, reptiles and birds, to become the dominant group of land vertebrates during the Permian period and beyond.’ For further information Kate Chapple, Press Office, University of Birmingham, tel 0121 414 2772, or Press Office Notes to Editors Paper: Diversity change during the rise of tetrapods and the impact of the Carboniferous rainforest collapse. - Dimetrodon: Illustration of Dimetrodon, a type of early amniote (mammal ancestor) with a distinctive spine along its back which lived during the early Permian (298-272 million years ago). Image credit: Simon Stalenhag. - Carboniferous forest: Artist impression of the Carboniferous rainforests where a small group of early tetrapods sit by the water’s edge. Image credit: Mark Ryan.
Is Einstein's blunder right? Albert Einstein Yerkes Observatory In 1917, Albert Einstein added a fudge-factor to his theory of general relativity in order to balance the attractive force of gravity. After Edwin Hubble showed the universe is actually expanding, Einstein retracted his cosmological constant, which he called his greatest blunder. Now, a survey of distant supernovae reveals that dark energy — the mysterious force accelerating cosmic expansion — behaves like Einstein's constant to a precision of 10 percent. "Our particular observation is at odds with a number of theoretical ideas about the nature of dark energy. They generally predict that it should change its form as the universe expands," says University of Toronto's Ray Carlberg. "As far as we can see, it doesn't." Carlberg is a member of the Supernova Legacy Survey (SNLS), a collaborative international effort that uses the 3.6-meter Canada-France-Hawaii Telescope atop Mauna Kea, Hawaii, and its giant MegaCam imager. Researchers first identify distant supernovae in MegaCam images then acquire the exploding stars' spectra using some of the largest telescopes on Earth, including the Gemini North and Keck telescopes on Mauna Kea. Since 1998, astronomers have used distant supernovae to study how cosmic expansion accelerates. They discovered that supernovae at a given distance seem to be fainter than they would be if the universe's expansion were slowing down. This result, which has been observed consistently for the last 8 years, strongly implies that the cosmos is expanding at an ever-faster rate. Astronomers refer to the force driving this apparent increase as dark energy. "Improved observations of distant supernovae are the most immediate way in which we can learn more about … dark energy," says Caltech's Richard Ellis, one of the paper's authors. "The present study is a very big step forward in quantity and quality — and amazingly suggests that Einstein was pretty close to the mark." The initial results, to be published in an upcoming issue of Astronomy & Astrophysics, are based on about 20 nights of data. This is first of over nearly 200 nights slated for the project. Scientists expect future results will double or even triple the finding's precision.
A team of scientists say that a recently discovered fossil sheds light on how dinosaurs may have attracted mates. Paleontologists working in conjunction with the U.S. National Science Foundation and the China’s Beijing Museum of Natural History say that winged dinosaurs may have used glossy feathers to attract mates. The study if the first to identify the glossy feathers as part of a mating ritual. Paleontologists announced the discovery following a study of a newly-discovered dinosaur fossil they say is the earliest known record of iridescent color in feathers. The fossil is that of a four-winged, pigeon-sized dinosaur called a Microraptor that lived about 120 million years ago during the height of the dinosaur age, said scientists. Until now, a number of scientists had posited that the feather-covered dinosaurs may have used the feathers for flight, rather than mating. The team noted that the feathers closely resembled those of a peacock, in that they are located near the tail of the creature and were largely useless in flight. The team noted that the well-preserved fossil allow them to study the pigment-containing cells, which resembles those seem in modern day birds. “Iridescence is widespread in modern birds and is frequently used in displays,” said Matthew Shawkey, a biologist at the University of Akron in Ohio. “Our evidence that microraptor was largely iridescent thus suggests that feathers were important for display even relatively early in their evolution.” That said, the team of paleontologists noted that the latest study is far from definitive. The team noted that the feathers may have been used for a variety of purposes, including regulating body temperature. Only recently has the technology allow paleontologists to study the pigment-containing cells of fossils. Scientists noted that the pigment cells in dinosaurs are especially difficult to examine due to their shape, which is largely narrow. The new study is published in the journal Science.
Symmetry is a major trait in the architecture of the vast majority of animals: if we exclude sponges, a typical animal body plan will show one or more planes of symmetry. Radial symmetry is considered the ancestral state for the Eumetazoa, with body plans such as the polyps and jellyfishes within the Cnidarians, usually with benthonic or planktonic life. The acquisition of bilateral symmetry (clade Bilateria) represented a critical keystone in the evolutionary history of animals, leading to their greatest explosive radiation and the birth of most of the current phyla. The significance of this innovation is better understood if we consider that bilateral symmetry is not only about body shape: it also was linked to a process of encephalization (concentration of sense organs and increase of the complexity of the neural system in the front of the body) and a more effective locomotion and predatory behaviors. Interestingly, many bilateral lineages have evolved secondarily and independently into a body plan that shows partially a more or less radial symmetry. Most of the times this return is linked to a re-acquisition of a benthonic life where an agile locomotion is no longer needed. Some traits of the past bilateral condition may be more or less evident in the anatomy of these animals or, at least, in their early development. So, polyp-like shapes of some annelids, bryozoans or phoronids may look radially inspired and physiologically convergent with many cnidarians, but if we look closer to their structures or explore the inner anatomy of their whole body, their bilateral condition would become evident. Among the Bilateria, echinoderms (sea urchins, starfishes, sea cucumbers and so on) seem to have mastered the secondary return to a radial symmetry: while their larvae are always bilateral, the adults typically show an exquisite and almost perfect pentameral symmetry and even the internal organs are evenly and radially distributed. (Although it is unrelated with the rest of this post, I cannot help mentioning that some echinoderms returned to a bilateral symmetry once again). Unlike the polypoid phoronids or bryozoans, radial echinoderms like starfishes are not expected to have any traits of their past bilateral condition and every single arm is supposed to be anatomically and physiologically equivalent to the rest. However, this is a hypothesis that has been challenged periodically by ethologists. Last year, a study 1 performed in the Agricultural University of China, used the starfish Asterias amurensis as a model to test the extent to which the radial symmetry is reflected in the behavior of this echinoderm. They chose a criterion to unequivocally identify each particular arm of a starfish and exposed hundreds of individuals to some simple behavioral experiments that would show if these animals are indeed comprised of totally equivalent parts or if they have any orientation preference. The identification of the arms was done with the help of the position of the madreporite (a calcareous structure that controls the liquid exchange between the sea and the water vascular system), whose position is not centered, slightly breaking the symmetry of the starfish. The arm opposite to the madreporite was considered the first one in this study, while the remaining were numbered clockwise after it. The first behavior experiment consisted on turning the starfish upside down and then check which arms did it choose to turn over itself. A starfish in this situation usually bends two adjacent arms against the seabed and pushes with the arm opposite to this pair (stamping arm), so, the researchers turned 1,034 starfishes upside down and scored which was the stamping arm for each of them. (If you have ever played with a starfish in a tidepool, you will agree that this is not exactly like watching an action movie). The other experiments were performed to test in which direction moved the echinoderm when it was allowed to crawl freely (694 starfishes) and, alternatively, when it was forced to “escape” after dripping on its center an alkaline solution (tested on 548 starfishes). Although the starfishes were able to turn over, crawl and flee using any arm, the axis along the fifth arm received a privileged use according to the results. The authors interpreted that starfishes, and probably all the pentameral echinoderms, behave as bilateral animals despite their symmetrical anatomy, and that the direction set by their fifth arm should be considered the anterior direction. As a consequence, a higher concentration of sense organs or neural ganglia along this axis is predicted in the paper. The authors also argue that this bilateral behavior has remained within echinoderms since the Cambrian period and it is better shown in stress conditions: starfish often crawl freely in any direction, but when they want to escape they are more likely to use the “antero-posterior axis” delimited by the fifth arm. That made me think of those left-handed people that, although they were “forced” to write with their right hands since they were kids, still turn to their “strong arm” if they need to use a hammer. In my opinion, the results of this study are interesting, but considering that starfishes are bilaterians from the ethological point of view may be going too far. The frequencies of the use of the rest of the arms are still very high in spite of the statistical prominence of the fifth arm. What I wonder (and would have liked to read about) is whether a particular starfish will consistently use a particular arm to escape or turn over repeatedly and the relative frequency of “fifth-handed” starfishes versus other possibilities. Even octopuses show preference for some particular limbs [fotnote]Byrne R.A., Kuba M.J., Meisel D.V., Griebel U. & Mather J.A. (2006). Does Octopus vulgaris have preferred arms?, Journal of Comparative Psychology, 120 (3) 198-204. DOI: 10.1037/0735-7036.120.3.198[/footnote] when they do specific tasks. I would rather think that having a “strong arm” is a consequence of specialization and proficiency after practice, but not of body symmetry.
Bird scientists in a flap Modern birds may have evolved before the mass extinction of the dinosaurs some 65 million years ago, the event many believe shaped animal diversity today, a study suggests. New analysis of a bird fossil Vegavis iaai found in Antarctica in the 1990s says it is a relative of modern ducks and geese, suggesting the evolution of modern birds was well under way during the Cretaceous. The bird lived some 70 million years ago and was a contemporary of the dinosaurs. Scientists originally thought it was part of the lineage that includes today's ducks and geese, but was not itself a direct relative of this group. This latest analysis suggests otherwise, fuelling the debate about when modern birds emerged. Adding to the debate Ornithologists are still debating whether modern bird groups existed in the Cretaceous or if they evolved in a 'Big Bang' in the Tertiary about 65 million years ago, after the dinosaurs became extinct. Big Bang proponents say this could happen mainly because the surviving species from the mass extinction could exploit habitat niches vacated by the dinosaurs. They say the then few lineages of modern birds underwent a massive radiation and diversification within a few million years after the Cretaceous, giving rise to most of the modern groups. According to their interpretation of the avian Cretaceous fossil record, very few specimens can be allocated to modern lineages, proof these lineages did not exist at this time. But another interpretation places a number of the fossils within modern lineages. In this latest analysis the scientists describe how they compared morphological characters (the bumps and the grooves) preserved in the fossil with those found in other fossils and in the skeletons of modern birds. They then analysed the data to determine the genealogical position of this fossil bird relative to other fossil and living birds. From this, the scientists conclude V. iaai is in fact a direct ancestor of living waterfowl. Walter Boles, an ornithologist at the Australian Museum in Sydney, says that because Australia was connected with Antarctica at this time, the findings imply that modern bird groups were also present in Australia in the Cretaceous.
Learn more physics! Hi, could you please help explain to me how lightning rods work? And why a lightning rod with several sharp points is more likely to be struck by lightning than one with a rounded top? I understand that sharp pointed ends accumulate more charge, so is it that there would hence be a greater force of attraction between the charged thundercloud and this sharp pointed rod than with the rounded rod or with a building? Or is it that the sharp points of the rod concentrate the charge of the rod when it is charged by a thunder cloud and so the air around it is neutralised and thus reduces the risk of the building being struck by lightning? I'm pretty confused at the moment and my exam is just around the corner. Thank-you for your kind explanation! - anonymous (age 15) The key idea is that air does not obey ohm's law. The current is not simply proportional to the electric field. At low electric fields, there's almost nothing in the air that can carry current. At high electric fields, the air starts to break down, forming The points are important because the electric field near the tip builds up to large values. The air is therefore more likely to ionize near the tip than somewhere else with a smaller field. That means that current can start flowing there, rather than somewhere else, so it flows directly to the conducting rod. (published on 11/20/11) Follow-up on this answer.
Spinning Color Wheels Posterboard or light cardboard A pencil and a ruler A sharp point to poke a hole in the cardboard (The pencil will do in a pinch.) A straw and a craft brad OR string OR a pushpin and a wooden dowel, optional (Shirts also optional if you're at home and it's sunny out.) Trace a circle onto your posterboard or cardboard. Using your ruler divide your circle evenly into sections (this makes a fun mini math lesson!) like the picture shown above, or like this: For one side of your circle, choose two primary colors, or two complementary colors (colors opposite one another on the color wheel), and color the sections of your circle alternating colors. On the other side of your wheel, color the sections using colors of your choice. Once your circle is colored, poke a small hole through the very center. Use the hole to poke your craft brad, push pin, or string through your circle. Craft brad and straw: Poke a small hole into the straw, insert the pointed end of the brad that's already sticking through the circle, and widen the ends of the brad so that it won't slip back through the straw. Spin the wheel! Push pin and dowel: Poke the end of the pushpin through the center of the circle into the dowel. Make sure it's pushed in firmly so that it won't fall off. Spin the wheel! String: Thread the string through the center of the circle. Holding both ends of the string (one end in each hand), swing the circle around and around, twisting the string. Pull the string tight and watch your wheel spin! Or....just spin your wheel! What happens if you use two primary colors? What happens when you use complementary colors? Why does it work? Color and Spinning Wheels at Newton BBS Ask a Scientist. This is a simple project, and lots of fun! We used this lesson plan: Spinning Color Wheels from Crayola.com. It calls for using string through the center of the circle. We used several kinds of string and yarn, and attempted to fasten our circles to the string in various ways, but we could not get our circles to wind tightly enough on the string. They just flopped around and refused to spin. It wasn't time wasted. We found all kinds of techniques and materials that just won't work. Next we experimented a little with methods we've used in the past for other projects: A straw with a craft brad was just the ticket for preschool gent, kindergarten gent used a push pin and a wooden dowel, and their older brother cut straight to the chase, deciding to forgo the spinners altogether and spinning his circle on the floor instead. Check this out! Color Matters--Amazing Science of Colors. Chockful of information, experiments and color facts, including Color Matters for Kids. More science, art and vision fun for adults: Here's a fascinating web exhibit entitled Color Vision and Art: Vision Science and the Emergence of Modern Art.
The ESA is on a roll. After purposefully crashing a spacecraft into the Moon last week, they just published the first-ever census of Black Holes using their orbiting Gamma Ray spacecraft namesd Integral. One of the cool things about the project is that they ended up using the Earth itself as a giant shutter in order to compose the gamma ray map image. Check out the cool map and links to the ESA site. “An international team, lead by Eugene Churazov and Rashid Sunyaev, Space Research Institute, Moscow, and involving scientists from all groups of the Integral consortium, used the Earth as a giant shield to watch the number of tell-tale gamma rays from the distant Universe dwindle to zero, as our planet blocked their view.“ Now, if only we could connect them in a web of wormholes and travel across the universe! “Integral spotted about 300 individual sources in our Galaxy and around 100 of the brightest supermassive black holes in other galaxies. These are the tip of the iceberg. Astronomers believe there are tens of millions of active black holes spread throughout space, all contributing to the gamma-ray background.”
Presentation on theme: "Bell Ringer 1.Look at the engraving on page 165 based on this picture, who appears to be at fault for the Boston Massacre? British soldiers seems to."— Presentation transcript: 1 Bell Ringer1.Look at the engraving on page 165 based on this picture, who appears to be at fault for the Boston Massacre?British soldiers seems to be at fault for the Boston Massacre.2.Why might colonial leaders interested in independence want to blame the massacre on the British?The colonists tried to use this against the British so they could break away. 3 The Townshend Acts Are Passed What were the Townshend acts?A series of laws passed by Parliament in 1767 that suspended New York’s assembly and established taxes on goods brought into the British colonies. 4 Townshend Acts What did the Stamp Act do? In 1765 law passed by Parliament that’s required all legal and commercial documents to carry an official stamp showing a tax had been paid.Why did the British think the acts would anger the colonists less than the Stamp Acts did?Townshend which were collected before the goods entered the colonies, would anger the the colonist less than the direct taxes of the Stamp Act. The money raised would be used to pay the salaries of the British soldier. 5 Enforcement of the Townshend Acts How did the British attempt to enforce the Townshend Act?The New York assembly was suspended until the New Yorkers agreed to provide housing for the troops. The other acts placed duties, or import taxes, on various goods brought into the colonies, such as glass, paper, paint, lead, and tea. 6 The Reasons for the Protest Why did the writs of assistance anger the colonists?The writs of assistance angered the colonists because search warrants entered others homes or businesses to search for smuggled goods. 7 Townshend ActsWhat methods did the colonists use to protest the Townshend Acts?They made rules about the protesting. 8 A Voice from the PastAs a bell ringer, your read A Voice From the Past on page 164.What do you think about this?Why does Dickinson believe that taxes interfere with happiness?You don’t feel secure with your property when you have to pay taxes. 9 The Boston Massacre Why were British Troops sent to Boston? The British Trade had been hurt and the British took over the American Tea Trade. 10 Boston MassacreWhy did colonists in Boston resent the presence of so many British soldiers?Many people gave up their lives to fight for freedom.How did the Boston Massacre begin? What was the out come?The Sons of Liberty called for the shooting. Crispus Attucks and four others gave up their lives for freedom. 11 Who were the Sons of Liberty? The Sons of Liberty were a group of colonists who formed a secret society to oppose British policies at the time of the American Revolution. 12 Boston MassacreWhy do you think that the Sons of Liberty wanted a shooting if they were supposed to be free? 13 Boston MassacreWhy was the massacre an important event in the cause of independence?Because people gave up their lives to fight for freedomHow did the use of the word massacre show an anti- British view?It was a tool for anti- British propaganda in newspapers, pamphlets, and posters. 14 The Tea Act For what reason did the British repeal the Townshend Acts? The colonists were unaware that on the day of the Boston massacre, parliament proposed the repeal of the Townshend Acts. 15 Tea ActWhy did Samuel Adams think that the colonists might forget the cause of liberty?The colonial boycott had been effective- British trade had been hurt. But Parliament kept the tea tax to show that it still had the right to tax the colonies.What did Samuel Adams do aboutthis?He created the Committees of Correspondence 16 Why Did the Tea Act Anger Colonists? Because Colonists who had not been paying any tax on smuggled tea would now have to pay a tax on this regulated tea. 17 Boston Tea Party What was the Boston Tea Party? The Boston Tea Party was in Boston. The Sons of Liberty Organized this event. In NYC, and Philadelphia, colonists blocked tea ships from landing. In Charleston, South Carolina, colonists unloaded tea and let it rot on the docks.Additional Interesting Fact: On December 16, 1773, three men destroyed 342 chests of tea. 18 Key TermsCrispus Attucks- He was one of the five people killed in the Boston Massacre.Townshend Acts- The way to raise revenue into coloniesWrits of Assistance- Searched warrants, to enter homes or businesses to search for smuggled goods.Samuel Adams- The leader of the Boston Son of Liberty.Boston Massacre- was a clash between British soldiers and Boston colonists in 1770.John Adams- a lawyer and cousin of Samuel Adams, defended British soldiers in court.Committee of Correspondence- a group of people in the colonies who exchanged letters on the colonial affairs.Boston Tea Party- In New York City and Philadelphia, colonists blocked tea ships from landing. In Boston, the Sons of Liberty organize what came to be known as the Boston Tea Party.
On World Meteorological Day (23/3/2016), the World Meteorological Organisation published a website on what is happening to our world: “Our climate is changing. This is not just a future scenario. It is happening now. The climate will continue to change over the coming decades as more and more heat-trapping greenhouse gases emitted by human activities accumulate in the atmosphere. “Each of the past several decades has been significantly warmer than the previous one. The period 2011–2015 was the hottest on record, and the year 2015 – with an extra boost from a powerful El Niño – was the hottest since modern observations began in the late 1800s. “But rising temperatures tell only part of the story. Climate change is disrupting the natural pattern of the seasons, and it is increasing the frequency and intensity of certain extreme weather events, such as heatwaves, droughts and heavy rainfall. These ongoing changes provide a foretaste of a hotter, drier, wetter future.” Click on links above for a 2015 summary and future problems.
Strike on one side and strike on the other side. The function of the clock hammer is as an energy storage device, so the clock can run for a relatively long time without being guarded. When winding up the clockwork driven by the hammer, the hammer can be lifted by pulling the rope. This will give the bell hammer potential energy under the action of the earth’s gravitational field. It can be seen for a while that the clock uses the potential energy to drive the mechanism when the hammer falls. To use the falling hammer to design a simple clock-a clock with only a second hand, I want to install a second hand on this simple clock so that the normal second hand on any clock works like a normal second hand, rotating once every 60 seconds, in this simple mechanism In the middle, releasing the bell hammer will cause a rapid fall, causing the drum to rotate at a speed of about 1000 rpm (revolutions per minute) until the bell hammer falls to the floor.
Aging may create small decrements in the sensitivity of the sensory register. And, to the extent that a person has a more difficult time hearing or seeing, that information will not be stored in memory. This is an important point, because many older people assume that if they cannot remember something, it is because their memory is poor. In fact, it may be that the information was never seen or heard. The Working Memory Older people have more difficulty using memory strategies to recall details (Berk, 2007). As we age, the working memory loses some of its capacity. This makes it more difficult to concentrate on more than one thing at a time or to keep remember details of an event. However, people compensate for this by writing down information and avoiding situations where there is too much going on at once to focus on a particular cognitive task. The Long-Term Memory This type of memory involves the storage of information for long periods of time. Retrieving such information depends on how well it was learned in the first place rather than how long it has been stored. If information is stored effectively, an older person may remember facts, events, names and other types of information stored in long-term memory throughout life. The memory of adults of all ages seems to be similar when they are asked to recall names of teachers or classmates. And older adults remember more about their early adulthood and adolescence than about middle adulthood (Berk, 2007). Older adults retain semantic memory or the ability to remember vocabulary. Younger adults rely more on mental rehearsal strategies to store and retrieve information. Older adults focus rely more on external cues such as familiarity and context to recall information (Berk, 2007). And they are more likely to report the main idea of a story rather than all of the details (Jepson & Labouvie-Vief, in Berk, 2007). A positive attitude about being able to learn and remember plays an important role in memory. When people are under stress (perhaps feeling stressed about memory loss), they have a more difficult time taking in information because they are preoccupied with anxieties. Many of the laboratory memory tests require compare the performance of older and younger adults on timed memory tests in which older adults do not perform as well. However, few real life situations require speedy responses to memory tasks. Older adults rely on more meaningful cues to remember facts and events without any impairment to everyday living. New Research on Aging and Cognition Can the brain be trained in order to build cognitive reserve to reduce the effects of normal aging? ACTIVE (Advanced Cognitive Training for Independent and Vital Elderly), a study conducted between 1999 and 2001 in which 2,802 individuals age 65 to 94, suggests that the answer is “yes”. These participants (26 percent who were African-American) received 10 group training sessions and 4 follow up sessions to work on tasks of memory, reasoning, and speed of processing. These mental workouts improved cognitive functioning even 5 years later. Many of the participants believed that this improvement could be seen in everyday tasks as well (Tennstedt, Morris, et al, 2006). Learning new things, engaging in activities that are considered challenging, and being physically active at any age may build a reserve to minimize the effects of primary aging of the brain. Wisdom is the ability to use common sense and good judgment in making decisions. A wise person is insightful and has knowledge that can be used to overcome obstacles in living. Does aging bring wisdom? While living longer brings experience, it does not always bring wisdom. Those who have had experience helping others resolve problems in living and those who have served in leadership positions seem to have more wisdom. So it is age combined with a certain type of experience that brings wisdom. However, older adults do have greater emotional wisdom or the ability to empathize with and understand others. Problem solving tasks that require processing non-meaningful information quickly (a kind of task that might be part of a laboratory experiment on mental processes) declines with age. However, real life challenges facing older adults do not rely on speed of processing or making choices on one’s own. Older adults are able to make resolve everyday problems by relying on input from others such as family and friends. And they are less likely than younger adults to delay making decisions on important matters such as medical care (Strough et al., 2003; Meegan & Berg, 2002). Abnormal Loss of Cognitive Functioning During Late Adulthood Dementia refers to severely impaired judgment, memory or problem-solving ability. It can occur before old age and is not an inevitable development even among the very old. Dementia can be caused by numerous diseases and circumstances, all of which result in similar general symptoms of impaired judgment, etc. Alzheimer’s disease is the most common form of dementia and is incurable. But there are also nonorganic causes of dementia that can be prevented. Malnutrition, alcoholism, depression, and mixing medications can result in symptoms of dementia. If these causes are properly identified, they can be treated. Cerebral vascular disease can also reduce cognitive functioning. Delirium is a sudden experience of confusion experienced by some older adults. Read the article and listen to the story, Treating Delirium: An Often Missed Diagnosis, for more information on treating delirium and the possible links between delirium and Alzheimer’s Disease.
