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A Main Track is a track that must not be occupied without a permission to do so. Other tracks are Secondary Tracks. A Track used for meeting or passing (overtaking) trains is called a Siding. Sidings can be Main or Secondary tracks. A Station is a named location on the railroad, listed in the timetable. Europeans please note: A station need not be more than a trackside sign! Switches (Turnouts) may be Dual Control Switches, i.e. they are operated remotely from CTC. Dual Control Switches may be operated by hand locally but this is mostly done during CTC failures. Spring Switches are spring loaded in their normal position. They can be trailed from the other "reverse" track but needs hand operation if a train is to enter "reverse" track. Restricted Speed is a speed low enough to enable the train to stop in half the visible range, short of stop signal, other train, wrongly set switch or track defect. Normally limited to 15 or 20 mph, depending on the railroad. A Permissive Signal is a signal that shows "Stop then Proceed" or "Restricting" as its most restrictive indication. Normally indicated by a number plate and or a "G" plate on the mast. An Absolute Signal is a signal that shows "Stop" as its most restrictive indication. Indicated by absence of number plate on mast. The signals described in this document are all Block Signals, i.e. they govern trains entering the following Block. A Block is the line between two consecutive Block Signals. Distant Signals are signals on the approach to signaled territory, governing the approach to the first Block Signal. A Distant Signal does not indicate the condition of the track between the Distant Signal and the Block Signal. A Distant Signal is identified by a plate with the letter "D" on the mast. Track Bulletins may at any time modify the operation type. In the descriptions below, the following symbols are used. Please refer text for an explanation of terms: There is of course a set of rules to let a train enter CTC territory where a signal is not provided (say, from a spur) and to get trains moving in case of signal failure. Signals in CTC territory is a mixture of controlled and automatic signals. Below is an example of a single track CTC line, which would be listed as CTC in the timetable. The example shows how the dispatcher has authorized train movements by setting up train routes (light green lines). The eastbound train is to enter the first siding and meet the two westbounds. The CTC system only sets up train routes when it is safe to do so, other route requests are stored for later execution (blue lines). Automatic Signals are usually permissive and will allow the train to proceed at Restricted Speed (yellow line). Thus the first westbound will be permitted to proceed further as soon as the eastbound is in the siding. The second westbound automatically has permission to follow the first westbound to the next control point (east end of leftmost siding). In this example the Sidings are under CTC, meaning that they are to be regarded as Main Tracks (see discussion below ). Though this is the most common nowadays, it is not always the case.It should be noted that this is not always the case. The siding itself may be a Secondary Track and trains be allowed to enter the siding only on signal indication "Restricting". CTC xMT simply means that CTC is in effect and that the line has x Main Tracks. Thus the example below is a line that would be listed as CTC 2MT. It will be noted that the siding areas in the first CTC example are in fact CTC 2MT sections on a CTC line. Tradition calls for this type of line to be identified as CTC but with a note in the timetable that also the sidings are under CTC. The same goes for sidings in CTC xMT territory. The timetable thus expresses the main characteristics of the line regarding to traffic operation. Extra long sidings, that are really used as a second main track, on a CTC line, will be listed as CTC 2MT sections in between CTC sections. Today the Train Order System is obsolete and has been succeeded by systems permitting train movements by radio. At least 3 such systems are in operation in North America, namely Track Warrant Control (TWC), Direct Traffic Control (DTC) and Occupancy Control System (OCS). TWC: A Track Warrant is a permission to occupy main track between two specific points. The points must be clearly identifiable and most often station names are used, though mileposts may also come in handy. Detailed description of Track Warrant Control . DTC: The main track in DTC territory is divided into named blocks, for example called "Alturas", "Canby", "Ambrose", "Perez" etc. A train the gets permission to occupy one or more blocks, for example block "Alturas" or blocks "Alturas" through "Perez". Detailed description of Direct Traffic Control . OCS: For my further study.... (Please someone enlighten me on this!) Though these 3 systems differ, they basically do the same job. In this document I will primarily use TWC as the Occupancy Permission System in the examples, though most is also valid for the other systems. Detailed description of TWC and DTC will follow as my time permits, as these two systems are the ones I know well enough to explain. I hope also to be enlightened on OCS and other(?) Occupancy Permission Systems in the future..... Applied in its basic form, an Occupancy Permission System has the sole purpose of ensuring that on any given section of main track there is at no time more than one train. The Occupancy Permission System does not require any signals to accomplish this and may be used alone. This type of operation territory is often referred to as Dark Territory. Below is shown a dark territory in which TWC is used, listed as TWC in the timetable. The traffic situation is equivalent to the CTC example above: The eastbound train is to meet the two westbounds at the first siding. The dispatcher has decided that the eastbound is to enter the siding and the westbounds to use the main. The eastbound and the first westbound will therefore both get permission to go as far as the west switch of the siding (illustrated by the dark green line), and the eastbound will be instructed to "clear main track". TWC allows to speed up the meet by issuing another Track Warrant to the westbound permitting it to proceed westwards after the arrival of the eastbound train. Similarly the eastbound may get an early Track Warrant, allowing it to proceed once the second westbound has passed. The second westbound can only be issued a Track Warrant permitting it to go as far as the first westbound is known to in the clear (MP XX in the example). As the first westbound proceeds, the second westbound can be issued new Track Warrants. Since issuing a Track Warrant is time consuming this system is clearly not suited for dense traffic. The Double Track (DT) variation of the TWC scheme is used to create locations where easy meets may take place. Since all switches in dark territory are hand thrown, trains need to stop to reverse or normalize a switch. Normalizing a switch after a train has left a siding has become a troublesome and time consuming matter after the caboose (and thus the rear brakeman) disappeared from the trains. One often used and obvoius remedy is to install spring switches. Though this eliminates trouble when exiting a siding, it still requires someone to reverse the switch to enter the siding and someone to normalize the switch after the train. Alternatively the railroad may decide to have the spring switches lined for separate tracks instead, thereby effectively creating a short section of double track: Besides eliminating the need to hand-throw switches entirely, this arrangement also allows the trains to pass the location at more than restricted speed (since both tracks are now main tracks). Still, the rule of at most one train on a given section of main track is valid, since our line now has two main tracks. The rulebook states that on double track, trains must keep to the right unless otherwise instructed. So, a track warrant not specifying which track to use, implies use of right track. The Track Warrant may instead state which track to use and thus overrule the right hand running. The designation "DT", instead of "2MT", really only serves to define how the tracks are normally used. ABS on Double Track means that each track is only signaled for trains traveling with the current of traffic. The ABS ensures the safety for trains running with the current of traffic (dark green and brown lines). ABS/DT is typically found between sections of CTC or CTC xMT where traffic requirements do not warrant the extra expense of bidirectional signaling. Trains can be safely overtaken on sidings in ABS/DT territory without the need for a formal Occupancy Permission System. Rules, often combined with special Leave Siding signals, ensure that the train in the siding does not enter the main track in a way that will compromise safety (cyan line). Trains on such lines are only informally told to, say, take siding to be overtaken. In some cases the dispatcher may leave it to the trains to decide, reporting their positions on the radio, on the best location for overtaking. Where the ABS/DT section is very long, it becomes impractical not to have crossovers between the main tracks. Even though these crossovers are hand-thrown, they are invaluable to keeping the traffic moving when track work and other causes necessitates to close one track down. To be able to handle trains running against the current of traffic on parts of the line only, an Occupancy Permission System is introduced as an overlay to the ABS/DT. The trains are in normal operation issued a permission to run through the whole line and as such the situation is similar to the ABS/DT type of operation, including the informal way of instructing trains to take siding. TWC on TWC/ABS/DT lines is relaxed to ensuring that either all trains on a given section of main track travel with the current of traffic, or only one train occupies the line. A single track ABS system is signaled for movements in both directions. Following the definition of the task of an ABS system, a single track ABS system is strictly not required to protect opposing trains(!). In reality most single track ABS systems provide an almost complete protection of opposing movements but some situations may result in a low speed collision. An exception to this is the Absolute Permissive Block (APB) system (see below) which in some implementations provide full safety for opposing trains. Most APB applications do, however, sacrifice a little safety for operational flexibility and therefore also needs an occupance permission system overlaid. The purpose of single track ABS its to allow trains to follow each other in close succession. The presense of ABS allows the TWC to be relaxed to ensuring that all trains on a given section of main track travel in the same direction. Description of single track ABS system used on the Southern Pacific . As mentioned above, some Absolute Permissive Block (APB) systems provide full safety for opposing as well as following trains. An APB system may be technically completely identical to an ABS system, the only difference being that signals at the end of siding areas are absolute (Red means "Stop (and stay)") instead of permissive. It is therefore not necessary to use any Occupancy Permission System with the APB, though the Occupancy Permission System may be a handy tool for the dispatcher to control traffic. Please note that two trains meeting face-to-face at restricted speed, as indicated on the Main Track along the left Siding, is perfectly safe, though generally not very practical... Some railroads use only informal dispatching in APB territory and this type of operation is listed as ABS or APB. Generic description of APB . A train moving within Yard Limits under a Block Signal indication (i.e. in ABS or CTC territory) more favorable than "Approach" does not have to move at Restricted Speed. Trains encountering a Block Signal indicating "Approach" within Yard Limits must slow to Restricted Speed immediately, if possible from that Block Signal. The requirement for Restricted Speed after encountering "Approach" is probably an extra precaution to avoid mishaps when the train is moving slower within Yard Limits. Within Yard Limits there is a much higher probability of another train or engine wishing to enter the Main Track in question. Even though these trains must comply with rules for entering ABS or CTC tracks, the risk of misunderstanding each others intentions, and misjudging who's moving under signal indication and who's moving at Restricted Speed is much higher than outside Yard Limits. Movement on Double Track against the Current of Traffic is however not permitted exept by Track Warrant, Track Bulletin or permission from Yardmaster or other authorized employee. While Restricted Speed should make such a move safe, this rule will in practical terms force trains to move with the Current of Traffic, lowering the probability of mishaps.... Before making an entry in the Block Register, it must be checked that previous entrien are complete, i.e. that there is no other train in the Block Register Territory. If a second train needs to occupy the Block Register Territory, the first train must be informed of the joint occupation. All movements must then be made at Restricted Speed. Text, HTML: Carsten S. Lundsten.
The thought of eating “astronaut food” usually conjures up memories of drinking Tang, or scarfing down a few packets of broken up freeze-dried ice cream as a kid. If these memories bring you joy, you may want to click away and read something else. Because science just ruined astronaut food forever. According to Professor Christopher House, scientists are busy working on a new food substitute that could help space travelers on long-haul missions. Though, they may rather die along the way, as the new food is poop. And not just any poop — their own human poop. “We envisioned and tested the concept of simultaneously treating astronauts’ waste with microbes while producing a biomass that is edible either directly or indirectly, depending on safety concerns,” House told The Independent. He went on to explain that the biomass would be — hold your gag reflex — smearable. “It’s a little strange, but the concept would be a little bit like Marmite or Vegemite,” he said, “where you’re eating a smear of ‘microbial goo.’” To be clear, the astronauts wouldn’t be eating direct human poop. As Popular Mechanics noted, human waste would be converted to methane, which would then be used to grow edible bacteria (the Vegemite goo) instead. House and his colleagues further explained the process in the journal Life Sciences in Space Research, noting that human waste recycling is actually already a pretty common practice already. “Anaerobic digestion is something we use frequently on Earth for treating waste,” House said. “What was novel about our work was taking the nutrients out of that stream and intentionally putting them into a microbial reactor to grow food.” Does the process put enough steps between poop and food? We’ll let you be the judge. Unpalatable as it may sound, it just may be the ticket to helping humans visit other planets. Keeping or growing food on a spaceship is not only difficult, but can take up valuable resources and space. Rather than having to use costly and large hydroponic setups, the microbial goo could be grown in one tiny tank. “It’s faster than growing tomatoes or potatoes,” House added. Moreover, the International Space Station is already recycling some human waste. Onboard the ship, astronaut urine is constantly recycled for its water content. Solid waste, however, is simply shot into space — meaning yes, there is a ton of astronaut poop just floating around.
Valley fever re-emerges in California What you need to know Valley fever has been on the rise in California. While the fungal infection is at best an annoyance for the majority of people who contact it, for a few it can lead to serious or life-threatening complications. That drives physician-scientists like UC Davis infectious disease professor George Thompson to search for more knowledge about the disease and new ways to treat it. Some things you should know about valley fever from UC Davis and federal and state health authorities: 1. Valley fever is a respiratory infection caused by a fungus that lives in arid soil. Valley fever is a respiratory disease caused by the fungus Coccidioides, which lives as microscopic spores in soil in the southwestern parts of the United States and parts of Mexico, Central America and South America. When the ground is disturbed by wind, construction, farming or other movement, the spores become airborne and can be inhaled, infecting the lungs and other parts of the body via the bloodstream. 2. Valley fever is not contagious, but its incidence is high in Calif. The majority of cases of valley fever occur among those who live, work or visit endemic areas. About 150,000 people in the U.S. get valley fever each year. According to the California Department of Public Health, the number of reported cases has quintupled from about 816 cases in 2000 to more than 4,000 cases in 2012. The increase may be due to changes in temperature, rainfall and other factors which can affect fungal growth. 3. Symptoms of valley fever are usually similar to the flu. Sixty percent of those exposed to the fungus do not develop symptoms or have mild flu-like symptoms that resolve on their own. But a very small proportion of people (1 to 3 percent) develop disseminated disease that causes chronic pneumonia, joint pain, fever, fatigue or meningitis, a potentially fatal infection of the membranes and fluid covering the brain and spinal cord. Sometimes there’s a delay in diagnosis because the symptoms resemble common illnesses such as flu and bacterial pneumonia. 4. Anyone can get valley fever, but those over the age of 60 have a higher risk. Anyone can get valley fever if they live in or have visited an area where the fungus Coccidioides lives, especially southern Arizona or California’s Central Valley. The infection is most common among older adults, particularly those ages 60 and older. People who have recently moved to an area where the disease naturally occurs are also at higher risk for infection. According to the Centers for Disease Control and Prevention, some other high-risk groups include: - Women in their 3rd trimester of pregnancy - People with weak immune systems, including those with an organ transplant or who have HIV/AIDS 5. It can be difficult to avoid the fungus that causes valley fever. In areas where valley fever is common, it’s difficult to completely avoid exposure to the fungus that causes valley fever. People with weak immune systems or who are at high risk for developing the severe form of the disease for another reason should consider trying to reduce their exposure to the fungus by limiting activities that disturb soil or generate dust, such as digging or excavation, in areas where the fungus lives. 6. Awareness is important. There is no vaccine to prevent valley fever — and as noted previously, sometimes there’s a delay in diagnosis because the symptoms resemble common illnesses such as flu and bacterial pneumonia. Despite the frequency of valley fever for those living in endemic regions, few clinicians think of this disease early in the course of a patient’s illness. If you have symptoms of valley fever and you live in or have visited an area where the fungus that causes the infection is common in the environment, ask your doctor to test you for valley fever. If you have valley fever, you may need treatment with prescription antifungal medication. About one to three percent of those with valley fever develop the chronic version and must remain on antifungal medications to prevent recurrent bouts of infection. 7. Not just humans. Valley fever has been found in everything from sea otters and llamas to primates and cattle! Like people, dogs and cats are susceptible to valley fever. Symptoms often include lethargy, weight loss, fever and coughing. Domestic animals are often treated with the same drugs that humans are prescribed.
Carbon isotope in radiocarbon dating Looking at the graph, 100% of radiocarbon in a sample will be reduced to 50% after 5730 years.In 11,460 years, half of the 50% will remain, or 25%, and so on.How It Works: Carbon has 3 isotopic forms: Carbon-12, Carbon-13, and Carbon-14.The numbers refer to the atomic weight, so Carbon-12 has 6 protons and 6 neutrons, Carbon-13 has 6 protons and 7 neutrons, and Carbon-14 has 6 protons and 8 neutrons.When it comes to dating archaeological samples, several timescale problems arise.For example, Christian time counts the birth of Christ as the beginning, AD 1 (Anno Domini); everything that occurred before Christ is counted backwards from AD as BC (Before Christ).After an organism dies, the radiocarbon decreases through a regular pattern of decay. The time taken for half of the atoms of a radioactive isotope to decay in Carbon-14’s case is about 5730 years. His radiocarbon dating technique is the most important development in absolute dating in archaeology and remains the main tool for dating the past 50,000 years. In a stratigraphical context objects closer to the surface are more recent in time relative to items deeper in the ground. Although relative dating can work well in certain areas, several problems arise. The Greeks consider the first Olympic Games as the beginning or 776 BC. The Muslims count the Prophet’s departure from Mecca, or the Hegira, as their beginning at AD 662.
For the last two months, I have struggled to explain to my family the amount of water vapour present in the house. We would have liked to kill dust mites in the house and for this, the level of relative humidity (RH) should be maintained at less than 45%. But what does relative humidity of less than 45% mean? Searching many online resources, one could eventually find that it refers to a room temperature of 20°C. And that is where the subject becomes confusing for the general public - for the same amount of water vapour in the air, RH is different at different temperatures. In this blog, I shall go over the physics of humidity and discuss the importance of maintaining RH in the correct range (45 - 55%). The physics is thankfully quite straightforward. The main constituents of air in a house are nitrogen, oxygen and water vapour. The pressure of air is measured in millimeters of mercury or torr and for our purpose we can take it be fixed at 760 torr. Most of the 760 torr is due to the amount of nitrogen and oxygen present in the air. At normal room temperatures, water vapour contributes only a small amount - called the partial pressure due to water vapour. If we boil a kettle full of water then more water vapour will enter the surroundings; partial pressure of water and hence the humidity will increase. However, at any given temperature the air can only hold so much water vapour - it gets saturated - and any extra input of water (say boiling off from a kettle) will simply precipitate out and condense on the coldest surface in the room. So - at any temperature, it is only possible to have a maximum value of the vapour pressure of water - maximum humidity - or as we say - the relative humidity is 100% at that temperature. The slide shows how the saturated vapour pressure of water (to create 100% RH) changes with room temperature: T (°C) WVP (Torr) Notice that these values are much smaller than 760 torr. At normal room temperatures the maximum amount of water that air can hold is not that much. At T = 20°C , WVP is 17.5 torr - this is the maximum amount of water that the air at 20°C can hold and relative humidity (RH) is 100%. If the WVP is reduced to half this value, then the amount of water in the air is also halved and we say that RH is 50% at 20°C. Consider the situation: Outside temperature is 8°C and the air is quite damp - WVP or RH outside is 100% or 8.1 torr (see table). If we open the windows wide and let the air in the room be replaced by the colder outside air, then RH in the room (assuming it stays at 20°C) will be reduced to 8.1/17.5 = 46.3%. If the room temperature has dropped to 16°C then RH = 8.1/13.6 or 59.6%. The value of RH depends on both the amount of water in the air and the temperature. Mass of water in the room: Consider the contents of air at 760 torr. The WVP is 17.5 torr - remaining 760 - 17.5 = 742.5 torr is due to other constituents of air (mostly nitrogen and oxygen). There is a law in physics that states that the weight of 22.4 litres of a gas is equal to its gram molecular weight at 760 torr and 0°C. We shall use this law at other temperatures too - it is accurate enough for our purpose. The gram molecular weight of water is 18 gram while for air it is approximately 29 gram. Therefore the weight of water vapour in 22.4 litres of air is 1817.5/760 = 0.414 gram Weight of 22.4 litres of air is = 29742.5/760 = 28.3 gram Amount of water = 0.414/28.3*1000 = 14.6 gram/kg for saturated vapour pressure. This is about 15 cc of water in 22.4 litres of air (1 litre = 1000 cc) For RH of 45%; Amount of water is 6.6 g/kg. A level lower than 6.6 g/kg is the recommended level of water content at 20°C to kill dust mites. We can now extend our table of WVP as follows: T WVP Water content in gram per kg of air (°C) (torr) Relative Humidity (RH) 100% 60% 45% 30% 0 4.6 3.9 2.3 1.7 1.2 4 6.1 5.1 3.1 2.3 1.5 8 8.1 6.8 4.1 3.1 2.1 12 10.5 8.8 5.3 4.0 2.7 16 13.6 11.4 6.8 5.1 3.4 20 17.5 14.6 8.8 6.6 4.4 24 22.4 18.8 11.3 8.5 5.7 32 35.9 30.0 18.0 13.5 9.0 36 44.6 37.3 22.4 16.8 11.2 I have highlighted in red the 'recommended' value of RH at different temperatures. Water content of 6.6 g/kg is easy to achieve for room temperatures of 20°C or less. At higher room temperatures, common in the summer and in tropical climates, RH will have to be less than 30% to kill dust mites. Interestingly, water content levels of 6 to 8 g/kg are recommended for healthy living. These levels are also suitable for dust mites, many fungii and molds to reproduce and grow. To complete our discussion, let us calculate the amount of water in a normal size room - say 5m x 4m x 2.5m or 50 m^3. The density of air is 1.225 kg/m^3 The mass of air in the room is 50 x 1.225 = 61.25 kg Mass of water at 20°C and 45% RH = 6.6 gram/kg x 61.25 kg = 404 gram An average size of room contains, at 20°C, about 400 gram or 0.4 litres of water at RH of 45% or about 8 cc water per m^3. This is not a lot of water. We can increase RH in a room by boiling some water in a pan or electric kettle. As a rough guide, 0.1 litre water, when boiled off, will increase humidity by 10% in a 50 m^3 space at 20°C. How is humidity measured: It is common to use a digital hygrometer which displays the temperature and relative humidity of the surrounding air. A hygrometer calculates the humidity by measuring the capacitance or resistance of the element. A capacitor has two metal plates with air in between them, It is used to store electric charge - its capacity to store charge is affected by the amount of water vapour between the metal plates. Measurement of the capacity provides an accurate value of the humidity. A resistive sensor is generally a piece of ceramic that is exposed to surrounding air. The humidity of the air in the ceramic resistor affects its resistance and hence the current flowing in it when connected to a battery. Adverse effects of too high or too low humidity: Low Humidity: In winter months, it is quite likely that the water content in your house will be less than 7 g/kg; with good ventillation, it could quite easily drop to 4 or 5 g/kg. Remember, it is the water content that is meaningful, relative humidity numbers depend on room temperature and are less useful. The low humidity air can lead to dry skin, itchy/dry eyes, irritated sinuses and throat. A hygrometer is the best way of monitoring humidity in the house, but tell-tale sign of houseplants drying out, wallpaper peeling at the edges or static electricity point to low humidity conditions. Exposure to low humidity can dry out and inflame the mucous membrane lining of the respiratory tract increasing risk of infections like cold and flu. In low humidity environment some viruses may be able to survive longer, further increasing the risk of infection. High HUMIDITY interferes with THE BODY'S Cooling Mechanism: Human body works best when the core temperature is 37°C. When outside temperatures approach 37°C, the body’s thermal regulation system attempts to cool it by transporting heat from the core organs by increasing blood circulation to the skin and sweating. Sweating, one of the main cooling mechanisms of the body, works by evaporating water that is excreted through the skin. This is where humidity becomes important. The concentration of water in the air (humidity) determines the rate at which water can evaporate from the skin. When the humidity in the air is high, it is not able to absorb the extra moisture from the sweat. The result is that sweating, instead of giving any relief, makes us feel hot and sticky. High humidity makes us feel hotter, more uncomfortable and unable to lose heat our core temperature actually begins to rise. The body compensates by working harder to cool us down. The loss of water, salt and chemicals can lead to dehydration and chemical imbalances within the body leading to heat exhaustion. The heat index chart tells us quantitatively that in high humidity conditions the body feels hotter than the actual ambient temperature. For example, for an ambient temperature of 104°F (40°C) and a relative humidity of 40%, the water content in air is about 20 g/kg and it will feel like 119°F (48°C). But if the relative humidity increases to 55% (water content = 27 g/kg) the temperature will feel like 137°F (58°C)! At high water content (greater than 7 g/kg) fungus, molds and dust mites also survive and become a problem. As I had mentioned earlier, for high ambient temperatures, it is not possible to reduce water in the air to less than 7 g/kg and one might need to use dehumidifiers. Maintaining a dehumidifier in a clean condition is another issue ... Final Word: Mean global temperatures have risen over the past 100 years and are expected to rise in coming decades - mainly due to human activities. The combination of higher temperatures (> 38C) and higher humidity can be dangerous and will result in increased number of fatalities. Detailed sturdies have quantified such risks and identified regions of the Earth where high humidity and temeperatures will make life intolerable and survival difficult.
A dust collector is a piece of air filtration equipment. It improves commercial or industrial air quality by capturing particulate matter (like dust particles) and then releasing clean air into the atmosphere on the other side. Dust collectors also filter a number of pollutants and solid particles that the government has banned in response to continued air pollution. Quick links to Dust Collectors Information The History of Dust Collectors The need for dust collectors began in the 19th century during the Industrial Revolution, when companies began producing high volumes of industrial waste like fine dust, wood dust and other particles. In 1852, an American man named S.T. Jones applied for one of the first dust collector-type device patents, the single bag filter. Then, in 1921, a man named Wilhelm Beth, who was from the German city of Lübeck, patented three filter designs. One involved cloth filtering, another agitation/shaking devices for cleaning filters, and another tubular filter devices. He also constructed hose filters. He focused on filtering both air and gas. At the beginning of 1950s, the air filter industry was transformed by the invention of the reverse air jet system. At the end of the 1950s, engineers introduced the pulse jet filtration system. This system brought down the number of mechanical parts involved in air cleaning. Since the 1970’s and 1980’s, when air quality requirements and pollution restrictions became more stringent, dust collectors have become very popular, and manufacturers continue to innovate their design. Today, as the dust collecting industry advances, smaller, cleaner and more efficient separating and filtering equipment is being developed. Benefits of Dust Collectors - There are Four Major Advantages of Dust Collectors - The Reduced Risk of Fire - The Prevention of Dust Explosion - The Enhancement of Visibility on the Work Site - The Reduction of Industrial Odors In addition, dust collectors have low operating costs and they’re highly efficient. Why Use a Dust Collector The purpose of dust collectors is to capture the particles emitted during the manufacturing processes. The particles released during manufacturing processes are hazardous to both worker and equipment health, quickly leading to a number of problems if particles are not captured by dust collection equipment and filtered from facility air. A dust collection system addresses this problem by drawing contaminated air through a filter or separator, trapping harmful particles and releasing cleaner air into the atmosphere or back onto the work floor. As we’ve said, dust collectors improve both indoor and outdoor environments by capturing a high percentage of the particles emitted by industrial processes. However, they also play a major role in helping companies meet the requirements of various standards. For example, industry-specific OSHA regulations hold facilities to strict standards for indoor air quality. Also, the EPA and other regulatory bodies put limits on emissions of dust, smoke and fumes into the atmosphere. Dust collection is a vital process for coal handling, cement fabrication, metal fabrication, mining, chemical processing, woodworking, pharmaceutical, recycling and agricultural industries, among many others. Within their facilities and outside, companies can incorporate several different dust collector types into one system, or they may use smaller, self-contained or portable units to get the job done. Dust Collector Design Industrial dust collectors come in various types and sizes. Plus, they’re made up of many different parts. So, the design and manufacturing process varies from one type of dust collector to another. However, all are made using some combination of machining and assembly. For example, most (if not all) dust collectors come equipped with a blower. To make this blower alone, manufacturers must design and create an engine, fan blades, a wheel or rotor mounted on a shaft and a housing. Those dust collectors that feature a fabric filter or compact filters like the cartridge filter, require the manufacturing of several other parts, including: a blow pipe, housing and hopper, clean plenum, dusty plenum, tube plate, compressed air header, bag, cage and more. Once you’re done manufacturing and assembling the parts of your dust collector, you can strengthen them with secondary processes. For example, to make sure a fabric filter will work well and for a long time to come, manufacturers often choose to coat the filter with something called a pre-coat or filter enhancer. The most common type of pre-coat is chemically inert limestone. Typically, the outside or frame of a dust collector is constructed using a strong metal material like mild steel or stainless steel. Fabric filters can be made from materials like: felted cotton, woven cotton, synthetic material or glass fiber material. Customize your dust collector by adding custom panels, giving it a paint job (with industrial grade paint), adding accessories like tailpipe adaptors, or by retrofitting it. Dust Collector Images, Diagrams and Visual Concepts Dust Collector Types - Baffle Chambers - Cause dusty air to change direction suddenly so that gravity and inertia carry the heavier dust particles downward, out of the air stream and into a collection area. - Baghouse Type - Dust collection filters typically constructed from glass fibers or fabric. - Cartridge Collectors - Compact filters that have a much greater surface area than bags, which increases the airflow, lowers resistance and reduces frequency of cleaning. - Cyclone Dust Collectors - Rely on centrifugal force to remove dust from air. - Cyclone Separators - Filter dust particles by spinning the air around in its tank. The particles, being heavier than air molecules, are thrown against the outer wall of the hopper and fall to the bottom, where they are collected. Multi-cyclone dust collectors have a single main inlet on one side and a single outlet on the other side, but incorporate many cyclone cylinders inside the chamber that run concurrently; single-cyclone dust collectors have only one cyclone. - Downdraft Booths - Systems that vent from the top and pull fumes and dust up past the worker's face. - Downdraft Tables - Or workstations have perforated tabletops and back walls and draw dust and fumes away from the worker's breathing zone. - Dust Collecting Systems - Filter air and remove dust before releasing clean air back into the environment. - Electrostatic Precipitators - Collect dust through ionization. As dust-filled gases move through the system's positively-charged, grounded electrodes called collection plates, discharge electrodes give the dust particles a negative charge, which causes the ionized dust particles to be attracted to and caught by the collection plates. - Fabric Collectors - Often known as baghouses, fabric filters are very efficient as well as cost effective. Dusty gases pass through fabric bags of various materials such as felted or woven cotton and glass-fiber material. Fabric filters are relied on heavily as they have collection efficiency of over 99% for very fine particles. - Baghouses have the most common and cost-effective dust collector design. To work, they draw contaminated air in through ducts and to a hopper-shaped baghouse containing fabric filters made of cotton, synthetics or glass-fiber. The air is pulled through the fabric bags by a vacuum-creating fan that captures dust, smoke and particles. Finally, clean air exits through the fan at the outlet. Those dust particles left behind either cling to the filter or settle into an airlock at the bottom of the hopper, which is routinely emptied. - Industrial Dust Collectors - Minimize the presence of various pollutants in order to maintain a high standard of clean air in workshops, plants and manufacturing facilities. - Inertial Separators - Separate dust particles from gas by changing the direction of gas streams as the streams flow through the collector. - Jet Dust Collectors - Use a jet-based cleaning cycle. - Portable Dust Collectors - Can be moved from place to place. - Pulse Jets - Use compressed air to force a burst of air down through the fabric bag and expand it violently. When the bag reaches its limit, the dust separates from the bag, and the escaping air carries the dust away from the fabric surface. - Settling Chambers - Slow the movement of dusty air to allow for the heavier particles to settle out. - Silo Vents - Collect the product in filter bags as the silo is being filled with material. The bags are then shaken to return the valuable product to the silo. - Small Dust Collectors - Solve air pollution problems when limited space for filtration is available. - Unit Collectors - Small dust collecting systems that contain a fan and either a fabric collector or a cyclone. These are usually low in cost and portable and ideal for small operations or facilities with limited space. - Shop Vacuum - Another dust collector system is the shop vacuum. Shop vacs use centrifugal fans to pull in dry or liquid air; they hold it either in a fabric bag or via cyclone dust collection. Check out IQS Directory's page to find suppliers that offer the type of collector you're looking for. - Ventilators as Dust Collectors - Pull a continuous stream of air from the environment, removing airborne dust particles. - Wet Dust Collectors - Soak dust-filled gas streams with water and separate the wet dust particles through varying degrees of pressure drops. Wet scrubbers use liquid (usually water) for another method of efficient dust removal. Wet scrubbers capture gas streams containing dust when they come into contact with liquid streams. These liquid streams then carry the dust away, leaving purer gases. Wet scrubber types are categorized by energy usage. Installation of a Dust Collector Install your new or retrofitted dust collector with the help of your supplier, who will assist you to a greater or lesser degree, depending on the size and scope of your system. The largest dust collection systems require manufacturers' help with safety and support equipment like cranes and lifts, while smaller systems, like the shop vac, may simply require delivery. If you are doing the bulk of the installation yourself, make sure to consult with your manufacturer to confirm that you understand what you must do and you have all the right tools. Standards and Specifications of Collectors To make sure that your dust collectors are legal and your employees are safe, make sure to follow OSHA (the Occupational Safety and Health Administration) guidelines. Because dust collectors are so often used to help companies comply with government bans and regulations on emissions, it’s also wise to have your manufacturer follow EPA (Environmental Protection Agency) rules during design. Things to Consider When Purchasing a Dust Collector - To find the right dust collection design for you, there are a number of questions you must consider. These include: - Is your application located indoors or outdoors? - What is the density of the dust you want to collect? - What is the size of your operation? - What is the frequency with which your system will be used? - What type of substance(s) (dust and fume, liquid and fume, etc) will your system be collecting? - Once you figure out the system you need, you need to pick out the right manufacturer. Who is the right manufacturer? The right manufacturer is the one who is not only skilled and experienced, but also considerate and a great provider of customer service. To find that manufacturer, browse those listed near the top of this page. Proper Care for Dust Collectors One of the most important aspects of dust collector care is filter cleaning. For example, when the filter cake on baghouses becomes too thick, it begins to stress the system. While baghouses are sometimes equipped with vibrators that shake filters free of dust, you must occasionally clean the filters yourself to ensure sufficient airflow through baghouse filters. It’s also important to sometimes clean other components of dust collectors, such as the dust collection hose and ducting. Maintaining ducting is also important because, if not, it can generate friction and excess static pressure. Dust Collector Accessories Depending on the type of dust collector, there are many value-adding accessories available to you. These include: slide gates, HEPA air filters, dust drawers, explosion doors, ducting, an extra duct port, multiple suction hoods, flexible exhaust hoses, sprinkler systems, emission sensors, rotary valves, tailpipe adaptors, gas detectors and more. To figure out what accessories might benefit your application, talk to your supplier. Dust Collector Terms - Air-to-Cloth Ratio - The amount of process gas or air entering the fabric collector (baghouse) divided by the square feet of cloth in the fabric collector. - Form of pneumoconiosis caused by the inhalation of asbestos minerals into the lung, resulting in lung scarring, breathing problems and various forms of cancer. - Also called "leakthrough," it is the ability of particles of dust or fumes to migrate through the fabric bag. - Also referred to as "filter cake," it is the dust buildup occurring on the surface of the filter medium during filtration that often aids in the filtration process. - Certified Energy Manager (CEM) - International professional designation available through training and testing by the Association of Energy Engineers (AEE). - CFC (Chlorofluorocarbon) - Family of chemicals used as refrigerants, being tightly regulated and phased out of production due to stratospheric ozone depletion potential. Examples: R-11, R-12, R-113, R-114, R-115. - The act of dipping the filter medium into a solution in order to lubricate the fibers to reduce self-abrasion. - Collection Plates or Tubes - Electrodes in an electrostatic precipitator that attract and collect negatively charged particles of dust. - The amount of dust that the gas or air contains. Concentration is expressed in grains per cubic foot or pounds per hour. - Discharge Electrodes - Electrodes in an electrostatic precipitator that negatively charge dust particles. - Conductors or parts of a semiconductor that create an electrical connection with nonmetals or control the movement of electrons. - Fabric Bag - Filter in a fabric collector consisting of woven or felt material such as cotton. - Fibrogenic Dust - Toxic particles that penetrate the lungs, causing lung dysfunction and scar tissue formation. - Filter Media - The porous barrier used in the filtration process to separate the particles from the fluid stream. - The fabric collector equipment from inlet flange to outlet flange. - Flex Abrasion - Cloth wear in a fabric bag caused by excessive bending. - A hood-shaped inlet designed to collect contaminated air and direct it into the exhaust dust system of a baghouse. - In dust collecting systems, the area in which the collected dust is stored. - Inert Dust - Also called "nuisance dust," it consists of particles of which quartz and other silicates compose less than one percent. - Inhalable Dust - Medium- to large-sized dust particles that do not reach the lower respiratory tract but remain in the upper respiratory system, nose and throat. - Mist Collector - A device that sucks up fine particles from fluids like oils and even dry smoke using a three-phase motor. The inner drum rotates and draws the mist particles to the center of the drum where they are forced together and eventually pass through perforations in the drum and back into the machine's coolant tank, while clean air blows past the motor and back into the outside environment. - Multi-Cyclone Separators - Centrifugal separators containing several parallel cyclones that separate dust particles according to texture. - Plate Precipitator - Common high-voltage electrostatic precipitator consisting of flat collection plates along which discharge electrodes lie. - Respiratory ailment caused by excessive inhalation of metallic or mineral dust matter. Pneumoconiosis also includes diseases such as silicosis and asbestosis. - Part of electrostatic precipitator that transfers dust from the collection plates to the hopper. - Respirable Dust - Small dust particles inhaled into the lower regions of the lungs that are responsible for different types of pneumoconiosis. - Incurable, potentially deadly type of pneumoconiosis caused by the inhalation of silica dust particles, resulting in lung diseases such as emphysema. Silicosis progresses even after contact with silicates has ceased. - Surface Abrasion - More or less consistent wear on the dirty side of the fabric bag cloth. - Spark Arrestors - An element that intercepts flammable debris from combustion sources in order to prevent fires. Early spark arrestors, commonly designed as spiral shaped cones, were employed in steam locomotives to separate embers from the exhaust through centrifugal force. - Total Dust - Consists of all dust particles, whether respirable or inhalable. - Tubular Precipitator - High-voltage electrostatic precipitators consisting of cylindrical collection plates that rotate around the discharge electrodes. - Vibrator Systems - Part of an electrostatic precipitator that transfers dust from the collection plates to the hopper.
In science, the mountain gorillas are known as Gorilla beringei beringei and are noted to be the descendants of the ancestral monkeys which are known to have lived in Africa and Arabia at the beginning of the Oligocene epoch about 34 – 24 million years ago. Despite the poor record of their evolutionary history, it is believed that the primate group which evolved into gorillas separated from the common ancestor along with the chimpanzees and humans about nine (9) million years ago and the initial relative of mountain gorillas is known as Proconsul Africanus. The mountain gorillas are known to have separated from the Eastern lowland gorillas about 400,000 years ago while the two are believed to have separated from the western lowland gorillas about 2 million years ago. According to IUCN classification, Gorillas are in two sub species namely the Gorilla gorilla and Gorilla beringei. However, this classification has not been an easy matter. The genus was first referred as Troglodytes in the year 1847 but in 1852, it was renamed gorilla. A taxonomist Colin Gloves in the year in 1967 suggested that gorillas should be divided into three Sub species namely Gorilla gorilla gorilla for the western low land gorillas, Gorilla gorilla gruaeri for the eastern lowland and Gorilla gorilla beringei for the mountain gorillas. This was reviewed by IUCN and categorized them in their current setting. Mountain gorillas in Uganda are known to be vegetarian animals that on rare occasions enjoy the supplement from the insects. They are shy and less offensive creatures though with frightening eyes and body features. The mountain gorillas are the most powerful of all the apes and an adult gorilla can weigh up to 275kg with a height of 1.7m (6ft). The Mountain gorilla fur is noted to be thicker and extended in length than that of other gorilla species which gives them the capacity to thrive in colder temperatures. The Mountain gorillas are distinguished by the nose prints that are distinct to every individual. The male gorillas feature an average weight of 195 kg and stretch to 150 cm in height while standing upright and they at times weigh twice that of female gorillas. The female gorillas feature a mean weight of 100 kg and stretch to 130cm in height. The Mountain gorilla sub species are noted to be the second largest Primate Species second to Eastern Low land gorillas. The adult male gorillas feature more notable bony crests which appear on top and the at the back of their skulls presenting their heads with a more conical shape. The crests get hold of the strong temporalis muscles that are attached to the lower jaw. The mature females also feature crests but are less prominent. The Mountain gorillas like other gorillas feature dark brown eyes that are framed by a black ring surrounding the iris. It can be noted that adult male gorillas are referred to as Silverbacks as a result of a silver patch that develops on their back coming along with age. The hair on the backs of the mountain gorillas is noted to be shorter unlike on other parts of the body while the long hair is on their arms. The mountain gorillas are recorded to be terrestrial (land dwelling) and quadrupedal (walking on four legs). It can also be noted that the mountain gorillas will climb the trees to extract fruits provided the branches can contain their weight and the mountain gorillas can run bipedally up to 6m. Just like in most of the apes unlike humans, the mountain gorilla arms are noted to be longer in length than the legs and it applies knuckle-walking to support the weight on the backs of curved fingers other than the palms. Mountain gorillas are noted to be diurnal and are active between 6am and 6pm and considerable hours of this period is spent foraging lots of food (vegetation mostly) that is needed to fill its gigantic bulk. The mountain gorillas forage in the morning, rest around midday, forages again in the afternoon and then retire for overnight. Every gorilla puts up a nest from the available vegetation and it does this every evening and cannot sleep in the previous nest even if it is at a very close distance. However, the infants tend to share with their mothers. The mountain gorillas depart their nests at dawn 6am unless it very cold and overcast which forces that forces them to delay in their nest a bit. Mountain gorillas in Uganda are noted to be thriving in the cloud montane forests in the Albertine rift that stand at an altitude of 2,200–4,300 m above sea level. These are distributed into two separate but close ranges with the Virunga Volcanoes which is a chain of eight volcanic mountain stretching from Congo through Rwanda to Uganda and the detached Bwindi Impenetrable National Park in the south west of Uganda. It can be noted that the vegetation on these raised altitudinal landscapes is very dense and it definitely gets scarce when approaching the higher elevations of the Mountains. The mountain gorilla forests are noted to be misty, cloudy with cold conditions. This is the best collection of things to do, things to see, things to do, best places where to stay, and more. Lets explore Bwindi Forest National Park together! We bring to you the best tours and journey ideas as well as travel information to help you plan a perfect trip into the impenetrable forests of Bwindi.
In English this term, we have been looking at the parable 'Fly, Eagle Fly'. This taught a message that you need to embrace the truth of who you are, before you are able to fly. We then invented our own parable based on 'Roar, Lion Roar' which we loved. In maths this term, we have been identifying the angles of shapes. We learnt the difference between an obtuse and acute angle and even made our own right angles. In science this term, we have been learning about sound. We created a diagram of our ears and even acted out the different parts of the ear. We were surprised to find out that sound is made due to objects vibrating. In PE this term, we have been doing gymnastics. We have loved learning about the different shapes that can be made with our bodies and that there a variety of jumps we can perform.
