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\|Name: _________________________\|\|Period: ___________________\| This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics. Short Answer Questions 1. What was established in Hannibal's army during the trip to Italy? 2. When did the Romans try to annihilate the neighbors they had trouble with? 3. What does the author say is speculation? 4. What was Fabius doing while burning structures and supplies? 5. What was even more difficult to do than going up icy slopes? Short Essay Questions 1. What happened in Rome after the battle in Cannae? 2. What did the Romans turn to? 3. What changed for the ghosts of Cannae? 4. What weakness of Hannibal did Fabius Maximus figure out? 5. What reputation did Hannibal have among historians according to Chapter 4? 6. What did historians agree on regarding Hannibal's travels in Chapter 6? 7. What happened to Hannibal's armada in mid-September? 8. What were Hannibal's men and animals suffering from? 9. What was the one fact about Hannibal that went without dispute? 10. What happened when Hannibal eluded Publius Scipio? Write an essay for ONE of the following topics: Essay Topic 1 Examine the ghosts of Cannae and their struggles after the battle. Essay Topic 2 Discuss Hasdrubal Barca and Hannibal, and compare and contrast their strategies. Essay Topic 3 Examine the impact that Fabius and Minucius had on the leadership of Roman troops. This section contains 685 words (approx. 3 pages at 300 words per page)
Internet is a wide ocean of information. Its size doubles every year and so does the number of users. Under such circumstances the information retrieval can be a tedious task, though available. Hence there exists a need to simplify this process. This need is fulfilled by search engines. Search engines give any information regarding the required subject available on internet, based on the keywords. Almost everyone of us is using search engines but never bothered How does a search engine work ?. To tell the working methodology of a search engine simple words: They send crawlers, which send the links related to the keywords as hits. Search Engines analyze these links and display results based on PageRank. The World-Wide Web is moving rapidly from text-based towards multimedia content, and requires more personalized access. The amount of information on the web increases vigorously and so do the number of new users, inexperienced in the art of web search. Search engines use automated software programs known as Spiders or Robots to survey the Web and build their databases. Web documents are retrieved by these programs and analyzed. Data collected from each web page are then added to the search engine index . When you enter a query at a search engine site, your input is checked against the search engine’s index of all the web pages it has analyzed . The best URLs are then returned to you as hits, ranked in order with the best results at the top. Internet search engines are special tools on the Websites or a separate website that are designed to help people find information on the World Wide Web. Difference between a Search Engine and a Directory A directory (say Yahoo!) stores the name of the site, a relevant category and a short description of whats contained in the site. The information is stored as a hierarchy, with divisions represented by separate pages. When the site is searched, the search is performed on the title and description of the site, not on the contents of the site. The search engine (as Google) links all the URLs on the web. Then based on the keyword it sends its crawlers, which return the linked pages with the keywords as hits. It then ranks all the pages sent by them and displays results. Different methods of searching used by a Search Engine:: There are differences in the ways various search engines work, but they all perform three basic tasks: - They search the Internet — or select pieces of the Web content – based on important words known as keywords. - They keep an index of the words they find, and where they find them. - They allow users to look for words or combinations of words found in that index. Types of Search Engines:: There are three basic categories of search engines: 1) Spider or crawler-based search engines. 2) Directories powered by humans. 3) Combinations or hybrids of spider and directories. Spider-based search engines create their listings by using digital spiders that crawl the Web. People sort the spiders’ findings and enter the information into the search engine’s database, which can then be searched by users. There are also human-powered search sites, such as Yahoo!. Marketers submit a short Web site description to the directory, or the site’s editors may write one for sites they review. Users search match against the descriptions submitted, which means that changes to Web pages will not affect listings. Generally, today’s search engines present both types of results. Know these Words - Spider: A spider is a robotic program that downloads Web Pages. It works just as the browser does when connected to a web site and download a page. - Crawler: As a spider downloads pages, it can strip apart the page and look for links. It is the crawlers job to then decide where the spider should go to next based on the links, or based upon a pre-programmed list of URLs. - Indexer: An indexer rips apart a page into it’s various components and analyze them. - Database: The database is the storage medium for all the data a search engine downloads and analyzes.
Regardless of setting and no matter the circumstances, language is at the root of human interaction. A perplexing phenomenon picked up by toddlers at an almost inconceivably rapid rate, language has been used since the first days of recorded history-because recording history without it would be near impossible. Every voluntary exchange amongst men, and every emerging educational discipline has required effective and efficient communication. From thoughts expressed only in our heads to legal contracts manifesting a mutual agreement, language is necessary. Not only in literature, but also in the natural and social sciences, language plays an indispensable role in communicating and sharing discoveries and truths. Bates, Jake K. "Introduction to "Faulty Phrases"," The Intellectual Standard: 1, Article 7. Available at: http://digitalcommons.iwu.edu/tis/vol1/iss1/7
+ add to my flashcards Ingroup bias is a simple concept, but one that has very powerful affects on people, societies, and life in general. Ingroup bias is simply the tendency to favor one's own group. This is not one group in particular, but whatever group you associate with at a particular time. So, for example, when you play on an intramural softball team that meets once a week, you are part of that softball team's ingroup. Or, it can be something on a much more grand scale like, the situation between religious groups in Ireland. They have been killing each other for years, because they each perceive their own group as being the "right" and "good" group, while the other group (the outgroup) is "bad" and "evil".
Great American Political Thinkers In the year of 1776, the United States became an independent country. At that moment, the great men who fought for its independence began to create the government and shape American politics. In Richard Hofstadter's The American Political Tradition and the Men Who Made It, he identifies twelve of the most influential men and the political traditions they created, including the Founding Fathers who started it all. Additionally, Hofstadter informs the reader of other significant government officials including Andrew Jackson and his democracy, the progressive, trustbuster Theodore Roosevelt, and ending with Franklin D. Roosevelt and his programs of the New Deal. Richard Hofstadter's ideas are brilliantly elucidated with his stunning choice of words and information. He begins the background with none other than the original American politicians - the Founding Fathers. The Founding Fathers, the men who began American government, created the basis of politics that future leaders would adhere to. Richard Hofstadter focuses, in this chapter, on ideas that shaped policy. He does not necessarily focus on certain men, although the most common of the Founding Fathers are James Madison, Thomas Jefferson, John Adams, George Washington, Benjamin Franklin, and Alexander Hamilton. Another key father was John Jay who believed that "the 'better kind' will be led by their own insecurities" on their social and political positions. While building the basis of American government, the Founding Fathers made decisions of what the government should consist of, created devices for check and control, and linked liberty directly to property. Although the Founding Fathers were creating a government for the first time, they knew that it should consist of a democracy. They trusted it should be a government between anarchy and tyranny, to please the majority of the country. John Adams believed that they should strive for government that would naturally come. The Founding Fathers thought that the power of the government should lie in the hands of the people. One difficulty was that they did not trust man to form reason or think in a sophisticated manner. They truly believed that the nature of man was set in stone, that they are contentious, selfish, and an unchangeable being of self-interest. The men creating the government decided then, that they must control the Americans with leaders, but still have the majority make the decisions. James Madison trusted that “In our government the real power lies in the majority of the community”. These politicians did not want to violate the prejudices of the people, so in keeping them happy, they controlled all men using one tactic of which they all believe in. Another difficulty in creating the government was class differences. James Madison thought that “mutual relations will help people keep each other in their respective places”, and all of the men considered all men to be created equal. Unfortunately, there is always the socially higher, wealthier class over the poorer uneducated farmers. After their decision to put the government in the hands of the men in a democracy, the next step was to assure that no one part of government attained too much power. To achieve balance of power between the levels of government the Founding Fathers created devices for check and control. Maintaining order against popular uprising or majority rule was one of these devices. This would force the minority to unite against the opposer and quiet it. Maintaining order was important because many government officials feared majority taking over in money, jobs, mobs, rebellions and oppression. Another device was representation. This protected small regions affected by unstable passions as well as large regions. It was mainly used as a source to keep the majority happy and satisfied in the large regions. Hamilton believed that Congress needed more and higher expectations. He was concerned that... Please join StudyMode to read the full document
GLOSSARY OF TERMS GLOSSARY OF TERMS ABOUT DYSLEXIA Note: this glossary contains words or phrases that you will find on our website or in our books. Abstract words Abstract words are words that cannot be turned into concrete images by the right brain and have little meaning for the dyslexic ("hope", "they", "constitution", "liberty", "over") Accommodating dyslexia This requires making changes in teaching methods, learning skills and applications that allow for the learning differences and periods of development of the right brain. Assessing dyslexic traits Assessing learning problems should be done as early as possible in the life of a dyslexic student. Understanding the student's dyslexic issues and what specific skills they can and cannot do will help lay out a program for correcting their problems in their school work. Auditory senses The auditory senses hear and process the sounds including words. Brain chemistry This refers to the naturally produced chemicals in the brain that keep the body functioning correctly. Many different influences can cause an imbalance of these chemicals. Excess fear or stress for example, can produce enough Cortisol to prevent the creation of short term memory. It can also be effected by an excess of incoming ideas, piling up in short term memory and not getting processed. Chemical imbalance of the brain Can be caused by the stress and confusion that right-brained students endure in many learning situations. Confusion, loss of self-esteem, stress and fear cause the brain to produce excess Cortisol which neutralizes short term memory and the information is lost. In many cases it causes hyper-tension, hyper-sensitivity, hyperactivity, hyper-impulsivity, an inability to concentrate, along with a loss of focus, which prevents learning from taking place. Cause and effect Cause and effect is knowing about the Who or What? Where? When? Why? and Outcome or Solution to an intellectual concept in a story or a situation. Comprehension Comprehension is being able to understand what they see, read, hear, and experience. Above all it means being able to interpret what they read to complete school assignments. Decoding words Decoding words involves recognizing the individual letters in a word, what sounds in a word (phonemes) they represent, blending them together to sound out and identify the words. Dominant learning sense Refers to the strongest of the three main learning senses that the brain utilizes to learn. It is either auditory, visual or kinesthetic. Testing and determining their strongest sense can be beneficial for people whether they have dyslexic issues or not. "Drawn" word images These "whole images" are the printed form of words as the right-brained student sees and copies them. Dyslexic anti-social behaviors These are generally behaviors that accompany the problems of being dyslexic and not being able to learn according to left-brained teaching systems that are the standard in our American and Canadian schools. When a student is unable to learn how to read, write and do arithmetic they start to feel frustrated, stressed, humiliated and suffer a loss of self-esteem. The teachers tend to criticize and judge their efforts and peers will ridicule them. The dyslexic student begins to act out against this treatment and will find many ways to protect and defend themselves. Examples of these behaviors are: * they will often become loners or a class clown * sometimes they wear clothes that are socially unacceptable and separates them from the other students such as wearing all black and heavy unusual make-up or odd hairstyles * they can be rude, contrary and obnoxious with authority figures * they can start to skip school as much as possible to avoid facing the teacher, students and problems with their schoolwork * they can be disruptive in class * they can become depressed and fearful about not fitting in and worrying what is going to become of them? Dysgraphia Dysgraphia is a lack of hand-eye coordination that may be causing poor handwriting. It refers to messages getting scrambled on route between the brain and the hand, making it difficult for the student to visualize what he wants to print and what he is printing. Focusing thoughts To focus their thoughts a child with dyslexic issues must be taught how to concentrate on a limited number of thoughts in a proper sequence of presentation as opposed to going in too many directions and completing none. Kinesthetic sense The Kinesthetic sense is one of the three learning senses used by people when learning. This sense is often described as learning through a "hands-on approach", manipulating objects or learning to use the hands to assemble parts into whole objects. Learning differences of the right and left brain This refers to the many different ways the left and right hemispheres of the brain have of understanding and learning about the world. These differences involve talents, creativity, aptitudes, learning behaviors, use of letters and numbers, problems with the abstract and sequencing. Learning strengths and weaknesses We are referring to the dominance of one learning sense over the others. A student may be strongly visual, auditory or kinesthetic in their approach to learning. Long term memory Long term memory is processed in the neo-cortex of the brain. It is the area in which the brain stores information for use. Long term memory in a right brained individual can be created effectively when they process information in ways that a Dyslexic can understand such as overviews, whole concrete images and full complete instructions. Multi-dimensional thinking The right-brained and dyslexic thinker will most often have the ability to collect vast amounts of information on a topic, comprehend it on many analytical levels and then use it in a wide array of creative applications. The right-brained person is generally not satisfied until all possibilities are gathered and added to the "whole picture" and then utilized. Multi-sensory learning Multi-sensory learning occurs when a student is able to use all the senses working together whenlearning about a subject. Negative brain energy This negative energy is said to be produced in the brain when fear, frustration, anger and hypersensitivity pile up in the brain and are neither processed nor discarded, upsetting the chemical balance. Much of this negative energy is created by the anxiety and helpless aggression resulting from electronic gadgetry, games, movies and videos. Neural pathways These are the neural paths created to move ideas and the language in the brain for thinking and analyzing, such as moving a concrete idea that has been changed into the language of the left brain for further processing. Phonetics Phonetics is the study of the sounds of spoken words and letters. Phonetic spelling is not traditional spelling and can be very misleading and usually inappropriate for the right-brained student. Phonics Phonics is a method used to teach students to pronounce and read words by learning the phonetic sounds of letters, letter groups and syllables. It is based on learning phonemes. Phonemes Phonemes are the smallest units of speech that distinguish one spoken sound from another and are written as single letters or groups of letters that make one sound: ough, st, ow. Photographic memory The right-brained learner can have a photographic memory and use it to help retain information in whole concrete mental images. This can be very useful for them as long as they understand the material and can then store it in long term memory. One of the problems with a photographic memory however is sometimes the image is remembered incorrectly and can create problems when trying to use it. An example of this is a dyslexic music student who is capable of watching the hands of a teacher or fellow student play a piece of music on an instrument like a piano and photographically memorize how it was played. They then can play it back exactly how they saw it except however if they miss one or more of the notes. The dyslexic student should be cautioned to not depend entirely on this ability. Reading vocabulary This describes the many words a student must learn and memorize at every individual grade level. Students can only read at grade level if they have memorized and decoded sufficient vocabulary to cover the level of reading difficulty of a given grade. Sequencing letters, words, numbers Sequencing means putting the parts in order. It the student cannot distinguish the parts within the whole image, then he or she cannot spell in sequence, use words in sequence, learn and use numbers in sequence or follow step by step directions. Short term memory This type of memory is processed in the area in the brain called the Hippocampus and Amygdala which lie deep inside the brain. Information first enters these areas and is sorted out for retaining or discarding. Spatial control Spatial control is often lacking in young right-brained students as they see wholes from all directions. To gain control of the space on a sheet of paper, they must be taught how to use the printed lines and work from top to bottom and from left to right. They must also be shown how to number their answers. Tracking lines of print This can often be a problem for students. It refers to reading a line of print from left to right. Because these students see in wholes, they can read from all directions, so they must be forced to read from left to right by using a guiding device such as a ruler or some form such as underlining or high-lighting to keep their eyes focused and moving forward. Transversal symptoms This refers to words written backwards, letters formed poorly, incorrect letters used to spell words, a confusion of similarly shaped letters and distortion of letters when copying them. For more details, please refer to Hand Printing and Cursive Writing, Chapter Two in How the Right Brain Learns Verbal or Language Arts skills These are the various language arts skills used to communicate ideas orally, visually, and kinesthetically. They include printing letters and words, spelling words, reading, composing sentences, organizing ideas into paragraphs and essays, and all other forms of written and spoken communication. Hand Printing and Cursive Writing, Chapter Two in How the Right Brain Learns Whole concrete images The right-brain stores information only if it is understood and presented in the form of a whole concrete visual image. This means that learning with a right-brain learning style is reality based as it thinks in pictures and has difficulty understanding abstract words, letters, numbers, ideas or thoughts unless they are represented by concrete images.
Weight stigma, also known as weightism, weight bias, and weight-based discrimination, is discrimination or stereotyping based on one's weight, especially very fat people. Stigmatization based on body weight can lead to a devalued social identity and the stigmatized people are often ascribed stereotypes or other labels denoting a perceived deviance which can lead to prejudice and discrimination. Common, “weight-based”, stereotypes are that obese persons are lazy, lack self-discipline, and have poor willpower, but also possess defects of intelligence and character. Other common weight-based stereotypes of obese persons are that obese persons are unattractive, unhealthy, have a bad diet and/or don't exercise. Pervasive social portrayals of obesity create and reinforce biased attitudes.
The term "Law" is derived from the German word "Lag" meaning fixed or evenly. Code means "a systematic collection of statutes, body of laws, so arranged as to avoid inconsistency and overlapping". It is the compilation, promulgation, collection and systematization of the body of law in a coherent form by an authority in a state competent to do so. Act means the rules of human conduct, which are provided by the authoritative political institution and the violation of which is considered a fine or penalty. According to Salmond, "codification means a reduction in the overall Corpus Juris as far as practicable, in the form adopted by the law." Bentham very strongly pleaded legislation and codification. He says, "complete digest as such is the first rule. Anything that is not in the code should not be a law." For codification, certain background and a certain stage of social development are necessary. Pound outlined the following important conditions that lead to the codification.
Mitch in Italy wants to know how to express quantities (amounts; numbers) by using “hundreds” and what is the largest quantity that can be expressed in this way. When you see the number 2,300, you may say to yourself, “That’s two thousand three hundred.” You would be right, but Americans have another way to say this number: “twenty-three hundred.” For numbers 1,100 to 9,900, you can express them as hundreds, rather than thousands. Here are some examples: – 4,300 = forty-three hundred – $1,500 = fifteen hundred dollars – the year 1900 = the year nineteen hundred We use this convention (way of doing things) with “round” numbers: 4,300 and not 4,321. For “4,321” we usually express this in thousands: “four thousand three hundred (and) twenty-one.” For years, we do things a little differently: We group the first two and the last two digits (numbers 0-9) together, like this: – 1986 = nineteen eighty-six – 1086 = ten eighty-six – 2086 = twenty eighty-six For years with fewer than four digits, we group just the last two digits: – 873= eight seventy-three However, for our current year, we express it this way: – 2009 = two thousand (and) nine OR twenty oh-nine Why do Americans express thousands as hundreds? “Fifteen hundred” (1,500) is easier and faster to say than “one thousand five hundred.” While using this convention is very common and often sounds a little less formal in daily conversation, it is fine to express these numbers–with the exception of years–as hundreds or thousands. Both are correct and both are commonly used.
Ethical sustainable clothing refers to garments that have been made from fabric that has been produced and sourced, using eco-friendly and sustainable farming practices. These would include crops and livestock that have been sustainably produced or fibers made from recycled materials. To get a better understanding of what ethical sustainable clothing is, we need to look at the farming and production methods used in producing fabrics and garments. What is Sustainable Agriculture? Sustainable agriculture is farming in a way based on an understanding of ecosystems. It also considers the relationships between organisms and their environment. Sustainable farming is an efficient and productive way, but at the same time also a competitive way, to produce safe and high quality agricultural products. It protects and improves the natural environment, the economic and social conditions of the farmers and their families. Thus also, in turn, the employees and local communities. Sustainable agriculture safeguards the health and welfare of the farmer and of the plant and animal species involved. A company like Allbirds is using sustainable wool to produce footwear. Sustainable agriculture at the end of the day seeks to sustain farmers, communities and resources. It is done by promoting farming practices and methods that are profitable, environmentally sound and also good for communities. What are the Elements of Sustainable Farming? The main elements of sustainable farming would include economic, social and environmental considerations. 1. Economic: the crops and varieties that are being cultivated should be suited to the local growing conditions. The farming system should be economically viable for the local farmer. The net farm income must be adequate to provide the farmer with an acceptable standard of living. The ultimate goal being one which ensures an annual investment, which enables and facilitates improvement in the productivity of the soil, water conditions, other vital resources and the well-being of the farmers involved. 2. Social: poverty and low social conditions can hinder farmers in effectively growing crops and looking after livestock. Sustainable agriculture aims to improve the well-being of farmers and rural communities while ensuring and creating employment. For sustainable farming to survive, it must be able to facilitate the building of a strong rural social infrastructure. 3. Environment: the overall environmental objective of sustainable agriculture is to preserve natural resources, whilst using ongoing and sustainable practices. Water sources for irrigation need to be sustainable. In areas where soil erosion is a problem, it should be tackled by incorporating proven methods of combating this problem. Soil productivity and fertility should be maintained by introducing natural and harmonious techniques to “feed” and enrich the soil. Sustainable farming increases the biodiversity of the area, by providing a variety of organisms with healthy and natural environments to live in. The natural habitat of animals and plants must not be threatened by the growing of crops. If pesticides and fertilizers are being used, these must be stored and disposed of safely and any impact on the local environment kept to a minimum. (climate change should be reduced.) Where We Came From…. For thousands of years the textile industry was making use of only natural fibers such as cotton, silk and wool as the raw materials. Dyes were all natural using plant based substances and/or animal byproducts. The final product was hand spun and hand made. The Industrial Revolution changed all of that with the development of synthetic fibers and chemical dyes and machines to do the spinning and weaving of cloth. After the arrival of man-made fibers, the textile industry changed tremendously. Today polyester is the synthetic fiber that is used the most in the clothing sector. Man-made fibers dominate the textile industry because of their low cost compared with natural fibers. It today represents 70% of global textile production. The pollution caused by the textile industry is detrimental to the environment and is just as harmful as the resources that it consumes. Thirty five percent of global plastic microfibers in the ocean come from the clothing industry. When polyester fabric is washed, both in the factory and in domestic machines, it sheds microfibers that end up in the waterways and our oceans. These pollutants are currently been eaten by various forms of sea life. This in turn are finding their way into the human food chain. Where We Are Going To….. The global textile industry provides employment to millions of people around the world. From the growing to the spinning and weaving of fabrics, to the manufacturing of garments. Different cultures and countries follow different practices and there are rules and regulations in place to safeguard workers. The textile industry is one of the largest in the world, making sustainability an important factor and concept. Companies have the opportunity to make big differences on an environmental, social and economic level. “Reduce, reuse and recycle” are important concepts in sustainability. There is a very high demand for water in the production of textiles, from the growing of crops to the dying and finishing of fabrics. Textile manufacturing uses a great amount of energy and creates environmental issues, such as water pollution and toxic chemicals in contaminated waters. Many industries worldwide are working towards reducing their carbon footprint. Thus, the textile industry needs to look at more sustainability driven transformations. Sustainable fashion through the innovation of new fabrics, such as organic cotton brushed velvet and structured organic cotton denim is already happening. Nudie Jeans is an environmentally conscious Swedish brand that uses organic cotton to produce sustainable denim jeans. Best Brands that Produce Ethical Sustainable Clothing These are some of the ethical and sustainable brands that are helping the planet: - Allbirds produce sustainable footwear and apparel using only natural, sustainable fabrics and recycled materials. - Thought is an all-natural company that produces timeless fashion using organic cotton and sustainable fabrics. - Laara Swim, a Danish company, is one of the 100% sustainable designer bikinis brands. They use fabric made from regenerated plastic waste that is found in the North sea, Adriatic sea and Mediterranean. - Vitamin A produce sustainably made swimwear and leisure wear clothing using recycled nylon and natural fibers. - Nudie Jeans is an environmentally conscious Swedish fashion brand that use organic cotton to produce sustainable denim jeans. - Beaumont Organics is a British based Organic and Ethical clothing company that was started in 2008. They create contemporary conscious clothing for the modern woman. - Soul Flower is an Organic Boho Hippy Clothing Range that is based in Minneapolis, USA. You can respect our planet while at the same time expressing your bohemian spirit. - PrAna is an ethical North American company that only use sustainable fabrics and ethical practices. They do a full range of yoga, climbing, hiking, travelling and active wear for men and women. - Oliver & Rain make eco-friendly organic cotton baby products, using sustainable and ethical practices. Ethical sustainable clothing is possible Contemporary and versatile designs are now available while also respecting people and the planet. Affordable ethical clothing can make you feel and look good, without breaking the bank. Fast fashion has become part of modern day life, with garments only lasting a few washes before it is worn out and discarded. Paying more for quality products can be daunting, but more manufacturers are producing affordable ethical clothing. Many companies are changing their business models to include a supply chain that have a lower environmental impact. That includes having better socio economic conditions for workers in the field and in factories. Consumers are increasing aware of the environmental impact of textile production. They are therefore asking for ethical sustainable clothing. People Tree was one of the pioneers of sustainable and Fair Trade fabrics and fashion. Items I bought from them many years ago are still in my wardrobe looking good. Related post: 19 Best Sustainable Fabrics You Should Know. If you have any questions about ethical sustainable clothing, then please leave your comments below and I will get back to you.
ASP.NET is a web development platform that has been created by Microsoft. It is commonly used for making web-based applications. It was first released in 2002. The first version that was developed was 1.0, while the latest version is 4.6. It is designed to work with HTTP, which is a standard protocol that you can find across all web applications out there. The good news is, ASP.NET can be written in a number of different net languages. These include J# and VB.Net. Let’s take a look at the basic architecture of the .Net framework. ASP.NET Architecture, and its Components This framework is used to develop web-based applications, and below we are going to display the basic architecture. The following key components make up the basic architecture: - Language: there are a number of different language types that exist for .net. They can be used in various ways to develop web applications. - Library: the .net framework includes a set of standard class libraries. One of the most common libraries is the Web library. It comes with all the essential components used to develop web-based applications with .Net. - Common language runtime: otherwise known as CLI or CLR, .Net programs are executed on this platform. They are used to perform key activities. They include exception handling, and garbage collection. Let’s take a look at some characteristics of the ASP.NET framework: - The Code Behind Mode: This is the characteristic that separates code and design. By having a separation, it’s easier to maintain the application with ASP.NET. The general file type of ASP.NET is aspx. If you had a webpage titled ‘MyPage.aspx, there would be another file named MyPage.aspx.cs, denoting the code section of the page. Visual Studio creates separate files for each web page, one for the code and the other for the design. - State Management: ASP.NET has the ability to control state management. HTTP is actually a stateless protocol. For example, let’s talk about shopping cart application. When you decide that you want to purchase something from a website, you will click on the submit button. The application needs to be able to remember the items that you want to purchase. This is remembering the state of the application when you clicked on that button. HTTP is stateless, which means that it will not store that information when you go to the checkout page. This is why more coding needs to be done to make sure that the items in your cart can be remembered correctly. A lot of the time, this type of coding is complicated, However, ASP.NET can manage this type of coding for you, making it a valuable aspect of having a web-based application. - Caching: ASP.NET can also implement caching. This will improve the performance of the app. When pages are cached, they will be stored somewhere temporarily. This way, they can be retrieved quicker, and a better response can be sent to the person using them. Caching improves the general performance of a web-based application. ASP.NET is the development language of web-based applications. It has been designed to work well with HTTP protocol.
Lesson Three: Votes for Women, A Voice for All: Helen Keller, Suffragist Helen Keller never ceased to demand that women, the poor, and the disenfranchised be afforded an equal chance to live a full life. The digital Helen Keller Archive holds a rich collection of her writings agitating for women’s suffrage. These letters, articles, and speeches reveal the breadth and depth of Helen Keller’s advocacy for women’s voting rights, including the intersection of her beliefs about suffrage and economic justice. Students find, read, and analyze primary source documents in the digital Helen Keller Archive related to women’s suffrage. Through close reading and guided exploration, students learn about Helen Keller’s activism in support of suffrage and analyze her multi-pronged and audience-specific arguments. Teachers may expand this lesson with written or oral performance tasks. Guidance for implementing a Document-Based Question discussion and essay are included in the second half of the lesson plan. Note: This lesson focuses on Helen Keller and her support for women’s right to vote. It works best in conjunction with broader study of the 20th century suffrage movement and the passage of the 19th Amendment. If you are in need of more comprehensive suffrage lesson plans, see the Resources section of this document. - Read and understand primary source documents from the early 20th century. - Analyze and dissect arguments in favor of women’s suffrage. - Identify specific evidence used to support a primary argument. - Digest and summarize complex documents to present to classmates. - How do I use primary sources in a digital archive to understand history? - Who is Helen Keller? - What was Helen Keller’s role in the women’s suffrage movement? - What methods did Helen Keller use to campaign on behalf of women’s political empowerment? - What other political, social, and economic issues did Helen Keller link to the right to vote? - Computer, laptop, or tablet - Internet connection - Projector or Smartboard (if available) - Worksheets (provided, print for students) Core Lesson: 45-60 minutes “Making A Difference” Activity: 30 mins Document-Based Question Discussion and Performance Task: 60-90 minutes About the Helen Keller Archive The Helen Keller Archive at the American Foundation for the Blind (AFB) is the world’s largest repository of materials about and by Helen Keller. Materials include correspondence, speeches, press clippings, scrapbooks, photographs, photograph albums, architectural drawings, audio recordings, audio-visual materials and artifacts. The collection contains detailed biographical information about Helen Keller (1880-1968), as well as a fascinating record of over 80 years of social and political change worldwide. Keller was a feminist, a suffragist, a social activist, and a pacifist, as well as a prolific writer and published author. The AFB began collecting material by and about Keller in 1932, and the collection has only grown since then. Most importantly, the Helen Keller Archive is being made accessible to blind, deaf, deaf-blind, sighted and hearing audiences alike. Suffrage: The right to vote in political elections. Women’s Suffrage: The right of women to vote in political elections. Suffragist: An advocate for the right of women to vote. Franchise: The right to vote; the rights of citizenship. Enfranchise: To give a right or privilege, especially the right to vote. Disenfranchise: To deprive, restrict, or limit a right, especially the right to vote. Evidence: Factual information used to support a claim. Evidence can take many forms, including statistics/empirical data, anecdotes, documents, testimony (expert or eyewitness). Rhetorical devices: Writing techniques used to convey an idea or persuade an audience. For example: Allusion, analogy, metaphor, pathos, parallelism. What is the difference between suffragist and suffragette? In the early 20th century, both terms were used by English-speaking people advocating for women’s suffrage. In the United Kingdom, suffragette was the term preferred by the more radical members of the movement. However, in the United States, the term suffragette was considered demeaning, so this lesson uses their preferred term, suffragist. By “accessibility,” we mean the design and development of a website that allows everyone, including people with disabilities, to independently use and interact with it. For more detail, read and review the digital Helen Keller Archive Accessibility Statement. (https://www.afb.org/archiveaccessibility) These are names and events which appear in the primary source worksheets. If students ask follow up questions about these unfamiliar names, here is a brief summary of each with relevant details. However, students should be able to draw all inferences essential to a basic understanding of the documents from the documents themselves. Mrs. Grindon: Rosa Leo Grindon, a British suffragist and Shakespeare scholar. At the time she was corresponding with Helen Keller, she was living in Manchester, UK. Mr. Zangwill: Israel Zangwill, a British writer and Zionist activist. Mr. Zangwill spoke in favor of women’s suffrage, particularly of the more militant tactics used by radical members of the suffrage movement. Miss Pankhurst: Emmeline Pankhurst, a leading British suffragist. Beginning in 1908, Pankhurst was arrested multiple times for her activism and used hunger strikes to protest her imprisonment. Suffrage March in Washington: Alice Paul and the National American Woman Suffrage Association organized a march on Washington D.C. the day before President Wilson’s inauguration in 1913. While the march attracted thousands of women, spectators (primarily male) also gathered to jeer at, trip, and grab the marchers, and the police did little to end the harassment. One hundred marchers were taken to the local hospital. Helen Keller was scheduled to speak at the event, but was so unnerved by the experience that she was unable to deliver her speech. David I. Walsh: The first Irish-Catholic Democratic Governor of Massachusetts (at the time, a Republican-leaning state) and an active supporter of the fight for women’s suffrage in his state. At a 1915 suffrage march in Massachusetts, Helen Keller presented Walsh with a letter thanking him for his work. The Woman’s Party: The National Woman’s Party, a political party active in states where women had the right to vote. In 1916, the party’s primary goal was a federal amendment securing women’s right to vote. Part 1: Core Lesson Plan 1.1 Ask and Discuss: - Who is Helen Keller? What do you know about her life? - Did you know that Helen Keller was a suffragist? - Helen Keller lost her sight and hearing at a young age but learned to tactile fingerspell, read, write, speak, and graduated college. - Like other women of her era, when Helen Keller came of age, she was denied the right to vote because of her gender. - Women’s suffrage was one of many causes that Helen Keller fought for during her lifetime. - Helen Keller followed the news about suffrage, corresponded with suffragists, and wrote and spoke out on behalf of the women’s suffrage movement. For classrooms that have not already studied the women’s suffrage movement, the following is a brief introduction to the suffrage movement. (Skip to 1.4 if not using.) We have provided optional images (included in the “Resource” section of this document) and slides. - Until the passage of the 19th Amendment in 1920, women did not have the right to vote nationwide. - However, as early as 1890, some women could vote on a state level. - In our state, women could vote beginning in [Year]. - Ask: What other groups of Americans have been denied the right to vote? Why were they denied the right to vote? - American women were demanding the right to vote even before the United States won its independence. - Women began to work together to demand the right to vote in the 1840s. - The 1848 Seneca Falls Convention brought together hundreds of women looking for change. - The movement lost momentum during the Civil War, but re-emerged in the late 19th century. - Ask: Why is the right to vote so important? What is the role of voting in a democracy? - Today, we are going to analyze primary source documents on women’s suffrage. Specifically, we are going to look at speeches, articles, and letters by Helen Keller. 1.4 Ask and Discuss: - Have you ever heard of an archive? Where/in what context? - What is an archive? - Have you ever used an archive? What about a digital archive? 1.5 Define an Archive: - An archive is a collection of unique documents, objects, and other artifacts that has been organized to make sense of a collection so that people can find what they are looking for. - Most archives are physical. For example, they have an actual space full of actual documents organized into boxes and folders. - Some archives are also digital. For example, archivists have scanned and labeled the artifacts in their collection and made them available via the internet. - Today, we are going to use the digital Helen Keller Archive. This archive is the world’s largest collection of artifacts by and about Helen Keller. It is also fully accessible for people with disabilities. That means that people with disabilities, including those who have low vision or hearing, can use this website independently. Part 2: Core Lesson Activities - There are six documents to work on in class: - Letter from Helen Keller to Mrs. Grindon about women’s suffrage written January 12, 1911 - Speech written by Helen Keller regarding women’s suffrage and the freedom of men and women, March 3, 1913 - Letter from Helen Keller to David Walsh, Governor of Massachusetts, advocating for women’s suffrage, 1912 - Article by Helen Keller “Why Men Need Woman Suffrage” republished in Outlook, originally published in October 17, 1915 edition of the New York Call - Helen Keller’s speech to delegates of the new Woman’s Party in Chicago endorsing suffrage movement, June 11, 1916 - Speech given by Helen Keller in favor of women’s suffrage entitled “Why Woman Wants to Vote.” 1920 - Break students up into groups and assign one document to each group. - Distribute the corresponding document worksheet to each group. - Worksheet: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon (HTML) (Downloadable PDF: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon) - Worksheet: Helen Keller’s Undelivered Speech on Women’s Suffrage, 1913 (HTML) (Downloadable PDF: Helen Keller’s Undelivered Speech on Women’s Suffrage, 1913) - Worksheet: Analyzing Helen Keller’s 1912 Letter to Governor Walsh (HTML) (Downloadable PDF: Analyzing Helen Keller’s 1912 Letter to Governor Walsh) - Worksheet: Analyzing Helen Keller’s 1915 Article “Why Men Need Woman Suffrage” (HTML) (Downloadable PDF: Analyzing Helen Keller’s 1915 Article “Why Men Need Woman Suffrage”) - Worksheet: Analyzing Helen Keller’s 1916 Speech to the Woman’s Party in Chicago (HTML) (Downloadable PDF: Analyzing Helen Keller’s 1916 Speech to the Woman’s Party in Chicago) - Worksheet: Analyzing Helen Keller’s 1920 Speech “Why Woman Wants to Vote” (HTML) (Downloadable PDF: Analyzing Helen Keller’s 1920 Speech “Why Woman Wants to Vote”) - Worksheet: Analyzing Helen Keller’s 1911 Letter to Mrs. Grindon (HTML) - Review the questions with the class. While all documents and questions are slightly different, the questions all fall into the same broad categories: Sourcing, Close Reading, Contextualization, and Rhetoric and Analysis. - The document may mention people and events that you aren’t familiar with. That’s OK! If you are curious, you can ask me after you finish your analysis. - Analyze these documents with your group and answer the questions. When you are finished, your group will summarize your document for the class. - Navigate to the source on your group’s source worksheet. - Optional: For an additional challenge, you can remove the links from the worksheets and ask students to search or browse to the document described in their worksheet. When students have located their document, show them where to find: - Transcription of the selected image. You may read your source directly from the image of the source or using the transcription. - Contents of this item (multiple document images/pages). Many of these sources have multiple pages. Use the “Next Image” button or “Contents of this Item” box to navigate to the next page. - Metadata. The metadata contains essential information about your source, like when it was written and who wrote it. For classes or students who need practice constructing and deconstructing arguments, you can model the process using an excerpt from “Why Woman Wants to Vote”, a 1920 speech by Helen Keller. (Skip to 2.5 if not using.) “We demand the vote for women because it is in accordance with the principles of a true democracy. Many labor under the delusion that we live in a democracy. I have to smile– several ways– when I read that ours is “a government of the people, by the people, and for the people.” We are neither a democracy nor a true representative republic. We are a government of parties and partisans, and lo, at least half the adult population may not even belong to these parties.” Helen Keller is arguing that women should be able to vote because it is in accordance with democratic principles. She supports her argument by invoking shared values (“principles of true democracy” “a government of the people, by the people, for the people”), undermining widely held assumptions (“many labor under the delusion”) and citing statistics (“half the adult population may not even belong to those parties”). The Big Idea Helen Keller assumes that we all believe in democracy and value living in a government by, of, and for the people. She points to the simple fact that half of the people in that democracy cannot vote, and therefore cannot participate in the government. She contends that America is not a democracy because women cannot vote. If the nation were to accept her argument and extend the vote to women, she implies, we would then live in accordance with true democratic principles. While each group presents, take notes (or ask a student to take notes) on the board or slide. 2.6 Closing Conversation: - What is similar/consistent about Helen Keller’s arguments in these documents? - What is different? How do her arguments change from document to document? Why do you think they change? - If necessary, highlight differences in the audience Keller addresses. For example, compare the following: - What do these documents tell us about Helen Keller? About the women’s suffrage movement? - How do you think Helen Keller’s identity and social status—for example, her gender, race, and class—shaped her perspective on women’s suffrage? Part 3: Extension Activity: “Making a Difference” Part 4: Extension Activity: Document-Based Question (DBQ) - Preview the extension activity - Distribute the documents, including the graphic organizer (Word file) or graphic organizer (PDF). - Introduce each document individually. - Read each excerpt together as a class. - Share contextual information. - Discuss the main idea of each document. - Review assignment instructions. Women’s Suffrage Educational Resources: 5 Black Suffragists Who Fought for the 19th Amendment—And Much More National Education Association Library of Congress National Women’s History Museum Belmont-Paul Women’s Equality National Monument (timeline) Figure 1. Helen Keller visiting Menlo Park Observatory, 1930 American Foundation for the Blind, Helen Keller Archive Figure 2. Helen Keller outdoors with a group of women, 1916 American Foundation for the Blind, Helen Keller Archive Figure 3. Alison Turnbull Hopkins at the White House protesting, 1917 Courtesy of the Library of Congress Figure 4. Screenshot of the digital Helen Keller Archive The digital Helen Keller website address is https://www.afb.org/HelenKellerArchive. Figure 5. Newspaper clippings from Anne Sullivan Macy’s scrapbook American Foundation for the Blind, Helen Keller Archive Figure 6. Broadside created by the National American Woman Suffrage Association Courtesy of Gilder Lehrman Institute of American History Figure 7. Screenshot of article in The Crisis, September 1912 Figure 8. Screenshot of article in The Journal and Tribune in Knoxville, Tennessee, 1914 This Lesson Meets Common Core Curriculum Standards: Cite specific textual evidence to support analysis of primary and secondary sources. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of the information. Determine the central ideas or information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. C3/National Council for Social Studies BY THE END OF GRADE 8 Distinguish the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. Explain specific roles played by citizens (such as voters, jurors, taxpayers, members of the armed forces, petitioners, protesters, and office-holders). Assess specific rules and laws (both actual and proposed) as means of addressing public problems. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. Use questions generated about multiple historical sources to identify further areas of inquiry and additional sources. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose. Organize applicable evidence into a coherent argument about the past. Evaluate the credibility of a source by determining its relevance and intended use. BY THE END OF GRADE 12 Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.
A natural tooth is comprised of the outer white enamel, the middle hard layer called dentin, and the innermost soft tissue known as the pulp. This innermost pulp tissue is housed within the roots (bottom half) of teeth and contains blood vessels, connective tissue, and nerves. This tissue initially aids in the development of the tooth by supplying nutrients and maintaining blood flow. Throughout our lives, our teeth can get infected with cavities caused by bacteria (sugar bugs) that damage and put holes in our teeth. The acid byproducts of these sugar bugs can erode a hole all the way through the outer and middle layers of teeth, exposing the pulp tissue within the tooth root. When bacteria have direct access to contaminate the pulp, serious infection can occur. Such a condition can become extremely painful and requires immediate treatment. What is a Root Canal? During root canal treatment, dentists clean, disinfect, and seal the root canal space where the pulp tissue resides. Once this is completed, the root canal space is sealed from end to end in order to prevent the tooth from becoming infected again. A successful root canal saves your natural tooth, allowing it to be restored and function as normal again What’s the procedure of a Root Canal Treatment? It takes about 30 to 90 minutes to perform a root canal, depending on which tooth requires the treatment. Teeth in the back of the mouth typically take longer to treat than teeth towards the front of the mouth. The entire process is painless and extremely effective in the long term. A Root Canal treatment may have the following steps: - The dental assistant takes an X-ray of the infected tooth. - The dentist will numb the mouth and cover the infected tooth with a protective barrier called a dental dam. This is used to block the entry of saliva during the process. - The dentist makes a minute entry through the crown and cleans the infected pulp with the help of specialized instruments and disinfectants. - After cleaning out the infected pulp, the dentist shapes the root and fills the tooth with a biocompatible material called gutta-percha. This process seals the tooth from end to end and prevents bacteria from reinfecting the root canal space. - To finish the procedure, a temporary filling material is placed on the tooth to fill the space created for access to the pulp tissue. The temporary filling is kept in place until the tooth can be restored with a porcelain or metal crown. The crown is permanently cemented onto the tooth and acts like a helmet to prevent the tooth from breaking after the root canal treatment. The shape and feel of the crown will be the same as the natural teeth. The modern root canal procedure is the least painful and most effective method for eliminating pulpal infection in order to save a natural tooth. It is quite similar to a routine filling and typically requires one or two appointments. After the procedure, when the numbness from the anesthetic wears off, you will return back to your normal chewing function. How long and painful is the root canal procedure? With the advancement in restorative dentistry in Chandler, we offer a root canal procedure that only takes about 30 to 90 minutes, depending on the number of roots on the tooth. You can simply resume work in just 2-4 hours after the treatment. Rest assured, the procedure is completely painless after the local anesthetic is administered. Is the Root Canal procedure safe and effective? Root canal treatment is absolutely safe and can prevent you from needing to go to the emergency room with a life-threatening dental infection. The procedure is considered the “standard of care” by the American Dental Association for treating teeth with pulpal infection. There has been a recent misconception that root canal treatment can negatively affect one’s health. These claims are dangerous for the public and are not supported by sound scientific evidence. “When a patient comes in with a hot tooth, our number one goal is to save their natural tooth…and root canal treatment is often the best and only way to achieve that.” says Dr. Silverman.
