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February 2016 was the warmest February in 136 years of modern temperature records. That month deviated more from normal than any month on record. According to an ongoing temperature analysis conducted by scientists at NASA’s Goddard Institute for Space Studies (GISS), the average global temperature in February was about 0.5 degrees Celsius (0.8 degrees Fahrenheit) warmer than the previous record (February 1998). February 2016 was 1.35 degrees Celsius above the 1951–80 average; February 1998 was 0.88°C above it. Both records were set during strong El Niño events. The map above depicts global temperature anomalies for February 2016. It does not show absolute temperatures; instead it shows how much warmer or cooler the Earth was compared to a baseline average from 1951 to 1980. Almost all land surfaces on Earth experienced unusually warm temperatures in February 2016. The warmest temperatures occurred in Asia, North America, and the Arctic. Two of the exceptions were the Kamchatka Peninsula and a small portion of southeast Asia, which saw unusually cool temperatures. Note the clear fingerprint of El Niño in the equatorial Pacific Ocean. The chart above plots the global temperature anomaly for each month of the year since 1980. Each February is highlighted with a red dot. All dots, red or gray, show how much global temperatures rose above or below the 1951–1980 average. Despite monthly variability, the long-term trend due to global warming is clear and now punctuated by the unusually warm data point for February 2016. The GISS team assembles its temperature analysis from publicly available data acquired by roughly 6,300 meteorological stations around the world; by ship- and buoy-based instruments measuring sea surface temperature; and by Antarctic research stations. This raw data is analyzed using methods that account for the varied spacing of temperature stations around the globe and for urban heating effects that could skew the calculations. The modern global temperature record begins around 1880 because observations did not cover enough of the planet prior to that time. For more explanation of how the analysis works, visit the GISS Surface Temperature F.A.Q. page. - NASA Goddard Institute for Space Studies (2016, March 14) GISS Surface Temperature Analysis (GISTEMP). Accessed March 14, 2015. NASA Earth Observatory images by Joshua Stevens, using data from the Goddard Institute for Space Studies. Caption by Adam Voiland. - In situ Measurement
MSP:MiddleSchoolPortal/Get Moving With Simple Machines From Middle School Portal Get Moving With Simple Machines - Introduction Middle school teachers can meet many science content standards and build on their students’ elementary knowledge of simple machines by studying these machines in terms of Newton’s laws of motion. In elementary school, students usually learn the different types of simple machines and may understand that simple machines make work easier. Your students may already be aware of these ways that work is made easier: Pushing a heavy load on wheels is easier then pushing it across the floor without wheels. Raising a heavy load is easier with a pulley than trying to lift it with human muscle only. Walking up a ramp requires less effort than trying to jump straight up to the same height. Catapulting an object sends it further and faster than a human being can throw it. Simple machines make work (work = force x distance, W = fd) easier by decreasing the effort (EF) needed to lift a resisting load (RF), but simple machines simultaneously increase the distance over which that effort (ED) must be applied to move the load (RD): EF x ED = RF x RD, where EF < RF and ED > RD (This is an idealized equation. In reality, some force is transferred to the pivot point via kinetic energy, where it is converted to heat energy and dissipated to the environment.) In middle school classes, Newton’s laws of motion are presented as three distinct concepts, but of course, all three are in action any time an object experiences a force that may or may not be enough to send it into motion. For example, when a skateboard rider applies a force to the ground with one foot to overcome the skateboard’s inertia and to accelerate the skateboard (1st law), the ground pushes back (3rd law), and the skateboard and rider accelerate in the direction of the ground’s applied force at a rate inversely proportional to the mass of the earth (2nd law). The skateboard is doing the work of a simple machine in that it is experiencing force over a distance, W = fd. Any object we use for work or pleasure can be described in terms of the work it accomplishes. So the skateboard is capable of doing work. That implies it is a simple machine. Which one? Or might it be a compound machine, a combination of two or more simple machines in which force is transferred between the various simple machines involved? The answer is that it is a compound simple machine: a lever combined with wheels and axles. What if your skateboard had only two wheels, not four? What if it could go uphill without one foot pushing off the street? Then you wouldn’t have a skateboard, you’d have a wave board! And you’d be "street surfing," not skateboarding. So why not call it a "street surf board?" After all, there are no waves in the street. Or are there? The wave board requires the rider to generate mechanical wave motion in order to roll. Can your students relate its technology to the science of simple machines? Humans have been making and using simple machines for work and pleasure throughout history. We cannot imagine life without them. But who were the first clever technologists? What is the science behind their technology? What science do modern technologists use when designing and constructing simple machines today? What science will your students use when inventing their own technological innovations? The study of simple machines is especially attractive for autumn, when students are just returning to school, perhaps reluctantly, and have a new group to get acquainted with. The mild weather means learners can get outside to conduct some of these activities, putting a positive spin on school and science. Many activities require teamwork, conducive to relationship building, enhancing your class’s sense of community. This publication highlights a breadth of resources, lessons and activities you can use to address the standards appropriate to your teaching content through simple machines. Background Information for Teachers You will find resources here designed to help you with both content and pedagogy as you think about your unit on simple machines, forces, and motion. First, we direct you to some concept maps from the NSDL Strand Map Service. These maps illustrate connections between concepts and across grade levels. Because mathematics express force and motion scientific theories, an image of the middle grades (6-8) only part of the Ratios and Proportionality map appears below. This is one of ten maps under The Mathematical World. Many teachers have their students build a device incorporating simple machines, where consideration of forces on materials is integral. So we also included an image of the grades 6-8 portion of the Manufacturing map, under the Designed World heading. Clicking on a concept within the maps will show NSDL resources relevant to the concept, as well as information about related AAAS Project 2061 Benchmarks and National Science Education Standards. Move the pink box in the lower right hand corner of the page to see the grades 6-8 learning goals. Resistance Is Futile This activity provides information on statics and dynamics with an emphasis on friction as an opposing force. Review of Middle School Physical Science Texts This report reviews and critiques textbooks regarding scientific accuracy, accurate portrayal of the scientific approach, and the appropriateness and pedagogic effectiveness of the material for the particular grade level. From the Bookmarks, select "Textbooks" to see if yours is one of the 20 reviewed. Select "Suggestions for Middle School Teachers" to learn how to deal with inaccurate texts when your own expertise may not be physics. The following three resources from How Stuff Works are in the Background Information Section because the advertisements on the pages might distract students. However, the articles, photos and illustrations are excellent and provide you with choices in how you approach your unit on forces, motion, and simple machines. You may decide to use just particular pieces from each of the resources, rather than any one in its entirety. How Water Towers Work This article tells how forces and motion contribute to the technology involved in water tower design. Though there is no direct reference to simple machines, the concepts involved provide background needed to understand the relationship between forces, motion, work, and simple machines. Photos of unique water towers and a clear schematic of water tower design are included. Scroll down if the article title is not visible. How Hydropower Plants Work Generation of electrical power starts with simple machines and forces. This site provides a comprehensible explanation of the sequence of events, forces and machines involved in the process. Photos and schematic drawings enhance the written explanation. How Sewing Machines Work Though sewing machines are not simple machines, they rely on a combination of them as well as electricity. This article provides insight into the simple machines, the related technology, and the sewing machine’s impact on society. Since many middle schoolers are required to take a life skills class, which often includes experience with sewing machines, exploration of sewing machines could be complementary and synergistic for those students. Scroll down if the article title is not visible. Nature and History of Technological Innovations In this section, you will find famous historic innovators, who your students may perceive in a new light after their study. For example, is it accurate to call prehistoric people ignorant? Was Leonardo Da Vinci just an artist? Technology at Work This guided discussion leads students to an understanding of what technology is and how long humans have been engaged with it. Students are asked to provide examples of technology and identify the 10 most important technological innovations in history. This exercise may serve as a segue into your unit. Levers: Raising the Moai on Easter Island How were massive structures built by prehistoric people? There are no written records. However, scientists can make inferences and test their hypotheses as illustrated in this five-minute video clip. A background essay and discussion questions are included. Exploring Leonardo This is the home site for the Museum of Science, Boston. Begin with the one-page Letter to Teachers to get oriented. The Inventor’s Workshop and Gadget Anatomy are appropriate sites your students can explore on their own, guided by your objectives. Activities and Investigations These activities allow students firsthand experience with simple machines, forces, motion, and work. You can adapt some to create performance assessments. Simple Machines The purpose of this set of activities is to expose students to the usefulness of the six basic simple machines in today's world. At the end of this lesson, students will be able to (1) define the six simple machines, knowing how they differ or are similar in their use, (2) dissect a broken appliance or toy, listing all the parts found under the appropriate categories of simple machines, (3) read and interpret Rube Goldberg's drawings and design some of their own, and (4) design and build a working model, using three or more of the simple machines. Simple Machine Scavenger Hunt This quick, easy, fun and effective activity can be done indoors or out. Students are charged with finding seven physical, three-dimensional simple machines. They must be able to classify and label the machines. Simple Machines in Living Things Simple machines are not restricted to the nonliving world. Here are two resources that highlight the importance of levers to humans. You may be able to find other activities that explore similar concepts in other living things like the jumping legs of frogs or the jaws of a predator. Exploratorium: Sport Science This site provides creative materials to introduce physics to students and their teachers. Learn about the science behind a homerun, and find out how the physics of balance helps enthusiasts surf the waves. There are interviews, enticing images, and enthralling descriptions. Hands Up! integrates physics and biology in a physicist's first-person account of a tense rock climbing experience and is sure to keep students' attention. Students will recognize the various simple machines in the human body and their role in rock climbing. SMARTR: Virtual Learning Experiences for Students Visit our student site SMARTR to find related