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Hiroshi Yokoyama and his colleagues at Department of Mechanical Engineering, Toyohashi University of Technology in collaboration with researchers at YAMAHA Corporation have succeeded in directly predicting sound radiating from a recorder for the first time all over the world (Figure 1, Movie 1). The calculations for this study took two weeks using about 100 nodes of supercomputers (FX10 in the Tokyo University or Kyushu University). It was a huge computational cost. In air-reed instruments such as a recorder, the flow velocity fluctuates by the blowing of performer. These fluctuations generate sound (pressure and density fluctuations). It had been known that a small change of the shape or material of instruments critically affects ease of playing or how a performer feels during performance. However, the detailed relationship of the shape or material and the sound had not been clarified, and the reason why they affect the tones was unknown. However, by these predicted results, we understand the way the sound is radiating from flows in the recorder. Moreover, the way the sound is propagated to the far field (performer's ears or audience) around the recorder was also clarified (Movie 2). These results contribute to the revolution of the design of future musical instruments. Everyone knows the instrument radiates sound when we blow it. However, the complex flow and sound phenomena are hidden. In your childhood, did you find it difficult to resonate the lowest "do" in music classes? In the future, we can clarify the effects of the shape of instruments on tones clearly using computers. I believe that it becomes possible to propose a new design of musical instrument easy-to-play or new musical instruments. Authors: Hiroshi Yokoyama, Masaki Kobayashi, Hirofumi Onitsuka, Akira Miki, and Akiyoshi Iida. Title of the original paper: Direct numerical simulation of flow and acoustic fields around an air-reed instrument with tone holes Conference name: 43rd International Congress on Noise Control Engineering (inter.noise 2014) November 16-19, 2014 Affiliations: Department of Mechanical Engineering, Toyohashi University of Technology, 1-1 Hibarigaoka, Tempaku, Toyohashi, Aichi 441-8580, Japan. Toyohashi University of Technology 1-1 Hibarigaoka, Tempaku Toyohashi, Aichi Prefecture, 441-8580, JAPAN Inquiries: Committee for Public Relations About Toyohashi University of Technology: Founded in 1976 as a National University of Japan, Toyohashi University of Technology is a vibrant modern institute with research activities reflecting the modern era of advanced electronics, engineering, and life sciences.
Susan Pringle Frost, a mentor to the Pollitzer sisters, was the founder of the Charleston Equal Suffrage League. Anita Pollitzer went to work for that National American Women Suffrage Association. While there, she befriends Alice Paul, one of America’s most prominent figures for women’s suffrage in America. Paul was influenced by the more radical British suffragists, and her experiences in England fueled her advocacy for suffrage in America. Paul broke away from the National American Woman Suffrage Association (NAWSA) to form the more militant National Woman’s Party (NWP). The NWP was publicly chastised in America for putting women’s rights before war efforts during World War I. In 1919, the NWP led a campaign by train to urge political leaders to support women’s suffrage; Anita Pollitzer made sure the campaign’s first stop was Charleston, SC. Leaders throughout the U.S. became horrified at the horrendous treatment NWP suffragists went through in prison. This helped change President Woodrow Wilson’s stance on women’s suffrage, and endorsed the vote for women. Anita Pollitzer was sent to Tennessee to urge state representative Harry Burn to vote for the 19th Amendment’s ratification. The vote in Tennessee passed, and the 19th Amendment was ratified on August 18, 1920. The right to vote could no longer be denied on basis of sex. Unfortunately, South Carolina would not ratify the 19th Amendment until 1969. - 8-5 The student will understand the impact of Reconstruction, industrialization, and Progressivism on society and politics in South Carolina in the late nineteenth and early twentieth centuries. - During the periods of Reconstruction, industrial expansion, and the Progressive movement, South Carolina searched for ways to revitalize its economy while maintaining its traditional society. To understand South Carolina’s experience as represen... - USHC-4 The student will demonstrate an understanding of the industrial development and the consequences of that development on society and politics during the second half of the nineteenth and the early twentieth centuries. - Political democracy depends upon the active participation of individuals working through political and economic-interest groups to protect their welfare. To understand how groups in the past have protected their rights, the student will utilize the kn... - This indicator was developed to encourage inquiry into the growth, decline, and legacy of the Populist Party. This indicator supports inquiry into the multifaceted objectives of the Progressive Movement, including political and social reforms, which influenced both political parties of the period and resulted in lasting legislation. - This indicator was developed to encourage inquiry into the causes of American expansion, such as a growing and diversifying population and the expansion of the plantation economy. This indicator promotes inquiry into the relationship between sectionalism and political compromise, culminating in the Civil War. - This indicator was designed to encourage inquiry into the continuities and changes of the experiences of marginalized groups such as African Americans, Native Americans and women, as the U.S. expanded westward and grappled with the development of new states. - This indicator was developed to encourage inquiry into founding principles as viewed through this period of federal government involvement, the development and realignment of a new labor system not based on a system of slavery, and the significant political realignment of the South.
Sea ice algae blooms in the dark Researchers from Aarhus University have measured a new world record: Small ice algae on the underside of the Arctic sea ice live and grow at a light level corresponding to only 0.02% of the light at the surface of the ice. Algae are the primary component of the Arctic food web and produce food far earlier in the year than previously thought. It is pitch dark all winter in the Arctic. And even when the spring sun appears in the sky, the compact ice and snow layer allows only a tiny amount of light to penetrate into the sea. But on the underside of the sea ice microscopic algae have adapted to the very extreme conditions prevailing here. Among these are diatoms that reside on the underside of the ice and in small channels in the ice – the so-called brine channels, where heavier saline water flows out of the ice and into the sea. Here, in this extreme environment where temperatures are below the freezing point and salinity is higher than in the sea water, and where light penetration is extremely low for a large part of the year, the ice algae are found. Powerful solar panels All algae need light to live, and it has long been a mystery why algae are found in a habitat with almost no light for long periods of the year. Researchers from Aarhus University went to the Villum Research Station in the north-eastern corner of Greenland to study the living conditions of the algae. The results of the research efforts have just been published in the Journal of Geophysical Research. “We worked on the sea ice in April-May, where there was a metre of sea ice and a metre of snow on top of the ice. With special ice corers we drilled holes in the ice so that we could measure the ice algae on the underside of the ice and collect samples,” explains Lars Chresten Lund-Hansen, Arctic Research Centre, Aarhus University, who was in charge of the studies. As primary producers constitute the base of the food web, ice algae are essential for the vulnerable Arctic marine ecosystem. Especially in the early spring where plankton algae in the sea are not yet active. “Our measurements showed that the ice algae began to grow at a light intensity below 0.17 μmol photons m-2 s-1. This corresponds to less than 0.02% of the amount of light that reaches the surface of the snow on a sunny day,” says Kasper Hancke, currently working at the Norwegian Institute for Water Research (NIVA) in Oslo, who was responsible for the field work. This is the lowest light level so far where active photosynthesis and growth of ice algae have been observed. The general view has been that ice algae do not obtain sufficient light for growth when they are covered by a more than 30-50 cm deep cover of snow and ice. The new measurements completely change that view and show that ice algae may play an important role much earlier in the spring in the Arctic than hitherto assumed. During May, the depth of the snow on top of the sea ice did not change significantly – showing only a reduction from 110 to 91 cm. However, when the snow became warmer, its optical conditions changed so that a larger amount of light reached the underside of the sea ice, boosting the growth of the ice algae. “Temperatures are rising in the Arctic. When the snow on top of the ice gets warmer, the algae residing on the underside of the ice receive more light. This may significantly impact the growth of the algae and the extent of the ‘spring bloom’. This new knowledge must be considered in the puzzle of how the Arctic will respond to a warmer world,” says Lars Chresten Lund-Hansen. Watch a video from the field work in North-East Greenland: The article is written by Peter Bondo at Aarhus University and published at Aarhus University's websites. >> Read the publication in Journal of Geophysical Research DOI: 10.1002/2017JC013263 >> Read the publication in Journal of Geophysical Research
The Child’s Special Visual System A child’s eyes are amazing. They bring the world to an eager child and facilitate the development of many skills. The visual world influences posture and gait, fine motor development, letter recognition on to reading skills and many other areas. The importance of good vision cannot be overstated. The Pediatric vision exam The vision exam for a child should include assessments not generally not performed on adults. Check out this post first to understand how we see up close. - Cycloplegic Dilation and Refraction- This allows for the doctor to completely exam the retina of a child for optic nerve problems and other congenital problems that a child may have. The cycloplegic dilation also relaxes the ciliary muscles which control accommodation (focusing of the lens within the eye). This allows the doctor to exam the true refractive error of the eye which can frequently be corrected by the accommodation of the lens. This should be considered mandatory once a year. - Near Point of Convergence – This brief assessment allows for the doctor to assess how well the eyes are working together when seeing up close. - Measured cover test- A cover test reveals the amount of effort needed for the eyes to maintain their position. It also shows subtle eye movement problems like strabismus. - Retinoscopy – in this assessment, the doctor can get an objective measurement of refractive error. This eliminates communication problems some children may have and makes for the most accurate solution for a child’s visual acuity. Better or Worse General optometrists and ophthalmologists may or may not perform these tests. Without them, an important part of the assessment of a child’s vision has been left out. Eye movements can cause delays in gross and fine motor development and decreased reading performance and difficulty in sports, like hitting or catching a baseball. Look for doctors that advertise being pediatric or binocular vision specialist. Look for doctors that members of the College of Visual Development or the Neuro-Optometric Vision Association. These are doctors that specialized in the assessment of binocular vision skills.
The Year 3 Learner By the end of year 3, children will talk about their mathematics using the numbers they are familiar with, applying their understanding of number, measures and shape to a greater range of problems. They will make decisions about calculations and information that is needed to solve problems, for example when a recipe for two people needs to be doubled to make a recipe for four. Children will be expected to prove their thinking through pictures, jottings and conversations. They will be encouraged to pose their own questions, working in an organised way to solve them which will help pupils to identify common patterns or any errors more easily. · Counting and understanding numbers Children will be very familiar with numbers that have 3 digits and will have experienced many opportunities to order, compare and show them in different ways using apparatus such as a tape measure, a 100 grid or money. Using their understanding of place value (how the value of each digit changes depending on its position in the number), children will be able to partition (break and make) numbers in different ways e.g. 234 = 200 and 30 and 4; 100 and 100 and 20 and 10 and 4; or 200 and 20 and 14. They will develop a secure understanding of numbers up to 1000 and will count beyond it in 1s, 10s and 100s. They will use this counting to help find 10 or 100 more than any given number. Children will be introduced to numbers with one decimal place and will count up and down in tenths; share groups of objects or shapes into tenths and represent these in pictures and using hands-on resources. Children will count forwards and backwards from 0 in steps of 4, 8, 50 and 100 and link this to multiplication and division. They will also count in 3s to help maintain their fluency from Year 2. Children will continue to develop their mental calculation skills to add and subtract combinations of three-digit numbers e.g. 248 +/- 8; 319 +/- 40; 428 +/- 200. They will develop their range of strategies using jottings (sketches and notes to help them remember the steps) and number lines to help them understand how each calculation works. Children will share their methods with others to help them see which work best, are quickest and most accurate. Children will understand the importance of estimation when calculating to see if their answer is reasonable or not. They will recall their multiplication and division facts for 3, 4 and 8x tables and be supported to see the links between the 2, 4 and 8x tables. They explore patterns and rules for the times tables they learn and will use pictures and objects to support their understanding. They will also learn that multiplication can be done in any order e.g. 3 x 4 x 2 = 2 x 3 x 4. Children will be introduced to more formal methods of recording addition and subtraction, including column methods. They will use hands-on resources to secure their understanding of these methods. This will be applied to numbers up to three digits. Children who become very adept at these calculations will be stretched through problems such as those involving missing numbers so that they know when, if and why they need to use these methods. Children will develop their understanding of multiplication and division and apply their times table knowledge to multiply 2-digit by 1-digit numbers using the skills of partitioning (breaking and making numbers). For example, 43 x 5 can also be thought of as 40 x 5 and 3 x 5 or (4 x 5 x 10) + (3 x 5). They will move from informal methods of calculating multiplication and division to formal written methods i.e. short column multiplication and be supported by using hands-on resources. Children will develop their understanding of fractions and decimals and will be introduced to tenths. They will count and understand tenths as ten equal parts as well as through dividing sets of objects into ten equal parts / groups. They will find and write fractions of objects using their multiplication tables knowledge, e.g. 1/5 of a group of 20 buttons can be solved by 20 ÷ 5 = 4, and will continue to explore equivalent fractions using diagrams to explain their understanding e.g. 2/4 is equivalent to or of equal value to 4/8. They will also begin to add and subtract fractions where the denominator is the same e.g. 4/6 + 1/6 = 5/6. Children will continue to measure, compare, add and subtract measurements and progress to mixed units e.g. expressing amounts as litres and millilitres – 2 litres 400ml. They will measure the perimeter of 2-D shapes and will continue to add and subtract amounts of money including giving change. Children will estimate and read time to the nearest minute on analogue and digital clock faces. They will be introduced to the Roman numerals I to XII to help with this. Problem solving and calculating with time will involve comparing the duration of events such as the length of favourite television programme or journeys to school. They will use language with increasing accuracy, such as seconds, minutes and hours; o’clock, a.m. / p.m., morning, afternoon, noon and midnight. They will need to recall the number of seconds in a minute and the number of days in each month, year and leap year. Children will accurately draw 2-D shapes with rulers measuring sides accurately. They will make 3-D shapes to help them understand how they are composed and will recognise 3-D shapes in a range of places and contexts (e.g. buildings, packages) and use correct mathematical vocabulary to describe them. They will learn what a right angle is and know that two right angles make a half-turn, three make three quarters of a turn and four a complete turn as well as identify whether angles are greater than or less than a right angle . They will also be able to identify horizontal and vertical lines and pairs of perpendicular (ʟ) and parallel lines (=). Children will collect, organise, answer and pose questions about information using bar charts, pictograms and tables to answer questions such as ‘how many more children prefer football to cricket?’.
In addition to being the largest North American rodent, the beaver is Oregon’s state animal. The beaver has always been an important part of Oregon. While Oregon was being settled the fur trade was a staple to the economy, earning Oregon the nickname “the Beaver state.” While beavers are no longer economically important, beavers create important habitats for fish and other wildlife. Beavers are common throughout Oregon’s waterways and riparian areas. They continue to grow throughout their lives and can reach 65 pounds and up to four feet in length. They range in color from reddish brown to almost black. Aside from their easily recognizable homes, beavers themselves are one of the most iconic members of the rodent family with their webbed hind feet and broad, flat, scaly tail. While they have poor eyesight, beavers have a keen sense of smell and use it to detect predators, find food and recognize family members. Contrary to popular belief, beavers do not eat fish, they are herbivores eating a variety of aquatic plants and the soft inner bark of trees. It has been said that next to humans, beavers do more to shape their environment than any other animal. Beavers build dams across waterways creating ponds behind them and then build their lodges in the center of the pond. The lodges have an underwater entrance, keeping the beavers safe from predators. Beaver ponds create important habitat for many other species, including juvenile Coho salmon. Some migratory birds also prefer landing on beaver ponds instead of more open bodies of water. Streams and rivers throughout the country where beaver dams are present have higher clarity levels and lower pollution levels. This is believed to be a result of the beaver dams slowing water and allowing these things to settle to the bottom. Why do they need our help? While Oregon’s beaver population is generally healthy, habitat loss due to development is a real threat in some areas. Beavers also have many other positive effects on riparian systems that would suffer if their numbers declined significantly. It is believed that the beaver population in North America before European settlement was between 100 and 200 million. Due to heavy trapping they were nearly extirpated from North American. Thanks to protection efforts the beaver population has grown to an estimated 15 million animals. Popular belief says that thriving beaver populations would destroy vegetation and forests along their ponds. Long term studies however have shown that the opposite is true. The U.S. Forest Service is even working to reestablish healthy beaver populations because of their positive impacts as a keystone species. Their dams help to stabilize water levels, especially in dry months. Beavers are often criticized for chewing down trees and causing damage. However studies have been shown that not only do these trees grow back, but the beaver cuts create room for a diversity of plant life that creates habitat for other animals. Did you know? - The world’s largest beaver dam is located on the southern edge of Wood Buffalo National Park in Alberta, Canada. At 2,790 feet long it was discovered through satellite imagery and is twice the length of the Hoover Dam, at 1,244 feet long. - Beavers store green branches underwater so they can eat them throughout the winter. - They can hold their breath underwater for up to 15 minutes. - The beaver is featured on the reverse of the Oregon state flag (displayed above). Learn more about beaver dam construction:
Wilhelm Roentgen stumbled upon the potential of X-rays while tinkering with cathode instruments in 1895. The German physicist placed different objects in front of them to measure their reactions in front of a photographic plate that can record images. Roentgen wanted to know what his wife's hand would look like when exposed to the mysterious rays. Lo and behold, the plate produced an image of her bones and flesh, much like what we see today in medical X-rays. The ability to create images within the human body was revolutionary, Nobel Prize-worthy work. Today, X-rays are used in a variety of places, ranging from dentist and doctors' offices to safety checkpoints at airports. Although the medical scans help doctors and patients around the world monitor injuries and conditions, they also have a downside: radiation. As we'll discuss, X-rays emit a type of radiation that can be harmful to humans if the intensity is too high or the exposure is too frequent. In this article, we'll explore the risks and benefits of using this tool to reveal valuable information about ourselves and the universe. But first, we'll look at the dual personality of X-rays and why they can be both helpful and harmful. Read on to find out more.
August 3, 2009 weblog Artificial Leaves Generate Power by Pumping Water (PhysOrg.com) -- Natural leaves constantly lose water through evaporation, as the water in their veins is pumped up to the top of the tree. This process, called transpiration, could also create a mechanical water pump effect in synthetic leaves, and be used to generate power. Researchers from the University of California, Berkeley, the University of Michigan, and MIT have constructed leaves out of glass wafers with tiny veins through which water can flow. The veins open at the tips of the glass "leaves," where evaporation draws water out of the veins at a rate of about 1.5 cm/sec. Then, the researchers wired the leaves by adding metal plates to the walls of the central stems and connecting them to a circuit. By charging the metal plates, the researchers created a capacitor made from the two conducting plates separated by an insulating layer. Next the researchers added air bubbles into the leaf veins to periodically interrupt the flow of water. Every time a bubble passed between the metal plates, it changed the capacitance and generated a small current. The current then passed to an external circuit where it increased the voltage on a storage capacitor. Each bubble could create about 2-5 microvolts, or 2 microwatts per cubic centimeter. The researchers predict that they could easily improve this amount to a few hundred microwatts per cubic centimeter. This power density is still much less than that of batteries or fuel systems, and the power output is still modest compared to solar technology. Still, the researchers hope that, as an energy scavenging system, the synthetic leaves might serve as a complementary solar technology, with sunlight driving the transpiration process. More information: Ruba T. Borno, Joseph D. Steinmeyer, and Michel M. Maharbiz. "Charge-pumping in a synthetic leaf for harvesting energy from evaporation-driven flows." Applied Physics Letters (DOI: 10.1063/1.3157144). Via: New Scientist © 2009 PhysOrg.com
Osteosarcoma is a very rare type of cancerous bone tumor that usually develops in teenagers. It often occurs when a teen is growing rapidly. Osteogenic sarcoma; Bone tumor - osteosarcoma Osteosarcoma is the most common bone cancer in children. Average age at diagnosis is 15. Boys and girls are just as likely to develop this tumor until the late teens, when it occurs more often in boys. Osteosarcoma is also common in people over age 60. The cause is not known. In some cases, osteosarcoma runs in families. At least one gene has been linked to an increased risk. This gene is also associated with familial retinoblastoma. This is a cancer of the eye that occurs in children. Osteosarcoma tends to occur in the bones of the: - Shin (near the knee) - Thigh (near the knee) - Upper arm (near the shoulder) Osteosarcoma occurs most commonly in large bones in the area of bone with the fastest growth rate. However, it can occur in any bone. The first symptom is usually bone pain near a joint. This symptom may be overlooked because of other more common causes of joint pain. Other symptoms may include any of the following: - Bone fracture (may occur after a routine movement) - Limitation of motion - Limping (if the tumor is in the leg) - Pain when lifting (if the tumor is in the arm) - Tenderness, swelling, or redness at the site of the tumor Exams and Tests The health care provider will perform a physical exam and ask about the medical history and symptoms. Tests that may be done include: - Biopsy (at time of surgery for diagnosis) - Blood tests - Bone scan to see if the cancer has spread to other bones - CT scan of the chest to see if the cancer has spread to the lungs - MRI scan - PET scan Treatment usually starts after a biopsy of the tumor is done. Before surgery to remove the tumor, chemotherapy is usually given. This can shrink the tumor and make surgery easier. It may also kill any cancer cells that have spread to other parts of the body. Surgery is used after chemotherapy to remove any remaining tumor. In most cases, surgery can remove the tumor while saving the affected limb. This is called limb-sparing surgery. In rare cases, more involved surgery (amputation) is necessary. You can ease the stress of illness by joining a cancer support group. Sharing with others who have common experiences and problems can help you and your family not feel alone. If the tumor has not spread to the lungs (pulmonary metastasis), long-term survival rates are better. If the cancer has spread to other parts of the body, the outlook is worse. However, there is still a chance of cure with effective treatment. Complications may include: - Limb removal - Spread of cancer to the lungs - Side effects of chemotherapy When to Contact a Medical Professional Call your provider if you or your child has persistent bone pain, tenderness, or swelling. Anderson ME, Randall RL, Springfield DS, Gebhardt MC. Sarcomas of bone. In: Niederhuber JE, Armitage JO, Doroshow JH, Kastan MB, Tepper JE, eds. Abeloff's Clinical Oncology. 5th ed. Philadelphia, PA: Elsevier Saunders; 2014:chap 92. National Cancer Institute website. Osteosarcoma and malignant fibrous histiocytoma of bone treatment (PDQ) - health professional version. www.cancer.gov/types/bone/hp/osteosarcoma-treatment-pdq. Updated June 11, 2018. Accessed November 12, 2018.
Nov 3, 2009 The controlled assembly of nanoscale components is a grand challenge in nanotechnology. Advances in growth and synthesis have enabled the reliable fabrication of homogeneous nanoparticles with diverse properties. Applications include advanced electronics, sub-wavelength photonics and biomolecular detection. However, particles are typically suspended in a liquid and can be difficult to position accurately and assemble into devices or circuits. Grappling with the problem In a recent Nanotechnology article, Keith Brown and Robert Westervelt from Harvard University, US, have proposed a nanoscale pick-and-place tool using a triaxial AFM probe. The triaxial probe consists of a conducting AFM tip with two conducting shells separated by insulating layers. Radio-frequency voltages are applied to the tip and inner shell while the outer shell is grounded. An opening at the end of the tip allows the electric field to escape. The tip creates an electric field zero away from its surface that can trap nanoscale objects in water using negative dielectrophoresis. The trapping works because water has a dielectric constant much larger than most objects and so water pushes nanoparticles into electric field minima. Matching the trap size to the object The Triaxial AFM Contact-free Tweezer (TACT) operates like a hand reaching into a bag full of baseballs and grabbing a single ball. The trap is size-matched to the object, like a hand and a baseball. The attractive trap is surrounded by a repulsive region, which ensures that one particle is grabbed at a time. In addition, the non-contact design prevents van der Waals forces from accidentally sticking the particle to the tip. The TACT can be used to pick up single semiconductor quantum dots, carbon nanotubes, semiconductor nanowires and even biological particles such as viruses. Particles as small as 4 nm in diameter can be held with this technique. About the author Keith Brown is a PhD graduate student in applied physics at the Harvard School of Engineering and Applied Science. Robert Westervelt is the Mallinckrodt professor of applied physics and of physics at Harvard University. They create tools for probing and manipulating materials at the nanoscale.
The Pentagon Shape is one of the shapes your Kindergartner learns to identify as part of their math curriculum. But what catches most elementary students out at some point are the two terms - Pentagon and Regular Pentagon. I feel the reason for this is that the shape above is a Regular Pentagon, but most kids learn to identify it as simply a Pentagon. Is this wrong? No. It is a Pentagon. But a Pentagon is ANY shape composed of 5 intersecting lines. A regular pentagon is a 5 sided shape where ALL lines are the same length and ALL angles are equal in size. You can investigate Regular Polygons in a little more detail another time. The seven steps detailed bellow take you from basic identification all the way through to taking a detailed look at the theorems involving the pentagon shape. These steps also include 'pit stops' to complete fun geometry projects and coloring sheets. These are nice 'breathers' on the learning curve, but they are excellent ways of reinforcing the new knowledge in ways that your kid can get a real life, hands on approach to understanding the basic geometry concepts included. Okay, so let's get started ... Identify - How do we know what we look at is a Pentagon Shape? A Pentagon Shape is identified by the number of sides it has. It has FIVE sides. The regular Pentagon is the Pentagon Shape that is studied by students at the elementary level. A Regular Pentagon is identified by a combination of the number of sides to the shape, the length of the sides AND the size of its angles. A Regular Pentagon has Five Sides equal in length ... and Five Angles equal in size (all are 108 degrees). Once your child is comfortable with how to recognize the pentagon shape, offer them a pentagon shape worksheet or two, to see how they get on with identifying it. Calculate Area & Perimeter of a Regular Pentagon To find the area of a Regular Pentagon we must know two things: 1: The length of one side 2: The perpendicular distance from the center of the pentagon to one of its sides. (In 'math speak' this perpendicular distance is known as the APOTHEM!) In my diagram I have included 2 (there is a total of 5 in a pentagon) and these are the blue lines. You can also see that these Apothem's are in fact the radius of a circle inscribed in the pentagon (constructed in green). The Area of the pentagon is calculated by first finding the area of one of the Isosceles Triangles created by one side of the pentagon, and two lines constructed from the center point to each vertex. Then you multiply this answer by 5, as there are five of these triangles in a pentagon. These construction lines are in Orange in my diagram. Step 1: Area of Isosceles Triangle Area of any triangle is half its base multiplied by it perpendicular height. In this case 1/2 a r Step 2: Multiply by 5 We have 5 of these triangles in the Pentagon, so to get the area of the pentagon, we must get the area of ALL five triangles. 5 (1/2 a r) 5/2 a r These questions can be presented in many different ways, depending on the grade level of your child. For example, if your child is just learning about area (perhaps second or third grade) they could be given the area of one of these triangles. To solve this, they would simply multiply the area given by 5. If on the other hand, your child is in 4th grade, they will probably be given a question which has a solution similar to the explanation above. But what about a 6th grader? These students could possibly be given information that will require a more complicated solution. And complicated solutions demand an understanding of what is happening, not just a 'plug and play' system with a formula. For example, they could be given the above question, but instead of being given the value of 'r', perhaps they are given the value of the orange construction lines! What then? Would your student see the 10 right angled triangles, rather than the 5 isosceles? Would they make the connection to the Theorem of Pythagoras to find the length of 'r'? These are good examples of how a shape can be studied all the way through 7 grades, and still get more and more difficult. The difficulty isn't 'tricks' putout there to make a child's life miserable, they are there to ensure a solid understanding. The only way any student can gain this level of understanding is through practice. The Perimeter of ANY shape is simply the sum total of all the lengths of the shape - and a pentagon is no different. How to Construct Pentagon Shape To complete this, you will need a ruler, pencil, protractor and a blank piece of paper! Step 1: Draw a straight line lightly using your ruler and pencil on your paper. - This is what we call a construction line. Step 2: Indicate on this line, one point - this point will be the first of the five vertices. Note: We know that the five interior angles of any regular pentagon are equal to 108 degrees. Step 3: Using your protractor, find the point you decided upon in step to, and measure 108 degrees. Construct a line through your point at 108 degrees. You now have two lines of your pentagon. Step 4: Using your ruler, measure the length of your pentagon side on BOTH of these lines, and mark. Step 5: Using these new points, repeat Step 3: until you have completed your pentagon shape. Step 6: Your pentagon is the shape contained between the five points of intersection of these five lines. Step 7: Using a heavier line connect the five points to finish your construction. A quick check to ensure your pentagon is accurate, is to measure all side lengths with your ruler. If you have done it correctly all sides will measure the same! Relationship to 3D Shapes They will also be introduced to the Dodecahedron, one of the five platonic solids, which is a three dimensional shape constructed using only regular pentagons. Please be aware, that your student will only be introduced to these, but will NOT have to have the ability to perform any calculations (except perhaps surface area). Geometric Coloring Sheets The use of coloring sheets allows your child to start experimenting with triangles. A great first step is to encourage your child to color in triangles adjacent to each other with the same color, until their shape starts to look like 'something'. Perhaps that something will be a rectangle or a house! By doing this, your child will start to realize the connection between different shapes. You will find some nice free geometric coloring pages to download and get started with. Fun Geometry Projects Theorems & Proofs I have created Free printable shape worksheets for you to offer your child for more practice. Download, print and give them to your kids. They're available 24/7! I am sure you will find all the information and worksheets you need here, however if there is anything you cannot find please don't hesitate to contact me. I love to hear from my readers, and with a little feedback and a few suggestions I can make this a great resource for parents, teachers and tutors alike. Be sure to explore everything on this site starting at the home page.
Acceleration ~ The rate of change of velocity of an object measured as a=vf-vi/t. Velocity~ The rate of change of the displacement of an object. Force~ a push or a pull of an object that causes the object to change its motion. Force of friction~ a force that resists the motion of an object. Impulse~ measured as the product of the force acting on an object and the times which the force acts. Momentum~ measured as the product of an object's velocity and mass. Inertia~ the natural tendency of an object continue in the motion that it is going in or stay at rest without a force acting on it. Net Force~ the sum of all the forces acting on an object with direction. Speed~ measured as the distance an object travels divided by the time it took to to travel that distance. The direction does not matter with speed as it does with velocity because speed is a scaler (magnitude only taken into account) while velocity is a vector (magnitude and direction taken into account). Static frictional force~ the frictional force that keeps an object at rest that is measured as the force to start an object moving. Kinetic frictional force~the frictional force that acts on an object as it is moving at a constant velocity; measured as the force to keep on object moving over another object. Coefficent of friction~ the ratio of the frictional force to the normal force between two objects rubbing surfaces. Mass~ The mass of an object is not dependent on the force of gravity therefore the mass of an object is different from but proportional to the object's weight. Normal force~ the force that acts opposite the force of gravity and perpendicular to the direction in which the object is a rest or in motion. Stopping force~The force to stop an objects motion.
An organ system is a group of organs that work together to perform a specific bodily function. Humans have several organ systems, including the cardiovascular, respiratory, nervous and musculoskeletal systems. The cardiovascular system, which is composed of the heart, blood vessels and blood, circulates blood throughout the body.Continue Reading The respiratory system is made up of the nose, mouth, pharynx, larynx, trachea, bronchi and lungs. This system facilitates the exchange of gases between the air outside the body and gases in blood. The brain, spinal cord and nerves are part of the nervous system. This system coordinates the workings of the other systems and responds to stimuli from the environment. The musculoskeletal system contains muscles, tendons, ligaments, bones and joints. This system allows a person to move through muscle contraction and expansion.Learn more about Organs
“Corrosion” is a general term for the breakdown of bonds among molecules in a material — like the way battery acid can corrode the metal inside a flashlight. A more specific chemical alteration term — and one used to describe what’s happened on Mars — is “oxidation.” Oxidation occurs when atoms and molecules give up their electrons in the presence of free oxygen molecules (O2 ), which are strong electron acceptors. Astronomy magazine subscribers can read the full answer for free. Just make sure you're registered with the website.
Term autism (autismo - Spanish, Portuguese, Italian; autismus - German; autisme - Italian, French, Danish, Dutch, Indonesian, Malay, Norwegian; autis - Indonesian and other) was coined in 1912 by Swiss psychiatrist Paul Bleuler (1857-1939). Spectrums of autism or autism spectrum disorders (ASD) are pervasive developmental disorders (PDD), characterized by impairment in communication skills, social interactions, as well as restricted, repetitive and stereotyped patterns of behavior. Types of ASD include autism (20-25% of adults with ASD), mild autism or Asperger's syndrome (or simply aspergers - 70-75% of adults with ASD) and other conditions such as PDD-NOS, Rett syndrome and Childhood Disintegrative Disorder (CDD). Although ASD varies significantly in character and severity, it occurs in all ethnic and socioeconomic groups and affects young and adult age groups. The prevalence of autism is about 1–2 per 1,000 people worldwide. The Centers for Disease Control and Prevention (CDC) and other researchers estimate that 1 in every 110-150 births in the US will have ASD (more frequent than Down syndrome, cystic fibrosis, or all childhood cancers combined), and the rate is growing between 10% and 17% each year. The question of whether this increase is due to changes in diagnostic practice or actual prevalence is unresolved. Boys are four times more likely to have ASD than girls. Signs, symptoms and causes of aspergers and autism (autismo, autisme, autismus, autis) First symptoms of this neural development disorder all begin during infancy or childhood, before a boy or a girl is three years old. Symptoms usually start in children by 18 months and cause delays and problems in different skills that develop from toddler age to adulthood. The signs involve problems in the areas of communication, social behaviour, stereotyped or repetitive behaviors. Autism and aspergers affect cognitive development and information processing in the brain by altering how nerve cells and their synapses connect and organize; how this occurs is not well understood. Research evidence strongly suggests that autism has a strong genetic basis. However, it is unclear whether ASD is explained by rare mutations, or by combinations of other genetic variants. In some cases, autism is believed to be a result of agents that cause birth defects. Other proposed environmental causes, such as heavy metals, pesticides or childhood vaccines are controversial. While some claimed these disorders to be caused by poor parenting, these assertions have been completely discredited by NIH (National Institutes of Health) reports. Treatment and therapy for aspergers and autism (autismo, autisme, autismus, autis) Parents usually notice symptoms in the first two years of their child's life. The signs develop gradually, but some autistic children first develop more normally and then regress. Early diagnosis and intervention is strongly recommended for the best outcomes. Effective treatments include strategies for education, modified environment in order to reduce sensory stress, positive behavioural interventions and supports, medications, medical management of associated metabolic disorders if diagnosed. Behavioral or cognitive intervention can help kids and teenagers with aspergers and autism gain self-care, social, and communication skills. Although there is no known therapy, cure or remedy, there have been reported cases of children who recovered. Herbal autism treatment thetole and elephant therapy for autism have been discussed in the literature. When teenagers with autism and aspergers reach adult age many cannot live independently, though some become successful. An autistic culture has developed, with some individuals seeking a cure and others believing autism and aspergers should be accepted as a difference and not treated as a disorder. More than half a million boys and girls in this country are diagnosed with some degree of autism, and that number keeps on growing. Most severe cases must be educated in private schools with special classroom environment, and local public schools must pick up much of the tab. Many public schools are now ready to educate teenagers themselves. There are also schools that are specifically set up for autistic teens and have the great advantage that everyone on staff understands autism, aspergers and knows how to deal with them in the classroom. There are many books and stories about autism and aspergers. Some are easier to understand than others. Here is a short list of recommended literature. You will find valuable information about parenting, how to deal with autism and aspergers in kids, teenagers and adults, how to find a school and compile a checklist, whether working with autism is possible and so on.
Chemistry for Waldorf Middle Schools - Grades Seven and Eight A Compendium of Phenomenological Experiments - Teachers Reference Book Robert H Sonner $50.00Add a review This rich resource comes from the authors' decades of creative teaching in Waldorf classrooms. This is a BIG book, (202 pages) full of insight and explanation of how to present phenomenological chemistry in grades 7 & 8. No Waldorf class teacher should be without this book. It makes all teaching in Chemistry possible! This spiral bound book will lay flat on your desk as a reference while teaching and includes: Biographies of noteworthy chemists and watershed bearers of new ideas in the history of chemistry and modern scientific thinking; Illustrations in full color suitable for Blackboard drawings and Main Lesson Book illustrations; Cautionary notes in RED for safety consciousness; The authors thoughts about why we teach what we teach and what an experiment can illuminate; Anecdotes from the Waldorf school history; Child development hints about why Waldorf schools teach chemistry in grades 7 & 8; Clear descriptions of experiments; Listings of necessary equipment and chemicals; Full color illustrations throughout. Teaching Physics and Chemistry $14.95Add a review A remarkably comprehensive and concise detailing of the subject matter and methods to be used for science blocks in Waldorf 7th and 8th grades. Includes instructions for demonstrations and experiments, along with explanatory line drawings. - Light and Colour - Magnetism and Electricity - Meteorology and Climatology - Salts and Salt-Formation - The Metals - The Organic World - The Nature of Substance A Demonstration Manual for Use in the Waldorf School Seventh Grade Chemistry Main Lesson $25.00Add a review This is the most practical, hands-on, sure-to-convey-the-lesson chemistry curriculum guide published within the Waldorf movement to date. Mikko Bojarsky isn't just another science master teacher -- he is also a master at teaching teachers what they need to know in order to teach their students effectively. The straightforward clarity of his presentation takes you right into a classroom filled with lively (and not always attentive) students and gives you everything you need to make the lesson come alive in their eyes (and grab the attention of those not always committed to study). Although written for class teachers in a school setting, these lessons can be just as effective (and just as do-able) in a homeschool setting. - Chemistry in the Seventh Grade - Presenting Demonstrations and Working with Chemicals includes safety, rehearsing, dangerous experiments, equipment, handling acids and bases, disclaimer, concentration of solutions, abbreviations - Combustion Includes suggestion for opening poems, burning materials, igniting a fire with magnesium firestarter, making a bonfire, kindling temperature, burning powdered metals, colored flames, water and alcohol, dramatic combustion of alcohol, fire needs air, exploding paint can, smoke bomb, exploding mixtures of hydrogen and oxygen - The Candle Includes: how it burns and why the wax doesn't melt the candle rim and run over the sides; experiments with the flame; igniting the vapors; a jumping flame; making sooty flame; split candle flame; charcoal; sulfur and more - Water Includes the water cycle, water as solvent; water as catalyst; purifying salt; expanding as it freezes; evaporation and condensation; distillation - Salts and Crystal Formation Includes examining salts, crystals from table salt; precipitation of potassium sulfate crystals; epsom salts; silicate fairy garden; crystallization of sodium acetate; growing fluffy white crystals on charcoal; growing crystals from alum - Acids and Bases Includes tasting acids and bases; their properties; cabbage juice indicator; observing color changes; smoke is acidic; ash is basic; making bases directly - The Lime Cycle Includes preparing carbon dioxide and carbonic acid; calcium carbonate; the lime kiln; adding carbon dioxide to limewater; adding hydrochloric acid to marble; soaking an egg in vinegar; contrasting mineral water and limewater as acid and base; making insoluable bases - Making Salts Includes preparation of hydrochloric acid; sodium hydroxide; making sodium chloride; their reactions; neutralizing vinegar with milk of magnesia; making calcium chloride and ammonium chloride; splitting another salt into an acid and base - The Metals - Appendix 1: Where to obtain materials A Demonstration Manual for Use in the Waldorf School Eighth Grade Chemistry Main Lesson $30.00Add a review As excellent for eighth grade as his previous demonstration manual is for seventh grade, Mikko Bojarsky continues to enliven and enlighten chemistry in the upper grades. This book contains step-by-step instructions for over 60 simple, tested demonstrations; engaging experiments that awaken student interest in chemistry; an explanation in non-technical language for each demonstration; activities for students to do themselves; safety tips; many demonstrations found in no other chemistry manual. An Overview of the Table of Contents - Fats and Oils - Concluding Demonstrations An outstanding resource - recommended with unreserved enthusiasm! The Wonders of Waldorf Chemistry from a teacher's notebook grades 7-9 David S. Mitchell $24.00Add a review This practical book covers chemistry in grades 7 through 9. There are descriptions of demonstrations, experiments, and clear step-by-step procedures for the class teacher. Thoroughly illustrated, there are twenty-five short biographies of men and women scientists. Fundamentals for a Phenomenological Study of Chemistry Frits H. Julius $30.00Add a review This book is the second volume of Frits Julius· study of chemistry. It is a general introduction to the fundamentals of chemistry. Topics include: indications for teaching chemistry, the study of phosphorus, the cycle of limestone in water, a discussion of sodium, sugar as a balanced substance, the concept of dissociation, and much more. AWSNA High School Research Project #2 March 2000 $25.00Add a review This book represents the efforts of the AWSNA High School Research Project to further develop and strengthen a phenomenological chemistry curriculum in Waldorf high schools. The participants present their thinking on the chemistry curriculum in grades 9-12, the expectations of colleges and universities for high school graduates, sample curricula for Waldorf high schools, and several recommendations for teachers. Additional relevant papers are in the Addendum.