My second blog post introduces five core principles in Teaching English as a Second Language based on research fundamentals of language and bilingual education. It is a rewarding task to teach English as a Second Language and a continual learning process. This is why I want to share with you five core principles: - BE…Flexible: by supporting the flexible use of two languages and by promoting a child centered model which is a key principle in the preschool curricula. In addition, adapt bilingual practices and models with language educational policies and supporting the developmental needs of young children in classroom language practices. Nowadays children may have multilingual backgrounds and teachers need to be aware of this and realize that all languages are of equal importance. Parents need to be reassured that their family heritage and language isn’t being set aside or replaced while their children are learning additional languages at preschool. By giving support to continue using their heritage language at home. Research has shown that children who do not sufficiently learn their heritage language often have difficulties in acquiring and mastering a second language which can even result in social and emotional problems. By being flexible you foster positive attitudes towards language and language learning. Through this approach teachers can prepare and pave the way for successful language learning. - BE…Equipped: by using research- based methods in order to maximize second language learning. In a 2009 study, Garcia emphasized that responsible code-switching is a core classroom practice in flexible bilingual models. The focus should be on quality and quantity of second language learning and avoiding direct translations realizing that languages can be used for different purposes e.g. using majority languages in giving instructions and handling emotional content and second language for concrete and conventional knowledge. - BE…Skillful: by using contextual and linguistic supports in the classroom. Scaffolding technique is a skillful and dynamic way to implement second language learning through introducing small amounts of new content and knowledge at a time e.g. preparing the child for a new story by first pre-learning vocabulary and providing visual aids. The skillful use of body language and gestures is an important and invaluable way to support and emphasize contexts and thus increasing understanding. The skilled use of humor with concrete content increases motivation for young learners e.g. pull a plush dog out of the bag and pretend it is a monkey and feed it bananas. The children are sure to enjoy correcting you that the plush dog is not a monkey and does not eat bananas. - BE…Sensitive: by being conscious and aware of each child’s individual learning needs. Every child is a unique individual and has his/her own needs and personality which affect language development. Pedagogical evaluations are crucial in order to monitor competence and development of an individual’s learning. In Finland, an individual learning plan is developed for each child as part of their early childhood education. On that foundation the teacher is able to implement methods and policies into practice while remaining sensitive to the individual child’s learning needs. - BE…Authentic: by being a role model who is transparent and approachable and who is fun being with. Being authentic provides a positive learning environment and encourages the child to participate without fear of making mistakes. A majority language teacher can also speak a minority language. Both languages are used and heard on a regular basis. Facilitate positive attitudes in language learning and speaking, always being available and encouraging the children. Building a respect for and an understanding of languages, cultures and 21st century skills is an important objective and milestone to achieve in preschool education. Our online program supports these principles and enables teachers of any linguistic background to feel safe and secure when teaching English as a second language. Active and functional learning is crucial when teaching young children and social interaction with the group and teacher encourages and engages learning. Our program focuses on face-to-face interaction, playful and active learning, and facilitates the teacher as an active role-model. This way the children are motivated to learn English as a second language and gain twenty first century skills.
In this signed petition, 34 citizens of St. Joseph County, Michigan, voiced their concern that the Kansas-Nebraska Act of 1854 would open the American West to slavery. “[S]lavery, in the nature of things, is a violation of republican and democratic principles,” the petition stated, “and therefore its extension should be prohibited at all times in all places under this professedly free Government.” Since 1820, the Missouri Compromise outlawed slavery in the territories west of the Mississippi River and north of the 36°30' latitude line. The Kansas-Nebraska Act, however, proposed allowing citizens of the Kansas and Nebraska Territories, both of which existed north of the line, to determine through direct vote whether to legalize slavery. The expansion of slavery and the admission of new western states into the Union caused fierce debate across the country in the years before the Civil War. Three decades earlier, lawmakers had engineered the Missouri Compromise to maintain a balance of power in Congress between free and slave states. But the popular sovereignty clause in the Kansas-Nebraska Act threatened to upset the equilibrium on Capitol Hill by potentially creating several new pro-slavery states. “[I]t is a violation of the solemn compact adopted in 1820, when Missouri was admitted into the Union,” the petition admonished. In the House, debate on the bill was often contentious. At one point, discussions over whether to refer the bill to the Committee of the Whole rather than the more sympathetic House Committee on Territories led Representative Francis Cutting of New York to challenge pro-slavery Representative John C. Breckinridge of Kentucky to a duel. Ultimately, the Kansas-Nebraska Act passed and became law on May 30, 1854. In response, abolitionists and proponents of slavery rushed to Kansas, hoping to secure enough support to influence the vote whether to allow slavery. The situation in Kansas grew increasingly volatile and violence often erupted between groups of abolitionists and pro-slavery forces. The series of deadly skirmishes eventually became known as “Bleeding Kansas.” Both Kansas and Nebraska abolished slavery only months before the start of the Civil War in 1861.
Humans have used windmills to capture the force of the wind as mechanical energy for more than 1,300 years. Unlike early windmills, however, modern wind turbines use generators and other components to convert energy from the spinning blades into a smooth flow of AC electricity. Globally, wind energy capacity surpasses 651 gigawatts, which is more than is available from grid-connected solar energy and about half as much as hydropower can provide. Nearly three-quarters of that 651 gigawatts comes from wind farms in five countries: China, the U.S., Germany, India, and Spain. Wind energy capacity in the Americas has tripled over the past decade. In the U.S., wind is now a dominant renewable energy source, with enough wind turbines to generate more than 100 million watts, or megawatts, of electricity, equivalent to the consumption of about 29 million average homes. Wind energy and solar energy complement each other, because wind is often strongest after the sun has heated the ground for a time. Warm air rises from the most heated areas, leaving a void where other air can rush in, which produces horizontal wind currents. We can draw on solar energy during the earlier parts of the day and turn to wind energy in the evening and night. Wind energy has added value in areas that are too cloudy or dark for strong solar energy production, especially at higher latitudes. How big are wind turbines and how much electricity can they generate? Typical utility-scale land-based wind turbines are about 250 feet tall and have an average capacity of 2.55 megawatts, each producing enough electricity for hundreds of homes. While land-based wind farms may be remote, most are easy to access and connect to existing power grids. Smaller turbines, often used in distributed systems that generate power for local use rather than for sale, average about 100 feet tall and produce between 5 and 100 kilowatts. One type of offshore wind turbine currently in development stands 853 feet tall, four-fifths the height of the Eiffel Tower, and can produce 13 megawatts of power. Adjusted for variations in wind, that is enough to consistently power thousands of homes. While tall offshore turbines lack some of the advantages of land-based wind farms, use of them is burgeoning because they can capture the energy of powerful, reliable winds high in the air near coastlines, where most of the largest cities in the world are located. What are some potential future wind technologies other than turbines? Engineers are in the early stages of creating airborne wind turbines, in which the components are either floated by a gas like helium or use their own aerodynamics to stay high in the air, where wind is stronger. These systems are being considered for offshore use, where it is expensive and difficult to install conventional wind turbines on tall towers. Trees, which can withstand gale forces and yet move in response to breezes from any direction, also are inspiring new ideas for wind energy technology. Engineers speculate about making artificial wind-harvesting trees. That would require new materials and devices that could convert energy from a tree's complex movements into the steady rotation that traditional generators need. The prize is wind energy harvested closer to the ground with smaller, less obtrusive technologies and in places with complex airflows, such as cities. What are the challenges of using wind energy? Extreme winds challenge turbine designers. Engineers have to create systems that will start generating energy at relatively low wind speeds and also can survive extremely strong winds. A strong gale contains 1,000 times more power than a light breeze, and engineers don't yet know how to design electrical generators or turbine blades that can efficiently capture such a broad range of input wind power. To be safe, turbines may be overbuilt to withstand winds they will not experience at many sites, driving up costs and material use. One potential solution is the use of long-term weather forecasting and AI to better predict the wind resources at individual locations and inform designs for turbines that suit those sites. Climate change will bring more incidents of unusual weather, including potential changes in wind patterns. Wind farms may help mitigate some of the harmful effects of climate change. For example, turbines in cold regions are routinely winterized to keep working in icy weather when other systems may fail, and studies have demonstrated that offshore wind farms may reduce the damage caused by hurricanes. A more challenging situation will arise if wind patterns shift significantly. The financing for wind energy projects depends critically on the ability to predict wind resources at specific sites decades into the future. One potential way to mitigate unexpected, climate-change-related losses or gains of wind is to flexibly add and remove groups of smaller turbines, such as vertical-axis wind turbines, within existing large-scale wind farms.
A method of psychotherapy that reinforces you for stating negative and positive feelings directly. It is also a cognitive/behavioral technique that teaches clients to express their feelings and needs rather than being passive and letting other people take advantage, overwhelm, or dominate them (a characteristic of people who were abused in childhood). WHAT IS ASSERTIVENESS?: Being assertive is the art of getting understood by others by being neither aggressive nor passive, but by stating your needs clearly and effectively. 1. Being able to stand up for yourself. 2. Making sure your opinions and feelings are considered. 3. Not letting other people always get their way. 4. A way of communicating and behaving with others that helps people to become more confident and aware of themselves. 5. A skill that can be learned. Assertiveness is not: 1. Aggressiveness, you can be assertive without being forceful or rude. 2. Almost everyone, at some time will find themselves in situations where they find it difficult to express themselves clearly. Examples might be: 1. Dealing with angry people 2. Communicating our true feelings to friends and family. 3. Dealing with unhelpful shop assistants, call centers etc. 4. Often situations such as these may be dealt with by holding in feelings and not expressing them, or getting angry or simply giving in while still holding resentment. This usually leaves a person unhappy, with a feeling of not being in control and the problem remains unresolved. When these responses to difficult situations become a habit it can lead to a loss of confidence which compounds the problem. WHY BE ASSERTIVE?: Not knowing how to be assertive can cause you to feel: 1. Depressed as a result of unexpressed anger 2. Angry at others for manipulating or taking advantage you 5. That you have no control over your life 8. Lonely You may start to feel despondent and angry with yourself for being weak. You may ask yourself why did I let someone victimize me? You may find yourself at times blowing up with rage, repressed feelings can build up inside us. Anxiety about situations can lead to avoidance. It is worth learning to feel confident about being assertive in order to move forward and enjoy more that life has to offer. Being non-assertive can lead to poor relationships at home and a work. Non-assertive people can find it difficult to express emotions of any kind, negative OR positive. Relationships that work usually consist of two people that can tell each other what they want and need and how the other person affects them. Other people cannot read your mind. Learning to be assertive can lead to more fulfilling relationships at home and at work. Not being able to express your feelings can lead to physical complaints like headaches, ulcers, and high blood pressure. Stress causes all kinds of complaints, and learning to be assertive can relieve stress and anxiety.
The climate impact of wild pigs greater than a million cars 20 July 2021 By uprooting carbon trapped in soil, wild pigs are releasing around 4.9 million metric tonnes of carbon dioxide annually across the globe, the equivalent of 1.1 million cars. An international team led by researchers from The University of Queensland (UQ) and The University of Canterbury have used predictive population models, coupled with advanced mapping techniques to pinpoint the climate damage wild pigs are causing across five continents. UQ’s Dr Christopher O’Bryan said the globe’s ever-expanding population of feral pigs could be a significant threat to the climate. “Wild pigs are just like tractors ploughing through fields, turning over soil to find food,” Dr O’Bryan said. “When soils are disturbed from humans ploughing a field or, in this case, from wild animals uprooting, carbon is released into the atmosphere. “Since soil contains nearly three times as much carbon than in the atmosphere, even a small fraction of carbon emitted from soil has the potential to accelerate climate change. “Our models show a wide range of outcomes, but they indicate that wild pigs are most likely currently uprooting an area of around 36,000 to 124,000 square kilometres, in environments where they’re not native. “This is an enormous amount of land, and this not only affects soil health and carbon emissions, but it also threatens biodiversity and food security that are crucial for sustainable development.” Using existing models on wild pig numbers and locations, the team simulated 10,000 maps of potential global wild pig density. They then modelled the amount of soil area disturbed from a long-term study of wild pig damage across a range of climatic conditions, vegetation types and elevations spanning lowland grasslands to sub-alpine woodlands. The researchers then simulated the global carbon emissions from wild pig soil damage based on previous research in the Americas, Europe, and China. Nicholas Patton, a PhD candidate from The University of Canterbury’s School of Earth and Environment, said the research would have ramifications for curbing the effects of climate change into the future. “Invasive species are a human caused problem, so we need to acknowledge and take responsibility for their environmental and ecological implications,” Nicholas said. “If invasive pigs are allowed to expand into areas with abundant soil carbon, there may be an even greater risk of greenhouse gas emissions in the future. “Because wild pigs are prolific and cause widespread damage, they’re both costly and challenging to manage. “Wild pig control will definitely require cooperation and collaboration across multiple jurisdictions, and our work is but one piece of the puzzle, helping managers better understand their impacts. “It’s clear that more work still needs to be done, but in the interim, we should continue to protect and monitor ecosystems and their soil which are susceptible to invasive species via loss of carbon.” The research has been published in Global Change Biology (DOI: https://doi.org/10.1111/gcb.15769). What to read next: #Philanthropy@UC With funding from the Foundation for Arable Research (FAR) and the Seed Industry Research Centre (SIRC), students at Te Whare Wānanga ... #Philanthropy@UC A young woman who cared about people and held a strong sense of social justice has created a powerful legacy for Social Work students ...
Most of the phenomena in the world around you are, at the fundamental level, based on physics, and much of physics is based on mechanics. Mechanics begins by quantifying motion, and then explaining it in terms of forces, energy and momentum. This allows us to analyse the operation of many familiar phenomena around us, but also the mechanics of planets, stars and galaxies. This on-demand course is recommended for senior high school and beginning university students and anyone with a curiosity about basic physics. (The survey tells us that it's often used by science teachers, too.) The course uses rich multimedia tutorials to present the material: film clips of key experiments, animations and worked example problems, all with a friendly narrator. You'll do a range of interesting practice problems, and in an optional component, you will use your ingenuity to complete at-home experiments using simple, everyday materials. You will need some high-school mathematics: arithmetic, a little algebra, quadratic equations, and the sine, cosine and tangent functions from trigonometry. The course does not use calculus. However, we do provide a study aid introducing the calculus that would accompany this course if it were taught in a university. By studying mechanics in this course, you will understand with greater depth many of the wonders around you in everyday life, in technology and in the universe at large. Meanwhile, we think you'll have some fun, too.
Making the Desert Bloom Arthur V. Watkins, Senator from Utah, proclaimed to Congress on March 22, 1954, that President Eisenhower had thrown his support behind the upper Colorado River Storage Project. This project, with the acronym CRSP, focuses on providing a reliable flow of freshwater to the Upper Colorado River Basin States (New Mexico, Colorado, Utah, and Wyoming), while also ensuring that the mandated amount of water goes to the downstream Lower Basin states. CRSP also provides hydroelectric power, irrigation/reclamation of arid lands, and flood control. “If some of this vast western wilderness can be put to work doing something useful, instead of being merely ornamental, it should not be looked upon as a national calamity” - Ebenezer Bryce People living in the Upper Colorado Basin became convinced that they needed to control water in order to support development of any kind. The people of this region benefit from the Glen Canyon Dam's water and power for agriculture, manufacturing, and cities that rose out of the desert. Building the dam created thousands of jobs for a location in the middle of the United States with sparse employment. In “The Aesthetic Appreciation of Nature,” Thomas Munro argues that those who protest the dam are mostly vacation goers who visit perhaps three months out of the year, then return to their homes and work. Between 1956 - 1966 the United States Bureau of Reclamation was responsible for constructing the Glen Canyon Dam and Lake Powell behind it. The commissioner of the Bureau at the time was Floyd E. Dominy, who had joined the department in 1946. Over Dominy's career, he helped build close to two billion dollars in water infrastructure across the contiguous United States. Floyd Dominy considered Glen Canyon Dam his crowning jewel. He wanted to "give life to a parched land" and was very persuasive on Capitol Hill to ensure funding for his projects. Growing up in Nebraska during the Dust Bowl, Dominy knew the struggles of scarce resources such as water. He believed that damming rivers would bring civilization to the West and improve society. He was a dam builder who indeed made the desert bloom. This manuscript is a fold-out page provided by the United States Bureau of Reclamation detailing answers to a multitude of in-depth questions about the dam’s construction and benefits. It covers quantitative answers regarding the electrical output potential, materials used in the construction process, and the provision of jobs in the Glen Canyon Recreation Area. From 1961 to 1969 Stewart Udall served as Secretary of the Interior under the John F. Kennedy and Lyndon B. Johnson administrations. During the dedication of the Glen Canyon Dam in 1966, Udall served as the master of ceremonies. "Plans to protect air and water, wilderness and wildlife are in fact plans to protect man." - Stewart Udall Although Udall enthusiastically supported the CRSP, he also became an important conservationist in the 1960s, aiding in the enactment of environmental laws including the Wilderness Act of 1964, the Endangered Species Preservation Act of 1966, the establishment of Canyonlands National Park, and many other important acts passed by Congress. Udall also contributed to the modern environmental movement through his book The Quiet Crisis (1963). The dedication of Glen Canyon Dam took place on September 22, 1966 with important figures such as First Lady Lady Bird Johnson, representatives from the Lower Basin States, and tribal leaders of the Navajo Nation. Key speeches were made by the Governors of Arizona and Utah, the First Lady, and the master of ceremonies, Interior Secretary Stewart Udall. Mrs. Johnson spoke of water being a vital commodity in the Southwest and how many hopes were being born and fulfilled by the Glen Canyon Dam. This was "a new era of wise water conservation," as she put it. Stewart Udall closed the ceremony with a voice of warning asking the people to conserve and use the water wisely. “There is something very precious and very special that all of you have here. Use it well and wisely, but don’t pollute the water, leave the landscape unlittered and unscarred." Both Lady Bird Johnson and Stewart Udall used the term "conservation" in the sense that the early head of the US Forest Service, Gifford Pinchot, used the term: wise human management for the future. Pinchot argued in a utilitarian sense that conservation of a resource (e.g. timber or water) meant doing "the greatest good for the greatest number in the long run."
The outcome of metamorphism depends on pressure, temperature, and the abundance of fluid involved, and there are many settings with unique combinations of these factors. Some types of metamorphism are characteristic of specific plate tectonic settings, but others are not. Burial metamorphism occurs when sediments are buried deeply enough that the heat and pressure cause minerals to begin to recrystallize and new minerals to grow, but does not leave the rock with a foliated appearance. As metamorphic processes go, burial metamorphism takes place at relatively low temperatures (up to ~300 °C) and pressures (100s of m depth). To the unaided eye, metamorphic changes may not be apparent at all. Contrast the rock known commercially as Black Marinace Gold Granite (Figure 10.24)—but which is in fact a metaconglomerate—with the metaconglomerate in Figure 10.10. The metaconglomerate formed through burial metamorphism does not display any of the foliation that has developed in the metaconglomerate in Figure 10.10. A Note About Commercial Rock Names Names given to rocks that are sold as building materials, especially for countertops, may not reflect the actual rock type. It is common to use the terms granite and marble to describe rocks that are neither. While these terms might not provide accurate information about the rock type, they generally do distinguish natural rock from synthetic materials. An example of a synthetic material is the one referred to as quartz, which includes ground-up quartz crystals as well as resin. If you happen to be in the market for stone countertops and are concerned about getting a natural product, it is best to ask lots of questions. Regional metamorphism refers to large-scale metamorphism, such as what happens to continental crust along convergent tectonic margins (where plates collide). The collisions result in the formation of long mountain ranges, like those along the western coast of North America. The force of the collision causes rocks to be folded, broken, and stacked on each other, so not only is there the squeezing force from the collision, but from the weight of stacked rocks. The deeper rocks are within the stack, the higher the pressures and temperatures, and the higher the grade of metamorphism that occurs. Rocks that form from regional metamorphism are likely to be foliated because of the strong directional pressure of converging plates. The Himalaya range is an example of where regional metamorphism is happening because two continents are colliding (Figure 10.25). Sedimentary rocks have been both thrust up to great heights—nearly 9 km above sea level—and also buried to great depths. Considering that the normal geothermal gradient (the rate of increase in temperature with depth) is around 30°C per kilometre in the crust, rock buried to 9 km below sea level in this situation could be close to 18 km below the surface of the ground, and it is reasonable to expect temperatures up to 500°C. Notice the sequence of rocks that from, beginning with slate higher up where pressures and temperatures are lower, and ending in migmatite at the bottom where temperatures are so high that some of the minerals start to melt. These rocks are all foliated because of the strong compressing force of the converging plates. Seafloor (Hydrothermal) Metamorphism At an oceanic spreading ridge, recently formed oceanic crust of gabbro and basalt is slowly moving away from the plate boundary (Figure 10.26). Water within the crust is forced to rise in the area close to the source of volcanic heat, drawing in more water from further away. This eventually creates a convective system where cold seawater is drawn into the crust, heated to 200 °C to 300 °C as it passes through the crust, and then released again onto the seafloor near the ridge. The passage of this water through the oceanic crust at these temperatuers promotes metamorphic reactions that change the original olivine and pyroxene minerals in the rock to chlorite ((Mg5Al)(AlSi3)O10(OH)8) and serpentine ((Mg, Fe)3Si2O5(OH)4). Chlorite and serpentine are both hydrated minerals, containing water in the form of OH in their crystal structures. When metamorphosed ocean crust is later subducted, the chlorite and serpentine are converted into new non-hydrous minerals (e.g., garnet and pyroxene) and the water that is released migrates into the overlying mantle, where it contributes to melting. The low-grade metamorphism occurring at these relatively low pressures and temperatures can turn mafic igneous rocks in ocean crust into greenstone (Figure 10.27), a non-foliated metamorphic rock. Subduction Zone Metamorphism At subduction zones, where ocean lithosphere is forced down into the hot mantle, there is a unique combination of relatively low temperatures and very high pressures. The high pressures are to be expected, given the force of collision between tectonic plates, and the increasing lithostatic pressure as the subducting slab is forced deeper and deeper into the mantle. The lower temperatures exist because even though the mantle is very hot, ocean lithosphere is relatively cool, and a poor conductor of heat. That means it will take a long time to heat up, can be several hundreds of degrees cooler than the surrounding mantle. In Figure 10.28, notice that the isotherms (lines of equal temperature, dashed lines) plunge deep into the mantle along with the subducting slab, showing that regions of relatively low temperature exist deeper in the mantle. A special type of metamorphism takes place under these very high-pressure but relatively low-temperature conditions, producing an amphibole mineral known as glaucophane (Na2(Mg3Al2)Si8O22(OH)2). Glaucophane is blue, and the major component of a rock known as blueschist. If you have never seen or even heard of blueschist, that not surprising. What is surprising is that anyone has seen it! Most of the blueschist that forms in subduction zones continues to be subducted. It turns into eclogite at about 35 km depth, and then eventually sinks deep into the mantle, never to be seen again. In only a few places in the world, the subduction process was interrupted, and partially subducted blueschist returned to the surface. One such place is the area around San Francisco. The blueschist at this location is part of a set of rocks known as the Franciscan Complex (Figure 10.29). Contact metamorphism happens when a body of magma intrudes into the upper part of the crust. Heat is important in contact metamorphism, but pressure is not a key factor, so contact metamorphism produces non-foliated metamorphic rocks such as hornfels, marble, and quartzite. Any type of magma body can lead to contact metamorphism, from a thin dyke to a large stock. The type and intensity of the metamorphism, and width of the metamorphic aureole that develops around the magma body, will depend on a number of factors, including the type of country rock, the temperature of the intruding body, the size of the body, and the volatile compounds within the body (Figure 10.30). A large intrusion will contain more thermal energy and will cool much more slowly than a small one, and therefore will provide a longer time and more heat for metamorphism. This will allow the heat to extend farther into the country rock, creating a larger aureole. Volatiles may exsolve from the intruding melt and travel into the country rock, facilitating heating and carrying chemical constituents from the melt into the rock. Thus, aureoles that form around “wet” intrusions tend to be larger than those forming around their dry counterparts. Contact metamorphic aureoles are typically quite small, from just a few centimetres around small dykes and sills, to as much as 100 m around a large stock. Contact metamorphism can take place over a wide range of temperatures—from around 300 °C to over 800 °C. Different minerals will form depending on the exact temperature and the nature of the country rock. Although bodies of magma can form in a variety of settings, one place magma is produced in abundance, and where contact metamorphism can take place, is along convergent boundaries with subduction zones, where volcanic arcs form (Figure 10.31). Regional metamorphism also takes place in this setting, and because of the extra heat associated with the magmatic activity, the geothermal gradient is typically steeper in these settings (between ~40 and 50 °C/km). Under these conditions, higher grades of metamorphism can take place closer to surface than is the case in other areas. When extraterrestrial objects hit Earth, the result is a shock wave. Where the object hits, pressures and temperatures become very high in a fraction of a second. A “gentle” impact can hit with 40 GPa and raise temperatures up to 500 °C. Pressures in the lower mantle start at 24 GPa (GigaPascals), and climb to 136 GPa at the core-mantle boundary, so the impact is like plunging the rock deep into the mantle and releasing it again within seconds. The sudden change associated with shock metamorphism makes it very different from other types of metamorphism that can develop over hundreds of millions of years, starting and stopping as tectonic conditions change. Two features of shock metamorphism are shocked quartz, and shatter cones. Shocked quartz (Figure 10.32 left) refers to quartz crystals that display damage in the form of parallel lines throughout a crystal. The quartz crystal in Figure 10.32 has two sets of these lines. The lines are small amounts of glassy material within the quartz, formed from almost instantaneous melting and resolidification when the crystal was hit by a shock wave. Shatter cones are cone-shaped fractures within the rocks, also the result of a shock wave (Figure 10.32 right). The fractures are nested together like a stack of ice-cream cones. Dynamic metamorphism is the result of very high shear stress, such as occurs along fault zones. Dynamic metamorphism occurs at relatively low temperatures compared to other types of metamorphism, and consists predominantly of the physical changes that happen to a rock experiencing shear stress. It affects a narrow region near the fault, and rocks nearby may appear unaffected. At lower pressures and temperatures, dynamic metamorphism will have the effect of breaking and grinding rock, creating cataclastic rocks such as fault breccia (Figure 10.33). At higher pressures and temperatures, grains and crystals in the rock may deform without breaking into pieces (Figure 10.34, left). The outcome of prolonged dynamic metamorphism under these conditions is a rock called mylonite, in which crystals have been stretched into thin ribbons (Figure 10.34, right). Bucher, K., & Grapes, R. (2011) Petrogenesis of Metamorphic Rocks, 8th Edition. Springer. French, B.M. (1998). Traces of Catastrophe: A Handbook of Shock-Metamorphic Effects in Terrestrial Meteorite Impact Structures. 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2 Water never leaves the Earth Water never leaves the Earth. It is constantly being cycled through the atmosphere, ocean, and land. This process, known as the water cycle, is driven by energy from the sun. The water cycle is crucial to the existence of life on our planet. 5 During part of the water cycle, the sun heats up liquid water and changes it to a gas by the process of evaporation. Water that evaporates from Earth’s oceans, lakes, rivers, and moist soil rises up into the atmosphere. 9 As water (in the form of gas) rises higher in the atmosphere, it starts to cool and become a liquid again. This process is called condensation. When a large amount of water vapor condenses, it results in the formation of clouds. 13 When rain falls on the land, some of the water is absorbed into the ground forming pockets of water called groundwater. Most groundwater eventually returns to the ocean. Other precipitation runs directly into streams or rivers. Water that collects in rivers, streams, and oceans is called runoff.
This lesson will show children how to use a new application called “Path”. Path will introduce children to sequence, events, and sensors through its simple program. They will draw, drag, and drop with this interface. The children will plan, program, and execute Dash’s adventures while they learn the basic concepts of computational thinking. While children are learning how to use this application they will be taught: - Algorithm design - Command sequences - Control flow - Sensors and Events Watch the video below to begin! Today we will: Control Dash using the “Path” application. So we can: Complete basic drag and drop programming challenges, small puzzles using coding, and will control Dash by drawing” a route for Dash to follow. Robot: “A machine capable of carrying out a complex series of actions automatically, especially one programmable by a computer.” (Google) Coding: A system of signals used to represent letters or numbers in transmitting messages. The instructions in a computer program. A way to communicate with the robot. (Google) Programming: The action or process of writing computer programs. Drag and Drop: Move (an icon or other image) to another part of the screen using a mouse or similar device, typically in order to perform some operation on a file or document. - Dash Robot - Device to run Dash - Lots of imagination! Watch the Video Above & Do These Activities Revisit how to communicate with robots, by programming and coding. Review what drag and drop means. (review content vocabulary) - Revisit how to communicate with robots, by programming and coding. - Review what drag and drop means. (review content vocabulary) - Review how the drag and drop program works. Open Path application and connect Dash to the device. Open the first puzzle: - Learn how to drag their finger to create a path that Dash will drive on. - The icons on the top of the screen must be dragged and dropped on the dotted line. - Once all of the icons are dragged and dropped, tap Dash’s head on the screen of the device and the program will start. - Watch Dash drive the route that was chosen and make the sounds and gestures the camper’s programmed him to make with the blocks code. - The puzzles get more challenging as you complete each adventure. - Create a path for Dash. Take Dash on different adventures. - Write about their favorite adventure explaining where Dash went and how they programmed Dash to take that specific adventure. - Share their story and compare and contrast their programming. Ask your child what they did in robotics today! “I drove Dash and took it on an adventure.” “I dragged and dropped and programmed where Dash would travel.” Higher-Order Thinking (H.O.T) Ask your child what was different/same about what they did yesterday compared to what they did today with Dash.
Capacitors are passive devices that are used in almost all electrical circuits for rectification, coupling and tuning. Also known as condensers, a capacitor is simply two electrical conductors separated by an insulating layer called a dielectric. The conductors are usually thin layers of aluminum foil, while the dielectric can be made up of many materials including paper, mylar, polypropylene, ceramic, mica, and even air. Electrolytic capacitors have a dielectric of aluminum oxide which is formed through the application of voltage after the capacitor is assembled. Characteristics of different capacitors are determined by not only the material used for the conductors and dielectric, but also by the thickness and physical spacing of the components. Capacitor - Sprague Atom, Aluminum Electrolytic Aluminum Capacitors +85 °C, axial lead. The best electrolytic money can buy. Features: - Low leakage current - Long shelf life - Ideal for application in TV sets, auto radios, radio-phone combinations, electronic testing equipment Starting at $2.69
How do Java programs deal with vast quantities of data? Many of the data structures and algorithms that work with introductory toy examples break when applications process real, large data sets. Efficiency is critical, but how do we achieve it, and how do we even measure it? This is an intermediate Java course. We recommend this course to learners who have previous experience in software development or a background in computer science, and in particular, we recommend that you have taken the first course in this specialization (which also requires some previous experience with Java). In this course, you will use and analyze data structures that are used in industry-level applications, such as linked lists, trees, and hashtables. You will explain how these data structures make programs more efficient and flexible. You will apply asymptotic Big-O analysis to describe the performance of algorithms and evaluate which strategy to use for efficient data retrieval, addition of new data, deletion of elements, and/or memory usage. The program you will build throughout this course allows its user to manage, manipulate and reason about large sets of textual data. This is an intermediate Java course, and we will build on your prior knowledge. This course is designed around the same video series as in our first course in this specialization, including explanations of core content, learner videos, student and engineer testimonials, and support videos -- to better allow you to choose your own path through the course!
How can effective classroom questioning improve teaching and advanced student outcomes? What is teacher questioning? One issue that teachers face when using questions is that they do not use them to assess and stretch students within a classroom. Often they fail to engage students as questions do not utilize HOTs (higher order thinking). Bloom's (1956) taxonomy of cognitive skills is a useful tool to revisit when we reflect on our questioning. According to the revised version of Bloom's Taxonomy, there are six cognitive learning levels, each conceptually different. Over the years, classification taxonomies have been developed to guide teacher questioning (see Krathwohl (1964); Wilen (1986) and Morgan and Saxton (1991) as early examples). Hannel and Hannel (2005) show how teacher questions promote student engagement, whilst Dekker-Groen (2015) talked about how sequences of teacher and student questions influence classroom engagement. Whilst these ideas are useful to our practice, they should be applied with caution as each classroom situation is unique, and therefore it may not be applicable to have questions at multiple levels for some students. Using Schons's (1983) model of reflection, key questions for teachers are, do I ask mostly remembering questions? Do I enable students to show or apply their understanding? , and finally, do we use questions to apply to understand, analyze and evaluate the content and create new meaning? Being able to categorize questions both in the classroom and out of the classroom is a starting point to improving practice. As questioning is a skill that is an integral part of classroom life and essential to every teacher’s pedagogical repertoire, it is important that HOTs are employed in the classroom. Questions should be one of the elements of effective formative assessment, but are often used to check on facts, and are not effectively employed as a tool for the teacher to know what each learner knows and understands about subject content. Black et al.(, 2003) stated that using higher order probing and challenging questions will enable the teacher to be better informed about student progress, which will have an impact of more individualized and differentiated tasks and support Questions that probe for deeper meaning, foster critical thinking skills and higher-order capabilities such as problem-solving, encourage the types of flexible learners and critical thinkers needed in the 21st century. How does teacher questioning promote student learning? Questioning helps students learn because it forces them to think critically about the material being taught. Students who are asked questions often respond with answers that are not memorized. They must process information and come up with solutions themselves. When teachers ask questions, they're actually asking for feedback. Feedback is valuable because it allows teachers to determine whether their teaching methods are effective. Feedback is especially important when teaching math. Math problems can sometimes be solved through trial and error. This means that students figure out the correct answer on their own. Instead of just telling them the right answer, teachers should give them multiple choices and let them pick the one that works. This type of questioning is called open-ended questioning. Open-ended questioning requires students to use critical thinking skills and problem-solving abilities to solve the question. Open-ended questioning is used in many different types of lessons, including science, social studies, and language arts. Choosing the right type of question Creating good cognitive questions is easier than it sounds. Some classrooms have question walls that provide a reference point for quick fire thinking. If you want to create a divergent range of questions then you might want to explore the matrix feature below. This tool kit can be used to create questioning strategies 'in the moment' or in advance of the lesson. This simple grid format can be used as an assessment for learning strategy or a straightforward responsive teaching activity. The key to eliciting a comprehensive student response is to focus on creating effective questioning strategies from the bottom right-hand corner, for example: Why did...? or How might...? This method of questioning produces answers that require a detailed student explanation. In other words, these complex questions require more student thinking than a simple yes-no answer. In a recent blog post, Tom Sherrington entertains the idea that the depth of knowledge can be shown by the ability to explain something. This type of deep learning can only be demonstrated with sophisticated student responses that can be both nurtured and articulated through a well-designed cognitive question. Creating effective questioning techniques Within the Universal Thinking Framework, we have categorised Socratic questioning according to the desired learning outcome. In other words, we are encouraging educators to think about the learning experience and consider how they want their learners to think. The type of cognitive response we want to nurture will have a corresponding way of talking. This dialogic approach can be described as 'learning through talk' (as opposed to learning to talk). The thinking framework includes a range of responses that equip teachers with talking stems to make this type of approach easier to facilitate in the classroom. We call it planning for understanding. The student responses that we cultivate enable children to put their thoughts into words. These types of methods act as a springboard toward better writing. Creating classroom cultures of deep learning will require adequate thinking time for the students as we aim to slow the process down and cause more deliberate and meaningful cognitive responses. Purpose of teacher questioning Questioning can serve many purposes; when used effectively, it engages students in the learning process and provides opportunities for students to ask questions themselves. Too often as teachers, we pose the questions and wait for a response but forget to pause, allowing students to think, pounce to target the question to learners based on ability and understanding, and then bounce the question to another learner to enable more than one response and perspective to be given. Extending questioning by asking students to compose questions to ask each other on a subject area, as part of a recap or adequate wait time in a teaching session, we begin to challenge levels of thinking and start to inform both the student and teacher if students are ready to progress with their learning. This simple recap tool uses consolidation and active learning techniques to foster metacognition. Questioning is a crucial pedagogical skill, but one that requires practiced application (Cavanaugh and Warwick, 2001). Paramore (2017) identifies an imbalance of questions often found in teaching, saying there is a dominance of teacher talk and an over-reliance on closed questions to check learning or verify everyday activities, providing only limited assessment for learning. Too often, questions from teachers are organizational, such as ‘What do we always put at the top of our page to begin with?’ or instructional in nature, such as ‘Who can tell me what an adjective is?’ and have low cognitive involvement and result in limited answers such as ‘Yes’ or ‘No’. Research on classroom questioning Wragg (1993) found teachers commonly use types of questions that are management-related, e.g. ‘Has everyone finished this piece of work now? or information recall-related, e.g. ‘How many sides does a quadrilateral have?, rather than using higher-order questions, e.g. ‘What evidence do you have for saying that?’ It must be remembered that open or divergent questions encourage greater expansion in answers and promote better classroom dialogue and understanding (Tofade, Elsner and Haines, 2013). Often as teachers, we are wanting to move swiftly through content and deliver knowledge that we forget to support students to reflect, consolidate and make new connections in meaning (Vygotsky 1978). Too often, students become disengaged with teacher questioning, leading to low self-esteem. how often do the same students answer questions? Do we ever stop to consider why? Petty (2014) states that the volunteer approach of hands up, you choose a volunteer and then comment on the answer, fosters disengagement by students and gives the teacher only an overview of how one student thinks. If we are wanting to engage, generate motivation and foster problem-solving skills with students, a more active learning approach is needed. Lightbody (2011) advocates that the way we question our students is supported by the ability to have pedagogical content knowledge (Shulman 1986) . This involves the teacher being aware of the structure of their subject and being able to identify areas in which students struggle and therefore identify key questions to support understanding.An effective teacher will then be able to stretch students through a hinge (what do you know about? and probe questions ( so tell me why you have come to that conclusion?) (Horsman 2020) Getting started with questioning strategies in teaching By identifying and listing on planning documents or session plans, key questions that explore the what, how, if or when of a subject will support teachers to better question students. Thus supporting the teacher to think about questions they will ask students before the session rather than during the session. Scripting questions support teachers in identifying key areas of learning and ensure that all subject content is assessed. Boyd (2015) talks about how teachers can support talk and thinking if they are willing to listen and then use questions to support student ideas, purposes, and lines of reasoning. By scripting questions prior to the session, key ideas can be explored in more detail. Another useful technique to use is when one question is posed, follow it up with why do you think that? Or how have you come to that conclusion? Using a double-barrelled questioning technique is a simple tool that supports flexible thinking. Low-level questioning aimed at recall and fundamental-level comprehension will plateau classroom learning quickly. Higher-level questions can produce deeper learning and thinking. However, with higher order questioning, the teacher must have the support mechanisms in place to allow learners to fail. Too often, teachers will use questions that give safe answers and not allow students to trial different responses. It is important, therefore to generate a classroom culture of there being no wrong answer, but rather half an answer or partial answer that can be collectively answered through multiple students' responses. Using simple techniques such as 'think pair share', call a friend or pass the question on can help and support students' resilience and support higher order thinking. To summarise, some effective techniques that support higher-order thinking skills are:- - Students reflect on their learning by summarizing content to a peer - Think pair share of ideas and questions - Cold calling, whereby students ask questions to others in the room - Student-generated quiz questions to peers - Phone a friend to pass a question to a peer Click below to download.
Luke Skywalker's home planet of Tatooine is a vivid desert world under two suns, but it may be missing one key detail: black trees. According to a new study, Earth-like alien planets with multiple suns may host trees and shrubs that are black or gray instead of the more familiar green. It all depends on the particulars of the light available for photosynthesis, the process by which plants convert sunlight into energy. Photosynthesis produces oxygen and ultimately provides the basis for most life on Earth. [The Strangest Alien Planets] "If a planet were found in a system with two or more stars, there would potentially be multiple sources of energy available to drive photosynthesis," study lead author Jack O'Malley-James, of the University of St. Andrews in Scotland, said in a statement. "The temperature of a star determines its color and, hence, the color of light used for photosynthesis. Depending on the colors of their starlight, plants would evolve very differently." Green not a given Most plants on Earth are green because they enlist a biomolecule called chlorophyll to drive photosynthesis. Chlorophyll absorbs sunlight in the blue and red wavelengths most strongly, which makes sense; blue light is extremely energetic, and our sun throws off red light in great volumes. Chlorophyll reflects sunlight around the green part of the electromagnetic spectrum, on the other hand, which is why leaves look green to us. But there's no guarantee that plants on alien worlds would do things the same way. Alien shrubs might be orange or red, for example, depending on what wavelengths of light are available to them. [A Field Guide to Alien Planets] In the study, O'Malley-James and his colleagues assessed the potential for photosynthetic life in multi-star systems with different combinations of sunlike stars and red dwarfs. They chose these star types advisedly; sunlike stars are known to host exoplanets, and red dwarfs are the most common type of star in our galaxy. Red dwarfs are also commonly found in multi-star systems, and many astronomers think they're old and stable enough to give life a chance to take root. More than 25 percent of sunlike stars and 50 percent of red dwarfs are found in multi-star systems, researchers said. The team performed computer simulations in which Earth-like planets either orbit two stars close together or circle one of two widely separated stars. The team also looked at combinations of these scenarios, with two nearby stars and one more distant star. They found that alien planets orbiting such stars mght indeed host plant life very different than the green stuff we're used to here on Earth. [Top 10 Star Mysteries] "Plants with dim red dwarf suns, for example, may appear black to our eyes, absorbing across the entire visible wavelength range in order to use as much of the available light as possible," O'Malley-James said. O'Malley-James presented the team's results today (April 18) at the Royal Astronomical Society's national meeting in Llandudno, Wales. Did George Lucas get it right? Alien plants would adjust to their stars in other ways as well. If their host world orbited two brighter sunlike stars, for instance, they might evolve their own sunscreens to block harmful ultraviolet radiation, researchers said. Some plants on Earth can do this as well. Or alien plants might harbor photosynthesizing microbes that can move in response to sudden solar flares, O'Malley-James said. Of course, this is all speculation, because scientists have yet to find conclusive evidence of any life forms beyond Earth. And speaking of speculation — Tatooine's twin stars appear to be bright suns similar to our own, rather than cool red dwarfs. So any plants on the planet's scorching surface might not want to soak up as much radiation as possible — meaning they might not be black after all.