science-focused virtual learning experiences for your students! The SMARTR learning experiences were designed both for and by middle school aged students. Students from around the country participated in every stage of SMARTR’s development and each of the learning experiences includes multimedia content including videos, simulations, games and virtual activities. The FunWorks Visit the FunWorks STEM career website for youth to learn more about a variety of science-related careers (click on the Science link at the bottom of the home page). Latest Science News from the New York Times National Science Education Standards An exploration of simple machines meets the content standards of the National Science Education Standards in many areas: (a) Unifying Concepts and Processes, (b) Science as Inquiry, (c) Physical Science, (d) Life Science, (e) Science and Technology, and (f) History and Nature of Science. For example, students may be required to build a compound machine, describe how each of Newton’s laws is manifested, and quantify the amount of work the machine can do. Students may be required to accomplish a given amount of work only—no more, no less—forcing them to think carefully about the technology they will use. What has been used in the past by other technologists? Can students use something similar or something better, not available to that historic technician? An analysis of the work being accomplished requires students to recognize the system as a unit, its order, and organization as well as the individual parts of the whole. Their analysis requires initial measurements of the incoming forces and the distances over which the forces are applied as compared to the measured force out and distance over which the outcome force is applied. When students discover the forces are not exactly equal, what inferences can they offer? Students may be required to find and describe simple machines in living things. What are they used for? How efficient are they? Does efficiency vary with species? What can account for that? Excerpts from the Content standards appropriate to your work with middle school students appear below: Physical Science: Content Standard B: As a result of their activities in grades 5-8, all students should develop an understanding of: - Properties and changes of properties in matter - Motions and forces - Transfer of energy Motions and Forces - The motion of an object can be described by its position, direction of motion, and speed. That motion can be measured and represented on a graph. (See Content Standard D (grades 5-8)) - An object that is not being subjected to a force will continue to move at a constant speed and in a straight line. - If more than one force acts on an object along a straight line, then the forces will reinforce or cancel one another, depending on their direction and magnitude. Unbalanced forces will cause changes in the speed or direction of an object's motion. Transfer of Energy - Energy is a property of many substances and is associated with heat, light, electricity, mechanical motion, sound, nuclei, and the nature of a chemical. Energy is transferred in many ways. - In most chemical and nuclear reactions, energy is transferred into or out of a system. Heat, light, mechanical motion, or electricity might all be involved in such transfers. (See Unifying Concepts and Processes) Science and Technology: Content Standard E As a result of activities in grades 5-8, all students should develop: - Abilities of technological design - Understandings about science and technology Understandings about Science and Technology - Many different people in different cultures have made and continue to make contributions to science and technology. - Science and technology are reciprocal. Science helps drive technology, as it addresses questions that demand more sophisticated instruments and provides principles for better instrumentation and technique. Technology is essential to science, because it provides instruments and techniques that enable observations of objects and phenomena that are otherwise unobservable due to factors such as quantity, distance, location, size, and speed. Technology also provides tools for investigations, inquiry, and analysis. - Perfectly designed solutions do not exist. All technological solutions have trade-offs, such as safety, cost, efficiency, and appearance. Engineers often build in back-up systems to provide safety. Risk is part of living in a highly technological world. Reducing risk often results in new technology. - Technological designs have constraints. Some constraints are unavoidable, for example, properties of materials, or effects of weather and friction; other constraints limit choices in the design, for example, environmental protection, human safety, and aesthetics. Content Standard F: Science in Personal and Social Perspectives As a result of activities in grades 5-8, all students should develop understanding of: - Science and technology in society Science and Technology in Society - Technology influences society through its products and processes. Technology influences the quality of life and the ways people act and interact. Technological changes are often accompanied by social, political, and economic changes that can be beneficial or detrimental to individuals and to society. Social needs, attitudes, and values influence the direction of technological development. - Science and technology have advanced through contributions of many different people, in different cultures, at different times in history. Science and technology have contributed enormously to economic growth and productivity among societies and groups within societies. Author and Copyright Mary LeFever is a resource specialist for the Middle School Portal 2: Math & Science Pathways project, a doctoral candidate in science education at Ohio State University, and presently teaches high school biology. She has taught middle school science and biology and natural sciences at Columbus State Community College. Please email any comments to [email protected]. Connect with colleagues at our social network for middle school math and science teachers at http://msteacher2.org. Copyright June 2007 - The Ohio State University. Last updated September 5, 2010. This material is based upon work supported by the National Science Foundation under Grant No. 0424671 and since September 1, 2009 Grant No. 0840824. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
This is a list of terminologies and definitions that I came across performing the steps as described in this project.. Backbone - A high-speed line or series of connections that forms a major pathway within a network. Bandwidth - How much data that can be sent through a network connection (usually Internet). A 56k Dial-Up Modem can send about 57,000 bits in one second. Modern DSL connections are capable of transfers of 100Mbits (100,000,000 bps) Blog - Short for web-log. An web-based journal. Browser - Special software designed to read web pages. Often referred to as a Web Browser. Popular browsers include Microsoft's Internet Explorer, Mozilla's Firefox, Netscape's Navigator and Opera. Most browsers are offered for free. Client - A piece of software designed to contact and obtain data from a Web Server. An Email Client or Browser Client are examples. Client-Side - Any requirement or procedure that relies upon and executes on the users computer. This basically means the hardware/software set-up being used by a visitor to a website. See: Server-Side. Computer - A computer is an electronic machine that is able to calculate, store, retrieve and process data. Computers can be found in cell phones and alarm clocks. The most common computer is the Desktop PC and Laptop PC. Cookie - A small file sent by a Web Server (usually through a website) to a Web Browser which is saved on the users computer. This file can then be referenced when the user revisits the same Web Sever (website). CSS - Cascading Style Sheets. A standard for formatting the appearance of webpages, etc. In relation to 'Web Standards' and 'Semantics', it is used to separate 'meaning' from 'presentation'. Used alongside HTML, XML, XHTML, etc. DNS - Domain Name System. The system that translates Internet domain names into IP numbers. Domain Name - The unique name that identifies an Internet based website. Example: www.yourdomain.com Domain Registrar – Company that enables customers to register domain names and hosting services. Firewall - Hardware and software systems designed to create a security barrier between networks. These can be configured to allow decisions to be made on what can and can not be accessed. Used to detect and block illegal access attempts. FTP - File Transfer Protocol. Common method for transferring files between computers via the Internet. Homepage - The default entry page to a website. If a user only inputs a Domain Name in a Browser, the Browser will begin downloading the Homepage. The most common way to indicate which page is to be your Homepage, is to name it; index.htm. Host - A computer that stores and serves web pages over the Web. Most people rent web space for their website from specialist 'Hosting' providers. HTML - Hyper Text Mark-Up Language. Standard Mark-Up coding language for creating web pages. It is the source code that the computer reads to create the page. See: HTTP HTTP - Hyper Text Transfer Protocol. Standard protocol for addressing Hyper Text web pages on the web. See: HTML Internet - A world wide grid of inter-linked (networked) computers. Intranet - A closed network of inter-linked computers. Often using the same technologies as the Internet. Used by organisations for sharing internal information. IP Address or Number - Internet Protocol. Every computer that accesses the Internet must have a unique identifying number. IP numbers can be assigned temporarily only whilst a computer is 'on-line'. Each active Domain Name will have a IP number assigned to it. ISP - Internet Service Provider. Companies that provide a means for their users to access the Internet. Java - Sophisticated programming language developed by Sun Microsystems. Used often on the Web because, unlike other languages (C++), it is not system or platform dependent. (i.e. Windows, Linux, Mac, Unix). Keywords - Meta Tag used in HTML. Used to identify/describe the purpose of a web page. Search Engines use this information when indexing. Sometimes used as a general term to describe words you wish to target as part of SEO. LAN - Local Area Network. Usually a small group of inter- connected computers. Linux - Computer operating system. An open source system developed to run on desktop PC's, servers, etc. MySQL - Open-Source sever-side database technology, often used in conjunction with PHP. Network - Two or more computers connected together that can share information, data, software, etc. Open Source - Any kind of computer software, program, application, script, etc, who's source code can be legally viewed and modified. Software that is often developed by a community. Open Source software is usually free to use. PHP - Popular Open-Source 'middleware' scripting/programming language used to build 'web applications'. Often used as the 'application' layer between sever-side database technologies and the client-side Web Browser. Search Engine - A web based database used to find websites. Work on the basis of a websites relevance to a search phrase. SEO - Search Engine Optimisation. A technique for making a website Search Engine 'friendly'. Server - Generally, a computer that stores and provides access to websites. Web pages are said to be 'served' to a client application, i.e. a Web Browser. SMTP - Simple Mail Transfer Protocol. Common protocol used to send email from server to server via the Internet. SQL - Structured Query Language. A language for sending queries to databases. SSL - Secure Socket Layer. Protocol to enable encrypted communications across the Internet Unix - Operating System often used on Server computers. URL - Uniform Resource Locator. At its simplest, URL can be seen to be synonymous with a 'web address'. Web host -the computer that has the ability to display the website on the World Wide Web so that everyone can see it worldwide. The web host is a computer, just like you have at home, except that all it does is display websites on the World Wide Web. Web hosting is the service that provides you with the ability to display your website. Web page- a document, typically written in HTML, which is almost always accessible via HTTP, a protocol that transfers information from the Web server to display in the user's Web browser. Web Server- a computer that is only used to display websites and webpages. Website - a collection of Web pages, images, videos or other digital assets that is hosted on one or several Web server(s), usually accessible via the Internet, cell phone or a LAN. World Wide Web (www) - An international protocol (http:) used as a common means to communicate via the Internet.