1 Answer \| Add Yours Not surprisingly, the major topic on which Frederick Douglass spoke to audiences was slavery. In the time after he escaped from slavery, Douglass's public life was mainly dedicated to the cause of abolition. In his speeches, Douglass talked about slavery in a variety of contexts. However, slavery was always at the heart of what he was discussing. So, when he talked about his attitudes towards the Constitution, he talked about how he felt about the fact that it allowed slavery. When he talked about the Civil War, he did so because of the impact it would have on slavery. So the short answer here is that he was an abolitionist and talked about slavery in most of his speeches. We’ve answered 317,873 questions. We can answer yours, too.Ask a question
Before we get too far, we should take a second to define some terms. A Virtual Machine (VM) is defined by Popek and Goldberg (in their paper “Formal requirements for virtualizable third generation architectures,” Communications of the ACM, Vol 17, July 1974) as an “efficient, isolated duplicate of a real machine”. A real machine has a number of systems that it provides to an operating system and applications for use. Starting at the core, the CPU and motherboard chipset provides a set of instructions and other foundational elements for processing data, memory allocation, and I/O handling. On top of that are hardware devices and resources such as memory, video, audio, disk drives, CDROMs, and ports (USB, Parallel, serial). In a “real machine”, the BIOS provides a low level interface that an operating system can use to access various motherboard and I/O resources. With a real machine, when an operating system accesses a hardware device, it typically communicates through a low-level device driver that interfaces directly to physical hardware device memory or I/O ports. The effective opposite of a real machine is an emulator. An emulator will reproduce everything from the CPU instructions to the I/O devices in software. An emulator can provide cross-CPU operation, such as running Windows software on a Mac. Unfortunately, an emulator takes a performance hit since it must translate every instruction, function call, or data transfer. In addition, an emulator is quite complex, as it needs to emulate most if not all of the CPU instructions. The functionality and abstraction level of a Virtual Machine lies between a real machine and an emulator. A virtual machine is an environment created by a Virtual Machine Monitor (VMM). The VMM can create one or more VM’s on a single machine. While an emulator provides a complete layer between the operating system or application and the hardware, a VMM manages one or more VMs, with each VM providing facilities for an application or “guest OS” to believe it’s running in a normal environment with access to physical hardware. Instead, when applications or guest OSs execute low-level instructions that inspect or modify hardware state, they appear to the app or OS to be directly executing on the hardware, but are instead virtualized by the VM and passed to the VMM. For traps or interrupts occurring at the application level, they can pass directly to the VMM, which in turn interacts with the hardware. In the case of VMWare, we’ll see that its VMM isn’t in direct control of the hardware, but actually runs atop a primary or “host” OS for low-level hardware I/O control, while it also plants a low-level driver in the host OS to handle various low-level VM management chores and certain hardware interactions. And VMWare can spawn multiple VMs, each capable of hosting its own guest OS. Confusing? Maybe a little, but before we get into VMWare directly, let’s explore the basic theory of VMMs and VMs a bit more.
Excretory System Games for Kids The human excretory system — consisting of the kidneys, the bladder, and related conduits and blood vessels — is a fascinating an important part of the body, but fun educational resources relating to it can be somewhat difficult to find, due to the "distasteful" nature of the subject. There are a few activities and games relating to the system, however, that can be found online, provide you know where to look. KScience Kidney Animations KScience’s site features a broad selection of interactive animations covering different scientific subjects, including a detailed look at how the kidney works. Students can mouse over the different parts of the kidney for a brief summary of their function, or choose from a drop-down box to take a closer look and the workings of each element of the kidney. Among other activities, kids can choose substances that pass through the nephron and view the paths they take, or enter a sodium level and see how it affects the loop of Henle. Biology Corner’s Colorable Kidney The website Biology Corner has a page explaining in even more detail how the kidney works within the excretory system, and has a detailed diagram of the kidney to color. You can print out copies of the page and distribute them to students, together with the included coloring directions. The page explains what color each component of the kidney is supposed to be, allowing kids to visualize what it looks like as they learn about how it works. Purpose Games’ Human Excretory System Quiz After teaching kids about the rest of the excretory system in conjunction with the kidneys, have them try Purpose Games’ quiz. This game presents a diagram of the system and displays the name of an organ or blood vessel. Students must then click on the part of the excretory system that they think the name corresponds too. The quiz keeps track of the mistakes you make, and gives encouraging messages when you make the right choice. Sound effects add to the fun, and upon completion you can add your name to the high score board, which tallies your time and percentage rate. Make an Excretory System Model As a final activity, have the kids put together a small model of the excretory system using everyday objects, as suggested by the website Teachnet. Print out or draw an outline of the human body, and then glue kidney beans into place for the kidneys. Glue short lengths of red and blue yarn for the veins and arteries, unraveling them where the blood vessels branch out. Break off segments of spaghetti and stick them into a small marshmallow for the ureters leading to the bladder. Cut a short length of drinking straw and insert it into the bottom of the marshmallow for the urethra. Glue the whole thing into place. - excretory system worksheets - excretory system for kids - excretory system for kids worksheets - excretory system games - excretory system diagram for kids - excretory system activities for kids - kidney activities for kids - excretory system worksheets for kids - excretory system worksheet - human excretory system for kids
What is the original name of Veterans Day? Why do we celebrate it? Veterans Day, formerly known as Armistice Day, was originally set as a U.S. legal holiday to honor the end of World War I, which officially took place on November 11, 1918. In legislature that was passed in 1938, November 11 was “dedicated to the cause of world peace and to be hereafter celebrated and known as ‘Armistice Day.'” As such, this new legal holiday honored World War I veterans. In 1954, after having been through both World War II and the Korean War, the 83rd U.S. Congress — at the urging of the veterans service organizations — amended the Act of 1938 by striking out the word “Armistice” and inserting the word “Veterans.” With the approval of this legislation on June 1, 1954, Nov. 11 became a day to honor American veterans of all wars. In 1968, the Uniforms Holiday Bill ensured three-day weekends for federal employees by celebrating four national holidays on Mondays: Washington’s Birthday, Memorial Day, Veterans Day, and Columbus Day. Under this bill, Veterans Day was moved
Explants are small pieces of plant parts or tissues that are aseptically cut and used to initiate a culture in a nutrient medium. Explants can be taken from different parts of a plant such as shoots, leaves, stems, flowers, roots, and from many types of mature cells provided they are able to de-differentiate into totipotent cells. Continue reading What are Explants? Cellular Totipotency is the ability of a single cell to produce all cell types and to organize them into an entire organism when cultured in a suitable culture medium at an appropriate temperature and aeration conditions. Spores and Zygote are examples of totipotent cells. Continue reading What is meant by Cellular Totipotency? Swim Bladder, also called air bladder, is an expandable gas-filled sac that helps many bony fishes to control their buoyancy in order to stay at their current water depth without having to waste energy in swimming. A swim bladder is similar to a lung in structure and function in some primitive fishes, but it is not a lung because most cases its primary role is not respiration. Continue reading What are Swim Bladders? The continued secondary growth of vascular cylinder in many older roots and stems exerts a pressure which results in the stretching and rupturing of the epidermis, cortex and other tissues outside the secondary phloem. To avoid such breaking of external tissues, the plant organs develop a secondary protective covering by replacing epidermis and other external tissues. This protective secondary covering (tissues) of certain plants, especially woody plants, is called Periderm. Continue reading What is Periderm in Plants?
\|A pair at Bird Kingdom, Niagara Falls, Ontario, Canada\| The zebra finch (Taeniopygia guttata [formerly Poephila guttata]), is the most common estrildid finch of Central Australia and ranges over most of the continent, avoiding only the cool moist south and some areas of the tropical far north. It can also be found natively in Indonesia and East Timor. The bird has been introduced to Puerto Rico, Portugal, Brazil and the United States. Zebra finches inhabit a wide range of grasslands and forests, usually close to water. They are typically found in open steppes with scattered bushes and trees, but have adapted to human disturbances, taking advantage of human-made watering holes and large patches of deforested land. Zebra finches — including many human-bred variants to the species — are widely kept by genetic researchers, breeding hobbyists and pet owners. The zebra finch breeds after substantial rains in its native habitat, which can occur at any time of the year. Birds in captivity are ready to breed year-round. Wild birds are adaptable and varied in their nesting habits, with nests being found in cavities, scrub, low trees, bushes, on the ground, in termite hills, rabbit burrows, nests of other birds, and in the cracks, crevices, and ledges of human structures. Outside of the breeding time, brood nests are constructed for sleeping in. Zebra finches are distributed over much of Australia and the Lesser Sunda Islands (Nusa Tenggara), which are north-west of Australia. The life expectancy of a zebra finch is highly variable because of genetic and environmental factors. The zebra finch may reach up to five years in its natural environment. If they are kept caged, they normally live for 5 to 9 years but may live as long as 12 years, with an exceptional case of 14.5 years reported for a caged specimen. The greatest threats to zebra finch survival are predation by cats and loss of natural food. The two subspecies are: - Taeniopygia guttata guttata, the Timor zebra finch, extends from Lombok in the Lesser Sunda Islands or Nusa Tenggara in Indonesia to Sermata, in addition to coastal areas around the continent of Australia. - Taeniopygia guttata castanotis is found over the wide range of continental Australia. The Australian race is sometimes split as chestnut-eared finch (Gould, 1837), Taeniopygia castanotis. The morphological differences between the subspecies include differences in size. T. g. guttata is smaller than T. g. castanotis. In addition, the T.g. guttata males do not have the fine barring found on the throat and upper breast of T.g. castanotis, as well as having small breast bands. Song and other vocalizations Zebra finches are loud and boisterous singers. Their calls can be a loud beep, meep, oi! or a-ha!. Their song is a few small beeps, leading up to a rhythmic song of varying complexity in males. Each male's song is different, although birds of the same bloodline will exhibit similarities, and all finches will overlay their own uniqueness onto a common rhythmic framework. Sons generally learn the song of their fathers with little variation. Songs may change during puberty, but afterwards they are locked in for the life of the bird. Scientific research at Japan's RIKEN institute has suggested that singing to females is an emotionally rewarding experience for male zebra finches. Male zebra finches begin to sing at puberty, while females lack a singing ability. This is due to a developmental difference, where in the embryo, the male zebra finch produces estrogen, which is transformed into a testosterone-like hormone in the brain, which in turn leads to the development of the nervous system for a song system. Their songs begin as a few disjointed sounds, but as they experiment, they match what they sing to the memory of their fathers' song, and they rapidly mature into full-fledged songs. During these formative times, they will incorporate sounds from their surroundings into their songs, also using the songs of other nearby males for inspiration. Male finches use their songs, in part, as a mating call. The mating act is usually accompanied by a high-pitched whining sound. They will also exhibit a hissing sound when protecting their territories. Because zebra finch males learn their songs from their surroundings, they are often used as avian model organisms to investigate the neural bases of learning, memory, and sensorimotor integration. The zebra finch genome was the second bird genome to be sequenced, in 2008, after that of the chicken. Their popularity as model organisms is also related to their prolific breeding, an adaptation to their usually dry environment. This ability also makes them popular as pet songbirds. Zebra finches, like most estrildid finches, are primarily seed-eating birds, as their beaks are adapted for dehusking small seeds. They prefer millet, but will consume many other kinds of seeds, as well. While they prefer seeds, captives will also eat egg food. They also readily consume fresh foods, such as small bits of chopped lettuce, apples, and grapes. They are particularly fond of spray millet, and one or two of these small birds will eat a spray millet stalk within a few days. Zebra finches are messy and voracious eaters, typically dropping seeds everywhere. This behaviour spreads seed around, aiding in plant reproduction. The availability of water is important to this bird's survival, therefore the zebra finch will drink often when water is available and enjoys taking bird baths in a small, shallow bowl. A typical zebra finch may be plump, because it eats quite often throughout the day, but an overweight bird needs more exercise, not less food. Finches should always have access to fresh food and water. \|\|This article contains instructions, advice, or how-to content. (September 2009)\| \|This section needs additional citations for verification. (November 2009)\| In the zebra finch, sudden bursts of gathering behaviours signal that a pair is ready to nest. The pair will pull strings or plant leaves they can reach, and if no materials are available to gather, they will use feathers and bits of seed husks. Alfalfa or timothy hay is an acceptable nesting material, as it is closest to what is readily available in the wild. Any item they can use to build a nest will be deposited in a corner of the cage floor, or in their food dish. When these behaviours are noticed, a mating pair should be provided with a sturdy wicker nest about the size of a large apple or orange. This nest should always be placed in the highest possible corner of the cage, opposite the food dish, but near the normal night perch. Nesting finches will abandon a perch if it is across the cage, with the male showing he prefers to sit atop the nest while the female lays. During the nest building, however, both will spend the night cuddling inside the nest. When they accept the nest shell and begin using it each night, they should be provided with an ample supply of very soft bits of short string and leaves. They prefer items only a couple of inches long and will use nearly any type and colour of soft material; longer bits of string or nesting material can tangle around the finches or nestlings and cause distress that will lead to strangulation or even death. The nest shell will be packed with everything they can reach for at least a week before laying begins. Males and females are very similar in size, but are easily distinguished from one another, as the males usually have bright orange cheek feathers, red beaks (as opposed to the orange beaks of females), and generally more striking black and white patterns. The beak is sometimes the only way to tell the gender of a zebra finch, as sometimes the orange cheek colouring is faded or non-existent. However, the orange cheeks are a stubborn indication that a young zebra finch is indeed a male and the cheeks begin to appear when the young are about two months old. Young zebra finches will also have black beaks, with the colouring coming in at puberty, though it begins changing at age one month. The chicks will hatch according to the laying time of each egg. It is common to have one or two eggs remaining unhatched as the parents begin the task of feeding the nestlings. Though it is preferable to leave nests alone after the egg-laying begins, once hatching begins, a breeder might find it useful to make daily checks into the nest to correct problems early, such as larger chicks sitting on and smothering smaller ones, thus increasing the number of chicks that eventually fledge. The time from laying until a fledgling adventures outside will vary with each clutch, but generally good eggs will hatch within 14 to 16 days of laying and young will begin to venture out within about three or four weeks of hatching, and will look full-grown in about three months. Breeding age is six or more months. Zebra finches are usually excellent parents and will readily take turns sitting on the nest and bringing food to the young. While the female is laying, only her mate will be allowed in the nest. Allowing the pair to start a new family while the first clutch is still in the cage will overly stress all the birds in the family. The male of the breeding pair will not allow any other birds near the nest while eggs are being laid. It is advised that fully weaned birds from the previous clutch be removed and placed into a separate enclosure to prevent aggressive actions of the adult male who will likely try to beat up younger birds which are seen as competition for the female's attention. - BirdLife International (2012). "Taeniopygia guttata". IUCN Red List of Threatened Species. Version 2013.2. International Union for Conservation of Nature. Retrieved 26 November 2013. - Clayton, N.S.; Birkhead, T. (1989). "Consistency in the Scientific Name of the Zebra Finch". Auk 106: 750–750. - Haddon, Frank (1985). The Golden Book of Australian birds and mammals. Illustrated by Tony Oliver. Golden Press. p. 44. ISBN 0-7302-0011-6. - White, R. and Fraser, A. (2007). "Taeniopygia guttata". Animal Diversity Web. University of Michigan. Retrieved July 22, 2009. - "AnAge entry for Taeniopygia guttata". Genomics.senescence.info. Retrieved 2011-01-25. - Williams, H (2001). "Choreography of song, dance, and beak movements in the zebra finch (Taeniopygia guttata)". Journal of Experimental Biology 204 (20): 3497–3506. PMID 11707499. - "Singing To Females Makes Male Birds' Brains Happy". Medical News Today. 2008-10-02. Retrieved 2008-10-03. - Taeniopygia guttata Research Status. Washington University in St. Louis - Zann, Richard A. (1996). The Zebra Finch - A synthesis of field and laboratory studies. Oxford University Press. p. 335. ISBN 0-19-854079-5.
Carbocycles are organic molecules that contain one or more rings, chains of atoms that loop back on themselves. The simplest cyclic molecules are the cycloalkanes, which have molecular formulas C n H 2 n . Cycloalkanes are named after their corresponding linear alkanes with the prefix -cyclo. Cycloalkanes can be drawn as regular polygons using line-angle representations. Substituted cycloalkanes are named similarly to linear alkanes, as the following examples illustrate. The positions on the ring are numbered in such a way that substituents receive the lowest possible numberings. Since all positions on the ring are equivalent except for the attachment of substituents, numbers are only indicated in the name of the compound when more than one substituent is present. Like alkenes, cycloalkanes are capable of cis-trans isomerism. A cycloalkane has two distinct faces, and any substituent on a ring lies toward one of two faces. When two substituents on a ring point to the same face, they are cis. When the two substituents point to opposite faces, they are trans. Like the cases of cis-trans isomerism in alkenes, these isomers have the same atomic connectivities but differ in their spatial arrangement of atoms. Hence, they are stereoisomers. The heat of formation of a molecule is the energy change that occurs when a molecule is assembled from its component atoms. Heats of formations typically have negative signs, indicating that the molecule is more stable than its component atoms. First, consider the heats of formations of the n-alkanes, which advance regularly by -4.95 kcal/mol for each increase in chain length. Since each unbranched alkane differs from the next in the series by a methylene (- CH 2 -) group, we infer that - 4.95 is the heat of formation associated with each methylene group. The cycloalkanes, which have molecular formulas of (CH 2)n , consist of methylene groups arranged in a ring. Hence we might expect the heat of formation of any n carbon cycloalkane to be n times -4.95. In every case except cyclohexane, the actual heat of formation is less negative than the predicted value. That is, cycloalkanes are less stable than their straight-chain counterparts due to ring strain, unfavorable energetics caused by ring formation. Rings strains can be calculated from the difference between actual and expected heats of formation. Both cyclopropane and cyclobutane have large ring strains of 27 kcal/mol and 26 kcal/mol, respectively. Cyclopentane has much less ring strain at 6.5 kcal/mol. Cyclohexane is the only cycloalkane that has no ring strain. Cycloheptane and higher cycloalkanes tend to have modest amounts of ring strain (although strain diminishes for very large rings, where the length of the ring allows atoms to arrange themselves in low-energy conformations). Bridged ring systems are particularly rigid due to ring strain. In a bridged system, bridgehead carbons are the points at which the two cycles meet. These carbons are nearly always singly bonded, or sp 3 -hybridized. Forming a Π bond would require sp 2 hybridization and a trigonal planar geometry that would be terribly strained in the context of the ring constraints. This concept is summarized by Bredt's Rule: No bridgehead alkenes. One early explanation given for the relative lack of ring strain in cyclopentane and cyclohexane invokes the geometry of sp 3 -hybridized carbons. The natural bond angle at sp 3 -hybridized carbons is 109.5 degrees. However, in order to accommodate the geometry of cycloalkanes these bond angles are forced into other angles, resulting in angle strain. For instance, the large amount of ring strain in cyclopropane can be explain by the large deviance of the required 60 degree bond angle from 109.5. Instead of forming direct head-on overlaps, the C-C σ bonds of cyclopropane are bent out of linearity, resulting in less stable interactions. While this simple model of angle strain explains some of the trends in ring strain, it fails to address others. For instance, the 90 degree bond angles of cyclobutane are much closer to 109.5 than the 60 degree bond angles of cyclopropane, yet its ring strain is smaller by a mere 1 kcal/mol. Most important of all, however, is that this model predicts that cyclopentane, with bond angles of 108 degrees, should be the most stable of the cycloalkanes. This is not the case. In fact, cyclohexane is the most stable of the series with no ring strain. As we'll see in the next section, the dilemma of cyclohexane can be resolved using conformational analysis.
Hackberry trees (Celtis occidentalis) are quick-growing deciduous trees that bring visual interest, fruit and shade to your home garden. With their fiery-hued berries that darken to purple and their green leaves that become yellow, the trees' presence is also marked by a height of up to 80 feet and spread of nearly 50 feet. While hackberries perform well in a wide variety of uses, from urban areas to the center of your landscape, their many special features result in a need for special care. Planting Location and Essential Care Hackberries thrive in full sun to partial shade and are found in nature growing in moist soil. Though they prefer high fertility and a pH of 6.0 to 8.0, these drought-tolerant trees thrive in most soil types. However, to avoid leaf drop that can occur during drought, you should water soil when the top layer feels dry to the touch but avoid the trunk area, as wetness may encourage disease development. You may also add a 2- to 3-inch layer of organic mulch, such as wood chips, to the soil surrounding your tree, without pressing it against the trunk. Mulch increases fertility, conserves moisture and helps keep weeds at bay that may attract pests to the garden. In addition, mulch helps lower soil pH, which is helpful if your soil tends to become highly alkaline, a condition to which hackberries are only somewhat tolerant. Hackberry trees are most successful in U.S. Department of Agriculture plant hardiness zones 3a through 9b. Pruning and Clean Up Regular pruning is required for the hackberry tree, as weak growth may lead to branch breakage. Take pruning seriously whether your tree is young or mature, as the first 15 years of this tree's life are quite formative in creating a sturdy structure. Prune during the dormant season to avoid creating accidental wounds. Removal of weak or dying branches or those that grow in a direction counter to the majority of the other branches is essential. For a strong structure, prune to create wide crotches, rather than narrow crotches with branches that grow vertically. In addition to keeping trees tidy with pruning, you need to clean up berry litter, which can be messy and stain porous surfaces. Hackberry trees are susceptible to infestations of hackberry woolly aphids. These pests display fuzz-covered bodies measuring approximately 1/10 inch in diameter. The wool-like covering results in a fluffy white appearance. Primarily feeding on leaves, these aphids suck sap from plants. As they feed, they release a sticky substance called honeydew, which drips down onto any plant parts in its path. With honeydew often comes the development of a fungus called sooty mold. This black growth may cause the hackberry problems with sun absorption if leaves become saturated with fungus. However, the pest is messier than it is harmful. For some control of this pest, you may release natural enemies, such as convergent lady beetles. Spraying leaves with horticultural oil may also assist in control, killing active aphids on contact and killing overwintering eggs in dormancy. Oils provide no residual control and must be reapplied. Wood decay may cause problems for hackberry trees. Garden carefully around these trees, as the smallest mechanical injury creates an entry point for the fungi that lead to wood decay diseases. These rot diseases kill the tree's wood, often destroying the inner, unseen portions of the tree. Remove and destroy affected branches. Trees with extensive decay should be removed, as they create a hazard of disease spread and falling. Witches' broom fungal disease also attacks hackberry trees. Caused by powdery mildew disease fungi in combination with the feeding of eriophyid mites, this issue leads to distorted buds, which yield clusters of slim, short shoots. Because the disease does not affect vigor, you may remove clusters on younger trees if you desire. However, there is no cure and control is typically unnecessary. - University of Florida IFAS Extension: Celtis Occidentalis -- Common Hackberry - University of Minnesota Sustainable Urban Landscape Information Series: Deciduous Trees - Modesto Junior College Fruit Science: Pruning Deciduous Fruit Trees - University of California Integrated Pest Management Online: Hackberry Woolly Aphid - University of California Integrated Pest Management: Wood Decay Fungi in Landscape Trees - University of Illinois Extension Integrated Pest Management: Witches' Broom of Hackberry - University of Missouri Extension: Hackberry - University of Illinois Extension: Common Hackberry - University of California IPM Online: Poor Water Management, Poor Drainage - North Dakota State University Agriculture: Common Hackberry
Eating disorders are a series of illnesses that cause a dramatic disruption to a person’s diet. These illnesses can lead to serious health problems. They involve extremes of eating too much or too little. It may start out small but quickly spirals out of control. People with eating disorders are obsessed about their weight and shape. The three most common eating disorders are anorexia nervosa, bulimia nervosa and binge-eating disorder. Eating disorders have been studied by scientists for years. Now, they are using technology to better understand the genetic and biological factors they believe are at play behind this illness. It is also thought that behavioral, psychological and social factors contribute to the severity of this genre of illness. Scientists theorize that certain genetic combinations create people who are more prone to having eating disorders. Studies addressing this theory continue to take place to try and pinpoint DNA variations linked to the risk. Researchers are also studying brain patterns using neuroimaging to better understand the disorder and to better treat it as well. In general, the root causes of eating disorders are still being closely examined to determine the best course of action for people suffering from these illnesses. Scientists are working around the clock to gain a better understanding of the risk factors and to identify biological markers in order to develop more specific psychotherapies and medications. Signs & Symptoms People suffering from anorexia nervosa see themselves as overweight even if they are not. As a result, they are often obsessed with eating and food. Often, a person suffering from Anorexia weighs themselves repeatedly, portions their food carefully, and will at very small portions of only certain types of food. Others suffering from Anorexia may binge eat and then launch into a phase of extreme dieting, excessive exercise, self-induced vomiting and misuse of laxatives, diuretics or enemas. Other generalized symptoms include: - Feeling cold all the time - Constantly fatigued or extremely tired Bulimia Nervosa can be hard to catch at first because clients usually maintain a normal weight. But, they have a hidden fear of gaining weight. They secretly binge eat and then force themselves to throw up. This binge/ purge cycle is done anywhere from several times a day to several times a week. Just like anorexia, people with bulimia exercise excessively and use laxatives or diuretics. They also have a tendency to fast. Other physical symptoms include: - Chronically inflamed sore throat - Swollen salivary glands - Worn tooth enamel - Acid reflux disorder and other stomach issues - Severe dehydration from purging - Electrolyte imbalance which can lead to a heart attack Binge Eating Disorder A person who simply binge eats on a regular basis likely has an eating disorder as well. These people are often overweight or obese, putting themselves at higher risk for cardiovascular disease and high blood pressure. As with the other two eating disorders, binge eating is cyclical. The guilt and shame from binge eating can lead to another round of binging. Who is at Risk? These disorders frequently appear first during a person’s teen years or young adulthood. Contrary to popular belief men can suffer from eating disorders as well. Men are just less likely to be diagnosed. The foundation for good treatment is adequate nutrition, reducing excessive exercise and stopping any purging behavior. For all three types of eating disorder, the basic treatment is the same. All people suffering from one of these illnesses should take part in therapy (individual and group are both recommended). In addition, this type of illness can cause severe physical issues so medical care and monitoring is essential. Nutritional counseling will help to encourage and teach healthy habits for maintaining a good weight. And, many times, medication (antidepressants, antipsychotics and mood stabilizers) can help alleviate some of the mental health symptoms involved with certain disorders. If you suspect that you or someone you love is suffering from an eating disorder call Horizon today at (434) 477-5000.
Today I'll be discussing unrolled linked lists, a simple variant of the linked list which has many of its desirable properties but exploits the cache to yield considerably better performance on modern PCs. In elementary data structures classes, students are often taught about arrays and linked lists and the algorithmic tradeoffs between the two. In an array, you can get the kth element quickly, but adding elements to the middle of the array is slow; linked lists are the opposite. However, arrays have a number of practical benefits that this simple treatment doesn't mention: Let's make this concrete: using Gentoo Linux and gcc on a Pentium 4 3.5GhZ machine, I constructed a linked list of 60 million integers and created an array of the same 60 million integers. I compiled with full optimization. Traversing the linked list required 0.48 seconds, while traversing the array required 0.04 seconds, 12 times faster. Moreover, when I introduced code to fragment the memory pool, the advantage increased dramatically to 50 times or more. The linked list also required 4 times as much memory - twice as much for next pointers, and twice as much again for allocation metadata. Don't throw out your linked lists just yet, though. If we build the 60 million element array above by inserting elements into the middle, it would take weeks, despite the cache advantage. In applications where insertions and deletions in the middle are frequent, arrays just don't work. Also, arrays have the distinct disadvantage that they are slow to grow, and in a fragmented memory pool, it may not be possible to allocate a large array at all. We need something with the cache advantages of an array but the quick insertions and incremental growth of a linked list. Enter the unrolled linked list. In simple terms, an unrolled linked list is a linked list of small arrays, all the same size N. Each is small enough that inserting or deleting from it is quick, but large enough so that it fills a cache line. An iterator pointing into the list consists of both a pointer to a node and an index into that node. Let's consider insertion first. If there is space left in the array of the node in which we wish to insert the value, we simply insert it, requiring only O(N) time. If the array already contains N values, we create a new node, insert it after the current one, and move half the elements to that node, creating room for the new value. Again, total time is O(N). Deletion is similar; we simply remove the value from the array. If the number of elements in the array drops below N/2, we take elements from a neighboring array to fill it back up. If the neighboring array also has N/2 values, then we merge it with the neighboring array instead. Those familiar with B-Trees may note some similarities in these operations. Your first reaction may be that it seems wasteful to have every array being potentially half-empty. On average, though, each array will be about 70% full. Even in the worst case, this can be competitive with ordinary linked lists, which require at least one and as many as four or five words of overhead per element. By amortizing space overhead over several elements, an unrolled linked list can achieve very close to the compactness of an ordinary array. The overhead per element is proportional to 1/N, and in practice is at most a few bits per element. We can adjust N to trade off compactness and operation time. The space advantage becomes much greater when we consider lists of small values like characters or bits. Finally, we can set a higher low-water mark than 50% if necessary, at the cost of more frequent node splits and merges. Although space is critical in many applications, the primary advantage of unrolled linked lists is their cache behavior. If each node is roughly a multiple in size of the cache line size and all are full, and B is the cache line size, we can traverse each node optimally (N/B cache misses), and traverse the list with about (n/N+1)(N/B) cache misses, very close to the optimal n/B cache misses for realistic values of N. In the average case we need about 40% more cache misses than traversing an array, and in the worst case we need about twice as many - which sounds a lot better than 14 to 50 times as many. In practice there's a bit of extra overhead for dealing with the added complexity. I tried out a simple unrolled linked list in our original experiment with a list of 60 million integers. I placed 124 integers in each node. With all nodes full, and a fragmented memory pool, it created the list in 0.64 seconds and traversed it in 0.10 seconds, about 2.5 times slower than the array (we may be observing some L2 cache effect here). With the nodes 50% full, it required about 0.15 seconds. Total space usage with all nodes full was 17% more than the array; with 50% usage it was about twice this, of course. Memory pooling could narrow the space gap. One small issue with unrolled linked lists is keeping track of the number of elements in each array. One easy and space-efficient way to deal with this, where applicable, is to use some reserved "null" value to fill unused array slots. By aligning the nodes, sometimes the number of elements can be stored in the low bits of the pointers. Otherwise it adds a bit of overhead per node. I hope some of you found this illuminating. I hope to talk about more cache-sensitive data structures in the future, and talk about cache-oblivious data structures. Please ask any questions you have. Thanks for reading. Derrick CoetzeeThis posting is provided "AS IS" with no warranties, and confers no rights.
Larger image to save or Greenhouse effect. EPA is taking common sense regulatory actions to reduce greenhouse gas emissions. The argument and the evidence were further strengthened by Claude Pouillet in and and reasoned from experimental observations by John Tyndall inwho measured the radiative properties of specific greenhouse gases. Greenhouse gases Main article: Global Warming Potential year: Solar heating only applies during daytime. Despite its name, the greenhouse effect is different from the warming in a greenhouse, where panes of glass transmit visible sunlight but hold heat inside the building by trapping warmed air. The atmosphere also gains heat by sensible and latent heat fluxes from the surface. The absorption patterns of water vapor blue peaks and carbon dioxide pink peaks overlap in some wavelengths. Fourier, however, neither used the term greenhouse effect nor credited atmospheric gases with keeping Earth warm. This category includes transportation sources such as highway vehicles, air travel, marine transportation, and rail. Some of the excess carbon dioxide will be absorbed quickly for example, by the ocean surfacebut some will remain in the atmosphere for thousands of years, due in part to the very slow process by which carbon is transferred to ocean sediments. The simple picture also assumes a steady state, but in the real world, there are variations due to the diurnal cycle as well as the seasonal cycle and weather disturbances. Within the region where radiative effects are important, the description given by the idealized greenhouse model becomes realistic. Energy Conservation Reducing personal energy use by turning off lights and electronics when not in use reduces electricity demand. Most of the remaining energy is absorbed at the surface of Earth. Changes in CO2 emissions from fossil fuel combustion are influenced by many long-term and short-term factors, including population growth, economic growth, changing energy prices, new technologies, changing behavior, and seasonal temperatures. Between andthe increase in CO2 emissions corresponded with increased energy use by an expanding economy and population, an overall growth in emissions from electricity generation, and increased demand for travel. Since the combustion of fossil fuel is the largest source of greenhouse gas emissions in the United States, changes in emissions from fossil fuel combustion have historically been the dominant factor affecting total U. A number of scientists have predicted that human-related increases in atmospheric carbon dioxide and other greenhouse gases could lead by the end of the 21st century to an increase in the global average temperature of 0. The average surface temperature of Earth is maintained by a balance of various forms of solar and terrestrial radiation. The atmosphere radiates energy both upwards and downwards; the part radiated downwards is absorbed by the surface of Earth. This results in more warmth below. The main human activity that emits CO2 is the combustion of fossil fuels coal, natural gas, and oil for energy and transportation, although certain industrial processes and land-use changes also emit CO2. Radiative energy losses become increasingly important higher in the atmosphere, largely because of the decreasing concentration of water vapor, an important greenhouse gas. Fuel Switching Producing more energy from renewable sources and using fuels with lower carbon contents are ways to reduce carbon emissions. The type of fossil fuel used to generate electricity will emit different amounts of CO2. Reducing Carbon Dioxide Emissions The most effective way to reduce CO2 emissions is to reduce fossil fuel consumption. This leads to a higher equilibrium temperature than if the atmosphere were absent. The atmosphere near the surface is largely opaque to thermal radiation with important exceptions for "window" bandsand most heat loss from the surface is by sensible heat and latent heat transport. Note that many industrial processes also use electricity and therefore indirectly cause the emissions from the electricity production. Electricity is a significant source of energy in the United States and is used to power homes, business, and industry. Examples of Reduction Opportunities for Carbon Dioxide Strategy Examples of How Emissions Can be Reduced Energy Efficiency Improving the insulation of buildings, traveling in more fuel-efficient vehicles, and using more efficient electrical appliances are all ways to reduce energy consumption, and thus CO2 emissions. Diurnal temperature changes decrease with height in the atmosphere. It reradiates in all directions, both upwards and downwards; in equilibrium by definition the same amount as it has absorbed. Created and produced by QA International. In the United States, sincethe management of forests and other land has acted as a net sink of CO2, which means that more CO2 is removed from the atmosphere, and stored in plants and trees, than is emitted. This radiation, unlike visible light, tends to be absorbed by the greenhouse gases in the atmosphere, raising its temperature. History of climate change science The existence of the greenhouse effect was argued for by Joseph Fourier in Many strategies for reducing CO2 emissions from energy are cross-cutting and apply to homes, businesses, industry, and transportation.greenhouse effect Energy radiated by the sun converts to heat when it reaches the earth. Some heat is reflected back through the atmosphere, while some is absorbed by atmospheric gases and radiated back to the earth. greenhouse effect n. A phenomenon in which the atmosphere of a planet traps radiation emitted by its sun, caused by gases such as carbon. Each gas's effect on climate change depends on three main factors: How much of these gases are in the atmosphere? Concentration, or abundance, is the amount of a particular gas in the air. Larger emissions of greenhouse gases lead to higher concentrations in the atmosphere. Greenhouse gas. Thank you for your interest in this topic. We are currently updating our website to reflect EPA's priorities under the leadership of President Trump and Administrator Pruitt. If you're looking for an archived version of this page, you can find it on the January 19 snapshot. Aug 28, · A greenhouse is a house made of glass. It has glass walls and a glass roof. People grow tomatoes and flowers and other plants in them. A greenhouse stays warm inside, even during winter. Sunlight shines in and warms the plants and air inside. But the. The greenhouse effect, combined with increasing levels of greenhouse gases and the resulting global warming, is expected to have profound implications, according to the near-universal consensus of. Greenhouse effect definition is - warming of the surface and lower atmosphere of a planet (such as Earth or Venus) that is caused by conversion of solar radiation into heat in a process involving selective transmission of short wave solar radiation by the atmosphere, its absorption by the planet's surface, and reradiation as infrared which is.Download
This type of writing usually refers to logic and discourse, and is biased and subjective. Differences Between Expository and Argumentative Essays, pt. Students have to imagine contexts for their writing and motivate themselves to produce for the imaginary reader. In this part of the article, we will get to know the definitions of two common types of writings so to understand how each of them needs to be written. The presentation of ideas and arguments is less clear. Coolessay in Other No secret that in order to be an excellent student you have to understand the definitions, the common features, and differences between various types of writing. Writer based prose Less skilled writers produce what can be called? It is a clear sense of audience that enables a writer to select appropriate content and express it in an appropriate form and style: These chapters can involve characterizing, comparing, categorizing, etc. An expository piece is writing where you have to estimate and describe a specific problem. The act of revision Any model must take into account the act of revision. The whole essay should be written in an impersonal and indifferent manner; writers better avoid expressing their own ideas and beliefs and concentrate on providing all the necessary information for better understanding of the origin of the chosen issue. In real life, writing is usually undertaken in response to a demand of some kind. From the first stages of making notes and headings, through various drafts, to the final version. There are 4 things that writers do while composing: Thus, the main goal of writing an expository essay is to give a good description of the problem basing your discussion on factual data. Argumentative writing is a piece where you have to persuade your readers that your point of view concerning the specific issue is correct. The handwritten product gives very little information, and if we think about our writing activity, we destroy its naturalness. Here, the arguments supporting your thesis are presented. Exposition means informing, describing, and clarifying. However, do not give more tan two or three, you are not showing off how much you know. If you want to impress the reader, this is best done by choosing examples that are less well-known or examples that are not in the books, etc. To add or to expand material. More and less skilled writers Recent research shows that skilled writers are sensitive to their audiences. Writing and thinking When people write something, sometimes may affect the way they think. This is a promising field of research:Argumentative essays are organized in many different ways, but one popular format is the five paragraph essay, which includes an introduction, three body paragraphs, and a conclusion. The. STRUCTURE OF ARGUMENTATIVE ESSAYS INTRODUCTION. It is a short introduction, presenting your thesis. MAIN PART. These are the main arguments in the body of the essay. Here, the arguments supporting your thesis are presented. Una resposta a "The argumentative text. Structure and features." ugg classic boots ha dit. Differences Between Expository and Argumentative Essays, pt Differences Between Expository and Argumentative Essays, pt 03 October Structure Introduction introduce your readers to the topic of your assignment and describe the main goal of your essay; Argumentative: lead your audience into the topic and debates around it. We are the leading academic writing platform where hundreds of top-rated academic writers come to work. The main textual features in argumentative texts are given by textual and lexical items, that is, textual devices which are words used to enhance the effectiveness of the argument (i.e. declarative verbs, adversative, summative, concluding connectors, syntactic structures). When writing an argumentative essay, the primary objective is to show your audience that you have a valid argument. The reader is then able to decide to be sway over to your position, or they may end up disagreeing with your argument entirely.Download
Definition of sea urchin in English: A marine echinoderm which has a spherical or flattened shell covered in mobile spines, with a mouth on the underside and calcareous jaws. - Class Echinoidea - The sea urchin is one of the few marine organisms whose genome has been sequenced. - The inner shell of a sea urchin is a hollow globe, scored in five curved sections that taper at the ends into a small hole at the top and bottom. - The red sea urchin's body is domed above and flat below. Definition of sea urchin in: - US English dictionary What do you find interesting about this word or phrase? Comments that don't adhere to our Community Guidelines may be moderated or removed.