Diabetes is increasing at an alarming rate in the United States. According to the CDC’s (Centers for Disease Control) National Diabetes Statistics Report for 2020 cases of diabetes have risen to an estimated 37 million (or 1 in 10 people in the U.S.). November is National Diabetes Month and is a great time to bring attention to this disease and its impact on millions of Americans. What is Diabetes? Diabetes is a chronic health condition that affects how your body converts food to energy. With diabetes, the body either no longer makes insulin or the insulin that is made no longer works as well as it should. Either way, high levels of glucose (a form of sugar) build up in the blood. When this happens, your body can respond in some serious ways that include liver damage, stroke, heart disease, vision loss, kidney disease and damage to the feet or legs. Most Common Types of Diabetes - Type 1 – usually diagnosed in children and teens. Type 1 diabetics need to take insulin every day to survive. - Type 2 – develops over many years and is usually diagnosed in adults (but is developing more today in children and teens also). With Type 2 diabetes, your body doesn’t use insulin well and can’t keep blood sugar at normal levels. - Gestational Diabetes – develops in pregnant women who have never had diabetes. 7 Warning Signs of Diabetes - Frequent Urination - Increased Thirst or Dry Mouth - Unexpected Weight Loss - Persistent Hunger - Foot Pain and Numbness - Blurred Vision Type 1 Diabetes Type 1 diabetes, also known as juvenile diabetes, occurs when the body does not produce insulin. Insulin is a hormone responsible for breaking down the sugar in the blood for use throughout the body. People living with type 1 diabetes need to administer insulin with injections or an insulin pump. There is no cure for type 1 diabetes. Once a person receives their diagnosis, they will need to regularly monitor their blood sugar levels, administer insulin, and make some lifestyle changes to help manage the condition. Type 2 Diabetes Type 2 diabetes, the most common type of diabetes, occurs when your cells don’t respond normally to insulin, which is known as insulin resistance. You can develop type 2 diabetes at any age but it occurs most often in middle-aged and older people and tends to appear gradually. In most cases, medication along with changes in exercise and diet can help manage type 2 diabetes. Gestational diabetes is a condition in which a hormone made by the placenta prevents the body from using insulin effectively. Unlike type 1 diabetes, gestational diabetes is not caused by a lack of insulin, but by other hormones produced during pregnancy that can make insulin less effective. Gestational diabetic symptoms disappear following delivery but gestational diabetes increases your risk for type 2 diabetes later in life. There is good news for those living with diabetes – and those at risk. Experts are learning more all the time about lifestyle steps for diabetes control and prevention. New medications and devices can also help you control your blood sugar and prevent complications. For more information on diabetes and how to make good choices, visit the American Diabetes Association website.
Students’ age range: 12-14 Main subject: Language arts and literature Description: Introduction: Play the game called, “Pass It On”. Students were placed in a circle and a message was whispered to one of the students. That message was relayed to the next student until everyone in the circle had passed on the message they received. This game allowed students to use their sense of hearing, develop listening and speaking skills and practice the use of their memory skills. Teacher Activities Students Activities 1. Whisper secret message to a student. 1. Pass the secret message on to student next to them. 2. Ask last student to share the message 2. Discuss message. 3. Draw students attentionto pictures 3. Discuss pictures. Record main idea and details on displayed depicting the effects of a graphic organizer. 4. Have volunteers write their summaries 4. Share sumaries with class. on dry erase board. 5. Distribute Scholastic Teaching Resources 5. Work in pairs to complete worksheet. Main Idea & Summarizing Book, Share summaries with class. “What is Summarizing?” Learning Page, pages 9 & 30. Conclusion: Have volunteers recap the steps to writing a good summary.
The Siberian High (also Siberian Anticyclone; Russian: Азиатский антициклон) is a massive collection of cold dry air that accumulates in the northeastern part of Eurasia from September until April. It is usually centered on Lake Baikal. It reaches its greatest size and strength in the winter when the air temperature near the center of the high-pressure area is often lower than −40 °C (−40 °F). The atmospheric pressure is often above 1,040 millibars (31 inHg). The Siberian High is the strongest semi-permanent high in the northern hemisphere and is responsible for both the lowest temperature in the Northern Hemisphere, of −67.8 °C (−90.0 °F) on 15 January 1885 at Verkhoyansk, and the highest pressure, 1083.8 mbar (108.38 kPa, 32.01 inHg) at Agata, Krasnoyarsk Krai on 31 December 1968, ever recorded. The Siberian High is responsible both for severe winter cold and attendant dry conditions with little snow and few or no glaciers across Siberia, Mongolia, and China. During the summer, the Siberian High is largely replaced by the Asiatic low. The Siberian High affects the weather patterns in most parts of the Northern Hemisphere: its influence extends as far west as Italy, bringing freezing conditions also in the warm South, and as far southeast as Malaysia, where it is a critical component of the northeast monsoon. Occasionally a strong Siberian High can bring unusually cold weather into the tropics as far southeast as the Philippines. It may block or reduce the size of low-pressure cells and generate dry weather across much of the Asian landscape with the exception of regions such as Hokuriku and the Caspian Sea coast of Iran that receive orographic rainfall from the winds it generates. As a result of the Siberian High, coastal winters in the main city of Pacific Russia Vladivostok are very cold in relation to its latitude and proximity to the ocean. Siberian air is generally colder than Arctic air, because unlike Arctic air which forms over the sea ice around the North Pole, Siberian air forms over the cold tundra of Siberia, which does not radiate heat the same way the ice of the Arctic does. Genesis and variabilityEdit In general, the Siberian High-pressure system begins to build up at the end of August, reaches its peak in the winter, and remains strong until the end of April. Its genesis at the end of the Arctic summer is caused by the convergence of summer air flows being cooled over interior northeast Asia as days shorten. In the process of the Siberian High's formation, the upper-level jet is transferred across northern Eurasia by adiabatic cooling and descending advection, which in extreme cases creates "cold domes" that outbreak over warmer parts of East Asia. In spite of its immense influence on the weather experienced by a large proportion of the world's population, scientific studies of the Siberian High have been late in coming, though variability of its behavior was observed as early as the 1960s. However, recent studies of observed global warming over Asia have shown that weakening of the Siberian High is a prime driver of warmer winters in almost all of inland extra-tropical Asia and even over most parts of Europe, with the strongest relationship over the West Siberian Plain and significant relationships as far west as Hungary and as far southeast as Guangdong. Precipitation has also been found to be similarly inversely related to the mean central pressure of the Siberian High over almost all of Eastern Europe during the boreal winter, and similar relationships are found in southern China, whilst the opposite correlation exists over the Coromandel Coast and Sri Lanka. Other studies have suggested that the strength of the Siberian High shows an inverse correlation with the high-pressure systems over North Africa. Another correlation has been noted, a connection of a weaker Siberian High and Arctic oscillation when the Antarctic oscillation (AAO) is stronger. - “The Siberian High and Climate Change over Middle to High-Latitude Asia” Archived 26 April 2012 at the Wayback Machine - Encyclopedia of world climatology by John E. Oliver, 2005, ISBN 1-402-03264-1 - D'Arrigo, Rosanne; Jacoby, Gordon; Wilson, Rob; Panagiotopoulos, Fotis (2005). "A reconstructed Siberian High index since A.D. 1599 from Eurasian and North American tree rings". Geophysical Research Letters. 32 (5). doi:10.1029/2004GL022271. - Chang Chih-peh, The East Asian Monsoon; p. 55. ISBN 978-9-812-38769-1 - "Record Chill Spreads Deep into Southeast Asia" - Fan, Ke (2004). "Antarctic oscillation and the dust weather frequency in North China" (PDF). Geophysical Research Letters. 31 (10): n/a. Bibcode:2004GeoRL..3110201F. doi:10.1029/2004GL019465.
Olfactory design: smell and spectroscopy Our sense of smell is actually a complex system designed to detect thousands of chemicals. It helps warn of us of danger, e.g. rotting food—we can sense one component of rotten meat, ethyl mercaptan, at a concentration of 1/400,000,000th of a milligram per litre of air.1 Smell also helps us distinguish types of foods and flowers. The sense of smell is actually responsible for most of the different ‘tastes’ of foods. In many animals, this sense is even more important than in humans—it helps bees find nectar, for example. The nose contains millions of receptors, of 500–1000 different types. They are in the yellow olfactory epithelium, that covers about 2.5 cm2 on each side of the inner nose. The different types of receptors are proteins folded so a particularly shaped odour molecule can dock. Each receptor is coupled to a g-protein. When the odour molecule docks, the g-protein is released. This sets off a second messenger to stimulate a neuron to send a signal. This is transmitted by olfactory nerve fibres which enter either of two specialized structures (olfactory bulbs), stemlike projections under the front part of the brain. They sort the signals, and transmit them to the brain for processing.1,2 Recently, Luca Turin, a biophysicist at University College, London, proposed a mechanism where an electron tunnels from a donor site to an acceptor site on the receptor molecule, causing it to release the g-protein. Tunnelling requires both the starting and finishing points to have the same energy, but Turin believes that the donor site has a higher energy than the receptor. The energy difference is precisely that needed to excite the odour molecule into a higher vibrational quantum state. Therefore when the odour molecule lands, it can absorb the right amount of the electron’s energy, enabling tunnelling through its orbitals.3 This means the smell receptors actually detect the energy of vibrational quantum transitions in the odour molecules, as first proposed by G.M. Dyson in 1937.4 This energy decreases with increasing mass of the atoms, and increases with increasing bond strength. It also depends on the symmetry of the molecule. For a diatomic molecule,5 the fundamental transition energy is: E = h⁄2π(k/µ)½ Where h is Planck’s constant; k is the force constant of the bond; and µ is the reduced mass, which is related to the masses of the two atoms by: µ = m1m2⁄(m1 + m2) A transition can sometimes be caused by incident electromagnetic radiation of the right frequency (ν, the Greek letter nu). This frequency is related to the energy by: E = hν The vibrational spectrum is normally measured in wavenumbers , the reciprocal of the wavelength, so its units are cm-1 (reciprocal centimeters). Wavenumber is related to energy by: As this energy is in the infrared region, infrared absorption spectroscopy is a common tool for measuring vibrational energies and bond strengths (together with the complementary technique of Raman spectroscopy). This means certain groups of atoms have similar energies, so have similar vibrational spectra. For example, chemicals with sulfur-hydrogen bonds tend to vibrate at about 2500 cm-1 and this is often perceived as a ‘rotten’ smell—rotten eggs produce chemicals like hydrogen sulfide (H2S), and ethyl mercaptan produced by rotting meat is C2H5SH. Turin supports his theory by noting that decaborane (B10H14) smells very similar to S–H compounds, and it has nothing in common with them apart from similar vibrational energies. Although boron has a much lower atomic mass than sulfur, B–H bonds are much weaker than S–H bonds, and these effects happen to cancel out. Further support was provided by the analogous compounds ferrocene and nickelocene. These have a divalent metal ion (iron and nickel respectively) sandwiched between two cyclopentadienyl anions (C5H5–). The main vibrational difference between them is that the metal ring bond in ferrocene vibrates at 478 cm-1, while in nickelocene it is 355 cm-1. Ferrocene smells rather spicy, while nickelocene smells like the aromatic hydrocarbon rings. Turin proposes that below a threshold of 400 cm-1, the vibrational signal is swamped by ‘background noise’, so is not detected by the nose. As different isotopes have different masses but similar chemical properties, they affect the vibrational energy. It can be seen from the formula for reduced mass that the biggest difference results from replacing hydrogen (Ar = 1) with deuterium (Ar = 2)—the numerator is doubled. Indeed, deuterated acetophenone smells fruitier than ordinary acetophenone (C6H5COCH3). It also smells slightly of bitter almonds, just like many compounds containing the cyanide or nitrile group (C≡N)—both C–D and C≡N bonds vibrate at about 2200 cm-1. One challenge to Turin’s theory is the different smells of some enantiomers (optical isomers), as they have identical vibrational spectra. For example, R-carvone smells like spearmint, and S-carvone like caraway. The answer is: the spectra are identical only in an achiral medium, as in solution or gas phase. But the smell receptors are chiral and orient the two enantiomers differently. This means that different vibrating groups lie in the tunnelling direction in each enantiomer. Turin thinks that the caraway S-carvone is oriented so a carbonyl (C=O) group lies in that direction, so is detected; in the minty R-carvone, it lies at right angles, so is ignored. Turin supported this by manufacturing a caraway scent by mixing the minty carvone with the carbonyl-containing butanone (C2H5COCH3). If Turin’s theory were true, then infrared and Raman spectroscopy would be essential tools for the perfume industry! Turin is also using inelastic tunnelling spectroscopy—‘inelastic’ refers to the energy loss before tunnelling, as with the proposed sensory mechanism. The precise chemistry of olfaction is still little understood. But Turin believes he has found a sequence of amino acid residues that could function as the electron donor together with NADPH. He has also found five residues coordinated to a zinc atom that could be the acceptor site. One warning sign of zinc deficiency is loss of the sense of smell, and zinc is often involved in biological electron-transfer reactions. Whether or not Turin’s idea is correct, the olfactory system exhibits what the biochemist Michael Behe calls irreducible complexity, and is therefore evidence of design.6 This means the system requires many parts for it to work, and would not function if any were missing. The chemical sensing machinery needs proteins with just the right shape to accommodate the odour molecules. And under Turin’s model, the right energy levels as well. And even if the sensors were fully operational, the chemical information gathered by the nose would be useless without nerve connections to transmit it and the brain to process it. - Sensory reception: smell (olfactory) sense. Britannica CD, Version 97. Encyclopædia Britannica, Inc. 1997. Return to text. - Hill, S., 1998. Sniff’n’shake. New Scientist 157(2115):34–37. Return to text. - Turin, L., 1996. A spectroscopic mechanism for primary olfactory reception. Chemical Senses 21:773–791 \| doi:10.1093/chemse/21.6.773. [Note added subsequently: Dr Turin himself wrote (email 9 February 2000): ‘Dear Dr Sarfati, I write to congratulate you on your lucid and accurate description of my spectroscopic theory of smell ….’ However, he said he didn’t necessarily agree with my conclusion that a Creator was responsible. But he continued, ‘I entirely agree, however that if true, my theory is one more example of the wonderful design of living things,’ but he left the question of the cause of this design open.] Return to text. - Sell, C., 1997. On the right scent. Chemistry in Britain, 33(3):39–42. Return to text. - For more complicated molecules, see Wilson, E.B., Decius, J.C. and Cross, P.C., 1955. Molecular Vibrations: the Theory of Infrared and Raman vibrational spectra, McGraw-Hill, New York. Return to text. - Behe, M. J., 1996. Darwin’s Black Box: The Biochemical Challenge to Evolution, The Free Press, New York. See Product information, above right. Return to text.
Microbiology is the study of microorganisms: microscopic or barely visible single-celled life-forms such as bacteria, archaea, protozoans and some fungi, and even some extremely small multicellular plants, animals and fungi. Microbiologists also study lifelike non-organismic phenomena such as viruses, prions, viroids and virions. "Microbe" is a catchall term for all of these entities. Enumeration in microbiology is the determination of the number of individual viable microbes in a sample; four basic techniques are possible. One direct measure for microbial enumeration is the standard plate count, also called a viable count. For this count you culture a sample by diluting it, placing it on plates of culture medium and incubating them for a set amount of time. You then count the numbers of colonies and use this number to deduce the original number of microbes in the sample. Technically speaking, a plate count doesn't give the number of individual microbes, but rather of "colony-forming units," because you can't know for sure whether each colony actually came from a single microbe or from a tiny group of microbes. However, these counts are considered very accurate for estimating the number of microbes in original samples. Drawbacks are that this test is time- and space-consuming and requires specialized equipment that must be prepared correctly. Direct microscopic counts, also called total cell counts, are another form of direct enumeration. First you divide a sample into a number of equally sized chambers. Then you determine the average number of microbes per chamber by counting some or all under a microscope. Finally you use this average to calculate the number in the original unit. The major drawback for direct microscopic counts is that it's difficult to distinguish living microbes from dead ones, so this method may not give an accurate viable enumeration. Rays of Light, Clouds of Microbes Turbidity tests are forms of indirect enumeration. Turbidity is the cloudiness of a liquid. In turbidimetric measurement you put a sample in solution, measure the new solution's cloudiness by shining light through it with a spectrophotometer, then estimate the number of living microbes it would take to produce the observed cloudiness level. The drawback here is that someone must have already done numerous standard plate counts of the microbe in question in order to make sample solutions of varying turbidity, so that you have a standard to measure your current sample against. You must also beware of overly concentrating your sample, because a turbidimetric count is only accurate if no microbes in the sample are blocking any others. In a visual turbidity comparison you compare the turbidity of your sample with the turbidity of a unit of the same size and known microbial count, and estimate an enumeration based on this comparison. Two other forms of indirect enumeration are mass determination and microbial activity measurement. For a mass determination enumeration, you weigh the amount of biological matter in your sample, compare this weight to a standard curve for known microbial counts and estimate the original microbial number from this comparison. For a microbial activity measurement you measure the amount of a biological product in your sample, such as metabolic waste, then compare this to a standard curve for known counts and estimate your enumeration from this comparison. About the Author Angela Libal began writing professionally in 2005. She has published several books, specializing in zoology and animal husbandry. Libal holds a degree in behavioral science: animal science from Moorpark College, a Bachelor of Arts from Sarah Lawrence College and is a graduate student in cryptozoology.
Apert syndrome is a genetic disorder characterized by the premature fusion of certain skull bones (craniosynostosis). This early fusion prevents the skull from growing normally and affects the shape of the head and face. In addition, a varied number of fingers and toes are fused together (syndactyly). Apert syndrome affects an estimated one in 65,000 to 88,000 newborns. Many of the characteristic facial features of Apert syndrome result from the premature fusion of the skull bones. The head is unable to grow normally, which leads to a sunken appearance in the middle of the face, bulging and wide-set eyes, a beaked nose, and an underdeveloped upper jaw leading to crowded teeth and other dental problems. Shallow eye sockets can cause vision problems. Early fusion of the skull bones also affects the development of the brain, which can disrupt intellectual development. Cognitive abilities in patients with Apert syndrome range from normal to mild or moderate intellectual disability. Individuals with Apert syndrome have webbed or fused fingers and toes. The severity of the fusion varies; at a minimum, three digits on each hand and foot are fused together. In the most severe cases, all of the fingers and toes are fused. Less commonly, people with this condition may have extra fingers or toes (polydactyly). Additional signs and symptoms of Apert syndrome can include hearing loss, unusually heavy sweating (hyperhidrosis), oily skin with severe acne, patches of missing hair in the eyebrows, fusion of spinal bones in the neck (cervical vertebrae), and recurrent ear infections that may be associated with a cleft palate. Mutations in the FGFR2 gene cause Apert syndrome. This gene produces a protein called fibroblast growth factor receptor 2. Among its multiple functions, this protein signals immature cells to become bone cells during embryonic development. A mutation in a specific part of the FGFR2 gene alters the protein and causes prolonged signaling, which can promote the premature fusion of bones in the skull, hands, and feet. Apert syndrome is inherited in an autosomal dominant pattern, which means one copy of the altered gene in each cell is sufficient to cause the disorder. Almost all cases of Apert syndrome result from new mutations in the gene, and occur in people with no history of the disorder in their family. Individuals with Apert syndrome, however, can pass along the condition to the next generation.
Scientific name: Lepus arcticus Average length/height: 48 – 68cm (19 – 28 inches) Average weight: 3 – 7kg (6.6 – 15.4lbs) Arctic hare have short tails, averaging three to eight centimeters in length and less body fat than most Arctic animals. It is an adaptation that lets them run 60 kilometers per hour (40 miles per hour) to help ensure their survival from predators. Their coat thickens and turns snow white in the winter and turns to a grey and brown coat in the summer, it also covers their feet to spread weight for walking on snow and for further insulation. Keen noses allow them to find food deep beneath the snow and their eyes give them nearly 360 degrees of vision (Canadian Geographic, 2019). Typically, Arctic Hare are found above the northern tree line, in our case above the boreal forest. Spread out across Arctic Canada, they live on the tundra foraging on plants for food. There is the Mountain Hare found in Arctic Europe and Asia, that is so similar they may be the same species (Cool Antarctica, n.d.). In the winter Arctic Hares can be found in larger groups, huddling together for warmth and using the buddy system to watch for predators. It has been recorded that in late winter in the northern islands they can gather in herds of more than 100, though this isn’t common. (Virtual Museum, n.d.) Population & Reproduction The Arctic Hare population is very healthy and not closely monitored. It is also unclear how long their lifespan is, though it’s suggested they live between three to five years in the wild, and one to one and a half in captivity (ADW, 2019). Hares give birth to one or two litters per year. Baby hares are called leverets and there are usually five to six leverets in a litter. Males have multiple mates and create a mating territory. Gestation takes around 50 days and once born the mother leaves the young after about three days, only returning every 18 hours or so to nurse. This takes place for eight to nine weeks until they are fully weaned (Cool Antarctica, n.d.). Arctic hare reach sexual maturity at the average age of 315 days. Although there have been reports of scavenging meat when necessary, an Arctic hare’s diet is made up primarily of plant matter such as willow bushes, moss, berries, roots, lichen, seaweed and more. In the wintertime they dig through snow to find food sources. (ADW, 2019).
This early fossil hominid was initially placed within the Australopithecus genus, with a new specific epithet – ramidus (from the Afar word “ramid”, meaning “root”) [White, et al, 1994]. Tim White and associates have subsequently reassigned the hominid to a new genus, noting the apparently extreme dissimilarities between ramidus and all other known Australopithecines. They proposed Ardipithecus (from “ardi”, which means “ground” or “floor” in the Afar language) to be the genus [White, et al, 1995]. The initial and most extensive publication [White, et al, 1994] concerning Ardipithecus. ramidus specified that 17 hominid fossils had been located by the end of 1993. These specimens were retrieved from a cluster of localities West of the Awash River, within the Afar Depression, Aramis, Ethiopia. Hominid and associated fossil faunas, including wood, seed and vertebrate specimens, were found entirely within a single interval overlying the basal Gaala Tuff complex, and beneath the Daam Aatu Basaltic Tuff (these volcanic strata have produced dates of 4.389 and 4.388 million years, respectively) [Renne, et al, 1999]. This definitively places all Ardipithecine specimens just shy of 4.4 million years ago. Additionally, the associated strata were most likely produced within the context of a heavily forested, flood plain environment. Evidence for this conclusion was derived from representative non-human fossil remains, particularly from those species whose present-day analogues are environment-specific. A morphological description of the initial, mainly dental, fossil remains of Ardipithecus ramidus was published by White et al, 1994. The physical attributes of this hominid show a range of primitive traits, which are most likely character retentions from the last hominid/chimpanzee ancestor. At the same time, some hominid innovations are equally apparent. The currently known traits of Ardipithecus ramidus, in general, can be placed within two categories: ape-like traits and Australopithecine-like traits. Much of the dentition is ape-like and this hominid most likely had a significantly different dietary niche than did later hominids. A small canine-incisor to postcanine dental ratio, typical of all other known hominids, is strikingly absent in Ardipithecus ramidus. In addition to the presence of a relatively large anterior dentition, tooth enamel is thin. Though slightly greater than in teeth of modern chimpanzees, enamel thickness of A. ramidus is extremely thin by hominid standards. Premolar and molar morphology also point to niche affinities with the great ape ancestors. Strong crown asymmetries, in particular enlarged buccal cusps, characterize the upper and lower premolars. Additionally, an ape-like molar shape prevails. The length (in the mesiodistal plane) to breadth (in the buccolingual plane) ratio, which is roughly equal to 1 in later hominids, is much greater in A. ramidus. Some important derived features, link Ardipithecus ramidus with the Australopithecines. Hominid-like canines are present. These are low, blunt, and less projecting than the canines of all other known apes. Upper and lower incisors are larger than those of the Australopithecines, but are smaller than those of chimpanzees. This character state can thus be considered transitional between apes and Australopithecines. Additionally, the lower molars are broader than those of a comparably-sized ape. This trait, too, approaches the common hominid condition. Finally, something can be said of the skeletal anatomy and how it relates to the potentiality for bipedalism in A. ramidus. Pieces of the cranial bones that have been recovered, including parts of the temporal and the occipital, strongly indicate an anterior positioned foramen magnum. The fact that the skull of A. ramidus rested atop the vertebral column, rather than in front of it, suggests that if this creature was not bipedal in the modern sense, it at least had key adaptations toward a similar end. Scanty postcranial remains (most significantly, a partial humerus) indicate that A. ramidus was smaller in size than the mean body size of Australopithecus afarensis. However, this particular estimate falls within the range of variation of A. afarensis. A mandible and partial postcranial skeleton of a single individual was found in 1994. Analysis and publication on this find has yet to be made. Once completed, this should provide significant insight into the positional repertoire of Ardipithecus ramidus, dispelling all doubt as to whether or not this truly was a bipedal hominid. Renne, Paul R, Giday WoldeGabriel, William K Hart, Grant Heiken, and Tim D White (1999) Geological Society of America Bulletin, pp. 869–885. White, Tim D, Gen Suwa, and Berhane Asfaw (1994) Nature, 371:306–312. White, Tim D, Ben Suwa, and Berhane Asfaw (1995) Nature, 375:88.
Head of Department: Miss E Jones [email protected] Graphic Communication introduces students to a visual way of conveying information, ideas and emotions, using a range of graphic media, processes, techniques and elements such as colour, icons, images, typography and photographs. They should also consider the use of signs and symbols, and the balance between aesthetic and commercial considerations. Students will also understand that Graphic Design practitioners may work within a small team environment or work as freelance practitioners. They may be responsible for a particular aspect of the Design or Production process or for the entire design cycle. They will need good communication skills in order to liaise with clients and to promote themselves as graphic designers. Drawing in Graphic Communication is essential, from initial design roughs to final drawings, including digital drawings. Year 11 Course Title: Graphic Communication Exam Board & Code: Edexcel (1GC0) Full GCSE Course Specification (PDF) Component 1: 60% (72 marks) - Personal Portfolio (internally set) Component 2: 40% (72 marks) - Externally Set Assignment GCSE Course Study Breakdown (Key Stage 4) Year 9 - Rule Britannia; students study British Art and Design. Students focus on typography, communication graphics and advertising. They will learn how to create varied typography using different drawing methods and explore iconic British branding such as the 2012 Olympic logo design. Introduction to numerous illustration techniques which focus on iconic objects and items linking to the theme Rule Britannia. Pupils will have the opportunity to develop their observational drawing skills as well as work with a range of different mediums such as paint, pencils, pens, pastels and collage. Students will develop their iconic illustrations into design for print where they will use printing methods such as lino and foam board. Thjis term's focus is on the British postage stamp where students will study the history behind this iconic design. Students will review the skills and processes learnt throughout the year, as well as the artists/designers studied, to produce a larger-than-life postage stamp to reflect the theme Rule Britannia. Year 10 - Freedom Terms 1 - 3: Throughout Year 10 students work on a project based on ‘Freedom’. All students are encouraged to work independently and develop their own ideas and artistic outcomes based around the theme. They use lesson and home learning time to complete various tasks in their sketchbook outlined by the teacher each half term. All students are working towards a ten hour (two day) exam at the end of the year, which shows how they have developed both their Art skills and ideas for ‘Freedom’. Term 1: Mock Exam This is usually the past exam paper from the previous year. Students use the Edexcel exam paper and plan independent journeys in their sketchbooks to improve their art which culminates in a 10 hour exam, where they produce a final piece. Term 2: Exam The Edexcel exam paper is published in January and the students then have Term 2 to create a sketchbook which works towards a two day exam to create a final piece. Any remaining time in Year 11 is used to complete unfinished work, improve coursework or complete extension tasks. Key Stage 3 (Years 7 and 8) Year 7 - Pop Art inspired design The ‘Onomatopoeia’ project introduces popular comic book designs by the artist Roy Lichtenstein. Pupils will develop their understanding of colour, composition and colouring techniques. Term 2 introduces the artist Andy Warhol and his ‘repetitive’ design technique. Students will have the opportunity to create an inspirational design piece – the Campbell Soup illustration. Year 7 students will continue to reflect the Pop Art style through studying the artist Michael Craig-Martin and will learn the three compositional elements as well as juxtaposition. Illustrations of everyday objects will be used during the design for print process. This term introduces the artist Burton Morris who is renowned for his vibrantly coloured images of iconic brands such as Tomato Ketchup and Coco-Cola. Pupils will continue the theme with a focus on confectionary packaging design by studying the brand, design and typography used in various vintage sweet wrappers. Year 8 - Graffiti: students study famous graffiti artists and designers This terms artist study is Keith Haring who is renowned for the Change For Life Campaign which consists of brightly coloured figures. Pupils will recreate famous pieces of work using different colouring tools such as pens, pencils, collage and print making processes. Term 2 has a focus on the street artists Banksy and Blek Le Rat who are both well-known for their inspirational stencil designs. The initial part of this design task is drawing the ‘Brick Wall’ which is a popular background for graffiti and street art. Pupils will learn how to create silhouette images and stencils to reflect the designer’s style which will later be added onto their brick wall design. Students are introduced to the ‘Wall Project’ which encourages pupils to take their own interests and share their views on a particular topic in a creative way. Pupils will choose a blank wall and fill it with creative hand draw illustrations. Pupils will learn how to create their name typographically using different drawing methods such as perspective drawings and 3D drawing.
Buddhism is a philosophy based on the teachings of Siddhartha Guatama, widely known as the Buddha. It derives its name from ‘budhi’, to ‘awaken’. The Buddha lived in the eastern part of the Indian sub-continent about 2,500 years ago. He was born into a royal family, but realised that luxury and wealth were no guarantee of happiness. After six years of study and meditation he became ‘awakened’ or ‘enlightened’, and found what he believed to be the key to human happiness – ‘the middle way’; a path of moderation between the extremes of self-denial and self-indulgence. Buddhism is considered by many to be more of a philosophy or ‘way of life’ than a religion, as the Buddha did not claim to be divine and Buddhism does not involve the concept of God. Instead it asks that we look to our own inner wisdom for guidance. ‘Wisdom’ in Buddhism is about experiencing a deeper truth and reality (through meditation and mindfulness) rather than simply relying on belief or an intellectual interpretation of the world around us. After becoming enlightened, the Buddha spent the rest of his life teaching Buddhist principles known as the Dharma. The basic tenets of Buddhist teaching are straightforward and practical: nothing is fixed or permanent; actions have consequences; life has difficulties and it is possible to overcome them. So Buddhism addresses itself to all people irrespective of race, nationality, socio-economic status, sexuality or gender. It teaches practical methods which enable people to transform their experience and to be fully responsible for their lives. Central to these teachings is the concept that suffering is an inevitable part of the human condition, but can be overcome by developing compassion, wisdom and mindfulness – regular meditation and self-reflection helps enable this process.
Forests along the Los Amigos River in southeastern Peru. (c) Antonio Vizcano, permission granted. MANIPULATION... (Antonio Vizca?no / Handout ) There are almost 400 billion trees in the Amazon River basin, “close to the number of stars in the Milky Way galaxy,” says Nigel Pitman, a Field Museum visiting scientist who is second author of a new study that provides the best answer yet to this difficult-to-quantify question. The study, published today in the journal Science, calculates that there are roughly 16,000 tree species in the vast and varied region, roughly the size of the continental U.S., but that just 227 of those species, including Brazil nut, chocolate, rubber, and acai berry trees, comprise about half of all the trees. Before this, the Amazon was “a system that we couldn’t answer even really simple questions about,” says Pitman, the Robert O. Bass Visiting Scientist at the Field. “We knew there were lots of species down there. We couldn’t tell you how many, which were common and which were rare across the basin, where they were common, where they were rare.” Such knowledge is important to better understanding the region that plays such a key role in the global climate and will help make the study of tree life less daunting, says Pitman, who will help the museum get a Science Newsflash temporary exhibit explaining the study ready for Monday. Confronting 16,000 species as a scientist “is enough to cause an existential crisis that sort of makes you throw up your hands,” says Pitman. “But going down to the same forest and finding out it’s (mainly) 200 species, or in some regions 70, that has the opposite effect. That really allows you to focus and say, ‘We can do a whole lot.’” To build their estimate, Pitman, lead author Hans ter Steege of the Naturalis Biodiversity Center in the Netherlands and their colleagues combined data from almost 1,200 tree population surveys taken in small areas, typically 100 meters square, over the last decade by scores of individuals and institutions. These surveys include some of the work done by the museum’s “rapid inventory” conservation team.
This exhibition, comprising over two hundred works, offers a reflection on the main themes that structured German thinking from 1800 to 1939. It places artworks and their artists—including Caspar David Friedrich, Paul Klee, Philipp Otto Runge and Otto Dix—in the intellectual context of their time, and confronts them with the writings of great thinkers, chief among whom is Goethe. German history from the late 18th century to the eve of World War II is marked by the difficulty of establishing political unity at a time when the concept of a Europe of nations was gaining hold. A multi-faith country characterized by geographical discontinuity, the instability of its borders and different or even antagonistic political and cultural contexts, Germany needed to establish the underlying unity of all Germans, from Bavaria to the Baltic, from the Rhineland to Prussia. The concept of Kultur, inherited from Enlightenment thought, seemed most likely to constitute the breeding ground from which a modern German tradition could emerge. The Napoleonic occupation fostered awareness of this unity and provided the political background for the beginnings of Romanticism, at the start of our timeline—while at its end, the rise of Nazism highlighted the tragic dimension of this concept, without managing to destroy it. The exhibition analyzes the role of the fine arts, from Romanticism to New Objectivity, in this period of great artistic innovation that sought to invent a new German tradition.
International Human Rights Day The Struggle for Human Rights for All By LORNE GERSHUNY* TORONTO (10 December 2004) -- The proclamation of the Universal Declaration of Human Rights on 10 December 1948, marked the "advent of a world" where the protection "of the inherent dignity and of the equal and inalienable rights of all members of the human family" was recognized as the highest aspiration of all humanity. The Universal Declaration of Human Rights established the fundamental civil, political, economic and social rights that every human being deserves to have protected without discrimination. Fifty-six years later, the notion of universal human rights still represents the aspiration of humanity but it is being trampled by the very governments that have ratified the Universal Declaration of Human Rights since its inception, including the Canadian government. Just as it was in 1948, it is true today that "disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind." In the face of the deteriorating situation, the world's people have had no choice but to renew the struggle for the establishment of fundamental human rights for all, against the brutal forces of exploitation and aggression that are showing "disregard and contempt for human rights" in every corner of the globe. The Universal Declaration of Human Rights set out the basic economic rights that should be afforded to every person, regardless of the political system existing in his or her country of residence. It states that "Everyone has the right to a standard of living adequate for the health and well-being of himself and of his family, including food, clothing, housing and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability, widowhood, old age or other lack of livelihood in circumstances beyond his control." The government of Canada is a signatory to the Universal Declaration of Human Rights but it has never provided a legally enforceable guarantee of the basic economic rights contained in it to all Canadians. The Canadian Charter of Rights and Freedoms sets out "democratic rights," "mobility rights," "legal rights," "equality rights" and "minority language education rights" but does not consider an adequate standard of living to be a right worth protecting. Instead, the trend has been to force people increasingly to fend for themselves in the face of the feverish scramble by governments at every level to amass the lion's share of the society's wealth for the rich minority. An alarming increase in child poverty, deaths of homeless people on the streets, a reduction in available health services and the robbery of funds for employment insurance are just the most recent examples of the contempt of the ruling circles for the human rights of Canadians. The civil and political rights set out in the Universal Declaration of Human Rights are only recognized in Canada to the extent that they allow for the interests of the wealthiest sections of monopoly capital to prevail in the society at the expense of the rights of the majority of the people. The Universal Declaration of Human Rights provides that "The will of the people shall be the basis of the authority of government" and that "This will shall be expressed in periodic and genuine elections which shall be by universal and equal suffrage." We have "universal and equal suffrage," more or less, but the governments at all levels still impose the dictate of the most powerful economic interests because no effective mechanism has been established to hold accountable the representatives chosen in the "periodic and genuine elections." Denial of due process of law Increasingly, official policy is being imposed through rule by decree, where no consultation with the people is considered necessary and an atmosphere is created where no facts or reasons need to be given for serious decisions taken concerning people's lives. In particular, the right of due process of law is being systematically denied, without justification, under the fraudulent pretexts of "national security" and "anti-terrorism." The most blatant example of the disregard for fundamental legal protections at the present time is the security certificate process, which allows for any permanent resident or foreign national to be arrested, on the signature of one cabinet minister, and to face deportation if the secret security services of the state consider the person to have "terrorist" associations. In this process, the accused person is not given the right to see the "evidence" against him or to confront his accuser and is thus deprived of the basic right to make a full answer and defence to a false accusation. Instead, the "evidence" against him is summarized and presented at a secret hearing to a judge, whose role is not to decide whether the accusations have been proven true but only whether the conclusions of the security services are "reasonable." The decision cannot effectively be challenged since the secret "evidence" is never disclosed. Whose "security" is being defended? The Canadian government tries to justify its denial of civil liberties by citing "national security" and "anti-terrorism" but its record increasingly reveals whose "security" it is interested in protecting and who it considers to be a "terrorist." Its "human security" agenda is designed to defend the interests of Canadian finance capital around the world, as a junior partner to US imperialism, and has nothing to do with protecting the weak and vulnerable. Similarly, the Anti-Terrorism Act purports to treat as criminal all politically-motivated violent acts of intimidation, wherever they may occur in the world, while, in practice, the Canadian government does nothing to oppose and in fact eagerly supports the state terrorism of the US, the Israeli Zionists and their allies. The dangerous situation in the world today has resulted in the denial of human rights on a massive scale. The kind of "barbarous acts" referred to in the Universal Declaration of Human Rights are being perpetrated under the banner of "freedom" and "liberation." In the face of this retrogression, people all over the globe are renewing the struggle for their human rights which were proclaimed as the aspiration of all humanity 56 years ago. The struggles of the people of Iraq, Palestine and other occupied nations for their liberation and the struggles of the people of Canada and all other countries for their civil, political and economic rights are all part of humanity's struggle for a world of justice and peace. Comments to : [email protected] Copyright New Media Services Inc. © 2004. The views expressed herein are the writers' own and do not necessarily reflect those of shunpiking magazine or New Media Publications.
Norwegian Arctic Summers Warmest in 1,800 Years Summer temperatures on the Norwegian archipelago of Svalbard in the High Arctic are now higher than during any time over the last 1,800 years, including a period of higher temperatures in the northern hemisphere known as the Medieval Warm Period, according to a new study. In an analysis of algae buried in deep lake sediments, a team of scientists calculated that summer temperatures in Svalbard since 1987 have been 2 to 2.5 degrees Celsius (3.6 to 4.5 degrees F) warmer than during the Medieval Warm Period, which lasted from roughly 950 to 1250 AD. Scientists say this year's record declines in Arctic sea ice extent and volume are powerful evidence that the giant cap of ice at the top of the planet is on a trajectory to largely disappear in summer within a decade or two, with profound global consequences. The Medieval Warm Period is often cited by climate change skeptics as proof that the planet has experienced periods of high temperatures in recent centuries unrelated to the burning of fossil fuels. "Our record indicates that recent summer temperatures on Svalbard are greater than even the warmest periods at that time," said William D'Andrea, a climate scientist at Columbia University. The algae, which make more unsaturated fats in colder periods and more saturated fats in warmer periods, reveal critical clues about past climates. Polar Bear photo via Shutterstock. Read more at Yale Environment360.