African Clawless Otter The African Clawless Otter (Aonyx capensis), also known as the Cape Clawless Otter or Groot Otter, is a species of freshwater otter found through most of sub-Saharan Africa, except for the Congo basin and other arid areas. They are found near permanent bodies of water in savannah and lowland forests. They can also be found anywhere from open coastal plains, to semiarid regions, to dense forest areas. Logs, branches, and loose foliage greatly appeal to the otter as it provides shelter, shade and great rolling opportunities. The African Clawless Otter is a member of the weasel family Mustelidae, and is found in the order Carnivora. The African Clawless Otter has thick, smooth fur with a silky underbelly. It is chestnut colored. It is characterized by white markings on the face that extend downward toward the throat and chest area. It has partially webbed and clawless feet. The paws have five fingers, and no opposable thumbs. The 2nd, 3rd, and 4th digits on the hind feet do have claws however. It has a large, broad and flat head. Its molars are large and flat and used for crushing prey. The African Clawless Otter builds burrows in the banks near the water to provide easy food access and a quick escape from danger. It is mostly nocturnal in urban areas and hide in bushy habitat during the daytime. The diet of the African Clawless Otter includes water dwelling animals such as crabs, fish, frogs, and worms. It dives after its prey to catch it, then swims to shore where they eat it. They use their hands as searching tools and are great for digging on the muddy bottoms of ponds and rivers, moving rocks and logs to look underneath. Their whiskers are extremely sensitive and are used as sensors in the water to pick up the movements of possible prey. Their main predator is the python. Other predators are crocodiles and fish eagles. If threatened, the otter will emit a high-pitched scream to alert other otters and confuse the predator. The breeding season takes place in short periods throughout the rainy season in December. After mating, both male and female go their separate ways and return to a solitary life. Gestation lasts about 63 days. The female gives birth to a litter of 2 to 5 young in early spring. The female raises the young alone. Weaning takes place between 45 to 60 days. The young reach full maturity at around one year of age. Though mostly solitary, the African Clawless Otter will live in neighboring territories of family groups of up to 5 individuals. Each will keep their own range, unless seeking a mate. These territories are marked using a pair of anal glands which secrete a particular scent. These otters are very territorial over its range. As it can become very hot in this species’ range, staying cool means spending lots of time in the water and using burrows as a way of escape from the highest temperatures of the day. On the other hand, to keep warm, the otter depends solely on the its thick fur. Guard hairs cover the body acting as an insulate. Since the otter lacks an insulating layer of body fat, their only means of staying warm is provided by their thick coat of fur. The African Clawless Otter’s biggest threat is made by humans. The otter will often forage in man-made fisheries causing humans to hunt and kill it. It may also get tangled in the fishing nets and die. Over-fishing by humans also may reduce the food supply available to otters. The African Clawless Otter is also hunted for its thick soft pelt. In forested areas, logging may be a threat since erosion leads to devastation of water habitat and can cause reduction in fish populations. This may be a much bigger threat to otters than hunting. The African Clawless Otter is now endangered. The Otter Trail, is a hiking trail in South Africa named after the African Clawless Otter, which is found in this area. Otters along the trail are protected, as the trail falls within the Tsitsikamma National Park.
Antarctic ice-sheet less stable than previously assumed The first evidence for massive and abrupt iceberg calving in Antarctica, dating back 19,000 to 9,000 years ago, has now been documented by an international team of geologists and climate scientists, including University of Hawaiʻi at Mānoa Professor Axel Timmermann. The study, “Millennial-scale variability in Antarctic ice-sheet discharge during the last deglaciation”, in the May 28, 2014 issue of Nature bears witness to an unstable Antarctic ice sheet that can abruptly reorganize Southern Hemisphere climate and cause rapid global sea level rise. Their findings are based on analysis of new, long deep sea sediment cores extracted from the region between the Falkland Islands and the Antarctic Peninsula. “One of the iceberg events in our data that is of particular interest took place 14,600 years ago and coincided with a huge ice-sheet melt, the famous Meltwater Pulse 1A, which according to previous studies led to a global sea level rise of about 4 meters within 100 years,” says lead author of the study, Michael Weber at the University of Cologne in Germany. “This is the first direct evidence that instabilities of the Antarctic ice sheet caused rapid sea level rise during the last glacial termination,” says co-author Peter Clark, a professor at Oregon State University. To determine what brought about such huge ice-sheet collapses in Antarctica, the team conducted a series of climate modeling experiments. “An unusually strong flow of warm water toward Antarctica may have triggered these events. Our model experiments reveal further that the associated melting in turn increased the warm water flow, thus providing a positive feedback. This is a perfect recipe for rapid sea level rise,” explains co-author Timmermann, a professor at the International Pacific Research Center. The new findings document that the Antarctic ice-sheet underwent rapid changes in an otherwise gradual transition from glacial to interglacial times in the Southern Hemisphere. “Our paleo data of abrupt ice-sheet instabilities provide an important benchmark against which future projections of human-induced changes in Antarctic ice volume and global sea level can be evaluated,” says Gerrit Lohmann, a professor at the Alfred Wegener Institute, Bremerhaven, Germany. - Sea level influenced tropical climate during the last ice age - Researchers explain regional rainfall projection uncertainty - Ocean warming picks up speed, hits warmest temperatures ever recorded - New understanding of ocean passageway could aid climate change forecasts - El Nino unusually active in the late 20th century
We can consider the Sun to be a satellite of the Milky Way. The Sun revolves around the center of the Milky Way with a radius of 8 kpc. The period of revolution is 230 million years. What is the mass of the Milky Way? A ball is attached to a string and swung so that it travels in a horizontal circle. Suddenly the angular velocity is increased. Will the angle with the vertical increase, decrease or stay the same? Justify your answer. A curved road is banked at an angle β, and there is no friction between the road and the car’s tires. The road has a radius of curvature of 50 m. A car has a speed of 90 km/h. Find angle β. A car has a mass of 1500 kg and travels with a speed of 5 m/s. The car passes over the top of a convex bridge that has a radius of curvature equal to 10 m. What is the force of the bridge on the car as it passes over the top? A student conducted an experiment to measure the acceleration of gravity. He used a conical pendulum. The conical pendulum is a string with a bob (weight) that revolves around an axis through its point of suspension. A block of mass m and a triangular wedge of mass M move together without slipping due to a pulling force F. The triangular wedge has a slope α. There is no friction between any pair of surfaces. Derive an equation of pulling force. A system is composed of three objects with masses m, 5m and 6m. The coefficient of kinetic friction between the objects m, 5m and the surface is 0.5. Find the acceleration of the objects.