By Ife Olusegun Posted on August 26, 2021 This article contains discussions of enslavement. If you search “The History of Toronto” using your Google search engine, you’ll find a variety of information. Perhaps you’ll discover the genesis of the name “Toronto,” and how the name of the city we know and love has changed several times between the 17th to the 19th century—from Giyando, to York, to Little York and so on. Perhaps you will find information about early European settlements and the consequent erasure of the First Nations people that dwelled on this land before European contact. You might even come across information detailing the numerous wars over land possession between the British and the French, learn about people who had immigrated to Toronto seeking a different life, or even learn about the rapid population growth of Toronto throughout the 19th century. Despite the numerous topics you may come across, one of the topics that may not make the first few pages of your Google search are topics about the Black history of Toronto. Artist A.H. Hider’s painting of Toronto (1896) The 17th century (1600s) to the 19th century (1800s) Starting from the beginning, the first recorded Black person to enter Canada was a man named Mathieu da Costa, who arrived in Nova Scotia in the year 1608, as an interpreter for the governor of Acadia. Da Costa was of Afro-Portuguese descent, a renowned explorer, and was the first Black man recorded to arrive in Canada from Europe; acting as a bridge for Europeans (Champlain and his men) to communicate with the Indigenous peoples of Canada. Enslavement of Black people was rampant in Canada, specifically in Ontario between the 17th and 18th centuries. Black people were enslaved and sold, then brought to Canada from various countries in Africa, England and the United States. Many governors and social leaders in established positions in the city of Toronto were known to be slave owners during this time. In the year 1793, the Governor of Toronto, Governor Simcoe, started the movement to “gradually” abolish slavery in Ontario. His statement declared that no Black persons would be newly enslaved, and the children of enslaved people would only work as slaves until they were 25 years of age. That is to say, 1793 was the first time that Black people were acknowledged to be human and not property despite being enslaved. After the “Act Against Slavery” law was established, Eastern Canada began to see an influx of Black Americans who had been enslaved, and were fleeing the U.S. to seek refuge. Toronto recorded its first group of freed Black people in the year 1799, with 15 Black people living in the city as free persons. This number increased to 18 people, including six children, by the year 1802. Slavery was completely abolished all across Canada in 1833. By the mid-1850s, there were 1000 Black residents in the city of Toronto. The immigration of Black Americans to Eastern Canada as a result of the end of the American Civil War in 1865 is just one aspect of the history of Black people in Toronto and Canada. Black Loyalists of the U.S., Jamaican Maroons, Refugees, and Black people looking for work all had a part to play in what we refer to today as Canadian Black History. Achievements and resilience of the original Black peoples of Toronto It is so incredible and inspiring to be able to learn about the victories and achievements that the early Black residents of Toronto were able to achieve, especially when considering their difficult and traumatic beginnings. Here are just a few examples of the many great achievements of the original Black peoples of Toronto: - W.H. Edwards – 1839 - On what we now know today to be King Street, Edwards established and maintained a successful barber shop - Mr. T.F. Carey, and Mr. R.B. Richards – 1840s - These two gentlemen started the first ice houses of Toronto. Their ice pounds were drawn from mill ponds that were located towards the north of what we now know as Bloor Street. - They expanded their business to include two more ice houses, a barbershop, and a bathhouse. - A.T. Augusta – 1850s - A.T. Augusta was a trained and renowned doctor, who opened up his own clinic – “Central Medical Hall” on Yonge and Elm Streets. - M.O. Augusta – 1850s - M.O. Augusta was one of the only known business women at the time – she owned and maintained a dry goods import store, and a dressmaking boutique. - W.R. Abbott – 1850s - Abbott, upon arriving in Toronto from the U.S., had no writing or reading skills. He did, however, have mathematical skills, and he was able to use that to gain quite an impressive fortune from real estate and the tobacco business! In addition to these personal success stories, there are various other contributions to the city instilled by Black people, and which are still prevalent today. For example, the first Black-owned institution that was recognized by the city of Toronto was the First Baptist Church in 1826. This church served as a catalyst for the abolitionist movement, and the congregation held services offering aid to fugitives. First Baptist Church (1956) Black people are very much intertwined in the fabric of Canada and the Toronto region. It is evident that the history of Black people not only in Toronto, but in Canada, is one that is complicated, and can truly be painful to learn. However, there are also many positive aspects such as the resilience and determination of the original Black people of Toronto. These stories are a part of the foundation of our history, and must be acknowledged. If you would like to learn more about this topic, which I hope that you do, here are some trusted resources that you can look at: - Black History in Early Toronto (students commission.ca) - Black History in Toronto – City of Toronto - Community Organizing by African Caribbean People in Toronto, Ontario (sagepub.com)
A lymph node is an important part of your immune system. It blocks the attack of the foreign bacteria or virus and keeps you healthy. The nodes or glands are spread throughout the body. It is located in groups in a particular part of your body. Each group of lymph glands can drain specific regions of your body. But, like the other parts of the body, it can get affected by diseases. Different problems like infections, trauma or cancer can affect its function. Read ahead to get a comprehensive idea about the nodes, its roles in daily life, and how it keeps you safe from diseases. Structure Of Lymph Node Table of Contents The lymph node has a bean-like shape. The glands are located in your lymphatic system. The nodes are enclosed within connective tissue. The internal region of the node is divided into compartments referred to as nodules. It contains the B and T-cell lymphocytes. The central area of the lymph node known as medulla contains the macrophages (the infection-fighting white blood cells). Therefore, when you see an enlarged lymph node, it indicates the presence of infection. The multiplication of the B and T cell lymphocytes point towards infection. The nodes have different sizes and vary from a few millimeters to two centimeters in diameter. You can find the nodes near the junction of major lymphatic vessels. So, it is more concentrated on regions like neck, groin, and armpits. The lymphatic glands are also known as secondary lymphoid organs. Hundreds of lymph nodes in your body help prevent the attack of virus and bacteria attack. Function Of Lymph Node The lymph node acts like a filter, which keeps away the viruses, bacteria, parasites, and other foreign material. The lymphatic vessels can bring these elements into your nodes. So, the lymph glands can keep them away from your bloodstream. It even filters the cancer cells. That is the reason why doctors check the lymph nodes in patients suspected of cancer. It is the first place that catches the cancer cells before they find another place in your body. Therefore, a cancer diagnosis is possible by evaluating the lymph glands. Your lymph glands are also responsible for fighting infections in your body. It traps the virus or bacteria in the nodes and allows the T cells to fight against it. While the B cells create antibodies against the specific invader. So, your body can remain safe from the attack on the particular invader in the future. The lymph node acts as the place that helps in the communication of immune cells. It aids in the immune cells to work together to protect your body. Types And Locations Of Lymph Node You may know about the nodes when you have a throat infection. Your doctor checks for the swollen glands to detect the extent of your cold or sore throat. But, unlike the popular perception, you can find the nodes is not just the neck but also in different parts of your body. Some nodes lie near the surface of your skin. Therefore, you can feel the nodes in areas like the back of your knee, elbow, groin, armpit, and neck when they enlarge. The other lymph glands reside deep inside your body, which you can see only with sophisticated imaging techniques. Therefore, the important nodes and their locations are: Cervical Lymph Gland The node lies in your neck. You can feel it when you suffer from respiratory tract infection. The main function of the node is to filter the lymphatic fluid from your scalp, head, and neck region. The nodes in your neck are divided into three regions. So, depending on the region of presence, the lymph gland offers vital information to your doctor while diagnosing an illness. The three different nodes are: Anterior Cervical Lymph Node It is the gland that you can find in front of your neck. You can feel the gland when you suffer from strep throat or a common cold. It can swell during such infections and make its presence known. Posterior Cervical Lymph Gland It runs on the lateral side of your neck. You can locate it behind the band of muscles on the posterior nodes. It is commonly is felt when you get affected by infectious mononucleosis. So, the enlargement caused due to the contraction of mono can reveal its presence. Occipital Lymph Node The nodes are located at the back of your neck. It lies exactly at the base of your skull. You can know its presence when you get swelling due to mono. Apart from the above-mentioned nodes, you can also find the lymph glands in front and behind your ear. It is also spread along your jawline. Axillary Lymph Node The lymph glands are located in your armpit. You can find twenty to forty lymph nodes in your armpit. Breast cancer and other diseases can swell the gland and make it large. Therefore, a patient detected with breast cancer undergoes axillary node dissection. So, the removal of the nodes can prevent cancer from spreading. It is the most important node that can help your doctors find a cancerous presence in your body. Your lymph node that collects the lymphatic fluid, which picks up the cancerous cells. It is the very first node affected by the cancer cells. So, your doctor suggests a sentinel node biopsy along with the breast cancer to detect the cancerous presence. It eliminates the need to remove all the nodes as only the affected node needs abstraction. Therefore, a tracer injected into cancer can reveal the nodes it travels. Only the first few nodes, it travels get biopsied. Supraclavicular Lymph Node These are the nodes you can find above the collarbone. You can feel it above your clavicle or collarbone when it enlarges. The swelling of the nodes indicates a serious health problem that needs immediate medical attention. So, see your doctor as it swells only during lymphoma or lung cancer. Mediastinal Lymph Node The partition area between your lungs, at the center of the chest, is known as the mediastinum. The mediastinal lymph nodes reside at the specific area. Unlike the other nodes mentioned above, you cannot see the glands in the area. It is only visible on the images obtained by the sophisticated imaging techniques like CT scan or PET scan. It is important for determining the staging of lung cancer and other lymphomas. The cancerous cell presence in the nodes can help your doctor with the staging of cancer. Inguinal Lymph Node It refers to the lymph gland present in your groin region. The main function of the node is to drain the tissues from your feet to your groin region. Therefore, it is susceptible to inflammation due to several reasons. Any infection or injury to the legs can cause inflammation. You can also experience swelling due to the STD (sexually transmitted disease) or cancer. In most cases, the enlarging of the nodes may indicate no problem. It can occur due to the catching of virus or bacteria by the node. Even a small sore on your leg can cause the invasion of foreign entities. So, the gland tries to prevent further problem by catching it. It results in the swelling in your groin region. Retroperitoneal Lymph Node It is located deep in your abdomen area. You can only see the nodes using a sophisticated imaging technique. It is due to the fact that it lies on the specific abdominal cavity closer to your backbone. So, the nodes lie immediately behind your intestine and are farther from your belly button. It is significant in identifying testicular cancer in men. Therefore, a doctor first checks the nodes to confirm if a patient has a cancerous presence in their testis or not. Mesenteric Lymph Node The nodes like the retroperitoneal nodes lie deep inside your abdomen. It is located in the membranes that surround your intestine. In adolescents and young children, the nodes can become inflamed. So, it enlarges the nodes lying in the membrane, which attaches your intestine to the abdomen. The swelling is referred to as mesenteric lymphadenitis. The signs and symptoms often mimic appendicitis. Therefore, careful analyses can only distinguish the problem. Though cancers can also enlarge the nodes, the occurrences are rare. The hundreds of lymph nodes available in the region help fight the disease. It traps the invaders like bacteria and virus that affect your gut health. Pelvic Lymph Node As the name suggests, you can find the nodes deep inside the pelvic region. It lies along the internal, external as well as the common iliac arteries. Iliac arteries are the blood vessels, which supplies blood to the trunk and lower abdomen of your body. When the lymphatic fluid from the bladder, prostate or other area has cancerous cells, it can swell. Your doctor can see the enlarged pelvic lymph nodes using imaging studies. Other Lymph Nodes Apart from the different types of lymph glands discussed above, you also have other nodes. You can find lymph node in regions like behind the knee, near the elbow, on your airways, the paraaortic (aorta), and other areas of the body. Diseases Affecting The Lymph Node Your lymph node can get affected by different conditions. It can lead to the abnormal size of the lymph node. The term lymphadenopathy refers to the abnormal lymph node that has an abnormal shape, size or even number. When you have localized lymphadenopathy, only nodes in one area suffer the effects. The lymph glands can suffer from the following problem leading to lymphadenopathy. The lymph gland can suffer inflammation due to various conditions. The immunologic and inflammatory causes of the lymph gland are: Lupus is the autoimmune disease that can trigger your immune system to react, leading to injury or inflammation of body tissues including lymph glands. The misdirected immune system can affect several parts of the body. The condition has no complete cure. So, you can only take steps to control the symptoms. The health problem can trigger painless swelling of your body parts. The autoimmune disease can trigger chronic inflammation, especially of your joints and other areas of the body. People suffering from rheumatoid arthritis can have painless, movable, non-tender, and discrete lymph glands. The size of the node may vary from small size to sizable nodes. Lymphadenitis is the condition occurring due to the infections in your lymph nodes. The infection can occur due to viral, bacterial, or fungal infections. The lymph gland becomes infected due to the problem in other parts of your body. It spreads to the lymph node and makes it tender. It is the most common cause of infection of your lymph gland. Among the different factors, upper respiratory infections occur commonly. So, problems like a common cold can cause infection of your lymph glands. It mostly affects the nodes in your neck region and causes swelling. In most cases, the viral infection can cause the nodes to swell 0.5 inches to 1 inch across. The slight swelling along with mild tenderness suggests your nodes have the capability to fight the infection successfully. The common viruses triggering the problem are: Bacteria can invade affect other parts of the body. When the infection spreads to the lymph glands it can cause swelling. The swelling that has the size of more than one inch across with slight tenderness, it means your body is fighting the problem. But, the size of more than two inches across with pink colored skin means your body is finding it difficult to control the infection. The nodes may also contain pus. So, the different bacteria that can trigger the swelling of the lymph glands are: - Cat scratch disease - Other sexually transmitted diseases Parasites can invade humans and infect them with parasitic diseases. The parasites, including worms and various protozoa can either cause infection inside the body or trigger infection within the skin superficially. Therefore, common types of diseases caused by parasites resulting in swelling of your lymph glands are: The infection occurs due to the protozoan with a single cell referred to as Toxoplasma gondii. In most people, it triggers no symptoms. But, it can lead to swollen lymph glands. You can also experience other signs like ill feeling, fever, blurred vision or sore throat due to the parasitic infection. It can affect people who have a weakened immune system. In people suffering from AIDS, the parasitic infection can reactivate and cause severe brain damage. It is the disease caused by the parasites that come under Leishmania type. The bites from certain kinds of sandflies can result in the problem. It results in other signs along with the enlarging of the lymph glands. The fungus can trigger an infection in your body. Coccidioidomycosis is the most common type of fungal infection resulting in the swollen lymph glands. The problem occurs when you inhale the seeds or spores of Coccidioides posadasii or Coccidioides immitis fungi. It can cause infection in your body, resulting in the infection of the lymph glands. You may wonder the fungi can reach your body. The fungi triggering the problem remain in the soil of certain areas known as endemic. When the geographic area is disturbed, the fungi get into the air. So, you inhale the fungi, which reaches your body and causes infection. Cancer is another main disease affecting the lymph node. You can classify it into two types: Cancer Originating in the lymph gland Cancerous cells can originate in the lymph gland and result in swelling. It can occur in the node itself or affect the blood cells. The common examples are lymphomas. Leukemia and its types can also affect the nodes. Cancer can spread from the other organ in your body (metastasis) and affect the lymph node. It occurs when the cancer cells break away from the tumor. Then, it reaches the other areas of the body through your blood or through the lymphatic system. Cancer that opts for blood to travel reaches other organs and affects them. While the cancerous cells that opt the lymph system to travel ends in the lymph glands. For example, lung cancer affects the lymph glands around the collarbone while breast cancer affects the axilla nodes (underarm). Injuries And Trauma The lymph glands are responsible for the cleaning of the site that suffers any injury or trauma. The white blood cells remain at the specific site of injury to ensure the problem does not escalate. It prevents any other infection or inflammation due to the injury or trauma suffered. Therefore, it results in the swelling of the nodes near the injured region. The lymph node is vital in identifying some serious condition early to avoid complications. People often consider the glands as some bad news. Most of the times, the swelling in the glands needs treatment, which makes people skeptical. But, remember the nodes perform an important job in fighting off diseases by the external invaders. The nodes can catch cancer even when they have solid tumors. It can prevent cancerous cells from traveling deep into your body. Therefore, if you encounter swelling in the lymph glands get medical care as soon as possible as it may indicate a serious problem.View Article Sources
Animal-assisted Therapy (AAT) involves using animals to assist people with emotional and physiological problems. The focus of psychotherapy is to develop a strong bond between patients and animals and to help them recover. Studies show reduced levels of blood pressure among participants and animals once the bond grows. The interactions help patients recover as the therapeutic relationship progresses. Experts emphasize on using animals because animals can be important sources of companionship, security and affection. People seeking help respond well to the idea of looking after another animal – to nurture it and help it grow. In the process, the participant learns to take care of himself, grow and feel empowered. Why incorporate animal-assisted therapy Studies show that people who like and relate well to animals can benefit from animal-assisted therapy. A study conducted on cancer patients showed reduced levels of pain and increased amount of positive emotions in the presence of an animal. Research conducted on a substance abuse patient showed that the participant felt more positive emotions in the presence of a dog. Positive emotions can have beneficial effects on treatment outcomes and may prevent relapse. Therapeutic intervention could prevent the patient from engaging in self-destructive behaviors when there is an animal to provide comfort and relief from negative emotions. Animals are effective for therapeutic intervention because they help the patient calm down and feel more joyful. It has helped participants fell comfortable and progress in therapeutic alliances. Companionship with an animal activated oxcytocin, the neurochemical which is responsible for feelings of happiness and reducing cortisol, high blood pressure and stress levels. Dogs and horses are the most common animals used in therapy. Working with dogs has helped patients improve communication skills, solve problems, relate well to others, reduces feeling of depression or anxiety, improve concentration and develop a more positive attitude towards life. Working with horses helps people improve dysfunctional and other interpersonal relationships, moderate their behavior to adjust to the moods and attitudes of the horse, build trust in relationships and develop healthy relationships. For those who have experienced traumatizing life experiences, working with animals can help them feel empowered and comfortable. Physical and psychological benefits of AAT include: - Reduced feelings of anxiety, depression, stress, anger and aggression - Reduction in self-destructive behaviors - Improved interpersonal relationships - Improved positive emotions - Reduced feelings of hostility towards others - Feelings of confidence and empowerment Participants feel happier and less hostile after animal therapeutic interventions because animals are a source of comfort and they are non-judgmental, which easily allows patients to warm up. Animal therapy is effective for people of all ages and for reducing the severity of symptoms. Therapeutic intervention generates positive emotions as participants feel they are being attended to or heard without harsh feedback or judgment. They type of animal used in therapy depends on the preferences and needs of the patient. Besides dogs and horses, other animals such as, dolphins, fish, birds and hamsters may be used in therapy. Participants are given several options of animals to choose from, including the locations they prefer for therapy. For more information regarding emotional support animals or to determine if you would qualify to have your pet as an emotional support animal please visit www.touchesa.com or call 414-807-8934
“It will soon be possible to change your DNA not just for medical reasons, but at will — should that be legal?” ask Molecular and Cell Biology Professors Fyodor Urnov and Jasper Rine in the description of “Biology for Voters,” the course they teach together at the University of California at Berkeley. Genetic engineering, making changes in animals’ (including humans’) DNA, raises ethical questions, like the ones Urnov and Rine explore in their class. But in the field of biomedicine its value is becoming quite clear. DNA, a beautiful double helix of genes inside our cells, contains a code that guides the growth of each living being on Earth. Genetic Engineer Fyodor Urnov helps figure out how to make changes in DNA, changes which fix problems. “My work is in the field of developing new approaches to treat human disease.” Urnov and his colleagues at Sangamo BioSciences search for and test treatments for illnesses of the blood, including sickle cell anemia, AIDS, hemophilia, and thalassemia (a condition that involves not being able to make enough red blood cells and causes anemia). And they also focus on finding ways of treating diseases of the nervous system, such as Parkinson’s and Huntington’s, which killed the singer-songwriter Woody Guthrie. There are sicknesses that arise within the larger systems of our bodies, problems such as heart attacks, which happen when blood vessels are clogged and cannot deliver enough oxygen to the heart. “In contrast,” Urnov explains, “a [genetic] disease like sickle cell disease is an illness of the cell: an individual cell cannot make enough proper hemoglobin. If we can fix the cell, we can fix the disease.” Because “everything that has to do with cells is 1,000 times smaller than a grain of sand,” Urnov has to use tiny, tiny tools. “To work with things inside the living cell, you need to talk not about inches, feet, or millimeters, but nanometers.” (A nanometer is one billionth of a meter. Look at the lines drawn very close together on a meter stick: the space between two of those lines is one millimeter. A nanometer is a millionth of a millimeter, too small to see without a microscope.) After many years of struggling to find a way to make genetic changes in cells, scientists are now able to “walk up to a living cell with a nanomachine, enter the nucleus of that cell,” identify one particular gene, and fix the problem that gene is causing. What is the nanomachine that Urnov uses? “It’s a protein: a little molecular agent, a tiny machine” containing parts like the blades of scissors. “The nanomachine that we build out of protein has two blades and the ability to ‘see’ a specific gene,” cut it, and repair it. DNA and RNA, which carries out DNA’s instructions, are each written in code (if you have studied genetics in biology class, you probably came across the names of the individual units in nucleic acids which make up these codes: cytosine, thymine [this one’s only in DNA], uracil [this one’s only in RNA], adenine, and guanine). Each part of this code, each unit in a nucleic acid, is so small that you need nanometers or angstroms, which are even smaller than nanometers, to measure its size. Each stretch of a nucleic acid (each gene) contains “little protrusions that are unique to it.” The protein-nanomachine that Urnov uses, called a “zinc finger,” can read these bumps and indentations, much like a blind person uses her or his fingers to read Braille. The protein’s “little fingers, made out of chemicals … run down the DNA to read it until they find the text that is interesting to them.” Using zinc fingers and other tiny tools, Urnov and his colleagues are able to “take specific kinds of cells out of the body, genetically fix them, and put them back in.” This type of genetic engineering “works well with blood cells.” Scientists take a sample of cells, and treat them with zinc fingers, repairing their DNA. They then grow more of these healthier cells in a very sophisticated version of a Petri dish and return them to the person they came from. “The room where this genetic engineering happens has to have incredibly rigorous controls for air purity, to filter out [even] the most minute particle. Anything larger than 1/10,000 of a meter is filtered out, to keep the cells germ-free,” Urnov explains. How did Urnov first become interested in science? “I received a microscope as a birthday present at age 12.” He remembers this as if it were yesterday. “Until then,” he wanted to be a journalist or “a cosmonaut, like Yuri Gregarin,” the first human being to travel into outer space. “There was an ant crawling across my desk and I put that ant just under the microscope and it sat there. I looked at the eye of an insect.” Those eyes are not like ours: insects have compound eyes, containing “thousands of little light-sensing units,” which “mesmerized” Fyodor. He also admired the “beautiful joints of the ant’s antennae. I remember gasping” at the structure within “this tiny living creature.” “I fell for life: I fell for biology right there and then.” In Russia, where Fyodor lived as a child, “math was taught abstractly: the area of a circle is pi r squared and that’s it.” He contrasts this formulaic, practical approach to teaching math to the more playful, yet sometimes inefficient, ways math is taught in some U.S. schools. “Where’s the Venn diagram between the abstract beauty of math and the applicability?” “There’s a Calvin and Hobbes strip in which Calvin, who hates math, says to the tiger ‘I don’t know how to solve this problem, but I have to.’ And Hobbes says, ‘In math, you have to call the answer y, as in … why do we care?’” How to get students to care about math is a problem Urnov thinks a great deal about, a problem that matters very much to his field of science. “Any practicing geneticist must be fundamentally math and probability savvy,” says Urnov. He asks us to imagine treating four people for a rare disease. If two of them get better and two of them do not, “How can you tell if you’ve made a difference? Is this effect real or a placebo?” Should you continue testing that treatment or stop? Understanding probability and knowing how to use it to analyze the results of their research help Urnov and his colleagues make these kinds of decisions. Another example of the importance of math is in genetic medicine. Says Urnov, perhaps a doctor tells Angelina Jolie or another patient that women in her family have a 60% chance of developing breast cancer. “What does the 60% mean?” A doctor needs to walk the patient through these numbers, helping them understand them … and to be able to do that, “you have to study some math.” In this case, the percentage might mean that a woman has a 60% chance of getting cancer at some point during her lifetime. But perhaps her chance of actually dying of cancer is only a three to five percent chance. One kind of cancer is “quite curable if detected early” and women who get it have a 90% chance of surviving. But another, genetic type of cancer is much more aggressive: if a woman gets that, her chances of surviving might be much lower. In other words, a doctor might have to explain to a woman the difference between very different types of numbers and what those numbers might mean for her future. Urnov majored in biology at Moscow State University, where he “spent an unbelievably wonderful time in labs and in classes, doing field work.” He enjoyed working with “cool gadgets” like microscopes in biology labs. And he “loved the fact” that everything he was learning “could be used to better understand how living things work, for instance how insects” end up with specialized eyes and “why only female cats become calico.” “This beauty had numbers in it.” “It helped greatly that I always loved math: the beauty of equations, how they are so … there’s an absolute truth to arithmetic, calculus, trigonometry. A certain principle that is always true makes you feel omnipotent.” That feeling of accomplishment must still be familiar to Urnov, as he helps his students understand math and science and uses his own knowledge of those subjects to find cures for diseases.
One undisputed consequence of our changing climate is the spread of infectious diseases into new regions as their habitats change. Many so-called tropical diseases are now moving into more temperate latitudes. While Washington fiddles and California burns, deadly microbes are on the march. Diseases, particularly those that are carried by mosquitoes, fleas and ticks, are expanding into new regions. No matter where you live in the US, one or more of the infectious diseases they bear is or will soon be in your neighborhood. Recently, The Center for Biological Diversity published an interactive map that shows the tick- and insect-borne diseases which are predicted to enter your locale. How Skin Is Impacted By The Shifting Landscape Of Infectious Diseases Global warming is shifting the landscape of infectious diseases, and skin is a player on this field because – at the very least – it provides the ‘portal of entry’ through which microbes can be introduced by these biting ‘arthropods’, (the invertebrate phylum that includes insects and ticks). But beyond serving as the entry point, skin often is involved at an early stage in these infections and its involvement can provide the key clue to the correct diagnosis. The rash of Lyme disease is a good example. The bite of the tick fostering Lyme disease may or may not be noticed by its victim, but the initial phase of this bacterial infection is a distinctive skin eruption, ‘erythema chronicum migrans’. Recognition of the eruption can lead to early treatment and prevent later, more serious complications. Due to our changing climate, Lyme disease has already become much more prevalent in regions where it was well established and it is spreading into new and previously unaffected regions of North America. Another tick-related disease is the newly recognized entity of ‘meat allergy’. This is not an infection; rather, the tick bite leaves behind a substance, an ‘antigen’, to which many people can become ‘sensitized’ – i.e., develop allergy-type antibodies against it. A few may even experience severe allergic reactions following the consumption of beef, lamb or pork, because these meats contain a similar, ‘cross-reacting’ antigen. Skin reactions, such as hives (‘urticaria’) and sudden swelling of the lips and tongue (‘angioedema’), can be the prelude to a more life-threatening, anaphylactic reaction. As the range of the Lone Star tick – the species whose bite in the US has been associated with meat allergy – continues to expand its range across the US due to climate change, serious cases of meat allergy are on the rise. Mosquitoes transmit a number of serious diseases: malaria, dengue, Zika, West Nile fever and yellow fever to name a few. While the rashes are associated with most of these infections are rather nonspecific, the dermatologist is often called in by other physicians, who are caring for the patients infected by one of these microbes, to help with the diagnosis. The mosquitoes that carry the West Nile virus are of the Culex genera. These mosquitoes are common to all parts of the US, and represent a familiar experience. Most active in the evening, they emit the annoyingly familiar high pitched hum as they search for available flesh on which to feed. West Nile virus, already widespread in the US, is predicted to continue its dispersion throughout the country as our climates change. The smaller, Aedes mosquitoes, can carry yellow fever, dengue, zika and chikungunya. These mosquitoes are becoming more prevalent, particularly in the southern parts of the US. While at present few carry these disease-causing viruses, the potential is there for them to be introduced into these mosquito populations. At present, dengue is endemic in Puerto Rico and isolated instances of locally-acquired dengue have been reported in Texas, Florida and even New York. A few cases of locally-acquired Zika infections have also been reported in the two southern states. Both Zika and dengue are predicted to spread northward in coming years. The Aedes mosquitoes that transmit these infections are much more nefarious than their Culex relations. They are smaller, don’t hum, and bite as often during the daytime as at night. Most critically, they can breed in very small bodies of water – such as that found in the base of a flower pot – making it very difficult to eradicate them from the environment. Vaccines against dengue, Zika and chikungunya are presently under development. Plague, caused by the bacterium Yersinia pestis, is another dread disease that is predicted to move out of its confined southwestern locale and into the entire western US as this region becomes drier. This projected change of climate will provide a suitable habitat for the rodent species that harbor their plague-bearing fleas. Once again, the skin may provide the key to early diagnosis and treatment. Localized lumps in the skin, which represent infected lymph nodes, (or ‘buboes’), can herald the presence of the infection. Prompt diagnosis and institution of antibiotic therapy can be life-saving. The drying of the west is also predicted to favor the spread of the fungal infection, coccidiodomycosis, or Valley Fever, from its relatively narrow home in the central valley of California, to the coast and northward. Spores of this fungus lie dormant in the soil until sent aloft by dry winds into the air where they can be inhaled, infecting the lungs (Valley Fever) and, potentially, disseminating to other parts of the body. While many cases are asymptomatic or self-limited infections, some populations, including the immune-suppressed, are at risk for disseminated disease. Prompt diagnosis and antifungal therapy can be life saving. Sand flies, which harbor the parasite that causes leishmaniasis, are also predicted to spread from Mexico northward into the US. Skin infection is the most common form of leishmaniasis, wherein the bite develops into an ulcerating, non-healing sore. But some species of the parasite produce a potentially fatal form of disseminated infection. Currently, treatments for leishmaniasis are not ideal; they are often of limited efficacy and may be quite toxic. What To Do? As a first step, we can prevent reduce our chances of getting bitten by a disease-bearing mosquito or tick, by staying indoors and by keeping our pets free of fleas. When outdoors, we can wear protective clothing and apply repellents to the remaining sites of exposed skin and to our clothing. The CDC recommends using a repellent that contains 20% DEET in tick infested areas, because other repellents which are effective against mosquitoes may not protect against ticks and other insects. Some repellents inactivate sunscreens, hence it is recommended that sunscreens be applied before applying the repellent. There is also evidence that the co-application of DEET repellents with broad spectrum sunscreens containing oxybenzones may result in the increased absorption of both compounds. To avoid sensitization to tick-bite antigens, the home use of forceps to extract the tick is discouraged, in order to avoid the injection of tick saliva into the wound. Instead, allergists currently recommend that ticks be either removed by medical personal with the proper equipment in the office, or at home by use of rapid freezing methods, such as those butane-containing (and hence flammable) sprays marketed for the home treatment of warts. These sprays can quickly kill the tick and then allowing it to fall off on its own. Early diagnosis and appropriate treatment can be critical to preventing complications in a number of on these infections. Stay tuned here for updates on the microbes that are on the move as our planet warms.
Elm trees are large shade trees which grow well even in severe urban situations. They transplant easily and grow rapidly if conditions are favourable. Healthy leaves are lustrous dark green in the summer turning yellow in the autumn. Culture for Elm Elms grow best in full sun but are tolerant of moderate shade. They have a broad tolerance to soil pH, growing well in the range of 5.5 to 8.0. They are tolerant of compacted clay soils, well drained sandy soils and most soils in between. They grow optimally in nutrient rich, moist well drained soils. Concerns about Elm The most common disease is Dutch elm disease (DED). This is a fungal disease that is transmitted by twig or trunk feeding beetles and root grafts. Dutch elm disease plugs the vascular system of the tree causing a wilt that is often seen first in the upper branches and may move throughout the entire tree within six months to a year (see PHC Tech Note for further details). Other problems include honey fungus, leaf hoppers and gall mites. Elms are often skeletonized and defoliate by elm leaf beetle. There are also several scale insects which attack elm. Aphids are often found feeding on leaves. If numbers are high, foliar damage can occur. Management Practices for Elm Prune to remove dead, dying and diseased, and interfering limbs. Remove pruned wood from area to reduce bark beetle populations. Apply protective fungicide if tree has history of disease (powdery mildew, etc.). Inspect for DED flagging. Improve tree vigour through mulching, fertilisation (phosphites), and watering. Systemically treat for elm leaf beetle if applicable. Remove fallen diseased leaves from site. Trees may be treated with DED protectant fungicide and insecticide for elm leaf beetle at any time when leaves are present.
By: Mary Ware for LearnWell Helping students become engaged learners is a goal of most teachers and educational programs. Finding ways to pique their interest, and helping them develop the skills needed to dive into and make sense of any given curriculum is at the root of teacher planning sessions. In the same manner, finding ways to develop students’ social emotional skill set is just as important. Social and emotional skills are what help students makes sense of, and connect to both who they are, and the world around them. Skills such as self-awareness, self-management, social awareness, relationship skills and responsible decision making play a large role in a student’s overall success—both academically and in regards to becoming an well-rounded responsible citizen. Schools and educational programs across the country have taken an interest in the philosophy of both growth mindset and social/emotional learning (SEL), and are implementing these ideas in countless ways. Hospital education programs can also benefit by incorporating social emotional learning into the curriculum, therefore helping students continue to make academic and social advancement while receiving treatment. Here are some easy ways to add social and emotional learning activities to the hospital classroom: - Start each class with a check-in. Allow students to identify how they are feeling (with the use of visuals or emotion charts as needed). Discuss as a group the goals for the class session, and ask each student how they might accomplish them and what support they may need based on their check-in. - Model appropriate behavior and skills for students. If a student makes negative or inappropriate statements regarding their work or other’s actions, rephrase them in a way that helps identify the feelings behind the statements, and demonstrates a more responsible manner of expressing a need or making a point. Find teachable moments when possible. - Use games to teach skills. As a welcoming activity or if there is extra time at the end of class, use games to bring movement and energy to the classroom while helping younger students learn about social emotional characteristics. SEL learning games such as Feelings Charades, Freeze Dance, and Principal Wild Says from Centervention help improve the ability to follow directions, identify emotions, and respond to tasks, which are all important components of the social/emotional skill set. - Take on the perspective of others for assignments. For Literature or History based assignments, consider having students write poems, letters, or statements from one of the characters or individuals’ perspective. By answering assigned questions, the student will be able to demonstrate comprehension of the subject, while the role play activity helps strengthen interpersonal and empathy skills. - Provide opportunities for group work. When feasible, allow students to partner up or form small groups to tackle a set of problems or an assignment. Encourage communication skill development such as listening, taking turns, respecting the viewpoints of others, and working toward a common objective. After the project, ask questions to identify what was difficult, and how they overcame differences in the group setting. - Allow for student self-expression. Being admitted to a hospital or other residential treatment facility can be extremely difficult for many student-patients. By allowing for student creativity and self-expression, teachers can help student-patients express what makes them personally unique, and can expand on the individual interests of each student to help tailor their academic experience. Though student-patients may only be a part of the hospital classroom for a short period of time, it is still a valuable opportunity to aid in the development of social and emotional skills. By incorporating easy to administer activities and games into the regular class routine, students will be able to make progress academically while gaining important interpersonal skills and intrapersonal perspective.
Find your way through the grid starting at 2 and following these operations. What number do you end on? Ahmed is making rods using different numbers of cubes. Which rod is twice the length of his first rod? Starting with the number 180, take away 9 again and again, joining up the dots as you go. Watch out - don't join all the dots! This task, written for the National Young Mathematicians' Award 2016, involves open-topped boxes made with interlocking cubes. Explore the number of units of paint that are needed to cover the boxes. . . . Can you use the numbers on the dice to reach your end of the number line before your partner beats you? Choose four of the numbers from 1 to 9 to put in the squares so that the differences between joined squares are odd. Can you put the numbers 1 to 8 into the circles so that the four calculations are correct? Can you each work out the number on your card? What do you notice? How could you sort the cards? Choose a symbol to put into the number sentence. If you have only four weights, where could you place them in order to balance this equaliser? Can you see why 2 by 2 could be 5? Can you predict what 2 by 10 will be? Place the numbers from 1 to 9 in the squares below so that the difference between joined squares is odd. How many different ways can you do this? There are 44 people coming to a dinner party. There are 15 square tables that seat 4 people. Find a way to seat the 44 people using all 15 tables, with no empty places. There are 4 jugs which hold 9 litres, 7 litres, 4 litres and 2 litres. Find a way to pour 9 litres of drink from one jug to another until you are left with exactly 3 litres in three of the jugs. Start by putting one million (1 000 000) into the display of your calculator. Can you reduce this to 7 using just the 7 key and add, subtract, multiply, divide and equals as many times as you like? There are 78 prisoners in a square cell block of twelve cells. The clever prison warder arranged them so there were 25 along each wall of the prison block. How did he do it? Here you see the front and back views of a dodecahedron. Each vertex has been numbered so that the numbers around each pentagonal face add up to 65. Can you find all the missing numbers? Place six toy ladybirds into the box so that there are two ladybirds in every column and every row. This task, written for the National Young Mathematicians' Award 2016, invites you to explore the different combinations of scores that you might get on these dart boards. Using the statements, can you work out how many of each type of rabbit there are in these pens? In a square in which the houses are evenly spaced, numbers 3 and 10 are opposite each other. What is the smallest and what is the largest possible number of houses in the square? This magic square has operations written in it, to make it into a maze. Start wherever you like, go through every cell and go out a total of 15! Can you put plus signs in so this is true? 1 2 3 4 5 6 7 8 9 = 99 How many ways can you do it? How have the numbers been placed in this Carroll diagram? Which labels would you put on each row and column? Arrange eight of the numbers between 1 and 9 in the Polo Square below so that each side adds to the same total. This problem is based on a code using two different prime numbers less than 10. You'll need to multiply them together and shift the alphabet forwards by the result. Can you decipher the code? Zumf makes spectacles for the residents of the planet Zargon, who have either 3 eyes or 4 eyes. How many lenses will Zumf need to make all the different orders for 9 families? Use the interactivities to fill in these Carroll diagrams. How do you know where to place the numbers? Place the numbers 1 to 10 in the circles so that each number is the difference between the two numbers just below it. Can you arrange 5 different digits (from 0 - 9) in the cross in the way described? This problem is based on the story of the Pied Piper of Hamelin. Investigate the different numbers of people and rats there could have been if you know how many legs there are altogether! You have two egg timers. One takes 4 minutes exactly to empty and the other takes 7 minutes. What times in whole minutes can you measure and how? Cherri, Saxon, Mel and Paul are friends. They are all different ages. Can you find out the age of each friend using the information? Winifred Wytsh bought a box each of jelly babies, milk jelly bears, yellow jelly bees and jelly belly beans. In how many different ways could she make a jolly jelly feast with 32 legs? You have 5 darts and your target score is 44. How many different ways could you score 44? There are to be 6 homes built on a new development site. They could be semi-detached, detached or terraced houses. How many different combinations of these can you find? Add the sum of the squares of four numbers between 10 and 20 to the sum of the squares of three numbers less than 6 to make the square of another, larger, number. This dice train has been made using specific rules. How many different trains can you make? Ben has five coins in his pocket. How much money might he have? In how many ways could Mrs Beeswax put ten coins into her three puddings so that each pudding ended up with at least two coins? Throw the dice and decide whether to double or halve the number. Will you be the first to reach the target? In a Magic Square all the rows, columns and diagonals add to the 'Magic Constant'. How would you change the magic constant of this square? Look carefully at the numbers. What do you notice? Can you make another square using the numbers 1 to 16, that displays the same properties? Can you make a train the same length as Laura's but using three differently coloured rods? Is there only one way of doing it? Number problems at primary level that require careful consideration. This task, written for the National Young Mathematicians' Award 2016, focuses on 'open squares'. What would the next five open squares look like? Use your logical-thinking skills to deduce how much Dan's crisps and ice-cream cost altogether. These two group activities use mathematical reasoning - one is numerical, one geometric. This task follows on from Build it Up and takes the ideas into three dimensions! Write the numbers up to 64 in an interesting way so that the shape they make at the end is interesting, different, more exciting ... than just a square.
In Roman times Strasbourg was called Argentoratum and was an important city in the province of Upper Germany. It became an episcopal see in the 4th cent. Destroyed by the Huns in the 5th cent., the city was rebuilt and called Strateburgum [city of roadways]. After becoming part of the Holy Roman Empire in 923, Strasbourg, with the surrounding rural area, came under the temporal rule of its bishops. Its location at the crossroads of Flanders, Italy, France, and central Europe made it an important commercial center. In 1262, after some struggles with the bishops, the burghers secured the status of a free imperial city for the city proper. An upheaval in 1332 established a corporate government in which the guilds played a leading role. Medieval German literature reached its height in Strasbourg with Gottfried von Strassburg . There also Johann Gutenberg 's printing press may have been invented (15th cent.). Strasbourg accepted the Reformation in the 1520s under the leadership of Martin Bucer and became an important Protestant center. The Univ. of Strasbourg, founded in the 16th cent. as a Protestant university, numbered Goethe and Metternich among its students. The city's prosperity began to decline in the early 17th cent. and was severely damaged by the Thirty Years War (1618–48). In 1681, Louis XIV seized Strasbourg, which was confirmed in French possession by the Treaty of Ryswick (1697). The persecutions of French Protestants after 1685 were not carried into Strasbourg, which raised little objection to the annexation. The city enthusiastically supported the French Revolution and thereafter increasingly adopted French customs and speech. Bombarded by the Prussians during the Franco-Prussian War , Strasbourg was ceded to Germany by the Treaty of Frankfurt (1871). It was recovered by France in 1919, following World War I. The city was occupied by the Germans and severely damaged in World War II. Most historical monuments, however, were saved. Chief among these is the Roman Catholic cathedral, begun in 1015 and completed in 1439. It has a famous astronomic clock installed in 1574. After the war, the city expanded toward the east and south in 1967 some 30 neighboring towns were absorbed into a new Community of Strasbourg. In 1949, Strasbourg became the seat of the Council of Europe . Strasbourg is now also the seat of the European Court of Human Rights and the European Union's European Parliament . The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: French Political Geography Browse by Subject - Earth and the Environment +- - History +- - Literature and the Arts +- - Medicine +- - People +- - Philosophy and Religion +- - Places +- - Australia and Oceania - Britain, Ireland, France, and the Low Countries - Commonwealth of Independent States and the Baltic Nations - Germany, Scandinavia, and Central Europe - Latin America and the Caribbean - Oceans, Continents, and Polar Regions - Spain, Portugal, Italy, Greece, and the Balkans - United States, Canada, and Greenland - Plants and Animals +- - Science and Technology +- - Social Sciences and the Law +- - Sports and Everyday Life +-
Founding Member, Influenza Vaccine Supply International Task Force, IFPMA Influenza is a highly infectious disease that usually strikes during the winter season. Globally, it causes an estimated one billion cases of influenza, resulting in 290,000 to 650,000 deaths per year. A person can get the virus simply by being near an infected person that coughs, sneezes or talks, or by touching something with the virus on it. The intensity and severity of influenza season varies between years, fluctuating between mild to very serious episodes in some years. For instance, the Spanish influenza pandemic of 1918 is estimated to have killed up to 50 million people over two years, after having infected one-third (around 500 million people) of the global population. In comparison, the 2014-2016 Ebola outbreak killed, in the same time span, around 11,000 people. Some people are more at risk than others Although everyone can be affected, some people are more at risk than others, such as the elderly, people with chronic diseases (such as heart disease and diabetes), young children, pregnant women and healthcare professionals. The most effective way to prevent the disease is vaccination, which is especially important for people at high risk of influenza, as mentioned above. Studies show that influenza vaccination in patients with heart conditions can reduce the chance of a secondary heart attack by up to 67%. Annual vaccine is key to combat virus mutations Safe and effective vaccines are available and have been used for more than 60 years. Immunity from influenza vaccination wanes over time and the virus mutates continuously. Therefore, annual vaccination is recommended to protect against influenza. Regardless of the natural variation of the vaccine benefits, influenza vaccination always reduces severity of disease, complications (such as pneumonia) and death. Yet, in spite of its known safety and benefits, influenza vaccination rates are unfortunately low, even among those most at risk. There is a perception the disease is not that serious, or that the vaccine is not particularly effective. Other misconceptions, combined with a growing mistrust of vaccination can cause hesitance to be vaccinated at all. If you want to learn more about influenza, visit reliable sources such as the World Health Organization, or ask your doctor or pharmacist.