Sunspots and their behavior are direct manifestations of the Sun’s magnetic field, which we still don’t fully understand. Here’s what we do know: Ex-tremely hot gas, called plasma, in the Sun’s outer atmosphere rotates differentially — faster at the middle than at the poles — while plasma in the interior rotates as a solid body. The rotation of the charged solar plasma produces a current. This current creates a magnetic field like that of a bar magnet with a north pole and a south pole aligned with the axis of rotation, but the differences of rotation speed mean the magnetic field becomes wound up and tangled. Astronomy magazine subscribers can read the full answer for free. Just make sure you're registered with the website.
Rhinoceroses are iconic members of the modern Mammalian megafauna, distinguished by their large bulk, thick hides and horns. There are five modern species of Rhinoceros from Africa and Asia, three of which are considered to be Critically Endangered under the terms of the International Union for the Conservation of Nature's Red List of Endangered Species, with the two remaining being considered Vulnerable and Near Threatened. The earliest Rhinoceroses appear in the fossil record in the Early Eocene in North America. These animals were more Horse-like than Rhinoceros-like in appearance, and the smallest were no bigger than a Dog. In a paper published in the journal Vertebrata PalAsiatica in April 2013, Deng Tao of the Key Laboratory of Vertebrate Evolution and Human Origin and Institute of Vertebrate Paleontology and Paleoanthropology of the Chinese Academy of Sciences reports the discovery of a number of tusk-like lower incisors attributed to the early Rhinoceros Aprotodon lanzhouensis from the Early Miocene Shangzhuang Formation of the Linxia Basin in Gansu Province in northwest China. Tusk like lower incisors of Aprotodon lanzhouensis from the Early Miocene Shangzhuang Formation of the Linxia Basin in Gansu Province in northwest China. Deng (2013). Rhinos of the genus Aprotodon are known from the Late Eocene to Early Miocene of Central, South and East Asia. There are four described species, all known only from their skulls and teeth. The genus is noted for its large tusks, which have been compared to those of Hippos, and it has been suggested that these Rhinos had a similar lifestyle. Aprotodon lanzhouensis has previously been reported from the Late Eocene of Mongolia, and from the Linxia and Lanzhou Basins of northwest China as well as sites in Pakistan and Kazakhstan in the Oligocene and early Miocene, disappearing by the Middle Miocene. Deng notes that this was a time of falling temperatures and increasing aridity across much of Asia, and that despite its Hippo-like dentition Aprotodon lanzhouensis appears to have been restricted to drier areas; it is notably absent from the several sites in eastern Yunnan, which have produced abundant Mammal specimens (including other types of Rhino) from the same period but a warmer, wetter climate. He suggests that if Aprotodon lanzhouensis did have an aquatic, Hippo-like lifestyle, then it was restricted to rivers in areas of dry, open woodland. See also A new species of Rhinoceros from the Late Miocene of northeastern Thailand, Three new species of Tapir from the Early Eocene of Pakistan, What a 4.6 million-year-old Three Toed Horse can tell us about the climate of Mid Pliocene Tibet, The Western Black Rhino and Vietnamese Rhino declared extinct and A Woolly Rhino from the Pliocene of Tibet. Follow Sciency Thoughts on Facebook.
is energy or more precisely transfer of thermal energy. As energy, heat is measured in watts (W) whilst temperature is measured in degrees Celsius (°C) or Kelvin (K). The words “hot” and “cold” only make sense on a relative basis. Thermal energy travels from hot material to cold material. Hot material heats up cold material, and cold material cools down hot material. It is really that simple. When you feel you are sensing is a transfer of thermal energy from something that's hot to something that is cold. The discipline of heat transfer is concerned with only two things: temperature, and the flow of heat. Temperature represents the amount of thermal energy available, whereas heat flow represents the movement of thermal energy from place to place. On a microscopic scale, thermal energy is related to the kinetic energy of molecules. The greater a material’s temperature, the greater the thermal agitation of its constituent molecules (manifested both in linear motion and vibrational modes). efficient method of heat transfer is conduction. This mode of heat transfer occurs when there is a temperature gradient across a body. In this case, the energy is transferred from a high temperature region to low temperature region due to random molecular motion (diffusion). Conduction occurs similarly in liquids and gases. Regions with greater molecular kinetic energy will pass their thermal energy to regions with less molecular energy through direct molecular collisions. In metals, a significant portion of the transported thermal energy is also carried by conduction-band electrons. Different materials have varying abilities to conduct heat. Materials that conduct heat poorly (wood, styrofoam) are often called insulators. However, materials that conduct heat well (metals, glass, some plastics) have no special name. simplest conduction heat transfer can be described as “one-dimensional heat flow” as shown in the following The rate of heat flow from one side of an object to the other, or between objects that touch, depends on the cross-sectional area of flow, the conductivity of the material and the temperature difference between the two surfaces or objects. Mathematically, it can be expressed as is the heat transfer rate in watts (W), k is the thermal conductivity of the material (W/m.K), A is the cross sectional area of heat path, and the temperature gradient in the direction of the flow The above equation is known as Fourier’s law of heat conduction. Therefore, the heat transfer rate by conduction through the object in the above figure can be expressed as is the conductor thickness (or length), is the temperature difference between one side and the other (for example, = T1 – T2 is the temperature difference between side 1 and side 2). The quantity (DT/L) in Equation (16.5) is called the temperature gradient: it tells how many 0C or K the temperature changes per unit of distance moved along the path of heat flow. The quantity L/kA is called the thermal resistance resistance has SI units of kelvins per watt (K/W). Notice from Equation (16.6) that the thermal resistance depends on the nature of the material (thermal conductivity k and geometry of the body d/A). We realize from the above equations, we realize the heat transfer rate as a flow, and the combination of thermal conductivity, thickness of material and area as a resistance to this flow. the temperature as a potential function of the heat flow, the Fourier law can be written as If we define the resistance as the ratio of potential to the corresponding transfer rate, the thermal resistance for conduction can be expressed as It is clear from the above equation that decreasing the thickness or increasing the cross-sectional area or thermal conductivity of an object will decrease its thermal resistance and increase its heat transfer rate. slower method of heat transfer is convection, which involves fluid currents that carry heat from one place to another. In conduction, energy flows through a material but the material itself does not move. In convection, the material itself moves from one place to another. The convection heat transfer is comprised of two mechanisms: random molecular motion (diffusion) and energy transferred by bulk or macroscopic motion of the fluid. Heat transfer from a solid to a fluid (liquid or gaseous) is more complex than solid-solid transfer as heat differentials within the fluid generally cause internal movement known as convection currents. As volume increases with temperature, warmer areas of a fluid have less mass than colder areas. Air is poor conductor of heat, but it can easily flow and carry heat by convection. The use of sealed, double-paned windows replaces the larger air gap between a storm window and regular window with a much smaller gap. The smaller air gap minimizes circulating convection currents between the two panes. The magnitude of convective heat flow within the fluid depends upon the area of contact with the solid, its viscosity, velocity past the solid, flow characteristics and the overall temperature difference between the two. The term convection has also been used historically to describe the transport of heat from one solid to another separated by a fluid medium. Newton’s law of cooling expresses the overall effect of convection: is the convection heat transfer coefficient (W/m2K), A is the surface area, = Ts – Tf is the temperature difference between the surface temperature Ts, and the fluid temperature Tf . As in the case of conduction, thermal resistance is also associated with the convection heat transfer and can be expressed as The convection heat transfer may be classified according to the nature of fluid flow. convection occurs when the flow is caused by external means, such as a fan, a pump, etc. least efficient method of heat transfer is radiation. Radiant heat is simply heat energy in transit as electromagnetic radiation. All materials radiate thermal energy in amounts determined by their temperature, where the energy is carried by photons of light in the infrared and visible portions of the electromagnetic spectrum. In this case, heat moves through space as an electromagnetic radiation without the assistance of a physical substance. All objects that contain heat emit some level of radiant energy. The amount of radiation is inversely proportional to its wavelength (the shorter the wavelength the greater the energy content) which is, in turn, inversely proportional to its temperature (in °K). The Sun’s heat is an example of thermal radiation that reaches the Earth. Radiative heat is transferred directly into the surface of any solid object it hits (unless it is highly reflective), but passes readily through transparent materials such as air and glass. An ideal thermal radiator or a blackbody, will emit energy at a rate proportional to the forth power of its absolute temperature and its surface area. Mathematically, that is is a proportionality constant (Stefan-Boltzmann constant 10-8 W/m2.K4). The above equation is called the Stefan-Boltzmann law of thermal radiation and it applies only to the blackbodies. The fourth-power temperature dependence implies that the power emitted is very sensitive to temperature changes. If the absolute temperature of a body doubles, the energy emitted increases by a factor of 24 = For bodies not behaving as a blackbody a factor known as emissivity e, which relates the radiation of a surface to that of an ideal black surface is introduced. The equation becomes The emissivity ranges from 0 to 1; e = 1 for a perfect radiator and absorber ( a blackbody) and e = 0 for a perfect radiator. Human skin, for example, no matter what the pigmentation, has an emissivity of about 0.97 in the infrared part of the spectrum. While a polished aluminum has an emissivity of radiation from a body is used as a diagnostic tool in medicine. A thermogram shows whether one area is radiating more heat than it should, indicating a higher temperature due to abnormal cellular activity. Thermography or thermovision in medicine is based on the natural thermal radiation of the skin. Most advantage is the radiance free of the measuring principle. body regions have different temperature levels. If one exposes the body e.g. to a cooling attraction, then the body zones of the skin react, in order to repair the heat balance of the body. Thereby the thermal regulation of diseased body regions and organs is different to healthy one. The so-called "regulation thermography" is based on this principle. Picture: University of Wisconsin
A new polymer-based solar-thermal device is the first to generate power from both heat and visible sunlight, which could have significant cost reduction applications for both homes and facilities. The device uses a fluid that flows through a roof generated module to collect the sun’s heat while an integrated solar cell generates electricity from the sun’s visible light. "It's a systems approach to making your home ultra-efficient because the device collects both solar energy and heat," says David Carroll, director of the Center for Nanotechnology and Molecular Materials at Wake Forest University. "Our solar-thermal device takes better advantage of the broad range of power delivered from the sun each day." Solar cells used today are typically flat, these new polymer solar-thermal devices feature curved tubes that allow for collection of both visible light and infrared heat from sunrise to sunset. This technology allows these cells to provide power for a much greater part of the day over normal solar cells. This new device can be truly building-integrated due to a unique general structure and the ability to capture light at oblique angles, allowing it to look identical to roof tiles that are the standard today The Next Wave of Solar SunShot Initiative for Competitive Solar Energy Obama Administration Plans Solar Panels for White House
Adobe (US i//, UK //; Spanish: [aˈðoβe], ultimately from Coptic via Arabic) is a building material made from earth and often organic material. Adobe means mudbrick in Spanish, but in some English speaking regions of Spanish heritage it refers to any kind of earth construction, as most adobe buildings are similar in appearance to cob and rammed earth buildings. Adobe is among the earliest building materials, and is used throughout the world. Adobe bricks are most often made into units weighing less than 100 pounds and small enough that they can quickly air dry individually without cracking and subsequently assembled, with the application of adobe mud, to bond the individual bricks into a structure. Modern methods of construction allow the pouring of whole adobe walls that are reinforced with steel. In dry climates, adobe structures are extremely durable, and account for some of the oldest existing buildings in the world. Adobe buildings offer significant advantages due to their greater thermal mass, but they are known to be particularly susceptible to earthquake damage if they are not somehow reinforced. Cases where adobe structures were widely damaged during earthquakes include the 1976 Guatemala earthquake, the 2003 Bam earthquake and the 2010 Chile earthquake. Buildings made of sun-dried earth are common throughout the world (Middle East, Western Asia, North Africa, West Africa, South America, southwestern North America, Spain, and Eastern Europe.) Adobe had been in use by indigenous peoples of the Americas in the Southwestern United States, Mesoamerica, and the Andes for several thousand years. Puebloan peoples built their adobe structures with handfuls or basketfuls of adobe, until the Spanish introduced them to making bricks. Adobe bricks were used in Spain from the Late Bronze and Iron Ages (eighth century BCE onwards). Its wide use can be attributed to its simplicity of design and manufacture, and economics. A distinction is sometimes made between the smaller adobes, which are about the size of ordinary baked bricks, and the larger adobines, some of which may be one to two yards (1–2 m) long. The word adobe // has existed for around 4000 years with relatively little change in either pronunciation or meaning. The word can be traced from the Middle Egyptian (c. 2000 BC) word ɟbt "mudbrick." Middle Egyptian evolved into Late Egyptian, Demotic or "pre-Coptic", and finally to Coptic (c. 600 BC), where it appeared as τωωβε tōʾpə. This was borrowed into Arabic as الطوب aṭ-ṭawbu or aṭ-ṭūbu, with the definite article al- attached, tuba, which was assimilated into the Old Spanish language as adobe [aˈdobe], probably via Mozarabic. English borrowed the word from Spanish in the early 18th century. An adobe brick is a composite material made of earth mixed with water and an organic material such as straw or dung. The soil composition typically contains sand, silt and clay. Straw is useful in binding the brick together and allowing the brick to dry evenly, thereby preventing cracking due to uneven shrinkage rates through the brick. Dung offers the same advantage. The most desirable soil texture for producing the mud of adobe is 15% clay, 10-30% silt and 55-75% fine sand. Another source quotes 15-25% clay and the remainder sand and coarser particles up to cobbles 50 to 250 mm (2 to 10 in) with no deleterious effect. Modern adobe is stabilized with either emulsified asphalt or Portland cement up to 10% by weight. No more than half the clay content should be expansive clays with the remainder non-expansive illite or kaolinite. Too much expansive clay results in uneven drying through the brick resulting in cracking, while too much kaolinite will make a weak brick. Typically the soils of the Southwest United States, where such construction is in use, are an adequate composition. Adobe walls are load bearing, i.e. they carry their own weight into the foundation rather than by another structure, hence the adobe must have sufficient compressive strength. In the United States, most building codes call for a minimum compressive strength of 300 lbf/in2 (2.07 newton/mm2) for the adobe block. Adobe construction should be designed so as to avoid lateral structural loads that would cause bending loads. The building codes require the building sustain a 1 g lateral acceleration earthquake load. Such an acceleration will cause lateral loads on the walls, resulting in shear and bending and inducing tensile stresses. To withstand such loads, the codes typically call for a tensile modulus of rupture strength of at least 50 lbf/in2 (0.345 newton/mm2) for the finished block. In addition to being an inexpensive material with a small resource cost, adobe can serve as a significant heat reservoir due to the thermal properties inherent in the massive walls typical in adobe construction. In climates typified by hot days and cool nights, the high thermal mass of adobe mediates the high and low temperatures of the day, moderating the living space temperature. The massive walls require a large and relatively long input of heat from the sun (radiation) and from the surrounding air (convection) before they warm through to the interior. After the sun sets and the temperature drops, the warm wall will then continue to transfer heat to the interior for several hours due to the time-lag effect. Thus, a well-planned adobe wall of the appropriate thickness is very effective at controlling inside temperature through the wide daily fluctuations typical of desert climates, a factor which has contributed to its longevity as a building material. Thermodynamic material properties are sparsely quoted. The thermal resistance of adobe is quoted as having an R-value of R0 = 0.41 hr-ft2-°F/(Btu-in) and a conductivity of 0.57 W/(m-K) quoted from another source. A third source provides the following properties: conductivity=0.30 Btu/(hr-ft-°F); heat capacity=0.24 Btu/(lbm-°F); density=106 lbm/ft3 (1700 kg/m3). To determine the total R-value of a wall for example, multiply R0 by the thickness of the wall. From knowledge of the adobe density, heat capacity and a diffusivity value, the conductivity is found to be k = 0.20 Btu/(hr-ft-°F) or 0.35 W/(m-K). The heat capacity is commonly quoted as cp = 0.20 Btu/(lbm*F) or 840 joules/(kg-K). The density is 95 lbm/ft3 or 1520 kg/m3. The thermal diffusivity is calculated to be 0.0105 ft2/hr or 2.72x10−7 m2/s. Poured and puddled adobe walls Poured and puddled adobe (puddled clay, piled earth) today called cob, is made by placing soft adobe in layers, rather than making by individual dried bricks or using a form. Puddle is a general term for a clay or clay and sand based material worked into a dense, plastic state. These are the oldest methods of building with adobe in the Americas until holes in the ground were used as forms and then later wooden forms used to make individual bricks were introduced by the Spanish. Bricks made from adobe are usually made by pressing the mud mixture into an open timber frame. In North America, the brick is typically about 25 by 36 cm (10 by 14 in) in size. The mixture is molded into the frame, which is then is removed after initial setting. After drying for a few hours, the bricks are turned on edge to finish drying. Slow drying in shade reduces cracking. The same mixture, without straw, is used to make mortar and often plaster on interior and exterior walls. Some ancient cultures used lime-based cement for the plaster to protect against rain damage. Depending on the form into which the mixture is pressed, adobe can encompass nearly any shape or size, provided drying is even and the mixture includes reinforcement for larger bricks. Reinforcement can include manure, straw, cement, rebar or wooden posts. Experience has shown straw, cement, or manure added to a standard adobe mixture can all produce a stronger, more crack-resistant brick. A test is done on the soil content first. To do so, a sample of the soil is mixed into a clear container with some water, creating an almost completely saturated liquid. The container is shaken vigorously for one minute. It is then allowed to settle for a day until the soil has settled into layers. Heavier particles settle out first, sand above, silt above that and very fine clay and organic matter will stay in suspension for days. After the water has cleared, percentages of the various particles can be determined. Fifty to 60 percent sand and 35 to 40 percent clay will yield strong bricks. The Cooperative State Research, Education, and Extension Service at New Mexico State University recommends a mix of not more than 1/3 clay, not less than 1/2 sand, and never more than 1/3 silt. Adobe wall construction The ground supporting an adobe structure should be compressed, as the weight of adobe wall is significant and foundation settling may cause cracking of the wall. Footing depth is to below the ground frost level. The footing and stem wall are commonly 24 and 14 inches thick, respectively. Modern construction codes call for the use of reinforcing steel in the footing and stem wall. Adobe bricks are laid by course. Adobe walls usually never rise above two stories as they are load bearing and adobe has low structural strength. When creating window and door openings, a lintel is placed on top of the opening to support the bricks above. Atop the last courses of brick, bond beams made of heavy wood beams or modern reinforced concrete are laid to provide a horizontal bearing plate for the roof beams and to redistribute lateral earthquake loads to shear walls more able to carry the forces. To protect the interior and exterior adobe walls, finishes such as mud plaster, whitewash or stucco can be applied. These protect the adobe wall from water damage, but need to be reapplied periodically. Alternatively, the walls can be finished with other nontraditional plasters that provide longer protection. Bricks made with stabilized adobe generally do not need protection of plasters. The traditional adobe roof has been constructed using a mixture of soil/clay, water, sand and organic materials. The mixture was then formed and pressed into wood forms, producing rows of dried earth bricks that would then be laid across a support structure of wood and plastered into place with more adobe. Depending on the materials available, a roof may be assembled using wood or metal beams to create a framework to begin layering adobe bricks. Depending on the thickness of the adobe bricks, the framework has been preformed using a steel framing and a layering of a metal fencing or wiring over the framework to allow an even load as masses of adobe are spread across the metal fencing like cob and allowed to air dry accordingly. This method was demonstrated with an adobe blend heavily impregnated with cement to allow even drying and prevent cracking. The more traditional flat adobe roofs are functional only in dry climates that are not exposed to snow loads. The heaviest wooden beams, called vigas, lie atop the wall. Across the vigas lie smaller members called latillas and upon those brush is then laid. Finally, the adobe layer is applied. To construct a flat adobe roof, beams of wood were laid to span the building, the ends of which were attached to the tops of the walls. Once the vigas, latillas and brush are laid, adobe bricks are placed. An adobe roof is often laid with bricks slightly larger in width to ensure a greater expanse is covered when placing the bricks onto the roof. Following each individual brick should be a layer of adobe mortar, recommended to be at least 25 mm (1 in) thick to make certain there is ample strength between the brick’s edges and also to provide a relative moisture barrier during rain. Depending on the materials, adobe roofs can be inherently fire-proof. The construction of a chimney can greatly influence the construction of the roof supports, creating an extra need for care in choosing the materials. The builders can make an adobe chimney by stacking simple adobe bricks in a similar fashion as the surrounding walls. Adobe around the world The largest structure ever made from adobe is the Arg-é Bam built by the Achaemenid Empire. Other large adobe structures are the Huaca del Sol in Peru, with 100 million signed bricks and the ciudellas of Chan Chan and Tambo Colorado, both in Peru. Adobe brick house under construction in Kyrgyzstan Adobe brick house under construction in Romania Adobe house in Middle America - Cob (building) - Compressed earth block - Earth structure - Hassan Fathy - Qadad (waterproofing plaster) - Qalat (fortress) - Rammed earth - San Xavier del Bac - Sod house - Super Adobe - Wattle and daub - Cas di torto - Monterey Colonial architecture used adobe walls - Ctesiphon Arch in Iraq is the largest mud brick arch in the world built beginning in 540 AD - definition of adobe from Oxford Dictionaries Online. Retrieved 25 December 2010. - Short documentary about adobe preparation and 2010 Chile earthquake Livingatlaschile.com, FICh, retrieved 5 March 2014 - Collyns, Dan (15 August 2009). "Peru rebuilds two years on from quake". news.bbc.co.uk. Archived from the original on 15 August 2009. Retrieved 24 August 2009. the 1976 Guatemala earthquake the 2003 Bam earthquake - Marchand, Trevor. The Masons of Djenne. Bloomington: University of Indiana Press, 2009 - Museum of Lithuanian life Rumsiskes Lithuania (2011) - Beck, Roger B.; Linda Black; Larry S. Krieger; Phillip C. Naylor; Dahia Ibo Shabaka (1999). World History: Patterns of Interaction. Evanston, IL: McDougal Littell. ISBN 978-0-395-87274-1. - de Chazelles-Gazzal, Claire-Anne (1997). Les maisons en terre de la Gaule méridionale. Montagnac, France: Éditions Monique Mergoil. pp. 49–57. - Rose, William I.; Julian J. Bommer (2004). Natural hazards in El Salvador. Geological Society of America. p. 299. ISBN 978-0-8137-2375-4. - "adobe" Oxford English Dictionary Second Edition on CD-ROM (v. 4.0) © Oxford University Press 2009 - Spanish Word Histories and Mysteries: English Words that Come from Spanish Houghton Mifflin Co. 2007 p.5 - "Adobe Moulding" Auroville Earth Institute - Vargas, J.; J. Bariola; M. Blondet (1986). "Seismic Strength of Adobe Masonry". Materials and Structures. 9: 253–256. doi:10.1007/BF02472107. - Garrison, James. "Adobe-The Material, Its Deterioration, Its Coatings" (PDF). pp. 5–16. Retrieved 27 February 2013. - Austin, George. "Adobe as a building material" (PDF). New Mexico Geology, November 1984. New Mexico Bureau of Mines and Mineral Resources. p. 70. Retrieved 27 February 2013. - "14.7.4 NMAC" (PDF). Retrieved 25 June 2013. - "2009 New Mexico Energy Conservation Code: Residential Applications Manual" (PDF). Emnrd.state.nm.us. Retrieved 21 July 2013. - Chávez-Galán, Jesus; Almanza, Rafael; Rodríguez, Neftali. "Experimental Measurements of Thermal Properties for Mexican Building Materials to Simulate Thermal Behavior to Save Energy". Spriner. Retrieved 25 November 2014. - "HVAC Systems AE-390". Drexel University. Retrieved 25 November 2014. - "Mass and insulation with adobe". Green Home Building. Retrieved 25 June 2013. - "puddle, n. 4.". Oxford English Dictionary 2nd. ed. 2009. CD-rom. - Keefe, Laurence. Earth Building: Methods and Materials, Repair and Conservation. London: Taylor & Francis, 2005. 22. Print. - Technical Information Online. "Mud Plasters and Renders - Technical Information Online - Practical Answers" (PDF). Practicalaction.org. Retrieved 9 November 2010. - "Preservation of Historic Adobe Buildings". Dawson Lupul. Retrieved 30 January 2014. \|Wikimedia Commons has media related to Adobe (building material).\| \|Look up adobe in Wiktionary, the free dictionary.\| - Building With Awareness A detailed how-to DVD video that shows adobe wall construction and their use as thermal mass walls - Cal-Earth (The California Institute of Earth Art and Architecture) has developed a patented system called Superadobe, in which bags filled with stabilized earth are layered with strands of barbed wire to form a structure strong enough to withstand earthquakes, fire and flood. - Earth Architecture - A website whose focus is contemporary issues in earth architecture. - Earth Architecture and Conservation in East Anglia - British organisation that focuses on the proper maintenance and conservation of earth buildings in a region of the UK that has a long history of building with mud. - Kerpic.org - A website on earthen architecture researches stabilized with gypsum. - Kleiwerks - International organization recognized for their unique contribution to modern earthen and natural building techniques throughout the world, their focus is on education through hands on experience. Very experienced experts are contactable and there are regular demonstrations in the area. - Valle de Sensaciones - Artistic construction with adobe, Experimental ground and theme park for creative living close to nature - World Monuments Fund - Adobe Missions of New Mexico - Description of a project of the World Monuments Fund for the preservation of adobe churches in New Mexico, in the United States.
History teachers guide students through a past marked by triumph and tragedy. Each time we enter the classroom, we’re stepping into the critical but challenging role of walking side by side with our students, confronting the past with empathy, tact, and sensitivity. Our foremost aim is to cultivate a comprehensive understanding of and genuine appreciation for the historian’s craft. To accomplish this, it’s crucial above all else that we instill in our students a firm confidence in their teacher. Drawing upon my 17 years of teaching American history, I humbly offer these tips to assist in fulfilling this crucial role. Teach Historical Empathy Before teaching about enslavement, I emphasize historical empathy, or as my former history professor Jacqueline Jones puts it, “developing a full understanding of why people acted or thought as they did.” Historical empathy is not about justifying or excusing the actions and beliefs of historical figures. Its primary purpose is to cultivate a deep and nuanced understanding of the intricate complexities inherent in unraveling the past. By nurturing historical empathy, teachers encourage students to engage in meaningful learning experiences. I guide my students in applying historical empathy when analyzing Harriet Jacobs’s Incidents in the Life of a Slave Girl. This approach encourages them to transcend simplistic notions of good versus evil and to delve into the multifaceted factors that shaped the actions of historical figures. Moreover, it fosters a deep understanding of how individuals or groups exert control over their own lives, regardless of any prevailing circumstances. To avoid possible misunderstandings and misconceptions, I find it beneficial to direct parents and guardians to my classroom page about historical empathy, which features a short video about the topic and insights from Antony Polonsky, professor emeritus of Holocaust studies at Brandeis University, whom I also studied under. His words carry weight when he emphasizes, “One has to be empathetic to everybody. You have to explain, but you don’t have to excuse.” Celebrate Agency, Triumphs, and Successes While introducing students to historical empathy, I also teach about the agency of enslaved individuals, emphasizing their strategies for maintaining dignity, preserving family ties, and navigating oppressive conditions. We dive into the stories of figures like Harriet Tubman and Frederick Douglass, who not only fought for freedom themselves but also worked to reunite and protect enslaved families. We also learn about heroic women such as Abigail Adams and Jane Addams, highlighting their significant contributions. Abigail Adams advocated for women’s rights, and Jane Addams, as a social reformer and peace activist, worked to create positive change. Studying their lives inspires my students to challenge gender roles and become agents of change in their own communities. In my classroom, I display posters with quotations from pioneering women throughout history to inspire all of my students. Students are also inspired by learning about the remarkable 1804 expedition of Lewis and Clark into the relative unknown, a journey that called for daring and skill, with the invaluable presence and contributions of Sacagawea. Later, they marvel at the indomitable spirit of America’s “Greatest Generation,” who endured the Great Depression and World War II. Likewise, they celebrate America’s achievement in 1969 of landing a person on the moon. Throughout the year, I emphasize that we explore both successes and shortcomings and that this course is not intended to denigrate American history. There are numerous moments of pride that deserve recognition and celebration, and I occasionally find myself needing to do a better job of highlighting them. Recently, I regrettably overlooked mentioning Memorial Day, a significant event that mourns and honors our nation’s fallen heroes. Refrain from Singling Out When teaching Incidents in the Life of a Slave Girl, I am mindful not to focus solely on students of color. It’s crucial for them not to feel as if everyone is eagerly waiting for their thoughts and reactions. This pressure may stem from my actions or inactions, or it could simply be how the students interpret the situation. Earlier this year, a Black student approached me after class, expressing distress over her perception that I frequently focused my attention on her during discussions about race and history. I apologized and sought guidance from my school’s diversity, equity, inclusion, and belonging coordinator to proactively address the issue. Now, I clarify to students that my eye contact is not intended to pressure anyone to speak, and certainly not to those identifying with a specific group we are studying. I emphasize that in a small classroom, my gaze may naturally fall on them, but it should not be interpreted as expectation or pressure. I find that this approach helps to foster a more comfortable environment for students of color. Instead of singling out anyone, I make inclusive announcements to show that I value everyone’s insights. During conversations, I am mindful of maintaining appropriate eye contact and try to avoid prolonged or intense staring at any particular individual. At times, I have even acknowledged feeling silly as I look down, but I hope my students appreciate the effort and intention behind it, which I also share with them. Be Sensitive When Including Graphic Imagery With sensitivity in mind, I am attentive to the impact of visual materials in depicting the past, which often appear more visceral than the written word. When teaching about the Japanese invasion of Manchuria, which preceded America’s intervention in World War II, I consider my international students from China, who may have family histories tied to this topic. As such, I keep in mind these guidelines: - Provide warnings. I provide my students with the choice of averting their gaze or taking a brief break from the class. It’s impossible for teachers to anticipate how explicit imagery might affect each student individually. - Enhance visual literacy. We discuss the purpose and impact of graphic images, exploring their emotional and perspective-altering qualities. - Include diverse sources. Alongside photographs, I incorporate survivor testimonies and primary sources to offer a comprehensive view. - Encourage critical thinking. Students consider the possible biases, intentions, and limitations of visual evidence. - Foster empathy. Here as well, I encourage students to empathize with individuals depicted in the imagery. No matter what you do, show students that you are mindful and purposeful. Carve out time to discuss with them how and why you plan to cover certain parts of the curriculum; ask for their input. I want to involve my students as much as possible in our journey of collective learning, leading me to reevaluate both the content and methods of my teaching approach.
This past November, we learned about the Moon’s orbit. This month, we will learn more about the Moon itself! Did you know that both the size and the distance of the Moon were already known to ancient astronomers over two thousand years ago? Why are there “seas” on the Moon when we think that it has no liquid water? Why is the “far side” of the Moon so different from the “near side?” And what about the “dark side” of the Moon? (They’re not the same.) What kind of details should you be able to see on the Moon without a telescope, and how and when should you look? Are you aware that numerous countries (not just the USA) have sent space missions to the Moon? Are you able to find the “Winter Hexagon” and all its parts (like Orion, Gemini, and Taurus) in the sky? Have you heard that January offers the best opportunity to see the planet Mercury since the spring of last year? Join us on Wednesday, January 13 @ 7:00 pm EST via Zoom to learn more! Families with school-age and older children are invited to join us virtually for a presentation focused on our wonderful Moon. Last November, we described a number of interesting things that we can learn about the Moon’s orbit just by watching what it does over time, even without a telescope. This month, we will learn more about the Moon itself. We will show how both the size of the Moon, and how far away it is, were first measured thousands of years ago, without any telescopes! We will also show what details you can see on the Moon with your unaided eye and a simple pair of binoculars. We will describe what scientists have learned through telescopic observations and images taken by spacecraft. Finally, we will end with a summary of the most recent missions to the Moon. As always, we will show you how to find the planets and other cool things in the sky this month and into February. Have you noticed that Jupiter has just passed Saturn in the sky, and Mercury has passed by both of them? Have you seen Mars in the south or brilliant Venus lighting up the morning sky? Are you able to use the Winter Hexagon to unlock the winter sky? We will help you see all of these things for yourself. Photo credit: https://skyandtelescope.org/press-releases/blue-moon-for-halloween/ Michigan State University is committed to providing equal opportunity for participation in all programs, services, and activities. Accommodation for persons with disabilities may be requested by contacting (517) 432-4499 by Wednesday, January 6, 2021. Requests received after this date will be honored whenever possible.