Basketball for Better Verse Students write poems about basketball. Students practice writing poetry. Materials Needed[shopmaterials] Gather poems about basketball, including the following: Defending Walt Whitman Above the Rim My Poem About Basketball The Ex-Basketball Player Have students read, or read aloud to students, a selection of poems about basketball. Discuss the imagery and emotions in the poems. Ask students to help create a list of basketball terms. Brainstorm with students a list of words describing the sport of basketball or describing their feelings when watching or playing the game. Ask students to write poems about basketball. Evaluate students on the form of their poems and the appropriateness of the content. Lesson Plan Source
We think we see the world as it is. But we actually see it through our limited perceptions and stories we construct to explain it. We develop narratives about who we are, who other people are, and what events and communication mean. We’re on a constant quest to explain things to ourselves. Each of us was raised differently, had vastly different experiences, came from different cultures and were exposed to different kinds of information, so we all created our thinking patterns separately and distinctly. No wonder we have such a hard time understanding each other. “How could you POSSIBLY think THAT!?” we often ask. We forget we have limited perceptions, and over-trust our impressions. Even the Bible points this out, saying we only see as if looking at a reflection and knowing in part.* That is why ten people can witness a crime and all report a different story. It’s also why ten million people can watch the same television event and all have a distinct experience. It helps if we break down the process into a simple model: - We are stimulated through our senses. What we observe (notice) is selectively based on what grabs our attention, meets a need, or is enjoyable. - We then organize what we have sensed into thinking structures that make sense to us. Swiss developmental psychologist, Jean Piaget, called these knowledge or mental schemata that we developed from our unique experiences and what sociologists, Berger and Luckmann, called social construction.** - After that we interpret; we assign meaning to what we sensed. We confuse these stages, especially observation and interpretation. I understand how challenging this can be, especially in relationships. I have a good friend who is very different than me. We see the world in vastly different ways, and we make decisions based on extremely different criteria. We often don’t “get” each other, which has a nasty way of building tension between us. We miss-attribute each other, inferring meaning that is sometimes completely opposite of what the other intended! Ugh! In my college classroom, I hold up two fingers then ask my students, “What do you observe?” They shout out various things, like “Two,” “Peace,” and “Victory.” Then I ask them again. What do you observe? It usually takes a few silent seconds of looking into their baffled faces before I reveal the answer. “The teacher is holding up two fingers.” Then I ask what this means (interpretation). They repeat their first responses: “Two,” “Peace,” and “Victory.” I point out that observation and interpretation are very different things. Oh how quick we are to jump to the interpretation! There are a few principles that can help us be healthier in our thinking about situations and each other: - Realize we have limited perceptions and sometimes-inaccurate interpretations. - Exercise humility to realize we never have the full picture. - Reduce assumptions. What our friend intended to communicate may not be what we assumed at all. And we all know what happens when we assume—we make an ASS out of U and ME. - Ask for clarification. This is called perception checking. We may find that what we interpreted was completely misguided. This helps us avoid misattribution—when we attribute incorrect meaning to a situation. - Consider alternative interpretations. Is it possible someone meant something other than what you interpreted? - Use more provisional language. Instead of using strong language like, “I know,” use phrases like, “It seems to me,” or “I suspect.” 1 Corinthians 13:12 The Bible (NIV) *Berger, P. & Luckmann, T. published their seminar book, The Social Construction of Reality, in 1966. It’s a very academic read, but will change how you see the world. http://www.barnesandnoble.com/w/the-social-construction-of-reality-peter-l-berger/1113671456?ean=9781453215463
Open ports are a foundational element of internet connectivity and enable applications to connect to the vital services they need in order to function correctly. However, if they are misconfigured or improperly connected, your network’s security could be at risk. Read on to learn more about what open ports are, why they’re important, and how to keep them secure. How Open Ports Work On any given network, you will invariably find that a number of applications are connected to internet-connected services that enable certain levels of functionality. Port numbers are used in TCP and UDP protocols. They provide unique addresses to these services so that hosts can easily connect to them. For example, you probably rely on one of the popular email clients, such as Apple Mail, Gmail, or Outlook. All of these programs connect to Port 25 in order to use Simple Mail Transfer Protocol (SMTP) to communicate your emails securely over the network. What is the difference between “open” and “closed” ports? Simply put, an open port is one that is active and accepting internet traffic, while a closed port rejects or ignores such traffic. It is part of cybersecurity best practices to close unused ports so as to prevent hackers from using the port to breach your network. However, some ports are permanently reserved for specific services and are thus required to be open all the time. Here is a list of some of the most common open ports with their port numbers: - FTP (21) - SSH (22) - WHOIS (43) - DNS (53) - HTTP (80) - IMAP (143) - rsync (873) - Proxy (3128) - MySQL (3306) - TeamViewer (5938) Are Open Ports A Security Vulnerability? Many people believe that these standard open ports present a unique security vulnerability. However, this is not necessarily the case. Open ports allow a hacker to easily see what services you are connected to. However, if your connection is properly managed and encrypted, you are protected. Unfortunately, some open ports are inherently vulnerable due to the lack of encryption of the base services. For example, file transfer protocol (FTP) is completely unencrypted and uses cleartext to transmit both usernames and passwords. Connecting to this port without any additional security leaves your files and data exposed to cybercriminals who may be listening. SSH (port 22) is encrypted but can still be a vulnerability if you have not properly managed your local private keys. In this case, SSH is a safe open port but could be configured improperly. The key takeaway here is that it often your cybersecurity protocols and policies often matter more than the open ports your network is relying on. How To Protect Your Network’s Ports Trava Security offers a robust cybersecurity platform that enables you to maintain your network’s security as well as remain in compliance with vital cybersecurity regulations and requirements. One of the key features of our software is its vulnerability scans. One of these vulnerability scans is a port scan. A port scan looks at the external surface of your network, highlighting open network ports and dividing them into four categories: - Normal Ports - Risky Ports - Administrative Ports - Other Ports The system will then present you with strategies for mitigating cyber risk and achieving your security goals. Regardless of your industry, Trava enables you to keep your network safe and secure against all kinds of threats.
Equations in PowerPoint PowerPoint offers the same Equation Editor tool as Microsoft Word and Excel for creating and formatting the beautifully designed equations you need: Insert an equation in the PowerPoint slide Certain equations are pre-defined because they are used frequently in algebra and trigonometry, such as the Pythagorean Theorem and the Quadratic Formula. The Equation Editor offers to use pre-defined equations instead of re-creating them. To insert the equation into the slide, do the following: 1. Do one of the following: - Select the placeholder or position the cursor in the text to insert the equation at the specified place. - Unselect objects on a slide to create a new object for an equation. Thus, PowerPoint inserts a new text box in the middle of the slide. 2. On the Insert tab, in the Symbols group, click the Equation button, and choose one of the equations from the gallery: The available predefined equations include: - Area of Circle, - Binomial Theorem, - Expansion of a Sum, - Fourier Series, - Pythagorean Theorem, - Quadratic Formula, - Taylor Expansion, - Trig Identity 1, - Trig Identity 2. The equation is inserted into the existing text block or within a new text box on a slide: Add a new equation To add an equation in the placeholder or into an object as a regular text, do the following: 1. Position a cursor where you want to add a new equation. 2. Do one of the following: - On the Insert tab, in the Symbols group, click the Equation button: - Click Alt+=. PowerPoint adds text Type equation here right after where the cursor was: Create a new equation To create a new text box with a new equation, do the following: 1. Make sure that no objects are selected on a slide. 2. On the Insert tab, in the Symbols group, click the Equation button (click its face, not its down arrow): PowerPoint creates a new text box in the middle of the slide with the Type equation here placeholder for a new equation: Working with equations To create a simple equation, just start typing it in the Type equation here placeholder. You can use any number, letter, or symbol from the keyboard. To insert any of a wide variety of the math symbols, select them from the Symbols group on the Equation tab (it appears when you position the cursor into an equation placeholder): Click the More button to choose a different set of symbols if necessary: For example, the Geometry set: The Equation tab offers to insert templates for various structures. Structures are symbols or combinations of text placeholder boxes that help you create mathematical equations that could not be easily expressed on a single line of text: When creating an equation, a structure is added, which is then filled with other structures, text, or symbols. According to Microsoft, there is no limit to the complexity of equations. See more about equations in Word. Professional and Linear layout The default equation layout type is Professional, which shows structures scattered across multiple lines where appropriate. A professional layout makes math formulas easy to read and understand. Some users prefer to insert math and other symbols using shortcuts. To easily work with shortcuts and for another purpose, you can switch an equation to the Linear layout. To switch between the Professional and Linear layouts of the equation, click the appropriate button on the Equation tab in the Tools group: The Professional format displays the equation on multiple line levels: Where the Linear form displays it on only one line: Formatting an equation Even though equations look like specially formatted text, due to their nature, there are some differences in how equations and regular text are formatted: - Font: The Cambria Math font is used for equations by default. For regular text, you can easily change the font. For equations, font changes will not affect if the font you choose does not support math symbols. You can change the font only for symbols you marked as normal text. To do so, select a symbol or several symbols you want, then on the Equation tab, in the Tools group, click the Normal Text button: So, you can change the font for all symbols for which the Normal Text button is highlighted. Note: When you change the font for all text on the slide, it will be changed for all symbols in an equation that are marked as normal text as well: - Size: By default, the baseline font for an equation is 18 pt. To maintain the display aspect ratio of an equation by changing the font size, you must change the font size for the entire equation, not for specific characters. - Italic: Letters in an equation are italicized by default, as are some symbols. It's usually best to leave them at the default because people expect to see these items italicized, and the italics help them understand the equation. - Underlining: Underlining cannot be applied to individual characters; it can only be applied to the entire equation.