J. J. Thomson took science to new heights with his 1897 discovery of the electron – the first subatomic particle. He also found the first evidence that stable elements can exist as isotopes and invented one of the most powerful tools in analytical chemistry – the mass spectrometer. Beginnings: School and University Joseph John Thomson was born on December 18, 1856 in Manchester, England, UK. His father, Joseph James Thomson, ran a specialist bookshop that had been in his family for three generations. His mother, Emma Swindells, came from a family that owned a cotton company. Even as a young boy Joey, who would later be known as J. J., was deeply interested in science. At the age of 14 he became a student at Owens College, the University of Manchester, where he studied mathematics, physics and engineering. A shy boy, his parents hoped he would become an apprentice engineer with a locomotive company. These hopes were dashed, however, with the death of his father when J. J. was 16. The fees for engineering apprenticeships were high, and his mother could not afford them. This misfortune ultimately benefited science, because J. J. needed to find funding to continue his education. In 1876 he won a scholarship which took him, aged 19, to the University of Cambridge to study mathematics. Four years later he graduated with high honors in his bachelors degree. Thomson continued studying at Cambridge, and in 1882 he won the Adam’s Prize, one of the universities most sought after prizes in mathematics. In 1883 he was awarded a master’s degree in mathematics. Early Research Work When Thomson began his research career, nobody had a clear picture of how atoms might look. Thomson decided he would picture them as a kind of smoke ring and see where the mathematics would take him. This work, for which he was awarded both the Adam’s Prize and his master’s degree had the title A Treatise on the Motion of Vortex Rings. Although the title and beginning chapters might suggest applied mathematics is the major theme, the headings of the final sections are revealing: - Pressure of a gas. Boyle’s Law - Thermal effusion - Sketch of a chemical theory - Theory of quantivalence - Valency of the various [chemical] elements Thomson was pushing his powerful mathematical mind towards a deeper understanding of matter. Electricity and Magnetism In addition to atoms, Thomson began to take a serious interest in James Clerk Maxwell’s equations, which had revealed electricity and magnetism to be manifestations of a single force – the electromagnetic force – and had revealed light to be an electromagnetic wave. In 1893, at the age of 36, Thomson published Notes on Recent Researches in Electricity and Magnetism, building on Maxwell’s work. His book is sometimes described as “Maxwell’s Equations Volume 3.” Thomson’s Most Significant Contributions to Science Discovery of the Electron – The first subatomic particle In 1834 Michael Faraday had coined the word ion to account for charged particles that were attracted to positively or negatively charged electrodes. So, in Thomson’s time, it was already known that atoms were associated in some way with electric charges, and that atoms could exist in ionic forms, carrying positive or negative charges. For example, table salt is made of ionized sodium and chlorine atoms. Na+: A sodium ion with a single positive charge Cl–: A chloride ion with a single negative charge In 1891 George Johnstone Stoney had coined the word electron to represent the fundamental unit of electric charge. He did not, however, propose that the electron existed as a particle in its own right. He believed that it represented the smallest unit of charge an ionized atom could have. Atoms were still regarded as indivisible. In 1897, aged 40, Thomson carried out a now famous experiment with a cathode ray tube. Thomson allowed his cathode rays to travel through air rather than the usual vacuum and was surprised at how far they could travel before they were stopped. This suggested to him that the particles within the cathode rays were many times smaller than scientists had estimated atoms to be. So, cathode ray particles were smaller than atoms! What about their mass? Did they have a mass typical of, say, a hydrogen atom? – the smallest particle then known. To estimate the mass of a cathode ray particle and discover whether its charge was positive or negative, Thomson deflected cathode rays with electric and magnetic fields to see the direction they were deflected and how far they were pulled off course. He knew the size of the deflection would tell him about the particle’s mass and the direction of the deflection would tell him the charge the particles carried. He also estimated mass by measuring the amount of heat the particles generated when they hit a target. Thomson used a cloud chamber to establish that a cathode ray particle carried the same amount of charge (i.e. one unit) as a hydrogen ion. From these experiments he drew three revolutionary conclusions: - Cathode ray particles were negatively charged. - Cathode ray particles were at least 1000 times lighter than a hydrogen atom. - Whatever source was used to generate them, all cathode ray particles were of identical mass and identical charge. 2300 years earlier, Democritus in Ancient Greece had used his intellect to deduce the existence of atoms. Then, in 1808, John Dalton had resurrected Democritus’s idea with his atomic theory. By Thomson’s time, scientists were convinced that atoms were the smallest particles in the universe, the fundamental building blocks of everything. These beliefs were shattered by J. J. Thomson’s experiments, which proved the existence of a new fundamental particle, much smaller than the atom: the electron. The world would never be the same again. Physicists now had an incentive to investigate subatomic particles – particles smaller than the atom. They have done this ever since, trying to discover the building blocks that make up the building blocks that make up the building blocks that make up the building blocks… of matter. Although many building blocks have been discovered, Thomson’s electron appears to be a truly fundamental particle that cannot be divided further. Thomson was awarded the 1906 Nobel Prize in Physics for his discovery. The Atom as a Plum Pudding Based on his results, Thomson produced his famous (but incorrect) plum pudding model of the atom. He pictured the atom as a uniformly positively charged ‘pudding’ within which the plums (electrons) orbited. Invention of the Mass Spectrometer In discovering the electron, Thomson also moved towards the invention of an immensely important new tool for chemical analysis – the mass spectrometer. At its simplest, a mass spectrometer resembles a cathode ray tube, although in the case of the mass spectrometer, the beam of charged particles is made up of positive ions rather than electrons. These ions are deflected from a straight line path by electric/magnetic fields. The amount of deflection depends on the ion’s mass (low masses are deflected more) and charge (high charges are deflected more). By ionizing materials and putting them through a mass spectrometer, the chemical elements present can be deduced by how far their ions are deflected. Discovery that every Hydrogen Atom has only one Electron In 1907 Thomson established using a variety of methods that every atom of hydrogen has only one electron. Discovery of Isotopes of Stable Elements Although Thomson had discovered the electron, scientists still had a long way to go to achieve even a basic understanding of the atom: protons and neutrons were yet to be discovered. Despite these obstacles, in 1912 Thomson discovered that stable elements could exist as isotopes. In other words, the same element could exist with different atomic masses. Thomson made this discovery when his research student Francis Aston fired ionized neon through a magnetic and electric field – i.e. he used a mass spectrometer – and observed two distinct deflections. Thomson concluded that neon existed in two forms whose masses are different – i.e. isotopes. Aston went on to win the 1922 Nobel Prize in Chemistry for continuing this work, discovering a large number of stable isotopes and discovering that all isotope masses were whole number multiples of the hydrogen atom’s mass. Some Personal Details and the End In 1890, aged 33, Thomson married Rose Elizabeth Paget, a young physicist working in his laboratory. She was the daughter of a Cambridge medical professor. The couple had one son, George, and one daughter, Joan. Humble and modest, with a quiet sense of humor, would probably be the best words to summarize Thomson’s personality. Although scientific research consumed most of his time, he liked to relax cultivating his large garden. Despite his modesty he became Cavendish Professor of Experimental Physics at Cambridge – a role first held by James Clerk Maxwell – at the age of just 27. In his role as Cavendish Professor, he would often sit doing calculations in the very chair Maxwell himself had once occupied. As Cavendish Professor, in addition to making remarkable discoveries himself, he paved the way to greatness for a significant number of other scientists. In fact, a remarkable number of Thomson’s research workers went on to become Nobel Prize Winners, including Charles T. R. Wilson, Charles Barkla, Ernest Rutherford, Francis Aston, Owen Richardson, William Henry Bragg, William Lawrence Bragg, and Max Born. Thomson was aged 40 when Ernest Rutherford arrived at his laboratory. After the meeting, Rutherford wrote of Thomson: “He is very pleasant in conversation and is not fossilized at all. As regards appearance he is a medium-sized man, dark and quite youthful still: shaves, very badly, and wears his hair rather long.” The icing on the Nobel cake for his research workers came 31 years after Thomson was awarded his 1906 Nobel Prize in physics, when his son George won the same prize in 1937. George’s prize was also for work with electrons, which he proved can behave like waves. Thomson was knighted in 1908, becoming Sir J. J. Thomson. J. J. Thomson died at the age of 83, on August 30, 1940. His ashes were buried in the Nave of Westminster Abbey, joining other science greats such as Isaac Newton, Lord Kelvin, Charles Darwin, Charles Lyell, and his friend and former research worker Ernest Rutherford. Author of this page: The Doc Images of scientists on this page digitally enhanced and colorized by this website. © All rights reserved. Cite this Page Please use the following MLA compliant citation: "J. J. Thomson." Famous Scientists. famousscientists.org. 27 Jul. 2015. Web. <www.famousscientists.org/j-j-thomson/>. J. J. Thomson A Treatise on the Motion of Vortex Rings MacMillan and Co. London, 1883 J. J. Thomson Notes on Recent Researches in Electricity and Magnetism Clarendon Press, 1893 J. J. Thomson On Bodies Smaller than Atoms Popular Science Monthly, August, 1901 J. J. Thomson On the Number of Corpuscles in an Atom Philosophical Magazine, vol. 11, June 1906. p. 769-781 Obituary Notice of Sir J. J. Thomson Proceedings of the Physical Society, 53 iii, 1942. Niels Bohr’s Times: In Physics, Philosophy, and Polity Clarendon Press, 1993 Creative Commons Images Cathode Ray Tube by Zátonyi Sándor, Creative Commons Attribution-Share Alike 3.0 Unported.
Copyright © 2015 Joe Dubs at JoeDubs.com Square the Circle with the physical sizes of Earth and Moon (click to enlarge) When we compare the size of Earth and Moon strange geometric synchronicities appear. The most fascinating of all is the ancient philosophical concept of ‘squaring the circle‘, that is drawing a square with the same area as that of the circle. Squaring the circle: the areas of this square and this circle are both equal to ?. You can also ‘square the circle’ with equal perimeters, which is what the Earth-Moon system do, to a very high degree of accuracy (99.97%). The Earth and Moon’s diameters can be described as a simple ratio, 11:3, when comparing one to another. It turns out that this ratio is the solution to ‘squaring the circle’ (of equal perimeter). The Moon describes a circle that has the same circumference as the square’s perimeter that surrounds Earth. This fact was discovered or rediscovered by the late and great John Michell. Earth and Moon synchronize with the proportions of the Great Pyramid and ‘square the circle’ The Great Pyramid is the perfect size to ‘square the circle‘ The magic number found in these geometries is 273, or more specifically 2732. I believe this is an overlooked constant in our matrix of reality. Here are some findings on this number. - The ratio of Earth’s diameter to Moon’s diameter is 0.273. (The moon is 27.3 % the size of the Earth). - Comparing a square’s perimeter to a circle having an equal circumference, the circle’s diameter is 27.3% longer than the edge of the square. (easier to visualize in the illustration). - Inscribe a circle inside a square. The four corners make up 27.32% of the total area. - This is reached through the formula: (4 – pi) / pi = 0.2732 - The relationship of the Great Pyramid’s height to half its base is 1.273:1 (or 4:pi) and thus ‘squares the circle’. - -273.2 degrees Celsius is the temperature of Absolute Zero. - 27.32 is the freezing point of water on Kelvin scale (K). - Absolute zero of water is 273.2% colder than the temperature it takes to boil. - 273 days = average length of pregnancy (10 sidereal months). - 27.3 days = human menstrual cycle. - 27.32 earth days is the sidereal period of the moon (moon completes one full rotation, one ‘moonth’). - 1/273.2 per C is the expansion/reduction of gas (Gasses expand by 1/273 of their volume with every degree on the Celsius/centigrade scale). - Sunspots revolve about the Sun’s surface in 27.3 days. - Water changes phase at 273°K. - 273 days from the summer solstice to the vernal equinox. - 2,730,000 is the circumference of the Sun in miles. - The triple point of water is defined to take place at 273.16 K. - The Cosmic Background Radiation is 2.73 K. - The Earth and Moon orbital periods are reciprocals. 1/27.32 = 0.0366 (366 days in a sidereal year) (1/366 =.002732) 27.32 days in one ‘moonth’. - 273 m/s2 = acceleration of the Sun. - .273 cm/s2 = acceleration of the moon along its path around the Earth. The square and circle, or in 3-d, the cube and sphere, are key concepts in the teachings of Walter Russell, whom Walter Cronkite declared to be “The Leonardo Da Vinci of our time”. I encourage others to contact me if they find any other correlations with these basic geometries. It’s also interesting to note that 2732 – 2372 (its palindrome) = 360 which is a superior highly composite number, meaning it has a ton of divisors. 360 is also the number of degrees in a circle. We have Scott Onstott to thank for many of these findings. His websiteSecretsinPlainSight.com is a mind bender and is highly recommended. Fred Cameron and Adri de Groot also reveal cracks in the matrix of our holofractal reality, using this overlooked constant. Copyright © 2015 Joe Dubs at JoeDubs.com Presented with Permission PS 2732, Squares and Circles There is one more fundamental appearance of the digits 2732 we need to note. Consider a square of two units length on each side as in the diagram below. Draw a circle inside the square; the circle will have a radius of 1 unit. The area of the square is 4 and the area of the circle is Pi*r2 which equals just Pi or 3.1416 since r = 1. What is the difference in area between the square and the circle? It is 4 – Pi. This is represented by the shaded area in the diagram. Finally we ask what fraction of the area of the circle is this shaded area? It would be the shaded area (4 – Pi) divided by the area of the circle, Pi. Using a calculator to solve the expression (4 – Pi) / Pi we get 0.2732 to four decimal places. Here are the same digits we have already seen many times. The same exact digits we have seen above now appear as a pure, dimensionless number. This diagram doesn’t appear to be connected to the Moon, the Earth, water or babies; it is more abstract and probably more fundamental. Organic chemist Peter Plichta in his book God’s Secret Formula says that the number 0.2732 must be a new mathematical constant, never before discovered. But we have seen the same sequence of digits describe temperature based on the properties of water, the sidereal period of the Moon and the human gestation period. - Are these phenomena related to the same mathematical constant? - What sort of undiscovered universal “constant” would govern the human gestation period? - Are there some construction parameters that govern the orbital period of the Moon? - Could these same parameters govern the properties of water and a temperature of absolute zero? This all must be some kind of trick! Where did all these 2732s come from, never mind the decimal point? The Earth. The Moon. The Sun. Solar eclipses. Temperature relative to the properties of water. The human gestation period. The ratio of the area of a square to an inscribed circle – simple geometry. Numerical and visual “coincidences,” all mediated by the digits 2732 or its inverse, 366. Notice that none of the numbers we have used depend on the units the numbers are expressed in, except for the Earth day. Even the temperatures we used only depend on dividing the difference between the freezing and boiling points of water into 100 equal units. There is no explanation why these things should be so. We could write one or two of them off to coincidence, but not all of them. If only the Moon just wasn’t hanging up there, exactly the same apparent size as the Sun. What’s going on? Maybe it is a message or a signal to us.
In the technology-based world that we live in today, it’s easy to overlook the fact that computers have doubled their performance output every one and a half years since the 1970s. This performance ratio can be directly credited to Moore’s law which states that the number of transistors that can be placed on an integrated circuit board can be doubled every two years. What many people don’t really pay attention to, however, is the electrical efficiency of computing and how it has changed over the years. Electrical efficiency is measured by the number of computations that can be performed per kilowatt-hour of electricity consumed. As performance doubles every one and a half years, so too does electrical efficiency – it’s one of the key reasons we are able to have notebook computers and more recently, extremely powerful smartphones. An investigative piece by Technology Review states that this trend of lowered power consumption will continue at the same rate for years to come. One good example of this technology in action is the wireless no-battery sensors used to transmit data from a weather station to a display every five seconds. Developed by Joshua R. Smith, these sensors are able to capture stray energy from television and radio signals to power the device which only requires 50 microwatts on average. A study in 1985 by physicist Richard Feynman showed that computing efficiency could be improved upon by a factor of at least a hundred billion. Data from TR shows that between 1985 and 2009, it only progressed by a factor of 40,000 which means there’s still a massive amount of potential to tap into.
Watching this resources will notify you when proposed changes or new versions are created so you can keep track of improvements that have been made. Favoriting this resource allows you to save it in the “My Resources” tab of your account. There, you can easily access this resource later when you’re ready to customize it or assign it to your students. The heart is a complex muscle that pumps blood through the three divisions of the circulatory system: the coronary (vessels that serve the heart), pulmonary (heart and lungs), and systemic (systems of the body). Coronary circulation intrinsic to the heart takes blood directly from the main artery (aorta) coming from the heart. For pulmonary and systemic circulation, the heart has to pump blood to the lungs or the rest of the body, respectively . The heart muscle is asymmetrical as a result of the distance blood must travel in the pulmonary and systemic circuits. Since the right side of the heart sends blood to the pulmonary circuit, it is smaller than the left side, which must send blood out to the whole body in the systemic circuit. In humans, the heart is about the size of a clenched fist. It is divided into four chambers: two atria and two ventricles. There are one atrium and one ventricle on the right side and one atrium and one ventricle on the left side. The atria are the chambers that receive blood while the ventricles are the chambers that pump blood. The right atrium receives deoxygenated blood from the superior vena cava, which drains blood from the veins of the upper organs and arms. The right atrium also receives blood from the inferior vena cava, which drains blood from the veins of the lower organs and legs. In addition, the right atrium receives blood from the coronary sinus, which drains deoxygenated blood from the heart itself. This deoxygenated blood then passes to the right ventricle through the right atrioventricular valve (tricuspid valve), a flap of connective tissue that opens in only one direction to prevent the backflow of blood. After it is filled, the right ventricle pumps the blood through the pulmonary arteries to the lungs for re-oxygenation. After blood passes through the pulmonary arteries, the right semilunar valves close, preventing the blood from flowing backwards into the right ventricle. The left atrium then receives the oxygen-rich blood from the lungs via the pulmonary veins. The valve separating the chambers on the left side of the heart is called the biscuspid or mitral valve (left atrioventricular valve).The blood passes through the bicuspid valve to the left ventricle where it is pumped out through the aorta, the major artery of the body, taking oxygenated blood to the organs and muscles of the body. Once blood is pumped out of the left ventricle and into the aorta, the aortic semilunar valve (or aortic valve) closes, preventing blood from flowing backward into the left ventricle. This pattern of pumping is referred to as double circulation and is found in all mammals. The heart is composed of three layers: the epicardium, the myocardium, and the endocardium. The inner wall of the heart is lined by the endocardium. The myocardium consists of the heart muscle cells that make up the middle layer and the bulk of the heart wall. The outer layer of cells is called the epicardium, the second layer of which is a membranous layered structure (the pericardium) that surrounds and protects the heart; it allows enough room for vigorous pumping, but also keeps the heart in place, reducing friction between the heart and other structures. The heart has its own blood vessels that supply the heart muscle with blood. The coronary arteries branch from the aorta, surrounding the outer surface of the heart like a crown. They diverge into capillaries where the heart muscle is supplied with oxygen before converging again into the coronary veins to take the deoxygenated blood back to the right atrium, where the blood will be re-oxygenated through the pulmonary circuit. Atherosclerosis is the blockage of an artery by the buildup of fatty plaques. The heart muscle will die without a steady supply of blood; because of the narrow size of the coronary arteries and their function in serving the heart itself, atherosclerosis can be deadly in these arteries. The slowing of blood flow and subsequent oxygen deprivation can cause severe pain, known as angina. Complete blockage of the arteries will cause myocardial infarction—death of cardiac muscle tissue—which is commonly known as a heart attack.
Scientists are proposing a new "hydricity" concept aimed at creating a sustainable economy by not only generating electricity with solar energy but also producing and storing hydrogen from superheated water for round-the-clock power production. Sun energy can be harnessed using two ways. The first one is by means of photovoltaic cells, or those commonly found in rooftops. The second way is by means of solar thermal plants, which concentrates Sun’s rays to heat water and use the steam to drive turbines and produce electricity. The latter method requires lots of solar spectrum, and is less efficient. It can only work using direct sunlight, and once the Sun is out, there’s nothing you can do about it. Image source: Hexapolis So hydricity can take over on this process. Combining solar thermal power plants with hydrogen fuel production facilities, it can be maximize to produce electricity round the clock. Using an integrated system, it can both use steam for generating immediate electricity, and hydrogen for later use. Using hydrogen, it can make turbines work so as to produce electricity. So when the sun is out, hydrogen jumps into the scene. So there is no need to operational distractions. Video source: YouTube Scientists, including those of Indian-origin, have proposed a new “hydricity” concept for round-the-clock power by not only generating electricity from solar energy but also producing and storing hydrogen from superheated water. “The proposed hydricity concept represents a potential breakthrough solution for continuous and efficient power generation,” said Rakesh Agrawal from Purdue University in US. “The concept provides an exciting opportunity to envision and create a sustainable economy to meet all the human needs including food, chemicals transportation, heating and electricity,” he said. Hydrogen can be combined with carbon from agricultural biomass to produce fuel, fertilizer and other pro ducts. “If you can borrow carbon from sustainably available biomass you can produce anything: electricity chemicals, heating, food and fuel,” said Agrawal. Hydricity uses solar concentrators to focus sunlight producing high temperatures and superheating water to operate a series of electricity generating steam turbines and reactors for splitting water into hydrogen and oxygen. The hydrogen would be stored for use overnight to superheat water and run the steam turbines, or it could be used for other applications, producing zero greenhouse-gas emissions, researchers said. In superheating, water is heated well beyond its boiling point -in this case from 1,000 to 1,300 degrees Celsius -producing high-temperature steam to run turbines and also to operate solar reactors to split the water into hydrogen and oxygen. “In the round-the-clock process we produce hydrogen and electricity during daylight, store hydrogen and oxygen, and then when solar energy is not available we use hydrogen to produce electricity using a turbine-based hydrogen-power cycle,” said Mohit Tawarmalani, professor at Purdue. “Because we could operate around the clock, the steam turbines run continuously and shutdowns and restarts are not required, as reported by TOI.
Additional info from the National Snow and Ice Data Center The Arctic Ocean is not the only place with sea ice. The ocean surrounding the continent of Antarctica also freezes over each winter. But we don’t hear much about sea ice on the bottom of the planet. What’s happening to Antarctic sea ice and why does it matter? One reason that we hear less about Antarctic sea ice than Arctic sea ice is that it varies more from year to year and season to season than its northern counterpart. And while Arctic ice has declined precipitously over the past 30 years of the satellite record, average Antarctic sea ice extent has stayed the same or even grown slightly. Yet researchers say that Antarctic sea ice plays an important role in climate, helping to protect the Antarctic Ice Sheet from waves, warmer surface water, and warmer air that can destabilize Antarctica’s ice shelves and help speed the flow of continental ice into the ocean. And in some regions, Antarctic sea ice is not as stable as it used to be. A different world “The two polar regions are essentially geographic opposites,” says Sharon Stammerjohn, a sea ice expert at the University of Colorado Institute for Arctic and Alpine Research (INSTAAR). “Sea ice in the Arctic Ocean is landlocked, while sea ice in the Southern Ocean is surrounded by open ocean.” That means that while Arctic sea ice is confined in a given space, Antarctic sea ice can spread out across the ocean, pushed by winds and waves. That also means that ice extent varies much more in the Southern Hemisphere than it does in the North. Overall, Antarctic sea ice has grown slightly over the past 30 years of the satellite record, but the trends are very small, and the ice extent varies a lot from year to year. In Southern Hemisphere winter months, ice extent has increased by around 1 percent per decade. In the summer, ice has increased by 2 to 3 percent per decade, but the variation is larger than the trend. Although Antarctic sea ice is increasing overall, certain regions around Antarctica are losing ice at a rapid pace (Figure 1). In the Amundsen and Bellingshausen seas, west of the Antarctic Peninsula, the sea ice cover has declined dramatically in the last 30 years, with the winter sea ice cover lasting three months less in 2010 than it did in 1979. The main areas where ice extent is growing are the Ross Sea (north of the largest U.S. base, McMurdo) and the eastern Weddell Sea (south of Africa), although there is a lot of variability. Figure 1: This map shows the trends for sea ice concentration around Antarctica in April 2011. The blue shading indicates the region to the west of the Antarctic Peninsula where sea ice concentration has declined significantly in the last 30 years. Red areas around the continent show regions where sea ice concentration was greater than normal. Overall, Antarctic sea ice shows a slight increasing trend, but in certain regions it is declining rapidly. Source: National Snow and Ice Data Center. Some research suggests that the changes in Antarctic sea ice — both where it is increasing and where it is decreasing — are caused in part by a strengthening of the westerly winds that flow unhindered in a circle above the Southern Ocean. “Antarctic sea ice is governed more by wind than by temperature,” said NSIDC lead scientist Ted Scambos. “The effects of climate change play out differently in the southern hemisphere than the northern hemisphere.” Scientists say that this westerly wind pattern has grown stronger in recent years as a result of climate change. However, because Antarctic sea ice is so vulnerable to the changes in both the atmosphere and ocean, researchers are also looking at other climate patterns, such as the high latitude response to the El Niño-Southern Oscillation, as well as the effects of changing ocean temperature and circulation, to understand how Antarctic sea ice is changing. Stammerjohn and other scientists say that declining sea ice around the Antarctic Peninsula probably helps destabilize continental ice in that area by allowing the air above the ocean in that region to warm more than before. These continental ice areas are shrinking and therefore contributing to sea level rise. Stammerjohn said, “Though it is true that, on average, Antarctic sea ice is not changing, or even slightly increasing, the overall average hides a very large regional decrease that could have global consequences.” Source: National Snow and Ice Data Center
As educators, we need to incorporate cultural celebrations within the setting in a sensitive and respectful manner by avoiding cultural tokenism - which is the act of making a small minimal effort towards something. What Is Cultural Tokenism Cultural tokenism occurs when aspects of cultures are acknowledged inadequately or because we have to. Some things to be aware of, include: - Placing cultural artifacts on display without knowing or providing children with information about the item’s heritage or significance. For example, displaying an Aboriginal or Torres Strait Islander cultural artifact that doesn’t represent the cultures of the Aboriginal or Torres Strait Islander people within your local area, or using this item to represent all Aboriginal and Torres Strait Islander cultures. - Setting specific days for specific cultures and Celebrating a cultural event in a superficial fashion or using the event as the only form of exposure to that culture. For example, celebrating Chinese New Year for one day and not exploring other aspects of Chinese culture in day-to-day practices. - Using cultural attire or traditional foods as the only way of teaching about cultural diversity. - Food - While exploring different types of food is a useful starting point for teaching about diversity, respect for cultural differences should extend beyond an appreciation of different foods. - Clothes - It’s also important to be cautious when using different forms of cultural dress, as wearing traditional attire as a ‘costume’ can be offensive to people who wear it as part of their cultural identity. - Having a sign on the door that says Welcome! in many languages, then have staff rolling their eyes when someone from another culture or race walks through the door. - Displaying posters of cultural groups, just for the sake of it. Avoiding Cultural Tokenism It is important to acknowledge diversity and cultural differences throughout the program and avoid cultural tokenism. When working with a group of children there may be a number of children from a variety of backgrounds and cultures. Incorporate all cultures rather than focusing on each one individually. For example, when talking about where we come from include all children; such as Tommy was born in Western Australia on a big farm, Houng was born in Vietnam in the country and Maria was born in Italy in a big city. There are many strategies that can be implemented to acknowledge culture respectfully. Some of these include: - Providing opportunities for children to participate in ‘open-ended‘ celebration activities. For example - items can be added to a collage table to enable children who participate in Easter to create Easter baskets (if they choose to do so). For those children who do not celebrate Easter the same materials could be used as part of a general construction experience. - Ensuring that the same amount of time and energy is dedicated to All celebrations. - Inviting Educators and families to share their own personal experiences of celebrations. - Ensuring that resources such as picture story books, images, and music are reflective of contemporary celebrations which children can relate to. - Ensuring that families who do not wish to be involved in celebrations have options for ‘opting out’. Celebrating Cultures Respectfully Within The Service Educators can play an important role in facilitating a child-centered celebration and this can be done in several ways: - Ensuring children have the agency to make choices about the celebrations they would like to participate in. - Engaging families to give advice on customs. - Encouraging and supporting family members to be involved in sharing their customs and celebrations with your service. - Ensuring that children have the resources and time necessary to be able to celebrate effectively. - Creating an awareness of the celebration amongst the rest of the group. - Notifying the wider child care community about the celebration. For example, taking photos to display on the service notice board, or displaying children’s artwork and drawings about the celebration - Providing young children and toddlers with materials which reflect a significant event or celebration which they have recently participated in. Australia is made up of many different cultures since we are a multicultural society. Children need to be made aware of the similarities and differences between cultures and show respect and consideration for diversity and as Educators, it's our duty to make children aware. Let's be considerate and sensitive and show inclusive practices within our setting for all cultures within our community and be role models to the children within our care. Gowrie Viictoria, Exploring Celebrations In Children's Services(2012) ACECQA, Genuine Celebrations Cultural Experiences(2010)
Play the divisibility game to create numbers in which the first two digits make a number divisible by 2, the first three digits make a number divisible by 3... Many numbers can be expressed as the sum of two or more consecutive integers. For example, 15=7+8 and 10=1+2+3+4. Can you say which numbers can be expressed in this way? How can you change the area of a shape but keep its perimeter the same? How can you change the perimeter but keep the area the same? Alison and Charlie are playing a game. Charlie wants to go first so Alison lets him. Was that such a good idea? How can you change the surface area of a cuboid but keep its volume the same? How can you change the volume but keep the surface area the same? Articles about mathematics which can help to invigorate your classroom Charlie likes tablecloths that use as many colours as possible, but insists that his tablecloths have some symmetry. Can you work out how many colours he needs for different tablecloth designs? The NRICH Stage 5 weekly challenges are shorter problems aimed at Post-16 students or enthusiastic younger students. There are 52 of them. Can you find some Pythagorean Triples where the two smaller numbers differ by 1?
India Background \| History Recent findings suggest that India is possibly the world’s oldest civilization. Compressing this extensive history into a brief timeline produces a limited and inexact glimpse into the formation of an ancient nation. But the summary knowledge is a useful introduction for any brand trading, or contemplating trading, in India. The Dravidians, a group of people who shared a common language, were among the earliest inhabitants of the territory of modern India, starting perhaps 4,000 years ago. But in 2002, scientists discovered an enormous city, dated to 7,500 BCE, 100 feet deep in the Gulf of Cambay, off of the India’s west coast, near Gujarat. The discovery suggests that civilization in India may have formed much earlier. The Beginning \| 4000 BCE Historians generally believe that the populations of India and much of the West are rooted in the same place, around the Black Sea, with the Indo-European people, who spoke similar languages and lived perhaps in the area of modern-day Turkey or Ukraine. Some of these people moved west into Europe and others migrated south through what is now Iran, arriving ultimately in India. The Indus Valley Civilization \| 2500 BCE to 1700 BCE In the migration south, the Indo-European language evolved into Indo-Iranian and then Indo-Aryan. Along the Indus River, in what is now Pakistan and northern India, the Indo-Aryans came in contact with what’s considered the largest civilization of the ancient world, with a population exceeding that of Egypt or neighboring Mesopotamia. These people introduced the Vedas, collections of devotions to various gods, written in Sanskrit. A collection of Vedas called the Upanishads influenced the development of Hinduism. The Dravidians may have populated the Indus Valley. The Axial Age \| 800 BCE to 200 BCE This period of history marks a radical transformation in human consciousness, with the emergence of a new sense of self that changes how people view morality, life, and death. In inventing the term Axial Age, German philosopher Karl Jaspers noted that this change happens almost simultaneously and independently in different parts of the world. In Iran, Zarathustra establishes Zoroastrianism. Hinduism evolves from the earlier Vedic texts. Jainism appears. The Buddha is born. Confucius is born in 551 and Laozi, the founder of Daoism, a few years later. The Hebrew Bible is redacted during the exile in Babylonia. In Greece, Socrates, Plato, Aristotle and others establish the foundation of western philosophy. Conquest and Unification \| 500 BCE to 185 BCE When the king of Macedonia, Alexander the Great, set out to conquer the known world, he followed roughly the same route as the Indo-European migration south. After conquering the Persians, who had extended their empire into the area that today is Pakistan and Afghanistan, he reached the Hydaspes River in Punjab. But after defeating the Indian armies led by King Porus, Alexander, his troops exhausted, ended this conquest of India. The Golden Age \| 320 BCE to 550 CE Subsequently, the Maurya Dynasty unified India under the rule of Ashoka the Great. Buddhism flourished during this period. And maritime trade with Rome began. For about three hundred years, much of India enjoyed peace and prosperity during the Gupta Empire. During this period, Hinduism became the major religion and Indians made major advances in science and mathematics, inventing the concept of zero and the decimal system. Empires and Invasions \| 500 to 1500 With the end of the Gupta Empire, India fractured into several kingdoms. Arab Muslims conquered Persia and then the areas now Pakistan and Afghanistan, but Hindu rulers repelled advances further south. Later, Turkic and Afghan invaders established the Delhi Sultanate in northern India and exerted influence in other parts of the country, adding Islam to the mix of religions. Mughal Era \| 1500 to 1857 Mughal invaders defeated the Muslim rulers of northern India, adding more ingredients to the country’s cultural mix. Turkic-Mongols from central Asia, the Mughals traced their lineage to Genghis Khan. During the seventeenth and eighteenth centuries they controlled most of India. A Mughal emperor, Shah Jahan, built the Taj Mahal. In 1499, Portuguese explorer Vasco da Gama discovered a new sea route to India, around Africa’s Cape of Good Hope. The Dutch East India Company was established in 1602. Subsequently, the Danish, French, and Portuguese set up similar mercantile businesses. Britain established its East India Company in 1612. British Rule \| 1858 to 1947 With these developments, India became not only a trading partner for the Europeans, but also another theater of war. Following Britain’s victory in the Seven Year’s War, which broke out in 1756, its East India Company controlled most of India for about a century, until an Indian rebellion against the company in 1857. Then the British government asserted control. It installed modern governance institutions, helped build the economy, and encouraged an emerging middle class. At the same time, much of India remained impoverished. By the early 1920s, the Indian National Congress called for self-government. Relying on principles of non-violent protest, Mahatma Gandhi led a movement for independence. Independence \| 1947 to 1991 In the global geo-political reorganization following World War II, India achieved independence, on August 15, 1947, and Jawaharlal Nehru became the nation’s first prime minister. Britain partitioned the land into a Muslim state, Pakistan, and a predominately Hindu state, India. Massive migration and violence ensued. Tensions between India and Pakistan deteriorated to the point of war several times. Internal divisions resulted in the assassinations of two prime ministers, Indira Gandhi in 1984, and her son Rajiv Gandhi in 1991. India’s economy neared default in 1991. This trauma forced the government to advance more inclusive policies and loosen its central control of the economy. Rising India \| 1991 to Today Some sectors, such financial services and telecommunications, experienced reform, while other sectors lagged. Having nationalized banks in 1966, the Indian government allowed more private ownership, in 1996. Regulatory reform of insurance, in 2000, attracted foreign investment. For similar reasons, the telecom sector grew exponentially. In contrast, the retail sector remains highly protected and fragmented. Although GDP grew by over 10 percent in 2010, the economy slowed to half that rate in 2013. The overwhelming rejection of the long-time ruling party, and the vote in favor of Narendra Modi, in India’s national election, in May 2014, signaled impatience with the pace of reform and affirmed a desire for greater opportunity.
The Earth's Moon packet contains articles about the Earth's Satellite, The Moon & Tides, A Moon Month, Humans on the Moon, & The Moons of Other Planets! This nonfiction packet contains five different articles all having a common theme and a page of paired text open ended response questions. These texts have been written on a fourth grade reading level and make students feel successful when reading about new scientific concepts. Each article has a multiple choice comprehension question, vocabulary block, a space to illustrate the new concept, and a once sentence summary statement. This packet also contains a one page written response questionnaire with paired text questions. These short nonfiction texts work great for centers, morning work, homework, whole group, or small group work. I've also had great success with gluing these pages into our Science journals. Students then have the chance to go back and reread information. The five texts included are: The Moon & Tides A Moon Month Humans on the Moon The Moons of Other Planets Do you teach Science? Check out our other article packets!Bundle #1 (<--- buy it here, for a discounted rate)Day & NightElectricityForce & MotionHeat & EnergyThe Human BodyHow Light WorksTaking Care of the EarthVolcanoesWeatherWind & Solar Energy (<--- buy it here, for a discounted rate) RocksMineralsSoundInventionsThe Earth's MoonSimple MachinesFood & Nutrition Magnets Plants & PeopleWater & Us
Exploring the History of Morro Bay Morro Bay History is Alive On September 29, 2016, a replica of explorer Juan Rodríguez Cabrillo’s ship, the San Salvador, docked in Morro Bay. Cabrillo made several voyages by sea during the 1500s. His most famous journey to find the Northwest Passage led him along the California coast. In 1542, he landed his ship, the San Salvador, in what is now San Diego Harbor and claimed the land for the King of Spain. He then continued his expedition north along the coast and past Estero Bay. Cabrillo is credited with naming Morro Rock “El Moro” after the style of hat worn by the Moors of Spain. A Bountiful Harbor Though there is no record of Cabrillo entering Morro Bay, the estuary might have given the crew a welcome break from the drudgery of life on the ship during the San Salvador’s long journey. Conditions would have been harsh. Quarters were very cramped and fresh food would have been scarce. Morro Bay, with its open spaces, vegetation, and abundant wildlife would likely have been a welcome sight. The estuary is able to support so much life because the sandspit protects it from the full force of Estero Bay’s waves and the wind that blows in from the ocean. The protected waters act as a nursery for populations of fish and other seafood. In Cabrillo’s time, shellfish, such as oysters and clams, would have been plentiful. A Place for People and Wildlife If Cabrillo and his men had come ashore in Morro Bay, they likely would have encountered the Chumash, a Native American tribe of the Central Coast. The estuary’s bounty was essential to the Chumash. The tribe fished year-round, and their kitchen middens (waste heaps) reveal that the Chumash ate over 150 different types of fish, from both local creeks and the ocean. Some of their other protein sources included shellfish, seals, sea lions, waterfowl, deer, and rabbits. The Chumash harvested acorns—another staple food—in the fall and then crushed them to create a flour for making gruel and cakes. Seeds, fruit, berries, bulbs, and roots rounded out the Chumash diet. A Changing Rock and Bay Morro Rock and Morro Bay have changed quite a bit since Cabrillo’s time. The Rock once sat as a towering island, with water flowing into and out of the estuary from the north and south sides. Boats could enter the bay from both directions, but it was known as a treacherous harbor. Beginning in the 1800s, Morro Rock was quarried. This activity continued until 1968, when Morro Rock was declared a historical landmark. In 1910, quarried rock was accidentally dumped into the bay, closing the north channel and resulting in less-severe tidal currents in the harbor. In 1933, a more structured closure and connection of the Rock to shore was built. The causeway was improved in the 1940s to allow both vehicle and pedestrian access, creating what is today’s Harbor Walk. Today, Morro Rock is about two-thirds of its original size, with more than 1,200,000 tons of granite taken from the east and west sides of the formation. The quarried rock helped build both Morro Bay and neighboring Avila Beach’s barriers from the open ocean. Even with all these changes, the sandspit still protects Morro Bay from the full force of the ocean as it did before the closure, allowing the estuary to remain a refuge for juvenile fish, a wide variety of migrating birds, and other animal life. Visit and Learn If you would like to get a glimpse, or a even a tour, of Cabrillo’s ship and try to imagine Morro Bay and the Rock they would have looked so many centuries ago, you can. The San Salvador is docked in Morro Bay now through October 9. To learn more about how Morro Bay has changed since Cabrillo sailed California’s coastline, visit our Nature Center and see our new display boards. Many thanks to the Historical Society of Morro Bay and the Central Coast State Parks Association for providing historical information and reference materials.