1. The Legislature The Constitution of England is the whole body of unrepealed enactments of Parliament and unrevoked decisions of the courts. By such precedents the full authority of the government resided in the Crown (king or queen) and the Parliament acting in concert; usually, since 1688, the monarch accepted what Parliament legislated. No written document limited the power of Parliament to pass any law that pleased both its chambers. The upper chamber, the House of Lords, consisted of the temporal and spiritual lords, sitting by right of birth and tradition, requiring no election, empowered to reject any measure voted by the House of Commons, and serving as a supreme court in appeals from judicial decisions, in impeachments of governmental personnel, and in all actions brought against its secular members on charge of a major crime. It was a bastion of the aristocracy fighting rearguard actions against the advancing bourgeoisie. The House of Commons numbered 558 members: two each from the Universities of Oxford and Cambridge, one from Trinity College, Dublin, forty-five from Scotland; the rest chosen by forty counties (“shires”) and twenty boroughs (townships) by electors holding limited franchises too varied to be specified here.5 Excluded from the electorate were women, paupers, Roman Catholics, Quakers, Jews, agnostics, and, in general, anyone who could not swear allegiance to the authority and doctrines of the Church of England. All in all, there were 245,000 eligible voters in England’s nine million souls. Since voting was public, few voters dared support any candidate but the principal landowner’s nominee; many eligible citizens did not bother to vote; and some elections were decided by arrangement among the leaders, without any voting at all. The number of Parliamentary representatives allowed to each borough had been fixed by tradition, and took little account of growth or decline in the borough’s population; some boroughs with a mere handful of voters returned one or more members, while London, with six thousand voters, was allowed only four. The new industrial centers were poorly represented in Parliament, if at all; Manchester, Birmingham, and Sheffield had no member there, while the old county of Cornwall had forty-two. We should add, however, that in local affairs many towns and villages retained considerable self-rule; so the city of London, through a property-limited suffrage, chose its own government, and maintained a proud independence of Parliament. About half the seats in the Commons were filled by these semipopular elections; the other half were filled through uncontested nomination by local or distant proprietors; and these nominations were in many cases offered by the boroughs to the highest bidder. “Boroughs, in other words seats in the House of Commons, were bought and sold as openly as any article of commerce; and the King himself was at times the great purchaser of boroughs.”6 The chosen members were loosely divided between two parties—Tories and Whigs. These had largely forgotten the issues that had once divided them; their leaders were in both cases members of old aristocratic families; but the Whigs were more inclined than the Tories to listen to the upcoming and affluent lords of commerce and industry, while the Tories defended—the Whigs challenged—the traditional “prerogative” of royal power. The bone of contention was not principle but power: which party was to form the ruling ministry, divide the lucrative offices, and oversee the developing, fee-splitting bureaucracy. Despite its aristocratic base, the British government was considerably more democratic in its lawmaking than most Continental states; whereas in these (including France after 1804) the supreme power was wielded by an emperor or a king, in Britain the actual ruler, since 1688, was not the king but the Parliament; and in the bicameral Parliament the authority lay chiefly with the Commons through its “power of the purse”: no disbursement of public funds could be made without its consent. Theoretically the king could veto any measure passed by Parliament; actually George III never stretched his prerogative to this testing point. The king, however, could dissolve the Parliament and “go to the country” for a new election; in that case the candidates he favored and financed had a good chance of winning seats, for the indigenous King (after two alien Georges) had become again the nation embodied, the central object of patriotic loyalty and pride. 2. The Judiciary The English judiciary was as haphazard, chaotic, and competent as the legislature. First of all, it had to administer a body of laws that had grown almost daily through hundreds of years, that had long remained unsystematized, and that was so brutal in its traditional penology that judges had often to amend it or ignore it. The law was heavy with relics of its feudal origins and its Christian emendations: accused lords still demanded to be tried by lords, and “benefit of clergy” still (till 1827) exempted Anglican ministers from secular courts. Hundreds of laws (against public gambling, nocturnal amusements, unlicensed assemblies…) remained in the statutes, though rarely enforced. Some improvements were made in this period: the number of crimes (some two hundred) for which, in 1800, death was prescribed was repeatedly reduced; and a true account of assets and liabilities could avert imprisonment for debt. But the law of bankruptcy remained so cumbersome that businessmen avoided it as the road to double bankruptcy. The Habeas Corpus Act of 1679, which aimed to end undue imprisonment before trial, had been so often suspended that it lost its force in crises like the French Revolutionary Wars. The confusion, contradictions, and barbarities of British law continued until Bentham slashed at them with his persistent and detailed demands for reform. The capture of criminals was made additionally difficult by the scarcity of police in the towns, and their almost total absence in the countryside; citizens were driven to form voluntary associations to protect their lives and property. Even if arrested, the criminal might delay or escape imprisonment by hiring lawyers to find or forge reasons for appeal, or loopholes in the law; “it was the boast of the lawyers that there was not a single statute through which they could not drive a coach and six.”7 At the lowest rung of the legal profession were the attorneys or solicitors, who acted as legal agents for a client, or researched and prepared briefs for the barristers, who were the only lawyers admitted to the bar. From them the king, usually on recommendations by the lord chancellor, chose the judges. Once or twice a year the judges of the Common Law Courts toured the counties to try, locally, civil and criminal cases. As their stay in any one place was brief, the administration—in some measure the creation—of the law in each county or borough was left to local “justices of the peace.” These were chosen by the central government from among the richer landowners of the district; they were unpaid, but their wealth was expected to keep them from corruption. They were not above class prejudice, and some became famous for severe sentences against radicals; but, all in all, they provided fair and competent local administration, almost equal to that of the prefects in Napoleonic France. The best feature of English law was the right of the accused to trial by jury. Apparently this institution of the Carolingian Franks had come to England in primitive form with the Norman Conquest. The size of the jury was not fixed at twelve members until 1367; and only about that time was a unanimous verdict required. The jurors were chosen—usually from the middle class—from a panel of forty-eight to seventy-two men, after extensive rights of challenge by the contending parties. Periodically the justices of the peace were assisted in each county by a grand jury, upon whose recommendations the court was expected to act. In trials the jurors heard the evidence, the speeches of contending counsel, and the judge’s summing up; after this they retired to an adjoining room, where, “in order to avoid intemperance and causeless delay,” they were kept without meat, drink, fire, or candle (unless by permission of the judge) “till they were unanimously agreed.”8 3. The Executive Theoretically the executive power was vested in the monarch; actually it lay in his cabinet of ministers; and these had to be members of Parliament, responsible to it for their actions, and dependent upon it for their funds. Theoretically the king appointed these ministers; in practice he was expected to choose as their head the leader of the party victorious in the latest election; and this prime minister, with others prominent in his party, nominated, for the ruler’s formal appointment, the secretaries of the various ministries. In his first administration (1783–1801) William Pitt took a double role as chancellor of the exchequer and first lord of the treasury; that is, he controlled, subject to Parliamentary approval, both the collection and the disbursement of the national revenue. In the Cabinet, as well as in the government as a whole, the power of the purse was the chief instrument of discipline and rule. George III did not admit his subordination to Parliament. From his accession in 1760, at the age of twenty-two, he had sought to enforce the royal prerogatives. But the costly collapse of his leadership in the War of American Independence, and his repeated intervals of insanity (1765, 1788, 1804, 1810–20), weakened his body, mind, and will, and after 1788 he allowed William Pitt to govern except for three provisos: slavery must not be finally condemned, the British Catholics must not be allowed to vote, and there should be no peace with France until Louis XVIII was securely placed on his rightful throne. George III was a good man within the limits of his vision and his creed. Napoleon, in captive retrospect, described him as “the honestest man in his dominions.”9 He distinguished himself from his Hanoverian predecessors by obeying all the Commandments except the fifth, and by falling far short of the Levitican injunction to “love thy neighbor as thyself”; but he loved the English people. Despite his faults, and because of his misfortunes, they loved him in return—for loving his inherited religion, for loving his wife and daughters, and for giving the nation an inspiring picture of a simple and devoted life. Their hearts went out to him when, despite his example, most of his sons tarnished their princely titles with marital chaos, conscienceless gambling, reckless extravagance, and visible deterioration of body and character. Wellington was to describe them as “the damnedest millstones, about the neck of any government, that can be imagined.”10 The oldest of them—George, Prince of Wales—was the most impossible, troublesome, and charming. He was handsome and knew it. He had received a good education, could speak French, German, and Italian fluently, sang well, played the violoncello, wrote poetry, kept in touch with contemporary English literature, numbered Richard Sheridan and Thomas Moore among his intimate friends, and was an intelligent patron of art. He set up at Carlton House a princely establishment, furnished it elegantly at the nation’s cost, favored the politics and rivaled the thirst of Charles James Fox, and, to the horror of his father, became the idol of the Whigs. He liked, too, the young dandies who spent their wealth on fancy clothing, women, horses, and dogs;11 he accompanied such Britons to prizefights, and outpaced everyone in expenditure and debts. Parliament repeatedly voted a hundred thousand pounds to restore his solvency,12 for none could tell when this goodnatured wastrel would, as king, be the generous donor of lucrative sinecures. At seventeen he had confessed to being “rather too fond of women and wine.” Among his early mistresses was Mary Robinson, who fascinated him by her playing of Perdita in A Winter’s Tale; for three years he maintained her in precarious luxury. Then he entered upon a more serious affair with Maria Anne Fitzherbert, twice widowed, Roman Catholic, six years his senior, and unmanageably decent; she refused to become his mistress, but consented to marry him. The Act of Settlement that had given the throne of England to the house of Hanover had excluded from the succession any husband or wife of a Roman Catholic; and a law of 1772 prohibited any member of the royal family under twenty-five years of age from marrying without the ruler’s consent. Nevertheless, the Prince married Mrs. Fitzherbert (1785), paying a young Anglican curate five hundred pounds to perform the illegal ceremony; the illegality preserved the Prince’s right of succession. He assumed this right in 1788, when his father lapsed into insanity; he waited impatiently for him to die; but father and son could seldom agree. They agreed, however, that if the King (actually Parliament) would pay the Prince’s new debts (£110,000), the heir apparent would leave his morganatic wife and marry his father’s niece, Princess Caroline of Brunswick. He found her discouragingly ugly, she found him disgustingly fat; but they married, April 8, 1795. Caroline later averred that he had spent the wedding night in a drunken torpor;13 however, she gave him a daughter, Princess Charlotte, January 7, 1796. Soon thereafter he left her, and returned, for a time, to Mrs. Fitzherbert, who was apparently the only woman whom he ever deeply loved. (When he died, a miniature with a portrait of her was found pendant from his neck.14) In November, 1810, George III—breaking under Parliamentary opposition, shame for his son, and grief for his dead daughter Amelia—went finally insane. For nine years thereafter the King of England was a raving, straitjacketed lunatic, pitied and beloved by his people; and the Regent, assuming all royal pomp and power, was a degenerate ruin, fat, fifty, kindly, cuckolded, and despised.
Last week Sophie Burrows, from Into Film, came to work with the FDLT year 1 groups to introduce stop motion animation as a technique for engaging learners. Sophie introduced the group to the basic principles that underpin stop motion animation: persistence of vision. We looked the work of Eadweard Muybridge, an early pioneer of photographic and moving image projection. We also looked at making thaumotropes as an easy way into to demonstrating this concept to children. You can read more about this and other optical toys here: thaumotropes. Sophie introduced us to three types of stop motion animation: - paper cut - silhouette (using a light box) - claymation (using plasticine) and the free app Stop Motion Studio. After playing a little with app to explore its functions the students worked in groups to make a short animation using any of the techniques above. They then edited the films using the app iMovie which gave them the opportunity to add sound and music. Making stop motion animations draws upon a huge range of skills, knowledge and understanding and can be a great opportunity to plan meaningful and engaging learning opportunities across the curriculum for learners. Here’s a padlet of examples to get you thinking!
June is Cataract Awareness Month. DYK cataracts are the leading cause of vision loss in the United States? 24 million Americans over the age of 40 are affected by cataracts. Cataracts are the leading cause of blindness in the world. What are cataracts? Cataracts are a clouding of the lens inside the eye. The crystalline lens (similar to a camera lens) is an elastic structure that helps focus light onto the retina. When the lens is transparent, light easily focuses on the retina. However, as the crystalline lens starts to change color and becomes opaque, the quality of vision begins to decline. Increased night-time glare from car headlights, less vibrant colors, clouding of vision, and increasing difficulty with vision at night are only some of the symptoms of cataracts. What causes cataracts? The majority of cataracts are due to age-related changes that cause the crystalline lens in the eye to become cloudy or opaque. However, other factors can contribute to cataract development, including but not limited to: - Diabetes Mellitus - Certain medications: Corticosteroids, Chlorpromazine, and other phenothiazine-related medications - Ultraviolet radiation - Nutritional Deficiency - Ocular Trauma Who do cataracts affect? Cataracts can affect people of all ages, but the most common type of cataract is an Age-Related Cataract. This type of cataract develops over a long period of time and often affects those over the age of 40. The National Eye Institute reports that “the risk of cataract increases with each decade of life starting around age 40. By age 75, half of white Americans have a cataract. By age 80, 70 percent of whites have a cataract compared with 53 percent of blacks and 61 percent of Hispanic Americans.” Cataract surgery is the most performed surgery in the United States. It is a relatively safe procedure with a 95% success rate. The surgeon removes the cloudy lens and replaces the crystalline lens with an intraocular lens (IOL). Cataract surgery is often performed as an out-patient procedure, so it does not usually require an overnight stay in the hospital. With the advancement of technology, there are many IOL options available. Different IOL corrective options include: nearsightedness, farsightedness, astigmatism, and/or multifocal. These speciality IOLs help to reduce your amount of reliance on glasses after cataract surgery. Most recently, several femtosecond lasers have been FDA-approved for use in what is now known as “laser assisted cataract surgery”. These lasers are similar to the ones used to create the corneal flap in LASIK procedures. Laser assisted cataract surgery helps the surgeon improve surgical accuracy. There currently is no proven way to get prevent cataract formation; however, there are methods we can employ to slow down the progression of cataracts including but not limited to: wearing proper UV protective sunglasses while outdoors, maintaining a healthy diet and eating lots of foods rich with antioxidants and omega-3. Some types of cataracts, like traumatic cataracts, may be preventable. As evidenced by the name, traumatic cataracts are a result of blunt or penetrating ocular trauma to the crystalline lens. Traumatic cataracts can often be prevented by wearing proper safety glasses. Essilor Prescription Safety Eyewear manufactures prescription and non-prescription safety eyewear that meets all the latest ANSI Z87.1-2015 standards. If you think you may have cataracts, it is important to get your eyes examined annually. Your eye doctor will be able to help you determine whether or not your cataracts are ready to be removed. They will also be able to determine which IOL will best help to improve your lifestyle. Need to schedule your annual examination or need safety eyewear for work? Give us a call today: 713-838-2020. \|About the Author Dr. Erica Ngo, O.D. is an optometrist fascinated by dry eye disease, ocular surface disease, and digital eye health. Dr. Erica Ngo is passionate about protecting and preserving eye health with a focus on aesthetics, makeup, and fashion. On her free time she enjoys latin dancing, food, travelling, and playing with her fluffy companion. She lives in Houston and is always looking for ways to explore and give back to her community.\|
Delegates are function pointers in C# that are managed and type safe and can refer to one or more methods that have identical signatures. Delegates in C# are reference types. They are type safe, managed function pointers in C# that can be used to invoke a method that the delegate refers to. The signature of the delegate should be the same as the signature of the method to which it refers. According to MSDN, "A delegate in C# is similar to a function pointer in C or C++. Using a delegate allows the programmer to encapsulate a reference to a method inside a delegate object. The delegate object can then be passed to code which can call the referenced method, without having to know at compile time which method will be invoked. Unlike function pointers in C or C++, delegates are object-oriented, type-safe, and secure." C# provides support for Delegates through the class called Delegate in the System namespace. Delegates are of two types. A Single-cast delegate is one that can refer to a single method whereas a Multi-cast delegate can refer to and eventually fire off multiple methods that have the same signature. The signature of a delegate type comprises are the The name of the delegate The arguments that the delegate would accept as parameters The return type of the delegate A delegate is either public or internal if no specifier is included in its signature. Further, you should instantiate a delegate prior to using the same. The following is an example of how a delegate is declared. Listing 1: Declaring a delegate public delegate void TestDelegate(string message); The return type of the delegate shown in the above example is "void" and it accepts a string argument. Note that the keyword "delegate" identifies the above declaration as a delegate to a method. This delegate can refer to and eventually invoke a method that can accept a string argument and has a return type of void, i.e., it does not return any value. You can use a delegate to make it refer to and invoke a method that has identical signature as the delegate only. Even if you are using multi-cast delegates, remember that you can use your delegate to refer to and then fire off multiple methods that have identical signatures only. A delegate should always be instantiated before it is used. The following statement in Listing 2 shows how you can instantiate a delegate. Listing 2: Instantiating a delegate TestDelegate t = new TestDelegate(Display);
hours to days; days to weeks; seconds to minutes). What type of measurement is indicated by each of the following units? Choices are in the last column. Analyze data to explain the heating and cooling of land, air, and water. Convert 80 km to mm. Now write an equation that represents how many miles a roach can travel in 1. 5 kJ into calories. define length and name some instruments used to measure it. com Name: Answers 8 Ounces = 1 Cup 2 Cups = 1 Pint 2 Pints = 1 Q uart 4 Q uarts = 1 G al l on. If more than 6 conversions are selected, not all of them. Conversion. 752 mm Hg. Unit Conversion and Word Problems Worksheet Answer Key No One Said Life Was Fahrenheit 1. metric conversion worksheet 1 - with answers - all units · 21. com Name: Answers 8 Ounces = 1 Cup 2 Cups = 1 Pint 2 Pints = 1 Q uart 4 Q uarts = 1 G al l on. Easier to grade, more in-depth and best of all 100% FREE! Kindergarten, 1st Grade, 2nd Grade, 3rd Grade, 4th Grade, 5th Grade and more!. he decided to convert all of his Pesos back into dollars. Metric SI Unit Conversions. 42 lb = 672 oz oz 6. Introduction to Units and Conversions The metric system originates back to the 1700s in France. convert foreign currencies. " What are the Ark's dimensions in yards?. ( ×) In Engineering and in Sciences, we use very larger units as well as very smaller units. 00 km = m 5) 33. Students learning the metric system can practice with this worksheet, which has them convert different metric units, and then order groups from greatest to least. 001 The Metric System of measurement is based on multiples of 10. Unit Conversion Worksheet 1. describes the concentration of a solution in moles of solute divided by liters of solution. If you have any problems in answering the questions within the booklet please contact [email protected] -Worksheets / Resources - Lecture Notes (PDF) - Worksheet1 (Answers PDF) - Worksheet 2 (Answers PDF) - Homework Problem Answers (PDF)(Note: Question 26d, if you put 350 it is fine. Since unit factor 1 is derived from an exact equivalent, it does not affect the number of significant digits in the answer. Worksheet #6 This worksheet covers units and unit conversions. The unit cm in the 435 cm now cancels with the cm in the denominator of the conversion card, so the only unit left is m. 90 qt = 180 pt pt 8. 4 m3 (L) Solution a Using the diagram for conversion of units of capacity, observe that to convert litres to millilitres we need to multiply the given value by 1000. Equivalent Units mksq System 5 IV. Worksheets > Math > Grade 5 > Measurement. You can also customize them using the worksheet generator provided. Work several examples with the students and have them practice this skill independently. 001 units Overhead Copy. Math Mammoth Grade 5-A and Grade 5-B worktexts comprise a complete math curriculum for the fifth grade mathematics studies that meets and exceeds the Common Core Standards. ) - Chapter 1 Review with Answers (PDF) - Chapter 1 Practice Problems (PowerPoint). First, they convert the listed units of time and weight. Unit Conversions Worksheet W 315 Everett Community College Tutoring Center Student Support Services Program 1) How many inches are there in 232 mm? (There are 2. Altitude of summit of Mauna Kea: 13,796 ft =. You must use proper dimensional analysis technique, which means use one continuous conversion. The worksheets can be made in html or PDF format — both are easy to print. Convert 73,900 mm to cm. require different units: Increasing distance? Convert inches to feet. pdf), Text File (. The blank line in the middle of the conversion chart can change depending on what we are measuring: The unit for length is the meter (m). Modeling 1. , gallons in a barrel or joules per Btu). How to convert various unit measurements in cells in Excel? You may need to convert between different unit measurements in cells now and then, such as convert meter to yard, pound mass to ounce mass, etc. 50 Item Size $ Price $ Price per Unit. 23 x 10-6 kilometers? 3) How many hours are there in 34. Convert 80 km to mm. ) How many kilometers is it from your house to school?. Length unit (mile, furlong, yard, feet & inch) conversion worksheet with answers for 6th grade math curriculum is available online for free in printable and downloadable (pdf & image) format. Online Conversion Conversion Factors Additional Info Useful Links Tell a Friend Contact. Each math worksheet is accompanied by an answer key, is printable, and can be customized to fit your needs. Each worksheet and answer sheet is in PDF format for. describes the concentration of a solution in moles of solute divided by liters of solution. pdf - Milwaukie High Read more about inches, meters, conversion, milwaukie, meter and quart. While shopping, he notices carpet is sold in square yards. 24 hours to minutes 60min 24 1440min 1 hrs hr 267 milligrams to grams 18 Yards to feet 70 inches to feet 1500 milliliters to liters 25. C Worksheet by Kuta Software LLC The Unit Circle Name_____ Degrees & Radians Conversion Practice Date_____ Convert each degree measure into radians. conversion factors Online conversion factor programs are free to use on this site. Convert the following quantities. Unit conversion: Speed Practice examples Remember that units for speed all look like (!"#$%&'()If you're converting from one speed unit to another, say 20 km/h to m/s, write down the value you start with:. 54 cm in 1 inch) 2) How many centimeters are there in 4. Search tags Chemistry unit conversion Books pdf Worksheet 12 – Partial Pressures and the Kinetic. In dimensional analysis, a problem is typically viewed as a conversion of a given value in given units into a new value in certain desired units. What is this pressure in atmospheres? (Answer: 1. 02 x 1023 particles. English Metric Conversions Use the chart and a calculator to convert each measurement. customary units. Strict adherence to SI units would require changing directions such as "add 250 mL of water to a 1-L beaker" to "add 0. (or dimensional analysis) to convert between the following units. Printable Math Worksheets @ www. 55 moles NaCl to formula units. 3 cm : mm cm =. 00114 miles 5) Convert 4 quarts to liters. -Worksheets / Resources - Lecture Notes (PDF) - Worksheet1 (Answers PDF) - Worksheet 2 (Answers PDF) - Homework Problem Answers (PDF)(Note: Question 26d, if you put 350 it is fine. Use the units in. The NCAA Eligibility Center will determine your academic status after you graduate. Please let me know if you find any typos in this answer key – I’m sure there are some! Converting between units with different prefixes: The most systematic way to convert units from one prefix to another is to go through the base unit, and. Metric System Conversion Worksheet Answers View Homework - Metric-Conversion-Worksheet-Answers from SCIENCE Metric System Objectives 1 give the advantages of the metric system 2 match. you can download and print this worksheet (Acrobat (PDF) 44kB Apr11 08) You are hiking to a field area and measure the length of the trail as 18. Read page 19 in your textbook and deﬁne the terms ecision in the following section. Title: Microsoft Word - Measures - English, Metric, and Equivalents. Online Conversion Conversion Factors Additional Info Useful Links Tell a Friend Contact. 8 fg to kg 9. ( ÷) To convert large units to small units you multiply. While you can find many standard conversion factors (such as "quarts to pints" or "tablespoons to fluid ounces"), life (and chemistry and physics classes) will throw you curve balls. For example:. A printable worksheet on converting metric units of length. Temperature Conversion Worksheet In your everyday life and in your study of Chemistry, you are likely to encounter three different temperature scales. Units of Measure - Length (pdf) - Thanks to Christina Bryant for sharing this worksheet. Reproducible Worksheets for: Math Measurement Word Problems No Problem! These worksheets practice math concepts explained in Math Measurement Word Problems: No Problem! (ISBN: 978--7660-3369-6), written by Rebecca Wingard-Nelson. require different units: Increasing distance? Convert inches to feet. In the metric system, the base unit for length is the: ? meter ?. Page 1 of 3. WORKSHEET Instructions. Use our free online unit converters to easily convert between different units of measurement. 45 kg 1 quart = 0. 100 cm = _____ 6. These practice Unit Conversions Worksheet 1 - drkschemistry - home. Unit 6 - WorkSheet 3 1. units s Complete the metric conversion worksheet. Practice math problems like Convert Metric Units with interactive online worksheets for 5th Graders. Conversion Factor Sheet Time : 1 min = 60 sec 1 hour = 60 min = 3600 sec 1 day = 24 hours = 86400 sec 1 week = 7 days 1 year = 52 weeks = 12 months = 365 days 100 years = 1 century Metric Units Length : 1 picometer (pm) = 1x10-12 meters 1 nanometer (nm) = 1x10-9 meters 1 micrometer ( µm) = 1x10-6 meters. In other words, the unit immediately below is 1000 times smaller than the one immediately above Study carefully this guideline that will help you to convert between the units Conversion down the scale: To convert from kg to g, multiply by 1000 or just move the decimal point 3 places to the right. Unit Conversions Worksheet 1 Use unit analysis to solve the following problems. 01 units Milli - 0. , 1/3 becomes 2/6 when the numerator and denominator are multiplied by 2. 6 cm? (There are 2. com › Chemistry Tests and Quizzes Here are five 10 question worksheets covering unit conversions. Altitude of summit of Mauna Kea: 13,796 ft =. CONVERSION TABLE FOR METRIC UNITS OF LENGTH 1 centimeter (cm) = 0. Dimensional Analysis Worksheet Use Dimensional Analysis to solve the following problems. Converting Measurements We can convert measurements from cm to m. • Use conversion factors to perform one- and two-step metric conversions. This math packet includes an introduction to metric units of length, metric units of volume, and metric units of weight. The unit for volume is the liter (L). In this unit conversions worksheet, 7th graders solve 10 different problems that include identifying various units of measurement. Answers on 2nd page of PDF. Excel Lab Conclusions PDF. They are: 1 mole = 6. Customary unit conversion worksheets contain convert between measures of length, weight and capacity. Copyright © 2012-2013 by Education. Here are the some of the prefixes and the symbols and their values. customary system. 001 units Overhead Copy. Dimensions of esu and emu Electric and Magnetic Quantities 5 V. Strict adherence to SI units would require changing directions such as "add 250 mL of water to a 1-L beaker" to "add 0. According to Genesis, Noah's Ark was constructed according to the dimensions specified as "the length of the ark 300 cubits, its breadth 50 cubits, and its height 30 cubits. The metric system is much easier. Try out our free tool while solving the problems. View Homework Help - w315-unit-conversions-worksheet-2. Giving Back to the Education Community. n y Complete your density calculations. Free Algebra 2 worksheets (pdfs) with answer keys-each includes visual aides, model problems, exploratory activities, practice problems, and an online component Algebra 2 Worksheets (pdf) with answer keys. doc Author: Brent White Created Date: 6/28/2005 10:05:27 PM. The Math Learning Center is committed to offering free tools, materials, and other programs in support of our mission to inspire and enable individuals to discover and develop their mathematical confidence and ability. 28 feet 1 km = 0. Author: Duane Romanell. How Heat Travels Heat Quiz. METRIC CONVERSION WORKSHEET 2 - WITH ANSWERS - ALL UNITS · 22. For example, when adding 1/3 and 1/2, convert 1/3 to 2/6 and convert 1/2 to 3/6. 7 Kg to Pounds 85 cm3 to mm3 963 grams to micrograms. Unit Conversions Worksheet 1) How many inches are there in 232 mm?. Practice the questions given in the worksheet on conversion of units of speed. Students are to answer the questions based on the given recipes. In this worksheet, we will practice converting between units in standard and metric systems. odt format)(. Use appropriate significant figures! a. registerednursern. These unit rate and proportion worksheets will help students meet Common Core Standards for Ratios & Proportional Relationships by working with unit rates in multiple representations. Unit Conversions Worksheet 1 Use unit analysis to solve the following problems. This is a free product that comes from my Diminsional Analysis Unit. California State Standard: Students know how to calculate the concentration of a solute in terms of grams per liter, molarity, parts per million, and percent composition. 00 km = m 5) 33. 000016 kg 2 74ml 0. 5 L × 1000 = 3500 mL. What others are saying Unit conversion worksheets for converting customary lengths to metric/SI unit lengths with answer key Try these printable unit conversion practice worksheets for metric to customary and customary to metric conversion problems, focusing on length (inches to centimetrs and similar). q G oAPlVlv brbiZg0h4thsZ mr5eis CeEr7vfe 2dy. 4 mm Convert the following quantities. More precisely, you know how to leverage the following applications for purposes of extracting. It is based on the units of ten. Students show their work and indicate the unit of measurement. • Students will understand equalities and ratios = 1. World Class Athletes. ] Perform the following calculations, being sure to give the answer with the correct number of significant digits. If the given quantity is in. B2 APPENDIX B Systems of Units and Conversion Factors measurements are made; that is, the measurements do not depend upon the effects of gravity. Magnitude is the value of the number in the measurement and dimension is the unit of measure (e. Solve distance, time, speed, mass, volume, and density problems. The best source for free capacity worksheets. Have the students complete the How to Convert between Fractions, Decimals, and Percents Worksheet for homework. Traveling at 65 miles/hour, how many feet can you travel in 22 minutes? (1 mile = 5280 feet). Connecting their familiarity of metric units and place value, the module moves swiftl y through each unit of conversion, spending only one day on each type. number for conversion. These cookies collect information that is used either in aggregate form to help us understand how our website is being used or how effective our marketing campaigns are, or to help us customize our website and application for you in order to enhance your experience. 9144 metre 1 (statute) mile (=1760 yards) 1. 1 yard = 3 feet. Cups to Quarts. Use examples from Model 1 to support your answer. 20 meters = ? yards 16. 1 mm to m 13. Convert 73,900 mm to cm. You don't need to register, login or give us your contact information. 746 kilowatts 1 megawatt (MW) = 1 million watts 1 gigawatt (GW) = 1 billion watts 1 terawatt (TW) = 1 trillion watts 1 gigawatt = 1 million kilowatts. SI conversion and scientific notation worksheets: SI Unit Conversions Worksheet (. docx from ANATOMY health sci at South Dade Senior High School. 000 furlongs in length. 10? 17) Mary reduced the size of a. Now write an equation that represents how many miles a roach can travel in 1. Dimensions and Units for Physical Quantities — mksq System 6,7 A. You can also customize them using the generator below. Solve distance, time, speed, mass, volume, and density problems. Seafloor spreading can be a difficult concept for middle school students to grasp. Each worksheet and answer sheet is in PDF format for download and easy printing. Dimensional Analysis Worksheet Use Dimensional Analysis to solve the following problems. Dimensional Analysis. We know, (i) to convert km/hr to m/sec, multiply by 5/18 and (ii) to convert m/sec to km/hr, multiply by 18/5. Create an unlimited supply of worksheets for conversion of metric measuring units for grades 2-7. Honestly, we also have been noticed that Algebra 1 Unit Conversion Worksheet Answers is being just about the most popular subject referring to document template sample at this moment. 00114 miles 5) Convert 4 quarts to liters. You will find that the stepwise thought process associated with the procedure called unit analysis 1 not only guides you in figuring out how to set up unit conversion problems but also gives you confidence that your answers are correct. Applying the Unit Rate Approach - [worksheet] students record the rate appropriate for the question asked, find the corresponding unit rate, write a short sentence interpreting the unit rate, and use the rate to find a solution to the problem [This expired link is available. SI is not identical with any of the former cgs, mks, or mksA systems of metric units but is closely related to them and is an extension of and improvement over them. ] Perform the following calculations, being sure to give the answer with the correct number of significant digits. , miles per hour, words per minute). 01 units Milli - 0. What would be the height of a column of mercury balanced by this pressure? (Answer: 470 mm Hg. Math Mammoth Grade 5-A and Grade 5-B worktexts comprise a complete math curriculum for the fifth grade mathematics studies that meets and exceeds the Common Core Standards. Reaction Worksheet Answer Key. Converting 25 feet to meters will help the person better understand the height of the tree. of unit conversions, such as the one required above. worksheet_-_molar_mass_and_formula_mass. Metric system charts printables mania conversions worksheet. 42 kg !"42 000 g " 4. SI unit conversion worksheet. Inches, jika Anda memilih satuan ini maka p. Be familiar with English units of linear measurement (inches, feet) versus the metric units of linear measurement (centimeters, meters). Divide out common units Simplify 120 in 1 s 120 in/sec Ex. , miles per hour, words per minute). For example:. 0 miles to inches. Worksheets Material Safety Data Sheet questions pdf Real Life Chemistry pdf Conversion Factors pdf Scientific Notation pdf Mathematics of Chemistry pdf pdf Metric Article pdf questions pdf Math Review pdf Graphing pdf Graph Paper Generator (external link) Blank Graph Paper pdf Significant Digits pdf Vocabulary - Introduction to. Some concern themselves with how to convert metric to imperial and vice versa. Biology 110 - Metric System Worksheet (15 points - Due September 7, 2005) Penn State New Kensington. 01 units Milli - 0. You'll want to study all of the different pharmacy conversions to prepare for the PTCB or ExCPT exams. 752 mm Hg. Pharmacy Measurement Conversions In pharmacy, measurement conversions of units from one system to another is very common. Worksheet - Calculations Worksheet 1 - Calculations Significant Figures - the number of significant figures (sig. The blank line in the middle of the conversion chart can change depending on what we are measuring: The unit for length is the meter (m). Percentage Practice Worksheet 2 Answer Key Percentage Practice To find the percent of a number, change the percent to a decimal and multiply. A fathom used as a measure of water depths. ) Convert your distance from school to home from miles to inches. 65 kg to g 6. Multiply and Divide to get the answer. Outcome (lesson objective) Given a unit of measurement, students will be able to convert it to other units of measurement and will be able to use it to solve contextual problems. number for conversion. Select your preferences below and click 'Start' to give it a try!. " What are the Ark's dimensions in yards?. Decide what is the conversion factor for the new unit. Materials List • Worksheet(s). Customary measurement conversions, pounds, ounces, feet, inches. All metric units are related by factors of 10. 2 lbs 1 lb = 0. Unit Conversion Worksheet Conversion Factors 1 hour = 3600 seconds 1 mile = 5280 feet 1 yard = 3 feet 1 meter = 3. To convert to a smaller unit, move decimal point to the right or multiply. Science, Gr. Include units. Temperature Conversions: Basic temperature conversion formulas. Name: Date: Measurement Conversions [Temperature] About Chemistry http://chemistry. If you need a reminder of the steps, you can download and print this worksheet (Acrobat (PDF) 44kB Apr11 08) walking you through the steps for unit conversion. Con vs Acc Lab. teach-nology. If you have any problems in answering the questions within the booklet please contact [email protected] This site has many resources that are useful for students and teachers of Chemistry 11 in BC as well as any introductory high school chemistry course in the US or anywhere else in the world. Convert 80 km to mm. Units include liter, gallon, quart, cup, ounce, milliliter, cubic foot, cubic yard, cubic meter, and more, by Science Made Simple. Convert 73,900 mm to cm. 0 miles to inches. pdf Answer Key: Stoich and Gas Key. Android App Index Gizmo answer key unit conversions. Temperature Conversion Worksheet In your everyday life and in your study of Chemistry, you are likely to encounter three different temperature scales. Math help since 1998. Conversion factors can be used to convert units or to convert between equivalent ways of expressing a quantity. Metric Conversions Worksheet 1. 6 g/cm 3) in units of kg/m 3? We also can use dimensional analysis for solving problems. 45 kg 1 quart = 0. Chemistry Worksheet NAME: _____ Mole Conversions and Percent Composition Block: _____ 5. Dimensions and Units for Physical Quantities — mksq System 6,7 A. Math Mammoth Grade 5-A and Grade 5-B worktexts comprise a complete math curriculum for the fifth grade mathematics studies that meets and exceeds the Common Core Standards. Mass Worksheet (pdf) - Student worksheet that goes along with the presentation. When you watch the weather report on the news, they will report the temperature on one scale, yet you measure temperature in the laboratory on a different scale. Science, Gr. 4 L = mL 6) 15. com Name: Answers 8 Ounces = 1 Cup 2 Cups = 1 Pint 2 Pints = 1 Q uart 4 Q uarts = 1 G al l on. Chapter 1 Worksheet: Units & Measurement Time: The period of revolution of the “dwarf” planet Pluto is 248 years (y). It is 15 feet long and 12 feet wide. While shopping, he notices carpet is sold in square yards. units s Complete the metric conversion worksheet. Mole to Grams, Grams to Moles Conversions Worksheet What are the molecular weights of the following compounds? (all masses must be to nearest hundredth) 1) NaOH 2) H 3 PO 4 3) H 2 O 4) Mn 2 Se 7 5) MgCl 2 6) (NH 4) 2 SO 4 There are three definitions (equalities) of mole. Students learning the metric system can practice with this worksheet, which has them convert different metric units, and then order groups from greatest to least. The set is made out of durable plastic and is safe for students to use by themselves. Lesson 11: Measurement and Units of Measure 40 D. SI Conversions Practice Quiz This online quiz is intended to give you extra practice in converting SI units. ESAT 0 Chemistry. plus help them convert between ounces, cups, quarts, pints, half-gallons, and gallons easily. Unit Conversion Worksheet PDF Download Print PDF Description: This Printable PDF worksheet can be viewed, downloaded and also printed. Therefore, the SI units for length, time, and mass may be used any-where on earth, in space, on the moon, or even on another planet. (gravimetric) units and SI units. Legault, Minnesota Literacy Council, 2014 4 Mathematical Reasoning Worksheet 11. Unit Conversion and Dimensional Analysis Frequently in Chemistry you will be provided with data describing a particular quantity in a certain unit of measurement, and you will be required to convert it to a different unit which measures the same quantity. This Packet contains over 100 pages of ready-to-run materials covering the Metric System, Metric Conversion, and Measurement Proficiency. It has an answer key attached on the second page. Pharmacy Measurement Conversions In pharmacy, measurement conversions of units from one system to another is very common. Basic Unit Conversion:. Each math worksheet is accompanied by an answer key, is printable, and can be customized to fit your needs. Metric Unit Conversion Chart - Math Worksheets 4 Kids. When you watch the weather report on the news, they will report the temperature on one scale, yet you measure temperature in the laboratory on a different scale. Dimensions of esu and emu Electric and Magnetic Quantities 5 V. (Express with 2 sig figs in scientific notation. The metric system has been officially sanctioned for. he decided to convert all of his Pesos back into dollars. " What are the Ark's dimensions in yards?. For example, when adding 1/3 and 1/2, convert 1/3 to 2/6 and convert 1/2 to 3/6. You'll want to study all of the different pharmacy conversions to prepare for the PTCB or ExCPT exams. Range of Sine and Cosine: [– 1 , 1] Since the real line can wrap around the unit circle an infinite number of times, we can extend the domain values of t outside the interval [,02 π]. SCIENCE 8 – DENSITY CALCULATIONS WORKSHEET NAME: 1) A student measures the mass of an 8 cm3 block of brown sugar to be 12. Answers on 2nd page of PDF. Worksheet: Mole Problems Name_____ How many formula units of sodium acetate are in 0. Convert the following quantities. Write the original units as a fraction. If you could use this Unit or need an introduction to how to solve metic conversions please consider buying by clicking the link above. Here are some equivalencies that you might find useful on this worksheet and in this. What is the depth in fathoms of Lake Superior? Lake Superior is 1302 feet deep at its maximum depth. Practice Problems on Unit Conversion Using Dimensional Analysis (Factor Label Method) These are practice problems. Dimensional Analysis Worksheet Directions: You must show all work and it must be presented in a neat and orderly fashion. 35 years? 4) How many inches are there in 62. Also, feel free to write a review f. The site also includes a predictive tool that suggests possible conversions based on input, allowing for easier navigation while learning more about various unit systems. Metric Conversion Practice. 5 L ( mL) b 2300 mm3 (cm3) c 5. he decided to convert all of his Pesos back into dollars. Solve problems involving unit rates (e. Temperature Conversions Test Questions: A collection of ten test questions on temperature conversion between Celcius, Fahrenheit, and Kelvin. Some concern themselves with how to convert metric to imperial and vice versa. The Working Factor is a ratio. converting_metric_and_imperial_mass. This is a math PDF printable activity sheet with several exercises. (6) How many atoms of hydrogen can be found in 45 g of ammonia, NH 3? We will need three unit factors to do this calculation, derived from the following information:. 1 2 3 Name Class Date Problem Solving Skills Worksheet. JMAP resources include Regents Exams in various formats, Regents Books sorting exam questions by State Standard: Topic, Date, Type and at Random, Regents Worksheets sorting exam questions by State Standard: Topic, Type and at Random, an Algebra I Study Guide, and Algebra I Lesson Plans. Example: How many grams are in 1 kilogram? 1000 grams 2. Solution:! 152m x 100 cm 1 meter = 15,200cm the value you are converting this fraction is an equivalency that features the unit you. docx - Notes bit. 99 Store Brand Toasted Oats 14 ounces $2. 54 cm in 1 inch) 2) How many centimeters are there in 4. After reading this VBA tutorial, you know at least 3 ways in which you can convert PDF to Excel using VBA. 4 L = mL 6) 15. The blank line in the middle of the conversion chart can change depending on what we are measuring: The unit for length is the meter (m). Metric system charts printables mania conversions worksheet. Honestly, we also have been noticed that Algebra 1 Unit Conversion Worksheet Answers is being just about the most popular subject referring to document template sample at this moment. Worksheets > Math > Grade 5 > Measurement. Created Date: 2/8/2011 9:05:25 AM. and Choose the conversion factor that cancels units of kilograms and gives an answer in number of grams. 62 miles 1 light second = 300,000,000 meters 1 kg = 2. And it's fairly easy to do as long as you can multiply, divide, add and subtract. METRIC CONVERSION WORKSHEET 2 - WITH ANSWERS - ALL UNITS · 22. Customary unit conversion with mixed number values: One-step conversion: Worksheet 9. 752 mm Hg. Identify the original units. After reading this VBA tutorial, you know at least 3 ways in which you can convert PDF to Excel using VBA. (The sum is 5/6. Legault, Minnesota Literacy Council, 2014 4 Mathematical Reasoning Worksheet 11. For example type "50000" into the field for a scale of 1:50000. This allows the teacher to see if they are really canceling units.
The nerve connections that keep a fly's gaze stable during complex aerial manoeuvres, enabling it to respond quickly to obstacles in its flight path, are revealed in new detail in research published today (22 July 2008). Scientists from Imperial College London have described the connections between two key sets of nerve cells in a fly's brain that help it process what it sees and fast-track that information to its muscles. This helps it stay agile and respond quickly to its environment while on the move. The study is an important step towards understanding how nervous systems operate, and could help us improve our knowledge of more complex animals. It could also be used to improve technical control systems in autonomous air vehicles - robots that stay stable in the air without crashing and with no need for remote control. Just as goalkeepers need to keep their heads level when flying through the air for a save, no matter how they tilt their bodies, so flies need to keep their gaze steady during their slightly more complicated areal manoeuvres. This enables them to process visual information about their surrounding environment more efficiently and modify their movements accordingly. The new research shows that the way in which two populations of nerve cells, or neurons, communicate with each other is the key. The lobula plate tangential cells receive input from the eyes. This generates small electrical signals that inform the fly about how it is turning and moving during its aerial stunts. The signals pass on to a second set of neurons that connect to the neck muscles, and stabilise the fly's head and thus its line of sight. Lead researcher, Dr Holger Krapp, from Imperial's Department of Bioengineering says the pathway from visual signal to head movement is ingeniously designed: it uses information from both eyes, is direct, and does not require heavy computing power. He continues: "Anyone who has watched one fly chasing another at incredibly high speed, without crashing or bumping into anything, can appreciate the high-end flight performance of these animals. "They manage even though they see the world in poor definition: their version of the world is like a heavily pixelated photo compared with human vision. However, they do have one major advantage. They can update and process visual information more than ten times faster than humans, which is vital for an insect that relies on fast sensory feedback to maintain its agility." Dr Krapp adds: "Keeping the head level and gaze steady is a fundamental task for all animals that rely on vision to help control their movements. Understanding the underlying principles in simple model systems like flies could give us useful leads on how more complex creatures achieve similar tasks." - Huston et al. Visuomotor Transformation in the Fly Gaze Stabilization System. PLoS Biology, 2008; 6 (7): e173 DOI: 10.1371/journal.pbio.0060173 Cite This Page:
So in this short week, we started the biology section by looking at how plants make food, and how water travels through a plant This weeks focus was isotopes and trends in the groups and periods of the periodic table. This week we combined going through the test with revision about solids, liquids and gases and answering practical type questions This week was all about electron structure and positive and negative ions This week we concentrated on the atomic number and mass number of an atom, and what that tells us about each atom and isotope This week we learned about the structure of the nucleus and how to work out how many of each particle is inside a nucleus. We also learned about isotopes. Atomic numbers and symbols for the first 20 elements and Rutherford's experiment Structure of the atom and scale of atoms We learned about the particle nature of matter and how atoms, elements and compounds are a part of everything around us. Year 7 - sampling techniques, adaptations, Year 8 - drugs and addiction, Year 9 - population graphs, the greenhouse effect and the hole in the ozone layer, Year 10 - Brownian motion, heating and cooling curves, Year 11 - d.c.…
Yesterday I looked at the prospect of using technology to move entire stars, spurred on by Avi Loeb’s recent paper “Securing Fuel for Our Frigid Cosmic Future.” As Loeb recounts, he had written several papers on the accelerated expansion of the universe, known to be happening since 1998, and the resultant ‘gloomy cosmic isolation’ that it portends for the far future. It was Freeman Dyson who came up with the idea that a future civilization might move widely spaced stars, concentrating them into a small enough volume that they would remain bound by their own gravity. This escape from cosmic expansion has recently been explored by Dan Hooper, who likewise considers moving stellar populations. Image: Harvard’s Avi Loeb, whose recent work probes life’s survival at cosmological timescales. I gave a nod yesterday to the star-moving ideas of Leonid Shkadov, who suggested a ‘Shkadov thruster’ that would use the momentum of stellar photons to operate, but Loeb pointed out how inefficient the process would be. Better to harvest stellar energy more directly, as Hooper was proposing. This reminds me of Fritz Zwicky’s own ideas about moving stars. In his book Discovery, Invention, Research through the Morphological Process (Macmillan, 1969) the physicist developed ideas he had first presented in lectures at Oxford University in 1948 on how to reach Alpha Centauri. The fiercely independent Zwicky coined the term ‘stellar propulsion’ at Oxford and went on to describe using the matter of the Sun itself as nuclear propellant. In his later work, he followed up on the idea, the plan being to turn our planet, pulled along with the Sun, into the ultimate generation ship. I have to pause to quote Zwicky on this, from a June, 1961 article in Engineering and Science called “The March Into Inner and Outer Space”: In order to exert the necessary thrust on the sun, nuclear fusion reactions could be ignited locally in the sun’s material, causing the ejection of enormously high-speed jets. The necessary nuclear fusion can probably best be ignited through the use of ultrafast particles being shot at the sun. To date there are at least two promising prospects for producing particles of colloidal size with velocities of a thousand kilometers per second or more. Such particles, when impinging on solids, liquids, or dense gases, will generate temperatures of one hundred million degrees Kelvin or higher-quite sufficient to ignite nuclear fusion. The two possibilities for nuclear fusion ignition which I have in mind do not make use of any ideas related to plasmas, and to their constriction and acceleration in electric and magnetic fields. Like Loeb, Zwicky (1898-1974) liked to think big. The discoverer of 122 supernovae, he came to be interested in galactic clusters, and in particular the Coma cluster. Here his reputation for being ahead of his time is on full display, for he discovered that the mass of the cluster was far too little to produce the gravitational effects observed. In other words, something was keeping the cluster together beside visible matter. This anticipation of what we today call ‘dark matter’ was one Zwicky suggested could be studied by another cutting edge idea, gravitational lensing. I wish I had known Zwicky, who surely would have jumped into the ideas in Avi Loeb’s paper with gusto. Loeb argues that moving stars to concentrate them into smaller regions is ultimately not necessary. If we want to avoid the cosmic fate awaiting us, with galaxies winking out in the distant future as they move beyond the visible universe, we should think in terms of locating the places where stars are already the most concentrated, the huge galactic clusters. Zwicky, the force behind a six-volume catalog of 30,000 galaxies based on the Palomar Observatory Sky Survey, was just the man to appreciate this insight, and doubtless to add a few of his own. The Coma cluster that was the subject of Zwicky’s observations on ‘dark matter’ is about six times further away than the Virgo cluster, but both are laden with resources. Given that accelerated cosmic expansion should be detectable by any sufficiently advanced civilization, these galactic clusters — massive reservoirs of fuel, as Loeb calls them — should be desirable places for migration, just as in our own history civilizations settled around rivers and lakes. The benefits of moving a civilization into a galactic cluster are numerous, writes Loeb: Once settled in a cluster, a civilization could hop from one star to another and harvest their energy output just like a butterfly hovering over flowers in a hunt for their nectar. The added benefit of naturally-produced clusters is that they contain stars of all masses, much like a cosmic bag that collected everything from its environment. The most common stars weigh a tenth of the mass of the Sun, but are expected to shine for a thousand times longer because they burn their fuel at a slower rate. Hence, they could keep a civilization warm for up to ten trillion years into the future. As Loeb goes on to point out, nearby red dwarfs like Proxima Centauri and TRAPPIST-1 have already been found to have rocky, Earth-sized planets around them in or near the habitable zone. If this is the case with nearby stars we have just begun to examine, the implication is that planets are likely around most. This kind of star, the M-dwarf comprising up to 80 percent of all stars in the Milky Way, appears made to order for civilizations dependent on liquid water. Note the vivid image above, by the way: A civilization harvesting energy output like a butterfly hovering over flowers. Like fellow astronomer Greg Laughlin, Loeb is an uncommonly fine wordsmith. Image: Almost every object in the above photograph is a galaxy. The Coma Cluster of galaxies pictured here is one of the densest clusters known – it contains thousands of galaxies. Each of these galaxies houses billions of stars – just as our own Milky Way galaxy does. Although nearby when compared to most other clusters, light from the Coma Cluster still takes hundreds of millions of years to reach us. In fact, the Coma Cluster is so big it takes light millions of years just to go from one side to the other. Most galaxies in Coma and other clusters are ellipticals, while most galaxies outside of clusters are spirals. The nature of Coma’s X-ray emission is still being investigated. Credit: Russ Carroll, Robert Gendler, & Bob Franke; Dan Zowada Memorial Observatory. Naturally we are talking about very long-term solutions to a far-distant problem when we discuss moving a civilization to the most useful galactic cluster. The question comes down to whether it would be possible to travel, say, a hundred million light years within the age of the universe. To do this, Loeb says, it would be necessary to exceed one percent of the speed of light. At these speeds, no relativistic time dilation can shorten the journey for its participants. These would be civilization-spanning journeys by cultures capable of surviving on geological timescales. But let’s mimic Fritz Zwicky and let our imaginations loose. Zwicky proposed that a moving Sun could reach Alpha Centauri in approximately 50 human generations. Loeb ratchets up the challenge in a grand way, though leaving the method of travel up to future scientists. A bonus in going where the fuel is: We might expect to find other civilizations that have made the same decision, with whom we could share cultures and technologies. Like individual species, perhaps all life-forms capable of making the journey will want to congregate around watering holes like these, a far future echo of the history of life on a planet we may or may not be taking with us. The paper is Loeb, “Securing Fuel for Our Frigid Cosmic Future” (preprint).