How Is Colored Added to Stained Glass? Stained glass is one of the world’s most magnificent art forms. Not only are the intricate designs and hand-painted details remarkable (Can you imagine how long that would take?!), but the effect of sunlight entering the glass is mesmerizing. A brilliant array of rainbow colors wash over the room, adding a whole new depth and dimension. Stained glass windows have been around for hundreds of years, but few people today actually possess the skills to produce these beautiful works of art. For those of us that lack the knowledge and skill required for glassmaking, it all seems like a mysterious phenomenon. After all, how do stained glass windows get their color? Let’s find out! How Color is Added to Glass to Make Stained Glass Windows The act of adding color to glass is something that started hundreds and hundreds of years ago. The Egyptians are credited with being the first people to experiment with adding color to glass in its molten form. They found that different additives created different colors. These colorful pieces were used to make jewelry, pottery, and all sorts of items. Fast forward some few hundred years later, a chemist named Gerber started experimenting with glass and got some exciting results from mixing it with metal oxides. Different oxides resulted in different colors. Artisans also discovered that the amount of time that the melted substance was put under heat also affected its colors. How Different Colors Are Made Now, we know that certain additives result in certain colors. By adding metal oxides, sulfurs, and other compounds to molten glass, we can change its color. Here are some popular combinations: Are you looking for a studio in Salt Lake City who can make custom colored stained glass? Curious to know more about how stained glass is made? Contact our office to get more information.
Pointing is a gesture used by humans to indicate a location, event, thing, or other person relative to themselves. Pointing is an action unique to humans and is a vital gesture used for communicating, especially among young children prior to learning speech as well as within sign language. Generally, there are three major characteristics that distinguish a point from other gestures which are the extension of the index finger towards whatever is being referenced, the flexing and folding of the remaining fingers back towards the palm, and the extension of the arm doing the pointing. Pointing is considered rude, as it is associated with blame allocation. Further, quick and nonconsensual pointing at someone makes the person being pointed at on object of attention and scrutiny. Many cultures have these associations with pointing, but it is not universal. Babies learn to point when they are around 12 to 18 months old. Babies point to express themselves, their desires, draw attention to something, and to share their experiences. Pointing is one of the non-verbal ways a child communicates. A pointing device allows the user to move the cursor or mouse in a computer program. A pointing device can be used to point at or manipulate an object or text on the screen. Choosing a specific icon from a list of icons is a way a pointing device can be used.
The following map shows what areas of the Earth are in daylight and which are at night. = Civil twilight and night. It is called twilight at the interval before sunrise or after sunset, during which the sky is still somewhat illuminated. Twilight occurs because sunlight illuminates the upper layers of the atmosphere. The light is diffused in all directions by the molecules of the air, reaches the observer and still illuminates the environment. The map shows the parts where they are during the day and where they are at night. If you want to know exactly the time that dawns or dusk in a specific place, in the meteorological data we have that information. Universal coordinated time or UTC is the main standard of time by which the world regulates clocks and time. He is one of the several successors closely related to Greenwich Mean Time (GMT). For most common purposes, UTC is synonymous with GMT, but GMT is no longer the most precisely defined standard for the scientific community.
A paper reviews how “working lands” such as farms, forests and rangelands can be managed to protect biodiversity and ecosystems services. The paper points out that the management of working lands can be complementary to using protected areas to conserve biodiversity. The conservation techniques discussed include: - Agroecology, e.g. intercropping, cover cropping or crop rotation - Projects to connect different parts of the landscape, such as hedgerows, flower strips and silvopasture - Forestry that integrates a variety of tree types and ages - Groundwater recharging to maintain stream flows How can we manage farmlands, forests, and rangelands to respond to the triple challenge of the Anthropocene—biodiversity loss, climate change, and unsustainable land use? When managed by using biodiversity-based techniques such as agroforestry, silvopasture, diversified farming, and ecosystem-based forest management, these socioeconomic systems can help maintain biodiversity and provide habitat connectivity, thereby complementing protected areas and providing greater resilience to climate change. Simultaneously, the use of these management techniques can improve yields and profitability more sustainably, enhancing livelihoods and food security. This approach to “working lands conservation” can create landscapes that work for nature and people. However, many socioeconomic challenges impede the uptake of biodiversity-based land management practices. Although improving voluntary incentives, market instruments, environmental regulations, and governance is essential to support working lands conservation, it is community action, social movements, and broad coalitions among citizens, businesses, nonprofits, and government agencies that have the power to transform how we manage land and protect the environment. Kremen, C. and Merenlender, A. M., 2018. Landscapes that work for biodiversity and people. Science, 362(6412), eaau6020.