New Technology for Preserving Biodiversity Of the nine critical planetary boundaries that keep Earth’s environment stable and resilient enough to support life, the closest to being breached is biodiversity. Hundreds of thousands of species are at risk of extinction, which endangers the systems that meet humanity’s most basic needs. New technology for biodiversity conservation can help reduce the strain on ecosystems so our pursuit of a higher global standard of living doesn’t destroy them. The business case for biodiversity Biodiversity conservation protects the natural ecosystems that underpin every industry — regulating climate, purifying water, cycling nutrients, and more. We can generate an estimated US$10.1 trillion in business opportunities each year and create 395 million new jobs by 2030 – all while showing customers that we share their environmental concerns. Technology for the planet Scientists are collaborating to support biodiversity on a global scale by: - Developing autonomous devices to catalogue and publicize the irreplaceable value of ecosystems before they vanish - Creating handheld DNA scanners for inspecting organic products and facial recognition software for chimpanzees to prevent poaching and illegal trade of protected species - Applying machine learning to crowdsourced environmental data to report on animal life, such as suggesting ways to mitigate habitat loss Targeting specific conservation issues Technology can help biodiversity preservation in ways that humans can’t: - A slow-moving, solar-powered robot can monitor environmental data over months or years without disturbing wildlife. - A microelectronic prosthesis can turn jellyfish into living sensors to collect real-time data on ocean health. - Microscopic radio transmitters and radar-reflecting tags track invasive insects to their nests and destroy their colonies. - An “Internet of wild things” that uses Internet of Things (IoT) technologies can monitor habitat changes and stop animal poaching. Repairing broken ecosystems Given enough time and protection from human incursion, even harmed ecosystems like the Chernobyl region can begin to recover. Technology can accelerate the healing: - Phytoextraction uses trees to absorb metals in sewage, transforming contaminated sludge into fertilizer while creating a forest that can be harvested to recover the metals. - Sensors, drones, and repurposed smartphones create early warning systems to detect signs of unwanted human presence in protected areas. - Autonomous robots could patrol and block access to areas that humans cannot or should not enter. We have the opportunity to apply technological innovation to conserving and restoring biodiversity for the benefit of the whole planet.
Project Based Learning with Mobile Devices Session Description: Explain how project-based learning with mobile devices can improve student learning outcomes such as student engagement, retention of content, problem-solving skills, and digital literacy. The student-centered approach of project-based learning combined with the power of mobile devices can help students build 21st-century skills such as critical thinking, collaboration, creativity, and communication. Join Shelly Terrell as she provides an insight into how PBL and mobile devices can improve learning outcomes such as student engagement, retention of content, problem-solving skills, digital literacy, and more! In addition, you will walk away with a variety of lesson ideas to implement in the classroom, including tips and tricks for evaluating student projects. Design a content-specific lesson that incorporates project-based learning and mobile devices to build students’ 21st-century skills and improve learning outcomes. Assessment: Participants will join a collaborative backchannel chat to discuss ideas for project-based learning with mobile devices to demonstrate their understanding of the session objectives and reflect on their learning. \|Last aired on: \|\|Thursday, April 7, 2022 @ 3:00 PM EDT \|\|589, Digital StoryTelling, Dol223, evaluate projects, Instructional Theories and Learning Strategies, iPads, lesson ideas, mobile devices, Mobile Learning or Mobile Devices, projects, Tools for 21st Century Student Projects
The field of robotics has exploded in recent years, and this has brought about a lot of questions about how to incorporate technology into the classroom. The most common question we get at Learn Robotics is, “how do I start a robotics program at my school.” While it might seem complicated at first, incorporating robotics into the classroom doesn’t have to be intimidating or difficult. In this article, you will learn about the advantages of incorporating robotics into the classroom, as well as common strategies for doing so. After reading this guide, you will have a better understanding of how you can start a robotics program in your classroom and discover the strategies you’ll need to create a successful robotics program. Before we talk about what a successful robotics program is, let’s quickly review what robotics is and why it’s important for education programs. What is robotics? Robotics is the use of a wide range of technologies to make robotics-related tasks easier to perform. Robotics is often used in the fields of engineering, manufacturing, and science, but it’s becoming increasingly popular in everyday life. (More on that in a moment.) As technology grows, so does the field of robotics. For example, medical professionals use robotics to aid in surgery and assistive technology uses robotics to provide better accessibility for people with disabilities. Furthermore, robotics is used across businesses, where it has the potential to streamline operations and procedures. Robotics is generally defined as the design, construction, and operation of robots. There is also a growing subfield of robotics known as artificial intelligence or AI. AI uses algorithms to replicate human intelligence in robots (androids). Artificial intelligence is often paired with other engineering fields, such as computer science and software engineering, to make the process of creating a robot more scalable and efficient. Why should you incorporate robotics into the classroom? One way to attract more students and get them interested in STEM fields is by providing hands-on, interactive programs that teach robotics. Robotics programs can help inspire creativity and ingenuity at an early age, so it’s important to expose students to project-based learning and coding sooner, rather than later. The main advantage of robotics is that it allows students to learn through hands-on activities. Robotics is a great way to engage students by allowing them to try out ideas and solutions by applying them to real-world scenarios. In classrooms without robotics, students may rely on textbooks and other reading materials to learn new concepts, which are not as exciting as working with tools, writing software, and building working prototypes. Robotics can also increase STEM literacy and help students develop 21st-century skills (including critical thinking, collaboration, and problem-solving). We’ve found that even students who aren’t familiar with robotics become more interested in engineering subjects after taking Learn Robotics programs. Why Most Robotics Programs Fail (And What You Can Do to Ensure Success) Strategy 1: Find the “Right” Robotics Curriculum for your Classroom The first strategy is to identify robotics technologies for your classroom. This will help you to narrow down the field to some of the most effective robotics resources. First, choose your robotics kits and how they will be used in the classroom. Smaller robots are great so that each student can pick up technical skills independently. Larger robots are good for small groups (less than 4 students) to work together. Depending on your learning outcomes a mix of small and large robots can be a great way to involve every student in your program. You also need to consider how you want to incorporate robotics into your classroom. For example, do you want to incorporate robotics into a physical or digital classroom? If you want to incorporate robotics into an existing physical classroom, you will need to purchase robotics equipment and furniture. On the other hand, if you are planning to use robotics in a digital space, you can use online tools and resources to create engaging lessons. Strategy 2: Set Clear Goals for your Robotics Program Next, you will want to set clear goals for your robotics program. This will help you to stay focused on what you are trying to accomplish during the program and how you want to do so. For example, if you are incorporating robotics into a physical classroom, you will want to consider what your students’ needs are and what type of experience you want to provide them with. Are they more comfortable operating with hands-on activities, or do they prefer a more passive learning experience? You will also want to consider the advantages and disadvantages of each type of experience. For example, robotics can help students think more critically about their work across multiple subjects. You can also improve AP Computer Science scores with real-world robotics applications. Strategy 3: Form a Team of Confident Educators Next, you’ll want to form a team to help you implement it. This team can include teachers with diverse backgrounds in science, engineering, and mathematics. Furthermore, you’ll want to make sure your staff has training in coding, electronics, and robotics. That way teachers will feel comfortable and confident before they’re instructing students. Contact us to request robotics PD training for your staff. You will also want to include administrators, staff, and parents, to set student expectations. By forming a team, you can help each member to communicate better and make better-informed decisions. This can help to make the robotics program more efficient and effective. How Learn Robotics Helps Schools Start a Robotics Program And, if all of this sounds overwhelming, we’re here to help. We’ve helped over a dozen schools, colleges, and universities launch and run their robotics programs. The best part: most of the instructors know nothing about robotics! You can launch a Learn Robotics program at your organization in just a few weeks. Book a call to see if your organization is a good fit! Strategy 4: Plan Your Robotics Program and Purchase Equipment Finally, it’s important to plan your robotics program. This can help to ensure that your team stays focused and that you are following a structured process. First, consider the learning outcomes and what types of activities you want to provide your students. In this step, you will need to purchase robotics materials and equipment. You’ll want to make sure each learner has a robotics kit and access to the lesson plans. That way your program will be successful, and each student will feel included in the robot-building process. Start a Robotics Program at Your School, today! Robotics can be a great way to integrate technology and engineering into the classroom. You can use robotics to help students learn about engineering, computer science, and programming. Robotics can also help to improve STEM literacy and expose students to new fields of study. However, it does take a lot of planning and preparation to successfully incorporate robotics into your classroom. If you’d like a full roadmap including lesson plans, kits, and materials, Learn Robotics can help! Book a call with us and find out if your organization is a good fit for Learn Robotics Programs.
Images provide information — what we can observe with our own eyes enables us to understand. Constantly expanding the field of perception into dimensions that have been initially hidden from the naked eye, drives science forward. Today, increasingly powerful microscopes let us see into the cells and tissues of living organisms, into the world of microorganisms, as well as into inanimate nature. But even the best microscopes have their limits. “To be able to observe structures and processes down to the nanoscale level and below, we need new methods and technologies,” said Dr. Silvio Fuchs from the Institute of Optics and Quantum Electronics at the University of Jena. This applies in particular to technological areas such as materials research or data processing. Together with colleagues, he has now developed a method that makes it possible to display and study tiny, complex structures and even “see inside” them without destroying them. The imaging procedure is based on optical coherence tomography (OCT), which has been established in ophthalmology for a number of years, explains doctoral candidate Felix Wiesner, the lead author of the study. “These devices have been developed to examine the retina of the eye noninvasively, layer by layer, to create 3-dimensional images.” The ophthalmologist’s OCT uses infrared light to illuminate the retina. The radiation is selected in such a way that the tissue to be examined does not absorb it too strongly and it can be reflected by the inner structures. However, the physicists in Jena use extremely short-wave UV light instead of long-wave infrared light for their OCT. In order to look into semiconductor materials with structure sizes of only a few nanometers, light with a wavelength of only a few nanometers is needed. Generating such extremely shortwave UV light (XUV) used to be a challenge and was almost only possible in large-scale research facilities. Jena physicists, however, generate broadband XUV in an ordinary laboratory and use what are called high harmonics for this purpose. This radiation is produced by the interaction of laser light with a medium and has a frequency many times that of the original light. The higher the harmonic order, the shorter the resulting wavelength. They generated light with a wavelength of between 10 and 80 nanometers using infrared lasers. Like the irradiated laser light, the resulting broadband XUV light is also coherent, which means that it has laser-like properties. In the work described in their current paper, the physicists exposed nanoscopic layer structures in silicon to the coherent XUV radiation and analyzed the reflected light. The silicon samples contained thin layers of other metals, such as titanium or silver, at different depths. Because these materials have different reflective properties from the silicon, they can be detected in the reflected radiation. The method is so precise that not only can the deep structure of the tiny samples be displayed with nanometer accuracy, but — due to the differing reflective behavior — the chemical composition of the samples can also be determined precisely and, above all, in a non-destructive manner. “This makes coherence tomography an interesting application for inspecting semiconductors, solar cells, or multilayer optical components,” said Professor Gerhard Paulus. It could be used for quality control in the manufacturing process of such nanomaterials, to detect internal defects or chemical impurities.
Put health on the list as you get your kids ready for a new school year. Getting recommended vaccinations on time, eating a healthy lunch each day, and sleeping enough each night will help children and teens learn and grow. Get started with information from our experts. The Centers for Disease Control and Prevention (CDC) says vaccinations have prevented countless cases of infections and diseases and have saved millions of lives. But, during the COVID-19 pandemic, many routine health care visits have been interrupted, especially in 2020 and early 2021. This includes a significant decline in the number of childhood vaccinations being prescribed and given, and has not yet caught up to pre-pandemic rates. The easing of pandemic-related restrictions in many areas is a good reminder about how getting your child’s vaccinations on time helps protect your child and your communities and schools from outbreaks. A vaccine reduces the risk of infection by working with the immune system to develop a defense against a specific disease before a person is exposed to that disease. According to the CDC, children newborn through age 6 need vaccines to protect them from 14 serious diseases, including measles, polio, tetanus, and chicken pox. All children 6 months and older should be vaccinated against flu. Children and teens ages 7 to 18 need booster shots because some vaccine doses wear off over time. Older children, teens, and young adults may also be more at risk for certain diseases like meningitis and need the protection vaccines provide. And now, everyone 12 years of age and older is now eligible to get a free COVID-19 vaccination.Check with your child’s doctor about what vaccines are needed and what you can do to catch up on them. Girls and boys should be vaccinated against human papillomavirus (HPV), a common virus that can cause 6 different types of cancer. 8 out of 10 people will be infected with HPV at some point in their lifetime, and while there is no treatment, the HPV vaccine can help prevent the virus and the 6 types of cancer it can cause. The HPV vaccine requires 2 to 3 shots, depending on the age when the series is started. Both girls and boys should get the HPV vaccine at ages 9 to 12. Children and young adults up to age 26 who have not received the vaccine should get vaccinated. Vaccination of young adults will not prevent as many cancers as vaccination of children and teens. This is because the body develops better protection against HPV at younger ages and the HPV vaccine works best if it’s given before exposure to HPV occurs. The American Cancer Society recommends following a healthy eating pattern at all ages. A new school year is the perfect time to try some healthier options for your child’s school breaks for snacks and lunch, and can help them learn the benefits of healthy eating. Whether you’re packing a lunch box or making lunch at the kitchen counter, you can ensure they’re eating healthy food that tastes good. Eating lots of different kinds of food gives the body a variety of nutrients. Sleep is a key part of good physical and mental health. But some children and teenagers might have sleep problems because of changes to their routines during the COVID-19 pandemic. Their stress levels can be higher, they’re using electronics more, and their usual sports, activities, and schedules have changed. If your teenager has trouble waking up for school in the morning, or is tired and grumpy during the day, it may be more than just typical child or teen behavior. They may not be getting enough sleep. Teenagers can be more at risk for sleep problems. In fact, The National Sleep Foundation says most teens are not getting the sleep they need to function best: 8 to 10 hours each night. Teenagers who do get enough sleep have been shown to get better grades in school, have a lower body mass index (BMI), and suffer less from depression and thoughts of suicide. They also report feeling happier and getting along better with family members. On the other hand, teenagers who don’t get enough sleep are more likely to become drowsy while driving, which is extremely dangerous for themselves and others. To help your teenager get more sleep at night, you can: Getting some exercise can help with sleep, too. The American Cancer Society recommends children and teens get at least 1 hour of moderate or vigorous intensity activity each day. Moderate intensity activities are things like taking a brisk walk or a slow jog or bike ride. Vigorous intensity activities can be doing things like heavy yard work and faster walking, biking, or running. If your child is extra moody or tired, or has difficulty falling asleep or staying asleep, and the tips above or home remedies have not helped, discuss the problem with your family doctor. Our team is made up of doctors and oncology certified nurses with deep knowledge of cancer care as well as journalists, editors, and translators with extensive experience in medical writing.
Lysosomal Acid Lipase Deficiency (LALD) Lysosomal acid lipase deficiency (LALD) is a chronic, progressive, inherited disease. Children and adults with LALD do not have a fully functioning enzyme that is needed for the breakdown of certain lipids (fats). As a result of this deficiency, these lipids accumulate in organs (including the liver and spleen) and cells throughout the body causing them to not work properly. This can lead to fatty liver disease, cirrhosis (scarring of the liver) and liver failure. LALD is caused by a deficiency of an enzyme called lysosomal acid lipase (LAL). The LAL enzyme plays a major role in the control of lipid particles known as low density lipoproteins (LDL), a type of cholesterol referred to as “bad cholesterol” which can be linked to cardiovascular disease. Without this enzyme, harmful amounts of various lipid particles build up in a part of the cell known as the lysosome. This fat accumulation, can lead to significant health consequences including damage to the liver and other organs. LALD in Infants Very low levels of the LAL enzyme lead to early onset LALD, also known as Wolman disease (WD). It is estimated that LALD occurs in about 8 live births per year. However, the rate may be higher if the parents are of Persian-Jewish ancestry. LALD presents in infants as a rapidly progressive disease with life-threatening complications occurring most frequently within the first six months of life. Infants with this disease develop liver failure and cannot grow properly because they have difficulty absorbing nutrients from food. Affected infants generally do not survive past one year of age. LALD in Children and Adults Late onset LALD is also known as cholesteryl ester storage disease (CESD) and can affect children and adults. It is estimated that the prevalence of CESD is 1 in 40,000 individuals. The deficiency of the LAL enzyme leads to a build-up of fat in the liver, spleen and other parts of the body. In children and adults, the disease may not be easily recognized because individuals may feel well and have no symptoms. Many lipids accumulate in the liver, and as a result, the liver becomes dysfunctional and may become enlarged. Ultimately, scarring and liver failure may occur. In addition, high levels of lipids in the blood can lead to cardiovascular complications, such as coronary artery disease (CAD) and stroke. Because some of the signs and symptoms associated with LALD are similar to those of other more common disorders, it may take months or even years for people with LALD to get an accurate diagnosis. Also, since the initial signs and symptoms may seem rather mild, patients and healthcare providers may not suspect a progressive disease for a long time. An accurate and definitive diagnosis of LALD can be made with a blood test that measures the activity of the LAL enzyme. LALD can also be diagnosed through genetic testing. You need to consult your healthcare professional regarding testing for LALD. Infants, children and adults who suffer from LALD experience a range of serious health problems. The lack of the LAL enzyme can lead to a build-up of fatty material in a number of body organs including the liver, spleen, gut, in the wall of blood vessels and other organs. Many signs of LALD may not be visible and can only be determined through blood tests and examination by a healthcare provider. However, some common symptoms and signs of LALD in infants may include: • Failure to grow • Difficulty absorbing nutrients from food (malabsorption), presence of fat in feces • Persistent diarrhea and vomiting • Swollen belly • Jaundice (yellowing of the skin and eyes). The signs and symptoms of LALD in children and adults may not be present at all. As the liver damage progresses, symptoms may include: • Enlarged abdomen from fluid accumulation (ascites) • Easy bruising or bleeding • Jaundice (yellowing of the skin and eyes). Currently there are no approved treatments for LALD. Medication to control cholesterol levels is recommended in order to prevent the early development of fat deposits in blood vessels. Use of enzyme replacement therapy with recombinant human LAL in short-term studies has shown some promise but this is still under investigation. National Help Line: This support resource gives you and your loved one somewhere to turn for answers after diagnosis, helps you understand your disease, and provides you with the resources you need. You can call 1 (800) 563-5483 Monday to Friday from 9 AM to 5 PM EST. The Peer Support Network: This is a national network of people living with liver disease that have offered to share their experiences with others. It was developed by the Canadian Liver Foundation as a means to link Canadians like you who have a family member who has liver disease, who care for someone who suffers from liver disease, or who have been diagnosed with a liver disease, to talk about your concerns with a peer in a similar situation. If you would like to be connected with a peer supporter in your area, or would like to join the peer support network, please call the National Help Line at 1 (800) 563-5483 Monday to Friday from 9 AM to 5 PM EST or email us. Help us help you! If you are not satisfied with the information you just read or any information on our website, please take a moment to send us your comments and suggestions on the type of content you would like to find on liver.ca. Please include the page you are commenting about in the subject line of your email.
Finding a Balance More than one third of U.S. adults are obese. Weight gain occurs when you consume more calories than your body uses. Reaching and maintaining a healthy weight will help you prevent and control many diseases and conditions. The key is “Finding a Balance” in your lifestyle that includes healthy eating and regular physical activity. The Caloric Balance Equation When it comes to maintaining a healthy weight for a lifetime, the bottom line is – calories count! Weight management is all about balance—balancing the number of calories you consume with the number of calories your body uses or “burns off.” - A calorie is defined as a unit of energy supplied by food. A calorie is a calorie regardless of its source. Whether you’re eating carbohydrates, fats, sugars, or proteins, all of them contain calories. - Caloric balance is like a scale. To remain in balance and maintain your body weight, the calories consumed (from foods) must be balanced by the calories used (in normal body functions, daily activities, and exercise). \|If you are…\|\|Your caloric balance status is…\| \|Maintaining your weight\|\|“in balance.” You are eating roughly the same number of calories that your body is using. Your weight will remain stable.\| \|Gaining weight\|\|“in caloric excess.” You are eating more calories than your body is using. You will store these extra calories as fat and you’ll gain weight.\| \|Losing weight\|\|“in caloric deficit.” You are eating fewer calories than you are using. Your body is pulling from its fat storage cells for energy, so your weight is decreasing.\| If you are maintaining your current body weight, you are in caloric balance. If you need to gain weight or to lose weight, you’ll need to tip the balance scale in one direction or another to achieve your goal. If you need to tip the balance scale in the direction of losing weight, keep in mind that it takes approximately 3,500 calories below your calorie needs to lose a pound of body fat. To lose about 1 to 2 pounds per week, you’ll need to reduce your caloric intake by 500—1000 calories per day. To learn how many calories you are currently eating, begin writing down the foods you eat and the beverages you drink each day. By writing down what you eat and drink, you become more aware of everything you are putting in your mouth. Also, begin writing down the physical activity you do each day and the length of time you do it. Here are simple paper and pencil tools to assist you: Want to try an interactive approach evaluate your food intake and physical activity? Go to the SuperTracker. The site will give you a detailed assessment and analysis of your current eating and physical activity habits. Physical activities (both daily activities and exercise) help tip the balance scale by increasing the calories you expend each day. For examples, go to How Many Calories Does Physical Activity Burn? The bottom line is… each person’s body is unique and may have different caloric needs. A healthy lifestyle requires balance, in the foods you eat, in the beverages you consume, in the way you carry out your daily activities, and in the amount of physical activity or exercise you include in your daily routine. While counting calories is not necessary, it may help you in the beginning to gain an awareness of your eating habits as you strive to achieve energy balance. The ultimate test of balance is whether or not you are gaining, maintaining, or losing weight. To review these key concepts, watch the video below:
Why early civilizations developed religions? Early civilizations were often unified by religion—a system of beliefs and behaviors that deal with the meaning of existence. As more and more people shared the same set of beliefs and practices, people who did not know each other could find common ground and build mutual trust and respect. Why was religion important in ancient civilizations? Religion impacted the civilizations of the ancient world by greatly influencing how peoples of ancient civilizations acted, how they thought about the world around them, how civilizations were organized and maintained, and how they interacted with civilizations of another religion. Why was religion created? One idea is that, as humans evolved from small hunter-gatherer tribes into large agrarian cultures, our ancestors needed to encourage cooperation and tolerance among relative strangers. Religion then—along with the belief in a moralizing God—was a cultural adaptation to these challenges. Which came first civilization or religion? It’s been hypothesized that the development of religion, whether through “moralizing high gods” or “broad supernatural punishment” enforced a code of behavior that kept most people in line and obedient, allowing for the emergence of early complex civilizations. But new research indicates it’s the other way around. How did religion start in the world? The earliest archeological evidence of religious ideas dates back several hundred thousand years, to the Middle and Lower Paleolithic periods. Archaeologists believe that the apparently intentional burial of early Homo sapiens and Neanderthals as early as 300,000 years ago is proof that religious ideas already existed. What is the main purpose of religion? The Purpose of Religion The purposes of the practice of a religion are to achieve the goals of salvation for oneself and others, and (if there is a God) to render due worship and obedience to God. Different religions have different understandings of salvation and God. How did religion evolve? Organized religion traces its roots to the neolithic revolution that began 11,000 years ago in the Near East but may have occurred independently in several other locations around the world. The invention of agriculture transformed many human societies from a hunter-gatherer lifestyle to a sedentary lifestyle. Why do we believe in God? God knows everything we are going through at this very moment and everything we will go through in the future. He knows the best way to handle every situation so we get the best possible outcome and we need to trust him with that. We need to follow his path and trust that he knows best, because he does. Why is religion so important in culture? Religion provides things that are good for health and wellbeing, including social support, existential meaning, a sense of purpose, a coherent belief system and a clear moral code. What was first religion? Hinduism is the world’s oldest religion, according to many scholars, with roots and customs dating back more than 4,000 years. Today, with about 900 million followers, Hinduism is the third-largest religion behind Christianity and Islam. Roughly 95 percent of the world’s Hindus live in India. Who was the first God? Brahma the Creator In the beginning, Brahma sprang from the cosmic golden egg and he then created good & evil and light & dark from his own person. He also created the four types: gods, demons, ancestors, and men (the first being Manu).