Welded or Glued Sounds- these are sounds that when they are together they do not say their normal sounds, but rather create a slightly different sound. The welded sounds are the following: all, am, an, ang, ing, ong, ung, ank, ink, onk, unk. What is the welded sound in Mass? What exactly are welded sounds? Sometimes called glued sounds, welded sounds are groups of letters that are easier to learn as a chunk than to separate into individual sounds. For example, we don’t individually pronounce all the letters of skunk (s-k-u-n-k). The n and k just don’t separate into individual sounds. What is a welded sound in Wilson? Intended for students in second grade and higher, the Wilson Reading System identifies welded sounds as parts of a word that have their own phonetic sound where the consonants and vowels involved cannot be individually identified. Is ink a welded sound? Youtube quote: Sounds this says ink ink is a welded sound a in K says ink a in K are stuck so tightly together that the letters say the sound ink. Ank is a welded sound let's look at an example. This word is Bank. What is a glued sound? A glued sound is one in which letters have their own sounds. but they are difficult to separate. How do you mark welded sound? We mark it by having a solid line under the digraph and a single line under the other letter. Welded or Glued Sounds- these are sounds that when they are together they do not say their normal sounds, but rather create a slightly different sound. Is Ilk a glued sound? Glued sounds are sounds that are glued closely together. all, an, am, ang, ing, ong, ung, ank, ink, onk, unk are first grade glued sounds. How do you tap out a glued sound? Quote from the video: Youtube quote: And hand that's hopping out with me remember your ring finger and your middle finger are going to glue together. How many glued sounds are there? Glued sounds are chunks of letters where the individual sounds cannot be heard clearly. “NG” and “NK” are two common glued sounds. You can teach these chunks: ang, ing, ong, ung, ank, ink, onk, and unk. How do you mark up a glued sound? “Glued” Sounds – letters that keep their individual sound but are glued together. To tap these out, use two or three fingers “glued” to represent the number of sounds working together. all, am, an, ang, ing, ong, ung, ank, ink, onk, and unk. What is a trick word first grade? Trick words are phonetically irregular words that your child needs to memorize. They are selected for their high frequency of use in English school-aged texts. These words are important for students to master for both reading and spelling. What are the digraph sounds? Digraph Sounds are single sounds that are represented in writing with two letters: ch, th, sh, wh, and ng. When teaching young children we call them “special sounds.” What is the D syllable? Double Vowel – “D” Syllable. 1 This syllable contains a vowel digraph or a diph- thong. These are vowel teams. 2 This syllable can be combined with other syl- lables to make multisyllabic words. Vowel Digraph: Two vowels together that repre- sent one sound (ee). What are the R controlled vowels? There are three main r-controlled vowel sounds: the /ar/ sound, as in barn; the /or/ sound, as in corn; and the /er/ sound, as in fern, bird, and curl. The activities in this section are designed to build students’ proficiency with r-controlled vowels. Should y be a vowel? What is special about the letter y is that it can represent both kinds of speech sounds—depending on its position and the letters surrounding it in a word. Y is considered to be a vowel if… The word has no other vowel: gym, my. The letter is at the end of a word or syllable: candy, deny, bicycle, acrylic.
The Importance of Understanding the Old Testament The Old Testament of the Bible is a crucial part of religious and historical texts that have shaped the beliefs and values of millions of people around the world. It provides a foundation for understanding the origins of religious traditions, the development of civilizations, and the moral and ethical teachings that continue to influence society today. To fully grasp the significance of the Old Testament, it is essential to have a clear understanding of its historical timeline. The Creation and Early History The Old Testament begins with the creation of the world and the story of Adam and Eve. This section covers several important events, such as the Great Flood, the tower of Babel, and the establishment of the covenant with Abraham. These stories lay the groundwork for understanding the historical context in which later events unfold. The Exodus and the Covenant with Moses One of the most well-known and significant events in the Old Testament is the Exodus, where Moses leads the Israelites out of slavery in Egypt. This event marks the formation of the Israelite nation and the establishment of the covenant between God and His chosen people. Understanding the timeline of the Exodus and its aftermath is crucial for comprehending the struggles and triumphs of the Israelites throughout their history. The Monarchy and the Prophets After the Israelites settle in the Promised Land, they establish a monarchy, with Saul as the first king. This period is marked by the reigns of notable figures like David and Solomon. The prophets also emerge during this time, serving as moral guides and messengers of God’s will. They play a crucial role in shaping the religious and social landscape of ancient Israel. The Babylonian Exile and the Return Despite its initial prosperity, the Israelite kingdom eventually falls to foreign powers, most notably the Babylonians. The Babylonian Exile represents a significant turning point in the Old Testament timeline, as it marks the destruction of Jerusalem and the exile of the Israelites to Babylon. This period of exile is followed by the return of some Israelites to Jerusalem and the subsequent rebuilding of the temple. The Intertestamental Period and the Expectation of the Messiah The period between the Old and New Testaments is known as the Intertestamental period. It covers the time between the prophet Malachi and the birth of Jesus Christ. During this period, the Jewish people experience foreign rule under the Persians, Greeks, and eventually the Romans. The longing for a messiah, a deliverer who would restore Israel’s independence, becomes a central theme in Jewish religious and political thought. By understanding the Old Testament historical timeline, readers gain insight into the complex series of events and cultural developments that shape the narrative of the Bible. This knowledge allows for a richer understanding of the teachings, prophecies, and lessons contained within the Old Testament, and how they continue to impact religious beliefs and practices today. The Old Testament serves as a valuable historical and religious resource, revealing the roots of ancient civilizations and the origins of key events and traditions. Whether studying the Old Testament for academic purposes or as part of personal religious exploration, a deep knowledge of its historical timeline is essential for unraveling its profound meanings and messages. Dive deeper into the subject with this carefully selected external website. how to start reading the Bible https://biblestudytogether.com/where-to-start-reading-the-bible, gain additional insights about the subject and reveal new aspects to enhance your understanding. Enhance your understanding with the related posts we’ve chosen. Happy reading:
Limits of Human Performance event features a variety of sports and activities that push the limits of human performance. These activities include disciplines such as running, diving, mountain climbing and weight lifting. Records and Progress are held on how far humans can go in sports, historical records and their evolution over time. The differences in performance between male and female athletes are also discussed. Training and Performance importance of quality training in improving athletes' performance is emphasised. The effects of various factors such as types of training, energy utilisation, oxygen intake on performance are discussed. Factors Affecting Performance intrinsic and extrinsic factors affecting the performance of athletes are mentioned. These factors include financial support, training opportunities, competition experience and research activities. Looking to the Future event offers a perspective that athletes will continue to push the limits of performance and new records will be broken through research and development in this field. In addition, thoughts are shared on the elements necessary for increased performance and how these elements can be improved. Learning about the limits of human performance: Participants can gain general knowledge about the limits of human performance. This can help athletes understand what factors affect their performance and how they can perform Importance of Research in Sport Sciences: The presentation shows how research and findings in the field of sport sciences can be used to improve the performance of athletes. This enables students to grasp the importance of conducting research and using scientific data. Developing Critical Thinking and Analysing Skills: By evaluating the information presented in the activity, participants can develop their own critical thinking and analysis skills. This can help them to question information, think critically and draw their own conclusions. Motivation and Goal Setting: Seeing what athletes can achieve by pushing their own limits can inspire participants to set their own goals and find the motivation to achieve them. Developing Sport and Health Awareness: The activity emphasises the positive effects of sport on human health and the importance of regular exercise. This can help participants to become more aware of sport and healthy living and to be more active in this field.
Globalization and the emergence of businesses that operate in many markets throughout the world have dramatically increased the significance of different languages and the ability to communicate in them. Nowadays, companies and executives are able to interact with people from distant countries efficiently. But occasionally, people have trouble communicating clearly with one another simply because the words used in their native tongues have different meanings. Language affects the perception of various elements in the lives of humans, including: Although it might appear that everyone has the same concept of “time,” this is not the case. People who speak different languages also have varied perceptions of time, according to findings from the 1970s. For the people of England, time moves linearly from “left” toward “right.” Chinese people conceptualize time as being “under” and “over.” Size matters a lot to the Greeks, and so time is either “big” or “little.” To define the alignment of the space around us, in English, the words “right” and “left” are used. However, geographical markers are employed in several languages. Professor Boroditsky, a cognitive scientist, discovered the Pormpuraawan tribe while conducting a study in Australia. Instead of using the terms “left” or “right,” the tribe more frequently uses the terms “south-western” and “north-east.” As a result of this type of language instruction, individuals have a strong sense of direction.
Have you ever wondered if birds can enjoy the taste of cherries? The answer is not so straightforward. While cherries can provide nutritional benefits for birds, there are also potential dangers to consider. In this article, we will explore the topic of birds and cherries in detail. We will discuss the natural diets of various bird species, the safety aspects of cherries in avian diets, and best practices for feeding cherries to our feathered friends. - Birds’ natural diets can vary greatly, so it’s important to understand their preferences and nutritional requirements. - While cherries can provide nutritional benefits, they also pose potential risks to birds if not prepared or consumed properly. - Feeding birds cherries should be done in moderation and with caution, following proper preparation methods and considering potential alternatives or supplements. Understanding Birds’ Natural Diets Birds come in a wide variety of species, each with its unique set of dietary needs and preferences. While some birds, such as seed-eating birds, have evolved to consume a narrow range of food types, others have more diverse diets that include fruits and berries. It’s essential to understand the natural diets of different bird species to provide them with the nutrients they need to thrive. For instance, many bird species that eat fruit rely on it for essential vitamins and minerals that other foods may not provide. However, it’s crucial to note that not all fruits are suitable for birds. While cherries are often a popular fruit choice among humans, they aren’t as common in the diets of many bird species. Some species, such as robins and cedar waxwings, are known to consume cherries. However, the majority of bird species do not regularly consume cherries in the wild. \|Bird species\|\|Common dietary preferences\| \|Parrots\|\|Seeds, fruits, and nuts\| \|Finches\|\|Seeds and grains\| \|Woodpeckers\|\|Insects, nuts, and fruits\| \|Hummingbirds\|\|Nectar and insects\| Keep in mind that these are only generalizations, and individual bird species may have unique dietary requirements. For instance, some species of finches consume fruits and berries in addition to seeds, and some woodpeckers rely mainly on insects. Factors Affecting Bird Diet While understanding a bird’s natural diet is essential, it’s also essential to take into account other factors that can influence what birds eat. These factors include: - Seasonal availability of food - Availability of food sources in urban environments - Changes in habitat due to climate change or human activity - Bird migration patterns As such, it’s critical to pay attention to the specific needs of individual birds and adjust their diets accordingly based on these factors. If you’re unsure about what to feed a particular bird species, consult with a veterinarian or an experienced bird owner for guidance. Can Birds Safely Consume Cherries? While cherries can be a tasty treat for birds, it’s important to exercise caution when feeding them to our feathered friends. Some birds may be able to safely consume cherries without any adverse effects, but others may experience digestive issues or even toxicity. Cherries can be harmful to birds if they are not consumed in moderation or if they are contaminated with pesticides or other chemicals. Ingesting too many cherries can cause stomach upset, diarrhea, and dehydration. Additionally, the pits and stems of cherries can pose a choking hazard or cause intestinal blockages. When offering cherries to birds, it’s crucial to remove the pits and stems first. You should also wash the cherries thoroughly to remove any potential contaminants. Furthermore, it’s best to introduce cherries gradually into a bird’s diet and monitor their reaction to ensure they are tolerating them well. It’s important to note that not all bird species are able to safely consume cherries. For example, birds with sensitive digestive systems, young birds, or birds with medical conditions may not be able to tolerate cherries. If you’re unsure whether cherries are safe for your bird, it’s best to consult with a veterinarian or avian expert. Best Practices for Feeding Birds Cherries Feeding birds cherries can provide a tasty treat and variety in their diet. However, it is important to take precautions to ensure their safety and health. Here are some best practices for feeding birds cherries: Choose the Right Type of Cherries Not all cherries are safe for birds to eat. Avoid feeding birds cherries from cherry laurels or any other wild cherry trees, as these can be toxic. Stick to commercially available cherries such as Bing or Rainier cherries, which are safe and nutritious for birds. Wash and Prepare Cherries Properly Prior to feeding cherries to birds, make sure to wash them thoroughly to remove any pesticides or bacteria. Cut the cherries into small pieces to prevent choking hazards and ensure that the birds can easily digest them. Remove the pits, stems, and any parts of the cherries that birds cannot eat. Limit the Quantity of Cherries Cherries should only be given to birds as an occasional treat. Too much fruit can cause digestive problems for birds. Offer cherries in small amounts and always in moderation. Balance Cherries with Other Foods Cherries should not be the only food in a bird’s diet. Birds require a balanced diet consisting of carbohydrates, proteins, fats, vitamins, and minerals. Offer cherries as a supplement to their regular diet, rather than a replacement for it. By following these best practices, birds can safely enjoy the delicious taste of cherries as part of their varied diet. In conclusion, while it may be tempting to share our favorite foods with our feathered companions, it’s important to consider their individual dietary needs and limitations. While some bird species may enjoy nibbling on cherries, others may not be able to safely consume them due to their toxic pits. If you do decide to feed your birds cherries, always make sure to clean and prepare them properly, and offer them in moderation as a treat rather than a staple food. Additionally, it’s important to provide a varied diet that meets their specific nutritional requirements to keep them happy and healthy. Remember, as caring bird owners, it’s our responsibility to ensure that our feathered friends are getting the best possible care and nutrition. By following these guidelines, you can safely enjoy sharing the occasional cherry with your avian companions while keeping them thriving and happy for years to come. Q: Can birds have cherries? A: Yes, birds can consume cherries. However, it is important to understand their natural diets and the potential risks associated with feeding cherries to birds. Q: Do different bird species include cherries in their diet? A: The natural diets of various bird species differ, and while some birds may occasionally consume cherries, they are not a common part of their diet. Q: Is it safe for birds to eat cherries? A: While cherries are generally safe for birds, there are certain considerations to keep in mind. It is important to offer cherries in moderation and ensure they are free from any pesticides or harmful substances. Q: What are the best practices for feeding birds cherries? A: When feeding birds cherries, it is recommended to wash them thoroughly, remove pits, and offer them as a treat rather than a primary food source. It is also advisable to consult with a veterinarian or avian expert for specific dietary recommendations.
The marine battery is a crucial component of a ship’s power system and serves as a vital source of power. The battery system not only supplies electricity to various lights on the ship, but also functions as an emergency power supply and a starter for the unit. Therefore, the proper use and maintenance of the marine battery is of utmost importance. However, some electricians may lack sufficient knowledge about the battery, and their expertise may be limited to routine usage. This can lead to a shorter lifespan of the battery. 1.Discharge time rate and battery capacity 1.1 Impact of discharge time rate on battery capacity The capacity of a battery will differ based on the discharge time rate, which is the amount of time it takes for the battery to discharge completely. Table 1 illustrates how the battery’s capacity changes when discharged at different time rates. It is crucial for ship personnel to be aware of these variations in capacity in order to ensure the optimal use of the marine battery. \|10 hours discharge rate \|7.5 hours discharge rate \|5 hours discharge rate \|3 hours discharge rate \|2 hours discharge rate \|1 hours discharge rate Tabel 1 The cpacity under the different discharge rate When a battery is discharged, lead sulfate is formed on both the positive and negative plates, based on the principle of battery discharging. On the negative pole plate, Pb-2e+H2SO4→PbSO4+2H+. On the positive plate, PbO2+2e+H2SO4→PbSO4+2H2O. However, this chemical reaction process is not instantaneous; it gradually occurs from the outside to the inside of the electrode plate. During high current discharge, the active substances on the plate surface (PbO2 on the positive plate and Pb on the negative plate) preferentially react with the electrolyte (dilute H2SO4) to produce PbSO4, which has larger crystal size than PbO2 and Pb. PbSO4 tends to block the porous material in the battery. Additionally, due to the battery internal resistance , the voltage equation U=E-IR indicates that the terminal voltage U decreases as the discharge current I increases. The larger the discharge current, the faster the terminal voltage decreases. The higher the discharge current, the faster the terminal voltage drops, and the sooner it reaches the termination voltage. This allows for a shorter discharge time and results in a smaller capacity. Therefore, the battery capacity decreases with higher discharge currents. Figure 2 depicts the relationship between discharging current and capacity on a graph. 1.2 Temperature has a significant impact on battery capacity When the temperature of electrolyte rises, the activity of electrolyte is enhanced and ionic state is easily formed, more electrons are gained and lost, and the battery capacity is relatively large. When the temperature of electrolyte decreases, on the one hand, the viscosity of electrolyte increases, the ion movement is subject to greater resistance, the diffusion ability is reduced, the replenishment of H2SO4 to the inside of the pole plate slows down, the utilization rate of active material deep in the pole plate decreases, and the capacity decreases; on the other hand, when the temperature decreases, the viscosity of electrolyte increases, the resistance of electrolyte increases, the internal pressure drop consumed in discharge increases, the end voltage decreases, the discharge time is shortened, and the capacity decreases. shorten the discharge time and reduce the capacity. Especially, low temperature and high current discharge has a greater impact on capacity. Figure 2 shows the relationship curve of electrolyte temperature to battery capacity. Usually, the capacity of marine battery is tested under 25P condition with 10 hours current discharge, and the temperature change during discharge can be calculated by the following conversion formula. When the temperature of the electrolyte increases, the activity of the electrolyte is enhanced, and the ionic state is easily formed. More electrons are gained and lost, resulting in a relatively large battery capacity. When the temperature of the electrolyte decreases, the viscosity of the electrolyte increases, and the movement of ions is subject to greater resistance. This reduces the diffusion ability and slows down the replenishment of H2SO4 to the inside of the pole plate. As a result, the utilization rate of active material deep in the pole plate decreases, and the capacity also decreases. Additionally, when the temperature decreases, the electrolyte viscosity increases, the resistance of electrolyte increases, the internal pressure drop consumed in discharge increases, the end voltage decreases, the discharge time is shortened, and the capacity also decreases. Low temperature and high current discharge have an even greater impact on the capacity. Figure 2 illustrates the relationship curve between electrolyte temperature and battery capacity. Usually, the capacity of a marine battery is tested under 25℃ condition with 10 hours of current discharge. The temperature change during discharge can be calculated using the following conversion formula. K value is 0.008 . It is important to note that while increasing the temperature of the electrolyte can enhance the battery capacity, it can also cause damage to the pole plate and spacer, ultimately shortening the battery’s lifespan. Therefore, it is never acceptable to increase the working temperature to boost battery capacity in actual work. Typically, the electrolyte temperature of a marine battery should not exceed 35℃ to ensure optimal battery performance and longevity. 1.3 Effect of electrolyte concentration on battery capacity . The electrochemical reaction in a battery is primarily determined by the active material on the positive and negative plates and the degree of ionizable H2SO4 in the electrolyte. Therefore, within the range of the actual electrolyte concentration, the battery capacity increases with an increase in concentration, especially during high-rate discharges. However, increasing the electrolyte concentration can lead to larger viscosity, which is unfavorable to capacitance diffusion, and can also cause a rise in the internal resistance and self-discharge of the battery. Moreover, if the electrolyte concentration exceeds a certain limit, it can also accelerate the corrosion of the pole plate and spacer, leading to further damage. 1.4 The Effect of Electrolyte Purity on Battery Capacity The purity of the electrolyte, which is made of a certain proportion of pure sulfuric acid and distilled water, has a significant impact on the battery capacity. This is because the electrochemical reaction in the solution is what causes the electrical energy input and output of the battery, and too many harmful impurities can greatly affect the battery’s working performance. 1.5 The Impact of Termination Voltage on Battery Capacity The termination voltage of the battery is the voltage specified at the end of the battery discharge, and it varies depending on the discharge rate. Generally, at low discharge rates, the termination voltage is higher, while at high discharge rates, it is lower. This is because when the battery is discharged at low current, the electrochemical reaction inside the battery is more uniform, and as the discharge nears the end, most of the active material on the positive and negative plates has been transformed into lead sulfate (PbSO4). Since the volume of lead sulfate is larger than that of the original active material, the expansion of the active material can produce stress, causing the plates to bend or the active material to fall off, which can ultimately affect the battery life. Therefore, a higher termination voltage should be taken for low current discharge. On the other hand, the termination voltage can be taken as a lower value for high current discharge, as the lead sulfate generated during this type of discharge is less, and the stress generated by the expansion is smaller. As a result, the electrode plate will not be damaged even when discharging to a fairly low voltage. Table 2 provides a comparison of discharge rate and termination voltage. Table 2 Discharge rate and termination voltage（V） \|Discharge Rate (h) - Incorrect usage conditions of boat batteries 2.1 Failure to charge in a timely manner Boats typically have multiple battery groups, with two groups serving as backups for each other. One group is discharged while the other is charged, but sometimes the discharged battery group is not charged in a timely manner. The starting battery group is usually for diesel engines and may be dedicated or shared. Diesel engines require a high starting current, and after each start, the battery’s electric energy loss is supplemented by the diesel accompanying charging generator. However, the accompanying generator and regulator are prone to failure, and many boats will disconnect the accompanying charging generator to save trouble, resulting in the battery not being charged in time after starting the diesel engine, leading to excessive discharge. When the boat is undergoing repairs or is docked for a long time without any sailing tasks, the battery may be idle for an extended period of time, and regular battery inspections may not be conducted, resulting in some batteries being discharged due to self-discharge and not being charged in time. 2.2 Insufficient Charging Most boats and cruise ships use the constant voltage charging method which is simple and easy to operate. The charging current can be automatically reduced from large to small, but the initial charging current is large, which can lead to high electrolyte temperature. Also, the late charging current is small and the power may not be sufficient. Many people tend to only charge the battery to half and think it is enough, but this causes the battery to be undercharged for a long time, which leads to a reduction in battery capacity as the active material on the pole plate is not completely restored. 2.3 Excessive Discharge For electric starter diesel engines, the starter battery is mainly relied upon for starting energy. If the diesel engine is started for a long time or started too often with insufficient battery power, it can cause excessive battery discharge. Additionally, if battery discharge management is not properly maintained and the battery has reached its end of discharge mark but is still in use, it can cause excessive battery discharge. These conditions can cause battery plate sulfation, active substance shedding, faulty self-discharge, and other failures, leading to a reduction in battery capacity and a shortened battery lifespan. 3. Solution for Marine Battery Maintenance An effective capacity maintenance testing and management method for marine batteries has been a concern for many maintenance personnel. Comprehensive battery maintenance is a heavy workload for electrical engineers. The advanced and effective battery test equipment can reduce the intensity of battery maintenance works . KV Hipot provides the professional battery solutions . KVBT-1500T Battery Internal Resistance Tester KVBT-1500T Battery Internal Resistance Tester adopts an advanced AC discharge test method that integrates the advantages of AC injection method and DC discharge method. The principle is that the processor controls the adjustable load through D/A, allowing the battery to discharge to the load and resulting in a low-frequency signal through internal shunt, coupling, and filtering processing. Battery tester can accurately measure the voltage and internal resistance at both ends of the battery and use them to determine the battery capacity and technical state. Customers can choose the internal resistance test, voltage test, and capacity estimation of the battery according to their own situation. It can be used as the basis for matching the internal resistance of new batteries and can test the internal resistance of batteries before and after discharging to identify the real backward batteries. It has two operation modes: key operation and LCD touch, and can measure batteries in groups as well as single section measurement. KVC-3800 Battery Charger Discharger Battery Charger discharge integrates battery constant current discharge, intelligent charging, and activation into one machine for multiple uses. It reduces business costs, reduces maintenance personnel labor intensity, and provides scientific means of battery and UPS power supply maintenance testing for regular battery pack testing and backward battery re-life. According to the need for deep discharge and then charging, the battery pack can maintain a state of satisfaction at all times, extending battery life. This tester is a good assistant to the battery maintenance work
In today’s digital age, the internet has become an integral part of our daily lives. We use it for various purposes such as communication, entertainment, shopping, and accessing information. However, with the increasing reliance on the internet comes the need for increased vigilance to ensure our online safety. This is where Safer Internet Day plays a crucial role. In this article, we will explore the importance of Safer Internet Day and how it helps in protecting ourselves online. Understanding Safer Internet Day Safer Internet Day is an annual event that takes place on the second Tuesday of February. It was first celebrated in 2004 and has since grown into a global initiative involving over 170 countries worldwide. The primary goal of this day is to raise awareness about online safety issues and promote responsible use of digital technologies, especially among children and young people. One of the key aspects of Safer Internet Day is education. Various organizations, schools, and communities organize workshops, seminars, and events to educate individuals about the potential risks they may encounter online and provide them with tools to protect themselves. These initiatives are aimed at empowering individuals with knowledge so that they can make informed decisions while using the internet. Promoting Online Safety Safer Internet Day focuses on promoting online safety through various means. One way this is achieved is by encouraging individuals to practice good digital citizenship. This includes being mindful of one’s behavior online, respecting others’ privacy, avoiding cyberbullying or harassment, and being cautious while sharing personal information. Another important aspect emphasized during Safer Internet Day is protecting oneself from cyber threats such as viruses, malware, phishing attempts, and identity theft. Individuals are encouraged to use strong passwords for their accounts, keep their devices updated with security patches and antivirus software, avoid clicking on suspicious links or downloading unknown files from untrusted sources, and regularly back up their data. Safer Internet Practices for Parents and Educators Safer Internet Day not only focuses on individual online safety but also highlights the role of parents and educators in protecting children and young people. It provides a platform to discuss the challenges faced by children online, including cyberbullying, grooming, exposure to inappropriate content, and online addiction. Parents are encouraged to have open conversations with their children about internet safety, set clear guidelines regarding internet usage, monitor their online activities, and teach them how to identify and report any suspicious or harmful content. Educators play a vital role in integrating digital literacy into the curriculum and equipping students with the necessary skills to navigate the internet safely. The Impact of Safer Internet Day Over the years, Safer Internet Day has had a significant impact on promoting online safety. It has generated widespread awareness about potential risks associated with the internet and has led to increased adoption of safer practices among individuals. Moreover, Safer Internet Day serves as a catalyst for ongoing initiatives throughout the year. Many organizations use this day as an opportunity to launch new campaigns or programs aimed at creating a safer digital environment. Governments also play an active role by implementing policies that address cyber threats and protect citizens’ online rights. In conclusion, Safer Internet Day plays a crucial role in promoting online safety by raising awareness about potential risks associated with internet use. It empowers individuals through education and encourages responsible digital citizenship. By practicing safer internet habits, we can protect ourselves from cyber threats and create a more secure online environment for everyone. This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
Three’s a Crowd Approximately 290 million years ago, long before dinosaurs roamed the Earth, three small, primitive reptiles paused briefly in the mud before skittering off, all in the same direction. The body resting traces and trackways on this slab of rock are the world’s earliest evidence of herding behaviour in vertebrate animals. Found on the shores of the Northumberland Strait at Brule, the trackways were all made by Seymouria, a reptile- like amphibian from the Early Permian Period. The cracks you see in the rock were formed as the sun baked the mud.
In this series of articles we will shred some light on what the National Standards of Education are as of 2011 and what it all means. Check with your local state laws to see what the state requirements are. Common questions asked by new homeschoolers; “What am I required to teach? What should my child know at a specific age and how do I know they are on track with their peers.” This series will help you answer those questions. Kindergarten National Standards These standards, by all means are not what you are required to teach your children as a homeschooling family. They are listed here merely as a guideline for those parents concerned with where their children fall on the scale of their peers on what they are learning. It is normal for children to learn at different paces and have different strengths and weaknesses. Please do not take these standards, as the end all be all. Literature and Informational Text A kindergarten-aged child should be able to ask and answer questions about a story as well as retell the story with prompting and support from a parent or other adult. They should also be able to identify characters, settings, and plots for these stories. A child should be able to ask questions about unknown words in the story, recognize the type of literature (poem, storybook, etc), and be able to name the author and illustrator of the book. The child should also be able to tell what role the author and illustrator plays in telling the story. With help a child should be able to tell the relationship between the text and illustrations of the story they are reading, and compare and contrast the experiences of characters in stories they are familiar with. These children should also be able to actively engage in reading activities. A kindergarten aged child should be able to show an understanding of the basics of print, by following the words left to right, top to bottom, and page to page. They should also be able to recognize that the spoken word is represented by letters of the alphabet put in a certain order as well as being able to recognize and name the alphabet in both lower and uppercases. The child should also be able to demonstrate understanding of the spoken word, able to match rhyming words, count, pronounce, blend, and produce syllables. They should also be able to remove and replace individual sounds in a word to create a new word i.e. ball turns into hall. Your child should be able to name the sounds of the consonants and vowels (long and short), and be able to read commonly used words such as, the by sight. A kindergartner should also be able to tell the difference between words by identifying the sounds of the letters that differ, as well as read an emerging reader text with comprehension. For writing a kindergartener should be able to use writing, dictation, and drawing to tell the topic of a story, the title of the book they are writing about and opinion on the topic of the story, or information that they have read. Students should also be able to tell a string of events using writing, dictation, or drawing. With help from adults’ children this age should be able to draw upon opinions of their peers and strengthen their writing, as well as be able to use multiple resources and work with peers. A kindergartener should be able to participate in group activities such as comparing and contrasting an author’s different work. With help from an adult a child should also be able to find the answer to a question with basic research or from recalling personal experiences. Speaking and Listening Skills A kindergartener should be able to participate in conversations about age appropriate topics with both adults and peers as well as in small and large groups. A child should be able to follow the rules agreed upon by people in the conversation (i.e. waiting their turn), and continue a conversation through many exchanges in speakers. The child should be able to confirm or deny comprehension of information read to them aloud or through other media by asking questions concerning key details and asking for help if something is not understood. The child should be capable of describing familiar people, places, things, and events with prompting and support, as well as be able to add drawings or other visual displays to descriptions to provide additional details and should speak audibly while expressing thoughts, feelings and ideas. Kindergarten aged students should be able to demonstrate knowledge of standard English grammar and usage in both writing and speaking as well as print many upper- and lowercase letters. They should be able to use frequently occurring nouns and verbs properly and form regular plural nouns orally by adding /s/ or /es/ to the end of the singular noun. Kindergarteners should be able to understand and use questions words (the five W’s and how) and use prepositions such as to, from, in, out, and other frequently occurring words. They should be able to complete a sentence and expand on a sentence in language activities and show they understand capitalization, punctuation, and spelling when writing. They should be able to capitalize the first word of a sentence and the first letter of a pronoun (name, I) as well as recognize and name end punctuations. Kindergarteners should be able to write a letter or letters for most consonant and short-vowel sounds, and spell simple words phonetically. The child should be able to determine the meaning of unknown and multiple meaning words and phrases based on kindergarten reading and content, as well as identify new meanings for familiar words and apply them accurately (knowing that a duck is a bird, and the verb to duck. With help from adults a kindergartener should be able to explore word relationships in word meanings, sort common objects into categories (color, shape), and demonstrate understanding of frequently occurring verbs and adjectives by relating them to antonyms. Children should be able to identify real-life connections between words and their use and distinguish shades of meaning among verbs describing the same general action (walk, march) by acting out the meanings. Children should also be able to properly use words and phrases learned while being read to, reading, used in conversations, and responding to text. Counting and Cardinality Kindergarten aged students should know number names and the sequence they come in. They should be able to count to 100 by ones and tens, as well as count forward from any number given other than starting from one. Children should be able to write the numbers zero to twenty, and represent a number of objects with a written number. Children should be able to count to tell the number of objects, understanding the relationship between numbers and quantities. When counting objects, they should be able to state the number names in the correct order and understand that the last number represents the number of objects counted. Children should be able to compare the number of objects being greater than, lesser than, or equal to the number of objects in another group and compare two number between one and ten presented as written numerals. Operations and Algebraic Thinking A child should understand that addition is putting things together and adding to and subtraction as taking apart and taking from. The child should be able to add to or take away from a visual display of objects (fingers, toys), solve addition and subtraction word problems, and add and subtract within ten by using objects or drawings to represent the problem. A child should be able to choose what numbers go together from one to nine to make ten (i.e. four plus six equals ten) as well as fluently add and subtract within five. Number and Operations in Base Ten A kindergartener should work with numbers eleven to nineteen into ten ones and another group to understand these numbers are composed of a group of ten and another group of numbers. Measurement and Data A child should be able to describe and compare measurable attributes such as length or weight of an object. They should be able to compare and contrast two objects with one attribute in common to see which has more or less of the attribute and explain the difference. The child should be able to classify objects and count the number of objects in each category. Children should be able to identify and describe basic shapes and objects in the environment using shapes and the relative position of these objects such as above, below, next to. The child should be able to compare two and three-dimensional shapes in different sizes and orientations using language to describe their similarities and differences, and model shapes in the world by building them from objects such as clay. To find out more about your state laws and requirements go to your state directory: Home Educators Resource Directory and click on 'State Laws'. Common Core State Standards (2010). http://www.corestandards.org/ Home Educators Resource Directory (HERD) is owned, managed, and maintained by parents passionate about giving their children the best education. The Directory’s mission is to provide resources, support, and information helpful to the diverse community of educators around the globe. Along with offering a rich store of varied resources, the Directory maintains a catalog of local and global support groups and calendars highlighting local events. The HERD monthly newsletter keeps educators apprised of current homeschool events and supplies informational articles for both the new and experienced. We invite you to stay informed with your own newsletter subscription, explore our many resources by visiting the Directory http://www.homeeddirectory.com/ and check out all the information to be found on our blog. Permission to reproduce this article granted only with the entire article, bio and all links included.
History is a very vast subject to discuss. But this subject’s most important and challenging part is remembering the dates. It’s interesting to hear stories of kings and battles but remembering the date at the same time is quite difficult. On top of that teachers are giving lots and lots of assignments to their students. Giving assignments and completing the syllabus is good but at what cost? Students today experience equal levels of stress due to the numerous projects and assignments. Other factors that have an impact on a student’s life include parental expectations, social life, co-curricular activities, etc. They also have to maintain a balance between their academic and professional lives if they are doing a part-time job. It’s ideal if a student can manage all of his responsibilities, but there is a limit to everyone’s potential. Therefore, Broforstudy has taken the initiative by offering History Assignment Help in an effort to relieve students of this assignment tension. Even the most diligent student will find it challenging to manage everything on his own while completing tasks for every topic. With the help of this initiative, students may efficiently do their other activities, such as studying, playing, and spending time with their families. In addition to helping students with their academic work, Broforstudy also aims to look after other sectors of their life. History and its importance History is the study of individuals, their choices, relationships, and behavior across time. Understanding how previous events shaped current events is one of the benefits of studying history. Learning from the past helps us understand who we are and how we got here, as well as how to prevent mistakes in the future and guide society in better directions. Modern thinking believes that history is not limited to a single era, nation, or geographic location. It also addresses all aspects of human existence, including political, social, economic, religious, literary, artistic, and physical concerns, developing a strong feeling of global citizenship. - Political Observation- We may become more educated citizens by studying history. It reveals our common identity and understanding this is crucial for maintaining a democratic society. - Morals And Values – You may put your own morals and beliefs to the test by considering particular stories about individuals and circumstances.It might be motivating to look at others who have encountered difficulty and overcame it. - Remember the Past and avoid same mistakes- Genocides, conflicts, and attacks against certain populations in the past have taught us valuable lessons. Through our collective suffering, we have developed the awareness necessary to identify the roots of crimes of this type. - Individual Development And Understanding- You will enjoy everything that you are able to gain from earlier efforts today and realise the agony, pleasure, and turmoil that were required for the current day to occur. Branches associated with History There are several branches that are related to history. A student can choose any of the given branches and learn that to gain deep knowledge. All the branches are also included in history assignment help provided by Broforstudy. The branches are mentioned below: - Political History - Social History - Economic History - Diplomatic History - Art History - Food History - History of Science and Medicine - Cultural History - Women’s History - Intellectual History - Environmental History Scope of History - The scope of history has also expanded as a result of the numerous discoveries and the accessibility of various inscriptions. In the middle of the nineteenth century, geology and archaeology helped to significantly expand our understanding of past history. Through their discoveries, the archaeologists advanced history by millions of years. - The focus of historical research shifted along with the growth of historiography. History was only ever studied in relation to political institutions and events up to the 19th century. But nowadays, the social, economic, moral, and literary lives of humans are also covered by history. - Every attempt is made to increase historical interest. The methodical and complete gathering of source materials, as well as the adoption of a scientific, analytical, and critical mindset in their absorption and interpretation, are important ingredients of historical study. Top Universities Helping Students To Study History There are many of the top universities in the world that offer history courses. But one has to choose wisely when choosing any college because it will decide their future. A better course and university will give the student better exposure. You can also take the reference from below as these are some of the top universities which offer great faculty, courses and campuses. - Harvard University - University of Cambridge - University of Oxford - Yale University - Stanford University - The London School of Economics and Political Science (LSE) - University of California, Berkeley (UCB) - Columbia University - University of California, Los Angeles (UCLA) - Princeton University How broforstudy is taking the stands for the students The most dependable source of online history assignment help is Broforstudy. Broforstudy is always working to assist students in need. By relieving the student of their burdens, Broforstudy hopes to help the student with their assignment while also taking care of their mental health. Students’ mental independence is a goal that Broforstudy has in addition to on-time assignment completion. They employ some of the best academic assistants with exceptional skills. They are devoted to assisting students by easing their burdens. You can obtain academic achievement in school or college by engaging with these academic experts. There are some more points that need to be highlighted and are given below. - Exposure to the top academic experts who will be available to you 7 days a week, twenty-four hours a day. - Zero plagiarism work is a guaranteed thing in your assignments - You may also schedule a meeting with them online. - The prices for the assignments are affordable and value for the money - Your assignments will be delivered to you before the deadline. - To suit your particular demands, you may also alter your bundle. But customization is only available for the first 15 days post-purchase. - The assignments will be of the best quality and great satisfaction.