When it comes to Greg’s intellectual development he is in Formal Operational Stage of Piaget’s four stages of cognitive development. At times throughout the book Greg can become the leader and think about situations in a logical manner. This is seen consistently while he is in school. “They don’t come right out and tell you if you’re in the Gifted group or the Easy group, but you can figure it out right away” (Kinney. p 13). Greg is able to identify which students have higher order thinking and which do not base off reading groups. Most students would not think about the groups and continue on with the lesson, “they are able to hypothesize and consider possibilities that are not within their realm of direct experience” (Brighton. p 4). Greg This assignment is in two parts. The first part of this assignment would attempt to use the theories of human development to explain the child behaviour observed during child observation at the preschool while the second part of this assignment would propose an intervention on a scenario at my practice placement. I would demonstrate my critical understanding of the theories and evaluate their relevance for evidence-informed and value-based practice. 2. The psychodynamic theory is associated with, Sigmund Freud and Erik Erikson. Theorists who support this theory state, early childhood experiences play a major part in later development of a child’s personality, even if it is buried in there unconscious. Psychodynamic Theorists also believe that children go through qualitatively distinct stages in their development. In my classroom, how I could apply this theory is by engaging the child on who they think they are, and how it will affect their future. Identity plays a major role in this theory, by engaging the child on who they think they are, I feel I will be able to assess their ability to learn. One of the most well known theories in cognitive development is Piaget 's theory. The psychologist Jean Piaget theorized that as children 's minds development, they pass through distinct stages marked by transitions in understanding followed by stability. Piaget describes four different stages of development: sensorimotor, preoperational, concrete operation, and formal operations. Each stage describes the thinking patterns of a child depending on his or her age. In order to compare the thinking processes of a three-year old and a nine-year old using Piaget 's theory, you must compare two sequential stages of cognitive development: preoperational and concrete operations. The concept of Learning as a process of Cognitive Development, has intrigued Psychologists for many years. Learning, as defined by Schacter, Gilbert & Wegner (2011) is “the acquisition of new knowledge, skills or responses from experience that result in a relatively permanent change in the state of the learner”. Jean Piaget, a Swiss-born Psychologist, was one who was particularly interested in how children perceive their environment. So engrossed was he by this process, that Piaget used his own children as scientific models in his experiments, in establishing his theory of Cognitive Development. After analyzing the behaviors of his children in their early development, Piaget concluded that there are four main stages of human cognitive maturation:- The Sensorimotor Stage, the Preoperational Stage, the Concrete Operational Stage and the Formal Operational Stage. This essay seeks to outline and examine Piaget’s Cognitive Development Theory, and to illustrate how this theory can influence the learning and teacher pedagogy in classes within the Caribbean region. Developmental psychology relates to the changes in behaviour and abilities that transpire over time as development advances. (Harwood & Miller, 2008). Infancy and childhood is a time of rapid development of social, sensory and cognitive abilities. Infants acquire perceptual and motor skills which allow them to comprehend the world they live in. Cognitive development is “the growth of cognitive abilities and capacities from birth to old age” (Colman, 2008). In this essay I will address Piagetian Theory, the cognitive performance of children from age seven to eleven, (the concrete operational period), and Vygotsky’s sociocultural theory of cognitive development. Jean Piaget was a Twentieth century Swiss psychologist and was the first psychologist to systematically study the cognitive development of children. Thomas (2005) wrote that early in Piaget’s career he worked with children and his observations and interactions with the students led him to the theory that a young person 's cognitive processes are inherently different from those of adults (pp. 188-9). According to Ahmad, et al. (2005), Piaget showed that when compared to adults, young children think in differently and he then came to the conclusion that cognitive development was an ongoing process which occurred due to maturation and interaction with the environment (p. 72). The cognitive development theory suggests that moral development is related to the development of rational reasoning. According to Jean Piaget, the development of moral reasoning involves a systematic progression through a sequence of phases, each characterised by a particular quality of thought. (Jean Piaget 1932, 1965) Through his research on how children develop judgement about morality and ethics, Piaget found two stages of moral thoughts that children go through; the heteronomous and the autonomous. In the heteronomous phase, the morality and ethics of children are based on how an action affects them, the consequence of an action and the conformity of social rules and regulations. The rules set by an individual Cognition is a process where different aspects of the mind are working together that lead to knowledge. Piaget’s cognitive development theory is based on stages that children go through as they grow that lead them to actively learn new information. Cognitive change occurs with schemes that children and adults go through to make sense of what is happening around them. The change that occurs is activity based when the child is young and later in life correlates to mental thinking. Piaget’s stages of cognitive development start from birth to adulthood and it begins with the sensorimotor stage, a child from birth to the age of 2 years old learns and thinks by doing and figuring out how something works. The second stage is the preoperational stage and in this stage children from ages 2 through 7 years are developing their language and they do pretend play (Berk, 2005, p.20). Concrete operational is the third stage and children ages 7 to 11 years old lack abstract but have more logic than they did when they were younger. The last stage is formal Cognitive is mental processes that allow one to perceive, make decisions, give attention and remember things then store it for their long term memory, it allows human to reacts to environment accordingly, Cognitive development on the other hand, is the changes that are happening throughout one’s lifespan (White, Hayes and Livesey, 2005). It has been a debate on when cognitive development begins, however recent study shows that it begins since inside the womb (Goswami, 2008). Jean Piaget, known for his interest in the Epistemology in children is seen as the pioneer of Developmental Psychology. Piaget 's Cognitive development theory led to a great deal of research work in the field of educational philosophy . But in the discipline of Psychology, every theory has been faced with a counter theory or an alternative. So is the case with Piaget 's theory. Lev Vygotsky, a soviet psychologist came up with the socio-cultural theory, which is another strong theory emphasizing child development and is seen as a major counter theory to Piaget 's work (Saul McLeod, 2004). Theories of these two cognitive psychologists have been compared and contrasted on different levels. This essay will look into the differences and similarities between their theories. One of Piaget’s key views was stages of cognitive development, he divided cognitive development into separate stages as follows: sensorimotor stage, preoperational stage, concrete operational stage, and formal operational stage. It was hypothesized Cognition is the study of the mind works. When we study cognitive development, we are acknowledging the fact that changes occur in how we think and learn as we grow. There is a very big difference in the way that children and adults think about and understand their environment. When one thinks about the major influencers and contributors in the field of developmental psychology, Jean Piaget and Lev Vygotsky comes to mind, for they had great impact as influential developmental psychologists. Both psychologists studied the cognitive development of children and resulted in many resemblances as well as many fundamental differences. For Piaget, he developed a theory called the Piagetian Theory, influenced by Kant’s Philosophy and the Evolutionary Theory, where development leads to learning, indicating that the “individual constructs his or her knowledge individually or solitarily” (Lourenco, 2012, p.282), completely in contrast to Vygotsky’s theory, called the Sociocultural/Sociohistorical Theory, “based upon Marxist ideas of political economy” (Sugarman, week 2 lecture, pg.2), where learning leads to development, believing that “one only develops as one participates in various forms of social interaction, using then tools and signs, tools and signs which are also social in their very nature” (Lourenco, 2012, p.282). In addition to both of these theories having similarities and differences, the two theoretical propositions come with implications, issues and considerations. For this assignment, I have selected two theories, cognitive theory and socio-cultural theory, to compare and contrast for further understanding children development and both theories’ implication in current education. Cognitive theory studies how people think, what’s going on within people’s mind. Social-cultural theory studies how the society, the culture, other people or external environment impact individual development. This paper would firstly respectively demonstrate both theories’ basic philosophy, representative persons and their claims. In the part
Before 1858, the British East India Company, a commercial enterprise controlled by the government, administrated Britain’s interests in India. After the First War of Indian Independence, the British government accepted a direct responsibility for the ruling on the Indian territories. This war for independence had economic, religious, and political causes. However, despite the protests, the policy of expansion brought entire India under the British rule. Thus, British East India Company included the territories of modern Pakistan, India, Bangladesh, and a number of other areas in Southeast Asia. The period of the British dominance was known as Jewel in the Crown because it was source of wealth for the empire. The development of communications, railway, and transport systems positively contributed to the direct connection of previously independent regions of India. Such a phenomenon induced the combination of all Indians’ forces to struggle for the independence under the leadership of the Indian National Congress. The policy of Raj embodied the slogan ‘separate and rule’, which proved that the control of territories was based on the strategy of one ruler’s play against another. The term paper is based on the deep study of the British East India Company and its dominance over the conquered territories, and it is divided into three periods. Each of them has its peculiarities like political aspects, economic development, and the capture of territories, aggravated by the revolutionary mood of Indians who rejected the control of their territories by the conqueror, and it helped to identify the specific aspects of the company’s development. We'll write an essay from scratch according to your instructions! The Company’s Raj and Its Domination The essence of the British East India Company’s ruling tactic is hidden in the meaning of the word ‘Raj’, which is a short version from Raja that means ‘rule’. Initially, the word was used to describe the Indian rulers and nobles. However, after the arrival of the British, the world began to mean British government. The deep study of the British East India Company’s Raj is based on the analysis of the range of scholarly articles and books that explicitly describe the transfer of India nobles’ ruling power to the British. Thus, the works of Appleyard, St. John, Embree, and Misra present the information concerning the development of trade relations in that period and the contribution of the British to its development. These authors focus on the description of events that show how the ruling confidently went to the British. At the same time, Guha asserted that many Indians were against the British ruling but the development of the company as well as the adoption of the English laws and governing tactics positively influenced the economic aspects and significantly contributed to the development of the territories. Furthermore, the books by Dirks and O’Connor describe the events from 1600 to 1858 more explicitly and represent the stages of the ruling transfer through the assessment of the British representatives as Indian officials who concentrated on the capture of new territories and the implementation of the rules and laws of England. At the same time, Riddick and Robins proved the positive influence of the Company because of the significant contribution to the development of literacy and cultural traditions in India. At the same time, Rojer Williams considered the global factors that were strongly connected with the Company’s Raj. Thus, the studied literature helped to insight deeper into the core of the British East India Company’s Raj and to identify the positive and negative factors of its implementation. Development of the Company in Period from 1600 to 1750 The British East India Company dealt with the trade through the East areas, including China. It significantly influenced the political and economic life of India and its collaboration with Great Britain and other countries. The period of the Company’s dominance includes three periods: from 1600 to 1750, from 1750 to 1798, and from 1798 to 1858. During that time, Great Britain crucially influenced India’s political power that led to the loss of its position. The British East India Company was famous of the creation of new military, indigenous political power, and revenue system. The establishment of the East India Company began with the functioning of the Mughal Empire. Thus, the British East India Company