"Eventually, we'd like to make armies of microrobots that could perform a complicated task in a coordinated way." Researchers at Northwestern University have successfully developed a tiny robot intended to go inside the human body to kickstart chemical processes. According to The Engineer, it can use its four legs to pick up chemical cargo and transport it elsewhere — then it “breakdances” to release the chemical and start a reaction. Published in the Science Robotics journal, the study explained that this minuscule medical robot is the first of its kind. Activated by light and guided by an external magnetic field, it contains no complex electronics and instead consists mostly of a soft, water-filled gel. This little assistant is nearly 90 percent water by weight. Described as a four-legged octopus, it measures no more than 0.4 inches. According to IFL Science, it can even keep up with human walking speed and deliver any intended particles across wildly uneven terrain. Fortunately, there’s footage of this remarkable little ‘bot in action. While deployment of this robot inside a human body is years away, the demonstration above does provide us with a glimpse. Designed to interact safely with soft tissue unlike the hardware-heavy models of yesteryear, the robot can either walk or roll to its destination within a patient’s body and spin to unload its cargo. “Conventional robots are typically heavy machines with lots of hardware and electronics that are unable to interact safely with soft structures, including humans,” said Samuel I. Stupp, professor of Materials Science and Engineering, Chemistry, Medicine and Biomedical Engineering at Northwestern University. “We have designed soft materials with molecular intelligence to enable them to behave like robots of any size and perform useful functions in tiny spaces, underwater or underground.” In terms of navigation, the robot’s movement is controlled by pinning a magnetic field in the direction it’s supposed to go. Though this is currently being demonstrated by tech-savvy researchers, the goal is to have trained doctors familiarize themselves with the process and manage the tool themselves. As for the robot’s actual components, it essentially consists of a water-filled structure that has a skeleton made of nickel within. These filaments are ferromagnetic — and react to electromagnetic fields. As such, the four proverbial legs can be controlled by an external source. The soft hydrogel comprising this water-filled body, meanwhile, was chemically synthesized to respond to light. As such, depending on the amount of light being shone on the machine, it either retains or expels its water content — and thus stiffens or loosens to react more or less to the magnetic fields. Ultimately, the goal is to customize the robot’s function so specifically that it can speed up chemical reactions in the body by removing or destroying unwanted particles. By now, however, the research team is eager to have this robot deliver actual chemicals to specific tissues, thus administering medicines more directly. “By combining walking and steering motions together, we can program specific sequences of magnetic fields, which remotely operate the robot and direct it to follow paths on flat or inclined surfaces,” said Monica Olvera de la Cruz, who led the project’s theoretical work. “This programmable feature allows us to direct the robot through narrow passages with complex routes.” Compared with earlier designs, this model is an extraordinary refinement. In the past, the tiny robot could barely take one step every 12 hours. It now casually takes one step per second, comparable to how human beings walk from one place to another. “The design of the new material that imitate living creatures allows not only a faster response but also the performance of more sophisticated functions,” said Stupp. “We can change the shape and add legs to the synthetic creatures and give these lifeless materials new walking gaits and smarter behaviors.” “Eventually, we’d like to make armies of microrobots that could perform a complicated task in a coordinated way. We can tweak them molecularly to interact with one another to imitate swarming of birds and bacteria in nature or schools of fish in the ocean…[reaching] applications that have not been conceived at this point.” In that sense, Stupp and his team have only begun to scratch the surface. Like the octopus-inspired robot, researchers are taking this project one step at a time. The final destination, however, remains as unknowable as the future itself. While unclear how exactly this will ultimately be used, it’s certainly exciting. After learning about the breakdancing robot aimed to kickstart medicine inside the human body, read about the responsive and flexible robot inspired by origami. Then, learn about the potential robot sex awaiting us in the future.
History of Britain during World War II For almost six years from 1939 to 1945 Britain fought the toughest war it had ever experienced. World War II was total war, every person, every business, every service was involved. The Second World War was the most turbulent and eventful period in the history of the 20th century. It affected the lives of millions of people all over the world. How did it really feel to be a British citizen during the Second World War? What did people eat and wear? The answers can be found in this forum ... The Blitz was the sustained bombing of Britain by Nazi Germany between 7 September 1940 and 10 May 1941. London was the main target but other major cities were also bombed. Altogether, 20,000 died and another 25,000 were hurt during the Blitz.. Life on the home front during World War II was a significant part of the war effort for all participants and had a major impact on the outcome of the war. Here is the place to read and add your stories relating to this subject.
Our world is painted with a mix of colors that come in both natural and manufactured hues. Chances are nearly every item you can see at this moment has been carefully evaluated and tested to meet specific color standards using spectral analysis. For decades, spectrophotometry has been developing to meet higher levels of precision, and applications of more advanced technology are continuing to expand. As these applications grow, instrumentation options continue to grow as well. In order to choose the right tool for the right application, it is important to understand the difference between measuring the color of a sample versus its appearance. Many factors affect the appearance of an object and can distort the perception of color. Understanding the science behind spectrophotometry can help you choose the right instrumentation for each specific sample type. Looking at All the Angles The human eye perceives color when light is reflected from or absorbed by an object’s surface, and the angle at which the light strikes the object can change color perception immensely. “When light strikes an opaque object, the total amount of reflected light is characterized as two distinctly different light reflections from the surface: specular reflection and diffuse reflection.”1 - Specular Reflection—also perceived as “glare,” is caused by the texture of a sample. Glossy or shiny surfaces often exhibit high levels of specular reflectance. This causes light to bounce off an object’s surface at an angle opposite to the direction from which it came, forcing the viewer to shift their viewing angle in order to observe the color. - Diffuse Reflection—is where actual color is perceived. This is the point at which reflected light scatters (or diffuses) in many directions, and an object’s color is defined. Based on these scientific principles and the development of spectrophotometry, standardized methods for testing color have been established through organizations such as American Society for Testing Materials (ASTM). Comparing Sample Textures Depending on the amount of specular reflectance and gloss that are present on the surface of a sample, variations in testing methods are required. Texture is an important attribute of a sample structure and can affect the viewing angle needed for precise color evaluation. Looking at the way light responds to the surface of an object can help determine the best angle and measurement system to use. Specular light is perceived as white light, whereas the scattered diffused light determines the chroma or color of the sample. With high gloss samples, color appears darker because the specular light is reflected away from the surface and does not mix together with the chroma of the sample. Because viewing angle and specular reflectance significantly impact the sample color, significant color change is also apparent in highly textured or matted surfaces, which also presents challenges in spectrophotometry. Rather than specular reflectance causing color perception difficulties due to glare (specular reflection), textured samples will scatter nearly all the specular light causing it to mix together with the diffused light, making the perceived color lighter or dull in appearance. Spectrophotometry accounts for these variations by developing specific changes in instrumentation to alter the viewing angles, allowing for accurate color comparisons and repeatability for various samples. Understanding the Options With so many variations in spectrophotometers, it may be hard to decide which instrumentation is right for your sample type and texture. HunterLab specializes in spectrophotometry and the latest advancements in color technology. We utilize the four basic geometries of color measurement in our versatile instrumentation. - Sphere-based specular-included - Sphere-based specular-excluded - 0/45 – degree - 45/0 – degree Each of these geometries has been developed with the latest in instrumental technology to view color as it is seen by the human eye. The versatility of our spectrophotometers allows for variations in surface texture and height measurement integration to give the most precise evaluations of true color. For more information on instrumentation options or to learn more about spectrophotometry and color technology, please contact HunterLab today. - “Color vs. Appearance: Choose the appropriate instrument geometry for your color measuring instrument,” http://vertassets.blob.core.windows.net/download/e0bad83e/e0bad83e-9bfe-4fe2-9ff6-a51dfff22784/colorvsapp.pdf ↩ Mr. Philips has spent the last 30 years in product development and management, technical sales, marketing, and business development in several industries. Today, he is the global market development manager for HunterLab, focused on understanding customer needs, providing appropriate solutions and education, and helping to solve customer color challenges across these industries and cultures.
Although several protozoan species in the genus Entamoeba colonize humans, not all of them are associated with disease. Entamoeba histolytica is well recognized as a pathogenic amoeba causing amebiasis, which can involve both intestinal and extraintestinal infections. The other Entamoeba species are important because they may be confused with E. histolytica in diagnostic investigations. Two morphologically identical but genetically distinct and apparently largely nonpathogenic species, E. dispar and E. moshkovskii, are now believed to account for most asymptomatic Entamoeba infections in humans (Pritt and Clark 2008). Entamoeba histolytica has a worldwide distribution, with a higher incidence of amebiasis in developing countries. Risk groups in industrialized countries include homosexual males, travelers and recent immigrants (although disease may develop months to years after exposure), and institutionalized populations. Infection by E. histolytica typically occurs by ingestion of mature cysts in fecally contaminated food, water, or hands. Cysts can survive for days to weeks in the external environment. Transmission can also occur through exposure to fecal matter during sexual contact (in this case not only cysts but also the far less durable trophozoite stage could prove infective). (Source: Centers for Disease Control Parasites and Health website) Entamoeba histolytica is responsible for an estimated 35 to 50 million cases of symptomatic disease and around 100,000 deaths annually, apparently as a result of parasite destruction of host tissue. The majority of morbidity and mortality occurs in Asia, Central and South America, and Africa. Children are especially vulnerable as they can suffer from malnourishment and stunted growth as a result of repeated infection. (Ralston and Petri 2011 and references therein) Entamoeba hemolytica are generally considered to be anaerobic since they can be grown in vitro only under conditions of reduced oxygen tension. However, metabolically these parasitic protozoa have been found to be microaerobic or microaerophilic, consuming oxygen to a certain extent and produce toxic oxygen derivatives. Given this fact, it is notable that they lack some or all of the usual antioxidant defense mechanisms present in aerobic and other aerotolerant cells, a phenomenon reviewed and discussed by Tekwani and Mehlotra (1999). No one has provided updates yet.
Features questions for both fiction and non-fiction texts. Print these question bubbles and fix each to a paddle pop stick. Have each child in your reading group draw a question at the end of the book as discussion prompts to build comprehension Australian Curriculum aligned learning goals for foundational writing skills in lower primary. Wonderful for creating an interactive classroom display using name cards or pegs to identify individual writing goals for your children. A wonderful A game for creating sentences using high frequency words and writer's words. Colour coding helps children plan and create grammatically correct simple sentences. Great as an independent literacy station activity. Encourages children to read their Each genre pack contains wall displays, structure cards to help children, an example of the genre, tips for extension students, and a set of writing prompts to pick a topic or stimulus for their writing. It contains resources for the following Use these posters to create a class display where children, teachers and helpers can target students individual learning goals. Use pegs or name labels to give each child in your class a learning goal to aim for in their reading! This set of Australian Curriculum aligned worksheets address various comprehension skills and are a wonderful follow up activity to any fiction text. Great for making booklets as part of guided reading. Print out these paper scoops and prices to create a shopping game to help your children develop concepts of money. This Australian Curriculum aligned resource features printables in multiple formats to allow for either colour or black and white This personal dictionary features sight words and frequently used writers words for lower primary. Print one for each student to guide their spelling development in independent writing. Children can also add their own words.
December: The Quaternary Period, and Wales to the Present Day By the late Tertiary Period global climate had cooled significantly, and large regional ice sheets began to develop in Antarctica (which was now situated over the South Pole). Later on, large ice sheets also began to develop in Greenland, and eventually in northern Eurasia and North America, as the underlying crust of all these continents had continued to drift northwards during the Tertiary. By the Quaternary Period (1.8 million years ago to the present day), Wales, most of northern Britain, and the northern parts of Scandinavia were far enough north, and sufficiently cold, for snow to accumulate on the land surface permanently, forming large ice sheets and ice caps over Scotland, Northern England, Ireland and the Welsh Uplands. In reality though, climate fluctuated several times during the ‘Pleistocene Epoch’ of the Quaternary period (1.8 million to around 10,000 years ago), leading to repeated advances and retreats of the ice sheets and valley glaciers, and dramatic rises and falls in global sea levels as water was repeatedly taken up in the ice sheets during ‘glacial periods’, and then released back to the Oceans as they melted in ‘inter-glacial periods’. In some of the warmer ‘interglacial’ periods, between each ice advance, the climate was sufficiently warm for tropical animals and plants to survive in the U.K, evidence of which has been found in parts of southern Britain. However, as the latest major ice sheet to cover most of northern Britain and Wales did not melt until around 20-18 thousand years ago, its valley glaciers and ice sheets tended to erode and remove most of the depositional evidence for earlier ice sheets and interglacial deposits in these areas, although evidence still remains outside Wales, in areas which were not covered by this latest, ‘Devensian’, ice sheet. In Wales today though there are still many signs of the existence of at least the final phase of glaciation, with many of the higher Welsh mountains exhibiting sharply honed ridges and summits which were excavated by corrie glaciers (see Photo 41, of Snowdonia, above). The abundant rock debris eroded from these summits was transported on, within and beneath the extensive valley glaciers and ice sheets and dumped as lateral, medial and terminal moraines and thick sheets of glacial till, across the lowlands of Wales and in the neighbouring Irish Sea, Celtic Sea and Cheshire Basins (see Photos 42 and 43, of ice scraped rocks and glacial moraines in Snowdonia, respectively). By about 10,000 years ago, during the ‘post glacial’ ‘Holocene Epoch’, most if not all of the glaciers in Wales had melted, but the landscape continued to be modified by late-glacial and ‘post-glacial’ processes. As the ice sheets melted back, and returned millions of tonnes of water to the oceans, global sea levels began to rise, resulting in the ‘Flandrian Transgression’ from about 13,000 to 6000 years ago, although this process was often complicated by associated ‘isostatic rebound’ and uplift of the land surface, due to the removal of the weight of the ice sheets. This interplay of sea level and land level rises and falls, led to a stepped, but eventually progressive, retreat of the Welsh coastline to roughly its present position by about 6,000 years ago. However, as large areas of the present day shallow sea bed had previously been exposed as dry land (prior to the final sea level rise) they had been exposed to both wind erosion and vegetation growth, and were either forested, or formed wind-blown coastal sand dune systems. Today, particularly at very low tides, remains of some of these forests, and related peat deposits can sometimes be seen around the coasts of Wales, for example in south Pembrokeshire near Amroth and off the west coast of Wales, south of Aberystwyth. Extensive sand dune systems, now mainly re- vegetated by coastal grasses, and re-flooded former glacial valleys, presently occupy many of the Welsh coast inlets and estuaries, such as the Dovey and Barmouth estuaries, the Conwy Estuary and many of the estuaries of Pembrokeshire and South Wales (see Photo 44, left, of Holocene to Recent sand-dunes near West Shore on the Conwy Estuary near Llandudno). These landscapes and those of the rest of Wales will continue to evolve, today and in the future, as geological, biological, climatic and geomorphological conditions continue to change over the next few thousand, or even several hundred million years, as they have done in the past.
Sep 06, 2011 Leibniz’ beloved adage that natura non facit saltus or ‘nature does not make leaps’ has had to endure a fair amount of comeuppances since it gained currency. An arresting example today of our unpredictable world is the rapid wandering of the north geomagnetic pole in recent years – an eastward movement currently estimated at a rate of 37 miles per year and possibly still accelerating. The surge of attention for this in the popular media highlights a widespread fear of the unknown, in which the possibility of a complete reversal of the earth’s magnetic poles occupies a prominent part. Yet although signs that the earth’s magnetic field is really about to reverse are wanting, the likes of Carolus Linnaeus, Isaac Newton, and Charles Darwin might have turned over in their graves at today’s grand display of nature’s capriciousness. Whereas newspapers and television programmes delight in the phrase that the north magnetic pole of the earth has not been known to move with such celerity “since records began,” modern scientists are not at all taken aback by these developments, as such man-made records are really all but hoary. Archaeologists, climatologists and geophysicists have been studying records of past pole movements buried in the earth’s crust since at least a couple of decades. Extracting archaeomagnetic measurements from baked clay materials, collected from archaeological sites, and – for earlier periods – from geological sediments, painstaking analysis has enabled researchers to model the past evolution of the earth’s magnetic field all the way back to the onset of the Holocene. As early as 1992, a Japanese team published the diagram shown above, mapping the path of the north geomagnetic pole over the past 10 millennia. It transpires that “distribution of the geomagnetic pole was elongated to the direction parallel to the meridian of 45º and 225º longitude, and westward movement of the pole was predominant throughout this period.” Moreover, the polar trajectory appeared to have involved three different intervals: prior to 5,000 BCE, “the movement of the geomagnetic pole was active, in which it changed its position over 15 degrees”; the period between 5,000 and 1,700 BCE was comparatively inactive, as “the range of the movement of the geomagnetic pole was limited within 5 degrees around the geographical pole,” and from 1,700 BCE onward the movement of the pole was again “very active, fluctuating over 10 degrees,” so that “the geomagnetic pole moved largely to the outside of the circle of 80 degrees of north latitude.” The polar antics of antiquity help to place recent displacement patterns in a wider context. In addition, knowledge of the past positions of the poles is a vital tool in the study of transient celestial events in historical times – for along with the geomagnetic pole shifts the auroral oval, beneath which displays of the aurora are most frequent. An especially active episode – known among Russian researchers as the Sterno-Etrussia geomagnetic excursion – occurred between ±800 and ±600 BCE and lasted one or two centuries. During this time, the geomagnetic dipole inclined more than 10º towards the East, taking it to ±81.4º N, 45.1º E, just to the northeast of Spitsbergen. As the Babylonian city of Nippur was located at the same longitude, the dipole magnetic latitude of Babylon at that time was 40.8º N, as compared to the present-day value of 27.0º. This suggests “a higher auroral incidence at Babylon in 567 BC than at present,” as some have noted. It would also have predisposed the area to a richer variety of auroral forms, including the occurrence of magnificent overhead aurorae – or coronae; for comparison, the overhead aurora of 14 May 1921 occurred at 40º magnetic latitude, and the one of 1 September 1859 – the famous “Carrington Event” – at 36º. The hypothesis is confirmed in fact by Babylonian observations of a red glow at around ±600 BCE, as mentioned in a cluster of cuneiform texts. Similar records “were uncommon in the centuries preceding and following this date, consistent with this being the only time over the past few thousand years that the magnetic pole was in the longitude of Nippur (modern day Iraq).” Indeed, as a handful of researchers have argued, the very outburst of auroral activity exhibited in the skies over the Middle East during this period was almost certainly recorded in ancient sources as a smattering of “visions,” including the famous “vision of the chariot” reported by the Hebrew prophet, Ezekiel. The latter was essentially “a windstorm coming out of the North,” “an immense cloud with flashing lightning and surrounded by brilliant light.” Despite the presence of “lightning,” this was not an ordinary tempest: the luminous structure of wheels, animal-like creatures, “an expanse, sparkling like ice” and the crowning image of the enthroned deity all find close analogues in eyewitness reports of the polar aurora. In the bigger picture, it can be shown that prophetic visions reducible to auroral apparitions – and perhaps accompanied by hallucinations, induced by ambient electromagnetic fields – have fuelled significant changes in prevailing cultural paradigms. It may not be coincidental that the Sterno-Etrussia geomagnetic excursion roughly corresponds to the so-called “axial age,” which was typified by spiritual revolutions extending from Greece to China. Confucianism and Daoism in China, Buddhism and Jainism in India, Zoroastrianism in Persia, the reformative utterances of the Hebrew prophets and Greek philosophy all share a common origin in this epoch. Although it is still premature to finger a geomagnetic cause for this age of reforms, the case of Ezekiel justifies the search for a correlation between geomagnetic upheaval and the inspirational visions had by many sages at this time – suggesting that the polar adventure of this era proved quite beneficial to denizens of the Old World. If the cultural history of mankind thus progresses in leaps and bounds, sometimes in tune with the dance of the magnetic poles, all are advised to allay “Doomsday” fears and to enjoy the ride. Rens Van Der Sluijs Books by Rens Van Der Sluijs: Thunderbolts of the Gods, by David Talbott and Wallace Thornhill, introduces the reader to an age of planetary instability and earthshaking electrical events in ancient times. If their hypothesis is correct, it could not fail to alter many paths of scientific investigation. The Electric Sky. Professor of electrical engineering Donald Scott systematically unravels the myths of “Big Bang” cosmology, and he does so without resorting to black holes, dark matter, dark energy, neutron stars, magnetic “reconnection,” or any other fictions needed to prop up a failed theory. The Electric Universe. In language designed for scientists and non-scientists alike, authors Wallace Thornhill and David Talbott show that even the greatest surprises of the space age are predictable patterns in an electric universe.
"They punch me in the jaw, strangle me, they knock things out of my hand, take things from me, sit on me. They push me so far that I want to become the bully." WHAT IS BULLYING? Bullying is a widespread and serious problem that can happen anywhere. It is not a phase children have to go through, it is not "just messing around" and it is not something we just grow out of. Bullying can cause serious and lasting harm. Although definitions of bullying vary, most agree that bullying involves: - IMBALANCE OF POWER: people who bully use their power to control or harm and the people being bullied may have a hard time defending themselves. - INTENT TO CAUSE HARM: actions done by accident are not bullying; the person bullying has a goal to cause harm. - REPETITION: incidents of bullying happen to the same the person over and over by the same person or group. "It feels like everybody just turned against me. It was like nine of them, nine or ten of them, calling me stupid and dumb, and they started throwing things at me, and one of the guys said something to me, and he threatened me, telling me what he was going to do to me, and he’ll fight girls, and everybody was laughing." Types of Bullying Bullying can take many forms. Examples include: - VERBAL: name-calling, teasing. - SOCIAL: spreading rumors, leaving people out on purpose, breaking up friendships. - PHYSICAL: hitting, punching, shoving. - CYBERBULLYING: using the Internet, mobile phones or other digital technologies to harm others. "You can always count on something happening when you're walking down the hall at school, in the classroom, after school when I'm walking home, when I’m walking through the parking lot in the morning to school. I wasn't welcomed at church. I’m not welcomed in a lot of people's homes." Bullying often does not happen in an isolated context with a single tormentor and victim. There may be multiple bullies or multiple victims, and there are almost always peers, adults, and other community members who know about the bullying taking place. Often, the victims of bullying are socially vulnerable because they have some characteristic that makes them different from the majority. A person might be singled out because of his or her appearance, race, ethnicity, sexual orientation, or religious affiliation. Young people with "special needs" such as autism and learning disabilities are also targeted more frequently. Other times, there are no apparent characteristics that cause the target of bullying to be singled out by the tormentor. Regardless, the person being bullied does not know how or does not have the power to make it stop.