Wild wolves play an essential ecological role, so researchers must be able to track them accurately. Unfortunately, because wolves travel over wide ranges, tracking them visually is very difficult. The ability to use sound to identify wolves would make wolf surveys much more reliable. PhD student Holly Root-Gutteridge and her team at Nottingham Trent University have developed software that enables them to identify individual wild wolves by their howls. The research appears in the journal Bioacoustics. Wolves howl to protect their territories, contact other pack members and bond socially. They howl both individually and as part of a chorus, with howls overlapping one another. A wild wolf's howl, which is audible over at least ten kilometers, provides information about the wolf's identity. Tracking individual wolves by their howls would be more cost-effective than other tracking methods, such as the use of GPS technology. A previous attempt to use audio sampling to identify wild wolves achieved an accuracy rate of only 75.7 percent. The scientists who performed this study analyzed the pitch of the howls, but not their amplitude. Root-Gutteridge and her team believe that the failure to examine amplitude caused the low level of accuracy. Recent studies of California sea otters, Australian sea lions and giant pandas have shown that including amplitude in sound analyses increases accuracy of identification. To correct this problem, the team developed bespoke sound analysis software that included both frequency and amplitude in its algorithms. In an earlier study, they used this software to identify six captive eastern gray wolves by their howls. They were able to identify the wolves with 100 percent accuracy. While this study demonstrated the potential advantage of using this software, because it used wolves in captivity, it did not account for issues that arise when studying wild wolves, such as attenuation of sound over long distances and interference from environmental noises, such as wind and rain. In this later study, Root-Gutteridge and her colleagues used their software to analyze British Library recordings of wild eastern gray wolf howls, taken at unknown distances. The researchers studied 67 high-quality recordings of solo howls from 10 individual wolves and 112 low-quality recordings, which included both solo and chorus howls, from 109 wolves. Some of the low-quality recordings included wind and water noise. The researchers identified wolves howling on their own with 100 percent accuracy. They achieved a 97.4 percent accuracy rate when analyzing overlapping chorus howls, where the second wolf's howl began before the first wolf's howl ended. The team suggests that bioacoustic researchers perform further studies on wolves in their natural habitats, examining how changes in distance and weather affect the ability to identify wolves by sound. Explore further: Reptile Database surpasses 10,000 reptile species More information: Bioacoustics DOI:10.1080/09524622.2013.817317
We have been delving into the dirty secret behind our food, which is that it comes from bacteria, primarily, with considerable assistance from a social network of fungi, nematodes, micro-arthropods and soil-dwelling microbes of various descriptions, many of which make the Star Wars café scene characters seem tame. Most people, asked what plants eat, answer something like, “sunlight, water and dirt.” Water and sunlight play an important role, for sure. Using the energy of photons from the sun, sugars and carbohydrates are constructed from carbon dioxide and water, discarding oxygen. But the real denizens of the deep are bacteria. Thanks to O2-generating bacteria at work for a billion years, Earth is now habitable for oxygen-loving creatures such as ourselves. In general terms, the strategy for solar energy utilization in all organisms that contain chlorophyll or bacteriochlorophyll is the same. Here is how some of our ancestors, the purple bacteria, do it: - Light energy is captured by pigment molecules in the light harvesting or "antenna" region of the photosystem, and is stored temporarily as an excited electronic state of the pigment. - Excited state energy is channeled to the reaction center region of the photosystem, a pigment-protein complex embedded in a charge-impermeable lipid bilayer membrane. - Arrival of the excited state energy at a particular bacteriochorophyll (BChl), or pair of BChls in the reaction center triggers a photochemical reaction that separates a positive and negative charge across the width of the membrane. - Charge separation initiates a series of electron transfer reactions that are coupled to the translocation of protons across the membrane, generating an electrochemical proton gradient [protonmotive force (pmf)] that can be used to power reactions such as the synthesis of ATP. If your eyes glazed over at that explanation, don’t worry. Much of photosynthesis still remains a mystery. Over the past several decades scientists examining oxygenic bacteria known as prochlorophytes (or oxychlorobacteria) have discovered a light harvesting protein complex. The intriguing thought arises, given how much of the bodies of plants are actually made up of bacteria (as also are our own), of whether photosynthesis is actually dependent on bacteria at one or more of the steps in the process. Recently Drs. Jianshu Cao, Robert Sibley and three MIT graduate students studied purple bacteria, one of the planet’s oldest species, and discovered a special symmetry. Ring-shaped molecules are arranged in a peculiarly faceted pattern on the spherical photosynthetic membrane of the bacterium. Dr. Cao says, “We believe that nature found the most robust structures in terms of energy transfer." Only a lattice made up of nine-fold symmetric complexes can tolerate an error in either direction. Spinning Photon Nets Another discovery (by Sabbert et al. in 1996) is that in order to optimize sunlight, the nine-fold symmetric lattice has to spin. Moreover, it has to spin quite fast — nearly 100 rpm. We know of some bacterial flagella that spin at high rpm. Might spinning flagella propel the photon-capturing process? Too soon to say, but its an intriguing idea, and yet more evidence for quantum entanglement of all life, big and small. The Encyclopedia of Applied Physics (1995) says: The amount of CO2 removed from the atmosphere each year by oxygenic photosynthetic organisms is massive. It is estimated that photosynthetic organisms remove 100 x 1015 grams of carbon (C)/year. This is equivalent to 4 x 1018 kJ of free energy stored in reduced carbon, which is roughly 0.1% of the incident visible radiant energy incident on the earth/year. Each year the photosynthetically reduced carbon is oxidized, either by living organisms for their survival, or by combustion. The result is that more CO2 is released into the atmosphere from the biota than is taken up by photosynthesis. The amount of carbon released by the biota is estimated to be 1-2 x 1015 grams of carbon/year. Added to this is carbon released by the burning of fossil fuels, which amounts to 5 x 1015 grams of carbon/year. The oceans mitigate this increase by acting as a sink for atmospheric CO2. It is estimated that the oceans remove about 2 x 1015 grams of carbon/year from the atmosphere. This carbon is eventually stored on the ocean floor. Although these estimates of sources and sinks are uncertain, the net global CO2 concentration is increasing. Direct measurements show that each year the atmospheric carbon content is currently increasing by about 3 x 1015 grams. … Based on predicted fossil fuel use and land management, it is estimated that the amount of CO2 in the atmosphere will reach 700 ppm within [this] century. (references omitted)What needs to happen, quickly, to reverse our rush to a climate from which there can be no near-term recovery, and to avoid Earth becoming as uninhabitable as Venus, is to accelerate photosynthesis while decelerating carbon emissions. Our allies in this are bacteria and fungi, as they were billions of years ago. They will do the heavy lifting if we just give them a little support. They need good growth conditions (like heat and moisture, which we should have in increasing abundance this century), nutrients, and space to breathe. Lose the antibacterial soaps and sprays, please. Planting gardens and tree crops is a start. Ecological restoration, where damage can be slowly unwound by greenery, is another step. Living roofs, tree-lined hardscapes, earth-sheltered homes: all of these are both adaptive and mitigating strategies for a recovering climate stasis. But there is something even more powerful. Tea from a Firehose This week we asked Joey “Mr Tea” Thomas to come dose the Ecovillage Training Center with his eclectic brew of liquid compost. Mr Tea’s recipe is as good as any batch of Biodynamic Preps or EM (Effective Micro-organisms) you might already be using. It is inestimably superior to MiracleGrow® or other commercial, bagged soil amendments. In a large stainless steel tank retrofitted with aerating pipes, Mr Tea combines de-chlorinated warm water and… - Folic Acid - Fish Oil Emulsion - Bat Guano - Feather Meal - Virgin Forest Soil - Deep Pasture Topsoil - Composted Animal Manure - Composted Kitchen Scraps - Composted Poultry Litter - Worm Castings & Liquor, and The kelp, fish oil, and most of the composts provide rich food for the microbes while they brew. The humates are million-year old deposits with diverse paleobacteria. The bat guano is drawn from distant caves rich in trace minerals and packed with still more varieties of exotic bacteria. The two kinds of soil contain a complex of two discrete living microbiomes, one the fungally-rich virgin forest and the other a bacterially dominated grasslands. The fine biochar particulates provide enough soil structure to retain water – about 10 times the volume of the biochar itself — and aerobic conditions, while providing a coral reef-like microbial habitat. The animal manures, worm castings, feather meal and compostables all contribute to the biodiversity of available microfauna. In the world of bacterial epigenetics, dictated by the particular demands of diverse members of the web in different seasons and weather conditions, this is a supermarket of genotypes that allow the bacteria to switch up and morph into whatever might be needed for soil health and fertility, capturing passing genes and unlocking regions of their DNA and RNA to provide new or ancient solutions to current conditions. Bandwidth permitting, you can watch this video that's so sexy it should be x-rated. This is a revolution disguised as organic gardening. The sex is going on right in front of the camera, you’d just need a microscope to see it. Use your imagination. If we want to stop global climate change while still surviving unpredictable and changing weather patterns, we’ll need to hold more water, nutrients and carbon in the soil. We can do that with a good diversity of healthy microorganisms and their byproducts. We're trying to increase the retention time of carbon in its solid form in the land for as long as possible, as opposed to allowing it to become gaseous, because that's when it becomes dangerous to our future. That is what climate farming, or what my friend Darren Doherty calls regrarianism, is all about. Its about improving the soil to heal the atmosphere. As we say in the clip, this is agriculture that builds rather than mines the soil and can transform our beloved home back into a garden planet.
Early settlers in Texas encountered some transportation challenges due to the geography of this region. River bottoms were prevalent along the Gulf Coast and throughout eastern and southern regions of the state. The rivers in Texas were really not sufficiently deep to enable navigation by steamboat throughout every month of the year. If roads even existed, they were often impassable due to weather conditions. The state tried to resolve these problems by improving rivers and building plank roads. It wasn’t until the expansion of railroads hit Texas that transportation improved for this state. - A lack of natural facilities for travel made it very difficult for people to navigate their way through Texas. - The Missouri, Kansas, and Texas Railway Company contracted to extend their railway line from Denison to Greenville in 1880. - In 1871, the Waco and Northwestern Railroad arrived in Waco. - The Texas and Pacific Railway Company arrived in Abilene, Midland, Odessa, and Sierra Blanca in 1881. - The Railroad Commission of Texas was established in 1891. The Texas Rail Road, Navigation, and Banking Company was chartered in 1836. The purpose of this company was to build railroads throughout the state. This company had the backing of some of the most prominent citizens of Texas. However, many Texans were suspicious of the company’s motives. This discord resulted in the dissolution of the company by 1838, without it ever having laid a single rail. Other railroad charters were created in the following years; however, none of these companies were able to move forward with railroad construction. Finally, the Buffalo Bayou, Brazos, and Colorado Railway Company came to be in 1850. Construction for the railway began in 1851, and the first portion of track opened in 1853. The Galveston and Red River Railway Company was chartered in 1848, but this company did not break ground for its railway until 1853. In 1856, the first segment of track was opened to the public, as the railroad’s name changed to the Houston and Texas Central Railway Company. New railroad companies were started over the ensuing years, and by 1861, nine companies were active and approximately 470 miles of track existed in Texas. Each railway company was active for only a short time, but the contribution of each company was important for furthering the progress of railroads in the state of Texas. - Many early railway charters failed because they could not fulfill the requirements of the charters. - The first tracks in Texas were laid in 1852. - Track connected Fort Smith and the Rio Grande. - The Buffalo Bayou, Brazos, and Colorado operated the first railroad in Texas, with track connecting Harrisburg and Stafford. - Even with the start of the Texas Rail Road, Navigation, and Banking Company, Texas had fewer than 500 miles of railroad in 1870. Texas was unable to support the construction of early railroads. Therefore, financing was provided by investors from the eastern United States and from other countries. Texas received financing assistance in the form of bonds. As incentives for this financing, Texas offered loans and land grants. In 1854, a land grant law was passed that gave authorization for 16 sections of land for every mile of track. Texas maintained this law until 1869, when land grants were outlawed. By this time, years of use during the Civil War without maintenance had led to serious issues with the condition of the railroad tracks throughout the state. Some sections of track had to be closed, and other sections were rerouted. By about 1867, new construction was getting underway. During the 1870s, more progress was made, and track work moved forward at a greater pace. An amendment repealed the land grant law in 1874, and land grants were legal again until 1882. At that time, a lack of unappropriated vacant land forced the end of land grants. After the Civil War, the Washington County Rail Road Company, the Eastern Texas Railroad Company, and the Texas and New Orleans Railroad Company were working in Texas. Other railway companies tried to remain active but failed. - Railroads were instrumental in huge economic growth for Texas in the late 19th century. - By 1869, track that would include the Frisco line was being built in Texas. - An inspection of the railroad by a state engineer had to occur before state lands could be given to a railroad company. - A Houston and Texas Central Railroad agent signed a contract with a San Francisco labor contractor for 300 Chinese workers in 1869. - Railroads arrived in Fort Worth in 1876. The railroad mileage in Texas was 2,440 miles by the end of 1879. Eastern Texas had extensive railroads, but western Texas was not as developed. The next decade saw significant expansion, with the mileage jumping to more than 6,000. Two transcontinental routes even crossed the state at this time. The Fort Worth and Denver City Railway Company connected Fort Worth with the Texas/New Mexico border. Jay Gould was an active participant in the railway companies during the 1880s. Gould controlled several different railway companies for a number of decades. Corruption was an ongoing issue as powerful railway companies worked behind the scenes to control lawmakers and government. Rail reform fueled the election of James S. Hogg, who was elected governor of Texas in 1890. Hogg created the Railroad Commission in 1891. - The Texas and Pacific Railway Company received permission to build tracks between Marshall, Texas, and San Diego, California. - Congress passed the Interstate Commerce Act in 1887. - Railroads reigned as the most prevalent form of transportation in Texas between the 1870s and 1940s. - The Texas Pacific Railroad route enters Arizona at the eastern state line. - Railroads in El Paso between 1881 and 1882 turned the city into a more modern area. Although building continued, there were large areas of Texas still without track. Railway mileage was at 17,078 by 1932. At this time, three separate systems controlled about 70 percent of the railroads in Texas. In 1936, the Burlington-Rock Island Railroad Company unveiled the first diesel passenger service, and other companies followed suit a short time later. Initially, travelers utilized these passenger trains extensively. However, improved roadways and the ability to travel by air resulted in a decline by the 1970s. Texas boasts the most railroad mileage of any other state in the United States, serving a variety of industries, including home remodeling and home plumbing companies. Texas also has the most railroad employees in the nation. Coal, agricultural products, and chemicals make up some of the railroad tonnage moved in Texas. Railroad deregulation was responsible for new freedoms for railway companies and significant changes in the railroad business. - The 1,500 railroads operating in the United States in 1917 controlled about 254,000 miles of track. - Rail access to Natchitoches finalized with construction of the Texas and Pacific Railway Depot in 1927. - The Texas and Pacific Passenger Station was an iconic building in Fort Worth. - Rock Island’s diesel train was called the Texas Rocket. - To expand track from Fort Worth to Houston and Galveston, the Colorado and Southern Railway purchased the Trinity and Brazos Valley Railway Company in 1905. Additional Information on Texas Railroads - Railroad History (PDF) - The “Fast Mail”: A History of the U.S. Railway Mail Service - The Baltimore & Ohio: First Railroad in America - Train Horn Rule: History and Timeline - History of the Transcontinental Railroad - Railroad History - Building the Transcontinental Railroad - Immigration, Railroads, and the West - Iowa Railroad Guide - Early American Railroads - Central Pacific Railroad - History of Westward Expansion and the Transcontinental Railroad (PDF) - Building the Transcontinental Railroad (PDF) - Railroads and Farming (PDF)
Formal and Informal Writing Styles This page covers the key aspects of formal and informal writing styles. Before deciding which style is appropriate to your message you should read our page: Know your Audience. You may also find our page: Writing Styles helpful, part of our study skills section, it summarises the main styles of writing that a student may encounter during their studies. Informal Writing Style - Colloquial – Informal writing is similar to a spoken conversation. Informal writing may include slang, figures of speech, broken syntax, asides and so on. Informal writing takes a personal tone as if you were speaking directly to your audience (the reader). You can use the first or third person point of view (I and we), and you are likely to address the reader using second person (you and your). - Simple – Short sentences are acceptable and sometimes essential to making a point in informal writing. There may be incomplete sentences or ellipsis(…) to make points. - Contractions and Abbreviations – Words are likely to be simplified using contractions (for example, I’m, doesn’t, couldn’t, it’s) and abbreviations (e.g. TV, photos) whenever possible. - Empathy and Emotion – The author can show empathy towards the reader regarding the complexity of a thought and help them through that complexity. Also see our page: What is Empathy?. Formal Writing Style - Complex – Longer sentences are likely to be more prevalent in formal writing. You need to be as thorough as possible with your approach to each topic when you are using a formal style. Each main point needs to be introduced, elaborated and concluded. - Objective – State main points confidently and offer full support arguments. A formal writing style shows a limited range of emotions and avoids emotive punctuation such as exclamation points, ellipsis, etc., unless they are being cited from another source. - Full Words – No contractions should be used to simplify words (in other words use "It is" rather than "It's"). Abbreviations must be spelt out in full when first used, the only exceptions being when the acronym is better known than the full name (BBC, ITV or NATO for example). - Third Person – Formal writing is not a personal writing style. The formal writer is disconnected from the topic and does not use the first person point of view (I or we) or second person (you). When to Use Formal and Informal Writing A formal writing style is not necessarily “better” than an informal style, rather each style serves a different purpose and care should be taken in choosing which style to use in each case. Writing for professional purposes is likely to require the formal style, although individual communications can use the informal style once you are familiar with the recipient. Note that emails tend to lend themselves to a less formal style than paper-based communications, but you should still avoid the use of "text talk". If in doubt as to how formal your writing should be, it is usually better to err on the side of caution and be formal rather than informal.
When your little learner comes home toting a backpack full of worksheets, you're right to worry. Whether your grade schooler is getting an overload of worksheets at school or you are piling up the printables at home, using this type of learning tool in excess may not maximize your elementary student's educational outcomes. Before judging your child's educator and assessing her use of worksheets as overly indulgent, understand why teachers use these educational tools. Some schools institute a specific or set curriculum that includes the use of preprinted worksheets. Your child's teacher may have little or no control over the amount of worksheets that she uses in class or sends home. Additionally, some teachers may feel pressure to teach rote skills in preparation for state-required accountability tests. For example, if every third grader in your state must take a reading and math standardized test, your child's teacher may start handing out extra worksheets that focus on exam questions a few months prior to testing. This doesn't make the over-use of worksheets educationally appropriate, but it may help to explain the reasoning behind excessive assignments. Hands-On and Hands-Off Education When it comes to your elementary school student's learning, a hands-on approach will always win out over a more passive method. A hands-on approach to learning means allowing students to gain knowledge by exploring materials. Hands-on educational activities can help kids build critical thinking skills, develop creativity and foster communication abilities. That said, sitting quietly and circling answers on worksheet after worksheet goes against the interactive nature of a hands-on activity. While worksheets are certainly not void of educational value, the overuse of them may mean your student misses out on the chance to explore and experiment on her own. If you don't like it when your rote work tethers you to your desk, just imagine how your young child feels when his first grade teacher forces worksheet after worksheet on him. Too many worksheets in the elementary years can quickly bore a barely attentive young child and lead him to put learning on the back burner. Young grade schoolers should have choices, the opportunity to express themselves creatively and time to engage in learning activities, say child development experts at "PBS Parents." Too many worksheets opposes these desirable facets of learning and may turn your student into a bastion of boredom. Unique Learners Need Unique Experiences It's likely that your child doesn't learn in the same way as her BFF, your neighbor down the street or her same-aged cousin. The cookie-cutter focus of worksheets doesn't account for the unique learning style of your grade schooler. For example, if your social butterfly learns well when he engages in small group discussions or team learning practices, worksheets aren't necessarily the best fit for him. To combat the ill-effects that overuse of worksheets may have on your child, talk to the teacher and explain that his learning style may necessitate a different method. - Comstock/Comstock/Getty Images
Wadi Mujib near Dhiban, looking southwest \|Nearest city\|\|Dead Sea\| \|Area\|\|212 square kilometres (81.9 sq mi)\| \|Governing body\|\|Royal Society for the Conservation of Nature\| Wadi Mujib, historically known as Arnon, is a river in Jordan which enters the Dead Sea at 410 metres (1,350 ft) below sea level. The Mujib Reserve of Wadi Mujib is located in the mountainous landscape to the east of the Dead Sea, approximately 90 kilometres (56 mi) south of Amman. A 220-square-kilometre (85 sq mi) reserve was created in 1987 by the Royal Society for the Conservation of Nature and is regionally and internationally important, particularly for the bird life that the reserve supports. It extends to the Kerak and Madaba mountains to the north and south, reaching 900 metres (3,000 ft) above sea level in some places. This 1,300-metre (4,300 ft) variation in elevation, combined with the valley's year round water flow from seven tributaries, means that Wadi Mujib enjoys a magnificent biodiversity that is still being explored and documented today. Over 300 species of plants, 10 species of carnivores and numerous species of permanent and migratory birds have been recorded until this date. Some of the remote mountain and valley areas are difficult to reach, and thus offer safe havens for rare species of cats, goats and other mountain animals. During the last Ice Age the water level of the Dead Sea reached 180 metres (590 ft) below sea level, about 230 metres (750 ft) higher than it is today. It flooded the lower areas of the canyons along its banks, which became bays and begun to accumulate sediments. As the climatic conditions changed, about 20,000 years ago, the water level of the lake dropped, leaving the re-emergent canyons blocked with lake marl. Most canyons managed to cut through their plugged outlets and to resume their lower courses. However, Wadi Mujib, abandoned its former outlet by breaking through a cleft in the sandstone. This narrow cleft became the bottleneck of an enormous drainage basin with a huge discharge. During the years the cleft was scoured deeper and the gorge of Wadi Mujib was formed. The Mujib reserve consists of mountainous, rocky, and sparsely vegetated desert (up to 800 metres (2,600 ft)), with cliffs and gorges cutting through plateaus. Perennial, spring-fed streams flow to the shores of the Dead Sea. The slopes of the mountainous land are very sparsely vegetated, with a steppe-type vegetation on plateaus. Groundwater seepage does occur in places along the Dead Sea shore, for example at the hot springs of Zara, which support a luxuriant thicket of Acacia, Tamarix, Phoenix and Nerium, and a small marsh. The less severe slopes of the reserve are used by pastoralists for the grazing of sheep and goats. The Jordanian military have a temporary camp in the south of the reserve. As well as resident birds, the reserve is strategically important as a safe stop-over for the huge number of migratory birds which fly annually along the Great Rift Valley between Africa and northeast Europe. It is possible to see the following birds in Mujib: - Lammergeier (Gypaetus barbatus) - Egyptian vulture (Neophron percnopterus) - Eurasian griffon (Gyps fulvus) - Levant sparrowhawk (Accipiter brevipes) - Lesser kestrel (Falco naumanni) - Sooty falcon (Falco concolor) - Sand partridge (Ammoperdix heyi) - Hume's owl (Strix butleri) - Hooded wheatear (Oenanthe monacha) - Blackstart (Cercomela melanura) - Arabian babbler (Turdoides squamiceps) - Striolated bunting (Emberiza striolata) - Trumpeter finch (Bucanetes githagineus) - Dead Sea sparrow (Passer moabiticus) - Tristram's starling (Onychognathus tristramii) Many carnivores also inhabit the various vegetation zones in Mujib, such as the striped hyena and the Syrian wolf. One of the most important animals in Mujib is the Nubian ibex, a large mountain goat which became threatened as a result of over-hunting. Wadi Mujib, the biblical Arnon stream, has always been an important boundary-line. For a time it separated the Moabites from the Amorites (Num 21:13-26; Deut 3:8; Judges 11:18). After the Hebrew settlement it divided, theoretically at least, Moab from the tribes of Reuben and Gad (Deut 3:12-16). But in fact Moab lay as much to the north as it did to the south of the Arnon. To the north, for example, were Aroer, Dibon, Medeba, and other Moabite towns. Even under Omri and Ahab, who held part of the Moabite territory, Israel did not hold sway farther south than Ataroth, about ten miles north of the Arnon. Mesha in his inscription (Mesha Stele, line 10) says that the Gadites (not the Reubenites) formerly occupied Ataroth, whence he in turn expelled the people of Israel. He mentions (line 26) his having constructed a road along the Arnon. The ancient importance of the river and of the towns in its vicinity is attested by the numerous ruins of bridges, forts, and buildings found upon or near it. Its fords are alluded to by the Book of Isaiah (16:2). Its "heights," crowned with the castles of chiefs, were also celebrated in verse (Num 21:28). - The Royal Society for the Conservation of Nature, Jordan - Flora and Fauna of Wadi Mujib - Bird Life of Wadi Mujib
Every Bird a King, the King Penguins The King Penguin are elegant and handsome birds and are a species found in the sub-Antarctic islands. They are the second largest species of penguins next to the Emperor Penguins. Scientific Classification (Taxonomy): Species: Aptenodytes patagonicus Conservation Status – Least Concern (LC) Abbreviations and explanation of terms used: NPS – Nature Protection Society Brood Patch – A brood patch is a patch of featherless skin that is visible on the underside of birds during the nesting season Moult – A process where the penguins lose their old feathers and have them replaced by new ones. Preen - Clean with one's bill Monogamous – mating with a single partner Incubation - Sitting on eggs so as to hatch them by the warmth of the body Bioluminescence - Luminescence produced by physiological processes Plumage - feathers - The light horny waterproof structure forming the external covering of birds Vagrant - A wanderer who has no established residence or visible means of support Altricial - (of hatchlings) naked and blind and dependent on parents for food Nidicolous - (of birds) remaining in the nest for a time after hatching Characteristics and behaviour of the King Penguins: - There are two subspecies of King Penguins; the Aptenodytes patagonica patagonicus and Aptenodytes patagonica halli - The King penguins are flightless birds, weigh around 11 to 16 kg and grow up to 90 to 95 cm tall. The female is slightly smaller than the male. - They have black coloured head, dark orange coloured cheeks, long thin beaks, white coloured chest and belly and dark silvery grey coloured back, black feet and grey eyes. They have pale yellow ear patches and orange gold feathers on their neck. - They develop the adult colours or plumage only when they are two years old. - They have four layers of feathers to keep them warm, the outer layer is waterproof and oiled and the inner layers help keep the body warm from the bitter cold. There is a gland in the tail area that helps produce the oil and preen it on their feathers. - They do not build nests. - They can dive up to more than 100 m while looking for food during the day time. They have been found up to a depth of 300 metres. In the nights they dive only up to a depth of 30 metres. They spend approximately 5 minutes submerged in water during the dive.The dives of the King penguins are termed as flat bottomed because of the fact that they dive in, stay in water for a period of time hunting for food (almost 50% of the total dive time) and then return to the surface. - They travel to a distance of 28 to 30 km away from the colony looking for food and they swim at a speed of 6.5 to 10 km per hour on an average. - Shallow dive speeds are around 2 km per hour and deeper dive speeds are around 5 km per hour on an average. - While on land, the penguins either walk or slide over ice on its belly. They walk very slowly. Habitat, distribution and food of the King Penguins: - The King penguins are found in the sub-Antarctic regions where one of the species the patagonicus is found in the South Atlantic areas like the Falkland islands and South Georgia and the halli is found in the other areas like the Indian Ocean and South Pacific Ocean. They like temperate regions where the temperatures are a bit warmer. - They are found in slightly sloped beaches and breeding pairs maintain territories. - In the sea, they are found in ice free waters. - They are also kept in captivity in zoos and aquaria in various countries around the world. - They feed on small fish like lanternfish and squid which form almost 80 to 100% of their diet and they rarely eat crustaceans and cephalopods. Reproduction in King Penguins: - The king penguins breed in the Sub-Antarctic islands which are on the northern regions of the Antarctica. They are also found breeding in South Georgia, the Falkland Islands, Tierra del Fuego and other temperate islands around that area. - Non-breeding pairs are found in the sub Antarctic regions of Southern Indian Ocean, South Atlantic Ocean and also the Asian regions of the southern oceans. Vagrant birds are found in the Antarctic Peninsula, South Africa, Australia and New Zealand. - The King penguins become mature when they are 3 years old, but they breed when they are around 6 years old. They have huge breeding colonies. - They are serially monogamous with one mate each year while breeding and the breeding cycle itself is quite long. The King Penguins attempt to breed every year but are in general successful only once in two years or twice in three years. - The birds come to the colonies during the months of September to November for prenuptial moult which takes four to five weeks time. During this period, they cannot go into the sea for fishing as their feathers are shed and new ones growing. So they live on their body reserves until the new feathers are fully developed / grown. After this they return to the sea for around twenty days to regain body reserves and then come back again in November or December. Birds that were unsuccessful in breeding the year before may arrive earlier. - The female penguin lays one egg that weighs around 300 to 310 gm. The egg is soft initially but later hardens and is pale green in colour and pear shaped. The male and female penguins take shift in incubating / brooding the egg that is held on their feet covered by the brood patch. They take turns every 3 to 18 days while the other goes out looking for food. The egg takes around 55 days to hatch. The hatching process takes between two to three days. The chicks are born semi-altricial and nidicolous and depend on their parents completely for food and warmth. It stays on its parents’ feet where it is sheltered by a pouch called brood patch that is formed from the abdominal part of the parent. - Parents take shift in guarding the chick every three to seven or even fourteen days, while one guards the chick and the other goes looking for food. The chicks grow bigger in around 30 to 40 days and after this they start to explore the area around. They have brown plumage and they are able to handle the temperature by now. Sometimes they join a group of other chicks called crèches that are guarded by a few adult penguins or are left there while other adults go looking for food. They wait for a few days for food. - During Winter season, the chicks are left with other chicks and both the parents go looking for food. During this time, the chicks are rarely fed where they stay without food for anytime between one to five months. - In order to feed the chicks, the adult penguin eats a fish, digests it slightly and regurgitates it into the chick’s mouth. - The chicks are fully grown by April and they fledge in late spring or early summer that is when they are almost 14 to 16 months old and this is also a season when food is found in plenty so that they can survive alone. At this age they go to the sea only if they have lost all the fluffy brown feathers and grown the new adult ones. - They do not return until they are ready for breeding. - They can live up to 15 to 20 years in the wild and up to 30 years in captivity. How are the chicks and adult penguins able to survive periods without food in cold weather? They have increased metabolic activity by burning the fat in their muscle tissues. The stored body fat helps them to survive for a few months. When the fat reserves become depleted, the chicks breakdown body protein to provide energy when they lose weight faster. During this time they need to be fed and if not, they will starve. The unusual breeding cycle of the King penguins: The king penguins lay only one egg at a time and carry it on their feet covered by the brood patch. The hatching and looking after the chick has been discussed above in the reproduction part of the king penguins. Considering the breeding time, there are two types of breeders among the king penguins; the early breeders and the late breeders. - Lay eggs in November and eggs hatch around mid-January - Chicks become independent around April - Lay eggs in January and eggs hatch around the month of March - Chciks become independent around June when they are left alone to cope with the cold winter blizzards and other severe weather conditions. - The chicks huddle together in the crèches for warmth and use up the fat reserves in their body to stay alive till their parents return to feed them every four to six weeks. - Sometimes the wait can be three to five months and during this time the chicks lose almost half their body weight. - In spring the food is available in plenty and the parents return more frequently and the chicks by this time are more independent. - The parents moult, go back to the sea to improve their body reserves for breeding and become late breeders for that season. - Unsuccessful breeders, or parents who have lost their egg or chick will become early breeders for the next season. Threats faced by the King Penguins and any conservation efforts for the King Penguins: There are estimated to be around two to three million breeding pairs of King penguins and the population is at an increase. - Crozet island – 455,000 pairs - Prince Edward Islands – 228,000 pairs - Kerguelen Islands – around 240,000 to 280,000 pairs - South Georgia Islands – 100,000 pairs - Macquarie Island – 70,000 pairs King penguins - Attenborough: Life in the Freezer - BBC - During the 19th and 20th centuries, these king penguins were exploited for their oil, flesh, eggs and skin till commercial hunting was banned. Some breeding colonies were completely exterminated as a result of these huntings. - King penguins have certain predators that include birds and other mammals. The Skua species, the leopard seal, killer whale, the orcas, the sheathbills and the fur seals are some of the predators. They feed on eggs, chicks, dead birds, and even adult penguins. - Although there is tourism near the breeding colonies of South Georgia and Falkland islands, the impact of this on penguins is very less as they are tolerant of the tourists. However there is a concern for introduction of diseases or pests or predators that can cause harm to the breeding population. - Due to increase in their population, they are not under any conservation programs at the moment. Interesting facts about the King Penguins: - The largest breeding population of the King penguins is found in the Crozet island which has an estimate of 455,000 breeding pairs. - King penguins were released by the NPS in Finnmark and Northern Norway in 1936, however there have been no reports of sightings of these birds since the 1949. - The maximum dive recorded for a King penguin is 343 metres in the Falkland Islands region. - The maximum dive time (time submerged in water) recorded for a King Penguin is 552 seconds in the Crozet Islands. - Adult penguins sometimes travel around 400km looking for food. - A King penguin can identify its chick by its voice amongst a mass of chicks. - The King Penguins have the largest breeding cycle of all birds, that is 14 to 16 months. Antarctica,the king penguins of Gold Harbour, South Georgia. - There are more than 80 colonies of king penguins and a colony can have anything between 30 to thousands of birds. - The King Penguins cannot hop. - The chicks were thought to be woolly penguins by early explorers. - They feed on prey that produce light by bioluminescence and hence can see the prey in the night too. - They can drink salt water where the excess salt is filtered out through the nostrils - The King penguins were once found in the Staten Island until they were wiped out by the sealers during the nineteenth century. I hope you enjoyed reading about the king penguins and their interesting features and behaviours. Please do leave your thoughts, views and experiences in the comments section below. I would like to hear from you. More by this Author - EDITOR'S CHOICE25 In the US, Alaska is the most earthquake-prone state and one of the most seismically active regions in the world. Alaska experiences a magnitude 7 earthquake almost every year, and a magnitude 8 or greater earthquake on... - 22The 1815 Mount Tambora Eruption – Largest Volcanic Eruption in Recorded History and the Year without a Summer One of the largest and deadliest volcanoes in recorded history, not known by many, not even by many of the current inhabitants of that area! This volcano shifted the climate all over the globe! - EDITOR'S CHOICE41 A detailed article about necessary liver enzymes, why they increase, what it means, symptoms, and how to lower them and live a healthy life.
Hypertension: Causes, Symptoms and 5 Home Remedies! IS IT CURABLE? The amount of blood moving through your blood vessels and the level of resistance the blood encounters while the heart is pounding are factors in measuring your blood pressure. When the force of blood pressing through your vessels is regularly too high, you have high blood pressure, also known as hypertension or high blood pressure. What is hypertension? Narrow blood vessels, also known as arteries, increase blood flow resistance. The more resistance there is in your arteries, the higher your blood pressure. Over time, the increasing pressure might lead to health problems such as heart disease. Hypertension develops typically over a number of years. Typically, no symptoms are observed. Even if you don’t have any symptoms, high blood pressure can harm your blood vessels and organs, particularly the brain, heart, eyes, and kidneys. Early detection is critical. Regular blood pressure checks might assist you and your doctor in detecting any changes. If your blood pressure is elevated, your doctor may ask you to monitor it for a few weeks to determine if it remains excessive or returns to normal levels. Prescription medicines and healthy lifestyle changes are used to treat hypertension. If the illness is not treated, it can lead to serious health problems like heart attack and stroke. How to Understand Blood Pressure Readings A blood pressure reading is made up of two numbers. The pressure in your arteries while your heart beats and pumps blood is indicated by systolic pressure (the top number). Diastolic pressure (bottom number) is a measurement of the pressure in your arteries between heartbeats. Adult blood pressure values are classified into five categories: - Healthy blood pressure is less than 120/80 millimetres of mercury (mm Hg). - Elevated blood pressure means that the systolic number is between 120 and 129 mm Hg and the diastolic number is less than 80 mm Hg. Medication is rarely used to treat high blood pressure. Instead, your doctor may advise you to make lifestyle adjustments in order to lower your numbers. - Stage 1 hypertension: The systolic pressure is between 130 and 139 mm Hg, or the diastolic pressure is between 80 and 89 mm Hg. - Stage 2 hypertension occurs when the systolic blood pressure is 140 mm Hg or higher, or the diastolic blood pressure is 90 mm Hg or higher. - A hypertensive crisis occurs when the systolic pressure exceeds 180 mm Hg or the diastolic pressure exceeds 120 mm Hg. Blood pressure in this range necessitates immediate medical treatment. - When blood pressure is this high, any symptoms such as chest pain, headache, shortness of breath, or vision abnormalities must be treated in an emergency hospital. A pressure cuff is used to take a blood pressure reading. It is critical to have a properly fitting cuff for an accurate reading. Incorrect readings may result from an ill-fitting cuff. What are the signs and symptoms of hypertension? Hypertension is typically a silent disease. Many folks will have no symptoms. It may take years, if not decades, for the illness to progress to the point where symptoms are visible. Even so, these symptoms could be due to anything else. Symptoms of severe hypertension can include: - blood spots in the eyes (subconjunctival haemorrhage) Except in cases of hypertensive crisis, severe hypertension rarely causes nosebleeds or headaches. Taking frequent blood pressure readings is the best technique to determine if you have hypertension. At every appointment, most doctors’ offices take a blood pressure reading. If you have a family history of heart disease or other risk factors, your doctor may advise you to have your blood pressure checked twice a year. This allows you and your doctor to stay on top of any potential problems before they become serious. What factors contribute to high blood pressure? Hypertension is classified into two categories. Each variety has a unique cause. Hypertension that is essential (primary) Primary hypertension is another name for essential hypertension. This type of hypertension develops gradually. This is the most common type of high blood pressure. In most cases, a combination of variables contributes to the development of essential hypertension: - Genes: Some people are prone to hypertension genetically. This could be due to inherited gene mutations or genetic abnormalities from your parents. - Age: People above the age of 65 are more likely to develop hypertension. - Race: Black non-Hispanic individuals are more likely to have hypertension. - Living with obesity: Obesity can cause a number of heart concerns, including hypertension. - High alcohol consumption: Women who drink more than one drink per day and males who drink more than two drinks per day may be at a higher risk of developing hypertension. - Living a sedentary lifestyle: decreased levels of fitness have been linked to hypertension. - Living with diabetes and/or metabolic syndrome: People who have diabetes or metabolic syndrome are more likely to acquire hypertension. - High sodium consumption: A slight link exists between high sodium intake (greater than 1.5g per day) and hypertension. Secondary hypertension usually develops quickly and is more severe than original hypertension. Secondary hypertension can be caused by a number of disorders, including: - kidney disease - obstructive sleep apnea - congenital heart defects - problems with your thyroid - side effects of medications - use of illegal drugs - chronic consumption of alcohol - adrenal gland problems - certain endocrine tumours High blood pressure diagnosis Taking a blood pressure reading is all that is required to diagnose hypertension. Blood pressure is usually checked as part of a routine visit to the doctor’s office. Request a blood pressure reading if you do not receive one at your next appointment. If your blood pressure is high, your doctor may order more readings over the next few days or weeks. A hypertension diagnosis is rarely made just on a single blood pressure result. Your doctor must see indications of a persistent condition. This is because your surroundings, such as stress from being at the doctor’s office, can lead to high blood pressure. Furthermore, blood pressure values fluctuate during the day. If your blood pressure stays above, your doctor will most likely order more testing to rule out any underlying issues. Among these tests are: - cholesterol screening and other blood tests - test of your heart’s electrical activity with an electrocardiogram (EKG, sometimes referred to as an ECG) - ultrasound of your heart or kidneys - home blood pressure monitor to monitor your blood pressure over a 24-hour period at home These tests can assist your doctor in identifying any secondary disorders that are causing your high blood pressure. They can also investigate the impact of high blood pressure on your organs. Your doctor may start treating your hypertension during this period. Early therapy may lessen your chances of long-term damage. High blood pressure home remedies Changes in your lifestyle can help you control the elements that cause hypertension. Here are a few of the most common. A heart-healthy diet is critical for lowering high blood pressure. It’s also useful for controlling hypertension and lowering the risk of problems. Heart disease, stroke, and heart attack are examples of complications. A heart-healthy diet focuses on fruits and veggies entire grains lean proteins such as fish Increasing physical activity Exercise can help lower blood pressure naturally and strengthen your cardiovascular system, in addition to helping you lose weight (if your doctor has suggested it). Aim for 150 minutes of moderate physical activity per week. That is approximately 30 minutes, 5 times each week. Getting to a healthy weight If you have obese, maintaining a healthy weight with a heart-healthy diet and increasing your physical activity will help lower your blood pressure. Exercise is a great way to manage stress. Other activities can also be helpful. These include: - deep breathing - muscle relaxation - Getting adequate sleep may also help reduce stress levels. Quitting smoking and minimising alcohol consumption If you smoke and have high blood pressure, your doctor will almost certainly advise you to quit. Tobacco smoke contains compounds that can harm the body’s tissues and stiffen blood vessel walls. If you consistently consume too much alcohol or have an alcohol addiction, seek treatment to reduce your drinking or quit completely. Excessive alcohol consumption might elevate blood pressure. Tips for Lowering Your Risk of Hypertension If you have hypertension risk factors, you can take steps immediately to reduce your risk of the illness and its complications. Consume more fruits and vegetables. Gradually increase your consumption of heart-healthy vegetables. Attempt to consume more than seven servings of fruits and vegetables every day. Then, during the next two weeks, attempt to add one extra dish every day. Aim to add one extra serving after those two weeks. The daily goal is to consume 10 servings of fruits and vegetables. Refined sugar should be avoided. Limit the amount of sugar-sweetened items you consume on a regular basis, such as flavoured yoghurts, cereals, and sodas. Sugar is hidden in packaged goods, so check labels carefully. Reduce your salt consumption. People with hypertension and those at high risk of heart disease may be advised by their doctor to limit their salt consumption to 1,500 to 2,300 mg per day. The easiest strategy to minimise salt is to cook fresh foods more frequently and limit your intake of fast food and prepackaged foods, which might be rich in sodium. Regularly check your blood pressure. The greatest method to avoid difficulties and problems is to detect hypertension early. Keep a record of your blood pressure readings and bring it with you to your doctor’s appointments. This can assist your doctor in detecting any potential concerns before the disease worsens. What are the consequences of high blood pressure? Because hypertension is usually a silent disorder, it can harm your body for years before symptoms appear. If your hypertension is not addressed, it can lead to significant, even fatal, problems. Hypertension complications include the following. Healthy arteries are robust and flexible. Healthy arteries and vessels allow blood to flow freely and unobstructedly. High blood pressure hardens, tightens, and makes arteries less elastic. This damage makes dietary fats more likely to accumulate in your arteries and limit blood flow. This damage can result in high blood pressure, blockages, and a heart attack or stroke. High blood pressure makes your heart work too hard. The increased pressure in your blood vessels forces your heart’s muscles to pump more frequently and with more force than a healthy heart should have to. This may cause an enlarged heart. An enlarged heart increases your risk for the following: - heart failure - sudden cardiac death - heart attack Your brain relies on a healthy supply of oxygen-rich blood to work properly. Untreated high blood pressure can reduce your brain’s supply of blood: Temporary blockages of blood flow to the brain are called transient ischemic attacks (TIAs). Significant blockages of blood flow cause brain cells to die. This is known as a stroke. Uncontrolled hypertension may also affect your memory and ability to learn, recall, speak, and reason. Treating hypertension often doesn’t erase or reverse the effects of uncontrolled hypertension. But it does lower the risks for future problems. In the United States, high blood pressure is a fairly prevalent health problem. If you’ve recently been diagnosed with high blood pressure, your treatment approach will rely on various factors. These include the severity of your hypertension and the medication your doctor believes will work best for you. The good news is that in many cases of high blood pressure, lifestyle adjustments can be effective strategies for managing, if not correcting, your condition. These adjustments include eating more healthy fruits and vegetables, getting more physical activity, decreasing your sodium intake, and drinking less alcohol. Because high blood pressure frequently manifests without symptoms, it is critical to have your blood pressure monitored during yearly physicals. Severe high blood pressure can lead to major health problems; thus, the sooner it is detected, the sooner it can be managed – and possibly even reversed!
In the medieval time period literature was considered a form of entertainment. The most popular type of literature as entertainment was poetry. Poetry is a way in which language is used. Language has two uses, which are to please and to teach. A poet uses language to shape it to make a form of fiction. In the poem “Sir gawain and the green knight” the unknown author uses language to create a fabulous piece of work. The story is well told but more importantly well crafted. One may look at the poem, as entertainment but the most important aspects of the poem are in its artistic designs. The three artistic designs are prosodic, narrative, and thematic. The artistic designs of the poem give it a structure and a sense of cohesiveness. Prosodic design is the study of meter. The poem is organized in a way that all the lines contain the same structure. Meaning each line contains four stressed syllables, of the four; three begin with the same sound. According to Webster the repetition of sounds in two or more neighboring syllables is alliteration. Every line is then broken up into half lines. The line is still held together because of the alliteration. Throughout the poem this holds true. In result, the poem is bind together by the structure of the lines. Furthermore the poem is broken up into stanzas. Once again the poem is given structural unity because of this division. At the end of each stanza there is five short lines, which are separated from the rest. These lines are referred to as the bob and wheel. The first line is called the bob and the rest are called the wheel. The bob has one stressed syllable and the wheel has two syllables in each line. Also in these lines, end rhyme is incorporated. The bob and wheel separate the stanzas from one another. This is repeated throughout the poem and because of its repetition it gives the poem structure. The largest division of the poem is by fitts. The poem is divided into four fitts. The first and forth fitts being the shortest because an introduction and ending in literature tend to be shorter than the plot. The second and third fitts are longer because the plot is told in them. In a sense the poem is balanced out by fitts one and four being smaller than fitts two and three. The second artistic design is narrative design. Narrative design is the way in which the plot is structured. In order for a poem to have good narrative design the plot must be equally divided. In “Sir Gawain and the Green Knight” it is quite evident the author did that. The plot of the poem can be told like this; fitt one Gawain accepts the challenge of the green knight, fitt two Gawain accepts Lord Bertilak’s challenge, fitt three Gawain fails in faith to Lord Bertilak, fitt four Gawain fails in courage in his encounter with the green knight. All this leads up to Gawain returning to Arthur’s court showing humility for his unfaithfulness. The last artistic design present in the poem is thematic design. Two themes portrayed in the poem are courage and fidelity. The theme dealing with courage begins in fitt one when Gawain stands up and accepts the green knights challenge and ends in fitt four when he fails in courage in his last encounter with the green knight. The theme of fidelity begins in fitt two and ends in fitt three. Because of these divisions the poem is well balanced and is considered having excellent thematic design. The artistic designs in “Sir Gawain and the Green Knight” all contribute to the cohesiveness of the poem. In every aspect the poem is well structured. The use of language is organized in a way that one can say is a portrait of human greatness.