- What is Lactose Intolerance? - Risk Factors - Clinical Examination - How is it Diagnosed What is Lactose Intolerance?Lactose intolerance, or intolerance to lactose-containing foods (such as dairy products), affects primarily the gastrointestinal tract, though it can have effects on other systems as a result of nutritional deficits that result from the condition. Lactose intolerance can be either primary, or secondary to damage to the gastrointestinal tract. The prevalence of primary lactose intolerance is estimated to be 7 to 20% for people of Caucasian descent, 65 to 75% for African descent, over 90% in some Asian populations and approximately 70% in Australian Aboriginal populations. The prevalence of secondary lactose intolerance is difficult to measure. The symptoms of lactose intolerance occur when people with a deficiency of lactase ingest foods containing lactose. Lactose intolerance can be divided as primary or secondary, depending on the cause of lactase deficiency. Primary lactase deficiency can be caused by: - Racial or ethnic lactase deficiency, which is the most common (see below). - Developmental lactase deficiency, which occurs in premature infants born at 28 to 32 weeks gestation. - Congenital lactase deficiency, which is a rare autosomal recessive condition where infants have diarrhoea from birth, and used to be fatal before the introduction of lactose-free formulas. It is most common in the Finnish population. Racial or ethnic lactase deficiency is a genetically determined reduction of lactase activity and the most common cause of lactose intolerance. In most of the world’s population, a drop in lactase levels occurs at 5 years of age, most prominently in Asian and African populations, and also in Australian Aboriginal populations. In contrast, the majority of the Caucasian population, and in particular in people of Scandinavian background, higher levels of lactase activity persist into adulthood. In practice, lactase activity is normal in virtually all healthy children of any racial or ethnic group until approximately 5 years of age, and hence lactose intolerance detected in younger children usually indicates an alternative primary cause of lactase deficiency or a secondary cause of lactose intolerance. Secondary causes of lactose intolerance include: - Bacterial overgrowth, which is associated with increased fermentation of lactose in the small bowel. - Gastrointestinal infections. - Injury to the lining of the gastrointestinal tract, including coeliac disease, inflammatory bowel disease (in particular Crohn’s disease) and drug or radiation induced enteritis. The natural history of lactose intolerance varies according to the cause. In the most common form of lactose intolerance, lactase activity falls from around 5 years of age, and symptoms begin to occur after consumption of more than approximately 250ml of milk. The symptoms will vary between people in their severity and the discomfort that they cause. Low levels of lactase are permanent in most populations after this age. In some secondary causes of lactose intolerance, lactase levels fall transiently. For example, many people find that they become relatively lactose intolerant after gastroenteritis, or a viral tummy infection. This is due to damage to the cells that produce lactase, and once these cells recover and begin to produce lactase again, symptoms of lactose intolerance disappear. Lactose intolerance is not lethal, and morbidity is low. Sometimes people who are lactose intolerant avoid dairy products to an extent in which their intake of calcium is greatly reduced, and if they do not take calcium supplements or otherwise increase their daily intake of calcium, they may develop osteopenia, or thin bones. Most people with lactose intolerance can tolerate enough milk or other dairy products to get their required daily intake of calcium, but if this is not the case, calcium supplementation is recommended to avoid development of osteopenia, which can lead to osteoporosis (brittle bones). Characteristic symptoms of lactose intolerance include: - Abdominal pain; - Bloating or abdominal fullness; - Diarrhoea, which may be bulky, frothy and watery in nature; or - Nausea and vomiting (particularly in adolescents). The symptoms of lactose intolerance may closely resemble those of irritable bowel syndrome, and the conditions can be easily confused. Some patients with lactose intolerance also have irritable bowel syndrome, which further adds to the confusion. Some people with irritable bowel syndrome incorrectly believe they are lactose intolerant, which leads to avoidance of dairy products, therefore it is a good idea to consult your doctor before ascribing symptoms to lactose intolerance when they may be due to irritable bowel syndrome. Infants with lactose intolerance due to developmental or congenital lactase deficiency experience diarrhoea after ingesting milk (including breastmilk) and often fail to thrive or gain weight normally. Premature infants with developmental lactase deficiency may have no symptoms. How is it Diagnosed The most commonly used test to confirm a diagnosis of lactose intolerance is the lactose breath hydrogen test. A fasting patient (who has eaten no food for the previous 12 hours) is given 25g of lactose. Breath samples are then taken at 30-minute intervals for 3 hours. The amount of hydrogen in the breath is measured, and reflects the degree of lactose intolerance (malabsorption) occurring in the gut. The prognosis of lactose intolerance is excellent, with many people experiencing improvement of symptoms with dietary restrictions. It is important to ensure adequate calcium intake is maintained, which may require calcium supplementation to prevent osteopenia, or osteoporosis. For more information, see nutrition and lactose intolerance. The treatment of lactose intolerance follows four general principles: - Reduced dietary lactose intake; - Substitution of an alternative nutrient source to maintain energy and protein intake; - Administration of a commercially available enzyme substitute such as Lactaid; and - Maintenance of adequate calcium intake, which may require calcium supplementation. Foods with the highest concentration of lactose by far are milk and icecream, while cheeses and yoghurts generally contain much lower quantities. Most patients find that they can tolerate low levels of lactose in their diet, up to 250ml of milk, which may be enough to maintain calcium intake, however if there is any doubt, calcium supplementation should be considered. Lactose in milk can be predigested by the addition of a commercially available enzyme substitute, which is refrigerated overnight and leads to digestion of virtually 100% of the lactose. The resultant milk has a sweeter taste than milk containing lactose. It is also important to remember that there may be hidden sources of lactose in other foods (check the label) as well as medicines and other products, which contribute to the daily lactose intake. In infants with lactose intolerance, lactose free formulas are now available, which are of utmost importance for those with congenital lactase deficiency. Article kindly reviewed by: The DAA WA Oncology Interest Group \|For more information on dairy products, including information on nutrition for specific age groups and dairy consumption with certain health conditions, as well as some useful tools, videos, recipes and factsheets, see Dairy. \|For more information on nutrition, including information on types and composition of food, nutrition and people, conditions related to nutrition, and diets and recipes, as well as some useful videos and tools, see Nutrition. - J. Darnton-Hill, I. Gracey, M. et al. Lactose malabsorption in Australian Aboriginal children. Am J Clin Nutr. 1985; 41: 620-2 - Chitkara, D. Montgomery, R. Grand, R. et al. Lactose intolerance. 2005. UpToDate. - Roy, P. Ojeaburu, J. Nwakakwa, V. et al. Lactose intolerance. 3icine. 2003. Available at: http://www.3icine.com/med/topic3429.htm All content and media on the HealthEngine Blog is created and published online for informational purposes only. It is not intended to be a substitute for professional medical advice and should not be relied on as health or personal advice. Always seek the guidance of your doctor or other qualified health professional with any questions you may have regarding your health or a medical condition. Never disregard the advice of a medical professional, or delay in seeking it because of something you have read on this Website. If you think you may have a medical emergency, call your doctor, go to the nearest hospital emergency department, or call the emergency services immediately.
How in the world did we get started? We know and understand that we fought the Revolutionary War and created this wonderful nation of ours with the Declaration of Independence. But, how did we know how to proceed from those tumultuous beginnings of war and a brave declaration? We needed a Constitution. But, how many really know what our Constitution is and says? How many know what the amendments to the Constitution are? True, many people talk about “first amendment rights,” or perhaps “second amendment rights.” But, who knows about the rest of the amendments? Who even knows how many there are? How many understand or remember the purpose for our Constitution, as stated in the Preamble to it? Our nation’s Constitution has weathered 227 years, and still remains strong. As a testament to its enduring effectiveness, although it has had a few amendments (hint: more than just the first ten, “Bill of Rights”), the Constitution remains effective and provides an enduring guide for decisions affecting our daily lives today. That speaks volumes to the founders of our nation. In spite of the limited number of amendments to the original document, the U.S. Constitution is considered to be the longest surviving written constitution in the world. It does us all well to ensure we know what it says, so we know why it is so strong and is yet profitable in our decisions today. To help meet that goal, legislation was enacted to establish “Constitution Day”. Constitution Day Law, Regulation, and Resources Constitution Day is once more upon us. September 17th of each year is designated as Constitution Day. As required by the Consolidated Appropriations Act, 2005 (Pub. L. 108–447, signed into law on December 8, 2004), schools that receive Federal funding in a Federal fiscal year (e.g., Title IV Federal Student Aid) are required to “hold an educational program on the United States Constitution on September 17 of such year for the students served by the educational institution.’’ The regulation pertaining to this requirement is in the Federal Register dated May 24, 2005. In years, such as this one, when September 17 falls on a weekend, the school may elect to conduct its Constitution Day program the week preceding September 17, or the week following that actual date. (There is no additional flexibility authorized in the law or regulations.) While the U.S. Department of Education (ED) does not stipulate what the requirements of such a program should include on Constitution Day, it does offer some resources in the Federal Register. Some of these may include such sources as the Library of Congress’ Constitution Day Teacher Resources Web page, as well as the National Archives for information on the Constitution, (for example a scanned copy of the Constitution), etc. Other resources that one may use could include the National Endowment for the Humanities’ EDSITEment! Web site to search for topics on the Constitution or Constitution Day. Additionally, organizations such as the National Constitution Center (a non-profit, non-partisan organization; it currently has a “countdown clock” to Constitution Day), the Center for Civic Education, or the National History Education Clearinghouse may yield further program ideas. Constitution Day and Institutional Responsibility It is important to note that this requirement is not one that ED delegates to the financial aid offices on campuses. (For example, at some institutions there are other departments on campus that also receive Federal funding.) It is an institutional responsibility. The educational program may be simple or sophisticated, depending upon your institution. For example, you may have a class on the Constitution, provide a link to the Constitution and have a quiz, or perhaps have the Constitution read aloud by faculty or staff and/or students in a common area on your campus. You may find a Webinar through one of the resources mentioned above that you choose to distribute a link to or use in a class that will contribute to meeting the requirements of a Constitution Day program. Some schools perhaps will utilize their faculty, their academic departments, or student services offices to coordinate or assist with an appropriate program. However, with the creativity that financial aid professionals are known for, it is certain that schools will be able to get some helpful thoughts from their own ingenious staff in financial aid on how to make this year’s Constitution Day program interesting and successful. Whatever the resources used, undoubtedly you will find many that contribute toward your students’ understanding of our Constitution. And, the Constitution we have continues to stay fresh and applicable through the many changes and challenges our nation faces, year after year. Perhaps without knowing how successful they were in doing so, our founders formulated our Constitution as one that would endure many changes in the world over the years, decades, and, yes, centuries. Perhaps Constitution Day will help us all again realize how providential and fortuitous for us today, that the Constitution was designed as one that will viably persist throughout time. “The Constitutional Convention ~ Creating the Constitution” in The Charters of Freedom; The National Archives at https://www.archives.gov/exhibits/charters/charters_of_freedom_6.html. Accessed on September 12, 2016. Some of these resources were developed by the U.S. Government or one of its departments or agencies (e.g., ED, Library of Congress, etc.) or developed under a grant from ED. Other sites are independently developed resources by various organizations. Researchers should review the information about the individual Web sites to determine the source of the information and/or source of funding for the Web resources, if interested. All hyperlinks to the sample resources were active and accurate as of the date of writing this FAME Regulatory Bulletin. The reference to a particular Web site or organization does not imply FAME’s endorsement of any non-U.S. Government site or resource. The resources are simply listed for an institution’s own research purposes. This material is presented for informational and educational purposes only and should not be considered to be giving legal advice.
Har Gobind Khorana The Nobel Prize in Physiology or Medicine 1968 Born: 9 January 1922, Raipur, India Died: 9 November 2011, Concord, MA, USA Affiliation at the time of the award: University of Wisconsin, Madison, WI, USA Prize motivation: "for their interpretation of the genetic code and its function in protein synthesis." Prize share: 1/3 Work on Electron Diffraction In the 1950s, it was established that genetic information is transferred from DNA to RNA, to protein. One sequence of three nucleotides in DNA corresponds to a certain amino acid within a protein. How could this genetic code be cracked? After Marshall Nirenberg discovered the first piece of the puzzle, the remainder of the code was gradually revealed in the years that followed. Har Gobind Khorana made important contributions to this field by building different RNA chains with the help of enzymes. Using these enzymes, he was able to produce proteins. The amino acid sequences of these proteins then solved the rest of the puzzle. Their work and discoveries range from cancer therapy and laser physics to developing proteins that can solve humankind’s chemical problems. The work of the 2018 Nobel Laureates also included combating war crimes, as well as integrating innovation and climate with economic growth. Find out more.
This course begins with a brief review of tensor calculus and principles of the General theory of relativity, the Freidmann equation and the Robertson-Walker metric. Cosmological models including radiation, matter, and the cosmological constant and their properties are discussed. Observational parameters, the role of dark matter, and the cosmic microwave background, and nucleosynthesis in the early universe are studied. The flatness and the horizon problems are introduced and the role of inflation in the early universe is discussed. Finally, we discuss the origins and the role of density fluctuations in formation of large structures leading to the current Cosmological constant Cold Dark Matter model of the universe. 615.748 Introduction to Relativity.
Wind turbines across the world work in the same way. Here’s a short video from the United States, Department of Energy showing exactly how a wind turbine works & the parts of a turbine. Wind turbines harness the power of the wind and use it to generate electricity. Simply stated, a wind turbine works the opposite of a fan. Instead of using electricity to make wind, like a fan, wind turbines use wind to make electricity. Wind is a good way to get energy. The wind almost never stops, especially here in Ireland. It is also clean. This type of energy is called ‘green’ or ‘renewable’. Renewable means it will never run out. (1) THE TOWER: Raises the blades to capture the most wind. The higher the tower the more electricity is produced. (2) THE HUB: The hub looks like the nose of the wind turbine. The rotor blades are usually attached to the hub on the ground. A crane lifts them, and fitters mount them to the hub. (3) THE NACELLE: The nacelle at the top of a wind turbine tower houses the generator and other technical components. The cables carrying the large amount of electricity from the generator of the wind turbine are nearly as thick as your arm. The cables carry the electricity that has been generated by wind power to our homes. (4) THE ROTOR: The turbine’s three blades that capture wind energy for electricity generation. The rotor blades are shaped like the wings of an airplane. They can catch the wind better than anything else. (5) DRIVE SHAFT: The rotor turns the drive shaft with great power. That is why the shaft has to be very thick. (6) GEARBOX: The gears in the gearbox turn the slow rotation of the rotor into quick rotation for the generator so that it can produce as much electricity as possible. (7) ANEMOMETER: The anemometer measures the speed of the wind. It constantly sends information about the wind speed to the controller. In case of a storm the rotor is slowed down. (8) WIND VANE: The wind vane is turned by the wind. It tells the controller from which direction the wind is blowing. The controller tells the yaw motor how to turn the rotor into the wind. (9) YAW MOTOR: The yaw motor turns the nacelle so that the rotor always faces the wind. (10) MECHANICAL BRAKE: Is used when the wind turbine has to be repaired or serviced. It ensures that the rotor will not start turning. (11) CONTROLLERS: Are small computers. They monitor the many parts of the wind turbine and make sure that it always faces the wind. (12) GENERATOR: Is driven by the thick shaft. It produces electric current when it is turning. The current is sent down through thick cables.
The geographical distribution of biodiversity, threats of biodiversity and ecosystem loss, and regions where conservation efforts should focus are not evenly distributed, but display distinct spatial patterning at all scales, from local to global (Brooks et al., 2006; Kremen et al., 2008). Species richness decreases from the equator poleward (Figure 2.2). Within this general pattern, certain geographical areas have notably high numbers of species, many found nowhere else in the world. These areas of high endemic species richness are referred to as biodiversity hotspots and are often regions prone to significant ongoing ecosystem alteration and loss (Figure 2.2). The role that location and geographical context play on biodiversity and ecosystem loss makes the geographical sciences integral to understanding this issue. Through field studies, remote sensing, and ecological modeling, the geographical sciences document and explain biodiversity distribution and contribute to its preservation through strategies aimed at optimizing conservation (Church et al., 2003). Scientists are still seeking to determine how many species of plants and animals the planet supports. The lack of information is particularly notable in marine and freshwater systems, which have received less attention than their terrestrial counterparts (Richardson and Poloczanska, 2008).
Sweeping high-powered jets of fresh water across the surfaces of the sea lions’ night enclosure was just another routine task for zoo workers in the Netherlands, who spent an hour or two each day sanitizing the space to keep the animals healthy. But in September 2006, a five-year-old female sea lion who had been sick for nearly 10 months succumbed to an infection; necropsy showed tubercular lesions in her kidneys, spleen, liver, lungs, and other organs. Over the next two months, six of 25 zookeepers (as well as thirteen more seals in the colony) tested positive for tuberculosis infections. Researchers surmised that the bacteria had been transmitted from the sea lion to its caretakers, perhaps by way of the urine and feces that became aerosolized during high-pressure washing; five of the infected six workers had operated the hose regularly (Int J Tuberc Lung Dis, 12:1469-73, 2008). The incident at the zoo was one of the earliest suggestions that tuberculosis could be transferred from marine mammals to people. But a recent study offers evidence of such transmissions occurring even earlier: researchers found DNA similar to that of Mycobacterium pinnipedii, the pinniped version of TB-causing bacteria, in the skeletal remains of 1,000-year-old native Peruvians. The ancient bones had puzzled researchers by harboring tubercular bone lesions centuries before European contact, the presumed source of TB in the New World (Nature, doi:10.1038/nature13591, 2014). Pathogens rarely leave lasting, visible traces; marks of microbial disease degrade as their victims’ flesh decomposes. But TB bacteria, grouped together as the Mycobacterium tuberculosis complex (MBTC), create distinctive imprints of infections deep inside bones that can persist for centuries. “[Tuberculosis] is one of the diseases that we can study archaeologically better than others,” says biological anthropologist Piers Mitchell of the University of Cambridge in the U.K. “Not only does it cause classic changes to bone, it also causes characteristic lesions in the spine that nothing else creates.” Finding such lesions in the Peruvian specimens challenged prevailing hypotheses that tuberculosis had traveled with humans from Europe to the Americas. These specimens predated that migration by half a millennium. Anne Stone of Arizona State University and international colleagues sought an explanation in ancient DNA, applying next-generation sequencing techniques to characterize bacterial strains from the lesions. They screened samples from the lesions found in 68 skeletons; only three showed signs of bacterial DNA, and all three were older than the earliest known dates of European contact. The researchers then compared the ancient DNA sequences to more than 200 modern MBTC genomes, a computationally constructed ancestral strain, one isolated from an 18th century Hungarian mummy, and 14 animal strains, including ones from wild chimpanzees and pinnipeds. Reconstructing the bacterial family tree revealed that the ancient Peruvian samples were more closely related to the modern strain found in seals and sea lions, M. pinnipedii, than to M. tuberculosis, which causes human disease. The results support the idea that tuberculosis in pre-Columbian South America was transmitted from pinnipeds to humans between AD700 and AD1000. “When we realized these [strains] clustered with M. pinnipedii it was a huge surprise,” says Stone. “At the time there was only one M. pinnipedii genome in the database, and it was from a seal in a German zoo. As we learned more about this species we realized it’s found in southern hemisphere pinnipeds but not in northern hemisphere ones.” Seals and sea lions in the region could have picked the disease up from African hosts and transmitted tuberculosis across the oceans to South America, according to Stone and her coauthors. “Previous models suggested—largely because of a lack of evidence—that there was a one-time transfer of the tuberculosis bacterium from domesticated animals to humans, and then [the disease] subsequently spread throughout the world,” says Penn State anthropologist George Milner, who was not involved with the analysis of Peruvian samples, but did serve as Stone’s doctoral research advisor. The hypothesis that tuberculosis could have been transferred across species or different groups of people at various points in time is “a more elaborate model and probably more accurate,” according to Milner. When we realized these [strains] clustered with M. pinnipedii it was a huge surprise.—Anne Stone, Arizona State University Signs of such zoonotic host-jumping infections are still common. In addition to the study of zoo workers in the Netherlands, researchers have also shown that seals spread tuberculosis to cattle on coastal farms in New Zealand, perhaps through bacteria being aerosolized near the coasts (Journal of Wildlife Diseases, 50:180-87, 2014). In the ancient world, other parasites, such as tapeworms, were also acquired when people ate infected meat, inadvertently inserting themselves into pathogen life cycles. “When people ate infected insects such as grain beetles, tapeworms that usually cycled between the beetles and rodents could jump to humans,” says environmental archaeologist Karl Reinhard of the University of Nebraska-Lincoln. “People have been hunting and using parts of sea lions directly for a long time, so it’s not surprising [that tuberculosis] would switch hosts from sea lions to humans.” The earliest previously discovered signs of tubercular lesions in North American humans occurred two centuries after the Peruvian samples; the disease may have colonized the northern region as human settlers travelled along trade routes, or via another source. “Each [strain] might have a different story of how it gets into the human population,” says anthropologist Megan Perry of East Carolina University in Greenville, North Carolina. “That same thing could be true for other diseases as well.” Understanding how microbial pathogens migrated across the planet is key to understanding human history, both within an ecological context and to learn how various peoples adapted to disease. “Only by studying disease in the past—seeing how we evolved not just genetically but also culturally [in order] to survive—can we understand our own ancestors and their environments,” says Mitchell. “Battles have been won and lost depending on which side could cope better with the environment.”
HABITATMegaloptera larvae live in diverse aquatic habitats including in streams, rivers, lakes, ponds, and swamps. - They can survive in both still or quickly flowing waters. - They are benthic dwelling and can be found burrowed in soft mud or sand, or may take shelter under stones or in crevices. - Most need aquatic environments that have high amounts of oxygen in the water in order to breathe. - Some species can survive in low oxygen concentrations by using special appendages called 'caudal respiratory tubes'. These tubes work like snorkels, allowing the larvae to access oxygen from above the surface of the water. - Only in the larval stage do Megalopterans live in the water; all other life stages are terrestrial, staying close to aquatic habitats. Megalopterans undergo complete metamorphosis. This involves passing through 4 complete life stages, which are the egg, larvae, pupa, and adult stages. - Adult female megalopterans lay up to 3000 eggs. - They tend to deposit eggs on vegetation or rocks that protrude from the surface of the water. - Females will try to select shady areas for egg deposition in order to protect the eggs from the heat of the sun. - Approximately 1 to 2 weeks after being laid, the egg mass turns into a liquid, and the newly hatched larvae drop into the water. - The hatching usually occurs at night. - The larval stage can last 1-5 years depending on environmental conditions, including climate and food sources. - Megaloptera larvae shed their outer layer (called 'moulting') about 10 to 12 times during development before entering the pupal stage. - When megalopteran larvae are ready to pupate, they climb a few centimetres out of the water onto land. - On land, they find a safe spot to pupate, such as under a log or into the soil. - The pupae spend approximately 1 to 4 weeks in its safe cavity before emerging as an adult. - Adults usually emerge in late spring to mid-summer, and are ready to mate upon emergence. - Mating usually occurs on plants close to the water. - Females of some species of dobsonflies and alderflies use special chemicals (called'pheromones') to attract mates. - Males of some species will hold the female's wings in his jaw before mating begins. - Adult megalopterans live only a few days to a few weeks, and die shortly after mating and depositing eggs. - The life cycle of a megaloptera may take only one year to complete in warmer areas, but can take up to 5 years in colder climates. ROLE IN FOOD CHAIN Megaloptera larvae are an important predator in aquatic ecosystems; they eat many types of aquatic organisms and are eaten by many species of fish. - Megaloptera are among the largest of the aquatic insect larvae. - The adults are rarely seen. This is because they tend to be most active at night, and also have very short lifespans, living in secluded environments. - The adult stage usually looks very different from its larval stage. - Male dobsonflies use specialised appendages called 'mandibles', which are very long, to fight each other for females to mate with. - These appendages are known as 'tusks', and can make the male adult look very fierce. Nevertheless, they are harmless to people. Animal Life Resource (2010). Fishflies Dobsonflies and Alderflies. Available here Canada's Aquatic Environments (2002). Megaloptera. Available here. DMI International Corporation (2003). LaMotte Aquatic Macroinvertebrate Insect Identification Flashcards. The Commonwealth Scientific and Industrial Research Organization (2010). Megaloptera-Dobsonflies and Alderflies. Available here. University of California, Berkeley (2007). Dobsonflies, Fishflies, and Alderflies (Megaloptera). Available here. University of Kentucky Entomology. (2018). Dobsonflies and Fishflies. Available here. ←BACK TO LEARN YOUR BENTHICS!
How Animal And Plant Proteins Differ Protein exists throughout the body, in everything from the muscles and organs to the bones, skin, and hair. The body does not store protein like it does other macronutrients, so this protein has to come from the diet. Proteins are made up of amino acids. A person’s body needs a balance of all 22 types of amino acids to function correctly. The body cannot produce nine of these acids, called essential amino acids. A complete protein source refers to a type of food that contains all nine. Having the right balance of amino acids can build muscle and help the body to recover from exercise quickly. Understanding the differences between plant and animal proteins is important for anyone who wants to ensure that their diet is healthful. In this article, we look at the differences between animal and plant proteins. We also investigate the effects on health, describe which type is better for bodybuilding, and list the best sources of each. Plant vs. animal protein One of the main differences between plant and animal proteins involves their amino acid contents. Amino acids are the building blocks of protein. When the body digests the proteins in food, it breaks them down into amino acids. The body may need different amino acids at different times. Many people believe that the diet should include complete sources of protein, which contain all nine essential amino acids. Some animal products are complete sources of protein, such as: - various types of eggs - dairy products, such as cheese, milk, and whey - red meat from cows, bison, and deer - poultry from sources such as chickens, turkeys, and quails - meat from less common sources, including boars, hares, and horses Most plant proteins are incomplete, which means that they are missing at least one of the essential amino acids. However, some plant-based foods, such as quinoa and buckwheat, are complete sources of protein. It is important for vegetarians and vegans to mix their protein sources and ensure that they are getting all of the essential amino acids. Also, keep in mind that some sources of plant protein may take longer for the body to digest and use. The following are examples of plant-based foods rich in protein: - certain fruits, such as avocados Many other nuts, grains, and vegetables also contain high amounts of protein. Which is better for health? When choosing between plant and animal sources of protein, it is important to factor in the other nutrients that the foods provide. Foods rich in protein can have widely ranging nutritional profiles. Certain sources of animal protein can contain high levels of heme iron and vitamin B-12, while some plant-based foods lack these nutrients. On the other hand, plant-specific nutrients, called phytonutrients, and some antioxidantsare absent from sources of animal protein. Animal products contain saturated fat and higher levels of cholesterol than sources of plant protein. A person may wish to avoid animal products for these reasons. Many used to believe that dietary cholesterol was associated with cardiovascular disease. Recent evidence shows no significant link. Fiber is another important factor. Only plant-based foods contain fiber, which helps to keep the digestive system balanced. Eating more plant protein may also improve a person’s overall health. Results of a 2016 meta-analysis suggested that eating more animal protein, especially that derived from processed red meat, may increase the risk of dying from cardiovascular disease. However, researchers noted that they only found the link between animal protein and cardiovascular disease in people with at least one lifestyle-related risk factor, such as smoking, heavy alcohol intake, or being overweight or obese. The results also indicated that eating more plant protein may help to reduce this risk and others. In general, the best way to cover a person’s dietary needs is to eat a wide variety of foods. Which is better for building muscle? Athletes and others looking to increase muscle mass and reduce the amount of time it takes to recover from exercise often pay close attention to their protein intake. Protein helps repair and build up the muscles after a rigorous workout. Many athletes turn to whey protein for building muscle. This type of protein is easier for the body to break down and absorb, which can give whey an edge over other sources, such as meat, eggs, and vegetables. Regarding plant-based sources, one study suggests that that rice protein isolate may offer similar benefits to whey protein. Many people recommend consuming a combination of plant-derived proteins after a workout. This can provide the body with a range of amino acids. Best sources of plant and animal proteins Simply getting enough protein in the diet may be more important than focusing on the kind of protein. One study found that including above-average levels of protein in the diet improved signs of muscle health, such as lean mass and strength in the quadriceps. The researchers noted that the amount of protein was more important than the type. However, some sources of protein may be better for general health. For example, fish and white meats tend to contain less fat than red meats. For many people, the choice between animal and plant proteins involves a range of considerations. Rather than focusing on a single type of protein, it may be better to focus on eating a wide variety of foods. This can help ensure that a person gets a healthful balance of amino acids and other vital nutrients. Anyone with specific questions about protein requirements and sources should speak with a dietitian.
In the center of the body is a large blood vessel called the aorta, which is responsible for carrying blood to each of the limbs. Usually, it is smooth and somewhat elastic, so it can withstand the force of the blood that is pumping through it. But if it becomes injured for any reason, it can begin to bulge out at the sides, so it is then referred to as an abdominal aortic aneurysm. Since an abdominal aortic aneurysm is a life threatening condition, it is important to understand how it is diagnosed, what the causes and risk factors of it are, and how it is treated. There are four different classes of abdominal aortic aneurysms, which are all dependent on its size. The first one is an infrarenal abdominal aortic aneurysm. This is when the aorta has just began to bulge out some. As the bulge begins to increase in size a little more, it then becomes classified as a juxtarenal abdominal aortic aneurysm. Next, is a pararenal abdominal aortic aneurysm. And the final stage is the suprarenal abdominal aortic aneurysm, which is the most serious because it means that the aorta is going to rupture at any time.
July 27, 2005 Sunflowers are one of our greatest American treasures. Their bright yellow flowers resemble the sun hence their common name. The scientific name (Helianthus) also means sun-like as Helios means "sun" and anthos means "flower". Sunflowers also get their name from following or tracking the sun, a phenomenon known as heliotropism. Hot weather, inadequate moisture, drifting of herbicides, freezing temperatures, transplant shock, compacted soils, mower injury, and lack of nutrients are examples of factors that can cause abiotic disease problems. Abiotic diseases are caused by factors other than living (biotic) agents. Grapes must be harvested at the right stage of maturity to insure high quality. There are several indicators of grape maturity. The color, size, sweetness, and flavor of the berry are the most useful indicators.
Mid-year exams, unit assessments and chapter tests — what does it take to ace them? It’s not just the time that’s put in, it’s also the method of studying that produces the best results. It’s often that bright students don’t get the grades they are hoping for on these types of tests. And they almost always fall into one of three camps when it comes to studying (or not): the crammers, the memorizers and the absorbers. These are the kids who do fairly well throughout the quarter, especially on quizzes, but do poorly on cumulative exams. They are smart students who manage to get by during the year without putting too much time into their homework and studying. The studying they do is often at the last minute. If they have a test on Thursday, they start getting ready on Wednesday night. These kids don’t have a strong sense of urgency until they are right up against a deadline. This type of cramming can pay off in the immediate term, but when they need to learn information on a deeper level, it backfires. Cramming only puts information into short-term memory, whereas learning it over many nights and sleeping on it (by the way, sleep is a fantastic study tool) stores it into long-term memory. It’s not uncommon for Crammers to have two other traits — disorganization and procrastination. These kids are very hard workers, and they are often fairly well organized. They do well on quizzes and some tests that mostly require memorization. They put a lot of time into studying but don’t see the results because they have a hard time connecting the dots. For example, in history, they may learn about two important battles but may see them as separate events, not completely understanding how they’re connected. They may not understand how one situation or circumstance affects the whole. So they have trouble making sense of the bigger picture. In math, they can learn a skill in isolation but have difficulty applying it to problems outside of the specific skill learned. These kids need lots of practice making connections because it doesn’t always come easily to them. For these students, school has been a breeze. They never really had to study when they were younger and always got good grades. These are the kids who may not love academics, but they can sit in class, absorb the information and do well on the test without much effort. They’re good at critical thinking and analyzing information. But as the work gets harder and more complex, they lack the study habits to perform to their fullest potential. These are the students who could get straight A’s but instead get B’s because they lack the proper study skills. They need direct guidance and a study plan to learn the material quicker and more efficiently. So, how can studying be tailored to the Crammer, the Memorizer or the Absorber? Here’s a quick breakdown of ways that will benefit each of these types of students and some other tips that work for virtually any kind of learner. First, the Crammer has to want to change. In order for a different way of studying to work, he or she must recognize the problem and be willing to make modifications. If it’s not seen as an issue, all the parental suggestions in the world won’t work. Often Crammers are willing to plan ahead if they don’t feel like they have to do any more work than necessary and if they see the changes result in better grades (and they almost always do). The good news is that they often don’t have to put in more time, they just need to use it more efficiently. Studies show that when students use a concept called “distributed practice,” they are far more likely to do better on tests. For example, if your child has a test on Friday, they could study for an hour on Thursday night, but they would actually get a better grade if they took the same amount of time and distributed it over multiple days — 20 minutes Tuesday, 20 on Wednesday and 20 on Thursday. The reason they’ll get a better grade is not because they’ve reviewed the material multiple times, it’s that they’ve slept on it. When you learn information and then sleep on it, you’re consolidating that information into long-term memory. However, when you cram for a test, that information is learned at a superficial level, ready for regurgitation the next day. It’s going into short-term memory. Long-term memory is more beneficial because when you have a test later on, say a month later, you’re much more likely to be able to retrieve it. Crammers also respond well to the suggestion of using “weird windows.“ Sometimes, students think they need lengthy, dedicated time in which to study. And if they don’t have the perfect time and if they’re not in the ideal mood, they won’t do it. In actuality, they can use any chunk of time to get studying done. An example of a ”weird window” is the 15 minutes they’re waiting at a doctor’s office or that 20 minutes right before lacrosse practice starts. Those are weird windows, and you can chunk time for studying by getting a lot done in short periods of time. Memorizers do best when they study with others. In humanities subjects that require lots of critical thinking, listening to others’ points of view and how they connect one idea to another is helpful. Memorizers need to study in a multisensory way (auditory, visual and kinesthetic). When left on their own, these kids study by rereading (reviewing their notes or study guide solely by reading the information over multiple times). This isn’t the best way to retain material because you’re only using one sense, the visual mode. By also studying auditorily, you’re incorporating one more modality — and now you’re up to two! You can make learning stick even more if you add in the kinesthetic (also known as tactile) modality. Anytime you engage in “self-talk” by asking yourself, “What’s important here?” or “How is this topic connected to the other one?” and jot those notes down, you’re learning kinesthetically, by writing. Writing or typing forces the learner to synthesize the information that is valuable for retention on test day. Working with a subject tutor who can help kids create this “self-talk” and learn to study in a multimodal way is highly beneficial. The Absorber is usually a quick study, but like the Memorizer, his or her main method of studying is rereading. Rereading is by far the most inefficient way to study since it uses just one modality. Absorbers do well when they learn how to use study guides effectively. When kids are young, teachers provide study guides in the form of a fill-in- the-blank worksheet with questions about what is going to be tested. A great way to use a study guide is to make multiple blank copies of it and to first fill it out as best you can without referring to any information. You’re trying to retrieve what you have in your head and put it down on paper. Then, when you absolutely can’t remember anything else, you can go back to your information, which might include your notes or the book, and pull that information out and write it down. Basically, you only want to study what you know. Use this method three times on three blank study guides, and then you’ll really have it mastered for the exam. As kids get older, teachers don’t give study guides out as regularly. Instead, students can make their own. In fact, research shows that when high school students make their own study guide, they achieve better grades on test day. How do you do this? Well, you can take the main headlines from class notes or book chapters and turn them into questions and then jot down answers to those questions. Maybe there is a section in the book on the causes of the Revolutionary War. You can change that into “What are the causes of the Revolutionary War?” and, in an outline format, jot down the answers. When you’re asking yourself these questions, you’re requiring your brain to consolidate information and remember the important parts. At the end of the day, when parents and kids understand study personalities and tailor the preparation process accordingly, final exam grades will be a whole lot better.
What is CT Scan A CT (Computed Tomography) scan is a medical imaging test that uses X-rays and computer processing to produce detailed, cross-sectional images of the body. It provides detailed information about bones, blood vessels, and soft tissue. CT scans are used to diagnose and monitor a variety of conditions and to guide medical procedures. 9 Important Uses of CT scan CT scans are an important tool in medical diagnosis and treatment, and they are used in a wide range of medical applications. Here’s 9 important uses of CT scans: - Diagnosing conditions: CT scans are used to diagnose various conditions, such as tumours, infections, lung conditions, and internal injuries. They can also detect abnormalities in bones, blood vessels, and organs. - Monitoring diseases: CT scans can be used to monitor the progression of diseases such as cancer, emphysema, and liver cirrhosis. - Guiding medical procedures: CT scans are often used to guide medical procedures, such as biopsies, radiation therapy, and surgeries. - Detecting injuries: CT scans are frequently used to diagnose injuries, such as head injuries, neck injuries, back injuries, and fractures. - Evaluating the chest and abdomen: CT scans can be used to examine the chest and abdomen to detect conditions such as pneumonia, heart disease, liver disease, and kidney disease. - Evaluating the pelvis: CT scans can also be used to examine the pelvis, including the reproductive organs, bladder, and rectum, to diagnose conditions such as endometriosis, ovarian cysts, and prostate cancer. - Screening for cancer: CT scans can be used for cancer screening, particularly for lung cancer, as well as for detecting cancers at early stages. - Research and development: CT scans can be used in medical research and development to better understand diseases, develop new treatments, and improve medical devices. - Emergency care: CT scans can be used to quickly diagnose and treat injuries in emergency situations, such as traumatic brain injuries. Note: While CT scans provide detailed images and have many uses, they also involve exposure to radiation, so it is important to weigh the benefits and risks with a doctor before undergoing a CT scan. Risks associated with CT scan The use of CT scans involves some risks, including: - Radiation exposure: CT scans use ionizing radiation, which can increase a person’s lifetime risk of developing cancer. The amount of radiation exposure from a CT scan is higher than from a conventional X-ray. - Allergic reactions: Some people may have allergic reactions to the contrast material used during a CT scan. The contrast material is usually injected into a vein to enhance the images of certain structures in the body. - Kidney damage: The contrast material used during a CT scan can cause kidney damage in some people, especially those with pre-existing kidney problems. - Pregnancy: CT scans should be avoided during pregnancy, as the radiation exposure can be harmful to the foetus. - Claustrophobia: Some people may experience anxiety or fear when undergoing a CT scan, due to the enclosed space of the CT scanner. It is important to discuss the potential risks and benefits of a CT scan with a doctor, especially if a person has any medical conditions or is pregnant. In some cases, alternative imaging tests, such as ultrasound or MRI, may be used instead of a CT scan. How to prepare for a CT scan Preparation for a CT scan may vary depending on the type of exam and the reason for the exam, but here are some general guidelines: - Provide your medical history: Be sure to inform the doctor of any medical conditions, allergies, and medications that you are taking. - Arrange for transportation: Depending on the type of CT scan and the type of contrast material used, you may need to arrange for someone to drive you home. - Follow fasting instructions: If you are scheduled for an abdomen or pelvis CT scan, you may be instructed to fast for several hours before the exam to avoid interfering with the images. - Wear comfortable clothing: You will be asked to remove any metal objects, such as jewellery, glasses, and dentures, before the exam. You should wear comfortable clothing without any metal zippers or snaps. - Discuss any special needs: If you have any special needs, such as a need for a sedative or a large bore IV for contrast material, be sure to discuss these needs with the doctor before the exam. - Inform the doctor of pregnancy: If you are pregnant or think you may be pregnant, it is important to inform the doctor, as some CT exams may not be performed during pregnancy. It is important to arrive on time for the CT scan and to follow any other instructions provided by the doctor or the imaging centre. What to expect during a CT scan During a CT scan, you can expect the following: - Change into a gown: You will be asked to remove any clothing, jewellery, glasses, and dentures that may interfere with the images. You will then be given a gown to wear during the exam. - Lying on a table: You will lie on a table that will move through the circular opening of the CT scanner. You may be positioned in various ways depending on the type of exam. - Injection of contrast material: If a contrast material is used, it will be injected into a vein through an IV. This helps to enhance the images of certain structures in the body. - Holding still: During the exam, you will need to lie still and hold your breath for a few seconds at a time while the images are being taken. - Scan time: The actual scan time varies depending on the type of exam, but it usually lasts between 10 and 30 minutes. - After the exam: After the exam, you may be asked to wait for a short time to ensure that you are feeling well. You can then return to your normal activities unless your doctor has instructed you otherwise. It is important to inform the doctor or technologist if you experience any discomfort during the exam. The technologist will be able to see and hear you at all times during the exam and will be able to provide assistance if needed. What to expect after a CT scan After a CT scan, you can expect the following: - Normal activities: In most cases, you can return to your normal activities immediately after the exam. - Results: The results of the CT scan will be analysed by a radiologist, who will send a report to your doctor. The results of the exam and any necessary follow-up actions will be discussed with you by your doctor. - Side effects: If a contrast material was used during the exam, you may experience some side effects such as a warm feeling, a metallic taste in the mouth, or a headache. These side effects are usually mild and temporary. - Monitoring: If you received a large amount of contrast material, your doctor may ask you to drink plenty of fluids to help flush the contrast material from your body. You may also need to monitor your kidney function for a few days after the exam. - Follow-up: If your doctor finds any unusual findings on the CT scan, you may need to undergo additional tests or procedures to confirm the diagnosis. Make sure you follow any instructions or recommendations provided by your doctor after the CT scan. If you experience any unusual symptoms or have any concerns, you should contact your doctor promptly. Overall, CT scans are an important diagnostic tool that can provide detailed images of the body and help doctors diagnose and treat a wide range of conditions.