Usage in Python - When do I use for loops? For loops are traditionally used when you have a piece of code which you want to repeat n number of times. As an alternative, there is the WhileLoop, however, while is used when a condition is to be met, or if you want a piece of code to repeat forever, for example - For loop from 0 to 2, therefore running 3 times. for x in range(0, 3): print "We're on time %d" % (x) While loop from 1 to infinity, therefore running infinity times. x = 1 while True: print "To infinity and beyond! We're getting close, on %d now!" % (x) x += 1 As you can see, they serve different purposes. The for loop runs for a fixed amount - in this case, 3, while the while loop theoretically runs forever. You could use a for loop with a huge number in order to gain the same effect as a while loop, but what's the point of doing that when you have a construct that already exists? As the old saying goes, "why try to reinvent the wheel?". - How do they work? If you've done any programming before, there's no doubt you've come across a for loop or an equivalent to it. In Python, they work a little differently. Basically, any object with an iterable method can be used in a for loop in Python. Even strings, despite not having an iterable method - but we'll not get on to that here. Having an iterable method basically means that the data can be presented in list form, where there's multiple values in an orderly fashion. You can define your own iterables by creating an object with next() and iter() methods. This means that you'll rarely be dealing with raw numbers when it comes to for loops in Python - great for just about anyone! - Nested loops When you have a piece of code you want to run x number of times, then code within that code which you want to run y number of times, you use what is known as a "nested loop". In Python, these are heavily used whenever someone has a list of lists - an iterable object within an iterable object. - Early exits Like the while loop, the for loop can be made to exit before the given object is finished. This is done using the break keyword, which will stop the code from executing any further. You can also have an optional else clause, which will run should the for loop exit cleanly - I.E., without breaking. Things to remember - range vs xrange The range function creates a list containing numbers defined by the input. The xrange function creates a number generator. You will often see that xrange is used much more frequently than range. This is for one reason only - resource usage. The range function generates a list of numbers all at once, where as xrange generates them as needed. This means that less memory is used, and should the for loop exit early, there's no need to waste time creating the unused numbers. This effect is tiny in smaller lists, but increases rapidly in larger lists as you can see in the examples below. for x in xrange(1, 11): for y in xrange(1, 11): print '%d * %d = %d' % (x, y, x*y) for x in xrange(3): if x == 1: break for x in xrange(3): print x else: print 'Final x = %d' % (x) Strings as an iterable string = "Hello World" for x in string: print x Lists as an iterable collection = ['hey', 5, 'd'] for x in collection: print x Lists of lists list_of_lists = [ [1, 2, 3], [4, 5, 6], [7, 8, 9]] for list in list_of_lists: for x in list: print x Creating your own iterable class Iterable(object): def __init__(self,values): self.values = values self.location = 0 def __iter__(self): return self def next(self): if self.location == len(self.values): raise StopIteration value = self.values[self.location] self.location += 1 return value range vs xrange import time #use time.time() on Linux start = time.clock() for x in range(10000000): pass stop = time.clock() print stop - start start = time.clock() for x in xrange(10000000): pass stop = time.clock() print stop - start Time on small ranges import time #use time.time() on Linux start = time.clock() for x in range(1000): pass stop = time.clock() print stop-start start = time.clock() for x in xrange(1000): pass stop = time.clock() print stop-start Your own range generator using yield def my_range(start, end, step): while start <= end: yield start start += step for x in my_range(1, 10, 0.5): print x
Astronomers estimate that more than 80 percent of the universe’s mass is made up of dark matter, which consists of invisible particles that give off no measurable energy except when they collide with one another in exceedingly weak explosions. What are these particles? That’s a big unanswered question, and one that has captivated scientists around the world for decades. One of these scientists is Harvey Mudd College’s Brian Shuve, assistant professor of physics. He recently received a National Science Foundation grant to explore the vast mysteries of dark matter particles, and he is taking several students along for the ride. Shuve is particularly interested in hidden sectors, an intriguing area of dark matter research. Hidden sectors fall outside of the established ingredients of nature, such as the well-known particles protons, electrons and neutrons. The theory of these known particles is called the Standard Model, which describes how these particles bounce off one another due to forces. Hidden sectors are something else entirely: They contain particles and forces, like dark matter, that aren’t found in the Standard Model. Shuve says, “This suggests that dark matter may hold clues about new types of particles and forces that exist in our world.” Finding the Hidden Part of Shuve’s research focuses on idea generation, what he describes as “playing around with what these dark-matter particles might be doing and how they might fit into the big picture of how the universe works,” he says. “For instance, if you postulate a new particle or a new force, you have to also do the calculations and simulations to see whether that would disrupt the way that galaxies are formed or would change the universe to something that would be unrecognizable.” The other part of his project involves taking the most promising of the dark particle possibilities and figuring out how to find evidence of those particles. That’s tricky. To study them, Shuve explains, scientists actually try to make dark particles by using particle accelerators. These are huge machines that hurl protons at one another at very high energies. Every now and again, the high-energy collisions yield new particles, some of which just might be dark-matter particles. Unfortunately, scientists cannot simply scoop out and study these accelerator-made particles, because they are not only hard to detect but they can also disappear as fast as they’re made. That means the only way to tell they were ever even there is to look for imprints they leave in the debris from these collisions. It’s a difficult task considering that a single accelerator can cause trillions of collisions per year, but only a handful of them may result in hidden-sector particles. “We’re talking about a needle-in-the-haystack, but to the extreme,” Shuve says. To that end, he worked with three summer students to use new ideas to hunt for evidence for hidden-sector particles in real experimental data at the Stanford Linear Accelerator and the Large Hadron Collider. “I had two freshmen and one sophomore working with me this past summer, and they all made really impressive progress,” he says. Two of the students developed and used software to conduct a preliminary search for hidden particles in a recently released public dataset from the CMS Experiment at the LHC, while another finalized aspects of a study to search for hidden particles in data from the BABAR Experiment at SLAC. For now, the search continues, and Shuve, a 2018 Kavli Institute for Theoretical Physics Scholar, is thrilled to be a part of it. “We’re at a turning point in particle physics, where we’re really blowing open our ideas about what dark matter could be,” he says. “This is really the modern equivalent of being an explorer and going to uncharted land: We’re asking questions about why we exist the way we do and why the universe looks the way it does, and that’s very exciting.”
Qinglong is a mythical beast representing the East. It is a cyan dragon. Among the 28 stars in China, Qinglong is the general name of the seven Oriental stars (horn, Kang, Di, Fang, Xin, Wei, Ji). The shape of these seven stars is very similar to the shape of a dragon. It is also called Qinglong because it belongs to wood in the East. In many dynasties, some monarchs took Qinglong as their year, such as emperor Wei and Ming of the Three Kingdoms, and the historical records also recorded that the Xia Dynasty belonged to mude Dynasty, so he had the auspicious omen of “Qinglong was born in the suburbs”. The following China story network editor will bring you a detailed introduction. Let’s have a look! The eastern seven constellations include horn, Kang, Di, Fang, Xin, Wei and Ji. It is the product of the combination of ancient Chinese mythology and astronomy. The ancients thought that the positions of stars were constant, and they could be used as signs to indicate the positions of tomorrow, the moon and the five stars. After long-term observation, ancient Chinese astronomers successively selected 28 stars near the equator of the ecliptic as coordinates. Because they are surrounded by the sun, moon and five stars, they are very similar to the places where the sun, moon and five stars live, so they are called the twenty-eight constellations. It is also divided into four palaces, East, South, West and North, according to the direction, season and four images. Each palace has seven constellations, and the seven constellations belonging to each palace are imagined as an animal, thinking that it is “the four spirits of the sky, with the square”. Oriental seven constellations – horn Horn is dragon horn. In the modern constellation organization system, spica belongs to Virgo, in which the brighter spica 1 and Spica 2 are the first-class and third-class stars respectively. In modern times, they are called Virgo alpha and Virgo zeta. The ecliptic passes between these two stars, so the sun, moon and planets often pass near these two stars. In ancient books, the angular two stars are called Tianguan or Tianmen, which is also the reason. Oriental seven nights – Kang Kang is the throat of the dragon. “Er Ya interprets birds” goes as follows: “Kang, bird’s throat”, and the note says: “Kang means swallowing, and vulgar means uttering.” Kang Su also belongs to Virgo, but it is smaller than Campanula, and its stars are also darker, mostly below the fourth grade. In late April in Nanjing, Virgo is in mid air in the southeast around 9 p.m. Seven constellations in the East — di Di, “Shuowen”: “Di, Zhiye; Cong surname, Xiazhu Yi. Yi, Diye.”. “Erya interprets heaven”: “the root of heaven, Di also.” Note: “horn, Kang Xia is in Di, if wood has roots.” Therefore, di can be understood as the forefoot of the dragon. Dizhu belongs to Libra, and the third dizhu is Libra ? Libra is the star and the fourth planet ? Star, di Zhuyi is Libra ? Stars. They are all second – to third-order brighter stars, which form an isosceles triangle, and the dizhuyi of the vertex falls on the ecliptic. Dongfang Qisu – room The atrium is the chest chamber. “Shi Ji Tian Guan Shu”: “the house is the house, and the sky is also Si.” Fu Tong Fu. “Erya interprets heaven”: “Heaven Si, room also.” Note: “the dragon is the heavenly horse, so the four stars of the house are called the heavenly Si.” Fang Su belongs to Scorpio, and the four stars of Fang are the head of Scorpio. They are all second-class and third-class brighter stars (Scorpio beta, Delta, PI, rho). Oriental seven nights – heart Heart is dragon heart. Xinxing, the famous Antares (Scorpio alpha), was called fire, fire, or Shang Xing in ancient times. It is a red giant star, red, is a first-class star. Antares also belongs to Scorpio, and the three stars of Antares form the body of Scorpio. Oriental seven nights – tail The tail is the tail of the dragon. “Zuo Zhuan”: “the nursery rhyme says, ‘the morning of C, the tail of the Dragon falls in the morning'”, and the note says: “the tail of the dragon, the tail star also. The meeting of the sun and the moon is called the morning, and the sun is at the end, so the tail star falls out of sight.” Cauda also belongs to Scorpio, which is the tail of Scorpio. It is composed of 89 brighter stars, of which the Scorpio lambda at the tip of Scorpio’s tail is brighter than the second class. Seven nights in the East — Ji Dustpan, as the name suggests, looks like a dustpan. “Poem Xiaoya”: “Weinan has a dustpan, you can’t winnow.” That’s it. Jisu belongs to Sagittarius. The four stars of Jisu (gamma, Delta, epsilon, ETA) form a quadrangle, which is shaped like a dustpan. In Nanjing, the above Di Fang Xin Wei Ji Wu Su successively appeared in mid air in the south in the early morning. Disclaimer: the above content originates from the network, and the copyright belongs to the original author. Please inform us if your original copyright is infringed, and we will delete the relevant content as soon as possible.
Exotic forest diseases Exotic pests are one of the more serious threats to forest health. While few exotics pose serious challenges, there are some insects, diseases and plants that do. Eradication is possible if small infestations can be detected early. In this article series, I will review the more serious exotic forest pests. Over 40,000 exotic species have been introduced into North America, and most have proven to be useful to humans and benign to the natural environment. Most exotic introductions fail to establish, but some have grown invasive and damaging. The oak wilt fungus (Ceratocystis fagacearum) leads to a wilt that kills oak trees quickly. Its origin has yet to be determined, but most scientists agree that it has exotic origins. At any point during the summer, oak trees will turn brown and drop their leaves within two to three weeks. The wilt begins at the top of the tree. The fungus kills its host, so it must move along or die. The fungus will travel underground from tree to tree through connected root systems until it has killed all connected oaks. Picnic beetles spread the fungus overland by feeding on sap from fresh tree wounds. This is why it is important to avoid wounding or pruning oaks during the growing season, especially before mid-August. The oaks that die during the summer season will produce fungal spore mats the next spring; oaks that die early in the year might produce the mats by the end of the summer. The mats produce a thick “blister” that cracks open the bark, allowing a sweet smell to escape that attracts sap-feeding beetles. Opening these cracks to reveal the spore mats and blister pads confirms the presence of the oak wilt fungus. To avoid further spread, Michigan State University Extension recommends that you remove and properly dispose of these recently-killed trees. To stop the underground spread of the fungus, the infected root network must be isolated from the healthy roots. A vibratory plow, similar to a cable-layer, cuts five feet deep into the soil to sever these root systems. Afterward, all the oaks within the infected area must be cut and then either processed or destroyed. The visual impact of the plow is minimal, but the removal of the oaks can cause a major change. Trees in the red oak group (pointy-tipped leaves) are more susceptible than trees in the white oak group (blunt-tipped leaves). In fact, white oaks can be retained on-site. Their root systems seldom graft and their tissues are more effective at blocking the internal spread of the fungus. For a long time, Dutch elm disease (Ophiostoma spp.) was classified in the same genus as oak wilt but has been recently renamed. Dutch elm disease (DED) hit the Lake States hard in the 1960s and 1970s, killing much of the larger diameter American and red elms throughout the region, including magnificent street trees in our cities and towns. Small bark beetles spread DED. Once elms reach about ten inches in diameter, they attract these beetles that can carry the DED spores. There remain a significant number of elms in the Michigan landscape, roughly equivalent to species such as cottonwood, northern pin oak, tamarack and balsam poplar. Similar to oak wilt, infected elms begin to wilt near the top of the tree. However, while most trees die quickly, others may take as long as two to three years. DED fungus can also travel through root grafts. Hickory decline is a complex of pathogens that includes an oak wilt related fungus (Ceratocystis smalleyi). This is a newly-identified fungal species. Like oak wilt and DED, the fungus is associated with a bark beetle. Drought stress and other pathogens also play a role in tree susceptibility. The decline is characterized by thinning crowns and smaller, yellowish leaves. Dozens of oblong cankers occur at beetle entry holes. Bitternut hickory has been hit particularly hard, nearly eliminated in many areas. Europe introduced the United States to Beech bark disease (BBD) in 1890, but it was first identified in Michigan in 2002, and it was well-established by that time. BBD involves two species of fungus and a “scale” insect. The scales infest the tree bark and introduce the pathogens. The fungi kill the living tissues of the trunk, resulting in top death. Weak points in the trunk or large limbs can break, causing “beech snap,” which can be a threat to human lives and property. BBD progression has been classed into three categories: advanced front, killing front and the aftermath. Few beech trees survive the spread, and those that have been identified have been used to help propagate BBD resistant nursery stock. This stock may eventually be used to repopulate eligible forests with a beech component. Exotic and invasive tree diseases have already had a major influence in our forested landscape. Chestnut blight has been nearly eliminated; once the most common tree in the eastern United States. White pine blister rust compromises the success of white pine in many areas. Other serious exotic rusts, cankers and blights have reduced or eliminated native tree species from many areas. Other articles in this series:
22 8月英国代写-亚洲移民与语言 English has been gaining prominence in the recent times. It is considered to be an important means of international communication between the people from differential background. The rise in the pattern of the native speakers is now causing them to be impacted. The people from different backgrounds try to find out and mimic the patterns of the phonology of English that is used by the native speakers. It is imperative to have intelligible pronunciation in the international communication to ensure that no nebulous aspect exists spoken language (Bhatt, 2005). The English has now emerged as the lingua francas of the world. It is imperative to have a language or medium that reflects on these practices. The incorporation of the native speech needs to be practiced to create a language where there can communication formed where there is clarity in spite of the different vernacular that is spoken to the people. All the speakers need to aware of the phonology and the language nuances in order to have clarity in the communication of the language. Asian immigration is a rising in the nation. The rise of the Asian immigration has caused the need for the Asian Migrants to learn the language. Among the Asian Immigration, the increase in the Chinese immigrants is found to be evident. In this report, analysis has been done of the ways in which the Chinese immigration in the nation has changed the landscape of the language development. Certain techniques are used by the Chinese immigrants to learn the language. The purpose of teaching is devising the ways of global Englishes for the Chinese immigrant student in high school. These have been detailed in the following curriculum development.The role of English as a school subject is continually changing. This is based on the desirability of the sensitive connotation. English is regarded as the language of the world trade and communications. This is considered in Chinese curriculum to be based on the internationally-oriented policies for the process of “modernization”. It is considered to have historical overtones. In this system there is of the culture of the place and the advent of modernization in the state. Historically five distinct periods and analysis can be created based on the curriculum changes. The dynamics of the curriculum design and the principle features of the models in each change in the period need to be comprehended (Zhang and Liu, 2014). There is a complexity in the pattern of development. These are found to be forged on the macro political shifts and educational policies. The role of the state plays a predominate role in the development of the curriculum.
Fun with Your Microscopes By Brian Kloepfer Manager, Education Resource Grade level(s): K-8 Subject: Life sciences Topic: Using a microscope in the classroom Estimated class time: 60 minutes To help students improve their skills in making slides and using a microscope. Materials (basic, 25-30 students) Materials (comprehensive, 25-30 students) - Minipond Ecosystem Kit, Living - Protist Observation System - Protoslo® Quieting Solution - Carolina™ Microscopic Discovery Kit - Introduction to Slidemaking Kit - Getting to Know Your Microscope Set Preclass preparation (teacher) - Review the fundamental parts of a microscope and basic microscope operation. - Demonstrate slide-making techniques for students to view and use as examples of proper technique. - Question and review - Request that students identify the fundamental parts of a microscope. - Compare compound and dissecting microscopes for your class. - Determine how much students already know about microscope operation and slide preparation. - Introduction of background information - Instruct students in proper microscope care and operation. - Clarify the difference in uses for compound and dissecting microscopes. - Explain the special techniques for preparing specimens and creating slides for microscopic study. - Advise students about pertinent lab safety issues for slide preparation and microscopy. - Guided practice - Lead students through hands-on preparation of different types of microscope slides. - Direct students as they view the prepared slides. Have them record their observations in writing and sketches. - Independent practice/homework - Assign students specimen collection as homework, literally. Suggest collecting dust samples from different areas of their houses, along with hair samples or fingerprints, and then bringing them to school for study. - Ask your students what they learned and how different techniques have practical applications, e.g., in forensics or medical research. - Write about and sketch what they observed. Note: If some students had difficulty viewing their specimens, ask them to explain what they think went wrong and how they can correct it the next time. - Describe procedures for preparing samples of other items they may wish to view under the microscope. Cooperative learning ideas - Compare and contrast their findings with those of their classmates. - Work together so they can explain findings and improve technique. - Math: Young students count the number of specimens viewed on a slide, calculate magnification power, and learn about the metric system (e.g., the millimeter and micron). Older students use the microscope’s mechanical stage to estimate the area of the viewing field at different magnifications and estimate the size of organisms viewed. - Language: Students write a paragraph describing what they observed with the microscope. - Art: Students sketch what they observed with the microscope.
Bioprinting isn’t the only idea for tissue regeneration By — Bonnie Berkowitz, Bioprinting is only one path toward the goal of tissue regeneration: using a patient’s own cells (or stem cells from other people) to repair or replace a major organ such as a kidney, liver or heart. It’s likely that no single approach will work for everyone in need, said Anthony Atala, director of the Wake Forest Institute for Regenerative Medicine, so researchers are pursuing several methods: - Making tissues in a mold: Cells from the patient’s tissue are placed on a detailed, organ-shaped scaffold surrounded by a mold. Once the replacement organ is transferred to the patient, the new tissue integrates with the body. Bladders and urethras have been engineered using this technique; a few people have had replacement bladders for more than a decade. - Inserting tissue “wafers”: In theory, a surgeon could place a piece of lab-grown tissue into a failing kidney, almost instantly boosting the organ’s function enough to keep a patient off dialysis. Researchers are testing this theory by implanting such tissue in cattle. - Reupholstering unused donor organs: Not all donated organs can be used, for various reasons. Scientists think they can salvage the leftovers by washing cells away, leaving the scaffolding that holds the organ together — including the all-important blood vessels. They would then populate the scaffold with newly grown cells from the patient, so the body would recognize the refurbished organ as its own. - Injecting stem cells: Because environmental cues determine what stem cells become, injecting a patient’s own stem cells into a low-functioning liver or kidney might provide enough new liver or kidney cells to improve the organ’s function enough for the patient to avoid dialysis. - Helping the organ regenerate itself: All our tissues replace themselves at different rates. We have a new stomach lining every six days and all new bones every 10 years. So the theory goes that if you can improve the “microenvironment” inside a sick organ by injecting proteins, growth factors and other helpful substances, diseased cells will naturally be replaced by healthy ones. — Bonnie Berkowitz
This activity will introduce students to the workings of the Cabinet and its Ministers, as well as the historical debate over nuclear weapons in Canada. A follow-up activity encourages the students to analyze the changing stance of Canada on nuclear armament and develop personal responses to the issue. Consult the online primary documents and website text as resources. - Argument and Response Sheets: - “Tips for Administering a Classroom Debate" (pdf) - "Post-Debate Discussion Questions" (pdf) - Begin by explaining the function of the Cabinet and the Executive branch of the government. - Give students the opportunity to study the primary documents and familiarize themselves with the nuclear issue in Canada. - Encourage students to conduct background research to enhance this activity. Refer to the following links: - Eugene Forsey, How Canadians Govern Themselves, 6th Ed. - Senate of Canada, Canada: A Constitutional Monarchy - Canadian Heritage, Canadians and Their Government - The Canadian Encyclopedia: Bomarc Missile Crisis - The debate is set in 1963, as Diefenbaker's government confronts the issue of nuclear weapons. - Explain the rules and process of a debate - The debate should conclude with a vote on the issue and a decision by the Prime Minister. - Work through the discussion questions which will help students to analyze the issue, their own views, and the role the Cabinet plays in decision-making. - Additional resources available upon request from the Diefenbaker Canada Centre for extended learning opportunities.