Wednesday, September 15, 2010 Graphene Could Speed up DNA Sequencing This item finds a new and novel use for graphene that was almost unimaginable using any other material. Actually drilling holes through other naturally thicker materials introduces wall effects that surely limit effectiveness of the strategy been used here. Yet very quickly we have here a clearly usable effect that looks to be masterable. Sequencing DNA was the high ground. Why not revisit all those things we have been trying to do with membranes, like desalination. While we are at it, why not simply stack two layers close together and see if we can do magic that was not possible in the past. The level of possible precision appears to be much higher. We forget that membrane technology chokes on the odd unpredictable behavior of the pores themselves. Somehow I think that manufactured graphene is on the way into the industrial world way quicker that I imagined as little as a year ago. It is on the way to leaping out of the lab. Graphene could speed up DNA sequencing By Ben Coxworth 21:00 September 13, 2010 Graphene is pretty amazing stuff. Just a couple of months ago, we heard about how the one-atom thick sheets of bonded carbon atoms had been used to create the strongest pseudo-electric magnetic fields ever sustained in a lab – and that was just the latest use that had been discovered for it. Now, word comes from Harvard University and MIT that graphene could be used to rapidly sequence DNA. Researchers at Harvard drilled a few-nanometers wide hole, known as a nanopore, in a sheet of graphene. That sheet was stretched over a silicon-based frame, and inserted between two liquid reservoirs. When those reservoirs were filled with water, the graphene sheet was the only barrier between the two bodies of water. At less than one nanometer in width, graphene is the thinnest material known to be able to separate two liquid compartments from one another. That’s actually not too surprising, as it’s also the strongest known material. Graphene is also electrically-conducive, so when a current was applied to the sheet, it attracted ions in the water toward it. As the ions passed through the nanopore, they registered as a continuous electrical signal. When long DNA chains that had been added to the water went through the opening one-by-one, they blocked the flow of ions, resulting in a change in the electrical signal. The exact nature of those changes allowed the researchers to determine the size of each DNA molecule, and to identify their individual nucleobases, which are the letters of their genetic code. There are still some hurdles to overcome, such as controlling the speed at which the DNA strands pass through the nanopore, but the scientists believe it could lead to rapid, low-cost DNA sequencing. “We were the first to demonstrate DNA translocation through a truly atomically thin membrane. The unique thickness of the graphene might bring the dream of truly inexpensive sequencing closer to reality,” said Harvard’s Prof. Daniel Branton. “The research to come will be very exciting.”
When you consider Mars, also known as the Red Planet, frigid temperatures, thin air and harsh radiation are the first conditions that come to the mind. The scientists believe that these conditions are the reason why there has been no existential life on Mars detected. Had there be any sort of life on Mars, it would have to deal with extremely harsh radiation. Yet, the scientists have not given up on the possibility of finding life on Mars and are digging up the soil to find any traces of it. LIFE OF MARS Mars shares a lot of similarities with Earth along with sharing proximity. This is the reason why scientists have been trying to find evidence of life on Mars. They need to recognise life signs on Mars because it would uncover more secrets about the universe. It would also tell whether or not the varied life forms can be hazardous to humans. To eliminate any such chances of human risks, scientists are investigating more deeply into the matter. The Curiosity rover has already unveiled a lot of things about Mars and now the scientists are trying to examine more. In a situation where the scientists are aiming to colonise Mars by 2030, it becomes more important to see the challenges posed for living things. Mars is said to have lost its magnetic field billions of years ago which made the solar wind destroy the planet’s atmosphere. Owing to the erosion of atmosphere, the planet’s surface was affected by the harsh radiation. Mars appears to be the early form of planet Earth. It has been already proved that during ancient time, Mars had liquid water on its surface and might have supported life forms. In 2016, there was a discovery of a huge chunk of underground ice of Mars in its Utopia Planitia region. In 2017, the Curiosity rover helped the scientists in the detection of boron on Mars. Boron is a vital ingredient for life on the Earth. This strengthens the possibility of habitability of Gale Crater on the Mars. Even though extremophile lichen could survive for 34 days in Mars Simulation Laboratory, there is no evidence shown for its reproduction, evolution and sustainability in the Martian environment. This is the reason why the scientists are looking for the signature of life on Mars. So far, there has been no evidence supporting or denying the possibility of life on Mars.
Geo Jammin' By DeSign - Day 1, Lesson 5: Do You Hear What I Hear? Students listen to a poem that includes directions to use geometric figures to complete a creative task. 3 Views 1 Download - Folder Types - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - PD Courses - Study Guides - Performance Tasks - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - Home Letters - Unknown Types - All Resource Types - Show All See similar resources: What Do You See at the Pond?Lesson Planet With What Do You See at the Pond?, young readers explore pond life and practice reading strategies. Learners first make predictions and then read the simple story independently. After a second read-through with a partner, kids come... K - 2nd English Language Arts Days of the WeekLesson Planet What do you usually do on Saturdays? What will you do on Thursday? Class members practice the simple future tense and the days of the week with a series of activities and questions. They then share their answers with a partner. K - 8th English Language Arts CCSS: Adaptable Treasured Stories by Eric CarleLesson Planet Explore the works of Eric Carle with a set of four lessons focused around the stories, Brown Bear, Brown Bear, What Do You See?, Papa, Please Get the Moon For Me, and The Very Hungry Caterpillar. Young readers develop a storyboard,... Pre-K - 2nd Science CCSS: Adaptable Vowel Digraphs - Long i or Long eLesson Planet Do you hear the long /i/ or the long /e/ sound? Kids read through 11 examples and decide which of the two sounds is used. Example words include die, flies, and shield. Correct the spelling error (sheild) before distributing this worksheet. 1st - 2nd English Language Arts Geo Jammin' By Design - Day 7, Lesson 38: Kool CupsLesson Planet Create geometric cups by interpreting directions, informational text, and mathematical concepts. Critical thinkers apply geometric theory (congruent shapes, patterns, symmetry) to actual directions to create a cup that holds Kool Aid.... 2nd - 5th English Language Arts ASL Lesson 8Lesson Planet Another awesome ASL lesson! Teach ASL to a special ed class, hearing impaired child, or for your own enrichment. This lesson provides comprehensible ASL language development. Each highlighted blue area links to a video, printable image,... 1st - Higher Ed English Language Arts Lesson 2: Explore Words And Phrases In Dragonfly And Instruct On The Dance SkillsLesson Planet Encourage pupils to get up and move! A activity showcases the free-verse poem "Dragonfly" by Georgia Heard, and challenges scholars to express feelings through interpretive dance. 3rd - 5th English Language Arts CCSS: Designed
SignSpell at school SignSpell encourages primary school children to enjoy reading and develop their key language and literacy skills through an introduction to BSL. There are 12 adventure’s in total, each with a separate theme. Each theme is supported by lesson plans, books and flashcards to support the recognition, repetition and recall of signs. There are more signs and phrases to support learning progression available to view and learn online. The wider benefits for children is strengthened communication skills and confidence, an appreciation of different cultures and additional ways for them to express emotions. How does SignSpell support learning? All of the SignSpell resources encourage physical expression of words and reinforce learning through visual and kinaesthetic association – enhancing vocabulary and spelling. SignSpell complements phonics by aiding memory and stimulating channels of communication that spoken language does not fulfil. Where phonics will help children to pronounce and read words, SignSpell will help them associate a word with a sign, movement and meaning. The full SignSpell Educational Resource Pack covers everything you need to deliver SignSpell lessons and projects to primary children of all ages and abilities: - 12 SignSpell storybooks - SignSpell flashcards featuring every sign from the storybooks to use in-class activities - 48 lesson plans with aims and learning outcomes - An additional introductory lesson to introduce children to BSL and deaf awareness - Online dictionary featuring videos of over 340 signs and phrases - Additional downloadable resources for use in the classroom Read our white papers to find out more about SignSpells inclusive approach to enhancing communication and attainment: What others say Teachers found SignSpell to be a fantastic way of inspiring their classes to think beyond standard phonics-based learning. Pupils had great fun learning sign language and interacting with each other in a new way which they continued into the playground.
T. R. Girill Technical Literacy Project Technical talks are one of the most common science communications, in school and in real life. Those who learn how to craft and present effective technical talks have a practical, valuable skill set, which they can apply as An important feature of technical talks in science is that most involve a visual component or "presentation" to accompany the spoken words--usually viewgraphs or slides made with Powerpoint software or in some similar way. This means that preparing an effective science talk also requires designing appropriate slides. No talk-tip lessons would be complete without exploring the problems of slide design, even though a good talk demands much more of the speaker than merely having a stack of good slides to show. This section therefore includes (but is certainly not limited to) an overt checklist of good-slide techniques (unsurprisingly, another extension of the good-description usability principles to handle the special size and time constraints of viewgraphs). Indeed, integrating slide design with audience-appropriate delivery techniques comprises one of those extra skills (mentioned above) that effective technical talks demand. Such integrated success is crucial for working scientists or engineers too, not just for students addressing their classmates. Why is a set of special resources devoted to skill building for technical talks even needed? Most students have extensive experience with social speech, which is usually thin and terse (aside from classroom demands, they may get through the whole day with just a few short, slang phrases). But few students have much practice with technical speech: when speakers need to explain a serious, complex topic to an audience that expects to learn substantial new information, speech becomes dense and verbose. Textbooks face this challenge regularly in print, of course, and respond with many familiar textual features (such as section headings, tables of contents, and summaries). When speaking technically, a speaker therefore has the extra responsibility of replacing those familiar textual coping aids with spoken (and presentational) moves that help the audience in corresponding ways. Showing students how to meet this need is the special purpose of the teaching tools included here. This chart summarizes and links to the available resources: Giving Technical Talks Effectively Resources surveyed to help students give technical talks. \|Teacher Analysis of Technical Talk Tips Problems introduced, vocabulary explained, three tip charts compared. \|Simple Tips for Effective Slides Student checklist of common slide problems and solutions. \|Technical Talk Tips Chart of four communication problems and the difference between responding to them when writing and when speaking. \|Teacher Commentary on Simple Tips for Effective Slides Each tip explained and illustrated with positive and negative slide cases. \|Basic Technical Talk Tips Shorter chart of four talk problems with simplified details and vocabulary. \|Talk Tips for Forensic Science Chart of four talk problems that stresses forensic comparisons.
Computer Guide To Online Safety and Viruses The Internet, also known as the information superhighway or cyberspace, is a vast universe of information. It can also serve as a global meeting place and a way to travel and shop around the world without ever leaving home. When used correctly the Internet also offers computer users access to all the knowledge that humanity has to offer. Unfortunately, there are also a variety of criminals that lurk in cyberspace, looking for victims to prey upon. Hackers are malicious users that seek to break into other people’s computers, and one of their favorite tools is computer viruses. Computer viruses are man-made malicious programs that infect computers and cause some form of damage. Cyber bullies are another type of predator whose goal is to harass people and cause them emotional harm, or worse. To get the most out of the benefits that cyberspace has to offer, Internet users will need to understand how to deal with these threats effectively. Staying safe online requires knowledge of existing threats and also vigilance. Users should turn off their computers when they are not using them as computers cannot be compromised when they are turned off. Keeping a computer’s operating system up to date with the latest patches is a necessity, as is installing a software firewall and an anti-virus program. Firewalls reduce the likelihood of intrusions, while anti-virus software provides the computer with a digital immune system to fight off virtual infections. Users should also employ passwords that are long and complex on every password-protected website that they use. The more complicated a password is, the more time it takes for a hacker to break it. Never transmit personal information over a wireless network if at all avoidable, and under no circumstances should someone transmit sensitive data over an unsecured wireless connection. One should never share personal information over social networking sites, especially phone numbers and addresses, as identity thieves may be able to use this information. Always use spam filters and virus scanning software to filter any incoming email. A sure-fire way to eliminate viruses coming in through email is to set one’s email program to read all emails in text-only format so that it does not render images or HTML code. - FTC: How to Keep Your Personal Information Secure - Professor Shares Top 10 Tips For Protecting Online Personal Info - Microsoft: Create Strong Passwords - Password Security - On Guard Online: Securing Your Wireless Network - Protecting Your Wireless Network - Protecting Your Computer and Your Identity (PDF) - New York State Office of Information Technology Services: Keeping Kids Safe - University of Michigan Health System: Internet Safety - Protecting Your Personal Information When Shopping Online - Preventing Online Identity Theft Another way that malicious users prey on other people is through online stalking, harassment, and excessive personal attacks, to the point of outright defamation. Cyberbullying, as this activity is called, is intended to destroy a victim’s reputation, instill fear, and cause other forms of emotional harm. Victims of online bullying may lose friends as a result of this behavior, or even be driven to commit suicide. Cyberbullying is not always preventable, because bullies can attack their victims from their own websites or blogs, where they may be immune to disciplinary action. Removing personal information on one’s blogs or personal websites can reduce the amount of information that bullies can use to hurt someone. People should also periodically look themselves up on website search engines to see if negative information is appearing about them. In extreme cases, it may be necessary to notify law enforcement and take legal action. - StopBullying.gov: What Is Cyber Bullying - Stop Cyberbullying: Prevention - TeensHealth: Cyberbullying - Cyber Bully Help: What is Cyber Bullying? - NetSmartz Workshop: Cyberbullying, Tips and Discussion Starters - National Conference of State Legislatures: Cyberbullying - Common Sense Media: Stand Up to Cyberbullying - Prevent Cyberbullying & Internet Harassment: What To Do - The Jewish Woman: 10 Tips to Prevent Cyberbullying in Your Child’s Life - Cyberbullying.us: Preventing Cyberbullying (PDF) - What Can We Do About Cyberbullying? Computer viruses, also known as malware, are automated tools that hackers design to infiltrate computers and carry out their goals. These goals may include taking over the computer to attack other computers, spy on users, inflict damage to a person’s data, or steal personal information. Viruses can be used to infect multitudes of computers at one time, making it so a cyber-criminal doesn’t have to do the work themselves. Anti-virus programs are the first and most important line of defense against this threat. Anti-virus programs that attempt to stay up to date with the latest virus definitions are the preferable option. However, users should also avoid opening suspicious emails, visiting unfamiliar websites, or downloading suspicious programs. - Guide to Online Protection – Protecting Against Malware - Keeping a Clean Computer - Cisco: What Is the Difference: Viruses, Worms, Trojans, and Bots? - Indiana University: What Are Viruses, Worms, And Trojan Horses? - Mount Holyoke College: What are the Different Types of Computer Viruses - UC San Diego: More Information About Viruses and Hackers - State of Massachusetts Attorney General: Viruses, Spyware & Malware - Harvard University: What are Computer Viruses and How Can I Avoid Them? - Western University: Computer Viruses and Data Security – What are Computer Viruses and Why are They Harmful? (PDF)
Our editors will review what you’ve submitted and determine whether to revise the article.Join Britannica's Publishing Partner Program and our community of experts to gain a global audience for your work! Blackberry, usually prickly fruit-bearing bush of the genus Rubus of the rose family (Rosaceae), known for its dark edible fruits. Native chiefly to north temperate regions, wild blackberries are particularly abundant in eastern North America and on the Pacific coast of that continent and are cultivated in many areas of North America and Europe. Blackberries are a fairly good source of iron, vitamin C, and antioxidants and are generally eaten fresh, in preserves, or in baked goods such as cobblers and pies. Closely related to raspberries (also in the Rubus genus), blackberry plants have biennial canes (stems) covered with prickles and grow erect, semierect, or with trailing stems. The compound leaves usually feature three or five oval, coarsely toothed, stalked leaflets, many of which persist through the winter. Borne on terminal clusters, the flowers are white, pink, or red and produce black or red-purple fruits. Though commonly called berries, the fruits of Rubus species are technically aggregates of drupelets. Unlike the hollow fruits of raspberries, the drupelets of blackberries remain attached to a juicy white core, thus distinguishing the two. There are tens of thousands of blackberry hybrids and segregates of various types, the thornless blackberry being a modern development. Several species, notably the cutleaf, or evergreen, blackberry (R. laciniatus) and the Himalayan blackberry (R. armeniacus), are invasive species that spread rapidly by animal-mediated seed dispersal and vegetative reproduction. At least two South American Rubus species are listed as vulnerable on the IUCN Red List of Threatened Species. Learn More in these related Britannica articles: Rosaceae, the rose family of flowering plants (order Rosales), composed of some 2,500 species in more than 90 genera. The family is primarily found in the north temperate zone and occurs in a wide variety of habitats. A number of species are of economic importance as food crops, including apples,… Iron (Fe), chemical element, metal of Group 8 (VIIIb) of the periodic table, the most-used and cheapest metal. atomic number 26 atomic weight 55.847 melting point 1,538 °C (2,800 °F) boiling point 3,000 °C (5,432 °F) specific gravity 7.86 (20 °C) oxidation states +2, +3, +4, +6 electron… Vitamin C, water-soluble, carbohydrate-like substance that is involved in certain metabolic processes of animals. Although most animals can synthesize vitamin C, it is necessary in the diet of some, including humans and other primates, in order to prevent scurvy, a disease characterized by soreness and stiffness…
While we know many things about Leonardo di ser Piero da Vinci, many more are still awaiting to be discovered (and sadly, many will never be discovered). Widely considered an archetype of the “Renaissance man”, he was a man whose curiosity was equaled only by his intelligence and talent. He was a scientist, mathematician, engineer, inventor, anatomist, painter, sculptor, architect, botanist, musician, and writer. Many claim he was the smartest man to ever live — a true genius — and his talents in many areas of science and art are simply impossible to deny. After so many centuries of history, one thing’s for sure: he was a one of a kind. Here are some of the things through which Leonardo da Vinci contributed to mankind: Something as simple yet as important as the scissors had a major importance in the development of mankind. Who knows how many centuries would have passed without being able to utilize this tool had it not been for the man? Just think about all the tailors… not much of a job left for them, huh? Still, this is one of da Vinci’s more controversial inventions, with archaeological evidence indicating rudimentary scissors from ancient Egypt, and cross-bladed scissors from ancient Rome. However, it is clear that da Vinci made detailed sketches of scissors and likely contributed to an improved design. The first parachute had been imagined and sketched by Leonardo Da Vinci in the 15th century. It’s hard to believe something as “modern” as a parachute could have been invented over 500 years ago. Leonardo’s parachute design consists of sealed linen cloth held open by a pyramid of wooden poles — about seven meters long. The invention would allow any man to “throw himself down from any great height without suffering any injury,” da Vinci said. Still, because his ideas were way ahead of his time, the technology was not able to sustain his ideas, thus nobody invented a practical parachute until 1783. Like many of his monumental discoveries, Leonardo’s parachute was never tested. However, the cool part is that in 2000, daredevil Adrian Nichols actually built a parachute based on Leonardo’s designs. Despite great skepticism from most people, the parachute worked smoothly and Nichols even complemented its smooth ride. Without a doubt, the most famous painting in the world, the Mona Lisa (or Gioconda) has fascinated people for centuries – and for good reason. It is said that just the lips took 10 years to make! Also, it has fueled an impressive amount of theories not only due to its mysterious smile and implicit (for some) sexual hint, but also because of the fact that it also has some man traits, despite also having pregnant features. Still, it was worth every second, because the entire picture — especially the enigmatic smile — is the crowning of a genius. The painting is a portrait of Lisa Gherardini, but there’s more to the painting than just Lisa. Many have seen the Mona Lisa as a fusion between both male and female features, while others see in it clear features of the Virgin Mary. Despite not being attractive in a traditional way, Gioconda embodies the ideal woman. Her gaze fixes the observer no matter where he is positioned (seriously, try it), and her legacy fixes a standard for art which was never achieved again. Leonardo’s formal training in the anatomy of the human body began with his apprenticeship to Andrea del Verrocchio, with his teacher insisting that all his pupils learn anatomy. As an artist, he grew fond of topographic anatomy, drawing many studies of muscles, tendons and other visible anatomical features. His drawing of the Vitruvian man is iconic: a nude male figure in two superimposed positions with his arms and legs apart and simultaneously inscribed in a circle and square was almost a science fiction topic in 1487. The measurements are those of an average man, surprisingly correct (again, for the average man). But Leonardo didn’t stop there. His most penetrating anatomical studies began in 1506 with his dissection of a 100-year-old man whom he had previously known. He continued acquiring human skulls and corpses for dissection, and as gross as that may sound, at the time, it greatly helped advance science. Unfortunately, he abandoned his anatomic interest after a while and his sketches were lost and forgotten for centuries — some to be never found again. During his lifetime and even after that, Leonardo was valued as an engineer. Still, with his imagination, it was hard to remain practical all the time, so some of his inventions were not devisable (at least not at that time). In 2001, a vision of his was resurrected by some engineers who built a small bridge based on his ideas. For much of his life, Leonardo was fascinated by the phenomenon of flight, producing many studies of the flight of birds, including his c. 1505 Codex on the Flight of Birds. Still, what chances would you have of somebody actually building the helicopters and tanks you designed? Even today, his engineering ideas still fascinate researchers. Many of his ideas were unpractical, many were just brilliantly applied, and many had to wait hundreds of years before they could be applied. Also, his connection with the masonry is widely known and speculations have always been made — some more realistic, some complete fantasy. Stay tuned for a list of Leonardo’s more poetic ideas, and speculations that surrounding his unbelievable life.
3 simple building projects to build your preschooler's STEM skills Does your pre-schooler have a good foundation for engineering? Yes, we understand your child is only 4 and hasn’t set foot in a kindergarten classroom yet. But bear with us — the idea isn’t quite as crazy as it sounds. First, consider what early childhood educators say about building early literacy skills in preschoolers. It is happening, even when your child sits in your lap and listens to a story. They recognize letters, anticipate what happens next, recall characters and plots, and identify rhyming words. They can even see that you are reading from left to right. All these things are building blocks that point toward reading in a few short years. Along the same lines, there are everyday opportunities to plant seeds that will become STEM skills. STEM subjects, which include science, technology, engineering and math, have basic components that can be cultivated even at a very early age. Building with simple materials engages important skills that children will use in school when learning about science and math. These include observing, hypothesizing, measuring, counting, experimenting, adding, comparing, evaluating and problem solving. Here are three ideas to get you started. Project one: Build a car from LEGO Bricks If you haven’t already, go ahead, give in to what is already happening and just let all those pieces from various LEGO Brick kits pool together into one bin. Then start a little project and build a car together with your child. Or build two cars and race them down a ramp to see which is faster. Then open it up to for discussion; why does your child think one LEGO Brick car performed better than the other? Did size, shape or the number of wheels make a difference? Project two: Build a toothpick structure What you will need here is a collection of toothpicks, along with banana slices, small apple chunks and mini-marshmallows. Then, build an interconnected structure by spearing the toothpicks into the food items. Talk about the advantages and disadvantages of the bananas, apples and marshmallows. Is one better in certain situations? Project three: Build a bridge All you need here are some wooden building blocks, strips of card stock and pebbles. The blocks serve as the foundation, the card stock is the deck. When finished, place a few pebbles on the deck to test its sturdiness. With a little trial and error, this can guide a basic discussion on the different kinds of bridges, as this home-school mom did. Gather up your materials, invest an hour or two at the kitchen table with your pre-schooler and let’s start building! Our Valued Customers "My son learned how to make his favorite dinosaur as a LEGO® robot at a party! He loves to go to Bricks 4 Kidz after-school classes now" — Miranda K.Jacksonville, FL
What is hypocalcemia? The term “calcemia” refers to the level of calcium in the blood. Calcium is a natural element found in the body and on the earth. It’s abbreviated on the periodic table as “Ca.” Hypocalcemia means low calcium, while hypercalcemia means high calcium. Both conditions can potentially be life threatening, and should be treated as soon as possible. Causes and treatment for hypocalcemia and hypercalcemia are very different. Click here for more information on hypercalcemia in dogs. The diagnosis of hypocalcemia is based on two blood tests: a total serum calcium level and an ionized calcium level (often abbreviated iCa). A total serum calcium level is very easy to measure, and most veterinarians can routinely test for this. Normal total serum calcium is approximately 8-11 mg/dL, with significant hypocalcemia being defined as usually less than 7 mg/dl. An ionized calcium level is slightly more difficult to measure, and is only readily available as a send-out test--or at most specialty clinics or emergency clinics. Ideally, an ionized calcium level should be performed as it is more specific and more accurate Symptoms of hypocalcemia: - Panting excessively - Excessive rubbing of the face - Walking stiffly - Fine muscle tremors - Hyperthermia (i.e., elevated body temperature), secondary to tremoring - Acute death (when untreated) What causes hypocalcemia in dogs? Hypocalcemia can be caused by numerous problems. I've included a few of the causes below: - Low body protein - Kidney failure - Certain types of poisoning (e.g., antifreeze, FLEET enemas in cats, etc.) - Rickets (secondary to poor nutrition or an unbalanced diet) - Blood transfusions Low body protein This is one of the most common causes for a low calcium level. Since some of the calcium in your dog’s body is bound to protein, low protein levels in the body can result in low calcium levels. Often times, low protein may be seen from intestinal or kidney problems (specifically protein-losing enteropathy [PLE] and protein-losing nephropathy [PLN], respectively). Treatment of low protein is aimed at correcting the underlying disease (e.g., PLE, PLN, etc.). Kidney failure can result in either a hypocalcemia or hypercalcemia. This is typically due to a renal secondary hyperparathyroidism, which is the body’s attempt to respond to high phosphorous levels. Eclampsia in dogs is when a nursing bitch suddenly develops a low calcium level secondary to the production of milk. This occurs more commonly in small breed dogs (like Chihuahuas, Yorkshire terriers, Maltese, etc.) and may be related to poor diet or even calcium supplementation for several weeks prior to birth; the latter prevents the body from making more calcium since it’s being supplemented orally. This is often seen several weeks after giving birth. Treatment includes calcium supplementation and removing the puppies from the mother. It is important that the puppies never be allowed to re-nurse off the mother, as it can re-stimulate another eclampsia episode. The parathyroid gland is very important in regulating the calcium levels in the body. When the parathyroid gland is surgically removed (which may occur due to cancer or an overactive parathyroid causing hypercalcemia), post-operative complications may include hypocalcemia. The calcium level should be carefully monitored after surgery, and treatment includes calcium supplementation. Certain poisons can result in low calcium levels in the body. The most deadly poison that affects calcium levels is antifreeze (otherwise known as ethylene glycol). Even a small amount of antifreeze is deadly for dogs and results in the production of calcium oxalate crystals that get stuck in the kidneys—causing acute kidney failure. Due to the metabolism of ethylene glycol, it results in an acute, transient hypocalcemia. Clinical signs of hypocalcemia aren’t typically seen with antifreeze; rather, the signs of antifreeze poisoning are more apparent and severe. Treatment with the antidote for antifreeze (e.g., fomepizole/4MP or ethanol) must occur quickly—within 8-12 hours—otherwise, it is almost always fatal. Another dangerous poison that causes hypocalcemia is phosphorous-containing enemas (e.g., FLEET) use in cats. One enema can potentially kill a cat so always check with a veterinarian before giving your cat an enema. Lastly, there are a few types of insoluble calcium oxalate plants that can bind calcium in the body, resulting in hypocalcemia. These plants include rhubarb leaves, star fruit, and English shamrock. Sometimes, we can see a low calcium level secondary to administration of a blood transfusion; this is only seen after a dog or cat has been treated with red blood cells, and it can be easy to monitor and treat post-transfusion. Treatment for hypocalcemia typically includes the following: - An immediate veterinary visit to check blood calcium levels - Treatment of the underlying disease or cause - Possible intravenous (IV) fluids - Treating with IV calcium (e.g., calcium gluconate), which needs to be given very slowly - Thermoregulation and potential cooling measures if the temperature is > 104.5F - Monitoring the electrolytes and the blood sugar frequently - Oral calcium supplementation for days to weeks (once stable) - Possible vitamin D supplementation, which helps the intestines absorb calcium more effectively - Anti-seizure medication, if the seizures don’t respond to supplementation Thankfully, the prognosis for hypocalcemia is typically excellent to good once supplemented. When in doubt, seek immediate veterinary attention if your dog shows any signs, as the sooner it is identified, the sooner it can be treated. If you have any questions or concerns, you should always visit or call your veterinarian -- they are your best resource to ensure the health and well-being of your pets.
HOW THE EYE WORKS How do we see? Your eyes take in vast amounts of information about what’s around them, sending signals to the brain so you can see shapes, colours, texture and movement. Learn more about how light passes through the lens and sends signals through the optical nerve, to your brain. - Light reflects off objects and travels in a straight line to your eye. - Light passes through the cornea, into the pupil and through the lens. - The cornea and lens bend (refract) the light to focus on the retina. - Photoreceptors on the retina convert the light into electrical impulses. - The electrical impulses pass along the optic nerve to the brain. - The brain processes the signals to create an image. The role of the eyes Your eyes play a crucial role in almost everything you do. Here are some of the main functions of the eye. Seeing - Eyes take in light and convert it into electrical impulses that are sent to the brain, which processes these signals to form the images we see. Moving - The six ‘extraocular’ muscles control the movement of the eye. Four move the eyeball up, down, left and right; two adjust the eyes to counterbalance head movement. Blinking - Every time you blink, a salty secretion (basal tears) from your tear gland is swept over the surface of the eye, keeping your eyeballs moist and clean. This action is very vivid when we travel in dusty / windy weathers. Crying - Tears are salty fluid containing protein, water, mucus and oil – are released from the lacrimal gland in the upper, outer region of the eye. Reflex tears protect the eye from irritants like smoke, dust and wind. Emotional tears are a response to sadness or joy – there’s a theory that ‘a good cry’ can help the body get rid of toxins and waste products. Protecting - The eyes are set in sockets in the skull to protect them from injury. Eyelashes and eyelids keep out dust and dirt. Eyebrows are arched in shape to divert sweat away from your eyes. THE ANATOMY OF THE EYE To understand how your eyes work, it's helpful to know about their structure and component parts. Below are the component parts of the eye and a brief explanation of their role in allowing you to see the world around you. Sclera - The ‘white’ of the eye that protects the eyeball and gives it it's firm, regular shape. Pupil - The black hole at the centre of the eye that allows light through. Iris - The coloured part of the eye that controls the amount of light passing through the pupil. Cornea - A transparent dome that protects the iris and pupil. Together with the lens, the cornea bends (refracts) light to focus it onto the back of the eye. Crystalline lens - A transparent disc that sits behind the iris. Retina - The back of the eye that contains millions of photoreceptors (sensors that convert light into electric impulses.) These signals are sent along the optic nerve to the brain, where they are processed to create an image. Macula - A small spot near the middle of the retina that is responsible for central vision. Vitreous humor - A jelly-like substance that fills the middle of the eye, giving it form and shape. Optic nerve - The nerve at the back of the eye that carries signals from the retina to the brain. Conjunctiva - A thin membrane that gives the eye protection and helps keep it moist. It lines the inside of the eyelid and the surface of the eyeball. Aqueous humour - A clear fluid that lies in the space between the iris and the cornea. This maintains eye pressure and gives the front of the eye its rounded shape. Questions about your eyes? Ask your nearest eye care professional today
Clinician Recommendations Regarding Return of Children to Areas Impacted by Flooding and/or Hurricanes Children are especially vulnerable to environmental hazards. Despite being smaller than adults, their metabolic rates are higher relative to their size. They breathe and consume more per pound of body weight than adults. The developing fetus and child are susceptible to toxic exposures which can result in profound negative effects. Common exploratory behaviors often place them in direct contact with materials that adults would avoid. There may be direct and indirect health consequences of floods. Direct exposure to the water and the flooded environment put children at risk for drowning, injuries from debris, chemical contamination, and hypothermia. In addition, there are risks associated with the damage done by the water to the natural and built environment, including infectious diseases, malnutrition, poverty-related diseases, and diseases associated with displaced populations. Key issues for habitability of an area impacted by flooding and/or hurricanes include restoration of drinking water and wastewater treatment facilities, return of safe road conditions, removal of solid waste and debris, and replacement or remediation of flood damaged homes. Before children return, schools and outdoor play areas should be cleaned and ready for use. Children and, whenever possible, teens should not be involved in cleanup efforts but should return after the area is cleaned up. In short, children should be the last group to return to areas impacted by flooding and/or hurricanes. These recommendations also apply to pregnant women. Note: This webpage does not contain specific criteria or a comprehensive list of environmental hazards. The decision to bring children and other residents back to areas impacted by flooding and/or hurricanes rests with local, State, and Federal officials. Standards for environmental testing and clean up should be adopted by local health officials drawing upon relevant existing evidence-based guidelines and in consultation with experts in children's health and the environment. In the aftermath of a flood, particular attention should be paid to issues relating to water contamination and mold, in addition to common pediatric environmental concerns such as physical safety, lead, asbestos, and chemicals. Health Consequences of Floods - Immediate Health Effects - Drownings are the leading cause of death from floods and are more likely to occur from flash flooding. - Most fatalities occur when using a motor vehicle and attempting to cross flooded roads or from crashes on wet roadways. - Drownings also occur during evacuation and rescue. - Injuries can occur during the flood or upon return to an unstable structure. - Water close to electrical lines, circuits, or equipment can cause an electrical hazard. - Floodwaters may disrupt gas lines and chemical storage tanks leading to burns and explosions. - Hypothermia can occur in any season as most flood water is well below human core body temperature. - Health services can be impacted resulting in limited access to care for patients. - Secondary Health Effects - Floodwaters may increase the potential for infectious diseases. - Contaminated water can result in waterborne disease transmission (E. coli, Shigella, Salmonella, and Hepatitis A virus) - Fecal contamination of livestock and crops may lead to infectious diseases. - Temporary shelters may result in crowded and unsanitary living conditions. - Vector-borne disease may increase during flooding. - Chemical contamination can result from the unintended spread of fertilizers, pesticides, and industrial chemicals. An awareness of local land-use is important for assessing this risk. - Carbon monoxide poisoning is a common risk due to unventilated gas- powered electrical generators, pressure washers, cooking tanks, and house fires. - Respiratory problems account for high morbidity due to mold and other materials that can be inhaled. - Animal displacement increases the risk of bites and transmission of diseases to humans by rodents and sick animals. - Long-term Health Consequences - Exacerbation of chronic diseases such as asthma, allergies, or ear, nose or throat conditions can occur during the flood and clean-up stages due to poor outdoor and indoor air quality. - Mental health problems are common occurrences after disasters, including floods, especially in children. - Management of mental health problems in children have not been fully addressed in many disaster plans resulting in poor accessibility for this population. - Suicides are 14% higher in adults compared to pre-disaster rates and can increase the mental health consequences in children. - Social disruption can result in significant health consequences. - Antisocial/violent behavior (e.g. assaults, gunshots, rape) - Destruction of public health infrastructure - Poor nutrition due to decreased food supplies and livelihood Optimal health of children requires completing the following items before children return to areas impacted by flooding and/or hurricanes: - Basic utilities and public services: - The water supply is re-established, and water for drinking and bathing must meet applicable existing standards for biological, chemical, and mineral contaminants. - The supply of electricity and gas is restored, as applicable, and damage to the transmission system and/or gas pipes is repaired. - A reliable food supply that includes infant formula and food is reestablished and appropriate food storage conditions are in place. - The communication system including 911 access is restored, reliable, and readily accessible. Families must be able to contact local authorities and health facilities when necessary. - Healthcare services, including mental health services, are available and accessible. - Families returning know the location and status of their nearest medical treatment facility, and the route to reach it is open and passable. - Emergency services are functional. - Medications and medical supplies are readily accessible. - The sanitation system (including sewage) is functional and debris and regular trash collection is re-established. - Living and learning spaces (including homes, schools, and day-care facilities) are free from physical and environmental hazards to children. - Buildings are appraised for damage and, if damaged, a decision made to either destroy/rebuild or remediate. - If renovating, all flood hazards are addressed. - Grossly contaminated wallboard, insulation, flooring, and other porous materials have been safely removed and replaced following existing EPA guidelines. - Work should be done by contractors who are properly trained and qualified. - If rebuilding, the new structure is completed to the point of safe occupancy - Spaces where children play should be clear of debris and free from environmental hazards to children - Some designated outdoor areas (parks, playgrounds, yards, etc.) have been cleaned and made free of safety hazards and environmental hazards. - Areas not-cleaned should be inaccessible to children. - Routes to and from living, learning, and playing places have been cleaned and made free of safety hazards and environmental hazards. More detailed information about the return of children to these areas can be found at the Centers for Disease Control and Prevention web site and the US Environmental Protection Agency web site . For additional information, contact the Pediatric Environmental Health Specialty Unit serving your area at www.pehsu.net. This material was supported by the American Academy of Pediatrics (AAP) and the American College of Medical Toxicology (ACMT) and funded (in part) by the Agency Funding Opportunity Number CDC-RFA-TS14-1402 from the Agency for Toxic Substances and Disease Registry (ATSDR). Acknowledgement: The U.S. Environmental Protection Agency (EPA) supports the PEHSU by providing partial funding to ATSDR under Inter-Agency Agreement number DW-75-95877701. Neither EPA nor ATSDR endorse the purchase of any commercial products or services mentioned in PEHSU publications.
Ingress filtering are a class of standard network security measures used in Internet Protocol networks. They are all based on the assumption that if a packet attempts to enter the network, but the network has no reverse route: a means to send a reply back to the source address in the packet header, the packet must be forged (i.e., an example of IP spoofing) or in error. Packets with invalid addresses are sometimes called bogons. When the idea was first standardized, it was generally implemented on a per-interface basis. In early routers, this was done with explicit access control lists (ACL) on the interface, which was a benefit if the interface had some autonomous hardware that could filter. Filtering was often computationally expensive if done in a general-purpose interface processor, and improvements were sought. One approach was the use of ternary content addressable memory, which could do hardware-based ACLs, but TCAM was too expensive for large routing tables. Per-interface ACLs could also be labor-intensive to keep current. A performance-boosting technique for routing was distributing the forwarding information base (FIB) to the forwarding cards. The technique of unicast reverse path filtering came into play when it was realized that the source, as well as the destination, address could be looked up in the FIB. If there were no route to the source address, the packet could be deemed a bogon and silently discarded. The FIB-based method is called reverse unicast path filtering (rUPF). unicast reverse path forwarding There are, however, legitimate network engineering techniques in which the router as a whole may have a reverse route, but the interface does not. One reason for not having a return path active on an ingress interface is that the nature of the application is such that it is known much more traffic will be returned to the source address, so an interface connected to a faster transmission medium might be used for the return path. A distinction, therefore, was made between strict rUPF, where the return path must be on the FIB in the ingress card, and loose rUPF, in which the packet is legitimate if some FIB contains the reverse route. Loose uRPF can be quite complex to implement, if, for example, only traffic from certain source-destination address pairs are intended to take the asymmetrical reverse path. There also are various fault-tolerance schemes in which after the failure of a medium or interface that has the reverse route, another interface needs to be selected. Yet another variant is useful on routers that can forward faster to an internal null destination than they can drop packets. This may seem counterintuitive, but there are good reasons, in the detailed design of routers, when this may be the case. Blackhole routing has applications besides rejecting bogons. If the network is under denial of service attack, and, for example, some hosted server address is the target, that server is effectively useless. It would be overwhelmed by the attack traffic, so unless the attack can be characterized and stopped, especially difficult in distributed denial of service, network security monitoring software or personnel can create a blackhole route to the destination, and use various mechanisms to distribute that route to the FIBs. Blackhole routing is a very fast way to throw away undesired packets. Alternatively, some or all of the attack traffic may be given a sinkhole route, which still diverts it away from the target but sends it to a security analysis center. Hardware and software at the sinkhole, or multiple sinkholes when the traffic demands it, may be able to characterize the attack and give better methods of stopping it. Routes to sinkholes often use anycasting as a form of balancing the load across multiple sinkholes. - P. Ferguson & D. Senie (May 2000), Network Ingress Filtering: Defeating Denial of Service Attacks which employ IP Source Address Spoofing, RFC 2827, IETF BCP (Best Current Practice) 34 - F. Baker & P. Savola (March 2004), Ingress Filtering for Multihomed Networks, RFC 3704, IETF BCP (Best Current Practice) 84 - Barry Raveendren Greene & Danny McPherson (NANOG 28, June 2003), Tutorial: ISP Security: Deploying and Using Sinkholes, North American Network Operators Group
Full defination of Irony and type of irony with example A literary device in which action or language stands in contrast to what appears to be true or expected. Exam- ple: “Dr. Fujii hardly had time to think that he was dy- ing before he realized that he was alive…” (11). From John Hersey’s Hiroshima. Types of Irony A literary device that contrasts what a character attempts to become and what actually happens, due to forces of the universe. Example: When protagonist Henry in Stephen Crane’s The Red Badge of Courage thinks he has survived he instead is suddenly “war” confronted with the true attack or Also called Tragic Irony, this occurs when what a character says or believes contradicts what the audience knows to be true. In these circumstances, a character’s words and actions have one meaning for the character and an en- tirely different meaning for the audience. Ex- ample: In Arthur Miller’s The Crucible, when John Proctor “forgets” the speciﬁc Command- ment against adultery, his audience senses the dramatic irony of his Freudian omission. A literary device in which the expected action and the actual action are in direct contrast, usu- ally due to forces out of the control of the char- acters. Example: Some of the situations that occur with Willie Loman in Miller’s Death of a Salesman are, lamentably, ironic. This occurs when a naïve protagonist holds a view or outlook that differs from the one the author holds. The reader will usually feel intel- lectually superior to the protagonist, and em- pathy for the hero often suffers. Example: In Gulliver’s Travels, Swift uses structural irony effectively when his naïve narrator relates tales and judgments of people whom he encounters through the skewed lens of conservative moral- ity/pride. A ﬁgure of speech in which a character says one thing but actually means the opposite. Sar- casm often falls into the classiﬁcation of verbal irony. Example: When Hamlet says, “I am too much i’ the sun,” he is using both a pun (sun/son) and verbal irony. A drama of any type that relies on stereotypes or two- dimensional characters whom the audience recognizes.