became a body corporate that provided the monopoly to the trade between England and a several countries that were identified as a part of East India. The company was famous because of the fierce controversy that surrounded it, but its ruling strategy led to a great financial success. The crucial difficulty of the company’s development was the ruling of the Mughal government that impeded the providence of protection to the traders of the company in the center and provinces. Thus, the Mughals were not interested in the trade with Europe but in several years, Thomas Roe received the allowance to set up trading posts in the numerous towns, including Surat. The other problematic issue was the search for the items to trade. The usual European demand associated with the Indian trade that included species, indigo, and paper that were used for the flourishing of industry. The important factor for India’s export was its textile, especially cotton that was cheaper than wool and linens in England. The ventures of the British East India Company were a crucial link that brought Mughal India into the trading market of the world and boosted its economy. The trade between India and Europe focused on the monopoly of the imported goods of India. The re-export to the rest of Europe provided the company with the expandable and solid profit. In some areas, the company induced the shift of farmers from subsistence farming to commercial crops such as coffee, tea, and indigo. This phenomenon led to the hardship of farmers and the significant rise of food prices. Local industry also suffered from the set rules of the British. The tariffs for import were low because of the free-market sentiments of the British rulers. Consequently, the Indian market had an excessive quantity of cheap clothing from Britain. Indigenous industry could not compete because India imported luxury clothes from England. Thus, the country had to reduce the production of cotton that was transferred to Britain to be manufactured into the clothing that further was shipped back to India to be bought by the Indians. This unusual achievement of wealth, collected at a great expand with help of taxes, was unacceptable in expanding public and private infrastructure of Britain and in financing British expansionism. The percentage value of imported goods from India was calculated in bullion instead of goods, and further, Mughal converted bullion into coinage as the Europeans used it when they dealt with the local merchants. The additional source of profit for the company was the trade between the Indians and Asian regions. The dominance of the British East India Company was also connected with the emergence of new urban centers in India, which induced the creation of first factories at Surat in Gujarat that had a high level of commercial activities. Surat also had all items for the efficient trade. Furthermore, the British East India Company induced the establishment of settlements in Madras, one of the biggest ports in India. The instability in Surat caused the growth of settlements in Bombay that came under control of the Portuguese in 1534. At first, Bombay was an important part of India. Its flourishing began only in the 1800s, when the British East India Company started to concentrate on the building the wall to protect the traders and merchants of India from Surat. The crucial aspect of the company’s contribution to India was connected to the development of the shipbuilding industry that started in Parsi. The dominance of the British East India Company was reflected in the creation of great urban centers that were chosen because of the free access to the sea. The analysis of the historians had showed that peculiarity of the new urban areas established by the company significantly influenced the future because of possessing the magnet status for the migration. During that time, a great number of Indians was employed by the new government, merchants, and traders. Soon, Mughal‘s ruling declined, which was connected with a number of factors such as the weakening of the central authority, crashed burden of taxation, and the invasion of Persians. Consequently, the lands were organized under the Zamindari system. Such changes led to the simplification the collection system of taxes. Tired of endless writings? Order esay now and professional help! Seizing the Power of the British East India Company from 1750 to 1798 The British East India Company had to keep an army to maintain its power. They usually hired more Indians because they were excellent soldiers with modern military weapons. In addition to its army, the company worked with the group of officials and regiments from the English army that were sent to help them. Historians prove that the British officers were very brutal and cruel but some of them were respected and fair. At the same time, British officers were honorable and very good fighters. They often warned people when they intended to bombard the villages and asked them to hide children and women. The decline of Mughal led to the new stage in the history of India. His predecessor provided the British East India Company with the trading benefits that exempted its traders from the taxes. The capture of Calcutta in 1756 spurred the development of Indo-British relations. That period was known as barbarity of Indians. The next crucial move was the shift of political power in 1764 when the army of the company defeated the combined armies of Mughal and Bengal emperors. These events significantly changed the position of the British in India, thus becoming a real grief for the people of Bengal. Thus, the British began to ignore the complexity of the system and wanted the great money from Indian merchants and peasants who followed the remnants of the old system. However, soon came the time for the passing of new regulations to control the conquered territories, according to which Indians had no rights. However, that aspect became a first constitutional act that further became the crucial step to the formation of India’s independence. The major change in the administrative structure was the move of India towards the Western state model. The other crucial change was establishment of the new kind of bureaucracy that became the core of the governing strategy in India. In that period, Englishmen were sure that Indians could not be trusted and they were unable to hold control positions. Such a phenomenon was caused by the gained experience with the Indian tax officials in 1765 and the conviction that Muslims and Hindus were corrupt people, which decreased the possibility of their employment. After 1793, only the British were employed in high positions. At the same time, only Europeans could be commissioned as officers. Individuals of mixed origin were also excluded from such positions. Despite the range of restrictions, the army of the British East India Company was one of the largest in the world. The newly formed ruling class was very small and it contained 2,000 people from the civil service and 50,000 British officers for the population that consisted of 200 million. Its strength was supported by the numerous Indians who occupied the lower ranks of military and civil services. The serious change that was caused by the British East India Company was the introduction of a new legal system. Initially, British tried to work according to the Indian system of courts but the existed policy had too many abstract aspects and based on the ideal religious practice that was not followed uniformly. Such phenomenon caused spread of English system of courts that began to contain the higher courts. In several years, Indian legislation completely disappeared. One of the most controversial issues of the British law was personal law that concerned marriage, adoption, and inheritance. Peculiar Aspects of the British East India Company from 1798 to 1858 The dominance of the British East India Company during the period from 1798 to 1858 was reflected in the important conquests of the territories. In that period, the company built three presidencies. One of the presidencies belonged to Lord Wellesley, whose main aim was the conquest of numerous grounds that was necessary for bringing more tax revenues to maintain the army because it protected the territories. Lord Wellesley was the representative of the British government, and he used all forces to expand the British authority out of Madras and Bengal to almost entire subcontinent, focusing on defeating the threats to the British power. By 1798, the British East India Company started to control the territories that expanded from Bombay to Madras where the military powers ruled. Mysore became the place of the ancient Hindu kingdom that had been conquered by the Muslim commander Hynder Ali. The important factor was that the wars of Wellesley were expensive, which caused his recall in 1805. The wars of the follower Marathas continued until 1818 and later renewed in the 1830s with the defeat of the military threat. After the 1830s, the British power concentrated on Pakistan and Afghanistan that were the targets of international ambitions. At first, the strategy of the British was successful, but later, it failed because of the increasing irritation of the Afghans. The clashes with the Afghans led to a significant loss of army. Approximately 20,000 Indian soldiers were included to the army and only a British army doctor reached India under the fire of the Afghan tribes. This event became the greatest disaster in the military history of Britain that encouraged its enemies in India. The officials of the British East India Company began to believe that the efficient opportunities of trading could be found if they used the Indus River as communication channel to Punjab and Central Asia. Such an approach led to the conquest of Sind that was controlled by the Muslim chieftains. The further great achievement was the coming from Sikh to Punjab that was the last independent subcontinent. The British also annexed Punjab that later became the center of the British power. Consequently, numerous soldiers of the Sikh origin were accepted to the army of the company. In 1848, all subcontinents were under the control of the British. While previously the territories suffered from a political upheaval, 80 years of Lord Dalhousie’s ruling period became famous of numerous Westernizing innovations. The British were convinced that their duty was to awake the Indians from the intellectual petrifaction and they wanted to introduce British traditions, culture, and literature to them. In several years, the English language replaced Persian in administration, public, and education spheres. The innovative aspects included the establishment of local universities based on the model of the University of London and the identification the core aspects of India’s higher education that was based on the English curriculum and language. In 1853, a decision was made that the entrance to the Indian civil service would be reached through the examination system. When technically Indians could cope with the new system of civil service, passing the exams in English became quite difficult, which often led to Indians failing their exams. The other profound change that caused grave dissatisfaction was the implementation of the policy of elimination of quasi-independent Indian states that was a cause of subsidiary alliances of the earlier wars. A great range of these changes was accepted positively in some urban areas and great port cities, but in some regions, especially in North India, which comprised the offended part of the population, the changes were accepted aggressively. These people included the descendants of Maratha rules and the participants of the Mughal elites. There were also Hindu and Muslim religious leaders who regarded the encouraging of the British as spread of Christianity and the allowance of missionary activity. Their indignation started with the establishment of the strategy that was called “Sepoy Mitiny”. The rebels began to spread rumors that new guns issued to the Indian troops contained the bullets that had been greased with pig and cow fat. Muslim and Hindu soldiers considered touching such a mixture as contamination. The historians called those events a start of the first war for independence that based on the brutal and tenacity tactic of both sides. The great number of changes caused the acceptance of the Indians as disloyal people. In their turn, the Indians started to regard the English as too powerful to be defeated through the revolutionary violence. These aspects are debatable but the definite issue is that the British East India Company was the real ruler of India. The company lost its administrative power after the legislation of the Government of India Act in 1858. Thus, the rule of the country shifted from the directors of the Company to the Secretary of State that was consulted for India by the council, the members of which were appointed by the Crown. The Crown also assigned the provincial governors and governor-general in India. The East India Company was disbanded by the Act of Parliament that commenced in 1874. From that stage began the British Raj – the rule of India by the British state. develop your paper to your e-mail account at our site The study of the British East India Company showed that it had brought a great number of changes that were connected with the development of trade, new conquests, and economic aspects. Significant modernization of that period was connected with the Industrial Revolution that brought great benefits to India. Foreign investors and Indian merchants opened factories for manufacturing of textile of Bombay and Gujrat. However, new tendencies destroyed the traditional industry. The British East India Company initiated transfer of India toward the Western state model. The range of events formed the conviction among the British that the Indians could not be trusted to take the control positions. After 1793, only the British could be employed to the position of high levels and commissioned as officers. After 1750, the crucial period was famous for the development of the British East India Company that was based on the support of the army and its desire to conquest more territories. Further, 1848 was famous for the implementation of new models of universities that were based on the peculiarities supported by the University of London. Consequently, the higher education gained new aspects. Thus, the British East India Company brought a great range of changes that were positive for the British and negative for the Indians. However, this period combined the territories and contributed positively to their development.