See also temperature record. The instrumental temperature record shows the fluctuations of the temperature of the atmosphere and the oceans as measured by temperature sensors. Currently, the longest-running temperature record is the Central England temperature data series, that starts in 1659. The longest-running quasi-global record starts in 1850. Global records databases Edit Currently, the Hadley Centre maintains the HADCRUT3, a global surface temperature dataset, NASA maintains GISTEMP, which provides a measure of the changing global surface temperature with monthly resolution for the period since 1880 and the NOAA maintains the Global Historical Climatology Network (GHCN-Monthly) data base contains historical temperature, precipitation, and pressure data for thousands of land stations worldwide. NCDC also maintains a temperature record since 1880. The global record from 1850 Edit The period for which reasonably reliable instrumental records of near-surface temperature exist with quasi-global coverage is generally considered to begin around 1850. Earlier records exist, but with sparser coverage and less standardized instrumentation. The temperature data for the record come from measurements from land stations and ships. On land, temperature sensors are kept in a Stevenson screen or a maximum minimum temperature system (MMTS). The sea record consists of surface ships taking sea temperature measurements from engine inlets or buckets. The land and marine records can be compared. Land and sea measurement and instrument calibration is the responsibility of national meteorological services. Standardization of methods is organized through the World Meteorological Organization and its predecessor, the International Meteorological Organization. Currently, most meteorological observations are taken for use in weather forecasts. Centers such as ECMWF show instantaneous map of their coverage; or the Hadley Centre show the coverage for the average of the year 2000. Coverage for earlier in the 20th and 19th centuries would be significantly less. While temperature changes vary both in size and direction from one location to another, the numbers from different locations are combined to produce an estimate of a global average change. There are concerns about possible uncertainties in the instrumental temperature record including the fraction of the globe covered, the effects of changing thermometer designs and observing practices, and the effects of changing land-use around the observing stations. The ocean temperature record too suffers from changing practices (such as the switch from collecting water in canvas buckets to measuring the temperature from engine intakes) but they are immune to the urban heat island effect or to changes in local land use/land cover (LULC) at the land surface station. Warming in the instrumental temperature record Edit Most of the observed warming occurred during two periods: 1910 to 1945 and 1976 to 2000; the cooling/plateau from 1945 to 1976 has been mostly attributed to sulphate aerosol. However, a study in 2008 suggests that the temperature drop of about 0.3°C in 1945 could be the apparent result of uncorrected instrumental biases in the sea surface temperature record. Attribution of the temperature change to natural or anthropogenic factors is an important question: see global warming and attribution of recent climate change. Land and sea measurements independently show much the same warming since 1860. The data from these stations show an average surface temperature increase of about 0.74 °C during the last 100 years. The Intergovernmental Panel on Climate Change (IPCC) stated in its Fourth Assessment Report (AR4) that the temperature rise over the 100 year period from 1906-2005 was 0.74 °C [0.56 to 0.92 °C] with a confidence interval of 90%. For the last 50 years, the linear warming trend has been 0.13 °C [0.10 to 0.16 °C] per decade according to AR4. The U.S. National Academy of Sciences, both in its 2002 report to President George W. Bush, and in later publications, has strongly endorsed evidence of an average global temperature increase in the 20th century. The IPCC Fourth Assessment Report found that the instrumental temperature record for the past century included urban heat island effects but that these were primarily local, having a negligible influence on global temperature trends (less than 0.006 °C per decade over land and zero over the oceans). For more information about the effects or otherwise of urbanization on the temperature record, see the main article: Urban heat island effect Spatial variability Edit The global temperature changes are not uniform over the globe, nor would they be expected to be, whether the changes were naturally or humanly forced. Certain places, such as the north shore of Alaska, show dramatic rises in temperature, far above the average for the globe as a whole. The Antarctic Peninsula has warmed by 2.5 °C (4.5 °F) in the past five decades in certain places.Template:Failed verification; meanwhile the majority of the continent has shown a slight cooling. Calculating the global temperatureEdit Deriving a reliable global temperature from the instrument data is not easy because the instruments are not evenly distributed across the planet, the hardware and observing locations have changed over the years, and there has been extensive land use change (such as urbanization) around some of the sites. The calculation needs to filter out the changes that have occurred over time that are not climate related (eg urban heat islands), then interpolate across regions where instrument data has historically been sparse (eg in the southern hemisphere and at sea), before an average can be taken. There are two main global temperature datasets, both developed since the late 1970s: that maintained by the Climatic Research Unit at the University of East Anglia and that maintained by the Goddard Institute for Space Studies . Both datasets produce very similar results, and are updated every month with additional data. In the late 1990s, the Goddard team used the same data to produce a global map of temperature anomalies to illustrate the difference between the current temperature and average temperatures prior to 1950 across every part of the globe. The paper included details of the calculations. Temperature processing software Edit In September 2007, the GISTEMP software which is used to process the GISS version of the historical instrument data was made public. The software that was released has been developed over more than 20 years by numerous staff and is mostly in FORTRAN; large parts of it were developed in the 1980s before massive amounts of computer memory was available as well as modern programming languages and techniques. Two recent open source projects have been developed by individuals to re-write the processing software in modern open code. One, http://www.opentemp.org/, was by John van Vliet. More recently, a project which began in April 2008 (Clear Climate Code) by staff of Ravenbrook Ltd to update the code to Python has so far detected two minor bugs in the original software which did not significantly change any results. Uncertainties in the temperature recordEdit A number of scientists and scientific organizations have expressed concern about the possible deterioration of the land surface observing network. Climate scientist Roger A. Pielke has stated that he has identified a number of sites where poorly sited stations in sparse regions "will introduce spatially unrepresentative data into the analyses." The metadata needed to quantify the uncertainty from poorly sited stations does not currently exist. Pielke has called for a similar documentation effort for the rest of the world. The uncertainty in annual measurements of the global average temperature (95% range) is estimated to be ~0.05°C since 1950 and as much as ~0.15°C in the earliest portions of the instrumental record. The error in recent years is dominated by the incomplete coverage of existing temperature records. Early records also have a substantial uncertainty driven by systematic concerns over the accuracy of sea surface temperature measurements. Station densities are highest in the northern hemisphere, providing more confidence in climate trends in this region. Station densities are far lower in other regions such as the tropics, northern Asia and the former Soviet Union. This results in less confidence in the robustness of climate trends in these areas. If a region with few stations includes a poor quality station, the impact on global temperature would be greater than in a grid with many weather stations. Evaluation of the United States land surface temperature recordEdit Template:Overcoverage In 1999 a panel of the U.S. National Research Council studied the state of US climate observing systems. The panel evaluated many climate measurement aspects, 4 of which had to do with temperature, against ten climate monitoring principles proposed by Karl et al 1995. Land surface temperature had "known serious deficiencies" in 5 principles, vertical distribution and sea surface in 9 and subsurface ocean in 7. The U.S. National Weather Service Cooperative Observer Program has established minimum standards regarding the instrumentation, siting, and reporting of surface temperature stations. The observing systems available are able to detect year-to-year temperature variations such as those caused by El Niño or volcanic eruptions. These stations can undergo undocumented changes such as relocation, changes in instrumentation and exposure (including changes in nearby thermally emitting structures), changes in land use (e.g., urbanization), and changes in observation practices. All of these changes can introduce biases into the stations' long term records. In the past, these local biases were generally considered to be random and therefore would cancel each other out using many stations and the ocean record. A 2006 paper analyzed a subset of U.S. surface stations, 366 stations, and found that 95% displayed a warming trend after land use/land cover (LULC) changes. The authors stated "this does not necessarily imply that the LULC changes are the causative factor." Another study has documented examples of well and poorly sited monitoring stations in the United States, including ones near buildings, roadways, and air conditioning exhausts. Brooks investigated Historical Climate Network (USHCN) sites in Indiana, and assigned 16% of the sites an ‘excellent’ rating, 59% a ‘good’ rating, 12.5% a ‘fair’ rating, and 12.5% ‘poor’ rating. Davey and Pielke visited 10 HCN sites in Eastern Colorado, but did not provide percentages of good or badly sited stations. They stated that some of the sites "are not at all representative of their surrounding region" and should be replaced in the instrumental temperature records with other sites from the U.S. cooperative observer network. Peterson has argued that existing empirical techniques for validating the local and regional consistency of temperature data are adequate to identify and remove biases from station records, and that such corrections allow information about long-term trends to be preserved. Pielke and co-authors disagree. - ↑ Brohan, P., J.J. Kennedy, I. Harris, S.F.B. Tett and P.D. Jones, 2006: Uncertainty estimates in regional and global observed temperature changes: a new dataset from 1850. J. Geophysical Research 111, D12106 - ↑ "Climate monitoring and data sets". Met Office. Retrieved on 2007-07-13. - ↑ "Datasets & Images – GISS Surface Temperature Analysis". Goddard Institute for Space Studies. Retrieved on 2007-07-13. - ↑ "GHCN-Monthly Version 2". NOAA. Retrieved on 2007-07-13. - ↑ "Global Surface Temperature Anomalies". National Climatic Data Center. Retrieved on 2009-01-28. - ↑ Houghton et al (eds) (2001). "Climate Change 2001: Working Group I: The Scientific Basis – Figure 2.6". IPCC. Retrieved on 2007-07-13. - ↑ Guide to the Global Observing System, WMO. 2007. ISBN 92-63-13488-3, http://www.wmo.ch/pages/prog/www/OSY/Manual/488_Guide_2007.pdf. Retrieved on 13 July 2007. - ↑ 8.0 8.1 Thompson D.W.J., J.J. Kennedy, J.M. Wallace and P.D. Jones (2008). "A large discontinuity in the mid-twentieth century in observed global-mean surface temperature". Nature 453: 646–649. doi:10.1038/nature06982. - ↑ Houghton et al(eds) (2001). "Climate Change 2001: Working Group I: The Scientific Basis – Chapter 12: Detection of Climate Change and Attribution of Causes". IPCC. Retrieved on 2007-07-13. - ↑ Houghton et al(eds) (2001). "Climate Change 2001: Working Group I: The Scientific Basis – Chapter 2: Observed Climate Variability and Change". IPCC. Retrieved on 2007-07-13. - ↑ "Understanding and Responding to Climate Change – Highlights of National Academies Reports" (PDF). United States National Academies (2005). Retrieved on 2007-07-13. - ↑ Baked Alaska on the Menu? - ↑ "Antarctic temperature data – Monthly mean surface temperature data and derived statistics for some Antarctic stations". British Antarctic Survey. Retrieved on 2007-07-13. - ↑ University of Colorado at Boulder (2002-01-13). Pondering a Climate Conundrum in Antarctica. Press release, http://huey.colorado.edu/LTER/news/NaturePaperReport_011302.html. Retrieved on 13 July 2007. - ↑ "GISS Surface Temperature Analysis". - ↑ Hansen, J., R. Ruedy, J. Glascoe, and Mki. Sato, 1999: GISS analysis of surface temperature change. J. Geophys. Res., 104, 30997-31022 - ↑ "GISS Surface Temperature Analysis - Updates to Analysis". NASA. Retrieved on 2008-10-16. - ↑ UNITED NATIONS FRAMEWORK CONVENTION ON CLIMATE CHANGE October 1997 - ↑ Monitoring the health of weather and climate observing networks - ↑ Monitoring the Health of Weather and Climate Observing Networks - ↑ The Need for a Systems Approach to Climate Observations Trenberth, Karl, and Spence - ↑ Climate Science: Roger Pielke Sr. Research Group Weblog - ↑ Climate Science: Roger Pielke Sr. Research Group Weblog - ↑ Brohan, P., J.J. Kennedy, I. Haris, S.F.B. Tett and P.D. Jones (2006). "Uncertainty estimates in regional and global observed temperature changes: a new dataset from 1850" (PDF). J. Geophysical Research 111: D12106. doi:10.1029/2005JD006548, http://www.cru.uea.ac.uk/cru/data/temperature/HadCRUT3_accepted.pdf. - ↑ Folland, C.K., N.A. Rayner, S.J. Brown, T.M. Smith, S.S.P. Shen, D.E. Parker, I. Macadam, P.D. Jones, R.N. Jones, N. Nicholls and D.M.H. Sexton (2001). "Global temperature change and its uncertainties since 1861" (PDF). Geophysical Research Letters 28: 2621–2624. doi:10.1029/2001GL012877, http://www.geog.ox.ac.uk/~mnew/teaching/Online_Articles/folland_et_al_temp_uncertainties_GRL_2001.PDF. - ↑ Davey, C.A.; Pielke Sr., R.A. (2007?), Comparing Station Density and Reported Temperature Trends for Land-Surface Sites, 1979-2004, Roger A. Pielke Sr. (submitted to Climatic change), http://climatesci.colorado.edu/publications/pdf/R-319.pdf, retrieved on 13 July 2007 - ↑ Adequacy of Climate Observing Systems - ↑ NOAA National Weather Service Cooperative Observer Program: Proper Siting - ↑ 29.0 29.1 Temperature Trends in the Lower Atmosphere: Steps for Understanding and Reconciling Differences. Thomas R. Karl, Susan J. Hassol, Christopher D. Miller, and William L. Murray, editors, 2006. A Report by the Climate Change Science Program and the Subcommittee on Global Change Research, Washington, DC. - ↑ Land use/land cover change effects on temperature trends at U.S. Climate Normals stations - ↑ InterScience - ↑ Indiana State Climate Office - ↑ Bulleting of the American Meteorological Society Volume 86 Number 4 April 2005 - ↑ Examination of Potential Biases in Air Temperature Caused By Poor Station Locations Peterson, Thomas - ↑ Documentation of Uncertainties and Biases Associated with Surface Temperature Measurement Sites for Climate Change Assessment Pielke et alia. - IPCC Fourth Assessment Report (AR4) WGI Summary for Policy Makers (SPM) - Global average temperature for the last 150 years and discussion of trends - Preliminary data from the last 2000 years
In early 1776, before the Declaration of Independence, Mason drafted the Virginia Declaration of Rights and framed Virginia’s constitution. George Mason was rightfully proud of the Virginia Declaration of Rights, and pleased that it became a model for other states. SEC. 2. That all power is vested in, and consequently derived from, the people; that magistrates are their trustees and servants and at all times amenable to them.
This section provides an alternate way to implement trees in C. As described above, the purpose of showing this implementation is because it involves using arrays, which are linear, meaning all the data is in a line, to implement trees, where data is stored hierarchically. As you can see, we will be considering only a binary tree for this example, but the same technique could be used for a tree where all nodes had 3 children, 4 children, etc. There are a few inherent limitations to this method. The first is that because it uses a static array, the fixed size of the array means that there is a fixed maximum size for the tree. In general, this method requires deciding the maximum depth of the tree beforehand. The next step is to figure out how many nodes a complete tree of that size would require. Consider first the case of a binary tree. There is one node of depth 0. That one node has two children which are at depth 1. Each of those two have two children which are at depth 2. The following table shows the progression. etc. We can see that the number of nodes doubles with each deeper level. In general, at depth n, there will be 2n nodes. The total number of nodes in a tree of depth n is 2( n + 1) - 1 . This general sum makes sense because the number of nodes at depth n is one more than the total of all of the previous nodes. Once you have determined the maximum number of nodes that there can be, you then need to make a type which holds an array that contains that many cells. Assume that each element in the tree is of the type data_t. typedef data_t[MAX_NODES] tree_t; In this example, we have stored the maximum number of nodes in a sharp defined constant. Note that this means that we need to know this number when we compile the program, as opposed to being able to calculate it at run time. If MAX_NODES can only be determined at run time, then you must allocate memory dynamically. Now we need to figure out how we are actually going to use this array for our tree. To start with, the root of the tree is always in the zero cell.
Photo courtesy of Sue Adamowicz. Rachel Carson NWR 321 Port Road Wells, ME 04090 Rachel Carson National Wildlife Refuge was established in 1966 in cooperation with the State of Maine to protect valuable salt marshes and estuaries for migratory birds. Located along 50 miles of coastline in York and Cumberland counties, the refuge consists of eleven divisions between Kittery and Cape Elizabeth. The proximity of the refuge to the coast and its location between the eastern deciduous forest and the boreal forest creates a composition of plants and animals not found elsewhere in Maine. Major habitat types present on the refuge include forested upland, barrier beach/dune, coastal meadows, tidal salt marsh, and the distinctive rocky coast. Maine is home to many iconic plants and animals such as moose, loons, puffins, lobsters, clams, Atlantic cod, balsam spruce, fir, white pine, and more. Changing climates will influence all of these organisms in one way or another. When oceans increase in temperature, for example, they also take up more CO2 (carbon dioxide). More carbon dioxide makes the oceans more acidic and increased acidity is not so good for shellfish like lobsters, clams, and mussels. Lobsters that experience increased acidification, for example, generally create softer shells or change their shell shedding time and both of these things may make them more susceptible to diseases. Warmer ocean waters may also provide better habitat for pests and pathogens that typically die out over the cold winter months, increasing the types of diseases the lobsters could be susceptible to. Atlantic cod are also expected to be negatively impacted with warmer waters. Their distributions are expected to become more restricted and the populations are expected to decline in the Gulf of Maine by 2100. Land based organisms are not immune to a changing climate either. Balsam spruce and fir forests in Maine may give way to more deciduous tree-dominated forests such as red maples. Chestnut oaks may also expand their range throughout the state. Wildlife populations, such as those of lynx and marten, are expected to decrease with decreasing snowpack, while other species, such as Virginia opossums, are expected to expand their range.There is concern that exotic and some invasive species will become more noticeable in Maine with a warming climate. Hemlock wooly adelgid, Asiatic clam, large-mouth bass, and Asian shore crab are just some of the species Maine residents will need to watch for. Incorporating climate change preparation into current planning processes like the State Wildlife Action Plan will help prepare Maine for the changes to come. Land managers with the Rachel Carson National Wildlife Refuge will also need to stay alert to the changes in the plant and animal populations they manage. As populations shift and change, the management strategies used by the staff will need to adapt as well.
It is a fact that senior citizens are often at risk for falls. Most people assume that the reason why older adults are prone to falling is because of their age. In reality, it is not age itself that increases the risk of falls; instead, it is the physical changes that aging brings which are to blame. People who are 65 years and above undergo physical and cognitive changes that make them vulnerable to falls. The changes in the body involve the senses, metabolism, the musculoskeletal system, and of course the brain. Exercise has always been deemed as important to a person’s well-being, and this is particularly true for the elderly. The lack of physical fitness results to significantly decreased muscle strength, which is one of the leading causes of falls at home. A decrease in muscle strength results in the decrease of flexibility, coordination and balance, all of which are needed for a person to perform the most mundane tasks. Aging also negatively impacts the sensory and neural systems. It is common for people to lose their sense of sight or hearing as they get older, but this development makes them at risk for falls. This is because the person’s ability to react during a loss in balance and maintain an upright position is diminished. In addition, neurological diseases such as Parkinsons’ and Alzheimer’s make an elder more vulnerable. Chronic illnesses like arthritis also increase the risks. All factors mentioned above make falling quite common for the older set.
Guide your students through our Darwin to DNA exhibition, with education resources provided by the museum, to investigate the roles of Charles Darwin and Alfred Russel Wallace in independently discovering the theory of evolution through natural selection. Students consider a number of controversial issues: Who owns the genome? Should chimpanzees be classified as part of the genus Homo? Can DNA from fossils be used to clone long-extinct organisms? Are humans still evolving? Mechanisms of evolution, including genetic drift and divergent and convergent evolution, are also explored. An education kit, Darwin to DNA, which includes background information, and pre- and post-visit activities, is available online. Science Level 9-10
Pesticides appear to play a key role in killing off the honey bee population, according to a new study from Harvard University. The authors wrote that pesticides might lead to '"impairment of honey bee neurological functions, specifically memory, cognition, or behavior." This finding supports previous studies that established a link between chemicals used on crops with colony collapse disorder (CCD). The bees are often exposed to the pesticides when chemically treated plants, such as corn, release pollen into the air. Bees do not pollinate corn, but the corn's pollen makes its way onto flower and other crops, where the bees are exposed. CCD has been devastating the U.S. honey bee population since at least 2006. The mysterious disorder causes honey bees to disappear from their hives, and their bodies are rarely found. Experts have floated several theories for CCD, including disease, parasites, stress, and lack of access to food sources. Others have suggested that there is a combination of factors, including exposure to pesticides. Theories like interference from cell phone towers have even been considered and discounted. In February, the U.S. Department of Agriculture announced that it is investing $3 million into efforts to protect the honey bee population. CCD has escalated winter time honey bee loses by as much as 30 percent each year. This latest study, published May 9 in the Bulletin of Insectology, pinpoints two types of neonicotinoid pesticides as lethal agents. Imidacloprid and clothiandin have the greatest impact on healthy hives during winter months, the study concluded. In drawing this conclusion, the researchers setup 18 hives in October 2012. The bees in 12 hives were fed high-fructose corn syrup or sugar laced with either imidacloprid or clothiandin. The other hives were fed untreated sugar or high-fructose corn syrup solutions. By the next spring, half of the colonies of the insecticide-treated hives had disappeared. Those remaining in the hives were not healthy. The bees in one of the untreated colonies also died off, though evidence points to a parasite rather than CCD, because their bodies remained in the hive. The authors wrote that the study results "reinforce the conclusion that sub-lethal exposure to neonicotinoids is likely the main culprit for the occurrence of CCD." One piece of evidence that did not comply with previous findings is that long-term exposure to small doses of neonicotinoids did not compromise the bees' immune systems. The hives became infected just as often when there were no neonicotinoids present. This only means more research is needed, as "neonicotinoids are causing some other kind of biological mechanism in bees that in turn leads to CCD," according to the authors. Several critics have voiced concerns that the study sample size is too small, and that it did not control for other potential reasons why honey bees abandon hives. In explaining the criticisms, The Examiner's James Cooper wrote, "A couple of red flags here to the credulous press: Lu is not an entomologist, and the journal, Bulletin of Insectology, is an obscure Italian journal published at the University of Bologna." He also cited another possible explanation. "In fact, what seems to have happened is that as the bee colonies declined as winter approached, there were fewer bees eating the same amount of insecticide, which eventually killed them." Further, he noted that the chemicals are banned in the European Union, yet CCD has still been observed in France every year. They are legal and widely used in Canada and Australia, yet beekeepers in those areas have not reported CCD. The debate over the validity of the science is often fueled by what the organization Friends of the Earth (FOE) calls "tobacco-style PR tactics" employed by pesticide companies. FOE suggests that the companies aim to "delay action and manufacture doubt about the science linking pesticides to the bee crisis" in order to protect commercial interests. Later this week, the USDA will release its annual report on honey bee overwintering losses.
Chickenpox is caused by the varicella-zoster virus (VZV) and it is a highly infectious disease that usually causes an itchy red rash with blisters. It is one of the most common childhood diseases, although it can affect adults as well. Most people recover fully from chickenpox, but it can cause complications. A child with chickenpox can miss up to two weeks of school. Immunisation against chickenpox is included in the combination measles, mumps, rubella and varicella (MMRV) vaccine for children at 18 months. Until the end of 2017, the varicella vaccine (VV) is also r offered to all 12-13 year old adolescents in year 7 of secondary school through a school-based catch-up program. Complications of chickenpox Most people recover fully from chickenpox without ongoing problems, but it can cause complications in some adults and children and in people who have weakened immune systems. The complications may include: - scarring – chickenpox can leave pockmark scars on the skin - cellulitis – a type of bacterial infection of the skin - pneumonia – infection and inflammation of the lung can occur in adults and can be fatal - encephalitis – inflammation of the brain, usually mild, but sometimes severe - bleeding disorders – rare but can be fatal - death – in rare cases - shingles can occur in people who have previously had chickenpox. Reasons for chickenpox immunisation Immunisation can prevent serious medical complications. For children who have not had chickenpox, the vaccine can help protect them against serious complications associated with chickenpox and protect them from developing shingles later in life. Immunised children who get chickenpox generally have a much milder form of the disease. They have fewer skin lesions, a lower fever and recover more quickly. Research shows that two doses of chickenpox vaccine in children provides increased protection and reduces the risk of chickenpox occurring at a later time. The government funds one free dose of chickenpox vaccine and a parent can purchase, on prescription, a second dose four to six weeks later if they wish. Immunisation against chickenpox is provided free of charge to children under the National Immunisation Program Schedule. Either of two vaccines are used depending on age. The first is a combined vaccine containing protection against measles, mumps, rubella and varicella (MMRV) given at 18 months of age. The second is the varicella vaccine (VV), which immunises only against chickenpox given in year 7 of secondary school or at 12-13 years of age. In Victoria, immunisation against chickenpox is free for: - Children at 18 months – immunisation against chickenpox is given as the combination MMRV vaccine. Children who have had chickenpox should still receive the combination vaccine. Adolescents in year 7 of secondary school or aged 12-13 years are offered the VV at school. It is recommended for adolescents who have not already had chickenpox or who have had one previous dose of VV. It can safely be given to adolescents who are unsure if they have had previous chickenpox infection. - Children up to and including nine years of age – may require a catch-up immunisation. Other adults with no reliable history of chickenpox disease can have a blood test to check their immunity and if they are not immune, they can purchase it with a prescription. MMRV is not recommended for people 14 years and over. People in this age range will be immunised with VV and should be given two doses of VV, one to two months apart. Your immunisation provider can give you more information. Both the combination MMRV vaccine and the VV contain a weakened form of VZ that works by causing the body to produce its own antibodies to protect against the virus. People who should be immunised against chickenpox People who benefit most from immunisation include: - adults not immune to chickenpox (those who have not been immunised and have not had chickenpox), especially parents with young children and people in ‘at-risk’ occupations such as teachers, childcare workers and healthcare workers - adults and young children who are not immune (those who have not been immunised and have not had chickenpox), and who live with people with weakened immune systems and no history of chickenpox. Pregnancy and chickenpox immunisation If you are thinking of becoming pregnant or you are early in your pregnancy, your healthcare professional can check your immunity with a blood test. If you are not immune and not pregnant, you may decide to receive the VV before you become pregnant. The MMRV vaccine is not recommended for people 14 years and over. If you are not immune during your pregnancy, you should avoid contact with people who have known cases of chickenpox. Contact your doctor, midwife or hospital as soon as possible if you are exposed to anyone with chickenpox. Before receiving the vaccine, tell your doctor or nurse if you (or your child): - are unwell (have a temperature over 38.5 ˚C) - have allergies to any other medicines or substances - have had a serious reaction to any vaccine - have had a serious reaction to any component of the vaccine - have had a severe allergy to anything - have a disease or you are having treatment that causes low immunity - have received another vaccine within the last month or if you will have another vaccine within one month of the chickenpox immunisation - have received a blood or plasma transfusion or immunoglobulins within the last three to nine months or will need to receive them within three weeks of the chickenpox immunisation - are taking any prescription or over-the-counter medicines - are due to have a skin test for tuberculosis within four to six weeks of receiving the chickenpox vaccine - are pregnant or intend to become pregnant. Side effects of chickenpox vaccine The chickenpox vaccine is effective and safe, but all medications can have unwanted side effects. Side effects from chickenpox vaccine can occur five to 26 days after immunisation and include a mild chickenpox-like rash, usually at the injection site, but occasionally elsewhere on the body. Other mild side effects occurring in the first few days after immunisation include: - localised pain, redness and swelling at the injection site - occasionally, an injection-site lump that may last many weeks (treatment is not needed) - temperature (fever, can be more than 39 ˚C). Managing fever after immunisation Common side effects following immunisation are usually mild and temporary (occurring in the first few days after vaccination). Side effects can be reduced by: - drinking extra fluids and not overdressing if the person has a fever - although routine use of paracetamol after immunisation is not recommended, if fever is present, paracetamol can be given – check the label for the correct dose or speak with your pharmacist, (especially when giving paracetamol to children). Concerns about side effects If the side effect following immunisation is unexpected, persistent or severe, or if you are worried about yourself or your child’s condition after immunisation, see your doctor or immunisation nurse as soon as possible or go directly to a hospital. Immunisation side effects may be reported to the Victorian vaccine safety service, the central reporting service in Victoria on (03) 9345 4143. You can discuss with your immunisation provider how to report adverse events in other states or territories. It is also important to seek medical advice if you (or your child) are unwell, as this may be due to other illness, rather than because of the immunisation. Rare side effects There is a very small risk of a serious allergic reaction (anaphylaxis) to any vaccine. This is why you are advised to stay at the clinic or medical surgery for at least 15 minutes following immunisation in case further treatment is required. Apart from anaphylaxis, other extremely rare side effects include thrombocytopenia (bleeding caused by insufficient blood platelets). Immunisation and HALO The immunisations you may need are decided by your health, age, lifestyle and occupation. Together, these factors are referred to as HALO. Talk to your doctor or immunisation provider if you think you or someone in your care has health, age, lifestyle or occupation factors that could mean immunisation is necessary. You can check your immunisation HALO using the Immunisation for Life infographic (pdf) Where to get help - Your doctor - In an emergency, always call triple zero (000) - Emergency department of your nearest hospital - Your local government immunisation service - Maternal and child health nurse - Maternal and Child Health Line (24 hours) Tel. 132 229 - NURSE-ON-CALL Tel. 1300 60 60 24 – for expert health information and advice (24 hours, 7 days) - Immunisation Section, Department of Health, Victorian Government Tel. 1300 882 008 - National Immunisation Information Line Tel. 1800 671 811 - Your local pharmacist - Victorian vaccine safety service Tel. (03) 9345 4143 – the line is attended between 10 am and 3.30 pm and you can leave a message at all other times Things to remember - Chickenpox is a highly infectious disease that sometimes causes complications. - The chickenpox vaccine is of greatest benefit to children over 12 months and people who live with someone with lowered immunity. - Serious side effects or allergic reactions to the vaccine are rare and should be attended to immediately by your doctor or at the nearest hospital. This page has been produced in consultation with and approved by: Department of Health and Human Services - RHP&R - Health Protection - Communicable Disease Prevention and Control Unit Page content currently being reviewed. Content on this website is provided for education and information purposes only. Information about a therapy, service, product or treatment does not imply endorsement and is not intended to replace advice from your doctor or other registered health professional. Content has been prepared for Victorian residents and wider Australian audiences, and was accurate at the time of publication. Readers should note that, over time, currency and completeness of the information may change. All users are urged to always seek advice from a registered health care professional for diagnosis and answers to their medical questions.