\|The Latin alphabet\| Z is the twenty-sixth (number 26) and last letter in the English alphabet. The small letter, z, is used as a lower case consonant. Z is not used much. It is the most rarely used letter in the English language. The same letter of the Greek alphabet is named zeta. How it is said[change \| change source] The letter is said as either zed' // or zee. The first way of saying it comes from the Greek zeta. In American English, its name is zee //, because it comes from a late 17th century English speech. Where it came from[change \| change source] Semitic[change \| change source] Greek[change \| change source] Etruscan[change \| change source] In Etruscan, Z may have been /ts/. Latin[change \| change source] In the 1st century BC, Z was put in the alphabet again at the end of the Latin alphabet. This was done to accurately represent the sound of the Greek zeta. The letter Z appeared only in Greek words, and is the only letter besides Y that the Romans took from Greek. Meanings for Z[change \| change source] References[change \| change source] \|The Simple English Wiktionary has a definition for: z.\| \|Wikimedia Commons has media related to: Z\|
RADIATION IN CHERNOBYL NOW AND THEN Radiation is a common way of emitting energy and it is common everywhere in the world, including within our bodies. For decades the word “radiation” has been connected or localised with a place that changed the history of mankind. Chernobyl is a symbol of the largest nuclear energy disaster in the history of mankind with some fatal consequences caused by the radiation spread from the explosion of the 4th unit of the Chernobyl power plant. The levels of radiation in the power plant and in the nearby areas (including the city of Pripyat) ranged from 0.1 to 300 Sieverts per hour (almost billion – 1,000,000,000 times more than the usual natural background radiation measured in microSieverts - μSv). Mostly radioactive isotopes of iodine 131, caesium 137 and strontium 90 were thrown into the air. Spending even 10 minutes around the burning reactor would result in Acute Radiation Sickness (ARS) and cause hazard to life. Weeks after the accident with the continuing liquidation works (the fire at the reactor core was fully extinguished two weeks after the explosion) in addition to the fact that the most dangerous particles (e.g. Iodine 131) had a very short half-life* and turned into less dangerous or stable isotopes, the radiation level was slowly dropping. Building the safe confinement, the sarcophagus (completed by November 30, 1986, in the astonishing time of only 7 months) over the destroyed reactor helped the radiation to further decrease and allowed people to conduct further liquidation works. The radioactive isotopes are typically rather heavy and hence naturally go deeper into the soil; every year they decrease by around one centimetre, sinking down into the soil. Nowadays the evacuated areas remain wasteland, however, it is very hard to find radioactivity that exceeds the natural background radiation. Also, that is one of the reasons that the 30-kilometre exclusion zone has now been turned into a nature reserve. Within the 10-kilometre zone you can still find radioactive hotspots, i.e. spots on the ground with condensed radiation that still exceed the natural level by a hundred and even a thousand times. During your Chernobyl trip, you will be shown such places, however, you will not stay there very long. Even the Red Forest area (the pine forest behind the power plant that dried up, due to radiation a few days after the accident) is only a drive through visit. In 2016 when the New Safe Confinement was slid over the old sarcophagus, radiation levels around Chernobyl power plant dropped by 3-4 times and are now 1.2 μSv (microSieverts) per hour. In the nearby city of Pripyat, the radiation level can reach 0.9 μSv/hour at some places, but typically does not exceed the natural radiation levels of 0.3 μSv /hour. The radiation levels vary, based on, for example, the weather (lower in the winter, higher in the summer). Is it dangerous to visit Chernobyl? After all these years it is safer than ever to travel to Chernobyl. Operating for over 10 years CHERNOBYLwel.come have developed the safest routes avoiding radioactive places during the Chernobyl tours, or the group is near to these places for only a brief amount of time. Still we manage to see all the most important and interesting places and buildings, and on some tours, even inside the power plant. During one day spent in the Chernobyl exclusion zone the body receives a dose of radiation comparable to the natural background radiation found all around us. To put this in perspective, this dose is typically 300 times less than a whole body X-ray scan and is comparable to several hours spent on an aeroplane, where we are more exposed to cosmic radiation coming from the outer space. In figures, you will receive 3-4 μSv of gamma radiation in one day (see the types of radiation below), a dose of radiation that is absolutely not harmful. In comparison, most of the nuclear power plants around the world have a safety limit for their employees set at 50-100 μSv per day. Most probably you will get more radiation during your flight to Kiev than from one day in Chernobyl. Visitors to the Chernobyl exclusion zone should avoid radioactive dust, which might occur at some places and get stuck in small (not dangerous) amounts on their clothes or shoes. Due to this, CHERNOBYLwel.come suggests that all visitors wash all their clothes and shoes thoroughly as soon as they return home. Every adventurer travelling with CHERNOBYLwel.come gets a free fabric respirator. And, as the only tour company in Ukraine, we also offer you the use of Geiger Muller counters free of charge, in order to improve your comfort and safety. Despite the low risk, and there has been no more than 10 cases in 10 years when our tourists had to wash their shoes before passing the dosimetric control, we ask you to stay close to your guide and obey his or her instructions. This way, we can ensure a 100% safe Chernobyl tour for you. MORE ON RADIATION All the objects around us, including our bodies, are made from atoms, which are composed of protons and neutrons found in the nucleus, and the electrons orbiting them. Atoms of the same chemical element have the same number of protons but can differ in the number of neutrons. We call these different variants of the same element isotopes. For example, two of the most well known isotopes of carbon are the so called carbon-12 and and carbon-14, where the number indicates the total number of protons and neutrons. We can then divide all isotopes, based on whether they are stable or change in a process that we call radioactive decay, or simply just radioactivity. The speed with which some radioactive isotope decay is characterised by the half-life, which varies from tiny fractions of a second to billions of years. If the half-life is short, the decay is fast, and we say that such an isotope is more radioactive, and vice versa. It is important to understand that certain levels of radioactivity are very common, because every element has some radioactive isotopes and many of them can be found naturally around us. This makes all objects around us radioactive to some extent, even including our bodies that contain small amounts of radioactive carbon-14 and potassium-40, and typically around 8000 atoms of it decay every second. Our bodies are of course accustomed to these low levels of radioactivity, which are harmless. Radiation is the transportation of energy and can be divided into either ionizing or non-ionizing based on its ability to ionize atoms and molecules and disrupt the chemical bonds among them. For example, the visible light or radio waves are both types of safe non-ionizing electromagnetic radiation, while radiation emitted in radioactive decay is usually the dangerous ionizing radiation. The danger of ionizing radiation lies in the fact that it can disrupt chemical bonds inside the cells of living organisms, which can damage them and therefore lead to adverse health effects. The amount of absorbed radiation is called a dose and for us the most important is the so-called effective dose, which takes into account the amount of, the type of radiation and its biological effect. This is exactly what our dosimeters during your visit of Chernobyl will measure. The units of effective dose are Sieverts or more practically microSieverts (1/1 000 000 of Sievert). Our dosimeters measure both the actual level of radiation in microSieverts per hour and also automatically calculate the total dose during the time the dosimeter is switched on. As we have already mentioned during the typical excursion day in the Exclusion Zone your dosimeter will measure about 3-4 microSieverts of gamma radiation. Talking about receiving a dose of radiation may sound threatening, but it is important to put this into perspective. We have to understand that some levels of radiation i.e. background radiation are completely natural and occur everywhere in the world. Background radiation consists of multiple sources including radiation coming from all the radioactive isotopes that naturally occur in everything around us, and cosmic radiation coming from outer space. The most significant source of background radiation is the radioactive gas called radon released naturally from the ground that we inhale with air. Particularly, inside buildings with bad ventilation this gas can concentrate and the radiation levels can easily become greater than most places in the Exclusion Zone. In figures, the world average for all sources of background radiation is around 8 microSieverts per day. So you can see that the 3-4 microSieverts measured by your dosimeter during the 10-12 hours of our excursion are completely safe and are comparable to what you would receive normally everyday at home. Moreover, there are many places that now have naturally much higher levels of radiation than Chernobyl today. Guarapari Beach in Brazil holds the record, where, at some spots, levels of radiation can exceed the current Chernobyl levels hundreds of times. Beside natural sources of background radiation, there are also many artificial sources that we are exposed to routinely. This includes various medical procedures, but also smoking, since cigarette smoke contains significant amounts of radioactive polonium-210 that can cause cancer. Another radioactive activity is plane travel since at high altitudes we are more exposed to cosmic radiation that is usually shielded by the atmosphere. We list the most common artificial sources in table 1 below. As you can see smoking is one of the most radioactive activities that a human can experience and by smoking one pack a day, in one year you will receive a dose 10 000 times larger than during an excursion to the Zone. Looking for more radiation in your life? Bananas are the most radioactive fruit out there. They contain a radioactive isotope Potassium-40. Eating one banana is equal to a 0.1 microSieverts dose of radiation, however the instance of this radiation received by your body cannot be compared to smoking nor to visiting Chernobyl.
Economics Homework Seven - Model 1. Identify the four elements of perfect competition. - 1. Many buyers and sellers. - 2. Goods that are perfect substitutes for each other. - 3. Perfect knowledge in the market. - 4. Perfect mobility of resources. (Anna) - The four elements of perfect competition are lots of competitors, lots of things to compete over (perfect substitutes), knowing what all is going on, and everyone has to have the same opportunities. (Seth) 2. Describe how you might use competition, perhaps even competing with yourself, to motivate you to achieve more. - I would use competition with myself by setting a goal for myself. Having completed that goal, I would set a higher goal for myself and compete with my earlier achievements trying to get better and better. (Trisha) - I believe that it is the will to win that motivates us. You cannot win without motivation so with competition people tend to do their best. (Aran) 3. We are going to have our midterm in two weeks. Think of a question that you would like to see answered or clarified at the next class. - I would like to see long run and short run explained more clearly. (Isaac) - Good question. The "long run" is a period long enough for a firm (company) to vary ALL all its inputs and costs and factors of production, including even its plant size, in order to achieve the lowest possible average costs. An example is how the New York Yankees can built an optimal new stadium in the long run. The "short run" is a time so short that the firm can vary its output only through a more or less intensive use of existing resources, without adjusting fixed costs like plant capacity. Adding temporary bleachers (at significant average cost for the fans who can sit in them) is an example. (Instructor) - Can you please clarify in more simplistic terms what the Coase theorem is? (Allie) - Great question. The Coase theorem means that the free market will cause the best use of resources, as long as transaction costs do not interfere. Imagine a beautiful soccer field, and lots of kids who want to play. The owner of the field wants it to be used, and making some money is better than making no money from it. The players want to play, and are willing to pay something. The free market will result in the owner and players negotiating a fee or conditions for using the field, and the field will be used in a productive way by people playing games ... as long as there is not too much "red tape" or middlemen or other problems impeding that result. If, for example, the owner cannot be reached because no one can find him, or if he requires a 100 pages of forms to be filled out, or if the city restricts playing soccer there, then the transaction costs prevent the best use of the soccer field. But as long as there is not interference by transaction costs, there will be an efficient use of the field no matter who owns it, because the owner and players will reach an agreement for its best use. (Instructor) 4. Do you think the converse of Gresham's Law is true with respect to speech and conversation, such that good speech or conversation (such as discussing the Bible) drives out bad? Explain. - Absolutely! I know from personal experience this is completely true. A particular group of friends that I hang out with had "bad speech", and the more I hung out with them over the months, being with them yet not talking bad like them, they definitely realized that I didn't talk like that, and I have seen them over the months totally eliminate bad words from their vocabulary when around me. I didn't have to say anything to them, because just like the converse of Gresham's Law states, the good of my own conversation drove out the bad in theirs! (Deborah) 5. Explain the difference between total cost, average cost, and marginal cost. - Total cost is the entire costs your firm sustained from the time you started, including the building of factories, purchase of machines, advertising, wages, production, and many others. Average cost is the total cost divided by number of goods produced (TC/Q). Marginal cost is the amount to produce one more unit. (Duncan) - Total Cost refers to the sum of both Fixed Costs and Variable Costs. The Average cost is the total cost, divided by the output. Marginal cost is the additional cost of good when the quantity is increased. (Zachary) 6. Suppose you decide you could profitably set the price for a homeschool dance at $15 per ticket, and it would have attracted 150 people. You also determine that 50 out of the 150 people who would have attended would have paid $20 per ticket and 10 out of the 150 would have paid $25 per ticket, and 5 out of the 150 would have paid $30 per ticket, because they would have enjoyed and benefited so much from it. However, the homeschool dance was never held because no one "got around to it." What is the loss in wealth or consumer surplus due to the fact that the event was not held? - The consumer surplus is the excess benefit that people obtained above the price that they paid (or, in this case, would have paid). Thus the consumer surplus that would have occurred is 50 persons times ($20-$15=$5 each) plus 10 times ($25-$15=$10 each) plus 5 times ($30-$15=$15), which equals $250 plus $100 plus $75, which equals $425. By not holding the event, this wealth was lost. (Instructor) 7. Is there perfect competition between homeschooling and public schools? If not, explain the imperfections. - There is not perfect competition: a) there are many buyers, but few sellers; b) they are not perfect substitutes- homeschooling has 1 on 1 teaching and public schools do not; c) there is not perfect knowledge- the buyers (parents) do not know what homeschooling is usually like; d) there are not identical costs. (Mark) - No, there is not a perfect competition between public school and homeschool. First, a public school teacher teaches 20 plus kids with 1 teacher and maybe a helper. They are told what to teach, the Bible cannot be taught, and they have removed God from the classroom. The Homeschool teacher has only a few children and can provide one on one teaching with each child individually. They decide what is important to teach, they can teach the Bible, and they can incorporate God into all the lessons. (Shanna) - ... Comparing home schooling to public schooling is like comparing democracy to communism. (Jonathan S.) 8. Define the term "competition" in a new way by using another powerful term developed in this course. - Competition is really just an avenue for substitution, in that consumers will choose the other product based on the lower price. And the price was driven down by the competition betwen two companies to make the sale. (Will) - Competition is a means of reaching greater efficiency among participants in the free market. (Addison) 9. Suppose the underlying labor market is perfectly competitive, but there is a minimum wage above the market rate. Then suppose that the supply of labor increases. Explain what the result is and why. - The result is a shortage of jobs. The supply of people willing to work increases as wages increase, but at the same time, less employer are willing to pay quite so many employees as before at the higher wage. When using the free market, it is difficult to get the benefits of the free market if the supply and demand is being artificially adjusted. (Michelle) 10. What is the firm's profit or loss when Q=0 in the honors discussion above? (Answer simply in terms of another cost measure.) Is the firm profitable? - The firm is not profitable. When Q=0 the only cost is fixed cost .... (Sarah)
Microbots have made great strides in recent years as scientists and engineers work on creating cell-sized robots that can swim through the bloodstream and act as tiny medical commandos. However, such tiny automata are tricky to steer and control, so researchers led by Clemens Bechinger of the Max Planck Institute for Intelligent Systems are taking a page from nature and developing simple microswimmers that can mimic the light-seeking behavior of some bacteria. Phototaxis is a common behavior in the animal and plant kingdoms. When we talk about being drawn like a moth to a flame, that's an example of phototaxis. But it can also act in the opposite direction, as turning on the lights in a cheap hotel room and watching the cockroaches scatter can show. What makes phototaxis so attractive to roboticists is that it is a very simple behavior based on light intensity. Some creatures are drawn to light, some are repelled by it, and some seek out an area of just the right intensity. What the Max Planck team wanted to do was to mimic this behavior in a way that could be applied to robots the size of bacteria as a way to not only steer, but to move them at the same time. According to the team, simplicity was the key to creating the microswimmers. Building phototactic robots on a human scale is very easy and the first robotic "tortoises" were built by pioneering cyberneticist William Grey Walter back in the late 1940s. But for all their being "simple" life forms, bacteria use highly complex mechanisms to sense and respond to light, which the team had no hope of duplicating in a microbot, so they settled on a remarkably minimalist design. The microswimmers don't look much like robots or bacteria. In fact, they are nothing but glass microbeads with a width of a few thousandths of a millimeter with one hemisphere covered in carbon black. This led to their being called "Janus particles" after the two-faced Roman god of beginnings and endings. These are suspended in a solution of water and a soluble organic chemical, which under heat separates from the water. When a light is shone uniformly on the Janus particles, the black side heats up more than the other and the solution next to it breaks up, causing a lower concentration. Then, like adding a drop of fresh water to a salt solution, the higher concentrate rushes in to reestablish the balance. This acts like oars in the particle as the solution flows past, pushing the particle in the direction of its transparent side. But the Janus particles were still a long way from being controllable. According to Bechinger, when an even light was set over the microswimmers, they'd go off in any direction. However, if the light was changed to produce a gradient of light to dark, the particles would swim toward the light. More importantly, they would steer toward it because the light would cause any particle not pointing at it to heat unevenly, which would make the solution flow faster around one side than the other and cause it to rotate. Unfortunately, Bechinger's team found that in ordinary light, the effect was only effective over a tenth of a millimeter before the particles started to veer off in random directions. Researcher Celia Lozano found a way to navigate over longer distances through the use of a system of lasers, lenses, and mirrors that produced a saw-toothed light field made up of areas of increasing and decreasing brightness. Any particles in the areas of decreasing brightness moved farther into the darkness, but the ones in the light areas went straight for the light and maintained their course even when passing through the areas of decreaasing brightness because the area was too narrow for them to have time to reverse course. The result was controllable, stable movement. The Janus particles are still in the laboratory phase, but their simple, easy to manufacture design holds great promise. According to the team, the swimmers can not only be steered by light, but also chemically, which means they could one day be tailored to seek out tumours in the body to deliver precise doses of chemotherapy. The team's paper appears in the journal Nature Communications.Source: Want a cleaner, faster loading and ad free reading experience? Try New Atlas Plus. Learn more
Children like coloring pictures, so they do the task with a great pleasure. The idea is to paint the flags with the color mentioned below the correct answer. The number on the flag matches the number of the example. Each variant contains 20 examples. This worksheet can be used either as a warm-up lesson or as homework. This form of work is interesting for children and makes teacher’s checkup easier. The answers are included.
A horse race track is a specially-surfaced course - usually either turf, dirt or sand - that's oval in shape and whose total distance is measured in terms of miles and furlongs (a furlong is an eighth of a mile). A typical race track is about a mile long. The condition of a race track is an important consideration in assessing a horse's performance in a race. The major factors of the race track condition to consider in evaluating prospective horse performance include: - the surface conditions - the type of surface - the track configuration - the racing speed Race track conditions are influenced by the following factors: - soil type - moisture content A Brief History of Race Tracks Horse racing has been an enduring element of man's history. For thousands of years, it has flourished as the sport of kings and of the common man. From ancient arenas to farm fields, from country lanes to modern race courses, the race track has been a constant but evolving center of sporting events in the history of humankind. Horse racing was an organized sport from Asia to the Mediterranean by the time man began keeping written records. Chariot racing and mounted horse racing were loved by the Egyptians and were included in the ancient Olympics at about 638 BC. The origins of the modern horse race track can be traced back to England. Excitement brought about by betting on horse races quickly caught the fancy of English citizenry in the early 1700s. Horse racing became a professional sport in England during the reign of Queen Anne and from then on, race tracks experienced rapid development. The first American horse race track was laid out on Long Island in 1665. For the next two centuries, race tracks came and went in New York and the surrounding areas. Most race tracks were run by the rich and famous and were used as places to showcase their horses. Today most public interest in U.S. horse racing surrounds the Breeders Cup and the three Triple Crown races - the Kentucky Derby, Preakness Stakes, and Belmont Stakes. There are currently about 90 thoroughbred and 29 standardbred race tracks in 33 U.S. states.
The sustainable nature of our society is at very risk of being disrupted by the consequences of our own actions. Global warming is a reality, as acknowledged by most scientists around the globe. Its causes and dynamic are not difficult to comprehend. So, let’s have a brief look into it. What is global warming? Just a few decades ago, the potential threat of climate change and global warming was often dismissed by politicians and scientists. Global warming refers to the gradual rise in surface temperature around the globe caused by the greenhouse effect, a trend that started in the last century and can be observed worldwide. Lately, luckily, the situation is reversing and leaders around the world are starting to prioritize climate and include greener policies in their agenda. The logic is simple, the consequences of inaction are likely to be disastrous for our future generations. Why does global warming occur? Our societies are creating a number of threats to the Earth’s ecosystem. Climate change is mainly triggered by the use of non-renewable mineral fuels such as coal and oil to produce electricity. The combustion of such fuels to produce energy, releases greenhouse gases, which in turn lead to the greenhouse effect. The greenhouse effect refers to how the higher presence of greenhouse gases in the atmosphere increases the atmosphere’s temperature as they absorb higher amounts of reflected infrared sun radiation. In addition to the greenhouse effect, global warming works like a vicious circle. In addition to the existing use of fossil fuels, the current global demand for commodities and their economic rewards foster the following cycle: - Burning fossil fuels (such as coal or crude oil) releases greenhouse gases - Farmers and companies burning rainforests reduce oxygen creation and increase drought effects - Higher temperatures melt polar ice and permafrost, which in turn results in even higher temperatures - Less ice leads decreases natural heat reflection, which in turn leads to less ice - Melting ice raises sea levels, thus creating the danger of inundations on low coastal areas around the globe This vicious circle has been measured by scientists around the globe who are trying to record the advance of this phenomenon. What are the consequences of global warming? As a consequence, global warming – which it is a trend unfortunately hard to stop and with highly disruptive effects. The problem manifests itself in a number of obvious forms: - Higher average temperatures, with larger yearly variations - Melting Ice Recent examples of the consequences include the Katrina, El Nino, and an increasing number of droughts and fires around the globe. How can we solve global warming? Global warming is a big problem, and big problems require big solutions. It requires collaboration and commitment to reversing this trend between the governments around the globe. Solutions should be conceived for the long term and put in practice immediately. Main solutions include the progressive shift from fossil fuels to renewable energy sources: less coal and oil and more solar panel and wind farms. Renewable energy should be fostered and innovation to overcome the dependency from fossil fuels. Citizens around the world should understand the implications of the use of fossil fuel and strive to make environmentally conscious purchase decisions.
You may think that your child seems too young to get into the world. However, a large number of benefits await preschoolers. Learn more about the benefits of the social, emotional and educational for children to spend time in the classroom before entering kindergarten. Children who are exposed before kindergarten classes have generally benefited significantly from additional school education and exposure. Expectations for increased student at school in the past years. Young people need to dive math and reading, making them directly in the program when they start primary school. Preschool makes children the opportunity to develop cognitive and language skills. Children will make their vocabulary, expand the practice can solve the problem, learn to apply the logic of the situation and start bases for reading. Bit requires a lot of practice to work on the development of motor skills. Motor skills include running, jumping, jump and climb-all great movements, cooperation between different parts of the body. Preschool provides opportunities for physical education classes organized to play with the class hours devoted to active play as a group. The preschool class should usually find many creative activities for children. Distance courses can enjoy activities like make believe games, science, cooking, block, painting, sculpture, literature, buildings, and offer to read. Although you. Will be able to some of these activities at home, give class, often give more children the motivation and different Some children may have difficulty with many options in the classroom. In this situation, the teacher without being taxed to help each other to help you gently advice, focused student. Time away from home and parents can effectively improve both the social and emotional development of children. A child learns that it is possible to develop a trusting relationship with the other parent as an adult by the quality and time with the teacher. Children also learn important social skills as they spend time with their friends. Teens learn to listen to alternatives and how others when they speak. Students also begin bridging skills like frustration and anger, such as empathy with others, and learn to manage conflict. At that time, young people are willing to go to kindergarten, they will have a certain powers of independence. Follow the rules independently wash their hands before eating and wearing a jacket is an example of self-care, children learn to take over. Quality preschool is to provide the right balance of structure and freedom. In this structured environment, young children will learn to play a positive to get the rules of orientation, others remain within the limits, and learn a lesson. Done effectively, the students did not even know that there is a smooth texture of this type of class early. This ensures that children grow and develop, prepare for a multitude of new challenges ahead.
The Free Silver Movement was a political coalition of Western silver miners and Midwestern and Southern farmers who supported an inflationary monetary policy by using the free coinage of silver for a bimetallic standard for U.S. currency. Opponents of the Movement were Northeastern creditors and businessmen who favored the gold standard. The issue started over the passage of the 1873 Coinage Act but peaked from 1893 to 1896, when the economy was in a severe depression. It became a central issue in the 1896 presidential election. But after the 1896 defeat of William Jennings Bryan, the Democratic presidential candidate who had supported the Free Silver Movement, the United States government adopted the gold standard. The Coinage Act of 1873 officially demonetized silver in order to move the United States to adopt the gold standard, as most countries already had done. “Silverites,” who wanted a bi-metallic standard for U.S. currency and initially came from the western mining states, labeled this measure as “The Crime of ’73.” The Coinage Act reduced the money supply, which in turn raised interest rates that hurt farmers who normally carried heavy debt loads. The contraction of the money supply, in addition to railroad speculation, led to the Panic of 1873, triggering a five-year economic depression. In response to this dire economic situation and political pressure, Congressman Richard P. Bland and Senator William B. Allison proposed the Bland-Allison Act in 1877 which would return the United States to silver coinage. The Bland-Allison Act directed the U.S. Treasury to purchase silver at a high price and put it into circulation as silver dollars. Although the bill was vetoed by President Rutherford B. Hayes, Congress overrode Hayes’ veto to enact the law. The Bland-Allison Act reintroduced bimetallic monetary policy for the United States, but it led to a greater disruption in the economy. Because of the discovery of silver in Nevada and other western states, the price of gold was more stable than that of silver. For example, the price of silver to gold declined from a ratio of 16:1 in 1873 to 30:1 by 1893. In 1890 the Bland-Allison Act was replaced by the Sherman Silver Purchase Act, named after John Sherman, an Ohio Republican and former chairman of the Senate Finance Committee who previously served as Secretary of the Treasury under President Hayes. Later in his life, Sherman would serve as Secretary of State under President William McKinley. Responding to demands of miners and farmers, the Sherman Silver Purchase Act was enacted to boost the economy and to cause inflation which would allow farmers to pay their debts with cheaper dollars. Under the Act, the U.S. government was required to purchase 4.5 million ounces of silver bullion every month – twice the amount mandated by the Bland-Allison Act. By artificially increasing the demand for silver, the U.S. government also helped silver miners whose oversupply had driven the price of their product so low as to be unprofitable. Proposed in tandem with the Sherman Silver Purchase Act was the McKinley Tariff. This additional legislation was necessary in order to gather political support for the Sherman Silver Purchase Act in both the Senate and White House. The McKinley Tariff Act raised the average duty on imports almost fifty percent to protect domestic industries from foreign competition. This tactic of protectionism, supported by the Republicans and opposed by the Democrats, was not popular with the American public who suffered a steep increase in the cost of products after the McKinley Tariff was enacted. In the 1890 election, the number of Republican House seats went from 166 to 88; and the Democrats won control of Congress and the Presidency in 1892. Lawmakers immediately drafted new tariff legislation and passed the Wilson-Gorman Tariff in 1894 which lowered U.S. tariff averages. But most importantly, the Sherman Silver Purchase Act required the Treasury to purchase silver with a special issue note that could be redeemed for either silver or gold. However, the plan backfired, as investors turned in the new notes for gold dollars, thus depleting the U.S. gold reserves. This problem was further compounded by the Panic of 1893 with the collapse of the railroad industry and agricultural prices which in turn started a run on the banks. President Cleveland oversaw the repeal of the Sherman Silver Purchase Act in 1893 to prevent further depletion of the country’s gold reserves. The crisis was eventually resolved when J.P. Morgan formed a banking syndicate that saved the United States from bankruptcy with a massive gold loan. However, the Panic of 1893 led the United States into its worst economic depression (1893-97) it had experienced until that point with unemployment reaching a peak of 19%. Democrats blamed the Sherman Silver Purchase and McKinley Tariff Acts for causing the economic depression, while Republicans held responsible the Democrats and President Cleveland who were in power. Thus, the political issue of which party and its policies were responsible for the depression created a national debate for the coming elections. Republicans scored a landslide victory in the 1894 Congressional elections against both the Democrats and the Populists, the latter represented farmers’ interests and was led by William Jennings Bryan. As the Populists lost most their strength in the 1894 elections, they had to support the Democratic Party in 1896. With the presidential nominations of Bryan for the Democratic Party and McKinley for the Republicans in 1896, the American public had a clear choice on whether the United States should have a bimetallic or single standard for its currency. The Democrats supported a bimetallic standard of gold and silver, after Bryan’s “Cross of Gold” speech at his party’s convention, while the Republicans advocated the single standard of gold. The primary issue of the 1896 campaign was whether the United States would remain on the gold standard or switch to “free silver.” Bryan argued that adopting free silver would allow impoverished farmers in the South and West to pay their debts and lift the nation out of the 1893 economic depression. McKinley responded that if the United States went off the gold standard, the value of paper currency would be cut into half and inflation would soar. Campaigning from his front porch, McKinley outlined his monetary policy: After losing to McKinley in 1896, Bryan would win the Democratic presidential nomination again in 1900 (and later in 1908) and tried to raise the issue of free silver but lost by large margins. After the United States adopted the Gold Standard Act in 1900, which established the value of the dollar at 25 8/10 grains of gold at ninety percent purity ($20.67 per Troy ounce), the debate over bimetallism was effectively over. However, the symbol of free silver became increasingly associated with populism, unions, and ordinary Americans against bankers, railroad monopolist, and Robber barons. Although it was no longer considered a viable economic option, free silver retained political potency for later progressive political movements. Monetary History Highlights The Rueffian Synthesis
Effects On The USA From The Cold War In The 1950 The Cold War nearly lasted for four decades and affected many countries worldwide. Two of the major countries that were involved in it were the Soviet Union and the United States. The Cold War left a deep impact on the economies of the US and Soviet Union. However, it was in the 1950s that the Cold War started having a major impact not just on the United States but also on the rest of the world. A lot of money was spent by the American government to preserve the security of the nation. The Point Four program developed by America was allotted nearly $400 million for technological development of the United States. Also, the United States formed the NATO or the North Atlantic Treaty Organizations which brought together all the nations of the Atlantic region to cooperate with each other. In addition, the United States started a space war with the Soviet Union and started investing a lot of money into space shuttles and space programs by injecting billions of dollars into NASA. All these brought several benefits on the long run but money was being spent unwisely in developing advanced weapons which were meant for destruction and these weapons were being kept as back up for an opportune moment to arrive. In the end that moment never came. Today, the United States is trying its best to prevent the use of nuclear weapons and even controlling the production of such weapons both nationally and internationally. On the whole, people started paying more for essential commodities like oil and petrol, other household items, and also started paying more taxes to fund the Cold War. The Cold War was nothing but a rivalry of power between the communist nation and the United States and each one wanted to prove that it was mightier than the other. More Articles :
- As mentioned before, to get a reaction to happen bonds usually have to be broken first. This takes some energy, usually in the form of heat (fast moving molecules or atoms colliding) or light. - The energy needed to break the initial bonds of the reactants is called the Activation Energy and is abbreviated Ea. Below is a picture of two different reactions and how the chemical potential energy of the substances changes during the reaction. - Notice that the endothermic reaction needs a continual input of energy to continue reacting. However, the reaction between H2 and O2 gives off so much energy that it can supply the left over reactants with the activation energy needed to form water and complete the reaction. Once this reaction is started with a spark or a flame it continues until there are no more reactants. - Exothermic reactions with a very low activation energy will occur spontaneously, and one's that tend to give off a lot of energy tend to be very reactive or even explosive.
Julio Martinez and Federico Aguilar - 1st Period The siamese crocodile is a short freshwater crocodile that has beatiful, pointy, sharp, teeth. Siamese crocodiles live in freshwater habitats such as rivers, lakes, streams, oxbow lakes, marshes, and swamplands. Siamese crocodiles are native to Indonesia, which includes, Cambodia, Thailand, etc...It eats fish, amphibians, reptiles, and small mammals. Crocodiles are at the top of the food chain, but even they have to get eaten by something, for instance, leopards, jaguars, anacondas, and pythons. Siamese crocodiles are critically endangered because of habitat loss. It is also a result of crocodile farms raising them so later they can sell their skin. Because of this, Siamese crocodiles are critically endangered and it is believed that only 5,000 live in the wild.
from The American Heritage® Dictionary of the English Language, 4th Edition - n. The basis or motive for an action, decision, or conviction. See Usage Notes at because, why. - n. A declaration made to explain or justify action, decision, or conviction: inquired about her reason for leaving. - n. An underlying fact or cause that provides logical sense for a premise or occurrence: There is reason to believe that the accused did not commit this crime. - n. The capacity for logical, rational, and analytic thought; intelligence. - n. Good judgment; sound sense. - n. A normal mental state; sanity: He has lost his reason. - n. Logic A premise, usually the minor premise, of an argument. - intransitive v. To use the faculty of reason; think logically. - intransitive v. To talk or argue logically and persuasively. - intransitive v. Obsolete To engage in conversation or discussion. - transitive v. To determine or conclude by logical thinking: reasoned out a solution to the problem. - transitive v. To persuade or dissuade (someone) with reasons. - idiom by reason of Because of. - idiom in reason With good sense or justification; reasonably. - idiom within reason Within the bounds of good sense or practicality. - idiom with reason With good cause; justifiably. from Wiktionary, Creative Commons Attribution/Share-Alike License - n. A cause: - n. Rational thinking (or the capacity for it; the cognitive faculties, collectively, of conception, judgment, deduction and intuition. - n. Something reasonable, in accordance with thought; justice. - n. ratio; proportion. - v. To exercise the rational faculty; to deduce inferences from premises; to perform the process of deduction or of induction; to ratiocinate; to reach conclusions by a systematic comparison of facts. - v. Hence: To carry on a process of deduction or of induction, in order to convince or to confute; to formulate and set forth propositions and the inferences from them; to argue. - v. To converse; to compare opinions. - v. To arrange and present the reasons for or against; to examine or discuss by arguments; to debate or discuss. - v. To support with reasons, as a request. - v. To persuade by reasoning or argument. - v. To overcome or conquer by adducing reasons. - v. To find by logical process; to explain or justify by reason or argument. from the GNU version of the Collaborative International Dictionary of English - n. A thought or a consideration offered in support of a determination or an opinion; a just ground for a conclusion or an action; that which is offered or accepted as an explanation; the efficient cause of an occurrence or a phenomenon; a motive for an action or a determination; proof, more or less decisive, for an opinion or a conclusion; principle; efficient cause; final cause; ground of argument. - n. The faculty or capacity of the human mind by which it is distinguished from the intelligence of the inferior animals; the higher as distinguished from the lower cognitive faculties, sense, imagination, and memory, and in contrast to the feelings and desires. Reason comprises conception, judgment, reasoning, and the intuitional faculty. Specifically, it is the intuitional faculty, or the faculty of first truths, as distinguished from the understanding, which is called the discursive or ratiocinative faculty. - n. Due exercise of the reasoning faculty; accordance with, or that which is accordant with and ratified by, the mind rightly exercised; right intellectual judgment; clear and fair deductions from true principles; that which is dictated or supported by the common sense of mankind; right conduct; right; propriety; justice. - n. Ratio; proportion. - intransitive v. To exercise the rational faculty; to deduce inferences from premises; to perform the process of deduction or of induction; to ratiocinate; to reach conclusions by a systematic comparison of facts. - intransitive v. Hence: To carry on a process of deduction or of induction, in order to convince or to confute; to formulate and set forth propositions and the inferences from them; to argue. - intransitive v. To converse; to compare opinions. - transitive v. To arrange and present the reasons for or against; to examine or discuss by arguments; to debate or discuss. - transitive v. To support with reasons, as a request. - transitive v. To persuade by reasoning or argument - transitive v. To overcome or conquer by adducing reasons; -- with down. - transitive v. To find by logical processes; to explain or justify by reason or argument; -- usually with out. from The Century Dictionary and Cyclopedia - To exereise the faculty of reason; make rational deductions; think or choose rationally; use intelligent discrimination. - To practise reasoning in regard to something; make deductions from premises; engage in discussion; argue, or hold arguments. - To hold account; make a reckoning; reckon. - To hold discourse; talk; parley. - To reason about; consider or discuss argumentatively; argue; debate. - To give reasons for; support by argument; make a plea for: often with out: as, to reason out a proposition or a claim. - To persuade by reasoning or argument. - To hold argument with; engage in speech or discussion; talk with; interrogate. - n. An idea acting as a cause to create or confirm a belief, or to induce a voluntary action; a judgment or belief going to determine a given belief or line of conduct. - n. A fact, known or supposed, from which another fact follows logically, as in consequence of some known law of nature or the general course of things; an explanation. - n. An intellectual faculty, or such faculties collectively. - n. The logical faculties generally, including all that is subservient to distinguishing truth and falsehood, except sense, imagination, and memory on the one hand, and the faculty of intuitively perceiving first principles, and other lofty faculties, on the other. - n. The faculty of drawing conclusions or inferences, or of reasoning. - n. The faculty by which we attain the knowledge of first principles; a faculty for apprehending the unconditioned. - n. Intelligence considered as having universal validity or a catholic character, so that it is not something that belongs to any person, but is something partaken of, a sort of light in which every mind must perceive. - n. That which recommends itself to enlightened intelligence; some inward intimation for which great respect is felt and which is supposed to be common to the mass of mankind; reasonable measure; moderation; right; what mature and cool reflection, taking into account the highest considerations, pronounces for, as opposed to the prompting of passion. - n. A reasonable thing; a rational thing to do; an idea or a statement conformable to common sense. - n. The exercise of reason; reasoning; right reasoning; argumentation; discussion. - n. The intelligible essence of a thing or species; the quiddity. - n. In logic, the premise or premises of an argument, especially the minor premise. - n. By right or justice; properly; justly. - n. In French history, an act of worship of human reason, represented by a woman as the goddess of Reason, performed on November 10th, 1793, in the cathedral of Notre Dame, and also in other churches (renamed temples of Rea son) in France on that and succeeding days. The worship of Reason was designed to take the place of the suppressed Christian worship; recognition of the Supreme Being was restored through the influence of Robespierre. - n. Agreeable to reason; reasonable; just; proper; as, I will do anything in reason. - n. The human understanding; the discursive reason. - n. See do. - n. Synonyms Inducement, etc. (see motive), account, object, purpose, design. - n. An obsolete spelling of raisin. In the following passage it is apparently applied to some other fruit than the grape. from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. - n. an explanation of the cause of some phenomenon - n. a justification for something existing or happening - v. think logically - n. the state of having good sense and sound judgment - v. decide by reasoning; draw or come to a conclusion - n. a rational motive for a belief or action - n. the capacity for rational thought or inference or discrimination - v. present reasons and arguments - n. a fact that logically justifies some premise or conclusion If, on the other hand, the something to which a reason is provided is an actual (i.e., existing) thing, then ˜reason™ stands to explain why that thing as an actual thing comes into existence. On the one hand, if the something for which a reason is provided is regarded solely as a possible thing, then ˜reason™ stands to account for why that thing (as a possible thing) is the possible thing that it is. And for some reason, a fearful reason he could not go. There's no reason why, Hugh, and don't take this personally, [but] there's no reason why this, for this, necessarily, to come across as [though you and I are] old, long-lost buddies. I stood it until I became tortured day and night by the prod of reason, then I quietly left the church and bade farewell to the heathen Scapular and the ten thousand other trinkets of blind paganism, and resolved to break the chain of this "_slave of the soul_" and "_tyrant of reason_." 'God is for ever reason: and His communication, His revelation, is reason_.' Joel, Dr. Marks says, on account of your falling behind in your lessons, without reason -- understand this, Joel, _without reason_ -- you are not to go to Can there be a reason, in fine, assigned _for_ the _reason_, -- for that revelation by vision which accounts for the optical character of the description? -- _Yet reason dares her -- No_, which he explains thus: _Yet_, says Angelo, _reason will give her courage_ -- _No_, that is, _it will not_. I still go against my mother when she gives me no good reason to do something, sometimes resorting to the reason× "Because".
Science / Tides and Currents / Estuary: An embayment of the coast in which fresh river water entering at its head mixes with the relatively saline ocean water. When tidal action is the dominant mixing agent it is usually termed a tidal estuary. Also, the lower reaches and mouth of a river emptying directly into the sea where tidal mixing takes place. The latter is sometimes called a river estuary. Science / Marine Biology / Vertically Homogeneous Estuary: An estuary in which, at any given location, wind or tidal mixing homogenizes salinity throughout the water column MORE Science / Marine Biology / Seasonal Estuary: An estuary in which salinity at any one geographic point changes seasonally (e.g., decreases during the spring melt) MORE
Presentation on theme: "Boiling Points Andrew, Annie, Paulina, Claudia. What Is Boiling Point? The temperature at which the vapor pressure of the liquid equals the environmental."— Presentation transcript: What Is Boiling Point? The temperature at which the vapor pressure of the liquid equals the environmental pressure surrounding the liquid. When a substance boils, most of the remaining attractive forces are broken so the particles can move freely and far apart. The stronger the attractive forces are, the more energy is needed to overcome them and the higher the boiling temperature. Units: Celsius ( C) or Kelvin (K) Elements at the center of the periodic table have the highest boiling/melting point The non-metal carbon possesses the highest boiling point of all the elements. General Trends Alkaline metals: Increases as it goes to the right, and up the column Transition metals: Increases as you go down the column, and meets in the middle of the row Metalloids: Really high boiling points, generally decreases down the staircase Nonmetals: Increases as it goes down the column and to the left Metals Metals have high boiling points Alkali metals have lowest boiling points of all metals Metallic bonding: the electrostatic attractive forces between the delocalized electrons, called conduction electrons, gathered in an "electron sea", and the positively charged metal ions Metallic bonding in metals are strong bonds that result in high boiling point because of the higher energy needed to break the bonds between molecules Transition metals Transition metals generally have the higher boiling points The middle transition metals have the highest boiling points The reason is that they can involve the 3d electrons in the delocalization as well as the 4s. The more electrons you can involve, the stronger the attractions tend to be. Metalloids Very high boiling points Up to 4000 C (Carbon) Network covalent bonding (very strong)-bonding with covalent bonds in a network structure Nonmetals Low boiling points Intermolecular forces (Van der waals forces and London-Dispersion forces) Molecule size increases as van der waals forces increase temporary attractive force that results when the electrons in two adjacent atoms occupy positions that make the atoms form temporary dipoles Exceptions Metals: Mg in alkaline earth metals lower boiling point than others of the family Nonmetals: large difference in molecule size between fluorine and other halogens caused a greater change in boiling point between fluorine and chlorine than the change between other halogens
Pollen vs Spore Diploid spore mother cells give rise to spores. Spores are haploid structures. They are important for reproduction as well as for survival in the unfavorable conditions. Spores are seen as a part of the life cycle of many organisms including plants, fungi, bacteria, algae etc. In plants, depending on the different types of spores, a plant can be homosporous or heterosporous. If the plant has only one type of spores, it is known as homospory. If the plant has two types of spores that are male and female spores, it is known as heterospory. Almost all seed bearing plants are heterosporous. They possess large spores, which are called megaspores in the megasporangium, and small spores, which are called microspores in the microsporangium. As the spores grow they become gametophytes. The megaspores become female gametophytes and the microspores become the male gametophytes. Unlike in primitive plants, in seed bearing plants, the gametophytes are never released from the spore. This can be considered as an evolutionary advance. Due to this nature the gametophytes are well protected from desiccation. But the male sperms produced from the male gametophyte needs to reach the female egg. This is done through the dispersal of spores. Spores can be dispersed by wind, water, or insects. Male spores are called microspores. Microspores are also called pollen grains. In flowering plants, microspores are found inside the pollen sac or the microsporangium. Microspores are very small, minute structures. They are almost like dust particles. Each microspore has one cell and two coats. Outermost coat is the extine, and the inner one is the intine. Extine is a tough, cutinized layer. Often it contains spinous outgrowths. Sometimes it can be smooth, as well. The intine is smooth, and it is very thin. It is mainly made up of cellulose. The extine contains one or more thin places known as the germ pores through which the intine grows out to form the pollen tube. The pollen tube elongates trough the gynoecium tissues carrying two male gametes in it. Pollen tube grows down and enters the ovule through the micropyle. Then the apex of the pollen tube degrades and the two male nuclei are released in to the ovule. Double fertilization takes place by the fusion of the one male nucleus with the egg cell nucleus, giving rise to the diploid zygote, and fusion of the other male nucleus with the diploid secondary nucleus giving rise to the triploid primary endosperm nucleus. What is the difference between Spores and Pollens? • Spores are reproductive haploid structures and which can be large female spores, which are called megaspores, or small male spores, which are called microspores (pollens). In other words, all pollens are spores, but not all spores are pollens. • Pollens are produced from the microspore mother cells, but female spores are produced by the megaspore mother cells. • Pollen grains have two outer coats extine and intine and female spores do not have the extine or intine. • Pollens are dispersed by various mechanisms, but female spores are retained within the ovary. • Pollens are found inside the pollen sac, and female spores are found inside the ovule.