Colon Polyps are growths that occur in the lining of the bowel. They can vary in size from less than a quarter of an inch to several inches in diameter. Their cause is unknown. But some experts believe a high-fat, low-fiber diet can contribute to the likelihood of developing polyps. There may be a genetic risk to developing polyps as well. There are two common types of polyps: hyperplastic, which is not a risk for cancer, and adenoma, which is thought to be the source for almost all colon cancers, although most adenomas never become cancerous. This content is not a substitute for medical advice, diagnosis or treatment provided by a qualified healthcare provider. Always seek the advice of your physician or other qualified health provider with any questions you may have regarding a medical condition. A. The biggest risk factor for developing polyps is being older than 50. A family history of Colon Polyps or colon cancer also increases the risk of polyps. If you have had polyps or colon cancer, you are at greater risk of developing new polyps than someone who has not. A. Usually none. Larger ones can cause blood in the stool. A. The best way to detect polyps is by screening individuals with no symptoms. There are several screening tests available, but the most accurate method is by colonoscopy, a thin, flexible, lighted scope that lets the physician visually inspect the colon. A. They can be removed during the colonoscopy. Then they are examined under a microscope to determine what type they are and whether they are cancerous. A. Polyp removal (or polypectomy) during a colonoscopy is a routine outpatient procedure. Possible but uncommon complications include bleeding from the removal site and perforation (a hole) in the colon, which only occurs approximately one in 1,000 procedures. Bleeding from the polypectomy site can be immediate or delayed for several days, but persistent bleeding can almost always be stopped by treatment during the procedure. Perforations usually require surgery to repair.
Across all age groups febrile illness is quick to prompt a visit to the doctor’s office or emergency department. Fever is not harmful in itself; it is often the symptom of an underlying disease, usually an infection. In children of the western world, most fevers are transient, usually of a viral nature and not life threatening. In adults, the diagnosis and prognosis may be less predictable because of greater variability in clinical context, age, travel, occupation, underlying disease, and acquired immunodeficiency states. Using information obtained from the history, physical examination and, when appropriate, laboratory tests and diagnostic imaging, the student should be able to determine if the fever is caused by a common infection that can be treated as an outpatient, or is due to a serious disease which will require more intensive management and treatment. Describe and discuss: - basic principles of microbiology - basic principles of physiology - basic elements of fever - basic interview and history-taking skills - basic communication skills - basic physical examination Apply Medical Knowledge in the Clinical Encounter 1. Describe and discuss clinical presentation, signs and symptoms of fever, including common localized and systemic infectious syndromes. 2. Describe and discuss the clinical and laboratory features that help distinguish among the common causes of febrile illness. 3. Describe and discuss the causes of fever including: - common conditions, such as viral and bacterial respiratory and gastrointestinal illnesses - less common conditions: a) in children such as osteomyelitis, meningitis, and Kawasaki disease; b) in adults such as pneumonia, pyelonephritis, infectious mononucleosis, acute abdominal disorders, and acute arthritis. - the causes of high fever in an infant or young child; including serious bacterial infections 4. Describe and discuss factors that predispose a patient to fever. 5. Describe and discuss etiology, pathophysiology, and definition of fever. 6. Describe and discuss how age affects diagnostic considerations and potential severity of febrile illness. 7. Describe and discuss indications for and selection of diagnostic tests to assess important causes of fever based on clinical features. 8. Describe and discuss rationale for pharmacological management, and selection of drugs commonly used to control fever, particularly in children and adolescents. 9. Describe and discuss appropriate treatment plans and selection of antimicrobial therapy, both empiric and specific, in relation to the clinical syndrome. 10. Describe and discuss the morbidity and mortality of fever. 11. Describe and discuss the epidemiology of fever, including prevalence, incidence, and socio-economic features. 1. Demonstrate ability to obtain, document, and present an age-appropriate medical history from the parent(s), or adult patient, that conveys the key elements of the patient’s history, in order to: - establish the duration and height of fever as well as method of measurement of temperature - determine if antipyrectics have been used - determine, in the case of a child, change in behavior, appetite, level of activity - differentiate among the different syndromes of febrile illness - identify the febrile child (or adult) at risk for occult bacteremia or serious bacterial infection 2. Perform a thorough physical exam and review of systems to determine the likely cause of fever, with particular emphasis on: - a change in mental status; in young children a reduced or absent awareness of the parent or environment, lethargy or difficulty arousing the child - in children: high pitched or weak cry; irritability or inconsolability - signs of shock, including changes in vital signs (tachycardia, tachypea, apnea, hypotension); skin changes such as pallor, mottling or cyanosis - evidence of dehydration (e.g. in children: sunken eyes, lack of tears, dry mucous membranes, decreased skin turgor) - respiratory distress - in an infant, full fontanelle; in an older child > 18 months of age (or adult), nuchal rigidity - petechial, purpuric, or rapidly spreading rash 3. Demonstrate empathy for the concerns of the parent(s), spouse, family. 4. Generate an appropriate differential diagnosis for the cause of fever, based on the history and physical examination findings. 5. Recommend appropriate laboratory and diagnostic tests and /or imaging studies, both prior to and after initiating treatment, justify ordering the tests and interpret the results, based on the differential diagnosis and age of the patient. 6. Recommend a sepsis work-up when a serious bacterial infection is suspected: - complete blood count, with differential - blood culture - urinalysis and urine culture - lumbar puncture - chest radiograph if there are any signs of respiratory distress 7. Determine the patient’s problem from all the problems listed in the differential diagnosis; present and record an explanation of how the determination was made citing medical knowledge, information obtained in the clinical encounter, and collective experience with other, similar patients that the student, the team, and the attending have seen. 8. Communicate the working diagnosis to the patient or parent(s) and older child. 9. Record, present, critique and manage clinical information. Develop a Management Plan Demonstrate ability to develop a management plan for fever and underlying disease based on the patient’s age, history, physical examination, differential diagnosis and laboratory/imaging results. Make decisions about what to include from the following items and explain why each item selected should be included: 1. Discuss preventive measures. 2. Consider treatment measures such as the appropriate prescribing of antibiotics and antipyretics, including characteristics of the patient and the fever that must be considered in the decision to manage the patient in the hospital or in the outpatient setting. 3. Provide patient and family education. 4. Access and utilize appropriate information systems to obtain information about health system and community resources. 5. Plan for follow-up. 6. Formulate and communicate a prognosis for the patient with fever and underlying disease to the patient and parent(s) and older child. 7. Consider the cost-effectiveness of the management plan. In Children (ACUTE) - serious bacterial infections - occult bacteremia - urinary tract infections / pyelonephritis - septic arthritis - bacterial gastroenteritis - other bacterial infections - otitis media - Group A streptococcal pharyngitis - cellulitis / abscess - respiratory-RSV, influenza, parainfluenza - visceral larva migrans - tick borne - Rocky Mountain spotted fever Autoimmune diseases / Vasculitic - acute rheumatic fever - dermatomyositis / polymyositis - Henoch-Schonlein purpura - juvenile rheumatiod arthritis - Kawasaki disease - mixed connective tissue disorder - polyarteritis nodosa - Steven’s Johnson - Systemic lupus erythematosus - ewing’s sarcoma Drug Fever-Antibiotics, antihistamines - recent immunizations - high external temperature - over bundling, especially in cold weather - inflammatory bowel disease - infectious mononucleosis (EBV, CMV) - bacterial-localized / systemic infrections - streptococcal pharyngitis - urinary tract infection (pyelonephritits, prostatitis) - bacteremia (staph aureus, GN Bacillary) - fungal – candidemia - parasitic – malaria - tick borne - Rocky Mountain spotted fever, ehrlichiosis - rheumatoid arthritis - systemic lupus erythematosis - vasculitis (e.g. Wegener’s) Drug fever-antibiotics, antiepileptic medications, etc. Miscellaneous causes (infectious and noninfectious) - pulmonary embolism/infarction - gout / pseudogout - nosocomial (post-op wound, catheter-associated, pneumonia, drug fever) - spontaneous bacterial peritonitis (SBP) – cirrhosis with ascites Risk factor/immunocompromised states - neutropenia (leukemia, cancer chemotherapy) - organ transplantation – immunomodulating therapy - prolonged steroid use - age over 65 - heavy alcohol or drug use - malnutrition / bed-fast states (pressure sores) In Adults – Subacute/Chronic and Fever of Unknown Origin (FUO) - Epstein Barr virus (EBV) - cytomegamovirus (CMV) - localized Bacterial infection: - abdominal abscess - pelvic abscess - dental abscess - systemic bacterial and fungal infection - mycobacterial – tuberculosis - histo / crypto / blasto - salmonellosis (typhoid / paratyphoid) - zoonoses (tularemia, leptospirosis, brucellosis) - tick-borne – lyme disease - adult Still’s disease (juvenile RA) - temporal arteritis - rheumatoid arthritis - rheumatic fever - inflammatory bowel disease - reiter’s syndrome - systemic lupus erythematosus - lymphoma (Hodgkin’s disease) - renal cell carcinoma - carcinomas complicated by obstruction/perforation of hollow organs - drug fever - hepatitis (alcoholic, granulomatous, or lupoid) - deep venous thrombophlebitis - factitious fever
Learn How to Do a 3-Digit Division Problem In this post, you are going to learn how to do 3-digit division. Before beginning to divide, it is important that you know the multiplication tables (1×1 through 9×9) because you need them to solve division. Once you know the multiplication tables, you can begin to do 3-digit division. The steps that you must follow are: - Since the divisor has 3 digits, we must start with the first 3 digits of the dividend. - We compare the 3 digits of the dividend with the 3 digits of the divisor: - If the number of the 3 digits of the dividend is greater than the number of the divisor, you can begin to divide. - If the number of the 3 digits of the dividend is less than the number of the divisor, you have to start with the first 4 digits in the dividend. Since 459 is greater than 438, you can begin to do the division 3. Divide the digits of the dividend by the digits of the divisor. In order to divide 459 by 438, we take the first digit of each number and divide them: 4÷4 = 1 Write the 1 in the quotient and multiply it by the divisor: 438 x 1 = 438. Now subtract: 459 – 438 = 21 4. Now bring down the next digit from the dividend and repeat the process. Divide 219 by 438. Since 438 goes into 219 zero times, put a 0 in the quotient and bring down another digit from the dividend. Now divide 2190 by 438, which equals 5. The division ends when there are no more digits in the dividend to bring down. Write 5 in the quotient and multiply by the divisor: 438 x 5 = 2190 Subtract: 2190 – 2190 = 0 Since we do not have more digits to bring down, we are finished with the division: 45990 ÷ 438 = 105; remainder = 0 This has been an example of 3-digit division, but you can find more examples and a more detailed explanation in this previous post: If you liked this post, share it with your friends and colleagues so that they can also learn. In order to not miss any updates from the Smartick blog, follow us on Facebook!
The National Curriculum sets out a clear, full and statutory entitlement to learning for all pupils. It determines the content of what will be taught, and sets attainment targets for learning. It also determines how performance will be assessed and reported. An effective National Curriculum therefore gives teachers, pupils, parents, employers and their wider community a clear and shared understanding of the skills and knowledge that young people will gain at school. It allows schools to meet the individual learning needs of pupils and to develop a distinctive character and ethos rooted in their local communities. And it provides a framework within which all partners in education can support young people on the road to further learning.
Definition and Summary of the Underground Railroad Summary and definition: The Underground Railway was in operation between 1831 and 1865 when slavery was finally abolished. Up to this point the United States were divided between free states and slave states. For additional facts and information refer to the article on the Underground Railroad. Underground Railroad Map and Routes: Balance between Free States and Slave States Slavery had been excluded from the Northwest by the Northwest Ordinance of 1787. The Fugitive Slave Act imposed harsh penalties on runaway slaves and the people who helped them. After 1812 up to the American Civil war (1861-1865), maintaining the balance of free and slave states was considered of paramount importance by the federal legislature if the Union were to be preserved. The Missouri Compromise maintained the balance by admitting Missouri as a slave state and Maine as a non-slave state at the same time, retaining the balance between slave and free states. New states entering the Union were often admitted in pairs. The Arkansas Territory was opened to slave states by the Missouri Compromise, the unorganized territory in the west was closed to slavery by the Missouri Compromise. The Second Great Awakening resulted in the Abolitionist Movement which became active following Nat Turner's Rebellion and the establishment of the Underground Railroad. Also refer to Underground Railroad Symbols and Secret Codes. The free states that were Illinois, Indiana, Ohio, Pennsylvania, New York, New Jersey, Connecticut, Rhode Island, Massachusetts, Vermont and Maine. The slave states that consisted of Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, Missouri, North Carolina, South Carolina, Tennessee, Texas, and Virginia. Underground Railroad Routes: The Escape from Slavery The detailed Underground Railroad Maps provided indications of the many escape routes taken by fugitive slaves. There were escape routes over land and escape routes traveling by water. The decision to run from slavery was extremely dangerous. The slaves were undertaking long and arduous routes and it was necessary to use hiding places along the way. The hiding places were not only "safe houses but the natural environment also offered protection. Uninhabitable areas such as swamps, bayous and waterways provided much needed protection throughout their journey and these areas are indicated on the detailed Underground Railroad Map and Routes.
The main disadvantage of procedural programming is that it is not as fast to run compared with code written in a lower-level language. For applications that require a lot of processing power, this can limit the effectiveness of procedural programming.Continue Reading Another disadvantage of procedural programming is that it struggles to handle situations in which a number of possible actions may lead to the desired result. Artificial intelligence programs, for example, may not be suitable for procedural programming. Programmers also need to specialize in a specific procedural programming language, because each language is suitable for a certain type of application and it is difficult to learn them all. Procedural programming allows the programmer to write a set of instructions for the computer to carry out in a certain order. It is one of the most popular types of programming and is used for a wide range of applications. Examples of procedural programming languages include C and Pascal. Despite the disadvantages, there are a number of advantages of procedural programming. For general programming applications, procedural languages are far more flexible than other alternatives, as the source code can run on different types of processors. There are also many books and other learning materials available for procedural programming languages.Learn more about Computer Programming
Manuscript paper lets you write down your compositions. These staves can be spread out on the paper or collected in systems. But what are the differences in manuscript paper? What is Manuscript Paper? Manuscript paper is a white sheet on which are printed staves made up of five black horizontal lines. You write directly on them by placing figures of musical notes, indications of tone, rhythm, and nuance, and rest figures to allow performers to play or sing the piece of music. It’s also possible to type the notes on a computer and print out an already composed sheet of manuscript paper. Traditional Manuscript Paper Traditional manuscript paper is the most commonly used because it’s suitable for all uses. Consisting of 12 staves but no bars, it often appears in A4 format. It’s also available with a blank space at the top that lets you create a header indicating the title and composer, but it only contains 10 staves in this case. It also comes in A4 landscape format with 8 staves printed widthwise. It’s also found in A4 with 10 staves and enough space to include large tessituras, and in a duet version for piano four hands or instrumental duets. Large Manuscript Paper Due to its highly readable staves, large manuscript paper is well suited to young students at music schools. The staves with large spacing are perfectly designed for young children who are just starting out in music. Available in A4 format, in a horizontal or vertical version, it also comes in landscape format, and is perfect for teaching-oriented pieces. For instrumental trios for educational purposes, it consists of 3 groups of 3 staves per page. Visually impaired and very young musicians who have trouble centring the notes on the stave readily adopt models with big thick lines, available in A4 and landscape format. Mixed Manuscript Paper This manuscript paper is appropriate for composing mixed music, with an instrumental voice on the traditional stave and a grid used for transcribing a recording. It’s used for sheet music with a piano and another instrument, and for sonatas for piano. It can also be used to tag an interactive computerized process in real time with markers. Other Kinds of Manuscript Paper We also find an infinite number of other kinds of manuscript paper on the market, including: - The multiphonic version, with large spaces between the staves that make it possible to add annotations such as special fingerings - Fragmented manuscript paper, to combine fragments of music in a predetermined, random, or circular manner - Unusual perpetual motion manuscript paper There’s an impressive number of different types of manuscript paper, so each musician can find the one that suits them the best based on the instrument they play and their level of practice.
Numbers in radix form comprise a multiplier, a base, and an exponent, written together with no spaces; the value of the number is multiplier * base ^ exponent . The base is indicated by a letter, chosen from e (base 10), p (base π, 3.14159...), or x (base e, 2.71828...). Examples: All the mathematical functions can be applied to complex numbers. A complex constant is written with the letter j separating the real and imaginary parts, e. g. 0j1 is the square-root of _1 . Alternatively, a constant can be written in polar form in which the letters ar (or ad) separate the magnitude of the number from the angle in radians (or degrees) between the real axis and a line in the complex plane from the origin to the point representing the number: A number of verbs are available for operations on components of complex numbers. All have rank 0. + y conjugate of y +. y creates a 2-atom list of the real and imaginary components of y . y creates a 2-atom list of the length and angle in radians of the polar form of y \| y magnitude of y j. y 0j1 * y r. y ^ 0j1 * y x j. y x + j. y (i. e. x is the real part, y is the imaginary part) x r. y x * r. y (i. e. polar form, where x is the magnitude and y the angle in radians) ! y factorial of y (more generally, the gamma function Γ(1+y)) J has primitive verbs for operations on matrices, some using the conjunction . . -/ .* y gives the determinant of y; x +/ .* y is the matrix product of x and y; %. y is the matrix inverse of y (provided y does not have dependent columns); x %. y is the projection of x onto the column space of y . If y is square, %. y is y-1, the inverse matrix of y . If y is not square, it must have more rows than columns, and %. y is (yTy)-1yT . x %. y is (%. y) +/ .* x . In x +/ .* y, a rank-1 x is treated as a matrix with one row, and a rank-1 y is treated as a matrix with one column; but the result rank, which is 2 when rank-2 matrices are multiplied, is 1 when one operand has rank 1 and 0 when both do. x %. y is a rough-and-ready way to get a least-squares approximation of x as a linear combination of the columns of y . If your y is singular or close to it, avoid %. and use methods based on singular value decomposition. J supports 3 different ways of specifying a polynomial: 2. as a list of coefficients of increasing powers, starting with power 0 (i. e. a constant term), where each coefficient multiplied by the corresponding power of the variable produces a term; the polynomial is the sum of the terms. This form is an unboxed numeric list. 3. as a multiplier m and a list of roots r, representing the polynomial m(x-r0)(x-r1)...(x-rn). This form is a 2-item list of boxes m;r (if m is 1 it may be omitted, leaving just <r). 4. (for multinomials) a multinomial of n variables is represented as a list of terms, each term consisting of a coefficient and a list of n exponents (one exponent per variable). The multinomial is the sum of the terms. The form is a boxed rank-2 array in which each item is a coefficient followed by the list of n exponents. This form is distinguished from the multiplier-root form by the rank of the boxed array. (It is possible to have multiple multinomials that share a common exponent array, by having more than one coefficient preceding each list of exponents, but we will not pursue that here) For example, three ways of expressing the polynomial 3x3-12x (which can be written 3x(x+2)(x-2))are 0 _12 0 3, 3;_2 0 2, and <2 2$_12 1 3 3 . p. y has rank 1 and converts between coefficient and multiplier-root form of the polynomial y . Note that converting from coefficient form to multiplier-root form solves for the roots of the polynomial. p. 0 _12 0 3 \|3\|2 _2 0\| p. 3;2 0 _2 0 _12 0 3 If the multinomial form has only one variable (i. e. each item has length 2), monad p. will convert it to coefficient form: p. <2 2$_12 1 3 3 0 _12 0 3 Dyad p. has rank 1 0 and is used to evaluate a polynomial in any of these forms. If x is a polynomial in coefficient or multiplier-root form, x p. y evaluates it with y giving the value of the variable: 0 _12 0 3 p. 1 (3;_2 0 2) p. _2 _1 0 1 2 0 9 0 _9 0 (the second evaluation applied the polynomial to 5 different values of the variable). If x is a multinomial, x p. <y evaluates it with the list y giving the values of the variables (y must be boxed because the right rank of dyad p. is 0 and in this case there is more than one variable). So to evaluate the binomial x3+3x2y+3xy2+y3 with x=2 and y=3 we have (<4 3$1 3 0 3 2 1 3 1 2 1 0 3) p. <2 3 Calculus: d., D., D:, and p.. J provides support for differential and integral calculus. u d. n produces the verb that gives the nth derivative of u : : d. 1 : y is y squared; the derivative is +: y which is y doubled. ^&3 d. 1 ^&3 y is y cubed; the derivative is 3 * y ^ 2 . ^&3 d. 2 3"0 * +: Second derivative is 3 * 2 * y . : d. _1 0 0 0 0.33333&p. The _1st derivative is the indefinite integral, which is (y ^ 3) % 3 . The form the interpreter uses is the polynomial form. f =. : f d. _1 (6) g =. :@+: g d. _1 (6) u d. n produces ordinary derivatives, and evaluates its u with rank 0. For partial derivatives, use u D. n where u has rank greater than 0. Each cell of y produces an array of results, one result for each atom of the cell, giving the partial derivative with respect to that atom. For example, the length of a vector is given by veclength =: +/&.::"1 which squares the atoms, adds them, and takes the square root: veclength 3 4 5 The derivative of the vector length with respect to the individual components is given by: veclength D. 1 (3 4 5) 0.424264 0.565685 0.707107 The result of u need not be a scalar. Here we define the cross product: xp =: dyad : '((1\|.x)(_1\|.y)) - ((_1\|.x)(1\|.y))'"1 0 0 2&xp D. 1 (4 2 0) 0 2 0 _2 0 0 0 0 0 Each row is the vector-valued partial derivative of the cross product (0 0 2 xp 4 2 0) with respect to one component of y . The interpreter will bend every effort to find a derivative for your function, but it may fail, or you may not like the derivative it chooses. m D. n, when m is a gerund u`v, produces a new verb which executes like u but whose nth derivative is v : a =. :`] D. 1 Here a is defined to be : except that its derivative is ] . a D. 1 (5) Sure enough, the derivative is ] . If you don't want to express the derivative, you can have the interpreter approximate it for you. x u D: n y approximates the derivative at y by evaluating u at y and y+x . Both the left and right ranks of u D: n are the monadic rank of u, so you can specify different step-sizes for different atoms of y (if x is a scalar, it is used for the step-size at all atoms of y). You can do calculus on polynomials by manipulating the polynomial forms without having to create the verbs that operate on those forms. p.. y (rank 1) takes polynomial y in either coefficient or multiplier-root form and produces the coefficient form of the derivative of y . x p.. y (rank 0 1) produces the coefficient form of the integral of y with constant term x . Taylor Series: t., t:, and T. With derivatives available, Taylor series are a natural next step. u t. y is the yth Taylor coefficient of u expanded about 0, and x u t. y evaluates that term at the point x, in other words x u t. y is x^y * u t. y . All ranks of u t. are 0. u T. n is a verb which is the n-term Taylor approximation to u (expanded about 0). u t: y is (!y) * u t. y . The generalized hypergeometric function is specified by two lists of numbers, a numerator list and a denominator list. The generalized hypergeometric function is the sum over all k of the (infinite) generalized hypergeometric series, which is a power series in which the coefficient of the yk term is the product of the rising factorials of length k of the numerator items divided by a similar product for the denominator items, and then divided by !k . The conjunction H. is used in the form m H. n where m is the numerator list and n is the denominator list. The resulting verb m H. n has rank 0. The monad m H. n y takes the limit of the sum of the generalized hypergeometric series; the dyad x m H. n y takes the sum of the first x terms. Formally, the generalized hypergeometric function is If m contains 2 items and n contains 1 item, m H. n defines a hypergeometric function. Generalized hypergeometric functions can be used to calculate a great many functions of interest: Legendre polynomials, Laguerre polynomials, Chebyshev polynomials, and Bessel functions of the first kind are all special cases of hypergeometric functions. Ewart Shaw, in , gives a number of examples of uses of H. . For example, the error function and the cumulative distribution function are given by erf =: 3 : '(((2p_0.5)y) % (^:y)) * 1 H. 1.5 *: y' n01cdf =: 3 : '-: >: erf y % %:2' NB. CDF of N(0,1) where I have rewritten Shaw's formulas to use elementary J. 2p_0.5 is 2/sqrt(π). $. y converts the array y into a sparse-matrix representation which can save a lot of space and time if most of the atoms of y have the same value. $.^:_1 y converts sparse y back to normal (dense) form. A large but incomplete subset of operations is supported on sparse arrays; look at the description of $. if you think you'd like to use them. Monad ? has rank 0. If y is 0, ? y is a random floating-point number uniformly distributed in the interval 0 <= ? y < 1. If y is positive, ? y is a random element of i. y . An example use is ? 3 3 $ 1000 755 458 532 218 47 678 679 934 383 Dyad ? has rank 0. x ? y is a list of x items selected without repetition from i. y, as if the list i. y were shuffled and the first x elements were taken: 5 ? 52 24 8 48 46 22 The ? verbs use the Mersenne Twister generator by default. Foreigns, described.in the Dictionary page for ?, allow selection of other generators. The web site at www.jsoftware.com has several addons that you can download. These are executable libraries, along with J scripts to call functions in them, that offer efficient implementations of often-used functions. Two of interest in applied mathematics are the LAPACK addon and the FFT addon. If you want a fast implementation of the singular value decomposition referred to earlier, install the LAPACK addon; then you can use which will quickly return the desired singular values and singular vectors. The directory yourJdirectory/system/packages contains a number of subdirectories full of useful scripts. The /math and /stats subdirectories have scripts for mathematics and statistics; other subdirectories cover topics such as finance, printing, graphics, and interfacing to Windows.
Parabolic Mirrors and Telescopes Date: 06/03/97 at 00:45:09 From: Derek Miyasaki Subject: Calculus, parabolas... Any suggestions (especially parts e and f)? Why Astronomers Use Telescopes with Parabolic Mirrors The star nearest our sun is Alpha Centauri, which is about 4 light years from earth. Alpha Centauri is so far away that when its light reaches earth, it is traveling in essentially parallel rays. To observe distant stars, astronomers use mirrors shaped like paraboloids, which are parabolas rotated about their axes. The reason they use a paraboloidal mirror is that it focuses all the light to a single point, the focus. This point is the image of the star in the paraboloidal mirror. In this project you will demonstrate the focusing property of parabolas. a) Suppose our mirror is shaped like the parabola y = kx^2, where k is any positive constant. Find the coordinates of its focus and the equation of its directrix in terms of k. Definition The line tangent to the curve with equation y = f(x) at a point (a,f(a)) on the curve is the line tangent through (a,f(a)) with slope f'(a). We call this line a tangent line. b) Find the equation of the line tangent to the parabola at a point (x1,y1) on the parabola. Then find the y-intercept of the tangent line. c) Consider the triangle formed by a point (x1,y1) on the parabola, the y-intercept of the tangent line at this point, and the focus. Draw a picture of this triangle. Prove this triangle is isosceles. d) Suppose an incoming light ray strikes a curve at a point (x1,y1). If the light ray makes an angle "z" with respect to the tangent line, then it is reflected at an equal angle to the tangent line. This result from physics is known by the phrase "the angle of incidence equals the angle of reflection." Using this fact, argue that incoming light rays parallel to the axis of the parabola are all reflected to the focus, independent of the point of incidence. Thus, a parabolic mirror focuses incoming light rays parallel to the axis to a point. e) The path followed by a ray of light from the star to the focus of the mirror has another special property. Draw a chord of the parabola that is above the focus and parallel to the directrix. Consider a ray of light parallel to the axis as it crosses the chord, hits the parabola and is reflected to the focus. Let d1 be the distance from the chord to the point of incidence (x1,y1) on the parabola and let d2 be the distance from (x,y) to the focus. Show that the sum of the distances d1+d2 is constant, independent of the particular point of incidence. f) Extend your argument from the parabolic cross section to the entire paraboloidal mirror, obtained by rotating this cross section about the y-axis. Thus, prove that all incident rays parallel to the axis of such a mirror focus to a point. Also prove that light traveling along different rays to the focus from a chord perpendicular to the axis will have traveled the same distance, even though these rays were reflected from different points of incidence on the mirror. Thus all of the light waves will arrive in phase, and so interfere constructively to produce a nice bright spot as the image of the star. Date: 06/03/97 at 12:01:42 From: Doctor Anthony Subject: Re: Calculus, parabolas... Derek, a) The standard equation of a parabola is y^2 = 4ax. With this equation the focus is at (a,0) and the directrix is the line x = -a. We convert the equation y = kx^2 into this form if we write x^2 = 4ay. Then the focus would be at (0,a) and directrix would be y = -a. But x^2 = (1/k)y, giving 4a = 1/k, so a = 1/(4k). Thus the focus is (0,1/(4k)) and the directrix is the line y = -1/(4k). b) y = kx^2, so dy/dx = 2kx and the equation of the tangent at (x1,y1) is: y-y1 = 2kx1(x-x1) This cuts the y-axis where x = 0 y-y1 = -2k(x1)^2 = -2y1 y = -y1 So the tangent cuts the y-axis the same distance below the origin as the point (x1,y1) is above the x-axis. c) The three points are (0,1/(4k)), (x1,y1), and (0,-y1). The distance from the focus to the point (0,-y1) is y1+1/(4k). The distance from the focus to (x1,y1) is: sqrt(x1^2 + (y1-1/(4k))^2) = sqrt((y1/k) + y1^2 - y1/(2k) + 1/(4k)^2) = sqrt(y1^2 + y1/(2k) + 1/(4k)^2) = sqrt(y1+1/(4k))^2 = y1 + 1/4k So the distances from the focus to other points are equal, hence the triangle is isosceles. d) This follows from the fact that base angles of an isosceles triangle are equal. The angle between the incoming ray (parallel to the y-axis) and the tangent is angle of incidence, and this equals the angle between the tangent and the line to the focus from (x1,y1) (the angle of reflection). So every ray parallel to the y-axis will be reflected to pass through the focus. e) If the chord is the line y = c, then the distance from the point where this chord cuts the parabola to the focus is c + 1/(4k) (proved above). The distance d1 from y = c to y = y1 is c - y1, and so the distance covered by the ray which is incident on the parabola at (x1,y1) is c-y1 + y1 + 1/(4k) = c + 1/(4k), which is the same as for the other ray. This would apply to any other ray incident, say at (x2,y2), and shows that all rays crossing the chord have an equal path length to the focus. f) If we cut the parabolic dish by a plane through its axis, the arguments given above apply to the incoming rays lying in the plane. So all rays in all such planes will meet at the focus. -Doctor Anthony, The Math Forum Check out our web site! http://mathforum.org/dr.math/ Search the Dr. Math Library: Ask Dr. MathTM © 1994-2013 The Math Forum
The study of defense mechanisms is a great way to introduce your students to the world of the Unconscious and its influence upon our behaviors. Since we all do them sometimes--and we all know someone who does them almost all the time--it’s something everyone can relate to. Students are often pleasantly surprised to learn that there’s a name for these behaviors that they have observed in other people (and in themselves). This introspective student-centered activity is simple but very engaging and enlightening. It’s based on psychologically significant episodes in the lives of the students themselves, utilizing their responses to carefully worded prompts designed to elicit real-life examples of people using unconscious defense mechanisms. The activity encourages students to not only learn the names and definitions of the most commonly used defense mechanisms, but to relate them to their lives and the lives of their classmates, and to apply the concepts in practice. Perhaps most importantly, this activity can help anyone gain some perspective on their relationships and on themselves. This 11-page package includes: the double-sided Personal Free-Response Worksheet; Teacher’s key for Part 2; a thoroughly-researched and professionally-written handout on Unconscious Defense Mechanisms; the double-sided Practice and Review Worksheet; Teacher’s key for the Practice and Application Worksheet; plus Teacher’s Guide sheet to help you implement the lesson.
DNA and Race As human migration progressed throughout the world, genetic isolation led to the development of distinct populations that shared common DNA and other genetic material. Race is defined as a group related by common descent or heredity. Often, these groups also share similar phenotypic traits. Outside of genetic characteristics, race can also include cultural and ethnic similarities of a people. Though different populations developed through the process of migration and genetic isolation, all humans fall under the same species, Homo sapiens. The field of eugenics, which posited that most human phenotypic and personality traits were controlled by genes, was developed at the beginning of the 20th century (Allen, 2011). The practice of eugenics was often used to discriminate against certain racial and ethnic groups based on their DNA. There are many ethical problems with this now-discredited branch of “science,” in addition to the problems associated with the fraudulent scientific methods that were used to show support for the movement. Today, researchers that are interested in genetic variation between populations focus on differences that have arisen from divergent evolutionary histories rather than trying to find a scientific or medical definition for “race”. For example, skin color is genetically controlled. All humans possess the many genes involved in determining skin color. However, these genes have different versions (alleles) that ultimately control an individual’s pigmentation. Scientists believe that all humans evolved in Africa and originally had dark skin. As groups left Africa and migrated north, there was selective pressure for lighter skin to evolve to allow for sufficient vitamin D production (which requires UV radiation). We find another example of genetic variation due to environmental pressure in the people of Tibet. Eighty-seven percent of Tibetans have a version of the HIF2a gene (hypoxia-inducible factor 2-alpha) that allows them to live at high altitude with no ill effects. In comparison, only 9% of Han Chinese carry the same version of HIF2a. Scientists are also interested in understanding how shared ancestry relates to disease risk. For example, Ashkenazi Jews, who descended from a common people and region, are more likely to carry the gene mutation that causes Tay-Sachs disease, for which there is a high morbidity rate and no known cure (NIH). Proposed routes and dates of human migration out of Africa. CLICK HERE for an introduction to discovering ancestry Allen, Garland E. Eugenics and Modern Biology: Critiques of Eugenics, 1910-1945. Annals of Human Genetics 2011; 75: 314-325. National Institute of Health (NIH). “Tay-Sachs Disease Information Page.” Last updated 6 Oct 2011.
The Soil Moisture Active Passive (SMAP) satellite is NASA’s latest project, and it will be deployed into space on January 29 by 6:20 a.m. or 9:20 a.m. Eastern Time with the ultimate technology of helping farmers increase farm yields, deal with droughts, and predict natural disasters. Launching into space at the Vandenberg Air Force Base in California, the NASA’s SMAP technology is fully equipped to map global soil moisture and provide meteorologists with the needed information to assist agricultural objectives. According to Nadendra Das, a NASA scientist, “SMAP can assist in predicting how dramatic drought will be, and then its data can help farmers plan their recovery from drought.” The SMAP satellite has a dish that measures 19.7 feet across, and comprises of a radar, a radiometer, and “the largest rotating mesh ever deployed in space.” And to underscore the level of engineering efforts that went into making the mesh, Wendy Edelstein of the Jet Propulsion Lab says, “Making sure we don’t have snags, that the mesh doesn’t hang up on the supports and tear when it’s deploying – all of that requires very careful engineering.” This spacecraft technology does not have components that are redundant; it has passive and active technology to measure the variations that occur between microwaves produced by soil water and greenhouse emissions from our earth. The active components transmit signals and the passive tech collects data that is generated from signals sent out by its active tool. Enj Njoku of NASA explains that “The radiometer provides more accurate soil moisture but a coarse resolution of about 40 kilometers [25 miles] across. With the radar, you can create very high resolution, but it’s less accurate. To get both an accurate and a high-resolution measurement, we process the two signals together.” This means that SMAP technology overlaps between active and passive techs to provide a single high resolution map. It is not yet known in what particular areas SMAP would influence farming in general, but it is believed that once launched, it will help farmers bounce back from a bad yield. However, NASA will be providing more information on what it means for everyone in general once it is launched.