The FDIC has been around since its creation in 1933, as a part of the New Deal. It was created as a response to the thousand of bank foreclosures during the depression. It provided a safety net so those who have money tied up in a bank when it closed get their money back. One of the effects that occured rather immediately from the establishment of the FDIC was the restored confidence in banks. Its ultimate goal was prevent depositors from losses of money and causing another depression.
Species at Risk Haller's apple moss What is Haller's apple moss? Mosses are green plants that often grow in a low, dense mat in moist, shady areas such as on the base of tree trunks, rocks, logs or soil. They do not have true roots to absorb nutrients and water. Instead, their stems are covered with tiny leaves that absorb water and nutrients like a sponge. Mosses use spores, not flowers or seeds, to reproduce themselves. Haller's apple moss © Parks Canada / René Belland / 1999 Mosses have two phases in their life cycle. The first phase is the gametophyte (or plant that produces gametes - male and female reproductive cells). It is an obvious, leafy green plant. Male and female gametes from this plant produce the second phase, the sporophyte (plant that produces spores). This plant consists of a thin stalk supporting a capsule filled with spores. When the spores are mature, the capsule opens and releases the spores, which blow away to start new gametophyte plants. Haller's apple moss ( Bartramia halleriana ) is a small to medium-sized moss (4-14 cm tall) that is green to yellowish or brownish-green in colour. It is a monoicous plant, meaning that each plant has both male and female gamete-producing structures. In Canada , this species frequently produces a lot of spores. Haller's apple moss grows on ledges, in crevices of shaded, forested cliffs, at the base of overhangs and where rock slides of acidic bedrock occur at lower elevations in the mountains. Extensive areas of seemingly suitable habitat are found in the mountains of western Canada , but the plant has not been found beyond these few sites. This suggests that factors other than suitable habitat may restrict its distribution. Where does Haller's apple moss live? In North America, Haller's apple moss is found only in western Canada . One location in Alberta ( Jasper National Park ) and two locations in eastern British Columbia (just west of Jasper National Park ) are currently known. It was also documented in Wood River, British Columbia, in 1826 by a botanist travelling with voyageurs. It has not been found there since that time. Outside North America, Haller's apple moss occurs in Europe, Asia, southern South America, Hawaii, Australia and New Zealand. What's the status of Haller's apple moss? In Canada, Haller's apple moss has been assessed as threatened by COSEWIC, and is protected under federal law by the Species at Risk Act. This is due to the small number of locations and population size. Alberta has ranked it as the highest category of conservation concern (S1). British Columbia has not ranked mosses, but this species would likely also be in the highest category. Worldwide, Haller's apple moss is not at risk.
Vocab activities for your classroom Getting Beyond the Definition Can you imagine trying to explain the word currency without using the words money, exchange or country? Or, how about trying to explain epic without referring to the words hero, narrative or poem? This activity, borrowed from Hasbro's Taboo game, is a great way to have students review a list of vocabulary words from class in a fun, engaging format. Create a stack of index cards — each with a vocabulary word and a list of three or four related "taboo" words that students are forbidden to use as they try to explain the word to their teammates within a certain time limit (e.g., 2 minutes). (It is useful to use Visual Thesaurus definitions and synonyms to help you think of which words to include in your lists of forbidden words!) This game functions a bit like a verbal version of charades, without the gestures. Give each student the chance to play clue-giver as he or she explains the word on the index card without using the forbidden words in the explanation. For example, a clue-giver might choose the word protagonist and have to explain the term without using the words main, character, story or narrative. (So, the clue-giver might explain that "Both Harry Potter and Hamlet are examples of this.") If the clue-giver's team guesses the word on the index card correctly within the time limit, then that team scores a point. The team with the most points at the end of the class wins. This vocabulary game encourages students to think beyond how words are defined and to think of examples of those words "in action."
On this page: What is Short Bowel Syndrome Short bowel syndrome is a group of problems related to poor absorption of nutrients. Short bowel syndrome typically occurs in people who have - had at least half of their small intestine removed and sometimes all or part of their large intestine removed - significant damage of the small intestine - poor motility, or movement, inside the intestines Short bowel syndrome may be mild, moderate, or severe, depending on how well the small intestine is working. People with short bowel syndrome cannot absorb enough water, vitamins, minerals, protein, fat, calories, and other nutrients from food. What nutrients the small intestine has trouble absorbing depends on which section of the small intestine has been damaged or removed. What is the small intestine? The small intestine is the tube-shaped organ between the stomach and large intestine. Most food digestion and nutrient absorption take place in the small intestine. The small intestine is about 20 feet long and includes the duodenum, jejunum, and ileum: duodenum—the first part of the small intestine, where iron and other minerals are absorbed jejunum—the middle section of the small intestine, where carbohydrates, proteins, fat, and most vitamins are absorbed ileum—the lower end of the small intestine, where bile acids and vitamin B12 are absorbed What is the large intestine? The large intestine is about 5 feet long in adults and absorbs water and any remaining nutrients from partially digested food passed from the small intestine. The large intestine then changes waste from liquid to a solid matter called stool. What causes Short Bowel Syndrome? The main cause of short bowel syndrome is surgery to remove a portion of the small intestine. This surgery can treat intestinal diseases, injuries, or birth defects. Some children are born with an abnormally short small intestine or with part of their bowel missing, which can cause short bowel syndrome. In infants, short bowel syndrome most commonly occurs following surgery to treat necrotizing enterocolitis, a condition in which part of the tissue in the intestines is destroyed.1 Short bowel syndrome may also occur following surgery to treat conditions such as - cancer and damage to the intestines caused by cancer treatment - Crohn's disease, a disorder that causes inflammation, or swelling, and irritation of any part of the digestive tract - gastroschisis, which occurs when the intestines stick out of the body through one side of the umbilical cord - internal hernia, which occurs when the small intestine is displaced into pockets in the abdominal lining - intestinal atresia, which occurs when a part of the intestines doesn't form completely - intestinal injury from loss of blood flow due to a blocked blood vessel - intestinal injury from trauma - intussusception, in which one section of either the large or small intestine folds into itself, much like a collapsible telescope - meconium ileus, which occurs when the meconium, a newborn's first stool, is thicker and stickier than normal and blocks the ileum - midgut volvulus, which occurs when blood supply to the middle of the small intestine is completely cut off - omphalocele, which occurs when the intestines, liver, or other organs stick out through the navel, or belly button Even if a person does not have surgery, disease or injury can damage the small intestine. How common is Short Bowel Syndrome? Short bowel syndrome is a rare condition. Each year, short bowel syndrome affects about three out of every million people.1 What are the signs and symptoms of Short Bowel Syndrome? The main symptom of short bowel syndrome is diarrhea—loose, watery stools. Diarrhea can lead to dehydration, malnutrition, and weight loss. Dehydration means the body lacks enough fluid and electrolytes—chemicals in salts, including sodium, potassium, and chloride—to work properly. Malnutrition is a condition that develops when the body does not get the right amount of vitamins, minerals, and nutrients it needs to maintain healthy tissues and organ function. Loose stools contain more fluid and electrolytes than solid stools. These problems can be severe and can be life threatening without proper treatment. Other signs and symptoms may include - fatigue, or feeling tired - foul-smelling stool - too much gas People with short bowel syndrome are also more likely to develop food allergies and sensitivities, such as lactose intolerance. Lactose intolerance is a condition in which people have digestive symptoms—such as bloating, diarrhea, and gas—after eating or drinking milk or milk products. More information is provided in the NIDDK health topic, Lactose Intolerance. What are the complications of Short Bowel Syndrome? The complications of short bowel syndrome may include - peptic ulcers—sores on the lining of the stomach or duodenum caused by too much gastric acid - kidney stones—solid pieces of material that form in the kidneys - small intestinal bacterial overgrowth—a condition in which abnormally large numbers of bacteria grow in the small intestine Seek Help for Signs or Symptoms of Severe Dehydration People who have any signs or symptoms of severe dehydration should call or see a health care provider right away: - excessive thirst - dark-colored urine - infrequent urination - lethargy, dizziness, or faintness - dry skin Infants and children are most likely to become dehydrated. Parents or caretakers should watch for the following signs and symptoms of dehydration: - dry mouth and tongue - lack of tears when crying - infants with no wet diapers for 3 hours or more - infants with a sunken soft spot - unusually cranky or drowsy behavior - sunken eyes or cheeks If left untreated, severe dehydration can cause serious health problems: - organ damage - shock—when low blood pressure prevents blood and oxygen from getting to organs - coma—a sleeplike state in which a person is not conscious How is Short Bowel Syndrome diagnosed? A health care provider diagnoses short bowel syndrome based on - a medical and family history - a physical exam - blood tests - fecal fat tests - an x-ray of the small and large intestines - upper gastrointestinal (GI) series - computerized tomography (CT) scan Medical and Family History Taking a medical and family history may help a health care provider diagnose short bowel syndrome. He or she will ask the patient about symptoms and may request a history of past operations. A physical exam may help diagnose short bowel syndrome. During a physical exam, a health care provider usually - examines a patient's body, looking for muscle wasting or weight loss and signs of vitamin and mineral deficiencies - uses a stethoscope to listen to sounds in the abdomen - taps on specific areas of the patient's body A blood test involves drawing a patient's blood at a health care provider's office or a commercial facility and sending the sample to a lab for analysis. Blood tests can show mineral and vitamin levels and measure complete blood count. Fecal Fat Tests A fecal fat test measures the body's ability to break down and absorb fat. For this test, a patient provides a stool sample at a health care provider's office. The patient may also use a take-home test kit. The patient collects stool in plastic wrap that he or she lays over the toilet seat and places a sample into a container. A patient can also use a special tissue provided by the health care provider's office to collect the sample and place the tissue into the container. For children wearing diapers, the parent or caretaker can line the diaper with plastic to collect the stool. The health care provider will send the sample to a lab for analysis. A fecal fat test can show how well the small intestine is working. An x-ray is a picture created by using radiation and recorded on film or on a computer. The amount of radiation used is small. An x-ray technician performs the x-ray at a hospital or an outpatient center, and a radiologist—a doctor who specializes in medical imaging—interprets the images. An x-ray of the small intestine can show that the last segment of the large intestine is narrower than normal. Blocked stool causes the part of the intestine just before this narrow segment to stretch and bulge. Upper Gastrointestinal Series Upper GI series, also called a barium swallow, uses x rays and fluoroscopy to help diagnose problems of the upper GI tract. Fluoroscopy is a form of x ray that makes it possible to see the internal organs and their motion on a video monitor. An x-ray technician performs this test at a hospital or an outpatient center, and a radiologist interprets the images. During the procedure, the patient will stand or sit in front of an x-ray machine and drink barium, a chalky liquid. Barium coats the esophagus, stomach, and small intestine so the radiologist and a health care provider can see the shape of these organs more clearly on x-rays. A patient may experience bloating and nausea for a short time after the test. For several days afterward, barium liquid in the GI tract causes white or light-colored stools. A health care provider will give the patient specific instructions about eating and drinking after the test. Upper GI series can show narrowing and widening of the small and large intestines. More information is provided in the NIDDK health topic, Upper GI Series. Computerized Tomography Scan Computerized tomography scans use a combination of x-rays and computer technology to create images. For a CT scan, a health care provider may give the patient a solution to drink and an injection of a special dye, called a contrast medium. CT scans require the patient to lie on a table that slides into a tunnel-shaped device that takes x-rays. An x-ray technician performs the procedure in an outpatient center or a hospital, and a radiologist interprets the images. The patient does not need anesthesia. CT scans can show bowel obstruction and changes in the intestines. How is Short Bowel Syndrome treated? A health care provider will recommend treatment for short bowel syndrome based on a patient's nutritional needs. Treatment may include - nutritional support - intestinal transplant The main treatment for short bowel syndrome is nutritional support, which may include the following: - Oral rehydration. Adults should drink water, sports drinks, sodas without caffeine, and salty broths. Children should drink oral rehydration solutions—special drinks that contain salts and minerals to prevent dehydration—such as Pedialyte, Naturalyte, Infalyte, and CeraLyte, which are sold in most grocery stores and drugstores. - Parenteral nutrition. This treatment delivers fluids, electrolytes, and liquid vitamins and minerals into the bloodstream through an intravenous (IV) tube—a tube placed into a vein. Health care providers give parenteral nutrition to people who cannot or should not get their nutrition or enough fluids through eating. - Enteral nutrition. This treatment delivers liquid food to the stomach or small intestine through a feeding tube—a small, soft, plastic tube placed through the nose or mouth into the stomach. Gallstones—small, pebblelike substances that develop in the gallbladder—are a complication of enteral nutrition. More information is provided in the NIDDK health topic, Gallstones. - Vitamin and mineral supplements. A person may need to take vitamin and mineral supplements during or after parenteral or enteral nutrition. - Special diet. A health care provider can recommend a specific diet plan for the patient that may include - small, frequent feedings - avoiding foods that can cause diarrhea, such as foods high in sugar, protein, and fiber - avoiding high-fat foods A health care provider may prescribe medications to treat short bowel syndrome, including - antibiotics to prevent bacterial overgrowth - H2 blockers to treat too much gastric acid secretion - proton pump inhibitors to treat too much gastric acid secretion - choleretic agents to improve bile flow and prevent liver disease - bile-salt binders to decrease diarrhea - anti-secretin agents to reduce gastric acid in the intestine - hypomotility agents to increase the time it takes food to travel through the intestines, leading to increased nutrient absorption - growth hormones to improve intestinal absorption - teduglutide to improve intestinal absorption The goal of surgery is to increase the small intestine's ability to absorb nutrients. Approximately half of the patients with short bowel syndrome need surgery.2 Surgery used to treat short bowel syndrome includes procedures that - prevent blockage and preserve the length of the small intestine - narrow any dilated segment of the small intestine - slow the time it takes for food to travel through the small intestine - lengthen the small intestine Long-term treatment and recovery, which for some may take years, depend in part on - what sections of the small intestine were removed - how much of the intestine is damaged - how well the muscles of the intestine work - how well the remaining small intestine adapts over time An intestinal transplant is surgery to remove a diseased or an injured small intestine and replace it with a healthy small intestine from a person who has just died, called a donor. Sometimes a living donor can provide a segment of his or her small intestine. Transplant surgeons—doctors who specialize in performing transplant surgery—perform the surgery on patients for whom other treatments have failed and who have lifethreatening complications from long-term parenteral nutrition. An intestinal-transplant team performs the surgery in a hospital. The patient will need anesthesia. Complications of intestinal transplantation include infections and rejection of the transplanted organ. A successful intestinal transplant can be a life-saving treatment for people with intestinal failure caused by short bowel syndrome. By 2008, transplant surgeons had performed almost 2,000 intestinal transplantations in the United States—approximately 75 percent of which were in patients younger than 18 years of age.3 A health care provider will tailor treatment to the severity of the patient's disease: - Treatment for mild short bowel syndrome involves eating small, frequent meals; drinking fluid; taking nutritional supplements; and using medications to treat diarrhea. - Treatment for moderate short bowel syndrome is similar to that for mild short bowel syndrome, with the addition of parenteral nutrition as needed. - Treatment for severe short bowel syndrome involves use of parenteral nutrition and oral rehydration solutions. Patients may receive enteral nutrition or continue normal eating, even though most of the nutrients are not absorbed. Both enteral nutrition and normal eating stimulate the remaining intestine to work better and may allow patients to discontinue parenteral nutrition. Some patients with severe short bowel syndrome require parenteral nutrition indefinitely or surgery. Can Short Bowel Syndrome be prevented? People can ask their health care providers about surgical techniques that minimize scar tissue. Scientists have not yet found a way to prevent short bowel syndrome that is present at birth, as its cause is unknown. What is Intestinal Adaptation? Intestinal adaptation is a process that usually occurs in children after removal of a large portion of their small intestine. The remaining small intestine goes through a period of adaptation and grows to increase its ability to absorb nutrients. Intestinal adaptation can take up to 2 years to occur, and during this time a person may be heavily dependent on parenteral or enteral nutrition.1 Eating, Diet, and Nutrition Researchers have not found that eating, diet, and nutrition play a role in causing or preventing short bowel syndrome. Points to Remember - Short bowel syndrome is a group of problems related to poor absorption of nutrients. - People with short bowel syndrome cannot absorb enough water, vitamins, minerals, protein, fat, calories, and other nutrients from food. - The main symptom of short bowel syndrome is diarrhea—loose, watery stools. Diarrhea can lead to dehydration, malnutrition, and weight loss. - A health care provider will recommend treatment for short bowel syndrome based on a patient's nutritional needs. Treatment may include - nutritional support - intestinal transplant The National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK) and other components of the National Institutes of Health (NIH) conduct and support research into many diseases and conditions. What are clinical trials, and are they right for you? Clinical trials are part of clinical research and at the heart of all medical advances. Clinical trials look at new ways to prevent, detect, or treat disease. Researchers also use clinical trials to look at other aspects of care, such as improving the quality of life for people with chronic illnesses. Find out if clinical trials are right for you. What clinical trials are open? Clinical trials that are currently open and are recruiting can be viewed at www.ClinicalTrials.gov. This information may contain content about medications and, when taken as prescribed, the conditions they treat. When prepared, this content included the most current information available. For updates or for questions about any medications, contact the U.S. Food and Drug Administration toll-free at 1-888-INFO-FDA (1-888-463-6332) or visit www.fda.gov. Consult your health care provider for more information. The U.S. Government does not endorse or favor any specific commercial product or company. Trade, proprietary, or company names appearing in this document are used only because they are considered necessary in the context of the information provided. If a product is not mentioned, the omission does not mean or imply that the product is unsatisfactory. This content is provided as a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), part of the National Institutes of Health. The NIDDK translates and disseminates research findings through its clearinghouses and education programs to increase knowledge and understanding about health and disease among patients, health professionals, and the public. Content produced by the NIDDK is carefully reviewed by NIDDK scientists and other experts. The NIDDK would like to thank: Carmen Cuffari, M.D., Johns Hopkins University; Thomas R. Ziegler, M.D., Emory University This information is not copyrighted. The NIDDK encourages people to share this content freely.
The term "sky islands" sounds intriguing, but it may be more lyrical than useful when discussing mammal distributions, according to new research from Eric Waltari of the Sackler Institute of Comparative Genomics at the American Museum of Natural History and Robert Guralnick from the University of Colorado at Boulder. The team used an emerging technique, ecological niche modeling, to show that the populations of small mammals living on mountaintops in the Great Basin—on islands in the sky—are not as isolated as previously thought. "Niche modeling is a quick and straightforward approach to addressing problems that molecular data will eventually solve," says Waltari. "Are the animals on 'sky islands' isolated?" The answer is no. "Sky islands" is a biogeographical term that was coined to describe the habitats of species living high on mountaintops, habitats thought to be solidly isolated. In the new paper published in the early online version of the , Waltari and Guralnick test the concept of geographic isolation on thirteen species of jackrabbits, shrews, ground squirrels, and other small mammals. The species chosen have detailed location records that were mapped with current and past climate data, such as temperature and rainfall, to "backcast" the distribution of each species at the height of the last ice age 21,000 years ago. The predictions of the model are calibrated with known fossil records. Backcasting allows researchers to test whether species had wider ranges or different distributions in the past; the current study, for example, found that most of the species (12 of 13) lived at lower elevations 21,000 years ago and that the average distribution of each species was larger than it is now. Determining the area that species inhabited in the past helps researchers understand current population distribution within the western U.S.'s Great Basin and potential linkages between "sky islands," links that can be tested with molecular research now that the models have pinpointed which populations of which species are most likely to intermingle. In this study, Waltari and Guralnick also found that not all species were widespread across the basin 21,000 years ago. For example, one prediction is that Belding's Ground Squirrels inhabited only the western portion of the Great Basin at the last full glacial period. Belding's ground squirrels currently live at higher elevations of the same portion of Great Basin, but some valley connections also appear to currently be suitable habitat according to the model. Many of the species (9 of 13) had suitable habitat below the "sky islands" that may link different populations. "Connectivity is an important aspect of conservation biology," says Waltari. "Also, testing niche models in the present and past is the first step in making predictions about where species will move in the future given global warming scenarios." Cite This Page:
Bedbugs are blood-feeding insects. They bite people at night while they are sleeping. Scientists think that the bedbugs find the host by sensing the body temperature and the carbon dioxide that the person exhales. The bedbug's mouth acts like a tiny saw to cut through the host's skin. Even so, for most people, bedbug bites are not painful. In fact, most people do not wake up during the bite or the feeding process. The size of the bedbug determines how long it feeds. Immature nymphs only feed for three or four minutes. Adult bedbugs may feed for 10-15 minutes. Bedbugs sometimes make more than one bite during one feeding. During the feeding, the bedbug inserts two tiny tubes into the host/victim's skin. The bedbug uses one tube to inject saliva into the host's skin. The saliva prevents the blood from clotting while the bedbug feeds. The bedbug uses the other tube to draw blood into its mouth. Some people are allergic to the bedbug's saliva. These people usually develop skin irritation and itching at the site of the bite. A few people who are allergic to the saliva develop a welt at the bite site. A small number of sensitive people develop swelling beyond the area of the bite. People who develop itching or welts may blame mosquitoes, fleas, or spiders for the bites. Since bedbugs stay hidden, people seldom see them. To identify the cause of the bite, it is usually necessary to use the clues that the bedbugs leave behind. Bedbugs often leave small blood spots on sheets and bedding. This happens when the victim rolls over and crushes a bedbug after it has eaten. The spots also happen if the bedbug “overeats” and blood spills on the bed. Bedbugs also leave dark fecal stains near their hiding places. People will usually find these stains on the bed frame, the mattress, the box spring, and even on the baseboard behind the bed. Since the bedbug bites are not painful, a thorough inspection is the best way to confirm whether bedbugs have been active. Many people prefer to call a pest control professional to do this inspection.
For example, there is an incubation period of around 1 to 3 days for common cold, and that of AIDS can range over to decades. What do viruses do actually do during the incubation period? What triggers them to turn active again? during the incubation period the virus is typically increasing in numbers and spreading between cells. It takes a while for symptoms to become obvious because it takes time for enough damage to be built up in the tissue to become noticeable. Take for instance the Rhinovirus which causes the common cold, once you become infected it is a day or so before enough damage has been caused to the tissue at at the back of the throat to give you a cough. In addition some of the symptoms of infection are caused by your own immune system as a way of fighting the infection. For instance inflammation is often a sign of infection but is typically caused by the immune system to allow the movement of plasma and leukocytes into the infected tissue. As the immune system requires time to recognise and respond to a pathogen this leads to the delayed onset in symptoms. AIDS is actually a syndrome caused by the HIV virus. the HIV lifecycle occurs CD4+ T-Cells, after infection occurs the immune system tries to cope by destroying the infected cells but over long time the infected population increases. The immune system becomes more and more compromised until the CD4+ cell count drops to a level where the patient is diagnosed with AIDS. At this point the immune system is compromised and the chance of a secondary infection by a different organism increases which the patient can no longer fight off. The actual cause of death for someone infected with HIV is rarely the HIV itself but is quite often a different agent.