- Making a network call, then taking some action when it is completed. - Waiting for the user to interact with some input control. - Wrapping one or more callbacks for improved code readability. - Waiting for some predetermined period of time before proceeding. - Loading external resources. Creating a Promise - resolve: when the action taken in the function is completed, call resolve and pass in the value to be returned. - reject: if we need to throw an error, we can pass the error into this function to indicate that an error has occurred. In the code example below, we create a promise which resolves after a few seconds: - A new Promise is created with a function passed into its first parameter, which we will call the "constructor function". - The constructor function is invoked with two arguments: resolve and reject. Both of those arguments are themselves functions. - The constructor function does what it needs to do, then will either end in a happy state or error state. - If it ends in a "happy" state, it will call resolve and pass in the return value as an argument. - If it ends in an error state, it will call reject and pass in the error value as an argument. - If it does not call resolve or reject, the Promise will never resolve. Reacting to a Promise - then: a method which will invoke a callback if the Promise resolves in a non-error state. The Promise's return value is passed into the callback as an argument. - catch: a method which will invoke a callback if the Promise rejects. The error thrown is passed into the callback as an argument. - finally: a method which will invoke a callback regardless of the Promise's state. This can be useful for de-allocating resources, logging, or any other action which needs to happen regardless if the promise succeeds or fails. The code example below uses all three methods described above. Notice that we are chaining the calls. When we call then, catch, or finally, the method itself returns a new Promise which we can then add another then, catch, or finally. The value returned from the callback method will be the value which the new Promise object resolves to, or rejects to if an error is thrown. A powerful feature of .catch: the callback can return a different value and the resulting promise will resolve to that other value. This allows us to gracefully handle errors. The code below catches a bad network call and returns an object of the same type the system expects. It is also worth noting that callbacks can themselves return promises. If they do, the resulting Promise will resolve or reject when the Promise returned in the callback resolves or rejects, as demonstrated in the example below: Async and Await - Mark a function as asynchronous: put the "async" keyword infront of the function declaration. - Await a Promise: put the "await" keyword in front of a Promise to indicate that we will await its completion. The code box below shows a function with async/await, then a similar piece of code without it. Note that we can use try/catch blocks with the await syntax.
230 Years ago in American History: As Conflict with Britain Ends, That with Native Americans Unresolved The Revolutionary War reached its official end on September 3, 1783, as delegates to peace negotiations between the United States and Britain signed the Treaty of Paris. John Adams, Benjamin Franklin, and John Jay signed for the US; Franklin had taken the US lead in negotiating a settlement that drew generous boundaries for the new nation, extending westward to the Mississippi River. Meanwhile, back in the States, statesmen were already confronting problems of postwar governance. On September 7, Washington would write to a Continental Congressman from New York, James Duane, giving his views on how best to secure peaceful relations with the Native Americans, many of whom had cooperated with the British during the war for independence. Washington advises setting boundaries between native American lands and lands free to settlement, negotiating the purchase of additional land as needed, and taking measures to limit land grabbing and speculation along the frontier. Like several prominent statesmen of the Founding, including Jefferson, Washington underestimated the hunger for western land that would accompany rapid population growth in the new republic. He writes: “As the Country, is large enough to contain us all; and as we are disposed to be kind to them and to partake of their Trade, we will from these considerations . . . draw a veil over what is past and establish a boundary line between them and us beyond which we will endeavor to restrain our People from Hunting or Settling, and within which they shall not come, but for the purposes of Trading, Treating, or other business unexceptionable in its nature.” Read Washington’s complete letter.
Bienvenue en Nouvelle-France: Les Conflits en Nouvelle-France is the French edition of: Welcome to New France: Conflicts in New France one of six volumes in Beech Street Books set about the early development of New France written for elementary level students in grades 4 to 6. Written by Maddie Spalding the 32-page title offers basic information about the history of New France from the fifteenth to seventeenth centuries. Each title is organized into six chapters each about 2 pages in length with colour illustrations and photographs, maps, charts, sidebars, glossary of new terms, additional resources, and an index. Topics in the Conflicts volume include: the foundations of New France, the origin of conflicts, alliances and enemies, the English threat, the Iroquoian wars, and the fall of New France. Framing questions assist students in historical inquiry by asking them to consider what factors influenced the Five Nations Iroquois as they shifted their alliance to the British. Additional areas of interest include the Algonquin, Cartier, Champlain, Donnacona, Huron-Wendat, Iroquois Confederacy, Mi'kmaq, Stadacona, and treaties. A useful resource for students learning about perspectives and the early history of New France. A minor point of contention is the statement that First Nations' ancestors migrated from Siberia. This information is presented as fact rather than a theory presented by anthropologists. Recommended.
A keratinocyte is a cell which constitutes the external layer of the skin (epidermis). It is essential to the body: in addition to protecting it from external aggressions, it guarantees the impermeability of the body. Keratinocytes are formed at the base of the epidermis, in the basement membrane. Before they join the stratum corneum, they go through several layers in the epidermis, which helps them synthesize keratin, a fibrous protein, as well as lipids, which make the skin impermeable. Then, their shape changes and they get longer. Once they have penetrated the stratum corneum, they transform into corneocytes, dead cells filled with keratin, and surround themselves with a ‘coat of lipids’. It takes them about a month in young individuals to renew themselves. Then, when we get fifty, we need almost 40 days. They play an essential role in protecting the skin against UV rays. When the epidermis is exposed to the sun, keratinocytes send a message to melanocytes (the cells found in the base of the epidermis), so that they activate melanin production (melanin is a natural shield against UV rays). Lastly, keratinocytes are involved in the skin’s sensoriality. They act as ‘sensorial detectors’ sensitive to smells, taste, sugars (thanks to lectins), and visible light.
God tells us that after He created the earth, He created light and there was morning and evening. All that is required for morning and evening is a source of light and a rotating earth. After God created vegetation on the earth, then we are told; God created two great lights—the greater light to govern the day and the lesser light to govern the night. He also made the stars. The focus of the steps of creation is clearly on the earth followed by the creation of the sun and the moon and then the stars. It almost reads that God wrapped the stars around the earth thereby making the earth at the centre of the universe. What has science revealed about our position in the universe? Electrons can occupy different energy levels as they spin around the nucleus of an atom. They can absorb radiation at very discrete wavelengths (energy) and move to higher energy levels. As a result of these transitions, each element can have several absorption lines in light passing through that element and the position of these lines is unique and characteristic for that particular element. For the hydrogen atom, the main absorption line is at 656 nm. So, if light is broken into its component wavelengths and there is no light at 656 nm, then we can safely assume that the light has passed through hydrogen as shown. The overall nuclear reaction that is taking place in suns is the combining of two atoms of hydrogen to form one atom of helium; this is known as nuclear fusion. So, any light coming from distant suns or galaxies will always have absorption lines of both hydrogen and helium at least. Astronomer Edwin Hubble wrote in his book published in 1937: Although the spectra of the sun and of the nebulae (galaxies) exhibit the same pattern of absorption lines, there is one remarkable difference. The lines in the nebular spectra, in general, are not in their normal positions; they are displaced towards the red end of the spectrum to positions representing wave-lengths somewhat longer than normal. The entire pattern of absorption lines, all details in a spectrum, appear to have been shifted towards the red. These displacements are commonly known as red-shifts. They are characteristic features in the spectra of all nebulae (galaxies) except a few that are in the immediate neighbourhood of our own stellar system. This pattern is shown right. By 1925 astronomers had measured wavelength shifts of 45 galaxies. Hubble and later astronomers have increased this to 250,000 galaxies and the reason for the shifts was thought to be due to the Doppler Effect which is the change in frequency of emitted sound or light by the moving of the object that is emitting the sound or light. As shown in the sketch of a girl walking her dog, and as an ambulance passes her the frequency of the sound of its siren changes from a higher pitch (shorter wavelength) to a lower pitch (longer wavelength) as shown by the lines in the sketch. In 1924 Edwin Hubble began to use the 100-inch reflector telescope at the Mount Wilson observatory (USA) and after measuring the red shifts of many galaxies, he noticed a pattern emerging, the more distant galaxies had the greatest red shifts, that is, they were moving faster. In 1929 he published his results in which he stated his now famous Hubble’s Law which says that some cosmic phenomenon causes redshifts to tend to increase in proportion to distance from the earth. In his 1937 book, Hubble showed that he was horrified at the implication that the Earth could be in a special place since all but the closet galaxies are moving away from us. He wrote: Such a condition [red shifts] would imply that we occupy a unique position in the universe … But the unwelcome supposition of a favoured location must be avoided at all costs … [and] is intolerable … moreover, it represents a discrepancy with the theory because the theory postulates homogeneity. Cosmologist George Francis Rayner Ellis also stated in 1995: People need to be aware that there is a range of models that could explain the observations. … For instance, I can construct you a spherically symmetrical universe with earth at its center, and you cannot disprove it based on observations. … You can only exclude it on philosophical grounds. In my view there is absolutely nothing wrong in that. What I want to bring into the open is the fact that we are using philosophical criteria [beliefs] in choosing our models. A lot of cosmology tries to hide that. The big dilemma for atheists is that they cannot tolerate the idea that the earth has a very special place in the universe because it is powerful evidence for creation. They are even prepared to pervert science to conceal this fact. What is moving, the galaxies or the space that contain them? In the illustrations given below, both the motorboat and the surfboard rider are moving. In the case of the boat, it is the boat which is moving across the water. However, the surfboard rider is being taken along by the sea. Most astronomers are of the opinion that it is space that is expanding and taking the galaxies with it like the surfboard rider. This expansion is in agreement with the Bible, which tells us repeatedly that God stretched out the heavens; Job 9:8; Psalm 104:2; Isaiah 40:22, 42:5, 44:24, 45:12, 48:13, 51:13; Jeremiah 10:12, 51:15; Zechariah 12:1. Some Bible believing scientists are of the view, that God did all of the stretching on day four of the creation week. This basically means that the sky Adam looked at is essentially the same as we see. More revelations supporting a universe centred earth In the early 1970s William Tifft using the Steward Observatory in Tucson Arizona, noticed these redshifts were in groups with spacings of 0.024%. The spacings are about 72 km/s when it is expressed in terms of Doppler shift and after more studies, he published his results. The same pattern was confirmed when the radio wave region of the electromagnetic spectrum was examined rather than the visible light and in a publication in 1984 he stated; There is now very firm evidence that the redshift of galaxies is quantized with a primary interval of near 72 km/s. In 1997 an independent study of 250 galaxy redshifts by William Napier and Bruce Guthrie confirmed Tifft’s basic observations they stated: — the redshift distribution has been found to be strongly quantized in the galactocentric frame of reference. The phenomenon is easily seen by eye and apparently cannot be ascribed to statistical artefacts, selection procedures or flawed reduction techniques. Two galactocentric periodicities have so far been detected, ~ 71.5 km s-1 in the Virgo cluster, and ~ 37.5 km s-1 for all other spiral galaxies within ~ 2600 km s-1 [roughly 100 million light years]. The formal confidence levels associated with these results are extremely high. Measurements using the Hubble Telescope show similar clustering out to distances of billions of light years. The notion of quantised redshifts of galaxies with our galaxy as the point of reference is shown pictorially below as our galaxy being surrounded by consecutive layers of galactic shells. That is, the whole cosmos wraps around us. These findings have been in scientific journals now for about 45 years where they have been open to peer review, but the fact that our galaxy (The Milky Way) is at the centre of the universe and all of the other galaxies form shells around it, still stands. On October 27, 2003, astronomers from the Sloan Digital Sky Survey (SDSS) announced the result of the largest astronomical survey ever undertaken, with more than 200 astronomers at 13 institutions around the world. The SDSS used among other sensitive instruments, a very sensitive digital camera that can take pictures of the night sky in various colours to determine the position and brightness on millions of celestial objects in one quarter of the entire sky. In the SDSS map, each point shows the position of a galaxy with respect to Earth (Milky way) at the apex. Their distances were determined from their spectra to create a 2 billion light-year-deep 3D map where each galaxy is shown as a single point. The picture clearly shows the whole universe wrapped around us. The conclusion that our galaxy (containing our earth) is at, or close to, the centre of the universe has been arrived at by observations, measurements and calculations. There are no ‘flights of fantasy’ here like the notion of multi-universes or even an infinite number of universes or unobservable and undetectable ‘fudge factors’ like dark matter and dark energy. This is powerful evidence for creation by a Supernatural Being and consistent with that Being, being the God of the Bible. Acknowledgement: A lot of this information has come from Creation Ministries International, found at creation.com. Edwin Hubble, The Observational Approach to Cosmology, Oxford University Press, 1937 E. Hubble, A Relation between distance and radial velocity among extra galactic nebulae, Proc. Nat. Acad. Sci. USA, 15:18-173, 1929. Hubble, E.P., The Observational Approach to Cosmology The Clarendon Press, Oxford, UK, pp. 50–59, 1937. Gibbs, W. Wayt, 1995. Profile: George F.R. Ellis; Thinking Globally, Acting Universally. Scientific American 273(4):28, 29. W. G. Tifft, Astrophysical J., 1976, 206:38-56. - G.Tifft and W. J. Cooke, Global Redshifts quantization, Astrophysical J., 1984, 287:492-502. - J. Cooke, W. G. Tifft, Statistical procedure and the significance of periodicities in double galaxy redshifts, Astrophysical J. 1991, 368(2), 383-389. W. M. Napier, and B. N. G. Guthrie, Quantized redshifts: a status report, J. Astrophysics and Astronomy 1997, 18(4):455–463. Cohen et al, Redshift clustering in the Hubble deep field, Astrophysics and Astronomy, 1996, 471:L5-L9. Dr John Hartnett, Journal of Creation 24(2):105–107 August 2010.
The prefix uni- which means “one” is an important prefix in the English language. Let’s see how this prefix works with more than just “one” example! A unicorn, for instance, is a mythological horse that had “one” horn sprouting from its forehead. The universe is etymologically all of perceptible creation turned into “one” entirety. A university is a place that has been turned into “one” area of learning for both undergraduate and graduate degrees. Imagine going to a circus. You might see performers doing stunts on unicycles, or bicycles with just “one” wheel instead of two. These performers would probably be in uniforms, so that they all appear to make “one” outward shape. They might also perform in a unified fashion, all doing the same moves at the same time. They might even sing in unison, all in “one” sound! A union of two people in marriage makes them “one” couple. Speaking of political unions, the states of the United States all form “one” nation. The motto of the United States is, appropriately, e pluribus unum, or “one” nation formed from many peoples. The Latin number unus, “one,” gave rise to many similar sounding number “ones” in the Romance languages. French has both un and une, Spanish has uno, and Italian likewise has uno, to name a few. The last two numbers remind us of the card game Uno, where each player tries to get down to “one” card before calling out “Uno!” I hope that this unique list of words which explain the “one” prefix uni- is helpful in your various subjects’ units in school! - unicorn: horse with ‘one’ horn - Universe: creation turned into ‘one’ totality - university: ‘one’ area of academic learning for graduate and undergraduate degrees - unicycle: bicycle with ‘one’ wheel instead of two - uniform: clothes which give ‘one’ shape - unified: made as ‘one’ - unison: making ‘one’ sound - union: a making of ‘one’ from different parts - United States: states made into ‘one’ nation - e pluribus unum: ‘one’ from many - unique: pertaining to something of which there is only ‘one’ example - unit: ‘one’ of a whole range of things
Mathematics in Optics! It may not be surprising to hear, as in most subject areas, that there is a substantial amount of mathematics in Optics. Luckily for most of us (or unluckily if you like maths) this maths is ‘hidden’ by using rule of thumb systems, data tables or computer software that does all the work for us. This is also largely true of Optics, though there are some purists out there who prefer the aid of mathematical equations in deriving specific results. I am naturally one of those purists, proud of it too. However, there are some equations that are routinely used in practice, both by Dispensing Opticians, and Optometrists. Firstly let us consider something fundamental, the power of a correcting lens. In times of old, lenses were given in terms of their focal lengths – the point at which parallel light comes to a focus behind the lens. This was not an ideal system. You may have noticed that when we test eyes, sometimes we need to use a combination of lenses. In the focal length system, if we wanted to add a one metre lens to a two metre lens, the resultant lens is a 66.67cm lens. How does that work? The total lens power in focal lengths for thin lenses (I think we should avoid thick lens theory at this stage) is: ftotal = (1/f1 + 1/f2)-1 But there is a better way! The French Ophthalmologist Ferdinand Monoyer pioneered the use of the dioptre to measure spectacle lenses in 1872. The dioptre is the reciprocal of the focal length (F = 1/f) meaning that if we wanted to add a one dioptre lens to a three dioptre lens, the resultant power is four dioptres. Although Maths is fun (citation needed), this additive method is clearly simpler than the more error prone method of focal lengths. There are also expressions used to calculate the expected lens thickness. They are very accurate and I use them a lot. If we perturb some parameters, we can see how the overall result changes. Doing so indicates some expected relations, like an increase in the prescription relates to an increase in lens thickness. Frame dimensions make a big difference too as well as physiology, with patients with a larger distance between their eyes (up to a point) having a more favourable case to keep the thickness down. A number of equations relate to the effective power of a spectacle lens. This means that although a lens has a specific power, the power that reaches the eye is not necessarily the same. Some of the factors that contribute to this include the angle of the lens before the eye and the distance between the back surface of the lens and the eye. Let us look at this last case; FEff = F/(1-dF) Wear FEff is the effective power of the lens, F is the measured power of the lens and d is the distance in metres between the back surface of the lens and the eye. It can be observed that in small powers, or for small values d that there is barely a change to the effective power. The case where d = 0 very accurately describes the case of contact lenses. Interestingly, the equation correctly predicts that if one holds a positive powered lens far enough away, it behaves like a negative powered lens. The image through the lens is also reversed. To see this, let us imagine a lens of power +2.00 held a metre away. In this case +2.00/(1-1*2.00) = -2.00. Luckily we don’t routinely fit our spectacle lenses a metre away... That’s all I have time for today, there are many more equations we could have looked at, some would be a lot more unkind to inflict you with!
When we write number words in numerals we look at the hundreds, tens and ones. Let's look at three hundred and forty-five. This is three hundred, forty and five. 345 = 300 + 40 + 5 Or three hundreds, four tens and five ones. In a three-digit number, the digits go in columns like this: Three hundred and forty-five is written as 345.
The subject of discussion: Robotic Vision/Robot Vision and its features Robot Vision \| Robot Vision System What do you mean by Robot Vision? \| Robot Vision System Definition The method of processing, characterizing, and decoding data from photographs leads to vision-based robot arm guidance, dynamic inspection, and enhanced identification and component position capability, called Robot Vision or Robotic Vision. The robot is programmed through an algorithm, and a camera, either fixed on the robot or in a fixed location, captures picture of each workpiece with which it can communicate. The function of robotic vision was created in the 1980s and 1990s. Engineers devised a method for teaching a robot to see. The piece is rejected if it does not complement the formula, and the robot can not deal with it. This are most commonly applied in material handling and selection applications in packing industry , pick and placing, deburring, grinding, and other industrial process. Vision Guided Robotic Systems \| Vision and Robotics Robotic vision is one of the most recent advancements in robotics and automation. In essence, robotic vision is a sophisticated technology that aids a robot, usually, an autonomous robot, in better-recognizing items, navigating, finding objects, inspecting, and handling parts or pieces before performing an application. Vision Algorithms for Mobile Robotics Robotic vision typically employs various sophisticated algorithms, tuning, and temperature sensing sensors, many of which have differing degrees of sophistication and implementation. Robotic perception is continually evolving and progressing in smoother ways, just as technology increasingly advances in complexity. This cutting-edge but simplistic technology will reduce operating costs and provide a simple solution for all forms of automation and robotic needs. When equipped with robotic vision technology, robots working side by side will not collide. Human employees would be safer as well, so the robots will be able to “sense” any workers that are in the way. The robotic vision mechanism consists of two basic steps: Scanning or “reading” is done by the robot using its vision technology. This basically scans 2D objects such as lines and barcodes and 3D and X-ray imaging for inspection purposes. The robot “thinks about” the entity or image after it has been detected. This processing includes identification of image’s edge, detects the existence of an interruption, pixel counting, manipulation of objects as per requirements, pattern recognition, and processing it as per its program. Architecture of Robotic Vision System Every Robotic Vision System works under the following six-step architecture: - Sensing – Process that yields a visual image. - Pre-processing – Noise reduction, enhancement of details. - Segmentation – Partitioning of an image into an object of interest. - Description – Computation of features to differentiate objects. - Recognition – Process to identify objects. - Interpretation – Assigning meaning to a group of objects. Robotic Vision System Block Diagram Robot Vision Applications Robots are static and limited to executing pre-determined pathways in highly regulated settings without a vision system. A robotic vision system’s fundamental goal is to allow for slight variations from pre-programmed paths while keeping output going. Robots may account for variables in their work environment if they have a sound vision system. Parts don’t have to be shown in the same order. And when conducting in-process inspection operations, the robot may ensure it is performing the mission correctly. When industrial robots are fitted with sophisticated vision systems, they become even more dynamic. The primary motivation towards application of robotic vision systems is flexibility. Robots with robotic vision can perform a variety of activities, including: - Taking measurements - Scanners and reading barcodes - Inspection of engine parts - Inspection of the packaging - Assessment of the consistency of the wood - Examination of the surface - Orientation of modules and parts is directed and verified - Defect Inspection Computer Vision in Robotics and Industrial Applications Computer vision is an interdisciplinary research discipline that studies how computers can interpret artificial images or videos at a high level. From an engineering standpoint, it aims to comprehend and simplify functions that the human visual system can. Methods for collecting, encoding, interpreting, and interpreting visual images and the retrieval of high-dimensional data from the physical world to obtain numerical or symbolic knowledge, such as in the form of decisions, are both examples of computer vision tasks. In this case, understanding refers to converting visual representations (retinal input) into world descriptions that make sense to thought processes and evoke effective action. The untying of symbolic knowledge from image data utilizing specific multi domain models built with the help of geometry, physics, statistics, and learning theory known as image comprehension. The philosophy behind artificial systems that derive knowledge from images is the subject of computer vision, a scientific discipline. Video loops, different camera views, multi-dimensional data from a 3D printer, or medical scanning data are also examples of image data and computer vision is a field of science that aims to apply its ideas and models to the development of it. Application of Computer Vision in Robotics Industrial machine vision devices, for example, that inspect bottles speeding past on a manufacturing line, to artificial intelligence research and machines or robotics that can comprehend the world around them are examples of applications. Computer vision is a broad term that refers to the fundamental technology of digital image processing, which is used in various applications. Computer vision devices may be used for a variety of purposes, including: - Automatic inspection in manufacturing applications - Using a species recognition device to assist humans with identification activities - Controlling processes with the precision of an automotive robot - Detecting activities to conduct video monitoring or count the number of participants - Interaction between computers and humans - Medical image processing or topographical modelling - Navigation of a self-driving car or a mobile robot - Organizing files, such as indexing image and image sequence databases Robotic Vision vs Computer Vision Robot Vision or Robotic Vision is closely linked to Machine Vision. They have a lot in common when it comes to Computer Vision. Computer Vision might be considered their “father” if we talked about a family tree. However, to comprehend where they all blend into the universe, we must first add the “grandparent” – Signal Processing. Signal processing entails cleaning up electronic signals, extracting information, preparing them for display, or converting it. Something, in any sense, maybe a warning. Images are essentially a two-dimensional (or more) signal. Robot Vision in Digital Image Processing While Computer Vision and Image Processing are cousins, their goals are very different. Image conversion methods are mainly used to increase the accuracy of an image, transform it to a different format (such as a histogram), or modify it in some other way in preparation for further processing. On the other hand, computer vision is more concerned with removing detail from images to make sense. So far, it has been so straightforward. When we add Pattern Recognition, or more broadly, Machine Learning, things tend to get a bit more complicated to the family tree. This family division is focused on identifying trends in data, which is critical for many of Robot Vision’s more advanced functions. As a result, Machine Learning, like Signal Processing, is another parent in Computer Vision. All improve as we get to Machine Vision. This is because Machine Vision is more concerned with basic implementations than with techniques. Machine vision is the use of vision in the manufacturing industry for automated monitoring, process controlling, and robotic guidance purpose. Machine Vision is an engineering domain, while the rest of the “family” are science domains. Finally, we come to Robotic Vision or Robot Vision, which combines all of the previous words’ strategies and Robot vision and Machine Vision are also used interchangeably as per requirements. Furthermore, Robot Vision is not solely a technical area. It is a discipline with its own collection of study areas. Unlike pure Computer Vision science, Robot Vision methods and algorithms must integrate elements of robotics, such as kinematics, reference frame calibration, and the robot’s capacity to influence the environment physically. What is Machine Vision in Robotics? Machine Vision system in Robotics Machine vision (MV) refers to the technologies and techniques that are used in manufacturing to provide imaging-based automated inspection and interpretation for applications ( i.e., automatic inspecting, process controlling, and robotic guidance etc. ) and this encompasses with wide range of technology, starts from software and hardware, interconnected processes, behaviour, practises, and experience. To escape annoyance, dissatisfaction, and heartbreak for the user and unpleasant surprises for the application developer, each one must be carefully considered. The four primary stages are: - Image Acquisition - Information extraction from the image - Information Analysis - Result communication As a branch of systems engineering, machine vision is separate from machine vision, which is a branch of computer science. It tries to combine existing innovations in novel ways to adapt them to real-world problems. The concept is most commonly used for these functions in industrial automations, protection and safety purpose and self driven car to vehicle guidance applications. What are the four basic types of Machine Vision System? To satisfy the demands of your individual vision applications, you must choose the correct vision system. The basic machinne vision system are - 1D Vision System - 2D Vision System - Line Scan or Area Scan system - 3D Vision System 1D Vision Systems Instead of staring at the whole image at once, 1D vision analyses a digital signal one line at a time, such as comparing the variance between the most current set of ten obtained lines and an older group. This method is widely used to identify and classify defects in continuous-process materials.( i.e., paper, clothing, metals, plastics, sheet or roll products) 2D Vision Systems \| 2D Robot Vision Area scans, which include taking 2D snapshots in different resolutions, are performed by the majority of inspection cameras. Line scan is a form of 2D machine vision that creates a 2D image line by line. Line Scan or Area Scans Line scan systems have distinct benefits over field scan systems in many applications. Inspecting circular or cylindrical sections, for example, can necessitate the use of multiple area scan cameras to cover the entire component surface and revolving the portion in front of a single line scancamera, on the other hand, unwraps the image and catches the whole surface. Where the camera would peer through rollers on a conveyor to see the bottom of a section, line scan systems fit more conveniently into narrow spaces; in general, line scan cameras have a significantly higher resolution than conventional cameras. Since line scan systems rely on moving parts to create a picture, they’re ideal for constantly moving goods. 3D Vision Systems \| 3D Robot Vision Systems Many cameras or one or more laser displacement sensors are commonly used in 3D computer vision systems. In robotic guidance systems, multi-camera 3D vision offers aspect orientation knowledge to the robot. Multiple cameras are installed at various positions, and “triangulation” on an objective point in 3-D space is used in these systems. Types of Vision Sensors used in Robotics Robotic Vision sensor applications are multi-component devices with a lot of moving parts. There are constant advancements in this area. Smart cameras, with its frequent application in vehicle recognition systems, will be the most common vision sensors for many. On the other hand, vision sensors are commonly used in industry to track operations and ensure product safety. There are two kinds of robotic vision sensors, each of which can be modified for various purposes: - Orthographic projection-type: The rectangular field of view of orthographic projection-type robotic vision sensors is the most common. They’re ideal for infrared sensors with short-range or laser range finders. - Perspective projection-type: The field of view of robotic vision sensors that use perspective projection has a trapezoidal shape. They’re ideal for sensors that are used in cameras. Robotic Arm Computer Vision Universal Robot Vision System Stereo Vision Robot Welding Robot Vision System Vision based Mobile Robot Navigation The Computerized vision algorithms and vision sensors, such as laser based range-finder and photo-metric cameras ( with silicon based multi-channel array detector of UV, visible and near-infra light popularly known as CCD array), are utilized in vision based navigation or optical navigation system to extract the visual features necessary for localization purposes. However, there are a variety of vision based navigation and localization techniques available, with the critical components of each technique being: - Representation of the environment. - Sensing model. - Localization algorithm. The vision based navigation has been categorized into two types: - Indoor Navigation. - Outdoor Navigation.
Water Quality: Information, Importance and Testing Water quality refers to the suitability of water for different uses according to its physical, chemical, biological, and organoleptic (taste-related) properties. It is especially important to understand and measure water quality as it directly impacts human consumption and health, industrial and domestic use, and the natural environment. Regulations such as the EU Drinking Water Directive and regulatory agencies such as the US Environmental Protection Agency (EPA) set standards for enforcement of water quality, with local governments around the world usually acting as the front-line enforcers. Water quality is measured using laboratory techniques or home kits. Laboratory testing measures multiple parameters and provides the most accurate results but takes the longest time. Home test kits, including test strips, provide rapid results but are less accurate. Water suppliers including municipalities and bottled water companies often make their water quality reports publicly available on their websites. The tested water quality parameters must meet standards set by their local governments which are often influenced by international standards set by industry or water quality organizations such as the World Health Organization (WHO). Water quality is “a measure of the suitability of water for a particular use based on selected physical, chemical, and biological characteristics” according to the United States Geological Survey (USGS). Therefore, it is a measure of water conditions relative to the need or purpose of humans or even the requirements of various land or aquatic animal species. Three types of parameters of water quality are measured. These include physical, chemical, and biological/microbiological parameters. Physical parameters of water quality are those that are determined by the senses of sight, smell, taste, and touch. These physical parameters include temperature, color, taste and odor, turbidity, and content of dissolved solids. Chemical parameters of water quality are measures of those characteristics which reflect the environment with which water has contact. These chemical parameters can measure pH, hardness, amount of dissolved oxygen, biochemical oxygen demand (BOD), chemical oxygen demand (COD), and levels of chloride, chlorine residual, sulfate, nitrogen, fluoride, iron and manganese, copper and zinc, toxic organic and inorganic substances, as well as radioactive substances. Biological parameters of water quality are those measurements that reflect the number of bacteria, algae, viruses, and protozoa that are present in water. Water quality is influenced by anthropogenic activities and natural factors. These are some of the factors which affect water quality. Erosion and Sedimentation Water quality is tested in a laboratory or at home based on the local conditions and needs. Laboratory evaluation of water quality is based on instrumental and chemical analysis of collected field water samples. Laboratories are able to measure multiple physical, chemical, and biological parameters of these samples and provide highly accurate results. Unfortunately, laboratory tests for water quality are costly and require time. At-home water quality testing methods, such as strips, color disks, and digital instruments, are used to rapidly check for the presence and/or concentration of common water contaminants. These at-home tests can be used as screening tools to determine whether further laboratory analysis of water quality is warranted. They are used in commercial or industrial settings for initial screening tools. This is a picture of typical water test strips, in this case, used for testing aquarium water quality. What Are the Categories of Water Quality? The categories of water quality based on its different uses are as follows. Water Quality for Human Consumption Water Quality for Industrial and Domestic Use Environmental Water Quality 1. Water Quality for Human Consumption Water quality for human consumption covers safe drinking and cooking water which are both vital for maintaining human health and form part of public health policy. Access to high-quality water fit for human consumption, known as “potable water”, is a fundamental human right and a necessity for healthy life and development for individuals and societies. This right was enshrined in international law by UN Resolution 64/292 in July of 2010. Throughout the world, not all people have access to high-quality water. According to WHO statistics, approximately 785 million people lack basic drinking-water service and over 2 billion consume potable water that is contaminated with feces. This is often linked with the transmission of diseases such as cholera, diarrhea, dysentery, hepatitis A, typhoid, and polio. The WHO estimates that 829,000 people, out of which 297,000 are children under the age of 5 years, die annually due to diarrheal disease resulting from consumption of unsafe water. This map of death rates from diarrhea-related illnesses by country comes from the public Our World in Data project. 2. Water Quality for Industrial and Domestic Use In industrial settings, a specific type of water called “process water” is used. Process water refers to water that is used in industry, manufacturing processes, power generation, and similar applications. Water quality standards for process water are meant to prevent damage to industrial machinery and to prevent the contamination of industrially processed products. Process water quality standards for different industries and plants vary enormously. In the United States some, but not all, process water parameters for industrial use can be found in the Report of the Committee on Water Quality Criteria, the "Green Book" (FWPCA, 1968) and Water Quality Criteria 1972, the "Blue Book" (NAS/NAE, 1973). Furthermore, according to the US Environmental Protection Agency (EPA) in the case of non-existent standards for a given industry, which is often the case, criteria developed for human consumption can be substituted to protect these uses. To highlight the complexity of industrial use of water quality standards, WHO international parameters for water used in the pharmaceutical industry can be taken as an example. Process water for the pharmaceutical industry is subject to water quality regulations relating to its storage, distribution, sanitization, bioburden control, as well as its distribution system monitoring, maintenance, and inspection. Water used for non-drinking domestic purposes covers uses like water for sanitation and hygiene which are critical aspects of public health. Although one would imagine that an organization such as the EPA would have separate standards for the quality of non-drinking domestic water, the regulation for domestic use water appears to be the same as those of potable water. This is a diagram of various water treatment processes and related industrial uses according to the Water Quality Criteria 1972 report. 3. Environmental Water Quality Environmental water quality is highly important for the well-being of flora and fauna in oceans, rivers, lakes, swamps, and wetlands. It impacts people and higher-order species which depend on these ecosystems for food and transfer of nutrients. As such, governmental organizations have regulated different subcategories of environmental water quality. The US EPA regulates environmental water quality parameters for the protection and propagation of fish and shellfish populations, waterfowl, shorebirds, and other water-oriented wildlife. Environmental water quality parameters are regulated for the protection and preservation of coral reefs, marinas, groundwater, and aquifers. Poor environmental water quality related to contamination by chemicals or microorganisms from farms, towns, and factories is an ever-growing issue. According to United Nation statistics, more than 80 percent of the world’s wastewater flows back into the environment without being treated. This degree of contamination poses risks to humans and aquatic wildlife alike. Particularly notable examples of environmental water quality degradation as a result of chemical contamination have occurred in Japan during the 20th century. These include Itai-Itai and Minamata diseases, which were the result of industrial contamination by cadmium and methyl mercury of important water sources used for irrigation, drinking water, washing, and fishing by downstream populations. This video from Hank Green of SciShow tells the story of Minamata disease in the 1950s. What Is the Importance of Water Quality? Water quality’s importance is the manner in which it assures that end-users will remain healthy and well-functioning if proper standards are maintained. The end users may be people drinking healthily, industries operating without impediments caused by off-spec water, or natural environments thriving thanks to lack of pollution. Each user has a concentration threshold for the different contaminants, beyond which poorer quality water will have adverse effects. Water Quality Effects on Human Health: Poor quality of potable, domestic use, or even recreational water due to contamination can lead to human illness. Drinking water contaminated with microbial organisms contributes heavily to the global burden of disease in the form of diarrhea, cholera, dysentery, hepatitis A, typhoid, and polio. According to the WHO, cholera affects 1.4 to 4 million people and accounts for 21,000 to 143,000 deaths globally every year. This map from the WHO shows countries where cholera was reported from 2010 to 2015. Contamination of water sources by chemicals such as solvents, heavy metals, and pesticides poses human risk. Chronic exposure to heavy metals such as arsenic, chromium, lead, mercury, and cadmium can increase the risk of cancers of the blood, lung, liver, urinary bladder, and kidney. Water Quality Effects on the Environment: Contamination of water has negative effects on the environment and on the flora and fauna that depend on it. Oil spills, radioactive leaks, garbage, chemical leaks, and many other forms of contamination can kill, injure, or disrupt the biological processes of plants and animals. This video from the US National Oceanic and Atmospheric Administration (NOAA) reviews the impact of the infamous Deepwater Horizon oil spill in 2010 and the subsequent decade of efforts to clean it up. One of the most significant problems is eutrophication. Eutrophication occurs when the environment becomes enriched with nutrients such as nitrates and phosphates. A significant source of eutrophic nutrients is fertilizers from agricultural pollution. The excessive nutrients cause harmful algal blooms which consume massive amounts of oxygen and produce hypoxic dead zones and massive fish kills. The US National Oceanic and Atmospheric Administration (NOAA) reports that up to 65 percent of estuaries and coastal waters in the United States are affected by mild to moderate degrees of eutrophication, with prominent examples being the dead zones of the northern Gulf of Mexico and Laurentian Great Lakes. Water Quality Effects on Industry: Almost all industrial manufacturing processes require significant amounts of water. Different industries require specific qualities of water in order to manufacture precise and sensitive products. As an example, the manufacturing of semiconductors and chips for use in computers and medical electronics requires deionized, ultrapure water that is devoid of minerals, dissolved gasses, and solid particles. As such, the use of possibly polluted water that contains heavy metals or other contaminants in this manufacturing process could lead to the production of imprecise and faulty end products. Similarly, according to the SUEZ Water Technologies Handbook, water that is used for cooling of processes or equipment must be devoid of chemical, mineral, and microbiological contaminants as high temperatures can affect their behavior and result in the tendency of a system to corrode, scale, or support microbiological growth. Similar water quality requirements can be found in pharmaceutical, oil, gas, and other industries. What Are the Factors and Indicators That Affect Water Quality? These are factors that affect water quality. Atmospheric pollution:Environmental air pollution with gasses such as carbon dioxide, sulfur dioxide, and nitrogen oxides mix with water particles in the air to produce polluted rain, sometimes referred to as acid rain. Acid rain then pollutes water systems. Runoff: Runoff refers to the flow of excess water across the surface of the land and into waterways. As the water flows, it can pick up agricultural and industrial pollutants such as litter, petroleum, chemicals, fertilizers, and other toxic substances which then contaminate water. Erosion and Sedimentation: Soil erosion increases the amount of sediment which enters the water. This can contribute to the degradation of water quality because toxic chemicals or naturally occurring but unhealthy elements can become attached or adsorbed to sediment particles and then be transported to bodies of water. This video from the University of Notre Dame’s Environmental Change Initiative describes how fertilizer runoff pollutes environmental and drinking water, and some possible solutions to the problem. Turbidity:Turbidity refers to the cloudiness of water and is a measure of the ability of light to pass through it. Turbidity is caused by different suspended materials in water such as organic material, clay, silt, and other particulate matter. High turbidity is aesthetically unappealing and increases the cost of water treatment. Particulate matter provides hiding places for harmful microorganisms, shields them from disinfection processes, and absorbs heavy metals and other harmful chemicals. Temperature: Temperature has indirect influences on water quality. It influences the palatability, viscosity, solubility, and odor of water. It affects the disinfection and chlorination processes, biological oxygen demand (BOD), and the way heavy metals behave in water. Color: Color reflects the concentration of vegetation and inorganic matter in water. Although it has no direct influence on the safety of water, it makes water aesthetically unappealing. Taste and Odor: Taste and odor affect the aesthetic qualities of water. They are determined by the presence of natural, domestic, or agricultural foreign matter in water.Total Solids (TS): In water two types of solids are present, Total Dissolved Solids (TDS) and Total Suspended Solids (TSS). Solids represent the amount of minerals (good or bad) and contamination present in water. When harmful solids are present, it affects the quality of water by affecting turbidity, temperature, color, taste, odor, electrical conductivity, and dissolved oxygen content. Electrical conductivity (EC):Electrical conductivity indirectly measures the ionic concentration of water by measuring its ability to carry or conduct an electrical current. Higher conductivity means more solids are present in the water. pH: pH measures how acidic or basic water is. Excessively high or low (<4 or >11) pH is detrimental for the use of water as it alters the taste, effectiveness of its chlorine disinfection process, and increases the solubility of heavy metals in water making them more toxic. Hardness: Hardness is a property of mineralized water, and it measures the concentrations of certain dissolved minerals, particularly calcium and magnesium. Hard water can cause mineral buildup in hot water pipes and cause difficulty in producing lather with soap. Very hard water (>500 mg/L of CaCO3) can even have laxative properties. Dissolved oxygen (DO): Dissolved oxygen is an indirect measure of water pollution in streams, rivers, and lakes. The lower the concentration of dissolved oxygen, the worse the water quality. Water with very little or no oxygen tastes bad to most users. Biochemical oxygen demand (BOD): Biochemical oxygen demand indirectly measures the degree of microbial contamination, and is primarily used as a measurement of the power of sewage water. As microorganisms metabolize organic substances for food, they consume dissolved oxygen (DO) in water. As such, BOD is an indirect indicator of organic material in water. Chemical oxygen demand (COD): Chemical oxygen demand measures the oxygen necessary to oxidize all biodegradable and non-biodegradable substances in the water. Toxic inorganic substances: Toxic inorganic substances measure the concentrations of metallic and nonmetallic compounds such as arsenic, silver, mercury, lead, cadmium, nitrates, and cyanide. The parameters regarding toxic inorganic substances are essential for assessing the quality of water, as their presence, sometimes even in trace amounts, poses a danger to public health. Toxic organic substances: Toxic organic substances refer to compounds such as insecticides, pesticides, solvents, detergents, and disinfectants that degrade water quality and pose a danger to human health. Radioactive substances: Radioactive substances decay to emit beta, alpha, and gamma radiation, which has numerous detrimental effects on human health. Radiation primarily affects hematopoietic, gastrointestinal, reproductive, and nervous systems; and is highly carcinogenic. Water quality parameters therefore commonly monitor the concentrations of alpha particles, beta particles, radium, and uranium. Bio-indicators: Biological parameters of water quality analyze the presence or absence of various bacteria, algae, viruses, and protozoa.