Methods of Pasteurization Batch (or "vat") pasteurization is the simplest and oldest method for pasteurizing milk. Milk is heated to 154.4 degrees Fahrenheit (63 degrees Celsius) in a large container and held at that temperature for 30 minutes. This process can be carried out at home on the stovetop using a large pot or, for small-scale dairies, with steam-heated kettles and fancy temperature control equipment. In batch processing, the milk has to be stirred constantly to make sure that each particle of milk is heated [sources: Lewis, Sun, Goff]. High-temperature short-time (HTST) pasteurization, or flash pasteurization, is the most common method these days, especially for higher volume processing. This method is faster and more energy efficient than batch pasteurization. Though the higher temperature may give the milk a slightly cooked flavor, HTST pasteurization has been used for so long that people are used to the flavor [source: McGee]. Here are the basics of HTST: - Cold raw milk (39.2 degrees Fahrenheit and 4 degrees Celsius) is fed into the pasteurization plant. - The milk passes into the regenerative heating section of the plate heat exchanger. The plate heat exchanger is basically a series of stainless steel plates stacked together with some space in between, forming chambers to hold the milk as it passes through. Let's call the odd-numbered chambers "A" chambers, and the even-numbered chambers, "B" chambers. In the regenerating section, cold milk is pumped through the A chambers, while milk that has already been heated and pasteurized is pumped through the B chambers. The heat from the hot milk passes to the cold milk through the steel plates. This warms the milk to 134.6 to 154.4 degrees Fahrenheit (57 to 68 degrees Celsius). - Next, the milk passes into the heating section of the plate heat exchanger. Here, hot water in the B chambers heats the milk to at least 161.6 degrees Fahrenheit (72 degrees Celsius). This is the goal temperature for HTST pasteurization. - The hot milk is then passed through a holding tube. It takes the milk about 15 seconds to pass through the tube, fulfilling the time requirement for this method of pasteurization (remember the D-values?). The milk has been officially pasteurized once it passes through the holding tube. - Now the pasteurized milk is sent back through the re-generative section, where it warms the incoming cold milk. This cools the pasteurized milk to about 89.6 degrees Fahrenheit (32 degrees Celsius). - In the last part of the process, the cooling section of the plate heat exchanger uses coolant or cold water to bring the milk to 39.2 degrees Fahrenheit (4 degrees Celsius).
The compass direction a slope faces (i.e. North, South, East, or West.) Slope Aspect with respect to the sun: The direction a slope faces with respect to the sun (aspect) has a profound influence on the snowpack. It often takes several years of experience in avalanche terrain before most people appreciate the importance of aspect. If you don’t know your north from south, then you had better learn, because someone who doesn't know the aspect has missed one of the most important pieces of the avalanche puzzle. Buy a compass. Use it often and work on developing an intuitive feel for slope aspect. No excuses on this one. The influence of aspect with respect to the sun is most important at mid latitudes, say from about 30 degrees to around 55 degrees--from about the southern U.S. border to about the northern British Columbia border. At equatorial latitudes, the sun goes almost straight overhead, which shines equally on all slopes. At arctic latitudes, in the winter, the sun is too low on the horizon to provide much heat and when it finally gets high enough in the spring and summer, it just goes around in a big circle anyway, shining on all the aspects with nearly the same intensity. Thus, in the arctic spring, aspect has some influence but not nearly as significantly as in mid latitudes. Therefore, the importance of aspect is primarily at mid latitudes. At mid latitudes in the northern hemisphere: • North facing slopes receive very little heat from the sun in mid winter. Conversely, south facing slopes receive much more heat. Therefore, a north facing slopes will usually develop a dramatically different snowpack than a south facing slope. • South facing slopes tend to be warmer and often develop thin ice crusts. Because these crusts tend to grow weak layers around them from near-surface faceting, be careful not to assume southerly aspects are safer. • How about east and west? East facing slopes catch sun only in the morning when temperatures are colder while west facing slopes catch the sun in the warm afternoon. Consequently, east facing slopes are colder than west facing slopes. • A cold snowpack tends to develop more persistent weak-layers than a warm snowpack A cold snowpack commonly develops notoriously fragile weak-layers such as facets and surface hoar. Largely because of this, the lion's share of avalanche accidents occurs on north and east facing slopes, partly because that is where we find the best snow and people tend to trigger more avalanches there, but mostly because they exhibit more persistent weak layers. • In wet snow conditions due to strong sun, it's just the opposite of a dry snowpack: south and west facing slopes will usually produce more wet avalanches than the more shady slopes. • During prolonged cloudy or stormy conditions when the sun seldom shines on the snow, there will be very little difference between sunny and shady slopes. • Remember that in the Southern Hemisphere it's just the opposite. South facing slopes are colder than north facing ones. Seemingly, subtle differences in slope aspect can have a huge effect on the stability of the snow. I can't count the number of accidents I have investigated in which people start snowmobiling, skiing or snowmobiling in a bowl on a safe aspect, but as they use up the snow, they not only gain confidence, but they tend to slowly work their way around the bowl onto the progressively more dangerous aspects, until someone finally triggers an avalanche.
From Dutch courage to William of Orange British troops fighting in the Low Countries during the Thirty Years’ War were given ‘Dutch Courage’ during the long campaigns in the damp weather through the warming properties of gin. Eventually they started bringing it back home with them, where already it was often sold in chemists’ shops. Distillation was taking place in a small way in England, but it now began on a greater scale, though the quality was often very dubious. Nevertheless, the new drink became a firm favourite with the poor. The formation by King Charles I of the Worshipful Company of Distillers, where members had the sole right to distil spirits in London and Westminster and up to twenty-one miles beyond improved both the quality of gin and its image; it also helped English agriculture by using surplus corn and barley. When King William III – better known as William of Orange – came to the English throne in 1689, he made a series of statutes actively encouraging the distillation of English spirits. Anyone could now distil by simply posting a notice in public and just waiting ten days. Sometimes gin was distributed to workers as part of their wages and soon the volume sold daily exceeded that of beer and ale, which was more expensive anyway. Licensed to sell Little nips of whisky, little drops of gin, Make a lady wonder where on earth she’s bin- Anon In 1729, an excise licence of £20 was introduced and two shillings per gallon duty was levied. In addition to which, retailers now required a licence. This almost suppressed good gin, but the quantity consumed of bad spirits continued to rise. In 1730 London had over 7,000 shops that sold only spirits. Daniel Defoe wrote of “the prodigious number of shopkeepers whose business is wholly and solely the selling of spirits”. In certain areas, spirits were sold on average from one private house in four. The abuse of alcohol by the poor became a major problem. Smollett, the 18th century Scottish novelist wrote: “In these dismal caverns (‘strong water shops’) they (the poor) lay until they recovered some of their faculties and then they had recourse to this same mischievous potion”. Lord Hervey declared: “Drunkenness of the common people was universal, the whole town of London swarmed with drunken people from morning till night.” William Hogarth in his ‘Gin Lane’, an engraving of about this period, portrays a scene of idleness, vice and misery, leading to madness and death. The Gin Riots The problem was tackled by introducing The Gin Act at midnight on 29 September 1736, which made gin prohibitively expensive. A licence to retail gin cost £50 and duty was raised fivefold to £1 per gallon with the smallest quantity you could buy retail being two gallons. The Prime Minister, Sir Robert Walpole, and Dr. Samuel Johnson were among those who opposed the Act since they considered it could not be enforced against the will of the common people. They were right. Riots broke out and the law was widely and openly broken. About this time, 11 million gallons of gin were distilled in London, which was over 20 times the 1690 figure and has been estimated to be the equivalent of 14 gallons for each adult male. But within six years of the Gin Act being introduced, only two distillers took out licences, yet, over the same period of time, production rose by almost fifty per cent. Respectability, high quality and patronage The Gin Act, finally recognised as unenforceable, was repealed in 1742 and a new policy, which distillers helped to draft was introduced: reasonably high prices, reasonable excise duties and licensed retailers under the supervision of magistrates. In essence this is the situation which exists today. These changes led to more respectable firms embarking on the business of distilling and retailing gin and it became the drink of high quality, which it has since remained. Many companies established themselves as well-to-do manufacturers, often becoming patrons for major enterprises; one such was the sponsorship of the attempt to discover the North West Passage 1829-33: the attempt failed, but the expedition did establish the true position of the North Magnetic Pole. Gin had been known as ‘Mother’s Milk’ from the 1820s but later in the century it became known as ‘Mother’s Ruin’, a description perhaps originating from the earlier ‘Blue Ruin’ of the prohibition era in the previous century. From gin palaces to high society By this time the battle for trade was hotting up between the beer shops and the gin shops. Following the 1820 ‘Beerhouse Act’, beer was sold free of licensing control and 45,000 beer shops – aimed to be the cosy homes from home – had appeared by 1838. Spirit retailers still required licences and, to compete with the beer shops, they devised the ‘gin palaces’ which first appeared about 1830. These were designed to be an escape from home. As home for the poor – who continued to be gin’s main supporters – was often a sordid slum, the gin palace was large, imposing and handsome and even luxuriously furnished. By the 1850s there were about 5,000 such places in London and Charles Dickens describes them in his ‘Sketches by Boz’ in the mid-1830s as “perfectly dazzling when contrasted with the darkness and dirt we have just left.” In the mid-1830s the temperance movement started. Whilst it failed to make a big impact, it did encourage much debate on drink which was still a problem. Thomas Carlyle wrote of gin as “liquid madness sold at tenpence the quartem”. By 1869 this led to an Act licensing the sale of beer and wine (spirits were still licensed). Two years later a further Act was introduced which would have halved the number of public houses in the country, but public opinion was outraged. One bishop stating in the House of Lords that he would “prefer to see all England free better than England sober” and the act was withdrawn. As reforms took effect, so the gin production process became more refined. So gin evolved to become a delicate balance of subtle flavours, and began its ascent into high society.
Common 3D Printing Terms 3D Printing - 3D printing is sometimes referred to as additive manufacturing or rapid prototyping. It is the process of creating a three dimensional physical object from a digital model. The 3D printer builds the object vertically by putting down layer upon layer of material. 3D Scanner - a device that analyzes an object or environment and creates several data points that are then used to construct a 3D model ABS - Acrylonitrile Butadiene Styrene - a common bioplastic used as a filament in some 3D printers. ABS is used in many household products and is the plastic used in Lego bricks Autocad - software used in 2D and 3D computer aided design and drafting Blender - free open source computer graphics software that can be used for 3D modeling Build Plate - surface on which the 3D model is formed during the printing process Bukobot - open source 3D printer designed by Deezmaker Extruder - part of the 3D printer that melts the filament and places it onto the build platform Filament - the plastic that is heated and extruded to create the physical 3D object Infill - measured as a percentage, fills the empty space inside the object - most objects are created with a honeycomb shaped infill pattern Makerbot - New York based maker of the Makerbot Replicator 2 3D Printer Makerware - software from Makerbot that works with other 3D modeling software to add supports and rafts, and customize how an object is printed Mesh - polygon models used in 3D comprised of vertices, edges, and faces OpenSCAD - free software to create solid 3D CAD objects. Overhang - section of a 3D model where there is no support below that section. Supports and / or rafts may be used to ensure proper printing PLA - Polylactic Acid - type of plastic filament used by the Makerbot Replicator 2. PLA is a bioplastic that is made from items such as corn starch. Raft - a flat layer of filament used to prevent warping, stabilize objects, and helps non-flat surface objects adhere to the build plate Resolution - layer thickness that is produced by the printer, a Makerbot Replicator 2 has a resolution up to 100 microns. SD Card - Secure Digital - memory card format used in portable devices, including the Makerbot Replicator 2 Sketchup - free 3D drawing tool STL - STereoLithography - File format created by 3D Systems Supports - thin, easily removable material that is laid down where there are overhangs or large gaps in the object Thingiverse - a repository where people can discover, make, and share 3D models. Users can download files of objects that others have made. Several of the objects can be customized and modified Tinkercad - in addition to paid versions, has a free version of its software that creates 3D digital models X3G - file type used by Makerbot 3D printers and created with Makerware software
Whenever I teach the inverse operations method to solve linear equations, there are naysayer students who don't see the need for such a 'crazy' method, since they can solve the equations mentally by inspection or by trial and error. Their reluctance is quickly eliminated when I toss a few decimal values into the simple equations! I made this Math Mosaic with such a purpose in mind. There are 60 unique worksheets that combine to create the Princess Mosaic. You could divvy them up however you want, between 2 classes, or 2 worksheets per student if you have a class of 30... Colouring by Algebra assignments are highly engaging!! Each worksheet represents a small section of the big picture! The end result will look spectacular hanging up in your classroom :) CHECK OUT THE PRODUCT PREVIEW to see the range of problem types and know exactly what these worksheets involve! -one and two step linear equations requiring addition, subtraction, multiplication, and division to isolate the variable. (no distributing or collecting like terms) -integer values, 1 decimal place values, 2 decimal place values It's simple! Students... 1. Calculate the answers. 2. Colour the squares. 3. Cut out their section. 4. Combine with the class! Students complete the problems in each square of their worksheet and colour according to the answer key. MIddle School and High school kids like colouring too! Their curiosity and desire to see the big picture come together will keep them working and helping each other! VIEW THE PREVIEW to see exactly what these worksheets involve! INCLUDED (PDF file): ->Complete class set of 60 worksheets, that combine to create the Princess mosaic. All worksheets contain the answers scrambled so students can monitor their own understanding. ->The master answer key for all sheets, showing the colour and numeric answers for all squares. ->Each worksheet contains 12 linear equations involving integers, one or two decimal place values. Ontario Curriculum: This is great for MFM1P, MFM2P or MPM1D! If you like this product, be sure the check out the whole Collaborative Math Mosaic directory , sorted by topic! All my "Colouring by..." math mosaics use the standard colours found in a Crayola 24 pack of coloured pencils. For best results, use the exact colour name match. Maybe a class set of pencil crayons would be a fun departmental purchase? :) I'd love to hear from you! Leave some feedback about how this went in your classroom.
A flashlight (torch in Commonwealth English) is a portable hand-held electric light. Usually, the source of the light is a small incandescent light bulb or light-emitting diode (LED). A typical flashlight consists of a light bulb mounted in a reflector, a transparent cover (sometimes combined with a lens) to protect the light source and reflector, a battery, and a switch. These are supported and protected by a case. The invention of the dry cell and miniature incandescent electric light bulbs made the first battery-powered flashlights possible around 1899. Today flashlights use mostly incandescent lamps or light-emitting diodes and run on disposable or rechargeable batteries. Some are powered by the user turning a crank or shaking the lamp, and some have solar panels to recharge a battery. In addition to the general-purpose hand-held flashlight, many forms have been adapted for special uses. Head or helmet-mounted flashlights designed for miners and campers leave the hands free. Some flashlights can be used underwater or in flammable atmospheres. Early flashlights ran on zinc-carbon batteries, which could not provide a steady electric current and required periodic ‘rest’ to continue functioning. Because these early flashlights also used energy-inefficient carbon-filament bulbs, “resting” occurred at short intervals. Consequently, they could be used only in brief flashes, hence the common North American name flashlight. In many English-speaking countries the word torch continued to be used for portable lighting devices even when they became battery-powered rather than based on a flame, though the terms “flashlamp” and “flashlight” were also understood. In 1887, the first dry cell battery was invented. Unlike previous batteries, it used a paste electrolyte instead of a liquid. This was the first battery suitable for portable electrical devices, as it did not spill or break easily and worked in any orientation. Portable hand-held electric lights offered advantages in convenience and safety over (combustion) torches, candles and lanterns. The electric lamp was odourless, smokeless, and emitted less heat than combustion-powered lighting. It could be instantly turned on and off, and avoided fire risk. On January 10, 1899, British inventor David Misell obtained U.S. Patent No. 617,592, assigned to American Electrical Novelty and Manufacturing Company. This “electric device” designed by Misell was powered by “D” batteries laid front to back in a paper tube with the light bulb and a rough brass reflector at the end. The company donated some of these devices to the New York City police, who responded favorably to them. The angle-head flashlight on the left uses an incandescent bulb, while the adjustable angle-head flashlight on the right uses LEDs to give white, red, blue, and infrared light Carbon-filament bulbs and fairly crude dry cells made early flashlights an expensive novelty with low sales and low manufacturer interest. Development of the tungsten-filament lamp in 1904, with three times the efficacy of carbon filament types, and improved batteries, made flashlights more useful and popular. The advantage of instant control, and the absence of flame, meant that hand-held electric lights began to replace combustion-based lamps such as the hurricane lantern. By 1922 several types were available; the tubular hand-held variety, a lantern style that could be set down for extended use, pocket size lamps for close work, and large reflector searchlight-type lamps for lighting distant objects. In 1922 there were an estimated 10 million flashlight users in the United States, with annual sales of renewal batteries and flashlights at $20 million, comparable to sales of many line-operated electrical appliances. Flashlights became very popular in China; by the end of the 1930s, 60 companies made flashlights, some selling for as little as one-third the cost of equivalent imported models. Miniature lamps developed for flashlight and automotive uses became an important sector of the incandescent lamp manufacturing business. Incandescent flashlights use incandescent light bulbs which consists of a glass bulb and a tungsten filament. The bulbs are under vacuum or filled with argon, krypton or xenon. Some high-power incandescent flashlights use a halogen lamp where the bulb contains a halogen gas such as iodine or bromine to improve the life and efficacy of the bulb. In all but disposable or novelty flashlights, the bulb is user-replaceable; the bulb life may be only a few hours. The light output of an incandescent lamp in a flashlight varies widely depending on the type of lamp. A miniature keychain lamp produces one or two lumens. A two D-cell flashlight using a common prefocus-style miniature lamp will produce on the order of 15 to 20 lumens of light and a beam of about 200 candlepower. One popular make of rechargeable focusing flashlight uses a halogen lamp and produces 218 lumens. By comparison, a 60-watt household incandescent lamp will produce about 900 lumens. The luminous efficacy or lumens produced per watt of input of flashlight bulbs varies over the approximate range of 8 to 22 lumens/watt, depending on the size of the bulb and the fill gas, with halogen-filled 12 volt lamps having the highest efficacy Powerful white-light-emitting diodes (LED)s are increasingly replacing incandescent bulbs in practical flashlights. LEDs existed for decades, mainly as low-power indicator lights. In 1999, Lumileds Corporation of San Jose, California, introduced the Luxeon LED, a high-power white-light emitter. This made possible LED flashlights with power and running time better than incandescent lights. The first Luxeon LED flashlight was the Arc LS, designed in 2001. White LEDs in 5 mm diameter packages produce only a few lumens each; many units may be grouped together to provide additional light. Power LEDs, drawing more than 100 milliamperes each, simplify the optical design problem of producing a powerful and tightly-controlled beam. LEDs can be significantly more efficient than incandescent lamps, with white LEDs producing on the order of 100 lumens for every watt, compared to 8-10 lumens per watt of small incandescent bulbs. An LED flashlight will have a longer battery life than an incandescent flashlight with comparable output. LEDs are also less fragile than glass lamps. LED lamps have different spectra of light compared to incandescent sources, and are made in several ranges of color temperature and color rendering index. Since the LED has a long life compared to the usual life of a flashlight, very often it is permanently installed. LEDs generally must have some kind of control to limit current through the diode. Flashlights using one or two disposable 1.5 volt cells require a boost converter to provide the higher voltage required by a white LED, which need around 3.4 volts to function. Flashlights using three or more dry cells may only use a resistor to limit current. Some flashlights electronically regulate the current through the LEDs to stabilize light output as the batteries discharge. LEDs maintain nearly constant color temperature regardless of input voltage or current, while the color temperature of an incandescent bulb rapidly declines as the battery discharges, becoming redder and less visible. Regulated LED flashlights may also have user-selectable levels of output appropriate to a task, for example, low light for reading a map and high output for checking a road sign. This would be difficult to do with a single incandescent bulb since efficacy of the lamp drops rapidly at low output. LED flashlights may consume 1 watt or much more from the battery, producing heat as well as light. In contrast to tungsten filaments, which must be hot to produce light, both the light output and the life of an LED decrease with temperature. Heat dissipation for the LED often dictates that small high-power LED flashlights have aluminium or other high heat conductivity bodies, reflectors and other parts, to dissipate heat; they can become warm during use. Light output from LED flashlights varies even more widely than for incandescent lights. “Keychain” type lamps operating on button batteries, or lights using a single 5 mm LED, may only produce a couple of lumens. Even a small LED flashlight operating on an AA cell but equipped with a power LED can emit 100 lumens. The most powerful LED flashlights produce more than one thousand lumens and may use multiple power LEDs. LEDs are highly efficient at producing colored light compared with incandescent lamps and filters. An LED flashlight may contain different LEDs for white and colored light, selectable by the user for different purposes. Colored LED flashlights are used for signalling, special inspection tasks, forensic examination, or to track the blood trail of wounded game animals. A flashlight may have a red LED intended to preserve dark adaption of vision. Ultraviolet LEDs may be used for inspection lights, for example, detecting fluorescent dyes added to air conditioning systems to detect leakage, examining paper currency, or checking UV-fluorescing marks on laundry or event ticket holders. Infrared LEDs can be used for illuminators for night vision systems. LED flashlights may be specified to be compatible with night vision devices. From Wikipedia, the free encyclopedia
Surf for More Math Lesson 2 - Measuring Lengths Use these interactive quizzes and activities to encourage your child to have fun on the Web while learning about measuring lengths. Relate metric units of length to each other. Student Book pages 130-131 Instructions for Use Metric Measuring Lengths lets your child match two equal lengths using different metric units. To use Metric Measuring Lengths, click on two squares that have equivalent measurements. If the measurements are equivalent, the squares disappear, if the measurements are not equivalent, the squares remain on the screen. Metric Units Quiz tests your child's understanding of different metric units. To use Metric Units Quiz, click the "Let's begin" button, and select the correct answer for the multiple-choice questions. Click the "Next question" button to continue.
Earth Day 2012 "On April 22, 1970, millions of Americans came together to celebrate the first Earth Day. Students, teachers, activists, elected officials, and countless others challenged our Nation to confront our most urgent environmental issues and rallied around a single message: the success of future generations depends upon how we act today. As we commemorate Earth Day this year, we reflect on the challenges that remain before us and recommit to the spirit of togetherness and shared responsibility that galvanized a movement 42 years ago." President Obama (From the Presidential Proclamation on the Earth Day released on April 20, 2012) Earth Day is an annual celebration day on which events are held around the glome to increase awareness and appreciation of the Earth's natural environment. Today, these celebration efforts are coordinated globally by the Earth Day Network with the participation of more than 175 countries every year. As the symbolic birthday of the Earth, the concept was pioneered by John McConnell in 1969 at a UNESCO Conference in San Francisco. He proposed March 21, 1970, the first day of spring in the northern hemisphere. Following that, U.S. Senator Gaylord Nelson initiated a separate Earth Day event April 22, 1970, which activated 20 million Americans from all walks of life and is widely credited with launching the modern environmental movement. The passage of the landmark Clean Air Act, Clean Water Act, Endangered Species Act and many other groundbreaking environmental laws soon followed. Denis Hayes, who was the original national coordinator in 1970, later took it to the international level in 1990. And, more than 1 billion people today participate in the Earth Day activities each year, making it the largest civic observance in the world. This year's main theme for the Earth day was "Mobilize the Earth". More than one billion people in 192 countries took part in the 42nd Anniversary of Earth Day. From Cairo to Beijing, Melbourne to Rome, Rio to St. Louis, communities everywhere stood together for a strong, coordinated action to deal with most pressing environmental challenges.
A new carbon cycle model developed by researchers in Europe indicates that global carbon emissions must start dropping by no later than 2015 to prevent the planet from tipping into dangerous climate instability. The finding is likely to put new pressure on the world’s top two carbon emitters — China and the US — both of which were widely blamed for failure to reach a binding global accord on carbon reductions in Copenhagen last December. Furthermore, the non-binding outcome of Copenhagen has global carbon emissions peaking in 2020 — five years too late, according to the latest model. The model, developed by researchers at Germany’s Max Planck Institute for Meteorology, suggests the world’s annual carbon emissions can reach no more than 10 billion tonnes in five years’ time before they must be put on a steady downward path. After that, the researchers say, emissions must drop by 56 per cent by mid-century and need to approach zero by 2100. Those targets are necessary to prevent average global temperatures from rising by more than 2 degrees C by 2100. Under that scenario, though, further warming can still be expected for years to come afterward. “It will take centuries for the global climate system to stabilise,” says Erich Roeckner, a researcher at the Max Planck Institute. The new model is the first to pinpoint the extent to which global carbon emissions must be cut to prevent dangerous climate change. Since the beginning of the Industrial Revolution, atmospheric concentrations of carbon dioxide have risen by 35 per cent, to around 390 parts per million today. Stabilising the climate will require concentrations to climb to no higher than 450 parts per million. “What’s new about this research is that we have integrated the carbon cycle into our model to obtain the emissions data,” Roeckner says.
First, we'll learn how to make a coefficient matrix. We'll start with the following examples: x + 4y = 6 2x – 3y = 9 This is all fine and dandy, we know all about coefficients. The first equation has a -4, while the second equations has a 2 and a -3. But what's the coefficient in front of the first x? That's right; it's a 1. Therefore, our equations are equivalent to: 1x + 4y = 6 2x – 3y = 9 To create the coefficient matrix we make a matrix like this: That's all a matrix really is: a grid of numbers inside brackets. When it's a coefficient matrix, the coefficients are the entries. The rows of a matrix are the horizontal number groups, so in this coefficient matrix the rows are 1 4 and 2 -3; 1 4 is row one, and 2 -3 is row two. The columns of a matrix are the vertical number groups, so in this coefficient matrix the columns are 1 2 and 4 -3; 1 2 is column one and 4 -3 is column two. Now we get to find us some determinants. Determinants ditch the brackets and use vertical lines instead. Determinants are NOT open-minded. They only associate with square matrices. (Insecurity, no doubt.) To find the determinant from our coefficient matrix above You go like this: (1)(-3) – (2)(4) = -5 Why? Because you multiply down the first diagonal And up the other one And put a minus between them. That's it. Crisscross minus applesauce. Looking for a formula, you math lovers? Okay. The value of the determinant for the above matrix is ps – rq Fun with determinants doesn't end there. Check out Cramer's Rule next.
Autism is one of the most common genetic alterations, caused by a deletion of the 27-gene cluster on chromosome 16. By generating mouse models of autism, scientists at Cold Spring Harbor Laboratory (CSHL) provided the first evidence that inheriting fewer copies of these genes leads to features resembling those used to diagnose children with autism. “Children normally inherit one copy of a gene from each parent. We had the tools to see whether copy number changes found in kids with autism were causing the syndrome,” CSHL Professor Alea Mills was quoted as saying. In 2007, Professor Michael Wigler, also at CSHL, revealed that some children with autism have a small deletion on chromosome 16, affecting 27 genes in a region of our genomes referred to as 16p11.2. The deletion — which causes children to inherit only a single copy of the 27-gene cluster — is one of the most common copy number variations (CNVs) associated with autism. “The idea that this deletion might be causing autism was exciting,” explained Mills. “So we asked whether clipping out the same set of genes in mice would have any effect.” After engineering mice that had a chromosome defect corresponding to the human 16p11.2 deletion found in autism, Mills and her team analyzed these models for a variety of behaviors, as the clinical features of autism often vary widely from patient to patient, even within the same family. “Mice with the deletion acted completely different from normal mice,” Guy Horev, a Postdoctoral Fellow in the Mills laboratory and first author of the study, was quoted as saying. These mice had a number of behaviors characteristic of autism: hyperactivity, difficulty adapting to a new environment, sleeping deficits, and restricted, repetitive behaviors. Interestingly, mice that had been engineered to carry an extra copy, or duplication, of the 16p11.2 region did not have these characteristics, but instead, had the reciprocal behaviors. For each behavior, the deletion had a more dire consequence than the duplication, indicating that gene loss was more severe. This might explain why 16p11.2 duplications are detected much more frequently than deletions within the human population, and why patients with16p11.2 deletions tend to be diagnosed earlier than those with duplications. The mouse models also revealed a potential link between 16p11.2 deletion and survival, as about half the mice died following birth. Whether these findings extend to the human population might be answered by future studies that investigate the link between this deletion and unexplained cases of infant death. The researchers also used MRI to identify specific regions of the brain that were altered in the autism models, revealing that eight different parts of the brain were affected. The group is now working to identify which gene or group of genes among the 27 that are located within the deleted region is responsible for the behaviors and brain alterations observed. These mice will be invaluable for pinpointing the genetic basis of autism and for elucidating how these alterations affect the brain. They could also be used for inventing ways to diagnose children with autism before they develop the full-blown syndrome, as well as for designing clinical interventions. SOURCE: Proceedings of the National Academy of Sciences, published online October 3, 2011
عنوان مقاله [English] Arid and semi-arid areas of the world are located between 20 to 45 degrees north and south latitude. Iran is also located in this area which is referred to as the world’s desert belt. Identifying these zones is the most fundamental and basic thing to do. In Iran’s arid zones, huge masses of running sand are compacted in different places. In local language, these sand masses are called pebbles. The study area includes Band-e rig Kashan sand dunes, located in Chale Masile, south of Namak Lake. In the present article, we try to study wind environments by exploring the geomorphology, sampling and grading the elements of sand dunes. Surveys include local data collection and sampling of sand dunes. Statistical factors and sedimentology were calculated by GRADISTAT software and deposit grading curves were created. Deposit grading indicates that deposits in 4 points of the sand dune have a sorting difference of 0.327 φ and this difference is due to the position of deposit withdrawal and wind power.
Cultures & Traditions Ink Painting (Japan) Although Chinese ink painting had been known in Japan since the Heian period (CE 794-1185), it was in the 13th century that the concepts and techniques of Song dynasty (CE 960-1279) ink painters profoundly impacted Japanese artistic culture. The resurgence of ink painting was due to the introduction of Ch'an Buddhism, which became Zen in Japan, and the style of the Ch'an monk Muqi (Japanese: Mokkei) was particularly influential. Early practitioners of ink painting were Zen monks who executed abbreviated, direct paintings of Buddhist subjects in monochrome ink. Although ink painting often continued to be associated with Zen temples throughout the following centuries, not all painters were monks. Chinese-inspired themes and models played a significant role in the production of ink painting; however, the themes treated by ink painters eventually expanded, and the techniques were adapted to Japanese styles. In the 15th and 16th centuries, more secular and decorative approaches to ink painting emerged. The Muromachi period (1333-1568) saw the application of ink painting to larger formats such as screens, whereas it was previously in smaller formats such as scroll,; and in the Momoyama period (1568-1600), ink was applied to a gold background on screens. The Chinese ink technique was also combined with the rich color of Japanese style painting, or yamoto-e creating a fusion of the two styles. In the Edo period (1600-1868), Maruyama Okyo, founder of the Maruyama school, combined the Western influenced approaches of direct observation and objective portrayal of nature with ink painting techniques to produce familiar Japanese scenes and subjects. It was also in this period that another style of Chinese ink painting, called nanga (Southern school painting) or bunjinga (literati painting), rose to prominence in Japan. This style of painting, pursued by landed gentry of the Ming (1368-1644) and Qing (1644-1911) dynasties for their own aesthetic enjoyment, became professionalized in Japan. Chinese models were executed with ink as a primary medium and occasional washes of color. Following the Edo period, in the 20th century and beyond, ink painting continued to exert an influence on modern and contemporary Japanese artistic practice. "Scroll Painting," DMA Connect, 2012. "Suibokuga," JAANUS, http://www.aisf.or.jp/ jaanus/. Accessed April 21, 2015. Miyeko Murase, Byobu: Japanese Screens from New York Collections (New York: The Asia Society, Inc., 1971), 9-16.
The Pentatonic Scale (Both Major & Minor) In this lesson you will learn, in depth, how to play and construct a major and minor pentatonic scale. You’re probably already very familiar with the typical minor pentatonic box shape that looks like this: This is your A minor pentatonic scale, because its root note is an A. Knowing this shape is a great start! But let’s take a moment to actually understand this shape, where it comes from, and why it is the minor pentatonic scale. Penta (greek origin) means five, indicating that the pentatonic scale is a 5 note scale. More specifically, it is built from the following intervals: - Major: 1, 2, 3, 5, 6 - Minor: 1, b3, 4, 5, b7 Notice how similar these are to the full 7 note major & minor scales you learnt in the previous lesson? In minor, the flattened third and seventh degrees (minor third and minor seven) indicate its minor tonality. In major, its major third indicates its major tonality. Take note of these formulas so that you can develop a greater understanding of how the scale is built. The minor pentatonic shape that you already know is built from the sixth degree of the major pentatonic. The sixth degree of the major pentatonic scale is the final note before moving back to the octave/root note. This indicates that, based on your current knowledge of the minor pentatonic scale sequence, we can build the major pentatonic scale using the exact same shape, but rather starting on the second note as shown below: This is your C major pentatonic scale, because the root note is a C. Despite using the same pattern of notes on the fretboard, you are playing two different scales in two different keys. To hear this more clearly, play an Am chord before playing the Am pentatonic scale, or a C chord before playing the C major pentatonic scale. The simple interchange between these two scales is referred to as “relative keys”. We’ll expand further on this point in an upcoming lecture. For now, take a moment to study the intervals within each shape as demonstrated in the above graphics. Distinguishing Major & Minor When you play both of the patterns we’ve spoken of so far, you’ll notice that they sound almost identical. That’s because they are. The only thing that helps to define them is the context in which you play in. If you play the pattern over an Am chord progression, it will sound like you’re playing the minor pentatonic. If you play the pattern over a C major chord progression, it will sound like you’re playing the major pentatonic. To help your ear distinguish the two scales from each other, there’s another shape that we can learn and use when playing a major pentatonic scale: In aid of distinguishing the two scales, I recommend that you associate the shape above with major, and the first shape I demonstrated with minor. Not only do you have two shapes to take away from this lesson to associate with both major and minor, but I also want to encourage you to get comfortable with remembering the intervals in each shape. Knowing where the intervals sit will later on help you play lead more strategically rather than just running up and down the scale shapes.
Venus is our inner neighbour in the Solar System. The second planet from the Sun, it is another rocky world, similar in size to the Earth. But it could hardly be more different or less hospitable. Venus is a beautiful and brilliant sight in our skies, becoming the brightest object after the Sun and Moon. It is named after the Roman goddess of love, but in reality it is a hateful place that conjures up a vision of hell. Space probes have shown that our fiery cousin, devoid of water and permanently shrouded in cloud, is a nightmare world with a climate that has gone out of control. Its clouds mean it gets less sunlight than we do, despite being closer to the sun. A runaway greenhouse effect has made it the hottest planet in the Solar System with a temperature on the ground that is twice that inside a domestic oven – 465C. Air pressure at the surface is 100 times greater than on Earth. Its atmosphere is almost entirely poisonous carbon dioxide. There is no water but toxic clouds of sulphuric acid belched by volcanoes. It is only comparatively recently that, thanks to space probes, we have learned this because Venus is enveloped by a dense cover of clouds. These clouds hide the surface of the planet from us completely and astronomers could only speculate as to what lay at the surface. Some imagined vast oceans as the source of the clouds. Others suggested the surface was covered by Saharan-type deserts. The clouds must reflect around 60 per cent of the sun’s light and heat. So its fiery conditions are thought due to a runaway greenhouse effect. Early clues that all was not well on Venus came when the former Soviet Union sent a sequence of probes named Venera to the planet. It was not long before they sent back the first data revealing Venus’ searing temperatures, extreme atmospheric pressure at the surface, 90 times greater than on Earth, plus raging thunderstorms. Four probes – Venera 9, 10, 13 and 14 – even transmitted images of the planet’s rocky terrain in the minutes before they were crushed to destruction. Later probes manged to lift the veil from Venus even more. Two American Mariner missions learned more about the make-up of the atmosphere – mainly carbon dioxide with some nitrogen – and pictured the patterns in the cloud tops. But the greatest flood of information came when the US spacecraft Magellan sailed into orbit around Venus in 1990 and began to chart its surface in detail with cloud-penetrating radar. Magellan was a stunning success, allowing planetary scientists to draw up high-resolution maps of Venus before the probe was deliberately plunged into the atmosphere in 1994. These maps showed that the totally dry surface was mainly made up of smooth plains with two continent-sized highland areas, one in the northern hemisphere, now named Ishtar Terra, and one in the southern, called Aphrodite Terra. Most of the mountains and other surface features were named after historical and mythological women in keeping with the planet’s own female persona. Features detected include 167 giant volcanoes and nearly 1,000 impact craters. In 2006 a European space probe, Venus Express, went into orbit around the planet dubbed Earth’s evil twin and began returning fascinating new data including close-up images of a swirling double vortex over the south pole. In an eight-year mission, its swooping orbit brought it low over the cloud tops and revealed big variations in the sulphur dioxide content, suggesting that the volcanoes were still active. Its fuel exhausted, Venus Express plunged to destruction in the planet’s atmosphere in early 2015. A Japanese space probe called Akatsuki, launched towards Venus in 2010, looked lost after a fault caused it to fly past the planet. But five years later, mission controllers managed to rescue it and put it into a new, more elongated orbit where it began to survey the atmosphere. Two NASA missions to the outer planets also gathered data on Venus as they flew past to get a gravitational boost on their long journeys. Galileo shot past on its way to Jupiter, in February 1990, taking pictures, measuring dust, charged particles and magnetism, and making infrared studies of the lower atmosphere. Saturn probe Cassini-Huygens made two flybys, in April 1998 and April 1999, when it looked for, but failed to spot, lightning in the clouds. Related: Here’s how to observe Venus.