Gingivitis is an inflammatory series of action limited to the mucosal epithelial tissue around the cervical region of the teeth & the alveolar processes.It occurs due to improper oral hygiene of tooth or by injury to the gums from over-vigorous brushing, which results plaque buildup and tartar. It is the most common and mildest form of periodontal (gum) disease. Because gingivitis is mild painful in its primary stages, it generally goes unnoticed until acute irritation or receding gums occur. Gingivitis can occur in all age groups is caused primarily by local irritants. It is nearly always reversible.The common signs of gingivitis are gums which are swollen and bleed on brushing. There are some factors that may cause gingivitis include hormonal imbalance, diabetes, smoking cigarettes, aging, genetic predisposition, systemic diseases & conditions, stress, improper nutrition, puberty, pregnancy, substance abuse & HIV infection. The best way to prevent gingivitis is to brush daily by gently, with toothpaste and flossing with dental floss. Gingivitis is a form of periodontic disease. It is appeared by the long term impact of plaque deposits. Plaque is a soft, sticky films that grows on the exposed areas of the teeth, consisting of bacteria, mucus, & food wreckage & also when starches & sugars react with bacteria that is generally exist in the mouth. It is a major reason of tooth decay .If it is not taken out within 72 hours, plaque will become harder into tartar that cant be taken out by brushing or flossing. Plaque & tartar irritate & inflame the gingiva. This inflammation can remain over the years, result deep pockets in between the teeth and gums and bone loss surrounding the teeth which known as periodontitis. Bacteria, and the toxins bacteria produce, result the gums to become infected, swollen & tender .Diabetes, hormonal imbalance, general illness, and poor dental hygiene are some of the cause for developing gingivitis. Some of the common symptoms of gingivitis are as follows: - Bad mouth taste. - Foul breath. - Mouth sores - Change in the color from healthy pink to bright-red, or purple gums. - Shiny look to gum. - Gums that are painless, except when touched. - Red swollen gums that bleed easily, even if they're not sore & with gentle brushing. - Gums that itch with varying degrees of severity. - Receding gumline. Common causes of bleeding gums may include such as hormonal imbalance during pregnancy, local irritants, drugs, viral infections, fungal infection low grade nutrition. Regular oral hygiene that includes daily brushing and flossing can prevent the recurrence of gingivitis. But to ebb the gingival inflammation some anti-bacterial rinses or mouthwash can be used to treat. Repair of misaligned teeth or replacement of dental and orthodontic appliances may be prescribed. To mitigate the swelling, local mouth gels which are usually antiseptic and anesthetic can also be used The dental hygienist will perform brushing and flossing process. Professional tooth cleaning in addition to brushing and flossing may be prescribed twice per year or more frequently for complex conditions.[ad_2] Source by Steve Mathew
While most of us take gravity for granted, physicists have a big problem with it. Their beef: As forces go, gravity is implausibly feeble. (Try asking a physicist why a kitchen magnet can pick up a paper clip even though the gravitational force of the entire Earth is pulling the clip down.) In 1999 University of Washington physicist Eric Adelberger heard a lecturer offer an intriguing explanation: Perhaps gravity only appears weak, because it operates in additional spatial dimensions beyond length, width, and height. These extra dimensions would be imperceptible in our macro world but might have a detectable influence on gravity at scales of less than the width of a hair. That may seem like a wild notion, but Adelberger took it seriously. If extra dimensions exist, undiscovered particles and forces could be hiding within them. So he and his colleagues devised a way to test the idea. Their solution was the torsion balance, a tabletop apparatus that can determine whether gravity breaks down at the minute scales where the effects of extra dimensions might become noticeable. The detector is essentially a pendulum—a molybdenum ring hanging on an ultrathin tungsten fiber—that feels the gravitational tug of two rotating molybdenum disks below. The disks are positioned so that their gravitational tugs on the pendulum should almost exactly offset each other. Any unexpected twisting of the pendulum would indicate a violation of the known laws of gravity—a result that might suggest the gravitational pull of the two disks is being diluted into one or more extra dimensions. So far Adelberger’s group has shown that gravity behaves just as expected to distances of 44 millionths of a meter, meaning that any extra dimensions must be even smaller. Undaunted, Adelberger plans to keep looking for them. “If you like tough challenges,” he says, “this is about as good as it gets.”
The homepage for the Bristol Library Learning Commons. Start here for your library, research, and academic support needs. What is the reservation system? According to the Encyclopedia of Race and Racism, " “civilizations” have implemented mechanisms to control peoples considered threatening, inferior, or markedly different. While the various New World European colonial powers selectively recognized Native property rights, the doctrine of discovery claimed absolute sovereignty over Native American lands, resources, and lives. Various decrees, such as the English charters, used doctrine-of-discovery language to declare that the colonial powers had God's blessing to claim all discovered lands, including the conquest or conversion of all non-Christian peoples. The United States drew from its colonial heritage and developed evolving policies of incorporation and dispossession. An established tenet of English interaction with various indigenous societies was treaty making. In theory and in practice, entering into treaties indicated that indigenous societies had a right to retain possession of or be compensated for the loss of their aboriginal lands. The extinguishing of aboriginal land rights through land cessions evolved from the legal recognition of indigenous rights by a prerevolutionary British colonial policy, confirmed by the Royal Proclamation of 1763, which established a boundary line between the colonies and Indian country held exclusively by Native societies."
Explain the Concept of Separation of Powers and Its Role in Democratic Governance The concept of separation of powers is a cornerstone of democratic governance, serving as a vital framework for the organization and functioning of political systems worldwide. In this era of constant political developments, with headlines dominated by US political news, state and politics dynamics, world politics news, international political news, upcoming political events, and political campaign strategies, understanding the principles of separation of powers is crucial. This concept not only shapes the governance of nations but also plays a pivotal role in maintaining the balance of power and upholding the democratic values that underpin modern societies. The Origins of Separation of Powers To comprehend the concept of separation of powers, we must delve into its historical origins. The idea can be traced back to ancient Greece, where philosophers like Aristotle and Polybius discussed the benefits of dividing political authority. However, it was the French philosopher Montesquieu who popularized the concept in his 1748 work “The Spirit of the Laws.” Montesquieu argued that to prevent tyranny and safeguard liberty, governmental power should be divided into distinct branches, each with separate functions and responsibilities. The Three Branches of Government In modern democratic systems, the concept of separation of powers is typically applied through the division of government into three branches: the legislative, executive, and judicial branches. Legislative Branch: The legislative branch is responsible for making laws. It is usually represented by a parliament or congress, where elected representatives draft, debate, and vote on proposed legislation. This branch plays a vital role in shaping the direction of a nation’s policies and laws, reflecting the will of the people through their elected representatives. Executive Branch: The executive branch is responsible for implementing and enforcing the laws created by the legislative branch. It is typically headed by a president, prime minister, or a similar executive authority. This branch carries out the day-to-day operations of the government, including foreign policy, law enforcement, and administration. Judicial Branch: The judicial branch is responsible for interpreting and applying the laws created by the legislative branch. It consists of courts and judges who ensure that laws are applied fairly and justly. The judiciary also has the power of judicial review, allowing it to determine the constitutionality of laws and government actions. The Role of Separation of Powers in Democratic Governance Now that we have outlined the three branches of government, let’s explore how the concept of separation of powers plays a pivotal role in democratic governance: Checks and Balances: One of the fundamental aspects of separation of powers is the system of checks and balances. Each branch of government has the ability to monitor and limit the powers of the other branches. For example, the legislative branch can pass laws, but the executive branch can veto them. However, the legislative branch can override the veto with a supermajority vote. This system prevents any single branch from accumulating too much power and ensures that decisions are made collectively and with careful consideration. Protection of Individual Rights: Separation of powers is essential for protecting individual rights and liberties. The judicial branch acts as a safeguard against government overreach by ensuring that laws do not violate the constitution or infringe upon citizens’ rights. This role is especially crucial in democracies where the rule of law and protection of individual freedoms are paramount. Accountability and Transparency: In a democratic system, accountability is key. Each branch of government is held accountable for its actions, and this accountability promotes transparency. The executive branch is accountable to the legislative branch through mechanisms such as hearings and investigations, while the judiciary is accountable through its decisions and interpretations of the law. This ensures that government actions are subject to scrutiny and public oversight. Stability and Consensus-Building: Separation of powers contributes to political stability by preventing abrupt and unilateral changes in policy. To pass legislation or enact significant policy changes, cooperation and consensus between the legislative and executive branches are often required. This encourages a deliberative approach to governance and discourages hasty or impulsive decision-making. Prevention of Tyranny: Perhaps the most significant role of separation of powers is the prevention of tyranny. By dividing power among multiple branches of government, the system makes it difficult for any one individual or group to seize absolute control. This protection against authoritarianism is a central feature of democratic governance. US Political News and Separation of Powers US political news is a constant source of headlines and discussions around the world. The United States, often referred to as the “land of the free,” has a government that exemplifies the principles of separation of powers. The US political system divides power among the executive branch (headed by the President), the legislative branch (consisting of Congress), and the judicial branch (with the Supreme Court at its helm). The US Congress, composed of the Senate and the House of Representatives, is responsible for passing federal laws. The President, as the head of the executive branch, enforces these laws, while the Supreme Court, as part of the judicial branch, interprets and reviews their constitutionality. This system of checks and balances ensures that no single branch of government becomes too powerful. US political news often covers the interactions and conflicts between these branches. For example, when the President vetoes a bill passed by Congress, it sparks debates and negotiations to find common ground. The Supreme Court’s decisions on key issues, such as civil rights, abortion, and the balance of federal and state powers, frequently make headlines and impact the direction of the country. Additionally, the US political system’s separation of powers is integral to its federalism, as power is also divided between the federal government and individual states. This division of authority allows states to have a significant say in matters like education, healthcare, and law enforcement, leading to diverse policies and regulations across the nation. State and Politics: A Microcosm of Separation of Powers While national politics often take center stage, state and politics dynamics offer a microcosm of the separation of powers principle. In federal systems like the United States, Canada, and India, states or provinces have their own governments with their own legislative, executive, and judicial branches. These state governments operate within the framework set by the national constitution and laws. State legislatures pass laws specific to their regions, governors execute these laws, and state courts interpret them. This decentralization of power allows states to address local issues and priorities effectively. For instance, states can enact environmental regulations, education policies, and healthcare programs tailored to their unique needs. Furthermore, state and politics interactions can provide valuable insights into how the separation of powers operates in practice. State governors, like their national counterparts, often engage in battles with state legislatures over budget allocations, policy initiatives, and emergency powers. These dynamics mirror the broader principles of checks and balances and the need for consensus-building within a democratic framework. World Politics News and International Political Dynamics In the realm of world politics news and international political news, the concept of separation of powers takes on a global dimension. While separation of powers is often associated with national governments, it also plays a role in international relations and the governance of international organizations. International Organizations: Entities like the United Nations (UN), the European Union (EU), and the World Trade Organization (WTO) have structures that reflect the separation of powers. For example, the UN General Assembly functions as a legislative body where member states debate and pass resolutions. The UN Security Council, on the other hand, holds executive powers related to international security and peacekeeping. Additionally, the International Court of Justice serves as a judicial branch by settling disputes between countries. Bilateral Relations: Separation of powers also influences bilateral relations between countries. When negotiating treaties or trade agreements, national governments must consider their own legislative processes, where the legislature plays a role in ratifying such agreements. This ensures that international commitments are subject to domestic checks and balances. International Law: International law, which governs interactions between countries, is shaped by principles akin to the separation of powers. Treaties, customary international law, and the decisions of international courts collectively guide the behavior of nations on the global stage. Understanding the separation of powers within international contexts is crucial for comprehending diplomatic relations, international agreements, and the balance of power between nations. Upcoming Political Events and Their Impact Upcoming political events often hold the potential to reshape the landscape of governance and politics. Whether it’s an election, a constitutional referendum, or a summit between world leaders, these events are intrinsically tied to the principles of separation of powers. Elections: Elections are a fundamental aspect of democratic governance. They allow citizens to choose their representatives in the legislative and executive branches. Upcoming political events like elections can lead to shifts in power, with new leaders taking office and potentially altering the direction of government policies. Constitutional Changes: Some upcoming political events involve proposed changes to a nation’s constitution. This might include amendments that affect the separation of powers, such as altering the balance of authority between branches or revising the powers of elected officials. Summits and Diplomacy: International events like summits and diplomatic negotiations are also influenced by the separation of powers. Before leaders engage in diplomacy, they often consult with their legislative bodies and other branches of government to ensure that agreements align with national interests and constitutional frameworks. Policy Debates: Upcoming political events often bring policy debates to the forefront. These debates involve interactions between the legislative and executive branches, as lawmakers propose and deliberate on policy changes. The outcome of these debates can impact various aspects of governance, from healthcare and taxation to foreign policy and environmental regulations. Political Campaign Strategies and the Separation of Powers Effective political campaign strategies are intricately linked to the principles of separation of powers. Campaigns seek to secure the support of the electorate and, ultimately, gain control of the legislative and executive branches. Here’s how campaign strategies relate to the concept of separation of powers: Legislative Agenda: Political candidates often campaign on a legislative agenda, outlining the policies and laws they intend to promote if elected. This legislative platform is directly tied to the separation of powers, as it outlines the candidate’s vision for the role of the legislative branch in governance. Executive Leadership: Candidates for executive positions, such as the presidency or governorship, campaign on their ability to lead the executive branch effectively. They articulate their plans for implementing laws, managing government agencies, and executing the powers vested in the executive branch. Checks and Balances: Campaigns highlight the importance of checks and balances by emphasizing the need for a strong opposition. In a democracy, the minority party in the legislature or the defeated candidate in an executive election serves as a check on the party or individual in power. This system ensures that no single party or leader can govern without accountability. Judicial Appointments: Political campaigns also impact the judicial branch indirectly through the appointment of judges. Elected officials often have the authority to nominate and confirm judges, influencing the composition of the judiciary and, subsequently, its role in interpreting and applying the law. In the ever-evolving world of governance and politics, the concept of separation of powers remains a bedrock principle of democratic systems. From US political news to international political dynamics, and from state and politics interactions to upcoming political events and campaign strategies, the separation of powers is a pervasive and essential element. This concept ensures that no single branch of government wields unchecked authority, protecting individual rights, promoting accountability, and preventing tyranny. As we continue to navigate the complex and dynamic landscape of democratic governance, a deep understanding of the separation of powers is indispensable for informed citizenship and effective participation in the political process. It is the linchpin that keeps the wheels of democracy turning, allowing governments to function within the bounds of the law and the will of the people.
By Professor Kana Tomizawa, University of Shizuoka and BACSA member. Paper read at the Annual Conference of the Collegium Mediterraneanistrarum, 12 June 2022. Abridged text translated from the Japanese. Obelisk-shaped tombstones, common in modern Western cemeteries, have been considered a product of the so-called ‘Egyptian Revival’, a fad in Egyptian design that arose from the development of Egyptian studies after Napoleon’s Egyptian Campaign (1789-1799). The establishment of modern cemeteries outside churches is also said to date from the 19th century. In India, however, the British had formed cemeteries long before that, and many obelisk-shaped tombstones can be found there. It is likely that obelisk tombstones appeared in India before the Egyptian Campaign. In India we look first at the South Park Street Cemetery in Calcutta (Kolkata) founded in 1767. There we see many obelisk-shaped headstones, but we have to examine how many of them were actually erected before the impact of the Egyptian Campaign. A study of the tombstones of those who died until 1805 revealed that of the 185 tombstones in this era, 27 were obelisk-shaped, and 44 were identified where thicker or more pyramid-like ones were added. It appears that a new modern expression concerning memorials may have been established in India prior to the European mainland. But, to confirm this, it is also necessary to review how obelisks had been associated with memorials before the 18th century. The diffusion of obelisks and their designs in the West began when a number of obelisks brought from Egypt to Rome in ancient times were later revived in the 16th-17th centuries. Seeing the development of obelisks and their designs from antiquity, especially from the 16th-17th centuries onwards, we can find some usages for memorial expressions. But, as far as the author knows, they were not free-standing obelisk-shaped tombstones but just decorative parts or flat reliefs. The author believes that the widespread use of freestanding obelisk-shaped tombstones occurred in India prior to those in Europe. Why, then, did tombstones with this Egyptian design appear in India before Egyptology was established? We note the link between Indian funeral architecture and the English cemetery at Surat and the British playwright and architect John Vanbrugh. Architects involved in the construction of several obelisks and pyramid-like structures were active in 18th century Britain, and at the centre we find John Vanbrugh. The source of his imagery was the cemetery he had seen in Surat when a young man. In 1711, Vanbrugh presented a proposal for a cemetery consisting of ‘Lofty and Noble Mausoleums,’ modelled on the Surat Cemetery, in which obelisks and pyramid-shaped headstone can be found in the sketches. The English and Dutch cemeteries in Surat have several obelisk-shaped tombstones some of which date to the 17th century. The cemetery’s unique memorial expression shows the influence of Islamic mausoleum architecture, which flourished in India from around the 14th century, and the Hindu princely cenotaphs (chhatris) that were established around Rajasthan. The Surat cemetery influenced 18th century British architecture through Vanbrugh. The next point of interest is the possible confusion and overlap between the imagery of obelisks and other ancient architecture. Before the establishment of Egyptology, there should have been no basis for linking obelisks with the concepts of death and rebirth, but we can find a link between obelisks and consolatory images. One of the reasons seems to be the confusion between the images of the obelisks and the pyramids. The 18th century English massacre cenotaph at Patna is sometimes referred to as an ‘obelisk’, but it is modelled on a Roman memorial column. Trajan’s Memorial Colum is a kind of tomb. The Mausoleum of Maussollos at Helicarnassus has been depicted as resembling an obelisk or pyramid, although its actual shape is unknown. It is assumed that the obelisk tombstone form was established and developed in India as the history of complex images of obelisks and the Indian culture of funeral architecture intersected. This may have been the need for new burial sites and new expressions of memorialization due to the high mortality rate of westerners in India and the lack of churches and cemeteries, but there are many other issues to be interrogated, including the wider influence of Indian architecture and technology. This cultural phenomenon is difficult to grasp in a binary British/Indian, West/East, dominant/dominated structure, and it will be essential to gain knowledge across disciplines and regions to elucidate it. The author hopes for guidance from various researchers.
Car Crash Analysis Purpose of calculation: Calculation to show the forces on a car and driver in a car crash Reproduction of a sample calculation from a published calculation reference. During a car crash, various forces act on both the car and the driver. Understanding these forces helps engineers design safer vehicles and can also illustrate the importance of wearing seat belts and other safety devices. Here are some of the key forces involved in a car crash: Inertia: Inertia is the property of an object to maintain its state of motion, whether at rest or in motion, unless acted upon by an external force. When a car is moving, both the vehicle and its occupants have a certain amount of kinetic energy due to their mass and velocity. In a crash, the car may come to a sudden stop, but the occupants' inertia will keep them moving at the initial velocity until an external force (e.g., a seatbelt, airbag, or the car's interior) acts on them, causing them to decelerate. Deceleration: Deceleration is the rate at which an object slows down. In a car crash, the car and its occupants experience a rapid deceleration due to the collision. This deceleration causes a large force to be exerted on both the car and its occupants. The faster the deceleration, the greater the force. Impact force: When a car collides with another object, an impact force is generated. This force is responsible for the deformation of the car's structure and the absorption of kinetic energy. The car's crumple zones, bumpers, and other structural elements are designed to absorb and dissipate this energy, reducing the force transmitted to the occupants. Restraint forces: Restraint devices like seat belts and airbags are essential in a car crash. They apply forces to the occupants to counteract their inertia and decelerate them more gradually, reducing the risk of injury. Seat belts distribute the restraining force across the stronger parts of the body, like the chest and pelvis, while airbags provide additional cushioning to prevent direct contact with the car's interior. G-forces: During a car crash, occupants can experience significant g-forces (gravitational forces) as they are rapidly decelerated. High g-forces can cause injuries or even death, depending on the severity of the crash and the effectiveness of safety features in the car. To summarize, the main forces acting on a car and driver during a crash are inertia, deceleration, impact force, restraint forces, and g-forces. Vehicle safety features, such as crumple zones, seat belts, and airbags, are designed to manage these forces and protect occupants in the event of an accident. Full download access to any calculation is available to users with a paid or awarded subscription (XLC Pro). Subscriptions are free to contributors to the site, alternatively they can be purchased. Click here for information on subscriptions.
What Does A Pyramid Of Numbers Represent? A pyramid of numbers shows graphically the population or abundance in terms of the number of individual organisms involved at each level in a food chain. This shows the number of organisms in each trophic level without any consideration for their individual sizes or biomass. What does a pyramid of numbers show in a food chain? What does the pyramid indicate? What is pyramid of number with example? Pyramid of Numbers. It is generally upright with producers population (e.g. grass plants phytoplankton) being the largest. Producers support fewer herbivores (e.g. Grasshoppers zooplankton). The number of primary carnivores (e.g. frogs smaller fish) is still smaller. How do you describe the shape of a pyramid of numbers? A graphical representation in the form of a pyramid showing the feeding relationship and the number of organisms at each trophic level. The pyramidal shape indicates that the number of organisms or species is largest at the bottom and is narrowing towards the apex. What does a pyramid of biomass represent? Why does pyramid of numbers decrease? As you pass along a food chain the number of individual animals decreases at each trophic level. … It has a broad base of plants (producers) supporting a smaller number of plant-eaters (primary consumers) and so on up the pyramid with the numbers getting smaller as you get higher. Which pyramid shows high death rate? Population pyramids and demographic transition Stage 1 for example is represented by a sharply tapering pyramid sitting on a broad base reflecting high fertility and high mortality rates among the younger age groups. What does the bell shaped pyramid of age represents? The age pyramids indicate whether a population is expanding stable or diminishing. … – Bell-shaped age pyramid shows a stable population with almost equal numbers of young and middle aged individuals. The post-reproductive individuals are the smallest in numbers. What do you mean by age pyramid? What is pyramid long answer? It is a graphical representation of the number of individuals present at each trophic level in a food chain of an ecosystem. The pyramid of numbers can be upright or inverted depending on the number of producers. How does a number pyramid work? How do you draw a number pyramid? Why the pyramid of numbers is always upright? Pyramids of numbers can be either upright or inverted depending on the ecosystem. … Pyramid ecosystem modeling can also be used to show energy flow through the trophic levels pyramids of energy are always upright since energy decreases at each trophic level. What does a pyramid of numbers compare? A pyramid of numbers gives a count of the numbers of individual organ- isms at each trophic level in an ecosystem. This type of pyramid gives a good picture of the large numbers of producers that are required to support just a few top- level consumers. Why is pyramid of energy always upright? Pyramid of energy is the only type of ecological pyramid which is always upright because the energy flow in a food chain is always unidirectional. Also with every increasing trophic level some energy is lost into the environment and never goes back to the sun. What does a pyramid of energy represent? An energy pyramid also known as a trophic or ecological pyramid is a graphical representation of the energy found within the trophic levels of an ecosystem. The bottom and largest level of the pyramid is the producers and contains the largest amount of energy. What is pyramid of number and pyramid of biomass? What is pyramid in environmental studies? An ecological pyramid is a graphical representation of the relationship between the different living organisms at different trophic levels. … It can be observed that these pyramids are in the shape of actual pyramids with the base being the broadest which is covered by the lowest trophic level i.e. producers. What is an advantage of using a pyramid of numbers? \|Counting numbers is easy to do.\|\|They do not take the organism’s size into account so may not always resemble a pyramid. For example if producer is 1 tree then pyramid will look inverted (smaller on bottom).\| Why is there more biomass at the top of the pyramid? Energy Transfer in Ecosystems That energy loss also explains why biomass pyramids usually keep the classic pyramid shape — energy loss means the lower trophic levels can only support small numbers of the predators at the top so there is less overall biomass at higher levels than among producers at the pyramid base. What is a pyramid of numbers for kids? How do you read the age pyramid? What does a constrictive population pyramid indicate? CONSTRICTIVE population pyramids display lower numbers or percentages of younger people. The age-sex distributions of the United States and Pennsylvania fall into this type of pyramid. … STATIONARY or near-stationary population pyramids display somewhat equal numbers or percentages for almost all age groups. Which type of age pyramid obtained when the population is growing? What does the shape of the given age pyramid a2c reflect about the growth status of population? What does the shape of the given age pyramids I to III reflect about the growth status of populations? Triangular age pyramid has high proportion of prereproductive individuals moderate number of reproductive individuals and fewer post-reproductive individuals. It represents young or rapidly growing population. Which statement is correct for bell-shaped pyramid? In a bell-shaped age pyramid the number of prereproductive and reproductive individuals is almost equal. Postreproductive individuals are comparatively fewer. It represents a stable population. What are age pyramids explain their importance? Abstract. Population pyramid or age-sex pyramid generally represents the structure of population of a region on the basis of age and sex. This graphical representation provides a great deal of information about fertility mortality and migration or population dynamics. What do you understand by age pyramid explain the various types of pyramids? There are three types of population pyramids: Expansive Constrictive and Stationary. (1) Expansive population pyramids depict populations that have a larger percentage of people in younger age groups. Populations with this shape usually have high fertility rates with lower life expectancies. What happens when the birth rate is higher than the death rate? Natural increase in a population occurs where Birth rate is greater than death rate. … Natural decrease occurs when death rate is greater than birth rate. This means that more deaths occur in a population than babies are born so population numbers decline. How do you draw a pyramid of numbers in biology? What is pyramid of numbers draw pyramid of number in case of grassland ecosystem? Pyramid of numbers in grassland Ecosystem In a grassland ecosystem the number of producers (mainly grasses) is always maximum followed by decreasing numbers at second trophic level (herbivores) third trophic level (carnivores) and least number of apex predators. Thus a pyramid of numbers in grassland is upright. What are the ecological pyramids explain pyramid of numbers using an example? It is a graphical representation of the number of individuals present at each trophic level in a food chain of an ecosystem. The pyramid of numbers can be upright or inverted depending on the number of producers. For example in a grassland ecosystem the pyramid of numbers is upright. Ecology – Pyramids of Number and Biomass – GCSE Biology (9-1) Ecological Pyramids \| Ecology & Environment \| Biology \| FuseSchool Pyramids of Numbers GCSE Biology – Pyramids of Biomass #86
Topic: Systems of Law Your original post should be 5 – 7 sentences in length (short paragraph), and should address just one of the following questions: - Compare and contrast the Magna Carta and the Corpus Juris Civilis. - Name and describe the origins of the prevalent systems of law? - Your text discusses how a legal system is rooted in a country’s history and culture. Choose two legal systems and explain what this means. post should incorporate concepts presented by the readings or your own research. Banks, C. & Baker, J. (2016). Comparative International and Global Justice: Perspectives from Criminology and Criminal Justice (1st Ed) Sage Publications. ISBN: 978-1-4833-3238-3.
Explainer: Facial Recognition Biometrics Research Group, Inc. defines facial recognition as technology that measures distances between specific parts of a person’s face as a mode for identification. People typical use faces to recognize other individuals. Advancements in computing over the past few decades has now enabled similar recognition automatically. Early face recognition algorithms used simple geometric models, but the recognition process has now matured into a science of sophisticated mathematical representations and matching processes. Major advancements and initiatives in the past 10 to 15 years have propelled face recognition technology. Face recognition can be used for both verification and identification. Automated face recognition is a relatively new concept. Developed in the 1960s, the first semi-automated system for face recognition required the administrator to locate features (such as eyes, ears, nose, and mouth) on the photographs before it calculated distances and ratios to a common reference point, which were then compared to reference data. In the 1970s, specific subjective markers were used such as hair color and lip thickness to automate the recognition. The problem with both of these early solutions was that the measurements and locations were manually computed. In 1988, a new applied principle component analysis was developed, along with a standard linear algebra technique, to address the face recognition problem. This was considered somewhat of a milestone as it showed that less than 100 values were required to accurately code a suitably aligned and normalized face image. In 1991, scientists discovered that by using eigenfaces techniques, faces in images could be detected in images, a discovery that enabled reliable real-time automated face recognition systems. Eigenface are mathematical equations that adequately reduce statistical complexity in face image representation. The technology first captured the public’s attention from the media reaction to a trial implementation at the January 2001 Super Bowl, which captured surveillance images and compared them to a database of digital mugshots. This demonstration initiated much-needed analysis on how to use the technology to support national needs while being considerate of the public’s social and privacy concerns. Today, face recognition technology is being used to combat passport fraud, support law enforcement, identify missing children, and minimize benefit / identity fraud. There are two predominant approaches to the face recognition problem: geometric (feature based) and photometric (view based). As researcher interest in face recognition continued, many different algorithms were developed, three of which have been well studied in face recognition literature: Principal Components Analysis (PCA), Linear Discriminant Analysis (LOA), and Elastic Bunch Graph Matching (EBGM). Principal Components Analysis (PCA), commonly referred to as the use of eigenfaces, is the technique that was pioneered in 1988. With PCA, the probe and gallery images must be the same size and must first be normalized to line up the eyes and mouth of the subjects within the images. The PCA approach is then used to reduce the dimension of the data by means of data compression basics and reveals the most effective low dimensional structure of facial patterns. This reduction in dimensions removes information that is not useful and precisely decomposes the face structure into orthogonal (uncorrelated) components known as eigenfaces. Each face image may be represented as a weighted sum (feature vector) of the eigenfaces, which are stored in a 1 D array. A probe image is compared against a gallery image by measuring the distance between their respective feature vectors. The PCA approach typically requires the full frontal face to be presented each time; otherwise the image results in poor performance. The primary advantage of this technique is that it can reduce the data needed to identify the individual to one-one thousandth of the data presented. Linear Discriminant Analysis (LDA) is a statistical approach for classifying samples of unknown classes based on training samples with known classes. This technique aims to maximize between-class (i.e., across users) variance and minimize within-class (i.e., within user) variance. In When dealing with high dimensional face data, this technique faces the small sample size problem that arises where there are a small number of available training samples compared to the dimensionality of the sample space. Elastic Bunch Graph Matching (EBGM) relies on the concept that real face images have many nonlinear characteristics that are not addressed by the linear analysis methods discussed earlier, such as variations in illumination (outdoor lighting vs. indoor fluorescents), pose (standing straight vs. leaning over) and expression (smile or frown). A Gabor wavelet transform creates a dynamic link architecture that projects the face onto an elastic grid. The Gabor jet is a node on the elastic grid, notated by circles on the image below, which describes the image behavior around a given pixel. It is the result of a convolution of the image with a Gabor filter, which is used to detect shapes and to extract features using image processing. [A convolution expresses the amount of overlap from functions, blending the functions together.] Recognition is based on the similarity of the Gabor filter response at each Gabor node. This biologically based method using Gabor filters is a process executed in the visual cortex of higher mammals. The difficulty with this method is the requirement of accurate landmark localization, which can sometimes be achieved by combining PCA and LDA methods.
The great mountain ranges are formed when one tectonic plate is pushed under another, lifting the top plate up. Once the process stops, mountains are worn down by weathering and erosion. Geologists are locked in debate as to whether erosion, particularly from glaciers, determines the mountains' heights while the forces below continue, but new evidence suggests rain, wind, and ice are largely irrelevant. The amount of weathering a mountain range experiences depends on the climate and therefore location. In tropical regions, mountains can become very high before they form glaciers, whose movements will erode them. Closer to the poles, the snowline is much lower. According to one theory, this means that high latitudes can never support high altitudes. Dr Armin Dielforder of the GFZ German Research Center for Geoscience has presented evidence for an alternative view. Dieldforder estimated the forces within the Earth that raise ranges in the first place. He argues the forces raising ranges at plate boundaries are proportional to the frictional energy between the plates. This, in turn, can be estimated by measuring heat flow produced by this friction as well as factoring in the dip angle of the point of collision and the density of the wedge of mantle material supporting the upper plate. The matches between the measurable heat and the upward forces Dielforder is trying to estimate may not be perfect; at minimum, different rock types represent a complicating factor. Nevertheless, Dielforder considers heat flow a good proxy for the crustal forces that make mountains. Rather than looking at the highest peaks, Dielforder considered the average height of each range, smoothing out the mountains and valleys. When Dielforder graphed 10 mountain ranges' (including three sections of the Andes) average altitudes against their estimated crustal forces, the correlation is impressive, suggesting these forces, rather than climatic conditions, control their height. Presenting the results in Nature, Dielforder and co-authors argue that although erosion undoubtedly wears away at mountains, its effects are balanced by forces from below. In an accompanying News and Views piece, Kelin Wang of the Pacific Geoscience Center draws an analogy with icebergs. If material is removed from the top, the natural buoyancy of the ice will cause it to rise out of the water, almost counteracting the effect. However, Wang expresses skepticism about Dielforder's conclusions, noting most of the sample is made up of ranges of modest height. If the effects of glacial weathering only really kick in at great heights or very high altitudes, Dielforder's work will be relevant for low-rise ranges, but not for the highest peaks. Moreover, Dielforder assumes the horizontal and compressions beneath mountain ranges are the same, where other geologists expect horizontal stresses to be greater, which would undermine the conclusions.
Null Hypothesis Definition A null hypothesis refers to a kind of statistical hypothesis that signifies the absence of statistical significance for a group of specific observations. It showcases that there is not any variation involved between variables. Or, it can state that one variable is similar to its mean. It is considered to be accurate until an alternative hypothesis proves it wrong. For instance, in case, the hypothesis test is conducted in such a manner that the alternative hypothesis showcases a difference between the population parameter and the claimed amount. Hence, the population mean’s cook time is not equivalent to 12 minutes. Instead, it tends to be different, either more or less than the given value. In case, the null hypothesis is true, or the hypothesis test says that the population mean tends to be 12 minutes, then it will automatically lead to the elimination of the alternative hypothesis, and vice-versa. Key Points to Remember - A null hypothesis refers to a statistical approach that involves no statistical relation in the group of said observations. - The null hypothesis is created against an alternative hypothesis with an objective to display no existing variations between variables. In other words, it says that there is no difference between the mean and a variable. - Hypothesis testing, by using a certain confidence level, lets a statistical model to either accept or neglect a null hypothesis. A Little More on What is the Null Hypothesis Null hypothesis is also referred to as the conjecture. It is based on the belief that odds are responsible for creating any sort of difference or variations in a given set of variables. In contrast to the null hypothesis, there exists another hypothesis known as alternative hypothesis. The null hypothesis refers to the first claim that the value of the population mean tends to be equal to the claim value. For instance, a particular pasta brand takes 12 minutes on an average to cook well. Hence, the null hypothesis for this assumption would be: The population mean is equivalent to 12 minutes. In case, there is a rejection of the null hypothesis, the alternative hypothesis would be accepted in return. A statistical model can accept or reject a null hypothesis falling in a specific confidence interval by using hypothesis testing. This test involves four steps which are: - First of all, the statistician should state null and alternate hypothesis, out of which only one would be accurate. - The second step is to create an analysis strategy in order to evaluate the information. - The third step is to implement the plan or strategy created in the second step, and do sample data analysis. - The last step is to compare the results, and find out which hypothesis, null or alternate, needs to be accepted. Statisticians are more keen to reject or eliminate the null hypothesis for eliminating at least one variable. Examples of setting up a null hypothesis Let’s take this example. As per a college principal, the students secured 7/10 marks on an average in tests. For this hypothesis test, we took a sample size of 30 students from the total population of 300 students in the school. We ascertained the sample mean, and compared the calculated mean with the population mean, and then take decision about the hypothesis. In another example, a specific mutual fund offers an annual rate of return of 8%. Let’s say that this mutual fund has been operating for a period of 20 years. We took a random sample of mutual fund’s returns received per year for 5 years, and then determine its average or mean. The next step is to strike a comparison with the sample mean calculated for 5 years, and the population mean for coming to a conclusion. Generally, the reported number is referred to as the hypothesis, and assumed to be right. For the aforementioned instances, hypothesis will be: - For the first example, students secure a score of 7 out of 10 in school exams. - For the second example, the yearly rate of return for the mutual fund is 8%. The above two statements which form the null hypothesis are assumed to be correct. It is similar to the court proceedings where an accused is presumed to be non-guilty until the other party presents evidence against him, and proves him guilty. Similarly, the first stage of hypothesis testing is to create a null hypothesis, and determine if this presumption is right or wrong. The null hypothesis is tested for ensuring its validity and reliability. Any data that is in contrast to the null hypothesis is stored in alternate hypothesis. Hence, the alternate hypothesis for the above two instances would be: - The average score of school students is not equal to 7. - The yearly rate of return on mutual funds is not equal to 8% p.a. Therefore, it is right to say that the alternate hypothesis is exactly the opposite of the null hypothesis. Hypothesis Testing for Investments Considering an instance from financial markets, let’s suppose that Mr. A believes that his investment strategy would offer more returns on an average as compared to merely purchasing and holding a stock. As per the null hypothesis, two average returns don’t show any difference or variations. Mr. A needs to agree to this hypothesis until he proves it wrong. For doing so, he needs to consider using different tests. Hence, the alternate hypothesis would show that the investment strategy offers more average rate of return as compared to a basic buy-and-hold investment strategy. Analysts use the p-value for knowing the mathematical importance of the outcomes. If the p-value is either equal to or lower than 0.5, it shows a big evidence that is not in favor of the null hypothesis. In case, Mr. A uses any of the tests, and finds out that there is a significant level of difference in his returns and the buy-and-hold returns, then he can agree to the alternate hypothesis and reject the null hypothesis.
Getting started with LEGO materials in the classroom with young children can be exciting and challenging. This article gives you some tips for making it easier and more effective. LEGO materials are a great platform for introducing young children (ages 5-8) to science and engineering concepts. However, as a popular option during choice time or indoor recess, they are often associated with play. When using them as a learning tool, these are some recommendations that will help students to focus on the learning goals. 1. Differentiate LEGO Learning periods from choice and play time. Talk to students about how LEGO Engineering time or LEGO Science will be different from choice and play time. Discuss how the activities will have specific challenges that you as the teacher will want them to work on. Have them help brainstorm what might be different about LEGO Learning time versus playing with LEGO pieces during free time. 2. Separate LEGO materials for play and for learning. LEGO play materials often have many unique pieces (windows, doors, people). These can often be distracting for students. Moreover, students often work on learning projects for multiple weeks. This means the LEGO materials would not be available for play. 3. Have clearly defined projects and with multiple measurable outcomes. LEGO play lets students be as creative as they want. In LEGO Learning, we want students to try and accomplish specific tasks like building a chair for a teddy bear that keeps him from falling over or a sturdy car that can pass the drop test. Activities work well when they are presented with a clear problem for students to solve, e.g. Build Mr. Bear a chair. The activity also need to have clear goals that the students can work towards… Does Mr. Bear fit in the chair? Does it keep him upright? Does the chair stay together when I pick it up? 4. Make accessories and people an incentive for the end of the project. Once you bring out a bin of LEGO people (or trees or flowers or windows) the entire focus of the activity generally shifts from the challenge at hand to who has the person with hair or how many flowers are on top of their project. They are a great incentive for students to make sure they complete the challenge. 5. Make students responsible for pieces and organization. Lots of little LEGO Pieces everywhere can make even the most laid back teacher a bit crazy. Try and instill in students a sense of responsibility for the pieces they are using. Have them sort and organize kits. With some assistance and guidance students as young as 5 and 6 can help sort a 100 piece kit. Many teachers have students go on a LEGO hunt at the end of class to search the floor for pieces that go into an extras bin (to be sorted at a later date).
In 2015, Canada’s Truth and Reconciliation Commission (TRC) identified significant gaps in health outcomes between Indigenous and non-Indigenous communities. These pervasive gaps are evidenced by numerous indicators, including infant mortality, maternal health, suicide rates, incidence of mental illness, addictions, chronic diseases, and accessibility to appropriate health services. For Indigenous people, this has been a painful lived reality for generations, but Canada is only slowly beginning to recognize the impact of a history of violent policies on Indigenous health. Canada’s Indigenous policies, including the Indian Act, disconnected people from their land, identities, and families; facilitated forced assimilation, and physical, emotional, and sexual abuse; and outlawed Indigenous medicine and ceremony. Two of the TRC Calls to Action address the need for Indigenous healing practices within the Canadian healthcare system, as well as the need for Indigenous healing centres to support those who’ve been physically, mentally, emotionally, and spiritually harmed by residential schools. Promoting the practice of Indigenous healing is not only essential for the wellbeing of patients, it is also a critical part of ensuring that the body of Indigenous medicinal knowledge survives, develops, and flourishes. What is Indigenous medicine? Indigenous healing practices vary from region to region, and from Nation to Nation. However, the concept that wellness encompasses mind, body, heart, spirit, and connection to land, is common to many Indigenous cultures. From this perspective, the physical, mental, emotional, and spiritual components of the natural world are all equally important. Health extends beyond the patient and into relationships with other people, with animals, plants, rocks, water, stars, and ancestors. The role of a healer in my Ininew (Cree) culture is to assist the patient in restoring good relationships and increasing their awareness of the desired state of equilibrium. Practices that help us understand and achieve equilibrium may be physical (eg. ingesting a plant), mental (eg. assessing our needs and communicating them), emotional (eg. social relationships or taking appropriate measures to grieve), and spiritual (eg. understanding all these interactions, which may involve dreaming or praying). Many of our Ininew ceremonies facilitate all four types of healing at once. The way we pray, for instance, is usually accompanied by a physical experience, such as burning a plant medicine, entering a sweat lodge, smoking a sacred pipe, piercing our skin, or sounding a drum. The relationship between the material and spiritual realms is intricate and deep. We need to spend physical time on the land to learn which plants to use, when to use them, and how to prepare them. Much knowledge is also stored in the wisdom of our family and community members. We have to learn the landscape and its rhythms like the back of our hand in order to gain medicinal knowledge. The way other animals, plants, seasons, and planets interact informs our healing practices. We have to watch them for a long time. There is a subtle enlightenment and inspiration which results from long-term exposure to the intricacy and interdependence that shapes the material world. This inspiration is spiritual in nature. It is simpler to explain spiritual inspiration as a byproduct of physical experience, but physical experience is also a byproduct of spiritual inspiration. Neither comes before the other. This is one of several fundamental concepts of Indigenous health that can be expressed in hoop symbolism. The hoop as a conceptual framework is popularly represented by the Medicine Wheel image. The Medicine Wheel is a circle with a centre and lines extending in all four cardinal directions. The four directions also represent the four aspects of being (body, mind, heart, spirit). When we look out at life from the centre of our circle, we acknowledge the way in which we are situated relative to other people, to our environment, to the past and to the future. Understanding and respect for those relationships brings us to equilibrium. In 1875, my nation, Pimicikamak, signed a treaty with the British Crown. Thereafter, the physical, intellectual, and religious influence of the settler people grew until it overpowered our traditional healing ways. This was often accomplished by force. Indian Agents were hired to monitor compliance with new Canadian (foreign) policies across Ininew territory. The land-based spirituality of our ancestors was banned and we underwent a systematic process of Christian conversion. Children were placed in an education system which removed them from their families and from the land. They were penalized, sometimes brutally, for speaking their language. Our language holds a wealth of information that is necessary for Ininew wellbeing. The intricate relationships I have described are embedded in it and cannot be expressed in English. The plants, meats and fats that once precisely regulated our physical systems were replaced by rations of refined flours and sugars. We fried bread, wrote, read, and drank until we largely forgot who we once were. When our identity was stolen, we became sick with ailments that had never afflicted us before, such as cancer, diabetes, alcohol addiction and suicide. We were given medicines that had no life, no roots, no leaves. We were given clothing we did not need to make ourselves. We were given food that we did not need to harvest ourselves. We did not need to know what creature gave its life for it, and what ecological systems support that creature. We were shown European ‘civilization’ and had little choice but to embrace its psychology and technology. As our relationships to land and family continue to be systematically severed through policy, economic imperialism, and environmental destruction, we lose touch with our ancient understanding of health. This greatly inhibits our ability to heal ourselves. Sickness in Canada’s Indigenous communities can be described as a disconnection. But this disconnection has affected non-Indigenous society as well, and for much longer. It has been there for so long that it is scarcely recognized in the Canadian health care system. Allowing, including, and promoting Indigenous healing practices is essential for re-establishing connection and wellness in Indigenous patients. But it can also help to inform the direction of inevitable change as we enter a time of great instability in our global health and environmental systems.
Fifth Grade Curriculum Overview The fifth grade language arts student will develop, understand, and apply comprehension strategies in all subject areas, integrate reading knowledge throughout the curriculum, assume responsibility for becoming self-managing readers, and develop appropriate writing and grammar skills. Students will learn and practice the writing process as they tackle writing projects of various lengths. Writing conferences and immediate feedback provide opportunities for students to improve their written communication skills. The fifth grade mathematics program will equip students with mathematical knowledge and skills fro understanding of and fluency with addition and subtraction of fractions and decimals, division of whole numbers, and age appropriate geometry, measurement and algebra. Students are supported in using the aforementioned skills when tackling real-world math problems. The science program in the fifth grade will include the study of structure and function in living systems, structure of the earth system and changes in environment. Additionally, the science program includes the study of the objects in the universe. Lastly, the science program includes forces and energy. These concepts are taught through science experiments, research, STEM activities, and oral reports as well as lecture and note taking. The fifth grade social studies program includes the study of political and governmental systems, economic concepts, and a continuum of events and their impact on the world. Through guided research, students learn about important historical figures who shaped European and American life. Rooted in the Gospel of Jesus Christ as well as the teachings and traditions of the Roman Catholic Church, St. Pius X School seeks to foster in students' knowledge, respect and reverence for self, others, God, and God's creations. Students begin each day in prayer and pray throughout the day and Mass is celebrated weekly. The study of the Catholic faith is designed to inspire spirituality, critical thinking, prayer, compassion, and to live as Disciples of Christ.