Exploring sustainability in the early years ‘Our children have a right to a sustainable future. They will be the policymakers and leaders of the future, so what we teach them now about the environment will directly influence the long-term health of the planet’ (United Nations Educational, Scientific and Cultural Organisation, 2005) ‘Education and care settings are places where children learn about self, others and the world, including environmental responsibility. Services playing a role in helping children develop an understanding and respect for the natural environment and the interdependence between people, plants, animals and the land’ (Early Years Learning Framework, p.13) ‘Children develop positive attitudes and values by engaging in sustainable practices, watching adults around them model sustainable practices, and working together with educators to show care and appreciation for the natural environment’ (Hughes, 2007) Early childhood educators have a responsibility to make education for sustainable development a part of everyday professional practice – not merely a separate subject or theme to be considered for a given time. This workshop will explore the following themes: - Why sustainability matters - What are the key principles of education for sustainability and how does this look in early years practice? - What is your environmental footprint and how does this influence sustainable practices in your working environment? This workshop will leave you with: - a deeper understanding of the strong links between engaging children in the natural world and sustainability education. - strategies for embedding sustainable practices into your setting Facilitator: Scott Gibson The National Quality Standard: QA 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events in their world. QA 3.2.3 The service cares for the environment and supports children to become environmentally responsible.
Tolkien designed his own taxonomic system for dragons, based on two factors: Means of locomotion - Some dragons (Scatha) had no legs, or front legs alone, and crawled like snakes. - Others (Glaurung) walked on four legs, like a Komodo dragon or some other lizard. - A third type (Ancalagon, Smaug) could both walk on four legs and fly using wings. Winged-dragons only first appeared during the War of Wrath, the battle that ended the First Age, so all dragons introduced before the end of the First Age couldn't fly (such as Glaurung), although breeds of wingless dragons did survive into later ages. - The Urulóki (singular Urulokë, Fire-drakes) could breathe fire. It is not entirely clear whether the term "Uruloki" referred only to the first dragons such as Glaurung that could breathe fire but were wingless, or to any dragon that could breathe fire, and thus include Smaug. - The Cold-drakes could not. All of Tolkien's dragons also shared a love of treasure (especially gold), subtle intelligence, immense cunning, great physical strength, and a hypnotic power called "dragon-spell". The best way to talk to a dragon under the circumstances of this spell (when it was questioning you) was to not directly give it the information it wanted, as this would compromise you and your friends, but not to flat out deny it an answer, because this would anger it to violence. Therefore, the best way to talk to the dragon is to be vague and speak in riddles- apparently dragons find it hard to resist wasting time with riddles. Dragon-fire (of the Urulóki) was hot enough to melt Rings of Power: Four of the Seven Rings of the Dwarves were consumed by Dragon-fire, although it was not powerful enough to destroy the One Ring itself. - Glaurung — Father of Dragons, slain by Túrin Turambar. First of the Uruloki, the Fire-drakes of Angband. He had four legs and could breathe fire, but didn't have wings. - Ancalagon the Black — first and mightiest of the Winged-dragons, slain by Eärendil in the War of Wrath. - Scatha — Slain by Fram of the Éothéod. Apparently a cold-drake. Described as a "long-worm", although this imparticular term seems to be more of an expression rather than a separate taxonomic group. - Smaug — the last great dragon of Middle-earth, slain by Bard of Esgaroth. A winged Urulokë. Other dragons were present at the Fall of Gondolin. In the late Third Age the dragons bred in the Northern Waste and Withered Heath north of the Ered Mithrin. Dáin I of Durin's folk was killed by a cold-drake. Dragons swallowed four of the Seven Dwarf-rings. \|Glaurung · Ancalagon · Scatha · Smaug\|
Speed is defined as the rate at which an object or someone moves fast. Watts is the SI unit of power. It is equivalent to one joule per second. It is the rate of consumption of energy in an electric circuit where the potential difference is one volt and the current one ampere. This section of this page shows you the speed to watts conversion formula to convert values from speed to watts. This formula just needs basic arithmetic operations to determine the results. Also, given here the related calculator which is designed based on the speed to watts conversion formula to make your calculations easier.
Emotion in Romantic Modern Literature Emotion in Romantic Modern Literature The poetry of the early modern period into the age of enlightenment forged the way for romantic literature. William Shakespeare’s sonnets of the 17th century as well as William Blake’s and William Wordsworth’s poetry of 18th century follow the romantic formula of expressing emotion through the delightful language, rhythm, and meter of the written word. An emotional tie that these three writers of romanticism have is the idea of memories, and the wistful, happy, and sometimes sorrowful connections people have to the past. Emotion and Memories The idea of memories holding emotional power has been told in literature for generations. Literary masterpieces share common threads that relate the human experience in ways that engage the reader while broadening their perceptions of the concepts written about. Wistful memories are something that every person considers. These memories may be about the joys of childhood, the regrets of past mistakes, or the hope of a person’s memory living on after he or she is gone. Memories stir powerful emotions, and great literature is a way to relive the times of the past while connecting the romanticism of the present. Romantic literature does not necessarily follow the modern idea of romance. Modern “romantics” consider the idea of hearts and flowers with poetry about love as romanticism. The Romanticism movement in literature of the 17th and 18th century was a shift in writing from an imitation of life to a reflection on the self. The imagination, individual, and focus on feelings and intuitions were more evident in romantic writing (Brooklyn College English Department, 2009). Looking at nature and creativity were also facets of this form of literature. The focus on writing about human behavior and deities as in the early works such as Dante, Hesiod, and Genesis became a thing of the past. The focus on human emotion and our place in nature such as the writings of Henry David Thoreau are evidence of these shifts. The poetry of this time of romanticism reflects the changing ideas of literature. Poetry was an excellent vehicle for portraying these new ideas. Poetry offers a musical quality with rhythm and language. Although not altogether necessary, a poem can have a rhyming quality that makes the words read like a song. The meter and rhythm of a poem serves as a way the author can create feeling in the words beyond the use of language. The captivating romantic poetry of the 17th and 18th century exhibits these factors. Masterpieces of Poetry William Shakespeare was an early writer of romantic poetry. In the 17th century, during the early modern period of literature, Shakespeare was a pivotal writer of Romanticism. His sonnets are filled with the relations between people and his inner musings on emotion. Shakespeare’s notable lines on memory focus on creating his long lasting imprint on the world. His idea for doing this involve a son “but as the riper should by time decrease, his tender heir might bear his memory” (Shakespeare, Sonnet 1, lines 3-4). This emotion of fear of being forgotten once he is deceased is one that resonates with many people. Memories often bring the realization of one’s own mortality. Shakespeare considers how his words will be remembered once he is gone “if I could write the beauty of your eyes and in fresh number all your graces, the age to come would say ‘this poet lies such heavenly touches ne’er touched earthly faces’ so should my papers, yellowed with their age, be scorned, like old men of less truth than tongue, and your true rights be termed a poet’s rage and stretched metre of an antique song. But were some child of yours alive that time you should live twice – in it and in my rime” (Shakespeare, Sonnet 17, lines 5-14). An heir, or child, would be his evidence to the world of his existence. The child would relate the memory of Shakespeare which will quell the emotion of fear at being forgotten. Another emotion created through memory is happiness and joy. William Blake provides evidence with his reflections of an elderly gentleman “Old John with white hair does laugh away care, sitting under the oak, among the old folk, they laugh at our play, and soon they all say, such such were the joys when we all girls & boys in our youth-time were seen on the Ecchoing Green” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 2153, 11-20). The romantic nature of reflection and looking inward has created a wistful memory of days gone by for old John. Wordsworth also relates the idea of joyful youth “though changed, no doubt, from what I was when first I came among these hills; when like a roe I bounded o’er the mountains” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 2157, 66-68). Wordsworth’s poem also uses the focus on nature which was popular in the Romantic Movement. William Wordsworth poetry describing him revisiting the banks of the Wye during a tour in 1798 also shares the sadness that also comes with memories, “with many recognitions dim and faint, and somewhat of a sad perplexity” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 2155, 59-60). Memories can create many different emotions. Often sadness over time gone by, regrets over time lost, and a longing for the past can happen when remembering past events. The emotions of literature of the Romantic Movement are often written with poignant detail as the writer looks inward to share his or her innermost feelings. Memories in Literature Prior to 17th Century Memories have been used in literature since ancient time, but the use of memories in relation to emotions have been less evident prior to the introduction of individuality as seen in later writings. Homer writes an entire epic in “The Iliad” giving a memorable account of the gods and their actions “sing goddess, the anger of Peleus’ son Achilleus and its devastation…since that time when first there stood division of conflict Atreus; son the lord of men and brilliant Achillues” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 140, 1-8). Although this quote gives strong ideas to the reader the emotions of recounting the story are not evident. The entire epic is written as a formal account with no personal reflection by the narrator. Another example is the writing of Genesis. The account of Adam and Eve in the garden of Eden given in chapter three gives little insight into the role of human emotion, “and the woman saw that the tree was good for eating…she took of its fruit and ate, and she also have to her man and he ate, and the eyes of the two were opened, and they knew they were naked, and they sewed fig leaves and made themselves loincloths” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 64, para. 2). This ancient writing did not give any insight into how this profound action affected the emotions of Adam and Eve. It is not until we read the 17th century version of this story in “Paradise Lost” by John Milton that readers are given an idea of how the couple felt. An exceptional example of emotion comes when Eve is faced with the fact that she has sinned and wishes Adam to join her because she is fearful of being alone in her sin “confirm’d then I resolve, Adam shall share with me in bliss or woe: so dear I love him, that with him all deaths I could endure, without him live no life” (Damrosch, Alliston, & Brown, et. Al., 2008, p. 1790, 830-833). It is evident that the later writing of offers far greater example of emotion than that of the past. The memories of ancient literature do not express feelings of happiness, joy, regret, or remorse, as in the case Eve in “Paradise Lost”, they merely offer the reader an account of deeds done by the characters. Readers are left to consider for themselves how the actions affected the characters. Emotion and Romanticism The literary masterpieces of the 17th and 18th century were written in a time when romanticism was changing the way authors were writing. The dry accounts of the ancient times shifted as writers became more focused on the individual. With consideration of the individual there was more focus on feelings, emotions, and nature. The significant works of poetry of this time period give excellent insight into emotions. Memories and the emotions that they create are a common focus of the time of romanticism. Memories evoke different emotions in different people, and the literature of this time captures these emotions allowing readers to explore these emotions and relate to others in their own humanity. Brooklyn College English Department. (2009). Romanticism. Retrieved from http://academic.brooklyn.cuny.edu/english/melani/cs6/rom.html Damrosch, D., Alliston, A., Brown, M., duBois, P., Hafez, S., Heise, U.K., et al. (2008). The Longman anthology of world literature: Compact edition. New York, NY: Pearson Longman
Saltiness is the taste of alkali metal ions such as sodium and potassium. It is found in almost every food in low to moderate proportions to enhance flavor, although to eat pure salt is regarded as highly unpleasant. There are many different types of salt, with each having a different degree of saltiness, including sea salt, fleur de sel, kosher salt, mined salt, and grey salt. Other than enhancing flavor, its significance is that the body needs and maintains a delicate electrolyte balance, which is the kidney's function. Salt may be iodized, meaning iodine has been added to it, a necessary nutrient that promotes thyroid function. Some canned foods, notably soups or packaged broths, tend to be high in salt as a means of preserving the food longer. Historically salt has long been used as a meat preservative as salt promotes water excretion. Similarly, dried foods also promote food safety. Vegetables are a second type of plant matter that is commonly eaten as food. These include root vegetables (potatoes and carrots), bulbs (onion family), leaf vegetables (spinach and lettuce), stem vegetables (bamboo shoots and asparagus), and inflorescence vegetables (globe artichokes and broccoli and other vegetables such as cabbage or cauliflower). Food poisoning has been recognized as a disease since as early as Hippocrates. The sale of rancid, contaminated, or adulterated food was commonplace until the introduction of hygiene, refrigeration, and vermin controls in the 19th century. Discovery of techniques for killing bacteria using heat, and other microbiological studies by scientists such as Louis Pasteur, contributed to the modern sanitation standards that are ubiquitous in developed nations today. This was further underpinned by the work of Justus von Liebig, which led to the development of modern food storage and food preservation methods. In more recent years, a greater understanding of the causes of food-borne illnesses has led to the development of more systematic approaches such as the Hazard Analysis and Critical Control Points (HACCP), which can identify and eliminate many risks. In nutrition, diet is the sum of food consumed by a person or other organism. The word diet often implies the use of specific intake of nutrition for health or weight-management reasons (with the two often being related). Although humans are omnivores, each culture and each person holds some food preferences or some food taboos. This may be due to personal tastes or ethical reasons. Individual dietary choices may be more or less healthy. German research in 2003 showed significant benefits in reducing breast cancer risk when large amounts of raw vegetable matter are included in the diet. The authors attribute some of this effect to heat-labile phytonutrients. Sulforaphane, a glucosinolate breakdown product, which may be found in vegetables such as broccoli, has been shown to be protective against prostate cancer, however, much of it is destroyed when the vegetable is boiled. Certain cultures highlight animal and vegetable foods in a raw state. Salads consisting of raw vegetables or fruits are common in many cuisines. Sashimi in Japanese cuisine consists of raw sliced fish or other meat, and sushi often incorporates raw fish or seafood. Steak tartare and salmon tartare are dishes made from diced or ground raw beef or salmon, mixed with various ingredients and served with baguettes, brioche, or frites. In Italy, carpaccio is a dish of very thinly sliced raw beef, drizzled with a vinaigrette made with olive oil. The health food movement known as raw foodism promotes a mostly vegan diet of raw fruits, vegetables, and grains prepared in various ways, including juicing, food dehydration, sprouting, and other methods of preparation that do not heat the food above 118 °F (47.8 °C). An example of a raw meat dish is ceviche, a Latin American dish made with raw meat that is "cooked" from the highly acidic citric juice from lemons and limes along with other aromatics such as garlic. Baking, grilling or broiling food, especially starchy foods, until a toasted crust is formed generates significant concentrations of acrylamide, a known carcinogen from animal studies; its potential to cause cancer in humans at normal exposures is uncertain. Public health authorities recommend reducing the risk by avoiding overly browning starchy foods or meats when frying, baking, toasting or roasting them. Restaurants employ chefs to prepare the food, and waiters to serve customers at the table. The term restaurant comes from an old term for a restorative meat broth; this broth (or bouillon) was served in elegant outlets in Paris from the mid 18th century. These refined "restaurants" were a marked change from the usual basic eateries such as inns and taverns, and some had developed from early Parisian cafés, such as Café Procope, by first serving bouillon, then adding other cooked food to their menus. Cooking often involves water, frequently present in other liquids, which is both added in order to immerse the substances being cooked (typically water, stock or wine), and released from the foods themselves. A favorite method of adding flavor to dishes is to save the liquid for use in other recipes. Liquids are so important to cooking that the name of the cooking method used is often based on how the liquid is combined with the food, as in steaming, simmering, boiling, braising and blanching. Heating liquid in an open container results in rapidly increased evaporation, which concentrates the remaining flavor and ingredients – this is a critical component of both stewing and sauce making. We've got the games just like Mom used to make! Our Cooking Games will entertain you and teach you everything you need to know about the kitchen. There's no need for reservations because we've got a table waiting for you at our Restaurant Games! The best kind of pie is handmade and you'll find out exactly what you need for dough, sauce, and topping combinations in our Pizza Games, or make a five-course, five-star dinner for the whole family with our Meal Games! Diet food (or "dietetic food") refers to any food or beverage whose recipe is altered to reduce fat, carbohydrates, abhor/adhore sugar in order to make it part of a weight loss program or diet. Such foods are usually intended to assist in weight loss or a change in body type, although bodybuilding supplements are designed to aid in gaining weight or muscle.
Botanic gardens help protect plant diversity across the globe An unprecedented study of plants conserved outside of their natural habitats has found that 30 percent of all identified plant species are contained in botanic gardens across the globe. 41 percent of all plant species classified as “threatened” are included in the gardens. The study by researchers from the University of Cambridge also revealed that almost two-thirds of plant “genera” are housed in the world’s network of botanic gardens, and over 90 percent of plant families are represented. On the other hand, the researchers found a notable imbalance between gardens in temperate and tropical regions. They discovered that a great majority of all plants species grown “ex-situ,” or outside of their natural environments, are located in the Northern Hemisphere. Because of this, 60 percent of temperate plant species were represented in the botanic gardens compared to only 25 percent of tropical species. Most plant species are tropical, so they would be expected to be conserved in higher numbers. The research team analyzed datasets compiled by Botanic Gardens Conservation International (BGCI). They compared the 350,699 known plant species with the species records of 1,116 botanic gardens. Despite housing almost half of all threatened species, the botanic gardens had only around 10 percent of overall storage capacity dedicated to these imperiled plants. The researchers say that botanic gardens are of “critical importance to plant conservation,” and global efforts are needed to protect more species of plants that are at risk of extinction, especially those from tropical climates. Dr. Samuel Brockington, the study’s senior author, is a researcher of Plant Sciences and a curator of the botanic garden at the University of Cambridge. “The global network of botanic gardens is our best hope for saving some of the world’s most endangered plants,” said Dr. Brockington. “Currently, an estimated one fifth of plant diversity is under threat, yet there is no technical reason why any plant species should become extinct. Botanic gardens protect an astonishing amount of plant diversity in cultivation, but we need to respond directly to the extinction crisis.” The study is published today in the journal Nature Plants. Image Credit: Cambridge University Botanic Garden
There are many types of behaviours that are considered to be deliberate self-harm (or self-injury), and young people harm themselves for different reasons. Non-fatal, self-injuring behaviours such as self-cutting, self-poisoning, self-burning and even attempted suicide are common but often hidden responses to emotional pain, and are attempts to relieve, control or express distressing feelings. Research suggests that 6-7% of young Australians aged 15-24 harm themselves in any given year, and over 12% report having self-harmed at some point in their life. This title explores the prevalence of self-harm, identifies the warning signs, and addresses the myths and misconceptions. Advice is also presented on how to deal with these behaviours for people who self-harm and their concerned friends and families. What are the causes of self-harm, who is at risk, and what are the ways in which young people in distress can find support in order to cope with their feelings? How do you keep out of self-harm’s way? Worksheets and activities; Glossary; Fast facts; Web links; Index
How do astronomers explore the Universe?Astrophysicists use extremely sensitive telescopes and instruments to collect the light emitted by stars, gas and... The Story of Light: Surveying the Cosmos 500 Harris St How do astronomers explore the Universe? Astrophysicists use extremely sensitive telescopes and instruments to collect the light emitted by stars, gas and galaxies. The analysis of these data will provide the information needed to unlock the mysteries of the Cosmos. However this is not an easy task. Over the last two decades large international collaborations have been formed with the aim to map the skies, catalogue celestial objects, extract their properties and perform statistical analyses. These large astronomical surveys are now providing major advances in our understanding of the Cosmos at all scales, from searching for planets around other stars to detecting gravitational waves. Australia is at the forefront of these collaborations thanks to the unique instruments at the Anglo-Australian Telescope (AAT) and the development of radio-interferometers as the Australian SKA Pathfinder (ASKAP). In this event, five professional astrophysicists will discuss how astronomers map the Cosmos using the big data collected with optical and radio telescopes by large astronomical surveys. Hear about the exciting challenges in detecting planets around other stars, learn about how these studies allow us to understand the formation and evolution of galaxies, including our Milky Way, how we study dark matter and dark energy and, in summary, how astronomers search the skies to understand our position in the Cosmos. The panel will happily answer any questions about the Universe, so bring yours along. - Dr. Simon O’Toole (Australian Astronomical Observatory): Surveying stars and exoplanets. - Dr. Ángel R. López-Sánchez (Australian Astronomical Observatory & Macquarie University): Surveying the galaxies. - A/Prof. Tara Murphy (University of Sydney / CAASTRO): Surveying the invisible Universe. - Dr. Katie Mack (University of Melbourne): Surveying the deep Universe. - A/Prof. Alan R. Duffy (Swinburne University) This event is presented by the Australian Astronomical Observatory (AAO).
What is imposition? Imposition is the process of arranging multiple pages onto a single sheet of paper. For example, when a publisher prints a book, and prints two pages side-by-side on each sheet of paper, that is imposition. Here's a simple example: Why do I need imposition? If you are submitting an electronic document to a print house, they expect the document to be fully imposed, and ready to print. And they nearly always want the document in PDF format. Even if you are just printing postcards, business cards, calenders, or news letters at home, you will quickly find that word processing tools such as Microsoft Word fall short of being a complete solution. Who uses imposition? Everyone who produces any printed material uses some kind of imposition. Everything from postcards to calendars to books. What is a bleed width? There is a lot of new vocabulary in imposition. This picture graphically explains most of the key terms: Click here to return to the PDF Snake home page.
Evidence found in the fossil record indicates that in the distant past, the earth's climate was very different than it is today. There have also been substantial climatic fluctuations within the last several centuries, too recently for the changes to be reflected in the fossil record. Since these changes are important to understanding potential future climate change, scientists have developed methods to study the climate of the recent past. Although human-recorded weather records cover only the last few hundred years or so, paleoclimatologists and paleobotanists have found ways of identifying the kinds of plants that grew in a given area, from which they can infer the kind of climate that must have prevailed. Because plants are generally distributed across the landscape based on temperature and precipitation patterns, plant communities change as these climatic factors change. By knowing the conditions that plants preferred, scientists can make general conclusions about the past climate. How do paleobotanists map plant distribution over time? One way is to study the pollen left in lake sediments by wind-pollinated plants that once grew in the lake's vicinity. Sediment in the bottom of lakes is ideal for determining pollen changes over time because it tends to be laid down in annual layers (much like trees grow annual rings). Each layer traps the pollen that sank into the lake or was carried into it by stream flow that year. To look at the "pollen history" of a lake, scientists collect long cores of lake sediment, using tubes approximately 5 centimeters (cm) in diameter. The cores can be 10 m long or longer, depending upon the age of the lake and amount of sediment that's been deposited. The removed core is sampled every 10 to 20 cm and washed in solutions of very strong, corrosive chemicals, such as potassium hydroxide, hydrochloric acid, and hydrogen fluoride. This harsh process removes the organic and mineral particles in the sample except for the pollen, which is composed of some of the most chemically resistant organic compounds in nature. Microscope slides are made of the remaining pollen and examined to count and identify the pollen grains. Because every plant species has a distinctive pollen shape, botanists can identify from which plant the pollen came. Through pollen analysis, botanists can estimate the composition of a lake area by comparing the relative amount of pollen each species contributes to the whole pollen sample. Carbon dating of the lake sediment cores gives an approximate age of the sample. Scientists can infer the climate of the layer being studied by relating it to the current climatic preferences of the same plants. For example, they can infer that a sediment layer with large amounts of western red cedar pollen was deposited during a cool, wet climatic period, because those are the current conditions most conducive to the growth of that species. Why are scientists who study climate change interested in past climates? First, by examining the pattern of plant changes over time, they can determine how long it took for plant species to migrate into or out of a given area due to natural processes of climate change. This information makes it easier to predict the speed with which plant communities might change in response to future climate change. Second, by determining the kinds of plants that existed in an area when the climate was warmer than at present, scientists can more accurately predict which plants will be most likely to thrive if the climate warms again. The Paleoclimate of Battle Ground Lake, Washington The research site is located 30 km north of the Columbia River, in Clark County Washington, near the town of Battle Ground. This description was provided by Dr. Cathy Whitlock. The lake has been in existence for at least the last 20,000 years and has continuously accumulated sediments through most of that time. Trapped in the sediments are pollen grains from the plants that grew in the general vicinity of the lake at the time the sediments were deposited. By examining the pollen in different layers of sediment from the bottom layer to the top, we can reconstruct the vegetation changes that have occurred in the area during the lake's existence. Because we know something about the climatic conditions that the plants needed to survive, we can use the vegetation data to reconstruct the past climate in the area for the entire 20,000-year period. Many layers have been identified by paleoclimatologists. For the sake of simplicity, we will combine these into five major layers. The age of each layer has been established by radiocarbon dating and by reference to volcanic ash layers of known age from Mt. St. Helens and from the explosion of Mt. Mazama (now Crater Lake in Oregon). 4,500 years before present (ybp) - Present A cooler and moister period than the previous one. The dry-land vegetation is replaced by the extensive closed coniferous forests seen today, with hemlock and western red cedar dominating the areas of forest undisturbed by logging. 9,500 - 4,500 ybp The climate continues to warm with mild, moist winters and warm, dry summers predominating. The forests of the previous period (which needed cooler, moister conditions) disappear to be replaced by more drought-adapted mixed oak, Douglas fir, and a dry meadowland community. Today, such vegetation is typical of areas of the Willamette Valley of Oregon that have escaped cultivation. 11,200 - 9,500 ybp The warming continues and the first occurrence of "modern," temperate coniferous forest is found in this period as Douglas fir, alder, and grand fir dominate in forests not unlike those that occur today. The climate is similar to today's climate as well. 15,000 - 11,200 ybp Glaciers have begun to recede as the climate starts a warming trend. Although still cold in comparison to the present climate, the warming has progressed enough to allow more extensive forests of lodgepole pine, Engelmann spruce, and grand fir to replace the tundra vegetation in an open woodland setting. Further north in the northern and central Puget Lowland, the glacial recession has opened up many new areas to plant colonization, and lodgepole pine has invaded these new areas. 20,000 - 15,000 ybp Glacial maximum, with nearly a vertical mile of ice over the site of Seattle, and the continental glaciers extending south of the present site of Olympia. An alpine glacier from Mt. St. Helens extended down the Lewis River Valley to within 30 km of the lake site. The lake area climate was cold, with a short growing season. The landscape resembled an arctic/alpine tundra, with alpine grasses/sedges, low woody shrubs, and scattered tree islands of cold-tolerant Engelmann spruce and lodgepole pine dominating the meadows. Reference: Barnosky, C. W., 1985. Late quaternary vegetation near Battle Ground Lake, southern Puget Trough, Washington. Geological Society of America Bull., 96, 263 - 271. The Paleoclimate of Blackhawk, Colorado The research site simulated in this activity is the Eiven Jacobson farm outside the town of Blackhawk, Colorado. It is located on the Peak to Peak Highway at an elevation of 9002 feet. In a valley on the farm, a peat bog developed over the centuries. Through carbon-14 dating of the sediment layer and pollen samples, the paleoclimate of this area of Colorado has been established. The peat bog and soils underneath it have been in existence for eons and have accumulated sediments over time. Trapped in these sediments are pollen grains from a variety of plants that grew in the area at the time the sediments were deposited. By examining the sediments from the bottom to top (oldest to youngest), we can reconstruct the vegetation changes that occurred in the farm's area during the last several thousand years. Because we know something of the climatic conditions that these plants need to survive, we can use the vegetation data to reconstruct the past climate in this area for the last 10,000 years. As climate changes with time, so do the plant communities. Plant communities will migrate up the mountains during the warming periods and fall back down again as the climate cools. The tree line changes in conjunction with this shift, perhaps helping us understand why there are ancient bristlecone pines on Mt. Evans (elevation 14,000+ feet). 150 Years Before Present (ybp) - Present As our temperatures warm from the Little Ice Age, the plants change as well, back to those that thrive in warmer climates. Today at approximately 9000 feet, we find ponderosa pines, meadow grasses, wildflowers, and aspens, which are all indicative of the milder climate we are experiencing. 650 - 150 ybp The term "Little Ice Age" gives us an idea of a change that began to happen climatically at this time. Gone were the warm days of the Medieval Warming Period and the big chill set in; cooler temperatures were the norm. Once again the Engelmann spruce and limber, lodgepole, and bristlecone pines dotted the landscape. 1,500 - 650 ybp This period is termed the "Medieval Warming Period." No longer do the spruces and cold-tolerant plants dominate the landscapes. The vegetation is also shifting with the change in temperatures. Now the landscapes primarily consist of ponderosa pines, Douglas fir, meadow grasses, and wildflowers. 3,500 - 1,500 ybp A cooler and moister period succeeds the past warmer climate. The predominant vegetation species are Engelmann spruces, limber, lodgepole, and bristlecone pines, aspen, and wet peat plants, such as sedges, willows, and mosses. At about 2,000 ybp, the peat from the Jacobson's peat bog began to develop and grow in this cooler, wetter climate. 8,000 - 3,500 ybp This was a warmer era, with the vegetation dominated by Douglas fir, ponderosa pine, aspen, meadow grasses, and wildflowers, similar to what we see now on the Jacobson farm. These species tend to grow best under temperate, somewhat moist conditions. Forest fires were also quite prevalent during this time. 10,000 - 8,000 ybp The period right after the last glacier was a very cold time with gradual warming. The cold temperatures at the end of the Pleistocene period were giving way to the warming trends of the Holocene. The era was characterized by a very short growing season. The landscape resembled an arctic/alpine tundra, with the meadows dominated by alpine grasses, daisies, alpine sage, and sedges. Scatter trees, the cold-tolerant Engelmann spruce, some willows, and aspens began to appear toward the end of this period in scattered tree islands. This information was provided by the Science Discovery Program at the University of Colorado - Boulder.
1102 Hunger Games Paper Your assignment is to compare and contrast the book and movie of The Hunger Games in an academic paper of approximately 500 words (about two double-spaced typed pages.) A comparison and contrast paper can be structured in one of two ways: 1. You identify all the similarities between the two and then identify all the ways they are different. 2. You identify several different criteria for your comparison/contrast, and then for each of those criteria you show the ways in which they are similar or different. For example, you might believe that the plot, characterization and theme are very similar in both books, while the differences are confined to small items such as individual scenes or characters. Using strategy one, you’d construct a thesis statement that indicates that point, then have two main “chunks” to your paper – chunk one provides specific evidence to support your similarities, and chunk two provides specific evidence to support the differences. If you choose strategy two, you would state in your introduction that there are elements of character, plot, and theme that are both similar and different. Then you would write one “chunk” about how the characters in the book resemble or differ from those in the movie. Repeat the process for the next two chunks. You should have an introduction which uses one of the following academic strategies: • Begin with a quotation • Begin with a statement recognizing an opinion or approach different from the one you plan to take in your essay (for example, “Though most people might believe X, I hope to prove Y”). • Begin with a paradox, a seeming self-contradiction. • Begin with a short anecdote or narrative • Begin with an interesting fact or statistic • Begin with a question or several questions that will be answered in the paper • Begin with relevant background material • Begin with an analogy • Begin with a definition of a term that is important to your essay Remember to use transition sentences or phrases to move to your next point, and so on. Some examples of transitions are: • Addition: (also, again, as well as, besides, coupled with, furthermore, in addition, likewise, moreover, similarly) • Consequence: (accordingly, as a result, consequently, for this reason, for this purpose, otherwise, so then, subsequently, therefore, thus, thereupon, wherefore) • Contrast and Comparison: (by the same token, conversely, instead, likewise, on one hand, on the other hand, on the contrary, rather, similarly, yet, but, however, still, nevertheless, in contrast) • Direction: (here, there, over there, beyond, nearly, opposite, under, above, to the left, to the right, in the distance) • Emphasis: (above all, chiefly, with attention to, especially, particularly, singularly) • Exception: (aside from, barring, beside, except, excepting, excluding, exclusive of, other than, outside of) • Using Examples: (chiefly, especially, for instance, in particular, markedly, namely, particularly, including, specifically, such as, for example, for instance, for one thing, as an illustration, in this case) • Generalizing: (as a rule, as usual, for the most part, generally, generally speaking, ordinarily, usually) • Similarity: (comparatively, coupled with, correspondingly, identically, likewise, similar, moreover, together with) • Restatement: (in essence, in other words, namely, that is, that is to say, in short, in brief, to put it differently) • Sequence: (at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously, afterward) • Summarizing: (after all, in conclusion, on the whole, in short, in summary, in the final analysis, in the long run, on balance, to sum up, to summarize, finally) Be sure to wrap up your paper with a conclusion which provides a summary of your major points (thus reinforcing them in your audience’s memory). • A conclusion provides a sense of closure (the essay feels as though it is finished). A reference to something from the Introduction often provides this sense of closure, giving a sense of things coming full circle. • A conclusion can also provide a “discovery” for the reader by making explicit some idea that has been implicit throughout the essay. This discovery should never be a completely new idea, for ending with a new topic prevents the sense of closure and makes the essay seem incomplete. • For every Introduction strategy, there is a corresponding Conclusion strategy. For instance, if you begin with a quotation, your Conclusion might refer back to that quotation, or might include another quotation by the same writer. • If you began with a paradox, your Conclusion might refer back to that paradox. You must use at least one reference source with MLA style citation. Your citation can come from the Hunger Games book, from online sources, or from reference books. The South Campus library’s website (http://libguides.broward.edu/southcampuslibrary) can help you find appropriate materials. Be sure to double-space your Works Cited list, put your citations in alphabetical order, and use a hanging indent on each citation. You will be graded on the following criteria: • your ideas • your ability to write clear, grammatical English sentences • your use of proper MLA style citation technique, including both in-text citation and in your Works Cited list • the presentation of your paper according to commonly accepted standards (double spaced, each paragraph indented by a half inch, a consistent font use throughout, and no extra lines between paragraphs.). Major examples like point of view, 1st person point of view and 3rd person point of view, symbolism, and small e Are you looking for a similar paper or any other quality academic essay? Then look no further. Our research paper writing service is what you require. 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Find and print the uncommon characters of the two given strings S1 and S2. Here uncommon character means that either the character is present in one string or it is present in other string but not in both. The strings contains only lowercase characters and can contain duplicates. The first line of input contains an integer T denoting the number of test cases. Then T test cases follow. Each test case contains two strings in two subsequent lines. For each testcase, in a new line, print the uncommon characters of the two given strings in sorted order. 1 <= T <= 100 1 <= \|S1\|, \|S2\| <= 105 If you have purchased any course from GeeksforGeeks then please ask your doubt on course discussion forum. You will get quick replies from GFG Moderators there.
As we continue our study of indoor air quality and filtration, we now come back to duct design. Today’s lesson is on an interesting bit of physics that applies to anything that flows. It could be heat or particles or electromagnetic energy. In our case, it’s air — a fluid — and the physics we’re looking at is called the continuity equation. It’s basically a conservation law, similar to conservation of energy. I’ll use diagrams to tell the story. The basic continuity First, we have a duct. Air enters the duct from the left. As the air moves through the duct, it encounters a reducer and then a smaller duct. What do we know about the flow here? Thinking about conservation laws, we can safely assume that all of the air that enters the duct on the left has to come out of the duct somewhere. We’ll take the case of the perfectly sealed duct — so no air leaks out along the way. But we can strengthen our statement from just the amount of air to the rate of flow. Using “those annoying imperial units,” we can say that for each cubic foot per minute (cfm) of air entering the duct on the left, a matching cfm of air leaves the duct on the right. We represent flow here by the symbol q. So, we have conservation of air — no air is created or destroyed in the duct — and we have conservation of the flow rate. The rate of flow entering equals the rate of flow leaving. But to make this second claim we’ve had to make an assumption. We know the number of air molecules has to be the same no matter what, but to say the volume of air is the same means that the density doesn’t change. We’re assuming that air is incompressible when we say that. Is it true? Can we legitimately say air is an incompressible fluid? The general answer to the question of incompressibility, as you know, is that air is certainly a compressible fluid. But we can treat it as incompressible in duct systems because the pressure changes it goes through are small enough the density of the air doesn’t change. And that’s why our statement above, that the flow rate (in cubic feet per minute) of air entering the duct is equal to the flow rate of air leaving the duct. We have continuity! But what happens to the velocity? Air velocity in ducts is a really critical factor in how well ducts do their job of efficiently and quietly moving the right amount of air from one place to another. We’ll explore that topic further in a future article, but for now, let’s nail down what happens to the velocity as air goes from a larger to a smaller duct. First, going back to our statement about equal flow rates, let’s look at equal volumes of air moving through the duct system. Let’s say the narrow blue strip in the larger duct represents one cubic foot of air. I’ve shown the cross section of the duct, A1, below that strip. In the smaller duct, that same cubic foot of air is spread out over a greater length because the cross section, A2, is smaller. Makes sense, right? You get equal volumes because the volume in each case is the cross-sectional area times the length. The next step is understanding what those different lengths mean for the velocity. According to our equation for the flow rates, qin = qout, in the same time that whole narrow plug of air on the left will move forward by one length, the wider plug of air on the right will also move forward by one length. The red arrow shows the initial distance between the two plugs of air. As you can see, the distance between increased. In the next time block, the narrow plug advances one more of its lengths. The fat plug likewise moves forward by one of its lengths. And then again. Each time the air advances by one cubic foot, the air in the smaller duct moves farther than the air in the larger duct. In other words, the velocity in the smaller duct is higher than that in the larger duct. And it’s related to the cross-sectional area. That equation for area and velocity is called the continuity equation for incompressible fluids. Steven Doggett, PhD, LEED AP, ran a computational fluid dynamics (CFD) simulation using the geometry of my diagrams above and came up with some nice images of the velocity field. Here’s the first one, simulated for laminar flow: It’s interesting to see how the velocity changes in the reducer fitting. One thing to note is that this simulation assumed laminar flow whereas in real ducts there would be some turbulence. And because you’re now wondering, here is his simulation of the same thing, with turbulence: A little bit slower. A little more action at the corners. A little flatter at the reduction. Overall, pretty similar and both really interesting to look at. The key takeaway here is that air moves from a larger to a smaller duct, the velocity increases. When it moves from a smaller to a larger duct, the velocity decreases. In both cases, the flow rate — the amount of air moving through the duct, in cubic feet per minute — stays the same. Applications of the continuity equation Since we’ve just looked at problems with filtering the air in my last article, you may suspect that this has some relation. And you’re right. A lot of filters cause problems with air flow because of excessive pressure drop. To solve the problem, you have to understand the relation between filter area, face velocity, and pressure drop. The continuity equation is involved. I’ll be going deeper into this with a couple of articles coming out soon. The continuity equation is also critical in keeping the velocity in the ducts where you want it. If it goes too high, you get too much pressure drop and possibly noise. And then there’s the issue of shooting conditioned air into rooms at the proper velocity to get enough mixing of the room air. That’s similar to the filter issue where you have to look at manufacturer’s specifications for supply registers except that you’re not trying to minimize pressure drop as with filters. You’re trying to pick the right register for the amount of air flow to get the right amount of throw and spread. The topic in my first semester of introductory physics that I enjoyed the most was hydrodynamics, the study of fluids in motion. We didn’t get into viscosity, but we did learn about Bernoulli’s equation, Venturi tubes, and fluid velocity. I had no idea at the time that I’d be using this stuff in the real world nearly four decades later. Of course, back in 1980 I wasn’t even able to predict that I’d be a baker in St. Louis in 1984, cleaning windows in Seattle in 1986, or teaching physics at Tarpon Springs High School in Florida in 1989. As Niels Bohr may have said, “It is difficult to predict, especially the future.”
These End-of-Novel Centers, Games, and Activities are your hands-on go-to assessments for the end of your favorite novel unit! Designed to be used individually or in a small group, these centers allow students to reflect on the strategies they use while reading and are aligned to the third-grade Common Core Standards. Centers, Games, and Activities Descriptions pg. 2 Common Core Alignment pg. 3 Writing Reactions pg. 4-8 Display the “Writing” sign (5) in your classroom so students know where to go to find the writing prompts (6). Students can choose from 5 prompts to connect, dig deeper, and explore Reasons to Read as they write. “Reasons to Read” (7) were brainstormed by my students; you could brainstorm reasons to read with your students ahead of time. Two different decorative pages (8, 9) are provided so student writing can be displayed for others to read. Deep Discussion pg. 9-10 Display the “Discussion” sign (10) in your classroom so students know where to go to discuss with their groups. Students discuss what they wrote in the writing center, focus on connecting to each other’s writing, and form opinions instead of just presenting what they wrote. The “Deep Discussions” form (11) can be filled out by each student to ensure that they participate in the discussion. Comprehension Checkers/Tic Tac Toe pg. 11-22 Display the “Comprehension” sign (12) in your classroom so students know where to go to play the perfect hands-on game for comprehension practice at the end of any novel! Using Common Core terminology such as setting, character, main idea, and point of view this game will hold your students’ attention as they answer questions to prove that they have not only comprehended the novel, but that they have also connected to the novel and formed opinions about it. Printable “Instructions for Play” sheets are included (13, 14) as well as a game board and sets of X’s and O’s tokens (15-17). There are printable question cards (18-22) and a blank page of question cards so you can write your own comprehension questions (23). Timed Trivia pg. 23-25 Display the “Trivia” sign (24) in your classroom so students know where to go to play Timed Trivia. Using a timer, blank trivia cards (26), and dry-erase markers, students will read the instructions sheet (25), write their own fact trivia based on the novel, and answer the trivia to find one winner. By Danielle Vanek
The annual migration of gray whales from northern Alaska to Baja California, a round-trip of some 10,000 miles, is one of the most extreme examples of long-distance travel in the animal world. Now a new study suggests that this feat may be a relatively recent phenomenon, and that only a few thousand years ago, these marine mammals stayed much closer to home. Gray whales eat by sucking up invertebrates living in and above the sea floor. Today there are plenty of shallow, near-shore areas where gray whales can feed, especially in the Bering Sea off the coast of Alaska. During the last Ice Age, however, shallow areas would have been much less common. Large glaciers covering much of the Northern Hemisphere during the Ice Age trapped large amounts of water; lowering sea levels by more than 200 feet and dramatically decreasing the shallower area of the continental shelf. “Over the past million or so years, the available feeding area for gray whales on the sea floor was completely eliminated many times,” says Nicholas Pyenson, curator at the Smithsonian’s National Museum of Natural History, and lead author of the study. In the new study, “we argue that these changes would have restricted the extent of gray whale migration and forced them to use alternative feeding modes – similar to what we see in the so-called ‘resident,’ non-migrating gray whales off Vancouver Island today.” “Gray whales are one of the great conservation success stories, but we don’t know much about their deeper history, prior to the arrival of humans in North America,” says study co-author David Lindberg, professor of Integrative Biology at University of California, Berkeley. “This study tried to address their ecological history using a known constraint.” Pyenson and Lindberg used detailed maps of the ocean floor to model how the amount of gray whale feeding habitat would have changed during the last 120,000 years, as giant ice sheets formed and disappeared, changing overall sea-level. The scientists then calculated how this would have affected the size of the gray whale population over this time, given their restriction to shallow areas that support their primary food resource. They determined that the gray whale population would have plummeted during glacial times if they had stuck to feeding in shallow waters. But because there is no genetic evidence that populations ever were so small – intervals of time that might have caused genetic bottlenecks – gray whales must have changed their feeding strategy. This study has important implications for other marine mammals that forage on the seafloor of the Bering Sea, like walruses, and other animals that are connected to this food web, like eider ducks. It also suggests that gray whales may still retain an ancestral ability to deal with relatively rapid changes to their feeding habitat, especially in the Arctic, where human induced changes in the environment are already occurring
Ohio Life Insurance and Trust Company The Ohio Life Insurance and Trust Company was a banking institution located in Cincinnati, Ohio, during the 1830s, 1840s, and 1850s. The State of Ohio even deposited some of its funds in this institution for safekeeping. Unfortunately for Ohio and the nation, the Ohio Life Insurance and Trust Company’s New York City office ceased operations in 1857, due to bad investments, especially in agricultural-related businesses. The Panic of 1857 resulted. It was an economic depression that affected the United States during 1857 and 1858. The principal reason for the depression was Europe’s declining purchase of American agricultural products. During the Crimean War in Europe, many European men left their lives as farmers to enlist in the military. This resulted in many European countries depending upon American crops to feed their people. With the end of the Crimean War, agricultural production in Europe increased dramatically, as former soldiers returned to their lives as farmers. With declining income from agriculture, many Americans became worried at news that the Ohio Life Insurance and Trust Company had ceased operation. Because of the telegraph, news quickly spread across the United States of this business failure. Investors in other companies, already facing declining agricultural profits, withdrew their funds from these other businesses. Numerous businesses failed as a result of the investors’ actions, and thousands of workers became unemployed. While the Ohio Life Insurance and Trust Company’s failure triggered the Panic of 1857, Ohioans weathered the depression relatively well. Some businesses failed, but most banking institutions survived. The Republican Party, currently in control of the Ohio legislature and governor’s seat, lost some power to the Democratic Party. Governor Salmon P. Chase won reelection in 1857, but the Democratic Party gained control of the Ohio General Assembly. Fortunately for all American citizens, the United States’ economy rebounded during 1859, saving the nation from as serious a depression as occurred during the Panic of 1837.