The pressure-fed engine is a class of rocket engine designs. A separate gas supply, usually helium, pressurizes the propellant tanks to force fuel and oxidizer to the combustion chamber. To maintain adequate flow, the tank pressures must exceed the combustion chamber pressure. Pressure fed engines have simple plumbing and have no need for complex and occasionally unreliable turbopumps. A typical startup procedure begins with opening a valve, often a one-shot pyrotechnic device, to allow the pressurizing gas to flow through check valves into the propellant tanks. Then the propellant valves in the engine itself are opened. If the fuel and oxidizer are hypergolic, they burn on contact; non-hypergolic fuels require an igniter. Multiple burns can be conducted by merely opening and closing the propellant valves as needed, if the pressurization system also has activating valves. They can be operated electrically, or by gas pressure controlled by smaller electrically operated valves. Care must be taken, especially during long burns, to avoid excessive cooling of the pressurizing gas due to adiabatic expansion. Cold helium won't liquify, but it could freeze a propellant, decrease tank pressures, or damage components not designed for low temperatures. The Apollo Lunar Module Descent Propulsion System was unusual in storing its helium in a supercritical but very cold state. It was warmed as it was withdrawn through a heat exchanger from the ambient temperature fuel. Spacecraft attitude control and orbital maneuvering thrusters are almost universally pressure-fed designs. Examples include the Reaction Control (RCS) and the Orbital Maneuvering (OMS) engines of the Space Shuttle orbiter; the RCS and Service Propulsion System (SPS) engines on the Apollo Command/Service Module; the SuperDraco (in-flight abort) and Draco (RCS) engines on the SpaceX Dragon 2; and the RCS, ascent and descent engines on the Apollo Lunar Module. Some launcher upper stages also use pressure-fed engines. These include the Aerojet AJ10 and TRW TR-201 used in the second stage of Delta II launch vehicle, and the Kestrel engine of the Falcon 1 by SpaceX. Pressure-fed engines have practical limits on propellant pressure, which in turn limits combustion chamber pressure. High pressure propellant tanks require thicker walls and stronger alloys which make the vehicle tanks heavier, thereby reducing performance and payload capacity. The lower stages of launch vehicles often use either solid fuel or pump-fed liquid fuel engines instead, where high pressure ratio nozzles are considered desirable. Other vehicles or companies using pressure-fed engine: - "LM Descent Propulsion Development Diary". Encyclopedia Astronautica. Archived from the original on 6 June 2012. Retrieved 5 June 2012. - JOHN R. LONDON III (October 1994). LEO on the Cheap (PDF). Air University Press. pp. 68–69. ISBN 0-89499-134-5. - "Falcon 1 Users Guide" (PDF). SpaceX. 2008-09-28. Archived from the original (PDF) on 2 October 2012. Retrieved 5 June 2012.
Mollusks are animals such as clams, mussels, octopus and squid. Besides the slight tickle or sting of the bubbles in the sparkling water, do you notice anything else? Common names for wetlands include marshes, estuaries, mangroves, mudflats, mires, ponds, fens, swamps, deltas, coral reefs, billabongs, lagoons, shallow seas, bogs, lakes, and floodplains, to name just a few! The trees are easily recognizable by their dense mats of thick, stick-like roots that rise out of the mud and water. One big part of its role is to soak up energy (heat) and distribute it more evenly around the Earth. Marine conservation focuses on limiting human-caused damage to marine ecosystems, and on restoring damaged marine ecosystems. Aquatic Habitats: The animals which live in water are called aquatic animals. Hard corals are the reef-building corals that are hard coral shells left behind when corals die. Smaller aquatic animals often inhabit the shallower regions. The ocean plays a starring role in whatever happens with the environment. Several species living in the same place is called a community. Sea snakes hunt small fish and eels in the coral reefs. When the ocean temperatures rise; there are other associated adverse impacts that are experienced in the aquatic environment.The heat melts the icecaps and as a result, there is a resultant rise in the ocean level. An extraordinary number of fish species inhabit streams and rivers. A wetland is an area of land that is saturated with water. Marine conservation is the study of conserving physical and biological marine resources and ecosystem functions. Chemicals and pesticides contaminate the water, as well as waste water. In the Bering Sea, the effects of overfishing on marine animals are obvious. This egg-laying shark gets its name from its primary habitat off the coast of Port Jackson in southern Australia. The introduction of predators by humans threatens their survival. Plastic ingestion can kill turtles by blocking the gut or piercing the gut wall, and can cause other problems through the release of toxic chemicals into the animals’ tissues. Spilled oil can harm living things because its chemical constituents are poisonous. The main threats to wetlands are deforestation and pollution. A group of the same kind of algae, a group of the same species of mussels, or a group of red-eared slider turtles are all examples of populations you might find living in a river. Almost all Earth’s water is in the oceans. Wetlands cover at least 6% of the earth and have become a focal issue for conservation due to the 'ecosystem services' they provide. Most Americans live within a mile of a river or a stream. Jupiterimages/Brand X Pictures/Getty Images, Iowa Department of Natural Resources: Aquatic Life, University of California Museum of Paleontology: Porifera: Life History and Ecology. Tiered like a terrestrial rainforest with a canopy and several layers below, the kelp forests of the eastern Pacific coast are dominated by two canopy-forming, brown macroalgae species, giant kelp (Macrocystis pyrifera) and bull kelp (Nereocystis leutkeana). Aquatic animals like fish comprise modified limbs for the locomotion in water. Corals have long been popular as souvenirs, for home decor, and in jewelry, but many consumers are unaware that these beautiful structures are made by living creatures. It takes corals decades or longer to create reef structures, so leave corals and other marine life on the reef. Corals are animals, even though they may exhibit some of the characteristics of plants and are often mistaken for rocks. With a round cylindrical body, they can measure from 8 to 13 feet from tail to head. Habitats Learn about the different natural environments of plants and animals. Penguins waddle around in ungainly fashion on ground, but once in water they transform into expert swimmers and can cruise at speeds of 15 miles per hour. This is a relatively new discipline. Salmon are unique: as adults they live in a marine habitat, but each year, salmon travel against powerful currents to their birthplace, a freshwater stream, to lay eggs. Many animal species that live in mangrove forests are found nowhere else on earth. They are social, living in pods of up to a dozen individuals. Laboratory Animal Housing (Aquatic Habitats) During this COVID-19 pandemic, Pentair global operations and supply teams are working diligently to help ensure our valued customers are getting the best possible service and delivery during this time. These mammals are not just the largest creatures of the ocean, but of the Earth. Some habitats exist where saltwater and freshwater mix together. Salt Regulation. Wetlands generally fall into five general types: marine (ocean), estuarine (estuary), riverine (river), lacustrine (lake), and palustrine (marsh). Anyone who approaches a wild animal to touch, feed, or pose for photographs with it may be guilty of unintentional harassment. Marine conservation is the study of conserving physical and biological marine resources and ecosystem functions. Oceans create the largest habitat in the world. Separated from the mainland, these species have adapted to their isolated environments. ● Freshwater habitats are aquatic habitats with low levels of salt, less than one percent. Countless numbers of creatures rely on coral reefs for their survival. Others visit momentarily to eat and drink. They include oceans, seas and coral reefs. Many insects live, and lay their eggs, in wetland habitats...providing food for frogs and lizards. The higher vertebrates, birds and mammals, have also adapted to life in marine and freshwater habitats. They include oceans, seas and coral reefs. This would include corals, sea anemone and jellyfish belonging to the phylum Cnidaria. Sound ocean policy depends on the election of proper public officials. The two main types of ocean habitat are coastal, inshore habitats found around land, and open ocean habitats that stretch around the planet. Coral reefs support more species than any other marine environment and rival rainforests in their biodiversity. Research published in 2006 found that up to 70 million sharks are killed by humans each year, mostly for their fins. There are more misunderstandings and untruths about sharks than almost any other group of animals on the planet. Some island animal species have developed completely separately from mainland species. Aquatic animals can be either vertebrates or invertebrates. These large areas of water contain a wealth of plants and are broken up by small islands of land. Sea storms, such as tsunamis, can also reek havoc on coral reef environments. This is a relatively new discipline. The pinniped, the family to which these two belong, consists of the phocidae or true seals and otariidae or sea lions. Water could be the key to finding life. Natural environments and the animals that live in them can be categorized as aquatic (water) or terrestrial (land). While some claim the manatee is ugly, with ‘a face only a mother could love,’ most people seem drawn to this fascinating marine creature. Many insects such as mosquitoes, mayflies, dragonflies and caddisflies have aquatic larvae, with winged adults. Hidden beneath the ocean waters, coral reefs teem with life. Different types of plants and animals live in different habitats. Eels and seahorses are among the many fish species. More animal species live in the rich, shallower waters than the deep sea, though animals live throughout the oceans. Without immediate action to save these precious ecosystems, many species will be lost forever. Things like the size of the body of water, water temperature and how much water temperatures change, how many nutrients are in the water, and whether or not the water is flowing will most strongly influence the kinds of animals that you’ll find in an aquatic habitat. Scientists explain that when there is higher concentration of carbon dioxide in the air, the water absorbs much of it. Sometimes the seals are skinned alive. Some of the examples of habitatsare : Forests, Grasslands, Garden, Deserts, Hills, Fields, Soil, Homes, Tree, River, Sea, Pond, Lake, and Sea-shore. However, sponge larvae are mobile and travel in the ocean current to spread throughout the ocean floor. Like sponges, cnidarians primarily live in marine habitats, some attached to the ocean floor and others swimming freely. The manatee, or sea cow, is an aquatic mammal. The ocean contains about 97% of all the water on Earth. In scientific classification, corals fall under the phylum Cnidaria and the class Anthozoa. Be active. You can make a big difference for ocean conservation and species preservation. What Is a Habitat? There is strong evidence that global sea level is now rising at an increased rate and will continue to rise during this century. Too many boats are chasing too few fish. FRESHWATER HABITATS. According to the shark attack file, maintained by the Florida Museum of Natural History, on average 5 people die worldwide from shark attacks. Coral reef ecosystems are complex, dynamic, and sensitive systems. It makes the water a little acidic. The two main types of shallow watery areas are swamps and wetlands. Coral reefs support more species than any other marine environment and rival rainforests in their biodiversity. By most accounts, because of its spectacular growth rates, kelp recovers quickly from physical disturbances such as storms that might uproot the fragile plants. Aquatic is referred to as the body of water while marine is usually associated with sea. Difference Between Aquatic and Marine. While similarities between these two amphibious mammals seem apparent, there are some inherent differences. They make ultrasonic sounds for echolocation. Penguins' wings propel them rapidly through ocean waters. Adult frogs and salamander lay eggs in the water where fishlike young hatch. Healthy watersheds and aquatic habitats are vital for sustaining productive and diverse fisheries across the United States. In some places, the ocean is deeper than the tallest mountains are high. They have several adaptations such as streamline … Habitats form a vast tapestry of life across the Earth's surface and are as varied … There are many different kinds of wetlands and many ways to categorize them. Coral reefs provide a natural wave barrier which protects beaches and coastlines from storms and floods. Corals are popular as souvenirs, for home decor and in costume jewelry, yet corals are living animals that eat, grow, and reproduce. And at the core of individual ecosystems is a creature, or in some cases a plant, known as a keystone species. Understanding both types of impacts can help spill responders minimize overall impacts to ecological communities and help them to recover much more quickly. These include mud flats, mangroves and salt marshes. Spilled oil can harm living things because its chemical constituents are poisonous. Threats to marine turtle species come from an estimated four million to 12 million tons of plastic which enter the oceans annually. Healthy and diverse habitats mean healthy and diverse populations of fish. Bintzler's education includes degrees in zoology, chemistry and post-graduate studies in genetics. Despite our efforts, shipping delays may occur. Marine conservationists rely on a combination of scientific principles derived from marine biology, oceanography and fisheries science, as well as on human factors. Larger animals have ample fish to feed on. A warming climate can cause seawater to expand and ice over land to melt, both of which can cause a rise in sea level. These include mud flats, mangroves and salt marshes. Lakes are often fed by streams or rivers. Similar species may be found in both marine and fresh water. Mangrove swamps are one of the richest habitats on the planet. They are constructed for electric production, flood control, water supply and irrigation. Human activity and the introduction of new species on islands has caused much harm, making many species endangered or extinct. Limited in size and resources, ecosystems on islands are fragile and easily disturbed. With nowhere else for them to go, the loss of habitat or food sources is particularly damaging to island animals. Organisms that live in water are called aquatic organisms. One of the largest dead zones forms in the Gulf of Mexico every spring. A whopping 96.5 percent of water on Earth is in our oceans, covering 71 percent of the surface of our planet. And at the core of individual ecosystems is a creature, or in some cases a plant, known as a keystone species. Seal-clubbing is justified by the Canadian government because its victims are adversely affecting the profits of the Newfoundland fishing industry. A habitat provides food, water, air, light, shelter (protection), and a place for breeding to the plants and animals living in it. Arthropods include marine animals such as crab, lobster and shrimp. Don't be afraid OF sharks; be afraid FOR them. Whales are among the most fascinating and talked about creatures on the planet. Providing a home for fish, plants, animals, and people, rivers are essential for the survival of many species—including our own. Sharks do not live permanently in coral reefs, but visit often in search of prey. Whale species include the killer whale, blue whale, humpback whale, the narwhal or narwhale, beluga whale, gray whale, bowhead whale, fin whale, North Atlantic right whale and dozens more. Hello, BodhaGuru Learning proudly presents an animated video in English which teaches about habitat and adaptation. A wetland is an area of land that is saturated with water. For more than 200 years, or since the industrial revolution, the concentration of carbon dioxide (CO2) in the atmosphere has increased due to the burning of fossil fuels and land use change. They can also be enclosed areas where species live that are found nowhere else on the planet. Plankton -- microscopic plants and animals, fish eggs and animals in their larvae form -- provide a plentiful food source for many marine animals. 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Session One: Wellbeing and English English- Hansel and Gretel Choose your favourite character in the story to write about... Session Two: Maths- Number sequences, patterns, and addition Session Three: Science- Habitats What is a habitat? A habitat is where animals and plants live. Let's explore the different habitats further by watching the clips about different habitats on Bitesize. The plants and animals in each habitat need each other to survive. Most animals and plants live in habitats which they are suited for. Each habitats provides for the basic needs of different animals and plants which live there. For example: a fish lives in a pond or ocean habitat and wouldn't survive in a rainforest! Can you design and make your very own gingerbread house?
On Monday, August 21, 2017, all of North America will be treated to an eclipse of the sun. Anyone within the path of totality can see one of nature’s most awe inspiring sights – a total solar eclipse. This path, where the moon will completely cover the sun and the sun’s tenuous atmosphere – the corona – can be seen, will stretch from Salem, Oregon to Charleston, South Carolina. Observers outside this path will still see a partial solar eclipse where the moon covers part of the sun’s disk. NASA will cover the eclipse live from coast to coast, beginning at noon EDT. THE ISLAMIC WORLD AND ASTRONOMY Islamic astronomy became the western world’s powerhouse of scientific research during the 9th and 10th centuries AD, while the Dark Ages engulfed much of the rest of the western world. The works by Ptolemy, Plato, and Aristotle were translated, amplified upon and spread throughout the Muslim world. Al-Khwarazmi developed the first tables trigonometric functions (ca 825 AD) which remained the standard reference well into the modern era. Al-Khwarazmi was known to the west as “Algorizm” and this is, in fact, the origin of the term ‘algorithm’. Al-Khwarazmi’s calculations were good to five places, allowing for unprecedented precision in astronomy and other sciences. At Antioch, Muhammad al-Batani (ca 850 AD) began with Ptolemy’s works and recalculated the precession of the equinoxes, and produced new, more precise astronomical tables. Following a steady series of advances in Islamic trigonometry, observations by Ibn Yunus of lunar and solar eclipses were recorded in Cairo ca 1000 AD. Ibn Yunus is regarded as one of the greatest observational astronomers of his time. The pace of Islamic science and scholarship eventually slowed down in the 11th and 12th centuries. Many great books and great ideas of the Islamic Age lay fallow for hundreds of years until they were finally translated into Latin and fueled the European revolution in thinking and the birth of science as we know it today. FATIMID ASTRONOMER IBN YUNUS The Fatimid astronomer Ibn Yunus (950-1009), was one of the greatest astronomers of medieval Islam and the most important astronomer of medieval Egypt. He recorded both the lunar and solar eclipses in Cairo. As a young man he witnessed the Fatimid conquest of Egypt and the founding of the new city of Cairo in 969. In the period up to the reign of 15th Ismaili Imam and 5th Fatimid Caliph, Mawlana al‐ʿAzīz (975–996), he made astronomical observations that were renewed by Mawlana al-Hakim bi-Amr Allah, who succeeded Imam al‐ʿAzīz in 996 at the age of 11. Ibn Yunus wrote a major astronomical handbook called Al-Zij al-Hakimi al-kabir (The Great Hakimi astronomical table) which he dedicated to Imam al-Hakim. Although Ibn Yunus’ handbook was widely used in Islam, and his timekeeping tables survived in use in Cairo into the 19th century, his work only became known in the West less than 200 years ago. Yunus expressed the solutions in his Zij without mathematical symbols, but Delambre noted in his 1819 translation of the Hakemite tables that two of Ibn Yunus’ methods for determining the time from solar or stellar altitude were equivalent to the trigonometric identity 2cos(a)cos(b) = cos(a+b) +cos(a-b) identified in Johannes Werner’s 16th-century manuscript on conic sections. Now recognized as one of Werner’s formulas, it was essential for the development of prosthaphaeresis and logarithms decades later. Date posted: August 19, 2017. Islamic astronomy and Ibn Yunus sections compiled from the following sources:
Archeologists are like detectives. They gather evidence, look for clues, and make educated assumptions. The people who lived here did not leave behind any written records. But they did leave earthen mounds, pieces of pottery, stone tools, bits of mica, and other artifacts. Archeologists look at this evidence piece by piece and compare it with what has been found at other American Indian sites. Gradually, they develop the story of everyday life at Shiloh Indian Mounds-a saga that continues to unfold as investigative techniques improve. Most of what we know about this ancient community comes from archeological excavations in 1899, the 1930s, 1970s, and in recent years. Today, all archeological research in the park is done in consultation with the Chickasaw Nation. The object is to get maximum amount of information with the least amount of disturbance. Here are three examples of how archeologists arrived at certain conclusions-which, of course, can change with new evidence. A Line of Holes Archeologists uncovered one posthole after another. They staked the holes and realized they formed a semicircular fence line on the northern and western sides of the townsite opposite the Tennessee River. Wooden walls would have rotted within a few years, requiring replacement, but the palisade was built only once. This community must have been peaceful most of the time. An Unusual Game Piece Over the years archeologists discovered several small, stone disks in various places in the settlement. They knew, from accounts written by European explorers and settlers, that southeastern American Indians played a game called chunkey with such stones. One chunkey stone, found in the 1930s on the north side of the town's plaza, was made of coquina shell (far left). This kind of stone is found only in Florida. Presumably, the people who lived here received that chunkey stone in trade with people from that area or from others who had dealt with them. A Rainbow of Colors In recent years the National Park Service has conducted excavations on the largest mound, which was eroding into the Tennessee River. By examining the walls of their trench and studying radar images, archeologist discovered the mound's original rounded top had been turned into a flat top, the mound had been created with different layers of black, yellow, and gray soil, and the exterior had been coated with red clay.
Define behavior. • Visible result of an animal’s muscular activity • When a predator catches its prey • Fish raises its fins as part of a territorial display • Non-muscular behaviors • Animal secretes a chemical that attracts members of the opposite sex • Observable behaviors and underlying mechanism Define fixed action patterns and give an example. • Sequence of unlearned behavioral acts that is essentially unchangeable and, once initiated, usually carried to completion • Triggered by an external sensory stimulus (sign stimulus) • Ex. Three-spined stickleback fish attacks other males that invade nesting territory • Sign stimulus = red underside of intruder Define imprinting. • Type of behavior that includes both learning and innate components; generally irreversible • Sensitive period • Ex. Young geese follow mother Explain how genes and environment contribute to behavior. • Genes and environment interact (not nature VS. nurture, but nature AND nurture) • Observe the “norm of reaction” • Vary based on environment? • Similar, despite environmental differences? • Developmentally fixed behavior is innate Explain what is unique about innate behavior. • Developmentally fixed, despite differences in development • Under strong genetic influence Distinguish between kinesis and taxis. • Kinesis – simple change in activity/turning rate in response to a stimulus • Sow bugs more active in dry, less active in humid areas • Taxis – automatic, oriented movement toward (positive) or away from (negative) some stimulus • Trout swim into current Explain optimal foraging theory. • Compromise between the benefits of nutrition and the costs of obtaining food • Energy expenditure • Risks of being eaten by predator while foraging • Natural selection should favor behavior that minimizes costs and maximizes benefits. Explain how predation risk may affect the foraging behavior of a prey species. • A “successful” forager will avoid areas of high risk, even though food availability might be higher in high-risk areas. Define inclusive fitness and reciprocal altruism. Discuss conditions that would favor the evolution of altruistic behavior. • Inclusive fitness – total effect an individual has on proliferating its genes by producing its own offspring AND by providing aid that enables other close relatives, who share many of the same genes, to produce offspring. • Ex. Sterile worker bees labor on behalf of fertile queen • Ex. Naked mole rat. Define the concept of kin selection. • Natural selection that favors altruistic behavior by enhancing reproductive success of relatives • Weakens with hereditary distance • Quantifiable
Like all mammals, dolphins are warm blooded, breathe air, give birth to live babies, feed their new born milk, and are born with hair. Being warm, blooded, or homeothermic, dolphins maintain a constant body temperature regardless of the surrounding water temperature. Unlike terrestrial mammals, including humans, dolphins are conscious breathers, meaning they must be aware of their breathing to avoid involuntarily taking a breath while underwater. Bottlenose dolphins can dive for as long as 20 minutes but typically hold their breath for only 30 seconds to 3 or 4 minutes between breaths. Bottlenose dolphins may live for 50 years or more, with females generally living longer than males. They live in social communities, sometimes called pods. Group size in near-shore populations is typically 30 or less while offshore groups may comprise several hundred individuals. Even though they appear to live in relatively open societies, they exhibit strong social bonds that help provide protection against predators, assist in locating and catching food, and aid in the rearing of their offspring. Like in other social animals, play is an important part of learning. Behaviors such as fish toss, bow riding and seaweed-keep-away are considered play but also help dolphins develop social bonds as well as useful hunting techniques. They use multiple feeding strategies, including “fish whacking,” where they strike a fish with their flukes and knock it out of the water, and driving schools of fish into shallow areas or onto mudflats. Bottlenose dolphins use high frequency echolocation to locate and capture prey, and high-pitched ‘whistles’ to communicate with one another.
A lawn can have warm-season grass that stays green in the summer, or cool-season grass that thrives in the spring, fall and winter. Warm-season grasses include St. Augustine grass (Stenotaphrum secundatum), which grows in U.S. Department of Agriculture plant hardiness zones 8 through 10, and zoysia grass (Zoysia japonica), which is hardy in USDA zones 5 through 10. Annual ryegrass (Lolium spp.) is an example of cool-season grass. To create a dense green lawn, all turf grass needs fertile soil. A fertilizer N-P-K label, such as 3-1-2, lists the ratio of nitrogen, phosphorus and potassium. Turf grass uses large amounts of these macronutrients. Nitrogen helps maintain a dark green, dense lawn and helps the grass tolerate stress or bug infestation. Too much nitrogen can create moisture stress when it causes the grass to grow faster than the water supply. Soil usually has enough phosphorus, which is important for seedling and root development; phosphorus deficiency causes narrow, dark reddish leaves. Potassium supports stress and disease resistance as well as metabolism. Grass clippings on the lawn can decrease the need for nitrogen and potassium fertilizer. Turf grass also needs secondary soil nutrients, including calcium, magnesium and sulfur, for color and growth. Deficiencies rarely occur unless the soil is sandy or too alkaline. Micronutrients include iron, copper, boron and zinc. Iron deficiency causes yellow leaves with dark green veins and is a common problem in turf grass. To treat iron deficiency, apply 3 to 4 ounces of ferrous sulfate per 1000 square feet of lawn in the spring and fall for warm-season grasses. Cool-season grass benefits from or one-half to 1 pound every 30 days in the fall and winter. You probably will not have to add micronutrients unless your soil has a pH above 7.5. Boron, for example, can be toxic to turf grasses. Soil tests usually measure pH and phosphorus and potassium levels. Before you plant grass seed or sod, collect soil samples 4 inches deep and wide from all areas of the growing site. Soil nutrients are generally most available to turf grass in acidic soil with a pH between 6.0 and 7.0. Elemental sulfur decreases the soil pH, while limestone increases the pH. Ammonium sulfate is a quick-release nitrogen that can offset the alkalizing effect of hard water, but increases the risk of fertilizer burn. Absent soil test results, you can use fertilizer with a 3-1-2, 4-1-2 or 5-1-2 ratio on turf grass. To determine the amount of fertilizer per 1000 square feet of lawn, divide 100 by the first number in the label. For example, you would need 5 1/2 pounds of 18-6-12 fertilizer to provide 1 pound of nitrogen. For warm-season grasses, spread 1 pound of nitrogen per 1000 square feet in mid-spring, then 1 pound the following month. One week after the final mowing, apply 1 pound of nitrogen and then another pound one month later. Cool-season grasses prefer 1 pound of nitrogen per 1000 square feet in the spring and two 1-pound applications in the fall, spaced one month apart. - University of California Cooperative Extension: Practical Lawn Fertilization - University of California Integrated Pest Management Program: Turfgrass - Seedland: Climate Maps, Grass Type Chart and More - Midwest Sod Council: Turfgrass Fertilization - Pennsylvania State University Cooperative Extension: Turfgrass Fertilization -- A Basic Guide for Professional Turfgrass Managers - Golf Course Superintendents Association of America: Iron for Turfgrass Nutrition - Turf Connections: Bermuda Maintenance Calendar - Comstock Images/Comstock/Getty Images
A Novel Vertebrate Eye Using Both Refractive and Reflective Optics Sunlight is attenuated rapidly in the ocean, resulting in little visually useful light reaching deeper than ∼1000 m in even the clearest water . To maximize sensitivity to the relatively brighter downwelling sunlight, to view the silhouette of animals above them, and to increase the binocular overlap of their eyes, many mesopelagic animals have developed upward-pointing tubular eyes [2-4]. However, these sacrifice the ability to detect bioluminescent and reflective objects in other directions. Thus, some mesopelagic fish with tubular eyes extend their visual fields laterally and/or ventrally by lensless ocular diverticula, which are thought to provide unfocused images, allowing only simple detection of objects, with little spatial resolution [2-4]. Here, we show that a medial mirror within the ventrally facing ocular diverticulum of the spookfish, Dolichopteryx longipes, consisting of a multilayer stack derived from a retinal tapetum, is used to reflect light onto a lateral retina. The reflective plates are not orientated parallel to the surface of the mirror. Instead, plate angles change progressively around the mirror, and computer modeling indicates that this provides a well-focused image. This is the first report of an ocular image being formed in a vertebrate eye by a mirror. Hans-Joachim Wagner, Ron H. Douglas, Tamara M. Frank, Nicholas W. Roberts, and Julian C. Partridge. 2009. A Novel Vertebrate Eye Using Both Refractive and Reflective Optics .Current Biology , (2) : 108 -114. https://nsuworks.nova.edu/occ_facarticles/451.
This gets into some pretty complex areas of the physiology and physics of sound as well as fluid flow, but the main fact (generalisation) to realise is that fluid that is moving in straight lines doesn’t make any noise. Don’t believe me? Get a garden hose and turn it on. Listen to it, no sound. Now kink the hose a little and you will hear the water running through it quite easily. Sound as we hear it is caused by pressure waves in the air. In simple terms that means that something has pushed the air in one location, and that push has been shunted form air molecule to air molecule all the way to our ears. Or to put it even more simply, something got the air moving faster and that movement has made it to our ears and been trnaslated into sound. Now if sound is just caused by air moving then it might seem like wind would have a sound, but it doesn’t. That’s because sound is movement within the air. We only hear a sound if part of the air moving faster relative to all the rest. It is the change in the speed of the air we respond to, not the speed itself. In contrast wind is a movement of air. With a steady wind there is no change for us to detect. The pressure from a constant wind is, well, constant. With no change in speed we can’t hear wind itself. As you’ve noticed, we can hear wind if it slams into something like a leaf, that’s because striking the leaf causes the air in that location to slow down. Now we have an area of air that is moving at a different speeed to the rest, and that we can detect as sound. We also hear wind whistling in our ears. It’s not the wind flapping your ears, your ears themsleves don’t move. It’s because the air is slamming into the little knobs on the external part of the ear and slowing down. Once again, a change in speed of the air, and we detect that as a sound. In a parking lot wind won’t make any sound because there is nothing for it to strike, hence nothing to slow it down. The air will flow in nice staright lines and wind speed will remain constant. With no change in speed there is no sound.
What is Montessori method ? The Montessori method is an educational approach developed by Italian physician and educator Maria Montessori base on self-directed activity, hands-on learning and collaborative play. Montessori education encourages children to explore their world, make creative choices in their learning, work in groups and individually in order to discover and explore knowledge of the world and to develop their maximum potential. Montessori classrooms are designed to meet the developmental needs of each child in every stage of life. Montessori environments support the learning of children from birth to middle school : Infant and Toddler Montessori Programs Infant and Toddler Program (0-3 years) : at this stage, the Montessori educational approach helps them to develop confidence in their emerging abilities, to gain independence in daily tasks, gain respect for themselves, others and the world. Pre-schools and kindergarten Montessori Pre-schools and kindergarten (3-6 years) : the children develop self discipline in harmony with their own rhythm and pace. Practical activities, sensorial materials, language, art, craft and music ensure a very well-rounded development. The focus is on the development of ownership, joy in learning and self esteem in a supported and stress-free environment. Primary / Elementary school Montessori Primary / Elementary school (6 – 12 years) : children continue to develop independence of thought and action, confidence, intellectual curiosity, concentration, self-discipline and enthusiasm for learning. In primary school, children are ready for more complex work as they move towards abstract ways of thinking. Many new materials (multi-sensory, hands-on, concrete and self-correcting) are introduced as they develop their imagination to embrace concepts beyond their immediate environment. Classroom materials and lessons include work in language, mathematics, history, the sciences, the arts, and much more. Middle school and high school Montessori Middle school and high school (12-18 years) : Montessori education for this level is less well-developed than programs for younger children because Maria Montessori did not establish a detailed plan of education for adolescents during her lifetime. However, a number of schools have extended their programs for younger children to the middle school and high school levels. In Brussels, Montessori schools are generally international schools that promotes international education in an international environment. This is the list of international schools in Brussels offering a Montessori education : - Ecole Montessori Kids - Montessori House Brussels - Montessori House - International Montessori School Tervuren - European Montessori School
Engineering may sound like a big word for early learning, but the planning, constructing, reconstructing, dismantling, and testing of how shapes and objects fit together or work together is something young children automatically do every day. What Your Child Should Know Your child should know: - That she is capable of creating, building, and designing with simple to complex materials - How to assemble and disassemble simple to complex puzzles, railroad tracks, blocks, and other toys or objects - Basic differences among different kinds of lines, curves, and shapes How You Can Help Building your child's confidence and competence as a young engineer will require access to a variety of materials she can build with, manipulate, shape, put together, and take apart. Engineering materials can consist of storebought toys such as Legos, blocks, waffle blocks, puzzles, and magnetos, but engineering doesn't have to come in a box. Engineering opportunities exist through homemade or natural opportunities as well. Here are some examples of homemade and natural engineering projects. - Cardboard boxes of all shapes and sizes create wonderful tools for engineering. Your child can stack the boxes, balance them, cut out and create buildings with them...the list goes on. - Items from the kitchen such as straws and toothpicks make wonderful engineering tools. Your child can use the straws to make shapes or chains, or use the toothpicks to create designs, lines, and patterns. Tape a few paper towel tubes together and you will be able to construct tunnels for cars or marbles. - Items from nature are also wonderful tools for engineering. Your child can build with sticks, create games with rocks, and turn a tree into a fort. - Find simple objects around the house that your child can take apart and try to put back together again. The items can include a flashlight or an old toy that no one plays with anymore. Remember that engineering is the process of building, designing, creating, and taking tools from the everyday world to see how your child can manipulate, take apart, and put the objects back together. Reflect, Revise, Revisit Observe your child's natural curiosity in objects around and outside the house. Use your observations to facilitate the engineering process and then use the process to facilitate new language through conversation and questions.
Suffrage refers to a person’s right to vote in a political election. Voting allows members of society to take part in deciding government policies that affect them. Women’s suffrage refers to the right of women to vote in an election. Women’s suffrage was a key achievement of the First Wave feminists of the nineteenth and early twentieth centuries. Historically, some societies have allowed some women to vote, but the first independent, self-governing nation to give all women citizens the vote was New Zealand in 1893. Before women were given the vote, many men believed that women did not want to vote, and were not educated or intelligent enough to hold an opinion. Many believed that women should focus on raising children and doing housework, enabling men to decide on the policies that affected women. People who argued for women’s suffrage claimed that women were intelligent and educated. They argued that, as they could own property and pay taxes, their vote should be counted. The women’s suffrage movement was particularly strong in the United Kingdom, the United States and Australia. In the United Kingdom, the Women’s Social and Political Union, under the leadership of Emmeline Pankhurst, fought hard for change. Known as the suffragettes, they endured a particularly violent and slow journey to women’s suffrage—more so than their counterparts in Australia. Agitators for women’s suffrage were often criminalised or persecuted for their actions. Many used aliases to protect their real identity. Many activists, such as Louie Cullen, were arrested, endured weeks of imprisonment and went on hunger strikes. Some were force-fed (via tubes down their nostrils), beaten and publicly humiliated by police and male observers. Some were sexually assaulted. Some, like Emily Davison, even died for their cause. Davison was trampled and killed by a racehorse while protesting on a racetrack during the running of the 1913 Epsom Derby. In Australia, the suffrage movement occurred at roughly the same time as the move towards Federation, which sought to unite Australian states into one nation. Grassroots community groups formed, such as the Women’s Suffrage League (established by Mary Lee, Mary Colton and later joined by Catherine Helen Spence), the Working Women’s Trade Union, the Woman's Christian Temperance Union and the Social Purity Society. These groups marched, protested, lobbied and organised petitions to try to change public and political opinion about women’s right to vote. They also wrote and publicly performed songs, plays and poems to raise awareness and support. In 1894, South Australian women gained the right to vote. At the same time, they became the first women in the world to be able to stand as candidates in state elections. With Australia a newly federated country, the Commonwealth Franchise Act 1902 allowed non-Indigenous women in all states to vote and stand as candidates in federal elections. In the following federal election, four women stood as candidates. They were Vida Goldstein, Selina Anderson and Nellie Martel in the House of Representatives, and Mary Ann Moore Bentley in the Senate. None of them were elected. Nearly 20 years passed before a female candidate was elected; in 1921, Edith Cowan became the first woman member of an Australian parliament when she was elected to the Legislative Assembly of Western Australia. In 1943, in the middle of the Second World War, two women were finally elected to the Australian federal parliament—over 40 years since they had been given the right to run as candidates. Enid Lyons was elected to the House of Representatives and Dorothy Tangney to the Senate. It wasn’t until 1962 that Indigenous Australian women were granted the right to vote. Arguing for Change - Consider the arguments put forward in these early publications as to why women should be granted the vote. - Make a list of the reasons given. Can you add your own? Get On Your Soapbox! - View the images of women speaking their mind in public about women’s suffrage, and listen to Dr Béatrice Bijon talk about the fear many women had about speaking out. She quotes British suffragette Margaret Nevinson: - What is a ‘soapbox’ and where did the term originate? - What risks does someone face when they stand on a soapbox and give a speech? - What issues would you stand and talk about, in a crowded street? Consider holding a soapbox session in your classroom. Rising up in Britain and in Australia - Listen to Dr Béatrice Bijon detail the treatment of the women of the Women’s Social and Political Union in the United Kingdom (known as the suffragettes) who stood up for the cause of women gaining the vote: - Now listen to Dr Clare Wright recount the experience of suffragists in Australia: - What major events happened in the history of both countries that preceded women gaining the vote? - How did these events help the argument for women’s suffrage? - How do the experiences of women fighting for the vote compare between the two countries? Cat and Mouse Act This poster refers to an Act of parliament that was rushed through to make it easier for authorities to deal with hunger-striking women. It was colloquially called the Cat and Mouse Act. It shows a cat holding a woman in its jaws—suggesting she is a mere mouse to be played with or eaten. She wears a Women’s Social and Political Union banner in the colours of the suffrage movement: green, white and violet. Listen to Dr Béatrice Bijon explain the poster’s origins: - What symbols and devices does this propaganda use to evoke sympathy for the suffragette cause?
Tables from 11 to 30 are crucial as they are used in various mathematical calculations. It should be noted that tables are the most important part of everyday calculations. Do not use calculators for basic calculations. Having a good hold on mental abilities through remembering the tables, helps in achieving the speed, accuracy, and expertise in solving mathematical problems fast during entrance exams. Sometimes, calculators are allowed during a few examinations, but using your mental ability during that time will give you an extra edge over other students who are completely dependent on calculators. As a student, you’ll notice this difference when you know not just the basics but tables starting from 11 to 30 too. Maths tables play an important role in understanding mathematical calculations. It is advisable for students to have a proper grip on maths tables. Tables are used in almost all the mathematical topics like decimals, percentages, fractions or ratios. If you master these multiplication tables, you’re sorted for the whole life. It acts as a building block in mathematics and is a key to the door of multi-digit multiplication. For building a strong foundation for topics like fractions, algebra, long division, you should have knowledge of tables 11 to 30 and more. A student must memorize the tables to master mathematics. If not, then it could act as a barrier in its future mathematical learning capability. These skills are used in all the levels of education and beyond, be it primary, secondary, higher secondary or others. Find the compiled link of Tables from 11 to 30 in the given table. 11 to 30 Tables Chart \|Table of 11\|\|Table of 12\| \|Table of 13\|\|Table of 14\| \|Table of 15\|\|Table of 16\| \|Table of 17\|\|Table of 18\| \|Table of 19\|\|Table of 20\| \|Table of 21\|\|Table of 22\| \|Table of 23\|\|Table of 24\| \|Table of 25\|\|Table of 26\| \|Table of 27\|\|Table of 28\| \|Table of 29\|\|Table of 30\| Visit BYJU’S to explore other useful mathematics study resources.

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