Anyone who has gone to school had to write down a synopsis. But very few actually know what exactly belongs to a good synopsis and how it is written. As you come to your perfect synopsis and what logical steps you should consider, we explain below. Contents belong to the small multiplication table of the writing. Not only in school, but also in the world of work, it often happens that you have to summarize certain texts, such as a study, a book or a film. For the reader to understand everything, every synopsis should consist of three clear parts. These are introduction, main part and conclusion. As an example we use a summary of “The Sorrows of the Young Werther” by Johann Wolfgang von Goethe. A classic that is still read today in many schools. The preparatory work for writing In order to save a lot of work in the writing process, it is important that you do a good preparatory work to get on with writing faster. It also gives your text a clear structure if you have organized well in advance and have an orderly overview. Read the text several times Read through the text several times. This creates a better understanding of the matter, and often the repeated reading makes one or the other connection much clearer. That’s because the second or third reading lets you focus your attention on something quite different from the first time you already know what it’s all about. Answer the classic W questions To create a first structure, you can answer the classic six W questions (who / what / how / when / where / why) the second time you read. These are different depending on the text, but always a good guide. For example, in a novel, those would be questions such as: Who are the protagonists? Where does the action take place? When does the story take place? What exactly is being told? In a scientific text or study, these questions would have to be worded differently. For there is, for example, no action to be described, but only a specific discipline or topic. Underline important terms and names In each text, there are different people, so names or keywords that are important and thus central to the text. Mark these things very well. Not only will you be able to find important scenes or topics faster, but you will also get a better understanding of how the text is structured. Sense sections and subheadings As a further step and for a better overview, you can now divide the text into sections that you can also give specific headings. This allows for quick access to important passages of text and a first structure for the following summary. - Have I read the text more than once? - Have I answered all questions? - Have I underlined important names and key terms? - Did I divide the text into logical sections and give them subheadings? Now the tripartite work begins on your synopsis. First of all two very important points. First, the contents are always written in the present tense. Second: Uses short and clear sentences. So your text is most understandable and easily accessible to the reader. Each introduction of a summary of content follows the same principle. As a rule, this is one to two sentences. They say very precisely and directly what the text is about, who the main protagonists are, what the plot has the story and where it takes place. In principle, you now use the classic W questions mentioned above to write a good introduction. In other words, in an introduction, the title and name of the author, the type of text (novel, drama, study), and the year of publication include the place and time of the action, if it is a prose text. The main part of the synopsis The main part is the longest part of the synopsis and requires the greatest self-performance from you. Here you describe in your own words what exactly happens in the story or the text. Avoid quotations and the use of colloquial language. Also, make sure that you’re chronologically listening to the content. As mentioned above, you should write your summary in the present tense. This rule is universal and allows the reader easy access to the content. Texts written in the present tense can be read much easier. Right: The main protagonist is Werther, a young man who falls in love with an already engaged young woman named Lotte. Wrong: The main protagonist was Werther, a young man who had fallen in love with an already engaged young woman named Lotte. Direct speech has lost nothing in a synopsis. Therefore always rephrase if you want to use a dialogue in your text. Right: At the beginning of the epistolary book Werther writes to his best friend that he is happy to be away. False: At the beginning of the epistolary novel Werther writes: “How happy am I that I am gone?” - Did I write everything in the present tense? - Did I use indirect speech instead of direct speech? - Did I avoid quotes and colloquial language? The end of the synopsis The conclusion of a synopsis is usually optional. Sometimes, however, it is explicitly required and, of course, should not be forgotten. The trailer allows the author of the summary to incorporate a personal note or rating. This can be your own opinions on the intention of the author or a review of the content. This part should be short and not more than three to four sentences. It is important that it is made clear that they are the views of the author of the synopsis and thus stands out from the factual form of the previous summary. - Did I give my own opinion? - Does the reader realize that this is my opinion? - Is not the part too long?
This video lecture for iit jee physics will help you understand the topic gravitation. In this IIT JEE video for physics, we will talk elaborately on gravitational force, Newton’s law of gravitation, universal gravitational constant and its measurement, the acceleration due to gravity and few example problems. There are four basic interactions in the universe they are; - Gravitational force - Electromagnetic interaction - Strong interaction - Weak interaction In this video, we will talk about gravitational force, you will learn about rest of the topics in your higher classes. So what is Newton’s law of gravitation? According to this law, “every particle attracts every other particle with a force which follow inverse square law.” The gravitational constant (G) is an attractive force and is independent of medium and by the presence of absence of other particles between the particles. This jee physics video also explains the Cavendish experiment which was the first experiment to measure the force of gravity. Next iit jee physics topic and the last topic discussed is acceleration due to gravity, which is nothing but the acceleration of the body. Most of the students find it hard to solve physics, as their basics are not cleared. So for the Students aspiring for competitive exams like IITJEE can find all their problems solved, as we are discussing it from the very basics. In this physics video, we are going find out how F = (-GMm/ r²), and why is it negative and also its vector form. Next, we have derived the value of the gravitational constant (G) which is 6.67 x 10-¹¹ Nm²/kg². The acceleration due to gravity is derived and we found that g = Gm/ r². And in the end, there are solved examples which will help you understand the topic better. Similarly, we can solve all your fear when it comes to solving physics. We are ready to help you out in every way possible, all you have to do is put your faith in us and our videos and you will find the results automatically.
About This Product The TOPS 3 Elementary assesses a school-aged child's ability to integrate semantic and linguistic knowledge with reasoning ability by way of picture stimuli and verbal responses. TOPS 3 Elementary focuses on the student's linguistic ability to think and reason. Language competence is the overall indicator of how a child's language skills affect his ability to think, reason, problem solve, infer, classify, associate, predict, determine causes, sequence, and understand directions. The TOPS 3 Elementary test questions focus on a broad range of language-based thinking skills, including clarifying, analyzing, generating solutions, evaluating, and affective thinking. While other tests may assess students' thinking skills by tapping mathematical, spatial, or nonverbal potential, the TOPS 3 Elementary measures discrete skills that form the foundation of language-based thinking, reasoning, and problem-solving abilities. The test is composed of 18 situations that examine six thinking tasks. Carefully selected items and situations are relevant to most students and common across cultures and in most schools or home settings. Although the skills tested on the TOPS 3 Elementary are necessary for developing social competence, it is not primarily a test of pragmatic or social language skills. Rather, it should be part of a battery of tests/observations used to assess pragmatic competence. The subtests consist of full-color photographs and questions that address critical thinking skills: - Subtest A: Making Inferences The student gives a logical explanation about a situation combining what he knows or can see with previous experiences and background information. The ability to infer is critical for success in the classroom, academics, and social development. The student determines and explains logical, everyday sequences of events. This skill is critical to academic performance and requires an understanding of the situation, determining the logical sequence of events, and expressing it clearly. - Subtest C: Negative Questions The student is asked to explain why something would not occur or why one shouldn't take a given action in a situation. Responses reveal how well your student notices, attends to, understands, and expresses an appropriate response on this subtest. - Subtest D: Problem Solving The student must recognize the problem, think of alternative solutions, evaluate the options, and state an appropriate solution that will work well. It also includes how to avoid specific problems. This subtest requires the student to anticipate what will happen in the future. This requires him to draw from past experiences to reflect on the future. This skill is an academic as well as a life skill. - Subtest F: Determining Causes The student must give a logical reason for a given aspect of the situation in the paragraph. To be successful, the student must see the relationship between the action and the outcome. The test should only be administered by a trained professional familiar with language disorders (e.g., speech-language pathologist, psychologist). - All items are presented in a conversational style with normal intonation and speaking rate. - The student looks at a picture in the Picture Stimuli Book and answers questions (presented verbally by the examiner) about the picture. - Each task is presented in its entirety to every student. Basals and ceilings are not used in the TOPS 3 Elementary. Prompts on the test form are allowed only if the student's response is unclear to the examiner. It is not used to give the student a "second chance" after a clear, complete but incorrect response. - Acceptable responses for each test item are indicated on the test form. Discussion of Performance The Discussion of Performance section in the Examiner's Manual was developed to guide the examiner to make appropriate and educationally-relevant recommendations for remediation based on a clear understanding of each subtest. It includes a research-based rationale for the importance of teaching thinking skills, clinically sound information about each task, what is required for the student to be successful, how the task relates to academic and classroom behavior, the specific steps a student goes through to complete each thinking task, and the breakdown of what the student's responses reflect about his thinking skills Two studies were conducted on the TOPS 3 Elementary – the item pool and standardization studies. The item pool study consisted of 690 subjects and the standardization study consisted of 1,406 subjects. The subjects in both studies represented the latest National Census for race, gender, age, and educational placement. This included subjects with IEPs for special services but who attend regular education classes. - Reliability—established by the use of the following for all subtests and the total test at all age levels: - Inter-Rater Reliability - Reliability Based on Item Homogeneity (KR20) The test-retest coefficient is .84 for the total test, the SEM is 9.88 for the total test. Based on these tests, the TOPS 3 Elementary has satisfactory levels of reliability for all tasks and the total test at all age levels. - Validity—established by the use of construct and contrasted group validity. - Contrast Groups (t-values): Test discriminates between subjects with normal language development and subjects with language disorders. - Point Biserial Correlations - Subtest Intercorrelations - Correlations Between Subtests and Total Test The t-Values for differences between normal and language-disordered subjects were significant at the .01 level for five age levels and at the .05 level for two age levels. The TOPS 3 Elementary clearly discriminates between these groups. Inspection of all the biserial correlations reveals acceptable levels of item consistency with 85% of the individual items showing statistically significant pass/fail correlations with the task scores. - Race/Socioeconomic Group Difference Analyses—conducted at the item and subtest/task levels. The analysis of performance differences among race/socioeconomic groups was conducted at the subtest/task levels. - Z-tests Chi Square analysis at the subtest level - Analysis of Variance (ANOVA) F-tests Of the more than 2,000 z-tests, only a small percentage showed any racial differences. Percentages ranged from below 1% to 6%. These low percentages indicate that neither race or SES are strong factors on the TOPS 3 Elementary. Copyright © 2005
As of 2017, 7.5 billion people inhabit the planet Earth. This is more than double the population of just 50 years ago when Paul Ehrlich published his dire warning (The Population Bomb) of famines and societal collapse due to population growth outstripping agricultural production. Despite this alarmism and the very real and continual pressure that population growth exerts on the environment, the Earth continues to support a population growing at a nearly exponential rate. Technological advances in agricultural production have largely been responsible for the planets increased carrying capacity. Large scale projects relating to water storage and energy production have allowed people to take residence in seemingly inhospitable areas such as the United States arid west. Urban growth has increased efficiencies associated with infrastructure and energy. These resource and planning innovations have manifested in the form of large scale, human modifications of the Earths surface including industrial farms, giant dams, oil derricks, mines, and, of course, cities. While these projects are heralded for supporting basic human needs, improving quality of life, and for driving the global economic engine, they also come at a high environmental cost. In this course, we will explore the dynamics of human population growth, associated degradation of the natural environment, and implications for the Earths carrying capacity, including regional variability. A large portion of course time will be dedicated to the controversial ways in which humans used or propose to use technology and policy to support increased or improved human life. Discussion in our weekly meetings will draw from readings including selections from The Population Bomb, Stewart Brands Whole Earth Discipline, McKay Jenkins Food Fight and Marc Reisners Cadillac Desert. Other media will include screenings of Chinatown, TED talks on energy and land use policy, and other relevant documentaries. This course will rely on perspectives from multiple academic disciplines including environmental science, geography, political science, economics, and psychology.
MONDAY, 23 MARCH 2020Our night sky is speckled by star light. A rich pattern is formed in our field of view by light that has travelled from distant stars in our galaxy and beyond. Yet, sometimes it is the surrounding darkness of space that draws our curiosity. An exoplanet, a planet orbiting a star outside of the solar system, does not emit its own light. In fact, even starlight reflected from the exoplanet does not provide a clear signal: the exoplanet is completely overwhelmed by the star and appears billions of times fainter, effectively hiding from us in the dark night sky. There is more to this apparent darkness than meets the eye. We know our place in the universe is not a lonely one: from the gas giant of Jupiter to the small rocky Mercury, we share our sun with a diverse range of planets. Who is to say that such planets cannot exist elsewhere? Until the 1990’s, the detection of exoplanets was hindered by our inability to observe them directly. This changed with the development of indirect detection methods. These asked: if we cannot see exoplanets, can we infer their existence from their effects on neighbouring stars? By answering this question astrophysicists have begun to unveil, one by one, the numerous planetary inhabitants of our rich and busy galaxy. How can a small exoplanet have a significant enough effect on their neighbouring star that it can be detected here on earth? Although we may think of the force of gravity as pulling the exoplanet into orbit around the star, the star feels an equal pull from the exoplanet. The result of this force is to induce a small variation in the motion of the star, producing a periodic ‘wobble’. Each stellar wobble coincides with an orbit of the exoplanet. If we can measure this motion and how often it occurs, we can learn something about the existence of an exoplanet as well as its mass and orbit. In 1995, Michel Mayor and Didier Queloz used this to successfully identify the existence of an exoplanet orbiting the star 51 Pegasi at a distance of 50 light years from Earth. Although a few exoplanets had already been detected, this was the first observation of an exoplanet orbiting a sun-like star. This discovery provided tantalising evidence of the possibility that other planetary systems like our own may exist, and earned them half of the 2019 Nobel Prize. Whether this planetary system was really anything like our solar system is questionable, however. The exoplanet that they found was a hot Jupiter - a large planet of Jupiter-scale mass, orbiting closer to its star than Mercury’s distance from the sun. The formation of such a heavy planet so close to the star was not predicted by existing models of planetary formation, which were based on the only example we had: our solar system. Mayor and Queloz’s discovery led us to the theory that such Jupiter-sized exoplanets can form far from their star before migrating inwards to a short-distance orbit. The news set fire to the field of exoplanet detection, bringing an influx of brand new observations. Yet, by studying only the stellar wobble, detections were limited to Jupiter-sized exoplanets heavy enough to create a noticeable variation in the star’s motion. It wasn’t until the launch of the Kepler space telescope in 2009 that we began to find exoplanets of our own size. Instead of studying the motion of a star, Kepler watched the brightness of the star’s light. As a planet passed in front of the star, Kepler detected its transit as a slight dimming in this brightness. This method had the potential to detect the presence of planets of much lower masses, and it did: even within the 10-day trial run of Kepler, a candidate Earth-sized exoplanet was found and later confirmed. Since then, Kepler has detected over 2000 exoplanets. Among these is Kepler-22b, a milestone for astronomy: at a distance of over 500 light-years from Earth, this is the first Earth-sized exoplanet found orbiting within the habitable zone of its star. With over 4000 exoplanets confirmed less than 30 years after the first exoplanet detection, we can confidently say that exoplanets are not rare in our galaxy. The PLANET collaboration in 2012 concluded that in the Milky Way we are more likely to find a star with an orbiting exoplanet than one without. These predictions suggest that our neighbourhood is far busier than we could have imagined. What if we wanted to look past the Milky Way? What value is there in observing other galaxies when so much of the Milky Way is yet to be studied? This was answered as early as the 1930’s, when astronomers began to study the rotation curves of distant galaxies. These curves tell us how quickly the constituents of galaxies rotate, starting from the matter at the centre of a galaxy and moving out to the galactic halo. From observations it was known that most of the visible matter is clustered at the galaxy’s centre. The gravitational interactions of such a large quantity of mass, however, should lead to high velocities near this centre, while the stars positioned further away were expected to move much more slowly. This is not what astronomers observed. The galaxy rotation curves flattened unexpectedly at distances far from the centre, suggesting that something was causing these galaxies’ outer parts to move quicker than anticipated. By the 1970’s enough data had been gathered to postulate that this phenomenon may be caused by the presence of additional undetected matter distributed throughout the galaxy. Among the many contributors to this conclusion was James Peebles, recipient of the second half of the 2019 Nobel Prize. The missing piece of the puzzle was dark matter. Unlike exoplanets, which appear dark next to their brightly shining stars, dark matter appears completely invisible; a ray of light passes straight through as if it weren’t there. This is not as foreign a concept as one might think: our own Milky Way is home to vast quantities of dark matter. Earth is not alone in the universe - we are not even in a quiet neighbourhood. The confirmation of this simple fact has relied on decades of development of a diverse range of experimental techniques, uncovering clusters of dark matter in galaxies and planetary systems orbiting the stars in our sky. Not only are we not alone, but we are not even particularly unique. And although our place in the universe may not be as special as we would like, it is a place that provides a spectacular view of the structures that surround us. It is by looking away from our place in the universe that we have begun to truly understand it, placing it in context with the rich and exciting variety of the universe nearby. What more can we say about this wider context? How much is there to discover, even beyond the plethora of exoplanets? From planets, zoom out, and we see stars arranged into galaxies. Taking an even broader view, we see galaxies arranged in clusters, which are themselves lined up in superclusters, collections of tendrils. But there is an end to this hierarchy. Zoom out even further, to the point where galaxies are only dots, and we see a universe that is roughly the same from region to region, with no structure, center or edge. Have our familiar starry skies, and these structures they’re embedded in, always existed? The most successful model of the universe that we have, the ”Big Bang” model, answers with an emphatic no. This model has been subject to rigorous and precise tests, and the successes of these tests are what gives us confidence in its grand story, a story that James Peebles played a central part in developing. This is not just the story of our place in space, but also of our place in time. Stories have characters, and our first character is space itself. Here it has a central role, it expands. As the space between galaxies expands, the average distance between galaxies increases and the wavelength of light travelling between them stretches. In 1929, by observing the reddened light of distant galaxies, Edwin Hubble showed that this was true of our sky, and any astronomer on any exoplanet in the universe would find the same result. After this discovery, some physicists attempted to reconcile this expansion with an unchanging universe; a steady state, whose skies were always filled with stars. This is a simple idea, but it makes concrete, testable predictions. The light we collect in our telescopes has to travel to reach us, so by looking further away, we see the universe as it was in the past. Steady state models predict that this doesn’t matter. If the universe was always the same, even looking back in time, we should see a universe that matches what we see nearby. That does not happen. An important clue leading to this conclusion was announced by Penzias and Wilson in 1965. They had discovered a mysterious radiation, seemingly perfectly uniform in temperature across the sky. The uniformity meant that it had nothing to do with our sun or even our galaxy; it had to be cosmic in origin. Enter James Peebles and his collaborators. Publishing simultaneously with the Penzias–Wilson result, they showed that a changing universe could naturally explain this mysterious radiation, unlike the steady state universe. They explored the idea that this cosmic radiation was left over from an earlier epoch of the universe, one that was much hotter and densely packed. As the universe expanded, the radiation would have cooled until it reached its current temperature of a mere three degrees above absolute zero. The Penzias–Wilson discovery was cosmic background radiation at a particular microwave frequency. Making the simple assumption that the early epoch was in equilibrium, physicists could then make a precise prediction: they could calculate the intensity at other frequencies. This would be confirmed to spectacular precision as more measurements of this “cosmic microwave background” (CMB) radiation were made. The early epoch they pictured, which would become known as the “Big Bang fireball”, was a smooth soup. There were no stars, and even if there had been, there was no empty space for the starlight to sail through. The CMB radiation is made up of particles of light, or photons, which in this epoch had extremely high energies, causing them to strip electrons from atoms, turning the matter (that would eventually make us) into a plasma that pushed and pulled against the radiation. The distribution of the photons and plasma was extremely uniform, but not perfectly so. Some regions started off packed slightly denser and thus had a stronger gravity, pulling the matter and radiation of nearby regions inwards. However, this gravitational collapse was halted by the compressed radiation’s pressure, and the contest between the two caused the radiation to ripple with pressure waves. Another component of this primordial soup was dark matter. It had no pressure to stall the gravitational collapse of its dense regions, so instead of rippling, it began to form clumps. Eventually, the radiation’s temperature fell so low that electrons and protons in the plasma could safely combine to form neutral atoms, no longer pushing and pulling against radiation. The radiation began to travel freely through the newly transparent universe, leaving visible matter behind and releasing the CMB that we see today. Peebles, in a 1970 paper, explored the transition between these two very different eras: the first few hundred thousand years when photons could travel only very short distances (before interacting with electrons and protons), to the last few billion years, where photons can travel extremely long distances (stopping only when they collide with an astronomer, for example). The exciting realisation was that the billions of years that have passed since that epochal transition might not have erased this evidence. The visible matter dropped by pressure waves in the earlier era seeded the formation of some of the galaxies we can see today, and could have left an imprint on their distribution. Indeed, in 2005 the SDSS collaboration presented a detection of such an imprint. Along with the measurements of the CMB, this incredible detection formed another pillar of evidence for the hot Big Bang model. While the foundations of this story are set, there is still much more to understand. After the fireball, the formation of structure began in earnest with the first stars and galaxies. While signals of early galaxy evolution have been detected since the 1960s in the form of quasars, there are so far no uncontroversial detections of the much fainter signals of the first stars. As they first lit up the dark universe, their radiation output is thought to have left an imprint on the CMB, but this tiny signal is very difficult to extract. Even if it is not yet on solid ground, the work of those teams aiming to detect the universe’s first stars is a pioneering addition to a proud lineage of cosmological research. It is one example of modern theoretical and experimental work that continues to add to our understanding of a distant history filled with plasma, whose non-uniformities eventually seeded the galaxies, stars and planets in our familiar transparent universe. The diverse array of confirmations of this cosmic story, thanks to Peebles and many others, teach us that the humility of the steady state theory was not justified. Emerging from the exotic, mysterious, very early universe comes our place, with stars and sunlight. We have not yet reached the start of the story... So far we’ve talked about how we look at the Milky Way to find planets different from our own, and how we look away from the Milky Way to probe even further back in time, up until the oldest light, the CMB. If this is the oldest light, how can we go further? It turns out imagination is quite powerful, and although we can’t physically see it, we can use our minds to find traces of what came before the CMB. The main idea behind the “Big Bang Model” does not surround some mystifying point in time where everything came from (you may have heard the word “singularity” thrown about) but something we have already explored: in the past the universe was denser and hotter. Therefore, the radiation floating about was so energetic that, right before the CMB was formed, it could rip the electrons out of an atom. What if we push this idea further back? Surely there must have been a time when the universe was SO hot that the photons could even rip a nucleus apart. We are talking of temperatures around 10 billion Kelvin (energies of about 1 MeV), nearly 300 thousand years before the CMB was emitted. If we start here and run time forward we should see the first nuclei, i.e. the first elements being formed. This is what Peebles called the primeval fireball. And yes, this is the same Peebles as before, an instrumental figure in our understanding of the universe once again. Let’s see how the story goes. Initially there were protons and neutrons floating about in space interacting with each other and the radiation. At these temperatures/energies, protons and neutrons are spontaneously converted into each other; everything is in equilibrium. After a while, a small instability builds up. The thing is, neutrons are ever so slightly heavier than protons, and, because E=mc^2, this means it costs slightly more energy to make a neutron than a proton. If the universe is hot enough this doesn’t make a difference because the photons lying around can easily provide that excess energy. But, as the universe expands and cools down, this starts to matter and the number of neutrons start decreasing. The cosmic clock is ticking fast, and in 15 minutes there won’t be any neutrons left, which is a huge problem because we need them if we want to build up nuclei. Once inside a nucleus they can sit happily, safe from decay. So what do we need to form a nucleus? Well the simplest thing we can do is form Deuterium, which is just a neutron and a proton stuck together, a heavier version of Hydrogen. By itself, Deuterium is not very useful, but it can be used to form Helium-4 (which has 2 protons and 2 neutrons), and from there we can go on to form heavier elements in a chain reaction (to form elements heavy enough to make up planets we actually require stars but that’s a story for another time). Going from Deuterium to Helium is practically instantaneous.The real hardship is forming enough Deuterium in the first place. You may think that all we have to do is wait until the photon’s average energy is low enough that it won’t break Deuterium apart. This would occur at around 5 minutes in. However, there is an important subtlety: there are A LOT of photons. Roughly, we have about 10 trillion photons per matter particle so even if the average is quite low, there are still quite a few sneaky outliers that could ruin everything, meaning we need to wait 10 minutes so not even a sneaky outlier can destroy our Deuterium nucleus. After that, there were still enough neutrons to make 1 Helium nucleus for every 3 Hydrogen nuclei in the universe. Actually measuring these abundances is extremely hard. The first few measurements were made in the 60s. They have since been continually improved upon. And lo and behold, within experimental error, they agree with the theoretical prediction. Notice how delicate a balance this is. We have the weak interaction controlling the decay of neutrons, the strong interaction controlling the energy difference between protons and neutrons and the energy required to produce Deuterium, all alongside gravity to control the expansion of the universe. Had any of these forces been different this balance would change quite dramatically. It is an astonishing consistency test of all these disparate areas of physics, a test we have passed with flying colours. Alright, we’ve gone past when the first nuclei formed, surely this is it, right? We can’t possibly go further back than this. In fairness, there are a few things we can infer from carefully looking at the CMB and the galaxy distribution about what happened at even earlier times, but no direct measurement. We can only explore this level of energy by smashing things together at incredibly high speeds, as we do at the Large Hadron Collider in Geneva, Switzerland. So what do we expect? At some point, the universe gets so hot that even protons and neutrons are ripped apart into their constituent quarks. Not even the strong force is strong enough to beat these photons at approximately 1 trillion Kelvin (~100 MeV). The hot soup that’s formed goes by the name of quark-gluon plasma and it has been successfully recreated at the LHC. Going even further back in time, the temperature is so high that the Higgs boson “melts” and can no longer do its job of giving mass to the fundamental particles. At this temperature of a quadrillion Kelvin (~100 GeV) every particle we know and love is massless, so they behave more like radiation than actual matter. The universe sure does look different from what we’re used to. Now this is definitely it. Beyond these energies we haven’t tested our theories so we can’t know if they stand or not. But, come on, aren’t you curious to see what they say? It turns out they seem to say that at some point in the past the density and temperature of the universe becomes infinite! People called this the “Big Bang” and interpreted it as the beginning of time. You may be uneasy about extending theories beyond their validity (and you should be), but the singularity seemed to always ‘appear’ when making a priori reasonable assumptions such as the existence of regular matter. The real problem was that this “Big Bang” does not fit the data. Now what most physicists believe is that there was some phase of extremely accelerated expansion called inflation, whose precise details are still a matter of heated debates. One beautiful aspect of the idea of inflation is that it provides an origin for the tiny non-uniformities we mentioned earlier. In this story, these non-uniformities are actually quantum fluctuations that get stretched by extreme expansion, in turn seeding the gravitational collapse that begins our journey from a featureless universe to stars, galaxies, planets and exoplanets, and eventually humans to wonder at our place in it all. Maeve Madigan, Philip Clarke and João Melo are PhD students studying theoretical physics in the Faculty of Maths. Artwork by Marzia Munafò.
At the turn of the 20th Century, the United States was undergoing major changes in industry, technology, and urbanization. These changes affected the American West, but to a different degree and in different ways. Artists in urban centers began to respond to these changes by shifting to new, modern, styles of painting, and many of them came from, or travelled to the American West. Some settled permanently there. During this period, the West played a major role in the development of American Modernist art. Stark landscapes and bright sunlight in the area led artists like Georgia O’Keeffe to create ever more abstracted paintings. Different artists responded with different styles that were influenced by, or influenced, Modernist movements across the United States. Look at how O’Keeffe painted the shapes and lines of the hills. Consider her use of color in this painting, and how she uses it to form the landscape. Notice the stark contrast between lights and darks in her composition, and the monochrome background. Georgia O’Keeffe, Red Hills, Grey Sky, 1935. Georgia O’Keeffe, like other modern artists, was known for her use of abstraction in her landscapes. That is, she simplified the lines, colors, and shapes of the landscapes which she painted. Look carefully at her painting, Red Hills, Grey Sky. Look at how O’Keeffe painted the shapes and lines of the hills1. Consider her use of color in this painting, and how she uses it to form the landscape2. Notice the stark contrast between lights and darks in her composition3, and the monochrome background4. What adjectives would you use to describe this landscape? Do those words evoke a sense of realism in what you are viewing? Why or why not? How does the artist use color in this work? How does this help her create the landscape? Modern artists in the West admired their surroundings and noticed that the landscapes were often extreme, made even more stark and vivid by the bright sunlight. O’Keeffe was particularly known for her use of crisp lines, simplified shapes, and a reduced color palette. She would often begin her work by sketching the contour lines she viewed in the landscape. In a separate sketch, she would ignore lines, and create a drawing focusing only on shading. First, find a landscape you would like to recreate. You may consider going outdoors to sketch, or you may work from a photo. Take your sketching worksheet, and create your contour line sketch on the left. On the right, create your sketch only focusing on shading. Look at these sketches to visualize the most simple shapes and lines. Now notice the colors you see in the landscape, and feel free to make notes of these colors. Take your project further by combining these two sketches and your notes to create a new landscape. Try using only cut, colored paper to emulate O’Keeffe’s technique.
UC San Francisco and UC Berkeley researchers have mapped out how the Zika virus infects the developing fetus, and have found an antibiotic that blocks these routes of infection, at least in human tissue culture and placental explants. While this antibiotic may not be a practical way to prevent the Zika virus from entering the fetus, the new understanding of how the virus can get from mother to fetus and the placental model systems the researchers developed could lead to drugs that will be effective. The findings, published in the journal Cell Host & Microbe, comes as the virus, spread by mosquitoes and linked to a fetal deformity called microcephaly as well as Guillain-Barré syndrome in adults, has spread throughout South and Central America and is heading toward the southern U.S. Microcephaly, presumably caused when the virus crosses from an infected mother to the growing fetus in the first two trimesters of pregnancy, is characterized by a small head and serious brain damage leading to physical and learning disabilities and sometimes convulsions. The UCSF/UC Berkeley team found that the virus has two potential routes to the developing fetus: a placental route established in the first trimester, and a route across the amniotic sac that becomes available only in the second trimester. The study of human tissue in the laboratory found that an older-generation antibiotic called duramycin blocked the virus from replicating in cells that are thought to transmit it along both routes. “Our paper shows that duramycin efficiently blocks infection of numerous placental cell types and intact first-trimester human placental tissue by contemporary strains of Zika virus recently isolated from the current outbreak in Latin America, where Zika virus infection during pregnancy has been associated with microcephaly and other congenital birth defects,” said study coauthor Eva Harris, a professor of infectious diseases and vaccinology at UC Berkeley’s School of Public Health. “This indicates that duramycin or similar drugs could effectively reduce or prevent transmission of Zika virus from mother to fetus across both potential routes and prevent associated birth defects.” Duramycin is an antibiotic that bacteria produce to fight off other bacteria. It is commonly used in animals and is in clinical trials for people with cystic fibrosis. Recent studies have shown it to be effective in cell culture experiments against dengue and West Nile virus, which are flaviviruses like Zika, as well as filoviruses, like Ebola. “Very few viruses reach the fetus during pregnancy and cause birth defects,” said Lenore Pereira, a virologist and professor of cell and tissue biology in the UCSF School of Dentistry. “Understanding how some viruses are able to do this is a very significant question and may be the most essential question for thinking about ways to protect the fetus when the mother gets infected.” The Zika virus, which the researchers examined in isolated cells and intact tissue explants, was found to infect several different placental cell types, including cell types within the placenta and outside the placenta in the fetal membranes. The scientists found that the epithelial cells of the amniotic membrane surrounding the fetus were particularly susceptible to Zika virus infection. “This suggests that these cells play a significant role in mediating transmission to the fetus and supports the hypothesis that transmission could occur across these membranes independently of the placenta, especially in mid- and late gestation,” Pereira said. “The most severe birth defects associated with Zika infection — like microcephaly — seem to occur when a woman is infected in the first and second trimester. But there may be a range of lesser but still serious birth defects that occur when a woman is infected later in pregnancy.” Other authors of the paper are postdoctoral fellows Henry Puerta-Guardo, Daniela Michlmayr and Chunling Wang of UC Berkeley and Takako Tabata, Matthew Petitt and June Fang-Hoover of UCSF. Source: UC Berkeley
What is Artificial Intelligence? 1. Narrow AI is known as Weak AI. This type of AI is known to be limited and completes a single task efficiently. o Examples of Narrow AI: Google search, Siri, Alexa, IBM’s Watson, Image recognition software. 2. Artificial General Intelligence, also called AGI, is known as Strong AI. It is a stronger replica of human intelligence. It uses human intelligence toreach a decision. It is much closer to a human being’ thinking than narrow AI. o AGI is still being researched. Researchers are working hard to make further breakthroughs with AGI. - Siri not only completes tasks and finds things for you from the web, it also has Machine Learning technology which makes the assistant brighter and become more adaptive to the use - Tesla also uses Artificial Intelligence. It can make predictions and it comes with self-driving features. Tesla is making their cars better using AI to adapt to their driver’s needs. - Netflix also uses technology that aids in predictions. It learns the taste in movies and tv shows by analyzing customer’s reactions. It then proceeds to display movies and tv shows based on what they learned about the user. It makes finding a movie or tv show you will like on Netflix easier.
The 1986 Challenger disaster highlighted for all the world just how risky it is to launch a rocket. All seven people aboard the shuttle died when unseasonably cold conditions caused one of its solid rocket motors to fail. NASA made many changes in response to the catastrophe, yet the solid motor that powered the shuttle is still used to launch rockets today. Is there a safer alternative? Since 1997, Stanford Professor Brian Cantwell has been working on one. Currently, solid propellants combine their fuel and oxidizer into a single material that, once ignited, must burn continuously in a controlled fashion or the rocket may explode. Cantwell’s approach is to develop a hybrid propulsion system that stores the fuel as a solid and the oxidizer as a liquid so the rocket motor can be throttled back to avoid disaster should a launch problem occur. “Our fuel is based on paraffin wax, one of the most ancient fuels known to mankind,” says Cantwell. The hybrid rocket concept is not new. In the first Soviet rocket launch on August 17, 1933, a group of scientists tested a small hybrid launcher based on liquid oxygen and a gelled form of gasoline. The rocket reached 400 meters but it could not be scaled to larger sizes and the group moved on to develop the large liquid rockets that were eventually used to launch Sputnik. Twenty years ago, Arif Karabeyoglu, who was then one of Cantwell’s PhD students, made an advance when he discovered that paraffin burned quickly enough to release the enormous thrust required to launch a large rocket. Ever since, Cantwell’s lab and others around the world have been developing paraffin-based hybrid rocket motors. Conceptually, Cantwell’s hybrid motor might be likened to a large candle with a hollow core where the wick would usually be. Once an oxidizing agent is sprayed into the core and ignited, a thin layer of paraffin melts all along the inner surface, releasing waves of fast-burning liquid droplets. Turning off the oxidizer flow snuffs out the candle. The latest and largest prototype paraffin hybrid is the Peregrine rocket being developed and tested at NASA Ames by Greg Zilliac with help from several Stanford students. The rocket stands 35 feet tall, measures about 2 feet in diameter and produces about 15,000 pounds of thrust. The first launch to 100 kilometers is planned for later this year and if successful would set the stage for a wide range of applications. Now NASA is considering the technology as part of its next flagship mission to search for evidence of life on Mars. The space agency is looking at Cantwell’s hybrid to provide the propulsion necessary to take soil samples gathered on the Martian surface and lift these into orbit with a powerful single-stage rocket. The stakes are high: No propulsion system has launched to orbit from a planetary body other than Earth since December 14, 1972, when the Lunar Ascent Engine lifted the Apollo 17 astronauts off the moon. Cantwell said NASA is considering a hybrid rocket for the liftoff from Mars in part because paraffin can withstand temperature swings more readily than a solid fuel. As he explained, temperatures on Mars can dip as low as -100 degrees Fahrenheit at night then soar to 20 F during the day. In such extremes a solid propellant would tend to develop cracks, which could cause the motor to burn unevenly and explode. Designers could insulate a solid rocket against these swings by using a thermal blanket, but that would add weight that would be better used to do more science. Cantwell said paraffin is less vulnerable to temperature swings, making the hybrid system lighter and safer. Soon NASA will have to decide whether to equip the forthcoming Mars Ascent Vehicle (MAV) with the new paraffin-fueled hybrid or a heavier two-stage solid rocket with a known track record. For Cantwell, the NASA decision brings his career full circle. Four years before the Apollo 17 mission, as a young graduate propulsion engineer, Cantwell spent a summer internship in Houston at what was then called the Manned Spacecraft Center. There, he helped test the liquid fueled engine that lifted the astronauts off the moon. “Little has really changed in basic rocket design since I worked at NASA in 1968,” Cantwell said. Now, decades later, he hopes to convince the space agency to consider a new launch technology. “I think fast-burning hybrids could be the safe, low-cost choice of the future for a wide variety of uses in space exploration beyond the Mars Ascent Vehicle.”
Juvenile arthritis is an autoimmune disease that affects roughly 1 in every 1,000 children. It is characterized by inflammation of the tissue that lines the inside of the joints (also known as the synovium). Unlike forms of adult-onset arthritis, this disease is idiopathic, meaning no exact cause is known. However, researchers believe it may be related to genetics, environmental factors, or certain types of infections. Types of Juvenile Arthritis - Systemic Arthritis This type of juvenile arthritis can affect part or all of the body. Symptoms usually include a high fever and rash along with joint pain, and organs such as the heart and spleen can be affected. This type is the rarest and affects both boys and girls equally. Closest in symptoms to the adult form of arthritis, polyarthritis affects five or more joints within the first six months of the disease being present. Most commonly, children will experience joint pain in the jaw, neck, hands, and feet. Girls are more commonly affected than boys. - Psoriatic Arthritis This disease affects children with both arthritis and psoriasis, a skin disease. One symptom (either the arthritis or psoriasis) may show up months or even years before the other. Boys and girls are affected equally, and children with psoriatic arthritis usually have pitted fingernails. Unlike polyarthritis, oligoarthritis affects fewer than five joints within the first six months. The knee, ankle, and wrist are the most commonly-affected joints, and this disease is usually outgrown by adulthood. Treatment usually includes a combination of medication (depending on the type the child has) and physical activity. The goal is to relieve pain and reduce swelling, as well as treat the other symptoms that are unique to the type of arthritis the child has. If you believe your child may have juvenile arthritis, make an appointment with your pediatrician.
Wrinkled Heart and Writing Template Worksheets & Templates You have to login to view the download files. A great activity for talking to your kids about bullying and the effect mean words can have on a person.You might like to read the story Chrysanthemum. As you read the book, pass around the large paper heart. Each time Chrysanthemum was teased because of her name, scrunch up the heart. Every time someone did something nice to her, try to smooth it out. By the end of the story talk about what the heart looks like and the wrinkles could never be completely smoothed out. Hopefully your students get the connection that their own hearts feel wrinkled and crumpled when not so nice things are said to them. You may like to put bandaids on the heart as a way to show that they can own their mistakes and apologise (with each students name on a bandaid). The heart will probably still be wrinkled, but it is healing. Add the poem to the middle of the heart and display around the room.You could also use the heart and everyone goes around the circle saying something someone has done or said to them to upset their heart and make them sad. Each person scrunches a bit of the heart as they do this. Afterwards they go back around and say something they could do to fix the heart. As they do this they try to smooth a piece out.After the heart has been smoothed out, ask the children, “Is the heart all fixed now?” Some kids might say yes while others might say “no, because it’s still kind of wrinkled.” Ask them how do you think this person feels now? Discuss that although we have tried to fix the heart, the hurt is still there. Even when we say we’re sorry, people still remember the hurtful things we did. This can lead into a discussion about thinking before we before we speak and trying to prevent someone feeling this way.Afterwards you may like to draw and write about how they can be a good friend and prevent bullying.Or on the provided template draw in the heart and then write underneath how we can prevent a wrinkled heart. Also included are little template as you might like to either make bangles, necklaces or badges to take home to remind them.
African Forum, HS Length of Time: 4-6 Class Periods Africa is a continent whose nations confront enormous problems on a daily basis. Centuries of conflict, economic and political colonization, the rampant spread of AIDS, and religious tensions are just some of the issues these nations face. In this activity, students will simulate a regional forum where representatives from African nations will try to solve their own and the region’s problems. COMPANION ACTIVITY TO HS Lesson: IN-DEPTH AFRICAN NATION STUDY. What are the crucial issues facing this area of the world? What steps might the nations there take to address these issues? Common Core Standards World History I: The World from the Fall of Rome through the Enlightenment The Emergence and Expansion of Islam in 1500 WH1.3 Islamic expansion through North Africa African History to 1800 The Growth and Decline of Islamic Empires World History II: The Rise of the Nation State to the Present Industrial Revolution and Social and Political Change in Europe, 1800-1914 WH1II.11 Describe the causes of 19th century European Imperialism WHII.15 Major developments African History in the 19th and 20th centuries Contemporary World, 1989-Present
About Cervical Cancer Cervical cancer is a disease in which malignant (cancer) cells form in the tissues of the cervix. The cervix is the lower, narrow end of the uterus (the hollow, pear-shaped organ where a fetus grows). The cervix leads from the uterus to the vagina (birth canal). Cervical cancer usually develops slowly over time. Before cancer appears in the cervix, the cells of the cervix go through changes known as dysplasia, in which abnormal cells begin to appear in the cervical tissue. Over time, the abnormal cells may become cancer cells and start to grow and spread more deeply into the cervix and to surrounding areas. Cervical cancer in children is rare. There are usually no signs or symptoms of early cervical cancer but it can be detected early with regular check-ups. Early cervical cancer may not cause signs or symptoms. Women should have regular check-ups, including tests to check for human papillomavirus (HPV) or abnormal cells in the cervix. The prognosis (chance of recovery) is better when the cancer is found early. Signs and symptoms of cervical cancer include vaginal bleeding and pelvic pain. These and other signs and symptoms may be caused by cervical cancer or by other conditions. Check with your doctor if you have any of the following: - Vaginal bleeding (including bleeding after sexual intercourse). - Unusual vaginal discharge. - Pelvic pain. - Pain during sexual intercourse. Human papillomavirus (HPV) infection is the major risk factor for cervical cancer. Risk factors for cervical cancer include the following: - Being infected with human papillomavirus (HPV). This is the most important risk factor for cervical cancer. - Being exposed to the drug DES (diethylstilbestrol) while in the mother's womb. In women who are infected with HPV, the following risk factors add to the increased risk of cervical cancer: - Giving birth to many children. - Smoking cigarettes. - Using oral contraceptives ("the Pill") for a long time. There are also risk factors that increase the risk of HPV infection: - Having a weakened immune system caused by immunosuppression. Immunosuppression weakens the body’s ability to fight infections and other diseases. The body's ability to fight HPV infection may be lowered by long-term immunosuppression from: - being infected with human immunodeficiency virus (HIV). - taking medicine to help prevent organ rejection after a transplant. - Being sexually active at a young age. - Having many sexual partners. Older age is a main risk factor for most cancers. The chance of getting cancer increases as you get older.
An article published in the “Journal of Geophysical Research” reports a study on the dwarf planet Pluto and in particular on the heart-shaped region called Tombaugh Regio and its influence on global atmospheric circulation. A team of researchers coordinated by NASA’s Ames Research Center used data collected by the New Horizons space probe to specifically study nitrogen circulation and its cycle appropriately compared to a heart beat. This is another confirmation that Pluto is an active small world despite its small size and thin atmosphere. The Pluto flyby performed by the New Horizons space probe on July 14, 2015 has radically changed our knowledge of this dwarf planet. Before New Horizons got close enough to photograph its surface and to detect the processes taking place on it, we had limited information about Pluto. Even the most powerful instruments were barely able to show that its surface wasn’t uniform but something more than a ball covered in ice of nitrogen, of other molecules that are gaseous on Earth and even of water ice. The photos taken on that flyby showed a truly extraordinary little world with varied geological features, among which a giant heart stood out. The New Horizons mission team started giving names to the various geographical elements of Pluto and the heart was named Tombaugh Regio after Clyde Tombaugh, who discovered Pluto on February 18, 1930. In 2017 it was among the names officially approved by the International Astronomical Union (IAU). The image (NASA/JHUAPL/SWRI) shows Pluto with Tombaugh Regio in the foreground in a combination of photos taken with the New Horizons space probe’s LORRI and Ralph instruments. Tombaugh Regio proved to be an important area not only from an aesthetic point of view but also for Pluto’s evolution. In November 2016, two articles published in the journal “Nature” indicated its influence on the reorientation of the dwarf planet’s axes. Now this new research indicates that that big heart is at the center of a global nitrogen cycle. According to the researchers, during the day the Sun’s heat, however weak, is sufficient to sublimate a thin layer of nitrogen ice that freeze again during the night. Most of the nitrogen ice on Pluto is present in Tombaugh Regio so its cycle literally has that area as its heart. Its importance in the nitrogen cycle was already shown in previous studies, in this case, however, the researchers showed that it’s sufficient to make it an engine of the winds that circulate throughout the dwarf planet’s surface. The researchers conducted simulations of the nitrogen cycle to try to obtain a weather model that explained the circulation of winds on Pluto’s surface. According to the results, for most of the year the winds above 4 kilometers blow westward in what is technically called retro-rotation, which means that they blow in a direction that’s opposite to the dwarf planet’s rotation. When the nitrogen inside Tombaugh Regio becomes vapor in the north and ice in the south, its movement generates winds towards the west. Throughout the solar system, perhaps only on Triton, one of Neptune’s moons, there’s an atmosphere with those characteristics. Instead, in some cases such as the strong winds on the western borders of the Sputnik Planitia basin, Tombaugh Regio’s left lobe, the air flows are similar to the patterns of certain winds on Earth. This new model offers an explanation for some geological features around Tombaugh Regio. Relatively warm winds can heat the surface or they can erode and make the ice darker by transporting and depositing particles of the hazes existing in the atmosphere. If those winds blew in a different direction, the landscape could have a very different look. Despite the very low temperatures, there’s activity on Pluto’s surface, even greater than what was discovered in studies of recent years. The influence of Tombaugh Regio was compared to that of the Earth’s oceans, showing that certain weather patterns can have similarities even in very different conditions.