Our eyes are constructed for near and far vision. Nearsighted vision is a class of refractive error of the eye commonly known as short-sightedness or Myopia. Myopia refers to blurry eyesight caused by nearsightedness, or the inability of the eye to focus the far away objects. The degree to which the person is myopic depends on the powers of the retina, powers of lens and the length of the eyeball. A combination of multiple genes and environmental factors play important part in the development of myopia. The cause of Myopia can be partly hereditary. A familial incidence has been noted in myopia i.e. the chance of getting myopia to the child is more if both parents are myopic. Environmental or external factors like strain on the eye or damage in the eyes can also lead to myopia. Most eyes with nearsightedness are healthy, but in severe cases of myopia, retinal degeneration happens. Nearsightedness get worsen with the growth years. Nearsightedness affects both males and females, often seen in children and teenagers. The major reason for congenital myopia is the obstruction along the visual pathway such as cataract. The resulting blur and elongation causes, a myopic eye. What is myopia? Myopia definition: The light entering the eye is incorrectly focused on the retina, results in blurred vision of far-away objects, at the same time close objects are focused properly. The condition of myopia or nearsightedness is owing to the low optical length than the physical length of the eye. Myopia occurs in two stages, spastic myopia and axial-length myopia. The first stage is a reversible form of myopia known as spastic myopia. When the underlying cause is treated the eyes restore normal vision. Spastic myopia affects the lens and it usually foregoes the formation of axial-length myopia. If the spastic myopia is tolerated for long time it results in stretching of the coats of the eye. The second stage is the irreversible form of myopia called axial-length myopia. The coats of the eye get thinner as they stretch. The cause of this type of myopia is an abnormal elongation of the eye along its visual axis and a minor switch from the normal in the axial dimension of the eye is adequate to cause blurring. Axial-length myopia is often seen associated with a sustained high pressure in the vitreous chamber of the eye. How to correct myopia? The prevention requires knowledge of cause. The ophthalmologist’s challenge is to find out what causes and what worsens myopia. The common method of myopia correction is the use of corrective lenses such as eyeglasses or contact lenses, which can adjust the focus shift of the light from the image, bringing out a clearer image. The negative optical power (concave) in corrective lenses helps in compensating the extra positive diopters of the myopic eye. New surgical correction or laser methods can eliminate the power permanently. LASIK is the most common surgery for myopia. This technique reshapes (flatten) the cornea and helps in shifting the focus using an excimer laser. For myopic patients whom laser surgery is not possible, lens implants can be done. Lens implants function as corrective glasses and helps in myopia correction. Eye exercises for myopia include moving the eye to create up-and-down, side-to-side or circular motion of the eye muscles. Muscles controlling back-and-forth movement of eye’s natural lens also worked out in this exercise. Another simple eye relaxation technique is to briskly rub your hands together and place it over your closed eyes gently for a few minutes. If the myopia is in early stage of development, instead of going for corrective glasses, strengthen the eyes and focusing power using vision therapy eye exercises
What is alternating current (AC)? : BASIC AC THEORY What is alternating current (AC)? Most students of electricity begin their study with what is known as direct current (DC), which is electricity flowing in a constant . Difference between AC and DC current Difference between AC and DC current Electrical Engineering discussion. Direct Current versus Alternating Current - YouTube Jun 26, 2008. contrasts the motion of conventional charge in AC and DC circuits. . I use conventional current flow as the visual element for all my . Explain how AC is created and delivered to different places. Discuss the differences between AC and DC. AC is short for alternating current. This means that the . Which is more danger, AC or DC? That's current flow what kills and if it's high enough it really doesn't matter if it's DC or AC. However, if one happen to survive the shock itself .
Squirrels and forest ecology (10/2017) With the onset of fall comes cooler temperatures, changing leaves, and acorns by the dozens. Acorns can make a hazardous nightmare for a hiker or anyone just enjoying the outdoors. The forest floor becomes one giant tripping hazard covered in a blanket of marbles and dodging these falling projectiles is nearly an olympic feat of agility and acrobatics. Acorns are much more than bombs and slip hazards. Our native oak trees prepare for the future by producing and dispersing these seed packages. Acorns are the nut produced by oak trees. An oak tree can produce up to 10,000 acorns in a single year. These durable casings contain a single seed, which under the right conditions can germinate and eventually grow into a tree. Typically oaks will produce acorns in two to five year cycles. These boom and bust cycles are called mast years, the last of which occurred regionally in 2015 and 2016. Scientists arenít sure about how or why this occurs. Research shows it could be triggered by chemical signalling between the trees or environmental conditions. However, there doesnít seem to be a strong connection between weather patterns and production. Evolutionary biologists suggest that it could be the best way to ensure the overall success of seed distribution and growth. By staggering production cycles it allows the predator population (chipmunks, squirrels, mice, deer, jays, etc.) to thin out. Then all at once the trees collectively produce millions of acorns that blanket the forest floor. The numbers produced are simply too overwhelming and abundant to be eaten by the diminished animal populations. Another reason could be that itís taxing on the trees to make the acorns, so by alternating production years it allows them to recover for the next round of production cycles. Either way, the animal populations that do rely on these calorie packed snacks do very well those years. Typically, those dependent animals see population numbers explode the following year. Most trees and plants rely on the wind to spread seeds, but acorns are just too heavy to get around this way. This is where biological vectors come in - in other words, animals. Acorns are a favorite meal of many different kinds of animals. They are a great nutritious high calorie snack to fatten up animals before a long migration or a long cold winter. Some animals, like squirrels, will cache, or hide, thousands of acorns for later use. Initially, squirrels donít seem all that intelligent. Frequently theyíre spotted darting across roads meeting untimely ends. However, they are the unsung heroes of forest growth. When it comes to forest ecology they are the primary agent in acorn dispersal. In forests with oak trees there can be hundreds of acorns in a square foot during mast years. Squirrels can differentiate between species of oak acorns often preferring to eat acorns produced by White Oaks immediately and storing acorns produced by Red Oaks for later. This is because the White Oak acorns spoil faster, usually within a few months, while the Red Oak acorns can last up to 16 months in storage. These discerning rodents are also deceptive. Concerned by opportunistic spies, squirrels will trick others by creating fake caches. If a squirrel thinks it is being watched it will dig a hole, pretend to place the acorn in it (while actually leaving the acorn in its mouth), cover the hole back up, then scurry off elsewhere to actually hide its treasure. A single squirrel is estimated to create hundreds, possibly up to a thousand, of caches each season. Remarkably they can remember where each and everyone is located. Researchers have demonstrated that some of this is done by memory, but as they close in on the specific location scent can help them hone in on the specific spot. For the acorns that donít get eaten that season they can germinate and sprout. By carrying the acorns further than the tree would be able to disperse them squirrels help expand the boundary and the genetic diversity of the forest. The eastern gray squirrel, while native, at this point is considered an invasive pest. People with bird feeders wouldíve agreed with this sentiment long ago, but itís their ingenuity and evolutionary adaptations that have given them this edge. Their tails are one of the remarkable features that have secured their niche. Squirrels dart, dash, and dive throughout the forest canopy. Like a child walking astride a curbside with their arms extended for balance the tail of the squirrel keeps them balanced through all their aerial acrobatics up in the branches. Additionally, their tails are basically a thermostat helping to regulate their core body temperature. During the cold winter months it directs blood flow back into the core of their body, while during the summer body heat is radiated away as the blood circulates through the tail. Squirrels are one of the only mammals that can climb down a tree face first. Incredibly their wrists allow their hands to rotate a full 180 degrees backwards. This ability allows their claws to securely grip tree bark making their descents rapid and smooth. Primary predators include hawks, owls, and foxes. Squirrels are incredibly agile and have excellent peripheral vision that makes it difficult for predators to sneak up on them. The eastern gray squirrel is crepuscular, meaning they are most active during dawn and dusk allowing them to avoid the heat of midday. Maryland is also home to flying squirrels too. Flying squirrels are rarely seen though, as they are nocturnal. The flying squirrel nests in tree cavities making them more difficult to spot, whereas gray squirrels create visible nests high in the tree tops. Flying squirrels, despite their name, can not actually fly. They can glide up to 300 feet from tree to tree using folds of skin between their front and hind legs. To homeowners and drivers squirrels can be bothersome. They are, however, a remarkably adaptive species that is truly beneficial for the overall health of a forest ecosystem. While we may occasionally have to swerve around them or sacrifice some seed from our feeders we need them for the services they provide for forest growth. Read other articles by Tim Iverson
Future Droughts Worse than Expected A new study is helping astrobiologists understand how climate change may shape the future of life on Earth. As we approach the end of the next century, many scientists believe that we could be facing increasingly severe droughts due to changes in rainfall. The new study shows that things could be worse than originally thought. Previous theories have predicted that changes in rainfall due to global warming could cause the Earth’s land area to experience increased drying. It turns out, however, that rainfall is just one part of the story. “If you only account for precipitation changes in the future, we can expect increased drought on about 12% of the global land area,” said Dr. Benjamin Cook of Columbia University’s Lamont-Doherty Earth Observatory and the NASA Goddard Institute for Space Studies. “If you include warming and increased evaporation in these calculations, the drying intensifies and spreads to ~30% of the global land area.” Cook and his colleagues found that higher evaporation rates could result from a warmer climate. Evaporation would ‘wring’ water out of the soil, even in some areas that receive a decent amount of rain. And while global warming is forcing water out of the ground, it will also increase the moisture content of our planet’s atmosphere. This, too, could have global consequences. “In the global average, evaporation is expected to increase atmospheric moisture content by about 7% per degree Celsius of warming. This is just the Clausius-Clapeyron relationship,” said Cook. “The expectation is that, at the global level, this increase in atmospheric moisture content will act to amplify greenhouse gas warming trends because water vapor is also an important greenhouse gas. Regionally, it gets more complicated because you have some areas where humidity will increase and other areas where it will decrease.” The Intergovernmental Panel on Climate Change (IPCC) has already warned that declining soil moisture is going to cause problems for agriculture in many regions of the globe. Today’s ‘Marginally wet’ areas at mid-latitudes on Earth – like the Great Plains of the United States – are expected to become arid. This increasing aridity could force ecosystem change in these regions. “I certainly expect that we will see impacts on ecosystems and agriculture at the regional level with increased aridity,” says Cook. “You can already see this happening with some of the severe droughts in the southwest and California.” The authors have made all the supplementary data from their study publicly available online: http://www.ldeo.columbia.edu/~jsmerdon/2014_clidyn_cooketal_supplement.html
A concave lens is thinner at the center that at the edges. So the light beams passing through the lens are spread out or diverged. Therefore, the concave lens is called a diverging lens. The image formed by a concave lens is virtual and diminished. Since a concave lens will not produce a real image, a convex lens is used to measure its focal length. There are two methods to find the focal length of a concave lens: (a) Lens in Contact Method and (b) Lens out of Contact Method. This video explains how find the focal length of a concave lens using a convex lens by: (a) Lens in contact method and (b) Lens out of contact method.
Dr Lin Day, Founder of Baby Sensory (www.babysensory.com), discusses language and speech development in babies and infants with top tips on encouraging your child to say his first words. Speech and language development are complex life skills and yet babies can understand words and whole sentences long before they are able to talk. What is so extraordinary is that even babies up to the age of ten months have an amazing capacity to learn several different languages. Adults, however, have greater difficulty in managing the grammar and dialects of new languages because they are naturally accustomed to the sounds and codes of their native tongue. A drive to communicate The drive between human beings to communicate is very powerful and babies develop many ways to express themselves before they utter their first words. Body language is one way in which babies communicate before the development of speech begins. Some studies have shown that teaching babies to use sign language enhances communication and enables them to develop a better grasp of language in general from an earlier age. Parents can also feel quite overwhelmed with joy when their babies are able to sign that they have a wet nappy, are thirsty, hungry, tired or are in pain. Language acquisition increases from simplicity to complexity throughout infancy, of course. A newborn baby, for example, communicates with eye contact, body language, mouth movements and different cries. By the age of three months, babies can read lips and understand the different sounds of speech. Babies also develop a delightful repertoire of gurgles, sighs, and coos. By the age of six months, they may produce repetitive syllables such as ‘da-da-da’. By the end of their first year, some babies have even mastered the ability to say a few simple words. Although all babies go through the same stages of language acquisition but its worth bearing in mind that every baby learns at a different pace. Some will produce their first word at ten months of age while others will not talk until they are 20 months or much later. The development of the brain pathways, genetic inheritance, maturity of the vocal apparatus, the ability to hear, the quality of care and ample opportunities to interact socially with other people all affect the acquisition of speech and language for babies. Children with weaker verbal abilities are much more likely to experience difficulties with literacy skills when they enter school than those who have been given high quality opportunities in early life. That’s why it is so important to provide an environment rich in language from the very beginning. There are many mental and social processes involved in speech and language development from birth to the end of a child’s first year. The most interesting and unique feature of language development is that up to the age of ten months, babies often have no difficulty in picking up the different speech sounds in the entire range of human languages. They can decode another language based on the rhythms, stresses and intonations of their own language and they can even differentiate between the individual sounds of another language, which adults cannot. It is only after months of repeated exposure to a certain language that babies seem to lose the ability to make distinctions that are not part of their native tongue. Therefore, the earlier babies are exposed to different languages, the easier it is to learn them. Signing is an intriguing and remarkable tool for the development of language. Parents automatically make eye contact, speak slowly and allow the baby time to respond, which promotes excellent interaction. Parents are usually very good at making sense of their baby’s rudimentary hand gestures and actions, which sets the stage for more verbal interactions later. Signing also allows the parent to communicate more effectively and the baby experiences less frustration when expressing his or her needs. Babies exposed to both spoken and sign language can become bilingual in single-word utterance and can switch from one system to the next with ease. Pointing, waving and clapping are special forms of social communication, which enable babies to convey a specific desire. For example, babies only point when someone is around to pick up an object and hand it to them. They never point when they are alone. Waving and clapping are also social signals, which indicate that certain levels of understanding have been achieved. From crying to babbling Crying is the first and most effective form of communication. A newborn baby soon learns that crying will bring food or comfort. Each baby has a unique cry, which varies in rhythm, intensity and pitch. The type of cry can arouse specific physiological responses in the parent. This may explain why parents often rate cries of hunger and pain as more stressful than those of frustration and boredom. The hunger cry for example, is often very rhythmic, the discomfit cry may be more intense, and the boredom cry may stop and start. In return, the parent responds by feeding, cuddling or playing with the baby. In so doing, the baby learns that communication with the parent has been successful. Parents instinctively talk to their babies and adjust their speech accordingly. The style of speech, which involves the use of high-pitched sing-song sounds, which exaggerate and elongate the vowels (e.g. babyeee) is often referred to as baby talk or ‘parentese’. Other features include exaggerated hand or facial gestures and the use of short, simple sentences, which match the baby’s level of comprehension. Studies have shown that the special qualities of parentese can speed up the initial stages of language development. Taking turns is also a fundamental advancement in communication between baby and parent and is most noticeable during intimate moments such as feeding, cuddling and nappy changing. For example, the baby coos and the parent responds with enthusiastic vocalisations and body movements. What is so interesting is that the baby actively studies the way in which sounds and mouth movements go together and gradually learns to expect specific words in response to specific situations. This hails the beginning of matching words to specific objects or events such as feeding or cuddling and lays the foundation for future social interactions. Babies experiment with their tongues, teeth, palate and vocal chords to make all sorts of funny noises. However, babbling, the use of elongated sounds such as ‘da-da’ and ‘na-na’, make up the first words that babies use when they start to talk. Babbling requires babies to make lower jaw movements and to bunch up their tongues in the front of their mouths, which they do naturally for feeding. Seventy per cent of sounds made by babies all over the world are made using these natural movements, although the sounds are gradually narrowed down to those of their native tongue. Babies (and humans generally) produce a wide range of sounds important for speech. This is because they have a vocal tract that consists of two linked tubes, which allow for a much larger repertoire of sounds than mammals that have a single tube. However, producing the first recognisable word takes a lot of practice and learning. Babies must control their breath, mouth shape and the muscles responsible for producing distinguishable sounds. Expanding memory also plays a role in the development of speech. First words are usually context-bound; the result of experience with favourite objects or people who are most familiar. Positive feedback from the parent gives the baby confidence to repeat words repeatedly. By the age of about 12 months, most babies can say one or two words with meaning and can comply with simple requests, e.g. ‘Give me your bottle’ or commands such as ‘Don’t touch!’ They also understand simple questions and can point to a few body parts when asked. Although first words may appear any time after ten months, timing varies considerably between individual babies. Much depends on brain maturity, control of the vocal apparatus and complex social interactions between the baby and the adults around them. Top tips for encouraging speech and language development The way in which the parent communicates and interacts with their baby will determine the path that language development takes in the future. Reduced social interaction between the parent and baby may lead to language delays and possible reading and writing issues when the child starts school. Parents can help babies develop speech and language skills during regular play activities, without adding extra time to their day. There are also plenty of fun things to do during planned play times. - Talk to your baby during daily routine activities such as feeding, bath time and nappy changing. - Listen to the sounds that your baby makes and respond with words of encouragement so that they know you are listening. - Use simple speech that is easy for babies to imitate and allow them time to respond. - Use parentese to encourage two-way interaction. - Draw attention to objects and say their names. - Make animal sounds – babies love them. - Sing lullabies, songs and nursery rhymes to introduce new words and to encourage listening skills and repeat them regularly. - Play turn-taking games involving signs or actions such as ‘Pat-a-cake’ and ‘Peek-a-boo’ and demonstrate pleasure at baby’s response. - Read and re-read picture and story books that focus on sounds and rhymes. - Introduce babies to large pictures and take time to name and describe them. - Praise your baby for words used correctly Click here to read Dr Lin’s article on how to understand your baby’s cries. About the expert Dr Lin Day is the founder of Baby Sensory, part of the WOW World Group, which provides a diverse, exciting range of parent and child activity-based class experiences across the UK and overseas. Spanning seven different programmes, its adult classes are designed to equip parents with a variety of useful skills from first aid to preparing for life with a new baby. The fun-filled classes are designed to enhance early years learning and development while allowing parents to spend quality time with their child/children in a safe and established, nurturing environment led by qualified, knowledgeable class leaders. WOW World Group is a founding member of the Children’s Activities Association having gained international recognition for its programmes, which include Baby Sensory, Toddler Sense, Mini Professors, Reading Fairy and Photo.
Edison and EdPy: Get Edison moving How do you ‘drive’ an Edison robot? By programming the robot with code! In this lesson, you will learn how to write text-based code to get Edison moving. Get the materials for this lesson You will also need to use the EdPy programming app. About this lesson Introduce text-based programming and the key computational concept of sequence to your students using Edison robots and EdPy, a text-based programming language based on Python. This lesson introduces some computer science and programming basics including functions, inputs, input parameters and outputs. Students then apply what they have learnt by taking on the challenge of writing their own program to get their Edison robot through a maze. This 1-hour lesson is designed to allow students to work independently through two parts: - Part 1: How do computers ‘think’? - Part 2: How do you navigate a maze? Celebrate student success! Recognise your students’ achievements in taking on an Hour of Code challenge with Edison robots by presenting them with a certificate of completion. If this is your first time using Edison or EdPy, there are a few extra things you need to know. This Getting started with Edison and EdPy set will help you get the most out of Edison, EdPy and this activity. Inside you will find: - step-by-step help for setting up your robots and programming devices plus - a hands-on introduction activity for students.
grazing livestock, profitability, grazing operations, cost Profitability of grazing operations is related to productivity per acre. Productivity is determined, among other factors, by the efficiency with which the animal harvests the forage. Efficiency can be defined as nutrients consumed per unit of product produced (feed to gain). Costs incurred in this process which are not translated into products are sources of inefficiencies. Costs are not only related to dollars spent by livestock producers but also to nutrient inputs and outputs (balance) incurred by an animal. Just as in your bank account, the animal has a budget in his body with accretions and withdrawals, and when one exceeds the other they can either build up or deplete reserves. Nutrients consumed by cattle provide maintenance and production. Energy, one of the most critical nutrients for grazing ruminants, is supplied by the end products of nutrient fermentation and absorption. Energy is used to maintain body temperature, is lost as heat of fermentation, or is used while performing work (e.g. walking). An energy balance is the result of the difference between inputs (energy intake) and outputs (energy expenditure).When positive, it may result in body weight gain and increased production and reproduction. A negative energy balance, on the other hand, can decrease production and/or body condition and ultimately affect fertility. Garcia, Alvaro and Wright, Cody, "Effects of the Environment on the Nutritional Needs of Grazing Livestock" (2007). SDSU Extension Extra Archives. 134.
Mitochondria, the ‘powerhouses’ of the cell, contain their own DNA, separate from that found in the nucleus of cells. Now, scientists show that the amount of mitochondrial DNA found in people’s blood can predict how frail a person will be as they age. Mitochondria, membrane bound organelles found in most eukaryotic cells, are known as ‘powerhouses’ of the cell, since they are the major source of energy production in the form of ATP (Adenosine Triphosphate). These organelles, are constantly produced in cells and old and damaged mitochondria are continuously removed from cellular compartments. The number of mitochondria produced in each cell depends on the functions that cell is required to perform and how much energy it requires for these functions. Thus, greater numbers of mitochondria may be found in some cells compared to others. For example, muscle cells have the highest mitochondrial content than all other cells in the body, since they are required to provide energy for exercise and movement. Mitochondria also contain their own genetic material, besides the chromosomal DNA that is packaged in the nucleus of cells. This DNA, known as mtDNA (mitochondrial DNA), has previously been implicated in aging and age-related diseases. In fact, there has been evidence showing that individuals with mitochondrial genetic diseases or mice that generate frequent mutations in mitochondrial DNA display phenotypes that resemble premature aging. Now, researchers at John Hopkin’s University have found a direct correlation between the amount of mtDNA in people’s blood and symptoms of old age like weakness, weight loss and lethargy, which are altogether described as 'frailty'. In fact, their observations showed that the more mtDNA present, the less likely the person was to be frail when they were older. Higher mtDNA levels protect from frailty and mortality In order to assess the correlation between mitochondrial DNA levels and participant frailty, the scientists examined mtDNA copy numbers isolated from the blood of participants from two large human studies that contained a total number of 16,401 individuls, from both European and African descent. Both these studies began in the late 1980s and the participants, who were aged from 45 and above, were tracked for the next 10 or 20 years to assess their health profiles. Examining the mtDNA levels of participants that showed greater signs of frailty, revealed an average of 9% less mtDNA present than in nonfrail participants. In addition, participants that showed the lowest mtDNA levels in the population study were 31% more likely to show frailty signs and symptoms. Mortality levels seemed to also be affected by the levels of mtDNA present in participants of the study. Intriguingly, when looking at the life expectancy in one of their studies, the researchers noticed an average increase of 2.1 years of life in individuals with the highest mtDNA levels, compared to those with the lowest mtDNA levels in their blood. By collecting data from both studies, it became apparent that the participants that had the lowest mtDNA levels within the population studied, were 47% more likely to die during the study period. Even more interesting was the fact that the researchers observed a higher mtDNA copy number in women of all subgroups, providing a possible factor as to why the life-expectancy for women is higher than that for men. Can mtDNA levels be used as a biomarker for frailty and mortality? According to the authors of this study, tests detecting mtDNA levels could potentially be used to predict the risk of frailty in individuals 10-15 years before symptoms actually start showing up. This could be advantageuous, because it would allow individuals to be prepared and take the appropriate steps in order to prevent or slow down this process by exercise, a healthier lifestyle, or other interventions. One of these interventions could be the administration of drugs that would increase the number of mitochondria and thus increase mtDNA copy numbers and potentially reduce the risk of frailty and mortality. Journal of Molecular Medicine, 2014; DOI: 10.1007/s00109-014-1233-3 Nature. 2004 May 27;429(6990):417-23.