This mosaic of three images shows an area within the Valhalla region on Jupiter's moon, Callisto. North is to the top of the mosaic and the Sun illuminates the surface from the left. The smallest details that can be discerned in this picture are knobs and small impact craters about 160 meters (175 yards) across. The mosaic covers an area approximately 45 kilometers (28 miles) across. It shows part of a prominent crater chain located on the northern part of the Valhalla ring structure. Crater chains can form from the impact of material ejected from large impacts (forming secondary chains) or by the impact of a fragmented projectile, perhaps similar to the Shoemaker-Levy 9 cometary impacts into Jupiter in July 1994. It is believed this crater chain was formed by the impact of a fragmented projectile. The images which form this mosaic were obtained by the solid state imaging system aboard NASA's Galileo spacecraft on Nov. 4, 1996 (Universal Time). Launched in October 1989, Galileo entered orbit around Jupiter on December 7, 1995. The spacecraft's mission is to conduct detailed studies of the giant planet, its largest moons and the Jovian magnetic environment. The Jet Propulsion Laboratory, Pasadena, CA manages the mission for NASA's Office of Space Science, Washington, DC. This image and other images and data received from Galileo are posted on the World Wide Web Galileo mission home page at http://galileo.jpl.nasa.gov. Background information and educational context for the images can be found at http:// www.jpl.nasa.gov/galileo/sepo.
Anxiety becomes a disorder when it does not go away and can get worse over time interfering with daily activities such as job performance, school work, and relationships. There are many types of anxiety disorders. We describe three of them here: Attention Deficit Hyperactivity Disorder ADHD, ADD symptoms include difficulty staying focused and paying attention, difficulty controlling behavior, and hyperactivity (over-activity). Autism Spectrum Disorder Autism Spectrum refers to a wide range of symptoms, skills, and levels of impairment or disability that children with Autism Spectrum Disorder (ASD) can have. Some children are mildly impaired by their symptoms, while others are severely disabled. Bipolar disorder is a brain disorder that causes unusual shifts in mood, energy, activity levels, and the ability to carry out day-to-day tasks. Symptoms of bipolar disorder are severe. Borderline Personality Disorder Borderline personality disorder (BPD) is a serious mental illness marked by unstable moods, behavior, and relationships. When you have depression, it interferes with daily life and causes pain for both you and those who care about you. Depression is a common but serious illness. An eating disorder is an illness that causes serious disturbances to your everyday diet, such as eating extremely small amounts of food or severely overeating. People with obsessive-compulsive disorder (OCD) feel the need to check things repeatedly, or have certain thoughts or perform routines and rituals over and over. Post Traumatic Stress Disorder Our “fight-or-flight” response is a healthy reaction meant to protect a person from harm. But in post-traumatic stress disorder (PTSD), this reaction is changed or damaged. People who have PTSD may feel stressed or frightened even when they’re no longer in danger. Schizophrenia is a serious disorder where a person experiences hallucinations or delusions, emotional flatness, and trouble with their thinking processes. - Mental Illness + Substance Use Co-Occurring Mental and Substance Use Disorders Co-occurring disorders can be difficult to diagnose due to the complexity of symptoms. Both disorders may be severe or mild, or one may be more severe than the other. In many cases, one disorder is addressed while the other disorder remains untreated. Both substance use disorders and mental disorders have biological, psychological, and social components. - Substance Use Disorders Substance use disorders occur when the recurrent use of alcohol and/or drugs causes clinically and functionally significant impairment, such as health problems, disability, and failure to meet major responsibilities at work, school, or home. Suicide is tragic. But it is often preventable. Knowing the risk factors for suicide and who is at risk can help reduce the suicide rate.
A r c h i v e d I n f o r m a t i o n Research-Based Instruction in Reading Student Achievement and School Accountability Conference Text (slide 6): Important Points about Phonemic Awareness: (cont.) - Phonemic awareness instruction can help preschoolers, kindergartners, first graders, and older, less able readers. - The most important forms of phonemic awareness to teach are blending and segmentation, because they are the processes that are centrally involved in reading and spelling words.
The supply/demand theory solves the paradox of inessential-but-expensive diamonds and cheap-but-essential water. The supply-and-demand theory tells us that diamonds are highly priced because they are scarce. There are objectively few of them---relative to demand. If diamonds were as common as gravel we would use them to pave our garden walks. More precisely, the equilibrium point in the market for diamonds is reached at a high price per ounce. Recall that at the equilibrium point the supply and demand curves intersect and the quantity demanded equals quantity supplied. See Figure 5.1. Figure 5.1 The demand of and supply for diamonds Diamonds become more costly to produce as more are produced. Consequently, the supply curve slopes up: producers want a higher price (to cover their increasing cost) if they have to produce more. The price is in equilibrium determined at the intersection of supply and demand. Given the unique supply/demand circumstances in this market (people badly want diamonds and diamonds are costly to produce) the intersection occurs at a high price. If the demand curve were to fall back towards the origin, the price would fall. The diagram shows that supply and demand determine the value of diamonds in unison. Like the two blades of a pair of scissors, both are necessary. If for example the poets and moralists suddenly made numerous converts and people started thinking of a diamond as no more desirable per ounce than the lump of coal it came from (geologically speaking), then clearly the demand curve fall (that is, move to the left). And so, moving along an unchanged supply curve, the price would drop. Why then in developed countries is the price of tap water almost zero? Again, a supply and demand diagram explains why (see Figure 5.2). The price of water is not of course exactly zero. We still have to pay a nominal sum for the water we consume at home or work or school. But the price is very low per ounce because plenty of water is supplied, relative to demand. Figure 5.2 The supply and demand curves for water The Demand Curve and Usual S Curve are positioned so that their intersection is at a very low price. But note the high price that the buyers of water would be willing to pay at the second supply curve, the "Desert Supply Curve." If water were rare enough (on the moon, say) it would be more valuable than diamonds. On the moon, at least. The diagram does not entirely resolve the paradox. Nineteenth-century economists distinguished value in exchange from value in use. The distinction is still intelligent. The value in exchange is merely the market price, what water and diamonds actually sell for per ounce. Value in use is the subjective value to demanders, that is, the maximum amount a consumer would pay for one ounce of water if she had to. ("Consumer," by the way, is the economist's work for "demander" or "buyer," especially when the buyer in question is a person or a family or, as economists say, a "household" rather than a business.) She actually pays the market price, the value in exchange, always lower than what she values it at---or else she wouldn't deal. But if she were dying of thirst in the Sahara she would be willing to pay much, much more. That "more," whether in usual circumstances where it is low or in the desert where it is high, is the value in use. The value in exchange is determined by the market. But the value in use is personal, varying from one individual to another. Maria may love diamonds and attach a high value in use to them, and hence be willing to pay a high price. Klamer, by contrast, has little use for diamonds--except to resell them at the value in exchange. He would never buy a diamond, since his value in use for diamonds is below their going price, the value in exchange. If he inherited a diamond he would sell it. The demand curve in Figure 5.2 indicates how the value in use for water declines as more and more water is consumed. When water is scarce, as it is in the middle of the desert, we would we willing to give up a lot to get one thermos full. With fresh water all around we would not even be willing to pay one dollar---unless for fancy bottled water, of course.
Crimean Congo Hemorrhagic Fever (CCHF) is a deadly and dangerous viral infection communicated to human beings from animals. This disease can be spreaded by the bite of infected tick; contact with blood and body secretions of infected animals; and, from infected human to humans. It is an occupational hazardous disease. The livestock farmers, abattoir workers, butchers, veterinary and para-veterinary staff are at high risk of acquiring disease. The CCHF has no symptoms in animal; only a transient fever could be an indication and this is overlooked most of the times. This disease could not be diagnosed in animals and only presence of tick could be its indication. The precautionary measures for the CCHF are as follows: - Keep away from the animals having ticks. Only select tick free animals for sacrificial purposes. Anti-tick sprays are applied on animals before entering the livestock market. - Do not handle or try to pick ticks from animals, bare handed. - The offal and leftover of animals should be disposed-off properly, like burying and handing over the offal to municipal corporation staff. - Always use full sleeve and bright color shirts, when going to animal markets and no body part should be exposed. The ticks could be easily seen on bright color cloths. - The tick repellant should be used before visiting animal markets. - Do not approach the animal without any purpose; only domestic animals free of ticks may be preferred for sacrificial purposes. - Do not handle meat bare handed. - Keep children away from animals. - Only professional butchers may be hired for slaughtering animals. - Area where the animal was slaughtered should be washed thoroughly using disinfectants. - In case of appearance of symptoms like nausea, vomiting, diarrhea, pain in muscles and abdomen, immediately consult physician. What PARC is doing? The CCHF is widespread, tick-borne viral disease affecting humans. The disease is endemic in many regions, such as Africa, Asia, Eastern and Southern Europe and Central Asia. There is no specific treatment or vaccine against CCHF and it is considered an emerging zoonotic disease in many countries. Recently, the incidence of CCHF has increased rapidly in the countries of the World Health Organization-Eastern Mediterranean Region (WHO-EMR), with sporadic human cases and outbreaks of CCHF being reported from a number of countries in the region. Pakistan is ranked as number 4 in the overall CCHF cases in WHO-EMR. The Pakistan Agricultural Research Council (PARC) is the apex agricultural research organization of the country. The PARC is undertaking steps in order to control this lethal disease through research and development. Following are most important: - The PARC created awareness among the general public and technocrats, through series of seminars conducted under mobile veterinary clinic in ICT region. - The scientists of PARC have been engaged in the development of WHO-CCHF research and development road map for preventing epidemics. - The PARC is having research collaboration with WHO Collaborating Centre for Virus Reference and Research, Public Health England and Department of Infectious Diseases Tokyo, Japan for the development of diagnostics. - The PARC has recently granted a research project on the development of diagnostic assays for CCHF. - The scientists from PARC scientists are actively engaged and assisted in the preparation of CCHF contingency plan for the Pakistan in consultation with National Institute of Health, Islamabad. Prepared by: Animal Sciences Institute, NARC Published by: Directorate of Public Relations & Protocol, PARC
This section contains reproducible copies of primary documents from the holdings of the National Archives of the United States, teaching activities correlated to the National History Standards andNational Standards for Civics and Government, and cross-curricular connections. Teaching with primary documents encourages a varied learning environment for teachers and students alike. Lectures, demonstrations, analysis of documents, independent research, and group work become a gateway for research with historical records in ways that sharpen students’ skills and enthusiasm for history, social studies, and the humanities. - Revolution and the New Nation (1754-1820s) - Expansion and Reform (1801-1868) - Civil War and Reconstruction (1850-1877) - The Development of the Industrial United States (1870-1900) - The Emergence of Modern America (1890-1930) - The Great Depression and World War II (1929-1945) - Postwar United States (1945 to early 1970s) - Contemporary United States (1968 to the present)
Living with HIV can result in a weakened immune system. This makes the body more susceptible to a host of illnesses. Over time, HIV attacks the body’s CD4 cells. These cells play a critical role in maintaining a healthy immune system. People living with HIV can proactively reduce the likelihood of developing common, life-threatening illnesses by taking their prescribed daily medications and practicing healthy living habits. Opportunistic infections (OIs) capitalize on weakened immune systems. In general, complications of HIV don’t occur if the body’s CD4 count is higher than 500 cells per cubic millimeter. Most life-threatening complications occur when the CD4 count drops below 200 cells per cubic millimeter. OI illnesses may have little to no significant impact on a person with a healthy immune system. However, they can cause devastating effects for people living with HIV. OIs typically present when the CD4 count drops below 200 cells per cubic millimeter. They are considered stage 3 HIV (or AIDS-defining) conditions. In general, a person living with HIV will not present with OIs if their CD4 count is above 500 cells per cubic millimeter. The following 20 OIs have been defined by the Centers for Disease Control and Prevention as stage 3 HIV (or AIDS-defining) illnesses. Infections common with HIV - Candidiasis. This is a common fungal infection that’s also known as thrush. It can be treated with antifungal medications after a simple visual examination. - Coccidioidomycosis. This common fungal infection can lead to pneumonia if left untreated. - Cryptococcosis. This fungal infection often enters through the lungs. It can quickly spread to the brain, often leading to cryptococcal meningitis. Left untreated, this fungal infection is often fatal. - Cryptosporidiosis. This diarrheal disease often becomes chronic. It’s characterized by severe diarrhea and abdominal cramping. - Cytomegalovirus. This common global virus affects most adults during their lifetime. It often presents with eye or gastrointestinal infections. - HIV-related encephalopathy. This is often referred to as HIV-related dementia. It can be defined as a degenerative brain condition that affects people with CD4 counts of less than 100. - Herpes simplex (chronic) and herpes zoster. Herpes simplex produces red, painful sores that appear on the mouth or genital area. Herpes zoster, or shingles, presents with painful blisters on skin surfaces. While there is no cure for either, medications are available to alleviate some symptoms. - Histoplasmosis. This environmental fungal infection is commonly treated with antibiotics. - Isosporiasis. This is a parasitic fungus. It develops when people drink or come into contact with contaminated food and water sources. It’s currently treated with antiparasitic drugs. - Mycobacterium avium complex. This is a type of bacterial infection. It often presents in people with severely compromised immune systems (CD4 cell counts of less than 50). If these bacteria enter the bloodstream, it often results in death. - Pneumocystis carinii pneumonia (PCP). This OI is currently the leading cause of death in people living with HIV. Careful monitoring and antibiotic therapies are currently used to treat the person following diagnosis. - Chronic pneumonia. Pneumonia is an infection in one or both lungs. It can be caused by bacteria, viruses, or fungi. - Progressive multifocal leukoencephalopathy (PML). This neurological condition often affects people with CD4 cell counts below 200. While there is no current treatment for this disease, some response has been shown with antiretroviral therapies. - Toxoplasmosis. This parasitic infection commonly strikes people with CD4 cell counts below 200. Prophylaxis treatments are used as a preventive measure for people posting low CD4 cell counts. - Tuberculosis. This disease is most common in low-income areas of the world. It can be successfully treated in most cases if caught early. - Wasting syndrome (HIV-related). This OI causes a total weight loss of more than 10 percent of your normal body weight. Treatment involves dietary management and continued antiretroviral therapy. - Kaposi’s sarcoma. This form of cancer often presents with either oral lesions or lesions covering the skin surfaces. Current treatments include radiation and chemotherapy to shrink the tumors. Antiretroviral therapy is also used to boost the body’s CD4 cell count. - Lymphoma. A variety of cancers frequently present in people living with HIV. Treatment will vary based upon the person’s cancer type and health condition. - Cervical cancer. Women living with HIV are at greater risk of developing cervical cancer. An impaired immune system presents challenges associated with treating this form of cancer. Cancers common with HIV If a person presents with one or more OIs, the disease will likely be categorized as stage 3 HIV (or AIDS), regardless of the person’s current CD4 cell count. OIs are currently the leading cause of death for people living with HIV. However, antiretroviral therapies (HAART) and prophylaxis have shown promise in preventing these diseases, when taken as directed. Doctor-prescribed drug regimens and healthy daily living habits can greatly improve life expectancy as well as quality of life for people living with HIV. People living with HIV can proactively avoid many OIs by following these tips: - Follow a daily drug regimen that includes both antiretroviral therapies and prophylaxes (medications used to prevent disease). - Get vaccinated. Ask your doctor which vaccines you may need. - Use condoms consistently and correctly to avoid exposure to sexually transmitted infections. - Avoid illicit drug use and needle sharing. - Take extra precautions when working in high-exposure areas, such as day-care centers, prisons, healthcare facilities, and homeless centers. - Avoid raw or undercooked products and unpasteurized dairy products. - Wash your hands frequently when preparing foods. - Drink filtered water. Antiviral medications and a healthy lifestyle greatly decrease the likelihood of contracting an opportunistic infection. Medications developed within the last 25 years have drastically improved the life span and outlook for people living with HIV.
OCEAN FOOD CHAINS Based on a poster created by Natalie Barnes, a postgraduate student at the Southampton Oceanography Centre, with the help of Katie Poneroy and Jo Gill, pupils of St Anne's School, Southampton. OCEAN PRODUCTIVITY High oceanic productivity occurs in areas of upwelling in the ocean, particularly along continental shelves (red areas on map). The coastal upwelling in these regions is the result of deep oceanic currents colliding with sharp coastal shelves, forcing nutrient-rich cool water to the surface. Over 90% of the world's living biomass is contained in the oceans, yet only about 0.2% of marine production is harvested. Peruvian upwelling zone THE PERUVIAN UPWELLING ZONE The Peruvian upwelling is a 300 x 300 mile area adjacent to the coast and is the most biologically productive coastal upwelling system on Earth. Carbon levels (an indicator of production) are tens of times higher than those of the next most productive upwelling region, the California current. HOW THE OCEAN FOOD CHAIN WORKS light Even the smallest creature in the ocean is preyed on man by larger creatures. The 0m smallest creatures, such as phytoplankton phtyoplankton, form the tuna zooplankton base of the food chain and anchovy upwelling nutrients are eaten by herbivorous detritus (plant-eating) plankton, detritus feeders who are in turn eaten by predatory zooplankton. Zooplankton are preyed on by fish, which then might 5000m end up in man's fishing nets. Herbivorous plankton Phytoplankton The majority have limited Microscopic plants that drift movement but may migrate to the along in the ocean currents. surface at night to feed. Phytoplankton Most plankton are herbivorous, photosynthesise with but some are scavengers and pigments such as chlorophyll, some may even cannibalise. May which are also found in be found in swarms. terrestrial plants. Predatory zooplankton May be predacious carnivores, Anchovy filter-feeding omnivores or Silvery fish with blue-green backs scavengers. 12-20 cm length Use a range of feeding Spawn once a year methods from actively hunting Life expectancy of 3 years prey and swallowing it whole to Occurs in shoals waiting for food to 'float' by Caught near the surface then stinging and entangling it. All life stages filter-feed on plankton Restricted to cool, nutrient-rich upwelling zones Found along the coast of Peru and Northern Chile Photo: NOAA OCEAN FOOD CHAINS AND MAN Humans form the end link of the oceanic food chain. In terms of fisheries yield, upwelling zones are up to 66,000 times more productive than the open ocean per unit area. Offshore Peru is an example of an upwelling zone and it is heavily fished for anchovy. Before 1950, the Peruvian anchovy were harvested purely for human consumption but after the second world war, traditional fishing boats became outclassed in favour of large, high tonnage ships. Modern, industrialised fishing vessels are now equipped with fish-seeking radar, and are highly mechanised which reduces manual labour costs and increases fishing efficiency. Today only 5% of the anchovy catch is used for human consumption, the rest is used in animal feed. HOW DOES CLIMATE AFFECT THE FOOD CHAIN? During El Niño events, the temperature of the ocean surface may rise by up to 3ºC, causing upwelling to stop. Diatoms and phytoplankton that are normally abundant in upwelling zones disappear. Anchovies migrate to lower depths where cooler water and some phytoplankton are available. This makes fish inaccessible to fishing fleet nets and the birds that are dependent on the anchovies for food. Animals that feed on the anchovy either migrate to find new food sources or die off. 16 El Niño 12 Fisheries yield (millions of tonnes) Estimated sustainable yield 8 El Niño Pre-1950s catch 4 0 1960 1970 1980 1990 AN INFINITE RESOURCE? The large fish populations associated with upwelling zones have traditionally been viewed as an infinitely renewable resource. However, the rapid development of the Peruvian anchovy fishing industry coincided with severe El Niño effects, which nearly destroyed the fishery. Even such rich environments require careful management to ensure they do not become depleted. Pages to are hidden for "OCEAN FOOD CHAINS"Please download to view full document
A century after the Emancipation Proclamation, African Americans in the South were still denied access to good housing, high-quality education, employment, and basic amenities. Many had begun to fight the complex web of racism that characterized American society, especially in southern states. The 1954 Supreme Court case, Brown vs. Board of Education of Topeka, encouraged many to believe that racism could be eradicated, or at least tamed. The success of the Montgomery bus boycott in 1955-56 further encouraged civil rights workers. Thus, the African American community entered the 1960s with the belief that nonviolent protest and legal action could make a difference. Beginning in 1960, students held sit-ins at segregated lunch counters throughout the South in order to desegregate them. This was one of the first signs of the increased youth participation that would characterize the civil rights movement in the sixties. Young black activists formed the Student Nonviolent Coordinating Committee (SNCC) aiming to desegregate public facilities and register black voters. Students also played a critical role in the freedom rides organized by the Congress of Racial Equality, and later by SNCC. In 1960, the Interstate Commerce Commission ordered that buses and station facilities on interstate lines be desegregated. The Congress of Racial Equality (CORE) and the Student Nonviolent Coordinating Committee (SNCC) decided to put this legislation to the test by organizing a series of "freedom rides," in which people of different races would take buses from the North and try to ride through the South. The freedom riders would sit where they wanted to sit on the buses, and the racially-mixed groups would attempt to integrate the stations which, by law, were forbidden to discriminate against blacks. In states like Alabama and Mississippi, buses were stoned and burned, and riders were attacked by angry mobs and arrested. Much of this violence was captured on film and transmitted to millions of Americans on television news, although many reporters and cameramen were attacked and beaten. In addition to integrating lunch counters and bus stations, the civil rights movement continued the campaign to integrate the American educational system. National attention focused on the University of Mississippi in 1962, when federal troops were called in to enable James Meredith to register. Civil rights was again at the center of national discourse in the spring of 1963, with the television coverage of police brutality against non-violent demonstrators in Birmingham, Alabama. The climax of the non-violent civil rights movement was the 1963 March on Washington. Assembled at the Lincoln Memorial were over 200,000 people, lobbying for civil rights legislation and hearing a stirring oration delivered by the Rev. Dr. Martin Luther King, Jr. After the March, however, it became clear that many activists were disappointed and frustrated with the results of non-violent protests. Individuals like Malcolm X persuaded many with their support of black separatism, while others advocated an armed struggle against oppression. In 1963 and 1964, a coalition of civil rights organizations in Mississippi launched Freedom Summer, a project to register black voters and promote voting rights. Enthusiastic young volunteers signed up in colleges across the country. After going through training sessions, the young people headed out to help register black voters to give African-Americans a greater voice in the political process. By the end of the summer, however, fifteen volunteers had been killed, including Andrew Goodman, James Chaney, and Michael Schwerner. That same summer, riots broke out in New York; and the Mississippi Freedom Democratic Party, representing the black Mississippians excluded from the Democratic party, were refused seating as representatives of their state. A month after a 1965 voter registration march to Selma, Alabama, Malcolm X, who had begun to rethink his anti-white stance, was assassinated in New York. During a 600-person civil rights march from Montgomery to Selma, the state trooper attack known as "Bloody Sunday" occurred, injuring more than 50 individuals. Two people, both white, died as a result of attacks during the course of the march. Rioting broke out in the Watts section of Los Angeles. Many Americans were shocked at the rioting, and could not understand why many blacks were so angry despite the gains in the civil rights movement. After all, laws had been passed which protected Americans from discrimination. More and more minorities were represented in various aspects of American life from which they had been previously barred. The issue of racism had received much press attention, and the nation was moving toward a more integrated state. The progress of the civil rights movement was not without its critics. One of the major criticisms was that the resulting legislation lacked "teeth." In order to pass civil rights bills through Congress despite the opposition of many senators and representatives who were either racists or at least represented racist constituents, the enforcement aspects had to be watered down and even eliminated. Similarly, Supreme Court decisions against discrimination and the Interstate Commerce Commission's mandate to integrate interstate buses and bus station facilities lacked enough force to turn the law into reality. Even in those state which abided by the federal laws, which were by no means universally adopted, individuals habitually attacked and discriminated against blacks and supporters of black rights. Thus, black Americans were free according to the law (de jure), but not necessarily in fact (de facto). In addition, the hidden racism which pervaded much of the North remained largely unchallenged by civil rights legislation and judicial action. The major concerns of southern blacks was the eradication of Jim Crowism. Legislation backed by federal authority and troops was enough to take away the legality of the system. For northern blacks, however, there was no simple, straightforward way in which to combat the problem of racism and racial discrimination. Once the ostensible signs of apartheid, the segregated lunch counters and buses, had been removed, many rested in complacent ignorance of the depth to which racial hatred had corroded the heart of American society. Many Northern whites could watch protesters in southern cities on television being attacked by the police or rioting in the streets, safe in the belief that the blacks of the north had no such cause for fear or anger. And yet, in terms of achieving economic, social, and psychological equity, blacks in the north were arguably as impoverished as blacks in the south. Another criticism of the movement as established and led by the Southern Christian Leadership Conference (SCLC) and CORE was that they did not make enough of an effort to address the social ills plaguing the black community. Even when freed from the chains of racism, many black Americans were still slaves to their lack of education, housing, jobs, and economic power. As Michael Harrington described in The Other America, "after the racist statutes are all struck down, after legal equality has been achieved in the schools and in the courts, there remains the profound institutionalized and abiding wrong." One of the most profound and philosophical concerns of many black Americans was the question of black identity in the United States. First of all, the movement had glorified the role of the man or woman strong enough to withstand the blows of the oppressor and refuse to either back down or strike back. Such a role, however, requires a tremendous amount of self-esteem and self-assurance. Without it, black protesters might perceive themselves as passive victims being further victimized, rather than active warriors taking a stand against oppression. It was not at all clear, however, that most black Americans possessed such inner confidence to match their inner strength. The fact that most black women, and some black men, would not be seen in public, even at a civil rights demonstration, without their hair processed into line with socially-accepted standards of presentability, standards which automatically included the natural state of most whites and excluded the natural state of most blacks, was a telling observation. Having been taken from a land in which they belonged and forced to conform to a society in which they could claim no human status, African Americans were largely a people without a self. The physical and cultural characteristics which made them unique were the very objects of scorn and marginalization by the larger society. Only when black culture was "cleaned up," as in the music of Motown, could it be palatable to the general American public. In addition, some activists were concerned that the battery of images of black people being brutalized would create a national perception of blacks as being weak and meek. Some criticized any attempt to obtain equality and justice through legal channels, in effect asking for freedom from the same white-dominated society which had denied that freedom in the first place. These critics demanded that freedom and justice be seized from a position of power, rather than requested from a position of subservience. These are among the concerns that led individuals like Malcolm X and Stokely Carmichael to move the central focus of the civil rights movement from nonviolent preaching and protest to militant rhetoric and action. Fundamental assumptions were also at issue. Nonviolent protesters had had to believe that the oppressors, or at least the bulk of the larger empowered white society, were basically decent people with consciences and an interest in justice. Otherwise, the goals of shaming oppressors and shocking the nation with the realities of the war of racial discrimination and hatred being waged against innocent, peace-seeking black people would be impossible to achieve. Without a sense of decency, fairness, and justice in the majority white society, nonviolent protesters would be knocking on the door of an empty room. The more militant protesters, however, seemed to work from a more pessimistic view of human nature in general, and of white society in particular. At James Meredith's "March against Fear" in the summer of 1966, the critical change of emphasis in the civil rights movement became clear. When Stokely Carmichael, the new national chairman of SNCC, roused the crowd with shouts of "black power," he ushered in the "Black Power Era." The newly-militant SNCC joined forces with the Student Organization for Black Unity and the Black Panther Party, which had been formed in Oakland, California. While the slogan "black power" helped create a positive sense of racial pride in many blacks, it also fostered violence and anti-white hatred in others. Riots occurred in Chicago, Cleveland, and San Francisco in 1966, then in Newark and Detroit the following year. In 1968, the coalition of SNCC coalition broke up. Clashes between black militants and police forces led to many deaths and arrests. In the same year, the Rev. Dr. Martin Luther King, Jr., was assassinated, causing a series of riots across the nation. The Vietnam War proved generally problematic for the fight for civil rights. Many African-Americans were disturbed by what was perceived as a disproportionately high number of black people fighting in the American forces in Vietnam. Some, including singer and actress Eartha Kitt, took the Vietnam War as one of the explanations for urban violence and rioting in black neighborhoods. On January 18, 1968, Kitt was among 50 black and white women invited to the White House by First Lady Mrs. Johnson to discuss urban crime. Kitt remarked, "you send the nest of this country off to be shot and maimed, they rebel in the street." As with other previous wars, including World War II, many civil rights activists were struck by the irony of having the United States fight for the freedom of foreigners when a large number of Americans still faced the oppression of discrimination within their own country. In addition, many prominent cultural figures and civil rights leaders, including Mohammed Ali and the Rev. Dr. Martin Luther King, Jr., opposed the war, thus alienating some Americans from supporting the civil rights movement. Despite the blows to the African American community, including the national losses of John and Robert Kennedy, the later sixties produced some civil rights gains. The Civil Rights Act of 1968 protected housing rights. A number of black Americans obtained prominent and obscure positions in government and other areas of influence and importance. In colleges and universities, black students formed all-black activist groups, some of which began demonstrating in favor of establishing Afro-American studies departments. Several colleges assented and, when Harvard University set up its department in 1969, it lent credibility to the idea of African-American studies. By 1969, individuals attacking blacks were more aggressively prosecuted than ever before, helping to deter racist violence against blacks. The Supreme Court ruled unanimously that schools had to be desegregated immediately. Affirmative Action policies for employment were introduced. Nevertheless, there were still many problems to address. African Americans had obtained full legal rights according to federal law, but, in many sectors and regions, those laws were not fully enforced. In addition, the black community lacked unity of purpose and mission, as many members of the black bourgeoisie began to seek their own interests, leaving behind those rural and inner city blacks in need of support. The African American community exited the sixties with more legal rights and opportunities than before, but with less optimism and focus than at the beginning of the decade.
In “Ebola: Should you be scared?” students can compare an article about Ebola to a health video about it, hold a classroom debate, find the main ideas and key details in the article, get a coloring sheet and use current event notebook illustrations. This current event curriculum is set up as a once-a-week, single-session activity. (Follow Kay’s Simple Literature and Games to learn when new current event lessons are released.) Here is what this lesson contains: A Student’s Connection to the World Choose the reading level that works for your class: second grade, third grade, fourth grade, or fifth grade. You get current event, reproducible, reading sheets for each grade level. Then use them to help students understand more about the Ebola virus. Then teachers choose one activity from the following: This worksheet helps students explore the who, what, when, where, why, and how of the Ebola article. On this sheet, students find a timeline for a few epidemics. Then they are asked to research eight names to link these scientists to the vaccine they worked on or named. Use this sheet to help students play a concentration-like game that compares Ebola with the flu. Comparison Worksheet — Gather the Facts Students can use this worksheet to help them figure out the main ideas and key details for the third-person article and a health video about Ebola. Once students have completed this worksheet, they will be asked to use what they have discovered to write a comparison essay. Throughout the previous week, students will have researched for a debate, an inquiry paper, or for their current event notebook. During this second session, teachers can use the following resources: Students can fill out an Ebola Debate Worksheet. After students find one pro and one con fact for the debate, a classroom debate takes place. This worksheet helps students go deeper with an assigned topic. They are asked to research a topic related to the Ebola virus. Current Event Notebook Illustrations Get a single-page of illustrations and writing prompts that students can use in a current event notebook. In their notebook, they can add the current reading sheet information and find related stories. Buy this individual current event lesson here, or in “Current Events for Elementary School Students” at TeachersPayTeachers.com. “Current Events for Elementary School Students” is a bundled download and includes all the current event units created during the 2014/2015 school year, from September through May. In addition, the bundled download is updated once a month with new current event units. These updates happen throughout the 2014/2015 school year, from September through May. View a different but complete current event unit in the Preview section for “Current Events for Elementary School Students” to better understand what you’ll find in this unit. Ebola: Should you be scared? - 2SL3SL4SL5SL is copyrighted (c) 2014 by S. Kay Seifert. All rights reserved. No part of this material (in part or as a whole) may be altered. Teachers and parents may use this material for students in the classroom or at home, reproducing student sheets for personal use. This curriculum may not be commercially reproduced for print, electronic, or other formats and/or platforms, and may not be distributed electronically, via the cloud, or commercially, unless written permission is given by S. Kay Seifert.
Ophthalmo-acromelic syndrome is a condition that results in malformations of the eyes, hands, and feet. The features of this condition are present from birth. The eyes are often absent or severely underdeveloped (anophthalmia), or they may be abnormally small (microphthalmia). Usually both eyes are similarly affected in this condition, but if only one eye is small or missing, the other eye may have a defect such as a gap or split in its structures (coloboma). The most common hand and foot malformation seen in ophthalmo-acromelic syndrome is missing fingers or toes (oligodactyly). Other frequent malformations include fingers or toes that are fused together (syndactyly) or extra fingers or toes (polydactyly). These skeletal malformations are often described as acromelic, meaning that they occur in the bones that are away from the center of the body. Additional skeletal abnormalities involving the long bones of the arms and legs or the spinal bones (vertebrae) can also occur. Affected individuals may have distinctive facial features, an opening in the lip (cleft lip) with or without an opening in the roof of the mouth (cleft palate), or intellectual disability. The prevalence of ophthalmo-acromelic syndrome is not known; approximately 35 cases have been reported in the medical literature. Mutations in the SMOC1 gene cause ophthalmo-acromelic syndrome. The SMOC1 gene provides instructions for making a protein called secreted modular calcium-binding protein 1 (SMOC-1). This protein is found in basement membranes, which are thin, sheet-like structures that support cells in many tissues and help anchor cells to one another during embryonic development. The SMOC-1 protein attaches (binds) to many different proteins and is thought to regulate molecules called growth factors that stimulate the growth and development of tissues throughout the body. These growth factors play important roles in skeletal formation, normal shaping (patterning) of the limbs, as well as eye formation and development. The SMOC-1 protein also likely promotes the maturation (differentiation) of cells that build bones, called osteoblasts. SMOC1 gene mutations often result in a nonfunctional SMOC-1 protein. The loss of SMOC-1 could disrupt growth factor signaling, which would impair the normal development of the skeleton, limbs, and eyes. These changes likely underlie the anophthalmia and skeletal malformations of ophthalmo-acromelic syndrome. It is unclear how SMOC1 gene mutations lead to the other features of this condition. Some people with ophthalmo-acromelic syndrome do not have an identified mutation in the SMOC1 gene. The cause of the condition in these individuals is unknown. This condition is inherited in an autosomal recessive pattern, which means both copies of the gene in each cell have mutations. The parents of an individual with an autosomal recessive condition each carry one copy of the mutated gene, but they typically do not show signs and symptoms of the condition. These resources address the diagnosis or management of ophthalmo-acromelic syndrome: These resources from MedlinePlus offer information about the diagnosis and management of various health conditions: - anophthalmia-Waardenburg syndrome - anophthalmos-limb anomalies syndrome - anophthalmos with limb anomalies - microphthalmia with limb anomalies - ophthalmoacromelic syndrome - syndactyly-anophthalmos syndrome - Waardenburg anophthalmia syndrome - American Society for Surgery of the Hand: Congenital Hand Differences - Disease InfoSearch: Anophthalmos with Limb Anomalies - Einstein Healthcare Network: The Anophthalmia Microphthalmia Registry - MalaCards: anophthalmos with limb anomalies - Minnesota Department of Health: Anophthalmia and Microphthalmia - Orphanet: Microphthalmia with limb anomalies - Scottish Sensory Centre: Anophthalmia
We use our hands to explore and manipulate the physical objects in the world we live in. To carry out this function, our hands are particularly sensitive to the textures and temperatures present in our environment. Our fingertips, in particular, have one of the highest densities of touch and temperature receptors in the body. Through our fingers, we can make out if an object is soft or hard, smooth or rough, sharp or blunt, hot or cold, and wet or dry, even without input from our other senses like our vision. The fact that our fingers sense the outside world through touch, also makes them more likely to come in contact with adverse surfaces that can cause injury and pain. The high density of receptors on the fingertips also makes them more sensitive in terms of perceiving the injuries when they do occur. Tenderness and pain are the primary perceptions that our fingertips of capable of. Tenderness in fingertips results in a distinct perception of discomfort when the fingertips are pressed. There is a feeling of heightened sensation, which makes even mild pressure very discomforting. This discomfort could also be painful at times. Tenderness results from an underlying tissue injury, even if the injury is not obvious. Pain in the fingertips is a result of tissue injury or inflammation. Inflammation is a natural response of the body upon tissue injury. It is characterized by redness, swelling, heat, and pain in the affected area. However, not all pain in the fingertips is due to inflammation. Other factors may also elicit fingertip pain. Read more on swollen fingers. Causes of Fingertip Pain The following are some of the most likely causes of fingertip pain. The most common cause of fingertip pain or tenderness is trauma or injury to the region. The injury may be superficial, and affect only the outer layers of the skin and subcutaneous tissue on the fingertips. Alternatively, the injury could be deep, and affect the muscles, tendons, ligaments and bones of the fingers. Cuts or lacerations are one of the most common types of injuries to fingers. Sharp objects like knives, blades, broken glass, and metal edges are the most common culprits. Interestingly, cuts can also occur with something as innocuous as paper. Such injuries may not even be perceived at the moment they occur, but become evident when the fingers are pressed. Blunt force trauma can also cause injuries to the fingertips. This may occur in circumstances when the fingers are stubbed against or caught between solid surfaces. Deeper injuries may result from an object striking the fingertips with great force. An example is of the baseball striking the fingers, resulting in an injury known as baseball finger or mallet finger. Fingertips can also get injured by touching certain chemicals (such as strong acids and bases), or extremely hot or cold objects. Electrical burns also capable of causing painful trauma. Fingertip pain may also occur with sustained, high-intensity physical activities that involve the use of fingers (especially the fingertips). This is particularly the case when the fingers are not conditioned for the activity. Examples include prolonged typing on a keyboard, and doing finger pushups. Frostbite, or cold injury, refers to tissue injury caused by exposure or contact to extremely cold temperatures. Frostbite can result in permanent damage to the fingers, and is usually associated with prolonged contact with ice or snow. The duration of exposure that can result in cold injury depends on how low the temperature is. Even short term contact with very low temperature substances, such as liquid nitrogen, will result in a frostbite. Not all cold injuries are permanently damaging. A mild form of frostbite is known as frost nip. Frost nip is a mild frostbite that doesn’t permanently injure the skin, but results in a feeling of pin-pricks and numbness in the fingers. Chilblains is another type of cold injury that does not freeze the tissue. It causes an itchy and painful swelling that is a result of poor circulation. The damage is reversible. Fingertip pain is a feature of all these forms of cold injury. Raynaud phenomenon refers to reduced blood flow through the fingers due to constriction of small blood vessels in the region. The usual triggers for blood vessel constriction (also known as vasoconstriction) are cold and stress. These triggers usually elicit vasoconstriction. What makes the vasoconstriction in Raynaud phenomenon different is the intensity of the blood vessel constriction. The blood flow to the fingers is severely reduced, which starves the tissue of oxygen and nutrients. Fingertip pain is a common symptom. Apart from the fingertips, other regions such as nose, ears and toes can also be affected. Compression of sensory nerves that supply the fingertip region can also cause fingertip pain. This condition is commonly referred to as pinched nerve. Despite the pain emanating from the fingertips, actual nerve compression may occur at any place along the course of the nerve, including the nerve root at the spine. One of the most common causes of nerve root compression is hernia of intervertebral discs. Closer to the fingers, nerve compression may occur in the wrist region, a phenomenon known as carpel tunnel syndrome. This also affects the fingers. Inflammatory skin conditions that affect the fingers are also a cause of fingertip pain. Two common examples of such skin conditions include shingles and cellulitis. Shingles is caused by a reactivation of the chicken pox virus in the body. The upper region of the body is most commonly affected. Pain is one of the main symptoms, and hands and fingertips may be affected. Cellulitis is a bacterial infection that affects the deeper tissues under the skin. Fingertip pain may also emanate from conditions that primarily affect the nails on the fingers. Injuries and infections to the fingernails and the sensitive nail bed will result in fingertip pain. Injuries to fingernails may occur through nail biting, manicuring, nail clipping, and blunt trauma. Paronychia is an example of a painful infection of skin around the nails . Read more on fingernail abnormalities. Apart from the above mentioned situations, fingertip main may also be a feature in conditions such as rheumatoid arthritis, osteoporosis, skin blisters, fibromyalgia, splinters in skin, cardiac pain, peripheral neuropathy, insect bites and stings.
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