DEVELOPMENT AND FUNCTION OF THE THYROID GLAND: The thyroid gland is situated at the front of the lower neck below the larynx with one lobe on each side of the trachea. Originally, the thyroid gland was located in the oropharynx from where it descended to its final position, taking a path through the tongue and the neck. This connection is known as the thyroglossal duct. The primary function of the thyroid is the production of thyroxine (secretory quality), a hormone that regulates the rate in which nutrients are converted into energy. Initially, the thyroid was an exocrine gland excreting hormones into the ingoing and outgoing section of the intestine to facilitate the ingestion of food and the elimination of feces. After the gullet had broken open, the thyroid became an endocrine gland releasing thyroxine directly into the bloodstream. The thyroid gland consists of intestinal cylinder epithelium, originates from the endoderm and is therefore controlled from the brainstem. BIOLOGICAL CONFLICT: Consistent with its role in digestion, the biological conflict linked to the thyroid gland is a “morsel conflict” (compare with “morsel conflict” related to the parathyroid glands, mouth and pharynx, stomach, duodenum, pancreas gland, small intestine, and colon). RIGHT HALF OF THE THYROID GLAND LEFT HALF OF THE THYROID GLAND People who are driven to “get things done”, who have professions and activities that involve competition (business managers, sales agents, vendors, athletes and sports competitors), who are under deadline pressure (journalists, manufacturers) or constant pressure to “keep up” (working two jobs, single mothers) are more susceptible to experience the conflict. Children and adolescents suffer thyroid-conflicts when they are pushed by a parent, teacher, or coach (“You are too slow!”). CONFLICT-ACTIVE PHASE: Starting with the DHS, during the conflict-active phase thyroid gland cells proliferate proportionally to the intensity of the conflict. The biological purpose of the cell increase is to improve the secretion of thyroxine so that the individual becomes faster to catch the desired morsel (right half of the thyroid) or to get rid of an undesired morsel (left half of the thyroid). This causes an overactive thyroid or hyperthyroidism. Because of the enhanced thyroxine production, persons with an overactive thyroid are often overexcited, nervous, irritable, and have trouble sleeping. High blood pressure is typically isolated to systolic hypertension (compare with hypertension related to the right myocardium and the kidney parenchyma). The nodule that appears during the conflict-active phase is generally referred to as a “hot nodule” (compare with “cold nodule” related to the thyroid ducts). With persistent conflict activity, the growth (secretory type) created by the continuing cell augmentation forms a hard struma, or goiter (compare with euthyroid struma related to the thyroid ducts). The enlargement of the thyroid could cause breathing difficulties due to the pressure on the trachea. A large swelling with profuse cell proliferation might be diagnosed as a thyroid cancer. HEALING PHASE: Following the conflict resolution (CL), fungi or mycobacteria such as TB bacteria remove the cells that are no longer needed. Healing symptoms are pain due to the swelling, difficulties breathing and swallowing, and night sweats. If the healing process is accompanied by an inflammation, this causes thyroiditis. With the completion of the healing phase the thyroxine level returns to normal. However, with a hanging healing, that is, when healing is continually interrupted by conflict relapses, the prolonged decomposing process results in a loss of thyroid gland tissue causing a chronic underactive thyroid, or hypothyroidism, also termed Hashimoto’s disease. Symptoms are fatigue and low energy, since the insufficient production of thyroxine slows down the body’s metabolism (see also healing phase of thyroid ducts). In this case, supplementing thyroxine is advisable. NOTE: Hypothyroidism is always preceded by hyperthyroidism! If the required microbes are not available upon the resolution of the conflict, because they were destroyed through an overuse of antibiotics, the additional cells in the thyroid gland cannot be broken down. Consequently, the growth or goiter stays maintaining the overproduction of thyroxine with lasting hyperthyroidism, even though the conflict has been resolved (see also parathyroid glands, pancreas gland, adrenal gland, prostate gland). To normalize the thyroxine production, surgery might have to be considered. DEVELOPMENT AND FUNCTION OF THE PARATHYROID GLANDS: The parathyroid glands are two pairs of small glands located on the back side of the thyroid gland. Their main function is to secrete a hormone (PTH-parathyroid hormone) that helps maintain the proper level of calcium (secretory quality), a mineral essential for muscle contraction. Like the thyroid gland, the parathyroid glands were originally exocrine glands that excreted into the intestine. Today, they are endocrine glands that release their hormones directly into the bloodstream. The parathyroid glands consist of intestinal cylinder epithelium, originate from the endoderm and are therefore controlled from the brainstem. BIOLOGICAL CONFLICT: According to the function of the parathyroid glands, the corresponding biological conflict is a “morsel conflict” (compare with “morsel conflict” related to the thyroid gland, mouth and pharynx, stomach, duodenum, pancreas gland, small intestine, and colon). RIGHT PARATHYROID GLANDS: Equivalent to the right half of the mouth and pharynx, the conflict linked to the right parathyroid glands relates to an “ingoing morsel” and to “not being able to catch a morsel” because of a low calcium level limiting the muscle contraction required to ingest a food morsel. LEFT PARATHYROID GLANDS: Equivalent to the left half of the mouth and pharynx, the conflict linked to the left parathyroid glands relate to an “outgoing morsel” and to “not being able to eliminate a morsel” because of a low calcium level limiting the muscle contraction required to eliminate a morsel. CONFLICT-ACTIVE PHASE: Starting with the DHS, during the conflict-active phase cells in the parathyroid glands proliferate causing an overproduction of PTH or hyperparathyroidism with the biological purpose to supply the organism with more calcium to improve the muscular contraction so that the morsel can be better absorbed (right glands) or eliminated (left glands). Consequently, the calcium level in the blood increases causing hypercalcemia (compare with hypercalcemia related to the bones). In conventional medicine, a large growth in the parathyroid glands might be diagnosed as a parathyroid cancer. HEALING PHASE: Following the conflict resolution (CL), fungi or mycobacteria such as TB bacteria remove the cells that are no longer needed. This process is accompanied by night sweats. With the completion of the healing phase the PTH level returns to normal. However, with a hanging healing, when healing is continually interrupted by conflict relapses, the prolonged bacterial activity leads to a loss of parathyroid gland tissue causing chronic hypoparathyroidism with constant low calcium levels. In this case, supplementation is advisable. NOTE: Hypoparathyroidism is always preceded by hyperparathyroidism! If the required microbes are not available upon the resolution of the conflict, because they were destroyed through an overuse of antibiotics, the additional cells cannot be broken down causing lasting hyperparathyroidism (see also thyroid gland, pancreas gland, adrenal gland, prostate gland). To normalize the PTH production, surgery might have to be considered. DEVELOPMENT AND FUNCTION OF THE THYROID DUCTS: The thyroid ducts branch throughout the thyroid gland in a tree-like structure. The original function of the thyroid ducts was to carry hormones produced in the thyroid into the ingoing and outgoing section of the intestine to aid the metabolism of food and the disposal of feces. After the rupture of the gullet, the thyroid ducts closed and the thyroid became an endocrine gland. Today, the thyroid ducts deliver thyroxine directly into the bloodstream. The lining of the thyroid ducts consists of squamous epithelium, originates from the ectoderm and is therefore controlled from the cerebral cortex. BIOLOGICAL CONFLICT: The biological conflict linked to the thyroid ducts is a female powerless conflict or male frontal-fear conflict, depending on a person’s gender, laterality, and hormone status. A powerless conflict is experienced as feeling helpless (“there is nothing I can do about this”, “my hands are tied”) or of not being in control of a situation. Generally speaking, the conflict relates to any kind of imposition, external control or decision made over one’s head. CONFLICT-ACTIVE PHASE: ulceration in the lining of the thyroid ducts proportional to the degree and duration of conflict activity. The biological purpose of the cell loss is to widen the ducts to supply the organism with more thyroxine; this provides the individual with more energy to resolve the conflict. Symptoms: mild to severe pain, depending on the intensity of the conflict. Since the lumen of the thyroid ducts enlarges, the thyroxine level rises slightly during the conflict-active phase. This, however, must not be confused with hyperthyroidism because the thyroxine production in the thyroid gland is unchanged. HEALING PHASE: During the first part of the healing phase (PCL-A) the tissue loss is replenished through cell proliferation with swelling due to the edema (fluid accumulation). In conventional medicine, the cell mitosis is often diagnosed as a papillary thyroid cancer or papillary carcinoma. When the swelling occludes a thyroid duct less thyroxine enters the bloodstream, even though the thyroid gland produces the hormone in sufficient amount. According to Dr. Hamer, the decreased supply of the body with thyroxine is never as severe as with hypothyroidism and a chronic reduction of thyroxine-producing cells. Since the thyroid ducts have no external opening, a cyst forms as a result of the back-up of fluid in the duct. The growth is commonly referred to as a “cold nodule” (compare with “hot nodule” related to the thyroid gland). A large thyroid cyst is called a euthyroid struma, or goiter (compare with goiter related to the thyroid gland). Thyroid cysts are located towards the middle (median) on the right or left side of the neck (compare with cysts in the pharyngeal ducts located laterally). If there are no conflict relapses, the swelling recedes in the course of the healing process. However, with a hanging healing the cyst stays until healing is completed.
Fetal echocardiography is an ultrasound test performed during pregnancy to evaluate the heart of the unborn baby. Echocardiography assesses the heart's structures and function. A small probe called a transducer (similar to a microphone) is placed on the mother's abdomen and sends out ultrasonic sound waves at a frequency too high to be heard. When the transducer is placed in certain locations and at certain angles, the ultrasonic sound waves move through the mother's and baby's skin and other body tissues to the baby's heart tissues, where the waves bounce (or "echo") off of the heart structures. The transducer picks up the reflected waves and sends them to a computer. The computer interprets the echoes into an image of the heart walls and valves. Fetal echocardiography can help detect fetal heart abnormalities before birth, allowing for faster medical or surgical intervention once the baby is born. This improves the chance of survival after delivery for babies with serious heart defects. It is not necessary for all pregnancies to receive an echocardiogram. The prenatal ultrasound tests that are done prior to birth can give information about whether the fetal heart has developed with all four chambers. Most unborn babies do not require any further testing. Situations in which a fetal echocardiogram may be necessary include, but are not limited to, the following: - if a sibling was born with a congenital (present at birth) heart defect - a family history of congenital heart disease (such as parents, aunts or uncles, or grandparents) - a chromosomal or genetic abnormality discovered in the fetus - if a mother has taken certain medications that may cause congenital heart defects, such as anti-seizure medications or prescription acne medications - if the mother has abused alcohol or drugs during pregnancy - if a mother has diabetes, phenylketonuria, or a connective tissue disease such as lupus - if the mother has had rubella during pregnancy - a routine prenatal ultrasound has discovered possible heart abnormalities Fetal echocardiograms are usually performed in the second trimester of pregnancy, at about 18 to 24 weeks. The test is sometimes done earlier in pregnancy using transvaginal ultrasound (the ultrasound probe is inserted in the mother's vagina), but will be repeated later to confirm any findings. A fetal echocardiogram is performed by a pediatric cardiologist or a maternal fetal specialist (also called a perinatologist) who is specially trained. The test may be done using an abdominal or transvaginal ultrasound. - abdominal ultrasound In an abdominal ultrasound, gel is applied to the abdomen and the ultrasound transducer glides over the gel on the abdomen to create the image. - transvaginal ultrasound In a transvaginal ultrasound, a smaller ultrasound transducer is inserted into the vagina and rests against the back of the vagina to create an image. A transvaginal ultrasound produces a sharper image than abdominal ultrasound and is often used in early pregnancy. During the test the transducer probe will be moved around to obtain images of different locations and structures of the fetal heart. Techniques sometimes used to obtain detailed information about the fetal heart include the following: - 2-D (2-dimensional) echocardiography This technique is used to "see" the actual structures and motion of the heart structures. A 2-D echo view appears cone-shaped on the monitor, and the real-time motion of the heart's structures can be observed. This enables the physician to see the various heart structures at work and evaluate them. - Doppler echocardiography This Doppler technique is used to measure and assess the flow of blood through the heart's chambers and valves. The amount of blood pumped out with each beat is an indication of the heart's functioning. Also, Doppler can detect abnormal blood flow within the heart, which can indicate such problems as an opening between chambers of the heart, a problem with one or more of the heart's four valves, or a problem with the heart's walls. - color Doppler Color Doppler is an enhanced form of Doppler echocardiography. With color Doppler, different colors are used to designate the direction of blood flow. This simplifies the interpretation of the Doppler images. Fetal echocardiography can help detect fetal heart abnormalities before birth, allowing for faster medical or surgical intervention once the baby is born. This improves the chance of survival after delivery for babies with serious heart defect. Other tests or procedures that may be needed include the following: - additional ultrasounds or echocardiography (to confirm the diagnosis, follow fetal growth, and monitor fetal well-being) - amniocentesis - a test performed to determine chromosomal and genetic disorders and certain birth defects. The test involves inserting a needle through the abdominal and uterine wall into the amniotic sac to retrieve a sample of amniotic fluid. - genetic counseling - providing an assessment of heritable risk factors and information to patients and their relatives concerning the consequences of a disorder, the probability of developing or transmitting it, and ways in which it can be prevented, treated, and managed. Click here to view the Online Resources of Cardiovascular Disorders
is a compass which finds North by using an (electrically powered) fast spinning wheel and friction forces in order to exploit the rotation of the Earth. Gyrocompasses are widely used on ships. They have two main advantages over magnetic compasses: - they find true North, i.e. the direction of Earth's rotational axis, as opposed to magnetic North, - they are not affected by metal in a ship's hull. A gyrocompass is essentially a gyroscope , a spinning wheel mounted so that the wheel's axis is free to orient itself in any way. Because of the law of conservation of angular momentum , such a wheel will maintain its original orientation. Since the Earth rotates, it appears to a stationary observer on Earth that a gyroscope's axis is rotating once every 24 hours; the axis always points to the same star. Such a rotating gyroscope cannot be used for navigation. The crucial additional ingredient needed for a gyrocompass is friction : the gyroscope is in fact not completely free to reorient itself; if for instance a device connected to the axis is immersed in a viscous fluid, then that fluid will resist reorientation of the axis. This friction force caused by the fluid results in a torque acting on the axis, causing the axis to turn in a direction orthogonal to the force. Over time, this has the effect that the axis will point to true North (to the North star), at which point the axis will appear to be stationary and won't experience any more friction forces. This is because true North is the only direction for which the gyroscope can remain on the surface of the earth and not be required to change. This is considered to be a point of minimum potential energy. Since the operation of a gyrocompass crucially depends on its rotation on Earth, it won't function correctly if the vessel it is mounted on is fast moving, especially in East-West direction. The gyrocompass was patented in 1885 by the Dutch Martinus Gerardus van den Bos; however, his device never worked properly. In 1903, the German Herman Anschütz-Kaempfe constructed a working gyrocompass and obtained a patent on the design. In 1908, the American inventor Elmer Ambrose Sperry patented a gyrocompass in the US. When he attempted to sell this device to the German navy in 1914, Anschütz-Kaempfe sued for patent infringement. Sperry argued that Anschütz-Kaempfe's patent was invalid because it did not significantly improve on the earlier van den Bos patent. Albert Einstein testified in the case, first agreeing with Sperry but then reversing himself and finding that Anschütz-Kaempfe's patent was valid and that Sperry had infringed by using a specific dampening method. Anschütz-Kaempfe won the case in 1915.
Generating Hypotheses about Likely Sources Pathogens that cause foodborne illness can also spread by contaminated water or by direct contact with an ill person or direct or indirect contact with an infected animal. When looking for the source of the illness, investigators first need to decide on the likely mode(s) of transmission. The pathogen causing illness, where ill persons live or how old they are may suggest the mode of transmission, and even a specific source. Hypothesis generation should be thought of as an iterative process in which possible explanations are continually refined or refuted. When exposure to a food is suspected, the investigators next must consider the large number of foods that may be the source or vehicle of infection. The number of different food items is vast, so the investigation needs to narrow the list to the foods that the ill people actually ate before they got sick, and then further narrow it to the specific foods that many of the ill people remember eating. Health officials interview persons who are ill to find out where and what they ate in the days or weeks before they got sick. These interviews are called "hypothesis-generating interviews." The time period they ask about depends on the pathogen's incubation period—the time it takes to get sick after eating the contaminated food. This varies for different pathogens. Which foods they ask about depends on what investigators already know about the exposure. If several cases have occurred at a restaurant, hotel, or catered event, for instance, interviews will focus on the menu items prepared, served, or sold there. If there is no obvious place of exposure or subcluster of cases identified, investigators may use a standardized questionnaire, also known as a "shotgun" questionnaire. A shotgun questionnaire may include: - Questions that ask whether a person ate any of a long list of food items - Open-ended questions that review each meal a person ate in the days before illness began - Questions about food shopping habits, travel, restaurant dining, and attendance at events where food was served From the interviews, investigators create a short list of the foods and drinks that many ill persons had in common. Foods that none or very few of the sick people reported eating are considered as less likely to be the source. Investigators then look at other information, such as the results of any food testing, past experience with the suspected pathogen, and the age or ethnicities of ill persons. Based on all the information they gather, the investigators make a hypothesis about the likely source of the outbreak. However, shotgun interviews can only suggest hypotheses that are contained on the questionnaire. This approach may not lead to any refined testable hypothesis. Intensive open-ended interviews can help in this situation. Coming up with a hypothesis is often challenging and may take time for several reasons. First, interviews of ill persons are highly dependent on their memories. The time from the start of illness to knowing that the ill person was part of an outbreak is typically about 2–3 weeks. Ill persons may not remember in detail what they ate that long ago. Also, when the contaminated food is an ingredient (such as eggs, spices or herbs, or produce in a salsa), the task becomes even harder. People often don't remember or know the ingredients of the foods they ate. These challenges may prevent a hypothesis from quickly appearing. In some cases, ill persons may be interviewed multiple times as new ideas arise about possible sources. It can sometimes be helpful to visit someone's home and look at the foods in their pantry and refrigerator, or to get their permission to review the information from their shopper cards. A useful method for generating hypotheses in large, multistate outbreaks includes rapid and thorough investigation of restaurant clusters; these cluster investigations are critical to identifying specific food vehicles and provide detailed ingredient content and information on sources of food items for traceback investigations. However, delays inherent in the current system of surveillance for investigation of foodborne disease outbreaks contribute to the time it takes to recognize clusters. The median time from illness onset to submission of the PFGE pattern of patients' Salmonella isolates to PulseNet should be decreased, improved interview formats should be used, and interviews that identify restaurant clusters should be conducted sooner. Conducting and completing interviews with a standardized questionnaire in a timely manner remains a critical deficiency during multistate outbreak investigations, partly because such interviews can lead to identification of clusters. Questionnaire data are typically submitted by facsimile to CDC for lack of a flexible and rapidly configurable electronic data gathering platform. - Page last reviewed: March 24, 2015 - Page last updated: March 24, 2015 - Content source:
Keeping kids motivated and working together in the classroom can be a tough job for a teacher to maintain throughout the school year. Using motivational activities in the classroom can help lead to a united classroom and motivated students who want to work together to learn. These activities can easily be implemented into any classroom as a helpful tool to teachers. Peanut Butter and Jelly Lay out all the ingredients and tools necessary to make a peanut butter and jelly sandwich, including bread, peanut butter, jelly, knife and napkins. The class can be split into several groups or remain in one large group. Ask a member of the class to tell you how to make a peanut butter and jelly sandwich. Do exactly what the student tells you. For instance, if she tells you to put peanut butter on the bread, place the whole jar onto the bread. The students will get a laugh, but they will also get a lesson about speaking clearly and giving proper instructions. Repeat the entire process until someone can tell you exactly how to make the sandwich correctly. 100th Day Activities Some schools already celebrate the 100th day of school, which serves as a celebration to break up the monotony of the school year. Students can be asked to bring in 100 small identical items, such as noodles, toothpicks, cotton balls or pieces of cereal. The students can then create artwork displaying these items any way they wish. Parents can send in treats so that there are a total of 100, such as cupcakes or treat-size packages of candy. One hundred balloons can be used to decorate the classroom. Celebrating the 100th day of school helps motivate students for the second half of the year. Offering students a special activity upon completion of a goal is a good way to get them motivated. For instance, you can set up a reading contest for students to encourage them to read. Each student can come up with a reading goal, such as reading a certain number of pages per day or reading a specific number of books per month. Something that is fun and entertaining for the kids should be used as the reward, such as a sleepover in the gym for everyone who meets their goal or the principal will camp out in the parking lot if a certain percentage of the class completes their goal. Web Scavenger Hunt The Internet has become a large part of everyday life. Being able to navigate the Internet well means you can find any information you may need in life. Teachers can test their students' skills with the Internet by creating a list of questions to which students must find the answers. Teachers can use any subject they are covering with the class, but answers should not be found in the text books. Students will have to find the answers online. You can even require that students give you the location of the information so you can make sure they found it online. This exercise helps students learn to work together without verbal communication. The teacher should ask the students to line up according to height, from the shortest to the tallest. Students are not allowed to talk during this exercise, which makes communication more difficult. Observe the students to see how they are able to get the job done. Once they are done, the teacher can ask questions about how they were able to complete the task, what they did to communicate and what obstacles the no-talking rule posed on the task. The students may also be able to come up with a more efficient way to complete the task. - Jupiterimages/Goodshoot/Getty Images
1. Begin the lesson by asking students if they know what globalization is, if they can give any examples of its effects, or if they’ve heard anyone talking about it. 2. Give students time to read the National Geographic article, “Globalization,” (below). This can be done online or you can distribute copies of the article to each student. Have them take careful notes on the effect of globalization described by the author. Which country’s culture seems to be having the biggest impact on the world? What does the author say about U.S. culture and how does she feel about globalization in general? 3. As an example of globalization, give students the time to explore the three sites listed below outlining the history of McDonald’s, and showing the international reach of the company. Particularly interesting are the pictures of McDonald’s in other countries, their advertising, and pictures of their customers. 4. Then, ask students to explore (or explore with them) National Geographic’s “Vanishing Cultures” site (below), and consider the effects of globalization on the cultures portrayed. 5. Divide the class into small groups, and have each group make a four-column chart with "American culture" in the left heading, "European culture" and "Japanese culture" in the middle columns, and "Indigenous cultures" on the right. Define indigenous cultures as cultures like the ones they saw on the "Vanishing Cultures" site. 6. Ask students to list all the impacts they think globalization might have on these cultural groups. [Note: Make sure they understand that these groups are gross generalizations and that there are really many cultural groups within each one.] They should list both positive and negative impacts and write a plus or minus sign next to each one. They may need to conduct some basic research on these cultures before making their lists. This can be done on the Internet or in the school or community library. 7. Have groups compare and discuss their lists. What might be the pros and cons of globalization for the world's cultures? Do the students agree with Erla Zwingle's statement that "globalization will give us new ways not only to appreciate other cultures more, but to look on our own with fresh wonder and surprise"? Do they think globalization will have the same type of impact on indigenous cultures? 8. Have students write paragraphs answering the question "Is globalization a good thing, a bad thing, or a combination of good and bad?" They should provide specific examples from their research. More McDonald’s History McDonald’s Around the World "Globalization," from National Geographic Vanishing Cultures, from National Geographic This lesson was only slightly adapted from a National Geographic lesson plan on globalization by Averil McClelland, Kent State University.
The tarsal gland secretions of each individual are slightly different from those of other members of the group and so serve as a form of identification. Fawns use these pheromones to identify their mothers among the female deer in the herd. A fawn may sniff the tarsal glands of a number of females before finding the correct one. Pheromone Communication is Complex But as scientists have continued to look into the chemical language of animals, they have found that, in many species, some pheromones are made up of not just one or two, but many chemical compounds that are precisely blended and balanced. Each component contributes to the overall meaning of the message. Some beaver pheromones, for example, may contain as many as 50 different substances. The proportions of these chemicals in the pheromone mixture vary somewhat from beaver to beaver, almost like a chemical signature. Futhermore, researchers now know that pheromone communication is more complex in some kinds of animals than in others. In the insect world, for example, pheromones generally trigger very predictable, almost automatic responses. Pheromone Responses Vary To complicate matters even more, environmental factors can make things complicated. Factors such as temperature, humidity, light intensity, and the time of day or year also affect how pheromone messages are sent and interpreted in a wide variety of animal species.
Definition of Gum Boils Gum boils are a generic term that refers to various types of swelling or tissue overgrowth that occurs in the mouth. Gum boils may be fluid filled or made of solid fibrous gum tissue. Color may appear normal or the gum boil area can appear red and raw. Types of Gum Boils What causes gum boils? Gum boils have different causes and variations. They may also be called tumors. Knowing what causes gum boils in your mouth can help you treat them appropriately. - Gum overgrowth may be due to a side effect of prescription medications, ill-fitting dentures, or wearing braces. These are probably the most common form of gum boils. - A common form of gum tumor is a “pregnancy tumor” on the gums, induced by hormone levels during pregnancy. These quickly go away after the pregnancy is completed and hormone levels return to normal. - Congenital gum boils may be present at birth. - Dental abscesses due to severe decay and infection of the tooth nerve may appear as a boil on the gums. - Boils caused from severe periodontal disease are present when oral hygiene and plaque levels are poor. Signs and Symptoms of Gum Boils Gum boils in the mouth may appear in several different forms: - Swollen, hard areas of fibrous tissue - Soft, swollen fluid-filled blisters - Light pink - Dark red - No bleeding, lack of blood supply - Bleeding during oral hygiene Dangers and Health Risks Gum boils may be completely benign or they may be a signal that there is serious infection in your mouth. Most benign gum boils do not have any symptoms such as tenderness or bleeding, while those with symptoms tend to be associated with severe dental infections. If left untreated the infections such as those associated with dental abscesses can spread through the body and increase risks for cardiovascular disease, other systemic diseases, or in rare cases, brain abscesses. 1 2 Depending on what type of infection is causing your gum boil there are a variety of home remedies and professional treatments available. Improved Oral Hygiene Thorough removal of plaque through using electric toothbrushes, oral irrigation devices or flossing aids can reduce the levels of plaque biofilm in the mouth, decrease the rates of tooth decay, and reverse overgrowth of gum tissue. Using a pure botanical toothpaste and mouthrinse will kill the bad bacteria that lead to common gum problems. This will also create a clean and healthy environment in the mouth. Essential Oil Application In addition to improved oral hygiene, the use of essential oils for topical application as part of a mouth rinse can improve bacteria levels in the mouth and improve tissue health. 3 Click here to learn more about rinsing with essential oils. Be sure to use pure botanical oils while brushing and rinsing in order to kill the bad bacteria that cause gum problems. Click here to learn more. If active gum disease or periodontal disease is causing the gum boil, a deep cleaning can remove the active bacteria from your mouth. Full mouth deep cleanings typically cost several hundred dollars and require frequent maintenance visits to keep oral health in check. Root Canal Therapy Gum boils caused from dental abscesses require root canal therapy and complete removal of the bacteria and decayed enamel from the tooth. A root canal and crown seal the tooth off from further infection. Complete treatment costs are generally over one thousand dollars. Surgical Removal Or Drainage Chronic gum boils, which are uncomfortable or cosmetically displeasing, may require surgical intervention. Draining the boil or surgically removing it can sometimes correct the problem. There is a chance of the boil returning in some cases. Surgically draining the boil is relatively affordable, but invasive surgical needs may cost a few hundred dollars. If the overgrowth of tissue is due to ill-fitting dentures, your denture may need to be realigned professionally to prevent friction or abnormal rubbing of the gums. Your Questions Answered About Gum Boils Are gum boils contagious? Gum boils are typically not contagious. However, if the boil is present due to the presence of severe gum disease, it is possible to spread the disease bacteria to loved ones through kissing or salivary transmission such as when sharing food. How do I know my gum boil isn’t something serious? Treating the gum boil through optimal oral hygiene practices should show some improvement or reversal in the area within two weeks. If the area does not improve or worsens after dedicated home hygiene you may need to see a professional for treatment. Do gum boils hurt? Most gum boils usually do not hurt. If the boil is due to infection and is a dental abscess there may be pain present until root canal therapy can be performed. Can I heal gum boils on my own? Depending on what type of infection is causing the gum boil, you may be able to heal it on your own at home. Dedicated oral hygiene that removes all plaque from the area on a routine basis may be all you need. If the boil persists you may need professional treatment. - 1Jepsen S, Kebschull M, Deschner J.; Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz. Relationship Between Periodontitis And Systemic Diseases. (Article in German) 2011 Sep;54(9):1089-96. ↩ - 2Clifton TC, Kalamchi S.; A Case Of Odontogenic Brain Abscess Arising From Covert Dental Sepsis.; Ann R Coll Surg Engl. 2012 Jan;94(1):41-3. ↩ - 3Charles CA, Amini P, Gallob J, Shang H, McGuire JA, Costa R.; Antiplaque And Antigingival Efficacy Of An Alcohol-Free Essential Oil Containing Mouthrinse: A 2-Week Clinical Trial. Am J Dent. 2012 Aug:25(4):195-8. ↩
This fact sheet provides a basic description of avian influenza, describes the implications of the current situation, lists the symptoms, and provides guidelines for prevention. This fact sheet includes information from International SOS, the World Health Organization (WHO), and the U.S. Centers for Disease Control and Prevention (CDC). What is avian influenza? Avian influenza, sometimes called bird flu, chicken flu, or H5N1 flu virus, is a term used to describe strains of influenza (flu) that can infect domestic poultry flocks and wild birds. The virus is contained in the secretions or excretions of an infected animal, especially the feces. The disease spreads easily from bird to bird. Other species such as cats, pigs, and even humans can be infected with avian flu. It is believed that infected domestic and migratory water fowl are spreading the avian flu virus from location to location. Avian influenza H5N1 outbreak The first reported case of human H5N1 infection occurred in Hong Kong in 1997. H5N1 continues to infect young, previously healthy people and has a high death rate. Humans appear to become infected by touching or ingesting infected meat or by touching, then ingesting or inhaling infected poultry feces. Some cases cannot be traced to infected poultry. It is believed that some of those infected may have had contact with ducks that carry the virus. Ducks can shed H5N1 without showing any symptoms of the illness. There has been at least one case of probable human-to-human transmission. Potential for a worldwide epidemic (pandemic) Authorities are concerned that the H5N1 virus could undergo genetic changes or pick up genes from other influenza viruses. A change in its makeup could enable H5N1 to spread easily from human to human. Since humans have little or no immunity to this flu virus, a widespread or worldwide epidemic (pandemic) could occur. Such a pandemic could have an extremely high death toll. Clinical features and symptoms of avian influenza - Patients usually, but not always, have been in contact with infected birds - Most cases occur in previously healthy children and young adults - The incubation period is 3 days (range 2–7 days) - Fever greater than 99.5oF (37.5oC) - Sore throat - Runny nose - Sore muscles - Shortness of breath Preventing the spread of avian influenza - Always maintain high levels of personal hygiene. Frequent hand washing is very important. - Receive a seasonal influenza vaccination (flu shot). This shot is for protection against the seasonal flu strain, not avian flu. - Avoid live animal markets and poultry and pig farms in affected countries. - Do not handle sick or dead birds or swim in any body of water that is used by birds. - Avoid touching surfaces that may be contaminated by poultry or duck droppings. - Wash hands before and after food preparation. - The influenza virus is destroyed by heat. Poultry and poultry products that will be consumed, including eggs, must be thoroughly cooked. The inner temperature of meat must reach 158 degrees F (70 degrees C). Wash eggs before using them in cooking, and then wash your hands after handling eggs. Never consume raw poultry products. The virus has also been detected in processed, frozen duck meat. Thoroughly cook any pork products before consuming. - If you suspect you are infected, seek medical treatment immediately. - Do the following to increase your level of hygiene: - Wash your hands. Hand washing is the single most important and effective component for preventing the transmission of infection. Wash your hands frequently, whether you are sick or healthy, and encourage others to do the same. - Use an alcohol-based hand rub when clean water and soap are not available. - Avoid people who are coughing and sneezing. - Minimize the risk of passing the virus on by covering your mouth when coughing or sneezing. Use a mask, or cover your nose and mouth with your upper forearm or a tissue and then dispose of the tissue. - Refrain from touching your own mouth, nose, and eyes. - Refrain from touching potentially contaminated surfaces. - Frequently clean surfaces that may have become contaminated with the virus, such as doorknobs, phones, or flat surfaces. Regular household cleaning products that contain bleach will kill the flu virus on surfaces. - Avoid crowds. - Postpone travel if you become infected until you have recovered.
"We found that when this massive cloud of plasma strikes the moon, it acts like a sandblaster and easily removes volatile material from the surface," said William Farrell, DREAM team lead at NASA Goddard. "The model predicts 100 to 200 tons of lunar material – the equivalent of 10 dump truck loads – could be stripped off the lunar surface during the typical 2-day passage of a CME." The team used data from satellite observations that revealed this enrichment as input to their model. For example, helium ions comprise about four percent of the normal solar wind, but observations reveal that during a CME, they can increase to over 20 percent. When this enrichment is combined with the increased density and velocity of a CME, the highly charged, heavy ions in CMEs can sputter 50 times more material than protons in the normal solar wind. The moon has just the barest wisp of an atmosphere, technically called an exosphere because it is so tenuous, which leaves it vulnerable to CME effects. The plasma from CMEs impacts the lunar surface, and atoms from the surface are ejected in a process called "sputtering." New images from NASA's Lunar Reconnaissance Orbiter (LRO) spacecraft show the moon's crust is being stretched, forming minute valleys in a few small areas on the lunar surface. Scientists propose this geologic activity occurred less than 50 million years ago, which is considered recent compared to the moon's age of more than 4.5 billion years. A team of researchers analyzing high-resolution images obtained by the Lunar Reconnaissance Orbiter Camera (LROC) show small, narrow trenches typically much longer than they are wide. This indicates the lunar crust is being pulled apart at these locations. These linear valleys, known as graben, form when the moon's crust stretches, breaks and drops down along two bounding faults. A handful of these graben systems have been found across the lunar surface. It was a big surprise when I spotted graben in the far side highlands," said co-author Mark Robinson of the School of Earth and Space Exploration at Arizona State University, principal investigator of LROC. "I immediately targeted the area for high-resolution stereo images so we could create a three-dimensional view of the graben. It's exciting when you discover something totally unexpected and only about half the lunar surface has been imaged in high resolution. There is much more of the moon to be explored." http://www.nasa.gov/mission_pages/LRO/n ... raben.html The existence of marsquakes could be significant in the ongoing search for life on Mars, the researchers stated. If the faults along the Cerberus Fossae region are active, and the quakes are driven by movements of magma related to the nearby volcano, Elysium Mons, the energy provided in the form of heat from the volcanic activity under the surface of Mars could be able to melt ice. The resulting liquid water, they noted, could provide habitats friendly to life. Users browsing this forum: No registered users and 3 guests
Hematopoietic Stem Cell Transplantation Stem cells are immature cells of body that act as "master cells" from which other vital cells originate. Stem cells can make identical copies of themselves. This keeps a constant supply of cells ready to mature into several distinct layers-internal-external medium or tissue in response to the needs of body. Stem cells mature within these layers, replacing damaged or aging cells in their respective tissues of body. Once stem cells mature, they lose the ability to duplicate themselves. Hematopoietic stem cells (stem cells of the blood) reside primarily in the bone marrow, the spongy inner portion of our bones. These master cells replenish 3 types of blood cells namely red cells also known as red blood cells, platelets, known as blood clotting cells and white blood cells or leukocytes of the immune system. When our body needs to replace damaged red blood cells, platelets for blood clotting, or immune cells, stem cells located in the bone marrow mature in a process known as hematopoiesis. Though hematopoiesis or development of blood cells continues to occur constantly in our body, but certain conditions require an increased activity of this constant development. For example, when a person tries to recover from serious bleeding or moves to a place of high altitude, increased number of stem cells should be mobilized in the bone marrow to release into the bloodstream. On the other hand, white blood cells or immune cells leave the bone marrow when they are still immature and migrate through the bloodstream on their way to thymus gland and other lymphoid organs. During this journey, these cells get mature and become specialized B or T cells of the immune system, which are capable of killing parasites, bacteria, viral infection, and also some tumor cells. Other components of blood like RBCs or red blood cells then fully mature in the bone marrow before being released into the bloodstream. At any given time, there is a hematopoietic stem cell circulating in the blood system of a person for every 100 present in the bone marrow. Although, it is not understood precisely how our body makes more signs asking that hematopoietic stem cells be mobilized out of the bone marrow, stem cell scientists are studying some factors that appear to increase the rate of their release. Patients suffering from blood cancers such as leukemia, lymphoma, or myeloma undergo radiation therapy and chemotherapy, which not only destroys cancer cells but also destroys healthy bone marrow and healthy hematopoietic stem cells. Whether the cancer begins from the bone marrow itself or in the lymphoid organs, the above treatments reduce most of the body reserve of blood-forming stem cells. Even patients who do not have noncancerous diseases of blood and have other life-threatening immune disorders or anemia can develop an extreme shortage of hematopoietic stem cells. In all these types of critical conditions, hematopoietic stem cell transplantations can restore normal hematopoiesis. Moreover, hematopoietic stem cell transplantation or blood stem cell transplants are also known as transplants of peripheral blood stem cells or bone marrow transplants depending on the location of collection site of stem cells.
Control refers to the power to influence or direct people’s behavior or the course of event. Part of our fundamental human nature is the need to control our individual circumstances. Generally speaking, there are two different ways in which we can view the extent of personal control over our lives: internally and externally. People with an internal locus of control believe that they are in control of their own actions and decisions. They tend to be: - Confident in their abilities to succeed - In control of their behavior - Eager to learn - Better at dealing with stress and challenges People with an external locus of control think that their behaviors and actions stem from luck or fate. They tend to be: - Less responsible - More prone to stress, anxiety, and depression - Quick to blame others Previous studies have shown that people with an internal locus of control have greater feelings of happiness, confidence, and capability than people with an external locus of control. A perceived loss of control has even been linked to illnesses such as depression, diabetes, and heart disease. One early study from researchers Ellen Langer and Judith Roden tested the importance of control. Their experiment was based around the previous idea that when people are experiencing stressful situations, negative impacts can be minimized if the participants are led to believe they have some amount of control over their situation. The participants in the study were 91 occupants of a reputable nursing home. The participants were divided among two groups: a responsibility-induced experimental group and a control group. The responsibility-induced group was told that they had the responsibility of caring for themselves and deciding how they should spend their time, while the control group was told that the staff at the home wanted to make their lives fuller and more interesting. The results of the study reveal that residents in the increased-responsibility group felt happier, were more active, and were more social than those in the control group. The experimental group’s condition improved significantly over the 3 weeks of the study, while the control group’s condition declined. More importantly, an 18-month follow-up study from the same researchers recorded the long-term impacts of having a greater sense of personal control. Only 15% of the experimental group had passed away, compared to 30% of the control group, further exemplifying the inter-dependency of biological and psychological health. Well, what does this mean for teens? Research suggests that having a greater sense of personal responsibility improves attitude and overall quality of life. Simply being mindful and appreciating that you always have a choice is a simple yet effective step towards boosting your overall confidence and happiness. Although there may be some things out of your hands (like college admissions and standardized test scores), focus on what you can control: your actions. Photo: Tim Gouw via Unsplash
(1812–87), English photographer and inventor, who inherited his father's Liverpool instrument-making business aged 23. Dancer became a pioneer of photographic lantern slides. In 1837 he introduced the use of limelight as the source of illumination for magic lanterns, and later modified their optical arrangement, improving the quality of projected images. In 1840 he demonstrated the daguerreotype process at the Liverpool Mechanics' Institution, and exhibited a magnified image of a flea. In Manchester from 1841, he continued experimenting with photomicrography and microphotography and, following the introduction of the wet-plate process, perfected his method, exciting much enthusiasm from both the public and scientists. In 1853 he developed a twin-lens stereoscopic camera with the lenses set at what scientists considered the normal interocular distance of 6.35 cm (2½in). This innovation simplified the production of stereographs. As Dancer's eyesight deteriorated in the 1870s, two of his daughters took over the business of producing photomicrographs, before selling all the negatives to Richard Suter in 1896. From The Oxford Companion to the Photograph in Oxford Reference. Subjects: Photography and Photographs.
What is fainting? Brief loss of consciousness (less than 30 minutes) is called a faint. Why does a person faint? It is caused by decrease in the blood flow to the brain that can occur with pain, starvation or even on hearing shocking news. Commonly it occurs on prolonged standing especially in a crowded place. Due to failure of the nervous system a significant amount of blood pools in the legs, thus reducing the flow to the brain. What happens when a person faints? A person when he faints loses control over the body posture and collapses and even falls down that may lead to injuring himself/herself while falling. Sometimes when a person faints, he/she may complain of blackness in front of the eye or dizziness prior to fainting. When you examine a person who has fainted, you’ll find that the person is unconscious. His/Her pulse may be slow and the skin may be pale. What should you do when a person faints? If you find a person has fainted, always check the ABC (airway, breathing, pulse) of the person. If the person is not breathing, start CPR in the person. Once the ABC has been stabilized, raise the person's legs to increase the blood flow to the brain. Loosen the clothing. Splash some water on the face to help the person gain consciousness. Once the person regains consciousness encourage the person to lie down until fully recovered. Then gradually help him/her to sit and then to stand up. If the person is still unconscious after a couple of minutes, call for an ambulance.
What Are Normal Flora? Resident, Transient and Opportunistic Microbes from Science Prof Online Within the womb, a baby’s body is axenic, meaning that the uterus is sterile and free of microbes, but soon after birth, the newborn becomes colonized by microbes, most of which are beneficial to human health. These microbes are called normal flora or normal microbiota. Article Summary: The human body is made up of about 10 trillion cells, but hosts 100 trillion more. The vast majority of cells living on and in the body are bacteria and other microbes. What Are Normal Flora Microbes? Normal flora bacteria cover our skin, mucous membranes and colonize our intestines. You have free access to a large collection of materials used in a college-level introductory microbiology course. The Virtual Microbiology Classroom provides a wide range of free educational resources including PowerPoint Lectures, Study Guides, Review Questions and Practice Test Questions. Page last updated: 5/2015 Many normal flora provide direct benefits, such as making vitamins or aiding digestion. Even if normal flora microbes merely take up space and resources, they help prevent pathogens (disease causing microbes) from easily invading the body and causing illness. Although there are many different species of normal flora, these microbes typically fall into one of two categories: The body’s resident microbiota are just that — residents. These species are life-long members of the body's normal microbial community, but are not found everywhere. There are many areas of the human body that remain axenic, and, in the absence of disease, are never colonized by normal flora. Axenic areas include the body cavity, lungs, central nervous system, circulatory system and upper urogenital regions. The SPO website is best viewed in Microsoft Explorer, Google Chrome or Apple Safari. See Page 2 for a comparison of normal flora and pathogenic Under normal conditions, resident and transient microbes cause the host no harm. However, if the opportunity arises, some of these microbes are able to cause disease and become opportunistic pathogens. This can happen due to a number of different conditions: - When the immune system isn’t working properly, normal flora can overpopulate or move into areas of the body where they do not normally occur. - When the balance of normal microbes is disrupted, for example when a person takes broad spectrum antibiotics, microbes that are normally crowded out by resident microbes have an opportunity to take over. Tougher, antibiotic resistant bacteria, can get the upper hand. - Disease can result when normal flora are traumatically introduced to an area of the body that is axenic or that they do not normally occur in. Invasive medical procedures that introduce catheters or surgical wounds can allow microbes into areas of the body that are normally sterile. Transient microbes are just passing through. Although they may attempt to colonize the same areas of the body as do resident microbiota, transients are unable to remain in the body for extended periods of time due to: - difficulty competing with established resident microbes - elimination by the body’s immune system - physical or chemical changes within the body that discourage the growth of transient microbes Resident microbiota typically colonize the surface of the skin, mucous membranes, digestive tract, upper respiratory system and distal portion of the urogenital system. These microbes do not typically harm the host while they benefit from feeding on the cellular waste and dead cells of the host's body. Arm plate of TSY agar that was used to take a normal flora sample from the skin. After incubation, plate now shows bacterial colonies of normal flora. See Page 2 to learn what it is that makes a microbe pathogenic. Yikes!
Summary: Outcome mapping is a methodology for planning, monitoring and evaluating development initiatives that aim to bring about social change. The process of outcome mapping helps a project team or program to be specific about the actors it targets, the changes it expects to see and the strategies it employs. Results are measured in terms of the changes in behaviour, actions or relationships that can be influenced by the team or program. The methodology is comprised of several tools, which can be adapted to different contexts. It enhances team and program understanding of change processes, improves the efficiency of achieving results and promotes realistic and accountable reporting. Type: Articles / Papers Contibuted by: Cristina Sette, on: 2 Jul 2008 Downloads: 8603Download resource

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