With approximately 18.6 million hectares (46 million acres) of land burned by the bushfires across Australia, it comes as no surprise that over 1.25 billion animals have been tragically killed, gravely injured, or displaced from forests and reserves that they consider home. Minister of the Environment Sussan Ley estimates that in New South Wales alone, about 8,400 koalas perished from the mid-north coast bushfires. Even if the NSW blazes are now officially contained, koalas, kangaroos, wallabies, kookaburras, and other native animals continue to face imminent threat. Some are even at risk of extinction. (Find out which animals are considered threatened species.) These voiceless creatures need our assistance and support, whether during a bushfire emergency or long after the fires have been put out. Here’s how you can help: 1 Call experts for advice. If you come across an injured or orphaned animal, call your local wildlife rescue service so the animal can be rescued by trained specialists or they can teach you how to assist the animal in the best way. Wild animals can scratch or bite when they’re frightened or hurt, so it’s best to keep a safe distance. Well-intentioned people are advised to stay away from snakes, monitor lizards, flying foxes, microbats, kangaroos, wallabies, eagles, falcons, and hawks. Wildlife Information, Rescue and Education Service Inc. (WIRES) presents a list of regional branches you can contact immediately, so you can call to describe the animal’s physical condition and get advice on what to do. If you’re unsure about how to deal with a particular animal, check out this wildlife information guide. 2 Check for paint marks or ribbons. If you find paint marks or ribbons over the injured animal, it means the animal has already been attended to by a wildlife rescue volunteer. Approach the animal carefully if he has no visible paint marks or ribbons. 3 Remove immediate threats. Exercise caution when approaching an injured animal. Quietly assess the animal’s situation. Take away people, pets, children, or objects that could cause him additional stress or harm. 4 Place the injured animal in a warm, dark, and quiet place. Wear durable gloves if you plan on holding injured wildlife. Keep him away from your face and be cautious of his beak, claws, horns, and/or teeth. Before taking him to the veterinarian or waiting for rescue assistance to arrive, WIRES advises wrapping him loosely in a towel or blanket (burnt animals should be wrapped in towels ideally made of 100% cotton), and placing the injured animal inside a ventilated box with cover. Wash your hands afterwards. Stash extra gloves, clean towels or blankets, and cardboard boxes in the trunk of your car in case you encounter an injured animal on the road. If you come across a dead marsupial, check the pouch for a living joey. Gently touch its belly and search for movement or bulkiness. 5 Refrain from giving food or water. Unless instructed by a veterinarian or wildlife rescue expert, do not feed or give water to the injured animal. The wrong food might cause choking, aspiration pneumonia, and other digestive complications. 6 Wait for medical assistance or, if necessary, provide transport to the nearest vet. Try to keep the animal as relaxed as possible in a warm, dark, and quiet place while waiting for wildlife professionals to arrive and treat the injured animal. If recommended by experts to do so, take the animal to the closest veterinary clinic or wildlife hospital so they can be assessed immediately. During the ride, switch off the radio and refrain from talking to reduce noise-related stress. Also, inform WIRES where you’ve taken the injured animal, so they can bring the animal into their care at the appropriate time. 7 Leave something for fleeing or starving animals to drink and eat. Animals fleeing from a bushfire may appreciate a sip of fresh, clean water. Put durable water buckets and bowls outdoors under the shade, with sticks or stones on one side of the bowl to assist smaller animals to step out in case they fall in. Water in buckets hoisted up in trees can also be a treat for arboreal animals. Remember to change the water daily, and do not put electrolytes or sugar in water sources as these can be harmful to wildlife. For people with pools in their backyard, make sure that animals can safely make their way out of it. WIRES recommends draping something over the edge of the pool which animals can grab hold of, such as a heavy duty rope or a flotation device that is secured at one end to something heavy outside the pool. The object should not absorb water and can be something exhausted animals can rest on. Aside from this, place bricks or large stones on every pool step to help animals step out easily. Check your pool and skimmer box twice a day. Though feeding native animals is not usually recommended, WIRES makes an exception during this time of crisis as a short-term solution. Check this list of natural diet you can place in your backyard for animals to eat until the natural habitat begins to recover. The NSW Government also shares a comprehensive guide of suitable foods for each animal, and tips on how and when to feed the animals correctly. Make sure to follow the guidelines from your state, and connect with local wildlife authorities to gain proper advice and approval. (Visit Wildlife Health Australia for more information.) As a general rule, clean and dry the food containers after every meal. Wash your hands before and after you clean them. Regularly transfer food container locations to reduce predatory risk. Provide supplementary food as close to the natural diet as possible, and never give processed food with artificial sweeteners. After feeding, remove uneaten food to prevent diseases and unwanted pests. Slowly phase out supplementary nourishment stations as habitat conditions improve, so that wildlife do not grow dependent on these water and food sources. 8 Take pets with you. Prepare a bushfire relocation plan for your pets. Bring them along when you evacuate, or choose to relocate them to a safe area. Keeping your pets contained will allow wildlife animals to flee safely through your property if needed. During a bushfire emergency, keep domestic animals under control by placing them in a secure space with a steady source of water. Minimise their exposure to smoke and fire. If your pet has been exposed to smoke or ash, give him a bath and check for ash by running your hands through his coat and his paws. Also, look out for any changes that might have been brought about by the heat, smoke, or ash. Call your veterinarian if you observe any symptoms. 9 Make a donation. Donate to well-known animal welfare charity groups (such as the Royal Society for the Prevention of Cruelty to Animals, World Wide Fund for Nature, and WIRES) or support your local organisations that aim to rescue and rehabilitate injured wildlife. Visit the National Bushfire Agency to see the complete list of DGR-endorsed, registered groups. 10 Plant trees. Once the bushfires are over and the soil is ready for plantation, you can help rebuild the homes of wildlife by replanting trees for shelter and nourishment. Plant trees and shrubs in your backyard, join tree planting activities in your community, become a tree ambassador, or adopt a tree for long-term habitat restoration. Be a responsible wildlife rescuer. Refrain from walking into active bushfires and attempting to save injured native animals without proper knowledge and training. Your safety, as well as the animals’ safety, is of utmost importance. Instead, stay alert and call local wildlife authorities when you encounter distressed, injured, or orphaned animals, so that highly trained experts and experienced volunteers can rescue and rehabilitate them. As keeping wild animals is against the law, be sure to turn over injured native animals under your care to local wildlife organisations.
Two nanoparticles have communicated with one another to perform a task for the first time, paving the way for more complex nanomachines that could be useful in areas such as cancer treatment. Researchers have been able to manipulate individual atoms for years, but creating useful devices at the nanometre scale has remained a challenge. It’s difficult to make tiny motors and batteries interact in any meaningful way because traditional communication technologies require relatively large and power-guzzling parts. No nanoparticle is an island, though: without communication, they cannot do anything more complicated than the most basic energy conversion or storage. “A nanomachine by itself cannot do much,” says Josep Miquel Jornet of the University at Buffalo in New York. “Just like you can do many more things if you connect your computer to the internet, nanomachines will be able to do many, many more things if they are able to interact.” Call and response Looking to nature was key to solving this problem. Cells and bacteria use chemical signals to communicate, so Reynaldo Villalonga at the Complutense University of Madrid in Spain and his colleagues aimed to make artificial nanoparticles do the same. The team used a pair of specially prepared Janus particles, so-called because like the ancient Roman god Janus, they have two faces. One face of each was made of porous silica to carry the particle’s cargo – in this case, dye – and the other of gold. The gold faces, which handled the communication, were specially treated with different enzymes that respond to signals from one another. When the gold face of the first particle was exposed to a molecule of lactose, it broke down the molecule and released glucose, which the gold face of the second particle transformed into acid. Triggered by the acid, the second particle’s silica face released an amino acid back to the first, which recognised that compound and released the final product, a dye. The dye is only released if every step of the communication process goes as planned. If this happens, it therefore indicates that the nanoparticles successfully sent messages back and forth. “It seems simple, but this is happening between machines that are tens of nanometres across,” says Jornet. This two-way communication is crucial for more complicated machines and networks on the nanometre scale. “This is one of the first steps toward constructing a nanosized robot,” says Villalonga. “Our dream is to construct an autonomous nanomachine that can be used to fight cancers.” If the final product of the interaction was medication rather than dye, such a machine could be used to precisely target cancer cells and only release medication when the cells began to become malignant. The system will still require a few tweaks before it’s ready to be tested inside the human body, but Jornet says it’s a promising advance towards disease detection and treatment on the scale of single cells. The next step, says Villalonga, is to create communicating networks of several particles to perform more complex tasks that could have applications in both biosensing and computing. Journal reference: Nature Communications, DOI: 10.1038/ncomms15511 More on these topics:
In magnetic resonance imaging (MRI), a strong magnetic field and very high frequency radio waves are used to produce highly detailed images. MRI does not use x-rays and is usually very safe. (See also Overview of Imaging Tests Overview of Imaging Tests Imaging tests provide a picture of the body’s interior—of the whole body or part of it. Imaging helps doctors diagnose a disorder, determine how severe the disorder is, and monitor people after... read more .) For MRI, a person lies on a motorized table that is moved into the narrow interior of a large tubular scanner, which produces a strong magnetic field. Normally, protons (positively charged parts of an atom) in tissues are in no particular arrangement. But when protons are surrounded by a strong magnetic field, as in an MRI scanner, they line up with the magnetic field. Then, the scanner emits a pulse of radio waves, which momentarily knocks the protons out of line. As the protons line up with the magnetic field again, they release energy (called signals). The strength of the signal varies by tissue. The MRI scanner records these signals. A computer is used to analyze the signals and produce images. Examiners can change how various tissues appear on a scan by varying the radio wave pulses, the strength and direction of the magnetic field, and other factors. For example, fat tissue appears dark on one type of scan and bright on another. These different scans provide complementary information, so more than one is often obtained. A contrast agent containing gadolinium (a paramagnetic contrast agent Paramagnetic Contrast Agents During imaging tests, contrast agents may be used to distinguish one tissue or structure from its surroundings or to provide greater detail. Contrast agents include Radiopaque contrast agents... read more ) may be injected into a vein or a joint. Gadolinium agents change the magnetic field in a way that makes images clearer. Before the test, people remove most or all of their clothing and are given a gown that has no buttons, snaps, zippers, or other metal on it to wear. All metal objects (such as keys, jewelry, and cell phones) and other objects that could be affected by the magnetic field (such as credit cards and watches) should be left outside the MRI scanning room. People must lie still when images are taken and may have to hold their breath at times. Because the scanner makes loud banging noises, people may be given headphones or ear plugs to wear. A scan may take 20 to 60 minutes. After the test, people can resume their usual activities immediately. MRI is preferred to computed tomography Computed Tomography (CT) In computed tomography (CT), which used to be called computed axial tomography (CAT), an x-ray source and x-ray detector rotate around a person. In modern scanners, the x-ray detector usually... read more (CT) when doctors need more detail about soft tissues—for example, to image abnormalities in the brain, spinal cord, muscles, and liver. MRI is particularly useful for identifying tumors in these tissues. MRI is also used to do the following: Measure certain molecules in the brain that distinguish a brain tumor from a brain abscess Identify abnormalities in female reproductive organs and fractures in the hip and pelvis Help doctors evaluate joint abnormalities (such as tears in ligaments or cartilage in the knee) and sprains Help doctors evaluate bleeding and infection MRI is also used when the risks of CT are high. For example, MRI may be preferred for people who have had a reaction to the iodinated contrast agents Radiographic Contrast Agents During imaging tests, contrast agents may be used to distinguish one tissue or structure from its surroundings or to provide greater detail. Contrast agents include Radiopaque contrast agents... read more used in CT and for pregnant women (because radiation can cause problems in the fetus). MRI done after a gadolinium contrast agent is injected into a vein helps doctors evaluate inflammation, tumors, and blood vessels. Injecting this agent into a joint helps doctors get a clearer picture of joint abnormalities, particularly if they are complex (as in injuries or degeneration of ligaments and cartilages in the knee). This technique detects metabolic changes that occur when the brain is active. Thus, it can show which areas of the brain are active when a person does a specific task, such as reading, writing, remembering, calculating, or moving a limb. Functional MRI can be used in research and clinical settings, for example, to plan brain epilepsy surgeries. This technique detects changes in water movement in cells that are not functioning normally. It is used primarily to identify early stroke. It is also used to detect certain brain disorders and to determine whether tumors have spread to the brain, or to differentiate a brain abscess from a tumor. Use of this technique to image areas other than the brain is limited. Diffusion-weighted MRI is often combined with other techniques to evaluate tumors, mostly in the brain. This technique uses radio waves that are emitted almost continuously rather than in pulses as in conventional MRI. Magnetic resonance spectroscopy is used to detect brain disorders, such as seizure disorders, Alzheimer disease, and brain tumors and abscesses. It can distinguish between the dead debris inside an abscess and multiplying cells inside a tumor. This technique is also used to evaluate metabolic disorders in muscles and the nervous system. MRA, like conventional angiography Angiography In angiography, x-rays are used to produce detailed images of blood vessels. It is sometimes called conventional angiography to distinguish it from computed tomography (CT) angiography and magnetic... read more and CT angiography CT angiography In computed tomography (CT), which used to be called computed axial tomography (CAT), an x-ray source and x-ray detector rotate around a person. In modern scanners, the x-ray detector usually... read more , can provide detailed images of blood vessels. However, it is safer and easier to do, although more expensive. Often, MRA can be done without injection of a contrast agent. Magnetic resonance angiography can show blood flow through arteries and veins or blood flow only in one direction and thus show only arteries or only veins. As in CT angiography, a computer is used to remove all tissues except the blood vessels from the image. Often, a gadolinium contrast agent is injected into a vein to outline blood vessels. The examiner carefully times the scanning so that the images are taken when gadolinium is concentrated in the blood vessels being evaluated. MRA is used to evaluate blood vessels of the brain, heart, abdominal organs, arms, and legs. It is used to detect the following: This ultrafast technique produces sequences of images in seconds. It can be used to image the brain, heart, and abdomen. Because it is fast, movement by the person being examined does not blur the images as much. Also, the technique can provide information about how tissues are functioning. However, it requires special equipment and is more likely to misrepresent certain structures than conventional MRI because of the nature of the technique. The time needed for MRI is longer than that needed for CT. Also, MRI is usually less likely to be immediately available than CT. Thus, CT may be better in emergencies, such as serious injuries and stroke. MRI is also more expensive than CT. Other disadvantages include Space in the MRI scanner is small and enclosed, making some people feel claustrophobic, even people who usually are not anxious about confined spaces. Some obese people have difficulty fitting within the scanner. Some MRI scanners (called open MRI scanners) have an open side and a larger interior. In them, people may feel less claustrophobic, and obese people may fit more easily. The images produced in open MRI scanners may be inferior to those produced by enclosed scanners depending on the magnet strength, but they can still be used to make a diagnosis. People who are anxious about MRI can be given an antianxiety drug, such as alprazolam or lorazepam, 15 to 30 minutes before scanning. Usually, MRI is not used if people have These devices include some cardiac pacemakers, defibrillators, cochlear implants, and magnetic metallic clips used to treat aneurysms. The magnetic field used in MRI can cause an implanted device to move, overheat, or malfunction. The device is more likely to be affected if it was implanted within the previous 6 weeks (because scar tissue, which can help hold the device in place, has not yet formed). These devices can also distort MRI images. Some devices, such as common dental implants, an artificial hip, or rods used to straighten the spine, are not affected by MRI. Before MRI is done, people who have any implanted devices should tell their doctor, who can determine whether imaging is safe. The MRI magnetic field is very strong and always on. Thus, if a metal object (such as an oxygen tank or an IV pole) is near the entrance of the scanning room, the object may be pulled into the scanner at high speed. The person being evaluated may be injured, and separating the object from the magnet may be difficult. Gadolinium contrast agents can cause headache, nausea, pain and a sensation of cold at the injection site, distortion of taste, and dizziness. These agents are much less likely to cause severe reactions than the iodinated contrast agents used in conventional and CT angiography. However, nephrogenic systemic fibrosis—a severe, life-threatening disorder—can develop when gadolinium agents are used in people who already have severe kidney problems or who are undergoing dialysis. In nephrogenic systemic fibrosis, the skin, connective tissue, and organs thicken. Red or dark patches may develop on the skin, the skin may feel tight, movement is difficult and limited, and organs may malfunction. To prevent this disorder from developing, doctors do the following:
By Alex Kirby LONDON – Climate scientists think they may have found at least part of the answer to a conundrum which has been puzzling them recently – why the atmosphere has not warmed as much as expected over the last decade or so. A team led by the University of Colorado-Boulder (CU-Boulder) thinks the reason may be emissions of sulphur dioxide (SO2), a known inhibitor of atmospheric warming, from many of the world’s volcanoes. The puzzle is why the global average temperature has not increased as expected in step with rising greenhouse gas emissions. This has led some to suggest that global warming itself is faltering, and with it the entire scientific justification for action to stabilise the climate. The chair of the Intergovernmental Panel on Climate Change, Dr R K Pachauri, was reported in The Australian on 22 February as having acknowledged “a 17-year pause in global temperature rises, confirmed recently by Britain’s Met Office”, but “said it would need to last ’30 to 40 years at least’ to break the long-term global warming trend”. Most SO2 emissions are from fossil fuel burning at power plants and in industry, with smaller amounts coming from railways, large vessels and some industrial processes. Small quantities of the emissions eventually rise into the stratospheric aerosol layer of the atmosphere, where chemical reactions create sulphuric acid and water particles that reflect sunlight back into space, cooling the planet. Scientists have known for years that this cooling mechanism from a range of aerosols is helping to prevent global average temperatures rising as much as they otherwise would under the influence of greenhouse gases, but it appears they have underestimated the effect of volcanic SO2. India and China are estimated to have increased their industrial SO2 emissions by about 60% between 2000 and 2010 through coal burning. But the study, published online in Geophysical Research Letters, suggests it is volcanic eruptions, not Asia’s emissions, that are largely responsible for the warming slowdown. The study’s lead author, Ryan Neely, said previous observations had suggested that increases in stratospheric aerosols as a whole since 2000 had cancelled out as much as 25% of the warming from greenhouse gases. “This new study indicates it is emissions from small to moderate volcanoes that have been slowing the warming of the planet”, said Neely, a researcher at the Cooperative Institute for Research in Environmental Sciences, a joint venture of CU-Boulder and the National Oceanic and Atmospheric Administration (NOAA). Negligible overall effect The new study relies on long-term measurements of changes in the stratospheric aerosol layer’s “optical depth,” which is a measure of transparency, said Neely. Since 2000 the optical depth in the layer has increased by about 4 to 7%, meaning it is slightly more opaque now than it was. “The biggest implication here is that scientists need to pay more attention to small and moderate volcanic eruptions when trying to understand changes in Earth’s climate”, said Professor Brian Toon of CU-Boulder’s Department of Atmospheric and Oceanic Sciences. “But overall these eruptions are not going to counter the greenhouse effect. Emissions of volcanic gases go up and down, helping to cool or heat the planet, while greenhouse gas emissions from human activity just continue to go up.” “This paper addresses a question of immediate relevance to our understanding of the human impact on climate,” said Neely. “It should interest those examining the sources of decadal climate variability, the global impact of local pollution and the role of volcanoes.” While small and moderate volcanoes mask some of the human-caused warming of the planet, larger volcanoes can have a much bigger effect, said Toon. When Mount Pinatubo in the Philippines erupted in 1991, it emitted millions of tonnes of SO2 that cooled the Earth slightly for the next few years. – Climate News Network If you believe in the work we are doing here at The Good Men Project and want to join our calls on a regular basis, please join us as a Premium Member, today. All Premium Members get to view The Good Men Project with NO ADS. Need more info? A complete list of benefits is here. Photo credit: Istockphoto.com
Navigating The Zones Tell us something good! - Ages: 8+ - Format: Game - ISBN: 9781936943449 - Published: 2018 The Adult Facilitator and participants need to be familiar with the core concepts and vocabulary taught in The Zones of Regulation curriculum to use this game. Navigating The Zones is not designed to be a stand-alone teaching tool. About Navigating The Zones Navigating The Zones is a cooperative game that expands on the teachings of The Zones of Regulation curriculum. It encourages students to collaboratively build different “Zones Pathways”—visual, sequential, and concrete road maps that help participants practice the process of social problem solving that’s required for emotional self-regulation. This three-step process involves thinking about a situation (where are we, who are we with?), exploring a feeling that may be experienced in response to the situation, and considering different tools or strategies that may be used when experiencing this situation and feeling. Group collaboration is a significant part of the journey in Navigating The Zones. Participants work together, under the guidance of the Adult Facilitator, to support each other and reach a shared goal. They can offer each other help, ask questions, suggests tools and strategies, and more—so that as a team, everyone is successful and the learning is rich! Navigating The Zones purposefully avoids competitive play. This flexible teaching tool can be used in a therapeutic or nontherapeutic setting, in a classroom or a living room, by parents, educators, aides, counselors, clinical therapists, behaviorists, psychologists, social workers, etc. Materials are adaptable to the learning needs of participants. Targets for Learning - Reinforce teaching the Zones of Regulation framework to encourage the development of a self-regulation skill set - Use a system to categorize feelings and emotions into four colored zones for improved self-awareness - Recognize and communicate the internal feelings, levels of arousal, and sensory states that one experiences in different zones - Reflect on how various situations impact feelings and states - Practice identifying tools and strategies to regulate one’s internal feelings, states, and sensory needs within specific Zones - Reinforce a more concrete linear sequence (Zones Pathway) in thinking through and problem solving how to self-regulate in specific Zones and in given situation - Reinforce COLLABORATION: participants work together in a group to enhance and support each other’s learning experiences What's in the Box - Zones Navigation Board—now made of a strong mouse pad-like material to reduce the weight and increase durability - Instructions booklet with helpful tips to the Adult Facilitator for adaptations and modifications in using materials - 320 Situation Cards: 100 each, organized in Home, School, and Community decks, plus 20 Blank Cards to create your own situations - 60 Feeling Cards, each with word and visual illustrations of emotions that span the four Zones (includes 10 Blank Cards to write additional feelings) - 40 Tool Cards (10 per Zone color) - 6 sets of Checkpoint Cards (each set includes a Proceed Ahead & Re-Route Card) - 15 Destination Regulation! sleeves - 6 Toolbox Visuals (Tools per Zone are listed on one side; the other is blank to add your own tools) - Plastic card deck tray and labels to keep the cards organized The Next Step Once participants understand how to navigate a Zones Pathway, the Advanced Pack offers additional cards to enable older, more sophisticated thinkers (ages 10+) to continue building their self-regulation skills. Add these advanced cards to the Navigating The Zones game to introduce three additional levels of play—including competitive game play! Interested in both products? Get the bundle! Recommended Teaching & Learning Pathway If you’re looking to implement the Social Thinking Methodology, teach the following materials alongside The Zones of Regulation to help individuals communicate more effectively, socially problem solve, and ultimately—build relationships. As with our products, this Teaching & Learning Pathway is relevant to clinicians, educators, parents—anyone helping a person develop their social competencies. - Ages 4-7 - Ages 8-11 - Ages 12-13 - Ages 14-18 - Young Adult Instructors: Leah Kuypers Michelle Garcia Winner In this webinar, two powerful innovators in the areas of emotional control, sensory regulation, and executive functioning join forces to discuss the latest thinking around the Zones of Regulation, a framework and related curriculum for building self-regulation skills. Michelle Garcia Winner, founder of the Social Thinking Methodology, conducts an in-person interview with Leah Kuypers, author of The Zones of Regulation and founder of the related framework and curriculum.
Developing Students' Mathematical Habits of Mind E. Paul Goldenberg, EDC, Inc., June Mark, EDC, Inc., Jane M. Kang, EDC, Inc., Mary Fries, EDC, Inc., Cynthia J. Carter, The Rashi School,Tracy Cordner, EDC, Inc. Foreword by Steven Leinwand Every teacher wants to help students make sense of mathematics; but what if you could guide your students to expect mathematics to make sense? What if you could help them develop a deep understanding of the reasons behind its facts and methods? In Making Sense of Algebra, the common misconception that algebra is simply a collection of rules to know and follow is debunked by delving into how we think about mathematics. This “habits of mind” approach is concerned not just with the results of mathematical thinking, but with how mathematically proficient students do that thinking. Making Sense of Algebra addresses developing this type of thinking in your students through: - using well-chosen puzzles and investigations to promote perseverance and a willingness to explore - seeking structure and looking for patterns that mathematicians anticipate finding—and using this to draw conclusions - cultivating an approach to authentic problems that are rarely as tidy as what is found in textbooks - allowing students to generate, validate, and critique their own and others’ ideas without relying on an outside authority. Through teaching tips, classroom vignettes, and detailed examples, Making Sense of Algebra shows how to focus your instruction on building these key habits of mind, while inviting students to experience the clarity and meaning of mathematics—perhaps for the first time.

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