Find your care What is Nocturnal Enuresis? Overview. Nocturnal enuresis is involuntary urination during sleep – more commonly called bedwetting – beyond an appropriate age (around 5 years old). It is among the most common pediatric health issues and, although it can be unsettling for children and their families, it generally should not be a cause for concern. The condition is known as primary nocturnal enuresis when the child has never been consistently dry at night; children with secondary nocturnal enuresis start wetting their bed after having stayed dry for an extended period. Incidence. An estimated 5-7 million children in the United States have nocturnal enuresis, three-fourths of them boys. Almost all girls are able to stay dry by the age of 6, and boys by the age of 7. It’s estimated that about one in five children wet the bed at least monthly at age 5, and that 5 percent of boys and 1 percent of girls that age wet the bed nightly. Among 12-year-olds, approximately 8 percent of boys and 4 percent of girls are enuretic; 1-3 percent of adolescents and 1-2 percent of adults have the condition. Causes and Risk Factors. Once thought to be a psychological problem, nocturnal enuresis is now believed to be attributable to physiological factors in the vast majority of cases. For most children there is no underlying disease that explains the bedwetting – merely an inability to recognize and be awakened by the feeling of a full bladder, most likely caused by a developmental delay in the bladder that the child will eventually outgrow. It is significantly more likely to occur if one or both parents have had the problem, and if the child’s bladder is small. There is no evidence that stress, emotional disturbances or similar factors cause enuresis. Similarly, there is little evidence to support the theory that sleep disorders are a culprit. In a small number of cases, bladder problems can be the cause. Insufficient production of the antidiuretic hormone (ADH), which decreases urine output during sleep, may also contribute. Diagnosis. For diagnosis of nocturnal enuresis to occur, children must be at least 5 and have two or more bed-wetting incidents per month. (Mentally disabled children should have reached a mental age of 4.) The evaluation involves a thorough history, physical examination, and urinalysis. Factors other than enuresis that could be responsible for the bed-wetting include spinal cord injuries resulting in a neurogenic bladder, urinary tract infections, and other causes of voiding dysfunction such as congenital anomalies involving the urinary tract. If there is a normal history, physical exam and urine test, further testing is usually not needed. Treatment. A wide variety of therapies, both behavioral and medical, are available, and the approach to treatment – or whether it is needed at all – depends on the extent to which the enuresis is affecting the child and his or her social development. Behavioral options range from use of a bed-wetting alarm (studies have shown this to be the most effective non-pharmacological strategy), which make a sound during voiding; to positive reinforcement techniques such as offering a reward for staying dry a certain number of nights. Medications used for enuresis include desmopressin (which decreases urine output during sleep) and imipramine (which relaxes the bladder muscle and may produce lighter sleep). Most experts advise parents to simply wait out the problem when at all possible. Any efforts to address enuresis should focus on improving the child’s self-esteem. Punishing the child, as some parents are prone to do, can cause psychological harm and affect school performance. It is important for parents to understand that nighttime wetting is not an act of rebellion or failure, but a condition the child cannot control and will eventually outgrow, even without treatment.
Why do I hear a beep in my ear? Tinnitus refers to hearing a beep from the ear in a situation where there is no audible stimulation from the outside. It is different for each person, including the beep sound of cicadas, bells, machines, and waves. It is a common disease experienced by one-fifth of the total population and one-third of the elderly, but it is difficult to identify it with objective tests or data. Due to the noise and stress caused by the development of industrial society, the number of tinnitus patients is increasing. The tinnitus is divided into cases where the cause can be estimated and cases where the cause is unknown. Where a cause can be estimated, it is divided into perception and perception causes. It is a percussion cause that sounds from one’s body, such as blood vessels, muscles, and jaw joint diseases, are transmitted to the ear. It is self-aware to hear noises that others cannot hear because of middle ear infections, upper ear infections, and external ear infections. In addition, tinnitus occurs due to Meniere disease, auditory nerve tumors, some antibiotics, diuretics, painkillers, and anti-cancer drugs. Tinnitus is usually accompanied by hearing loss, headaches, vomiting, stress, depression, anxiety and sleep disorders 비아그라약국 If you don’t find a reason for hearing tinnitus, it’s recommended that you take medication or rehabilitation to relieve your symptoms. Refrain from substances that stimulate the nervous system, such as drinking, smoking, and caffeine, and you also need to have enough rest.
Python Display Map With Code Examples Hello everyone, In this post, we will investigate how to solve the Python Display Map programming puzzle by using the programming language. # Plotly is a great to great many type of static maps (density map, choropleth, hexbin, etc); # https://plotly.com/python/maps/ # Folium is a better for interective maps; import folium m = folium.Map(location=[45.5236, -122.6750]) m # The result will show an interactive map, similar to google map; The Python Display Map was solved using a number of scenarios, as we have seen. How do you plot a map in Python? fig = plt. figure(figsize=(8, 8)) m = Basemap(projection='lcc', resolution=None, width=8E6, height=8E6, lat_0=45, lon_0=-100,) m. etopo(scale=0.5, alpha=0.5) # Map (long, lat) to (x, y) for plotting x, y = m(-122.3, 47.6) plt. How do you show an object on a map in Python? Python map() function map() function returns a map object(which is an iterator) of the results after applying the given function to each item of a given iterable (list, tuple etc.) Parameters : fun : It is a function to which map passes each element of given iterable. iter : It is a iterable which is to be mapped.07-Jul-2022 What is map () in Python? Python's map() is a built-in function that allows you to process and transform all the items in an iterable without using an explicit for loop, a technique commonly known as mapping. map() is useful when you need to apply a transformation function to each item in an iterable and transform them into a new iterable. Is there a map object in Python? Python map() function is used to apply a function on all the elements of specified iterable and return map object. Python map object is an iterator, so we can iterate over its elements. We can also convert map object to sequence objects such as list, tuple etc. using their factory functions.03-Aug-2022 How do you plot a map? How to Plot on Google Maps - Go to maps.google.com and click on the link for "My Maps." - Click on the link for "Create New Map." - Click on the blue placemarker icon in the upper left hand corner of the map. - Move the cursor to the location that you want to add to the map. How do you plot data on a map? What is map () used for? Definition and Usage. map() creates a new array from calling a function for every array element. map() calls a function once for each element in an array. Is map faster than for loop? Comparing performance , map() wins! map() works way faster than for loop. Considering the same code above when run in this ide.03-Jun-2022 How do you use maps? Start or stop navigation - On your Android phone or tablet, open the Google Maps app . - Search for a place or tap it on the map. - At the bottom left, tap Directions. - Choose your mode of transportation. - If other routes are available, they'll show in gray on the map. - To start navigation, tap Start. Why map is used in list in Python? The map() function (which is a built-in function in Python) is used to apply a function to each item in an iterable (like a Python list or dictionary). It returns a new iterable (a map object) that you can use in other parts of your code.09-Nov-2021
- Log in to post comments When you look around your classroom, you may see just the physical aspects: chairs, lights, materials, technology. As we arrange the space, the focus is often on organization of materials, attractiveness of displays or setup of furniture. When we say the word “classroom,” the physical space comes to mind. However, beyond aesthetics or appearance, how you design this space can impact learning and make your classroom more, or less, inclusive. When you add in the final ingredient — learners — and all their varying needs, interests and backgrounds, the learning environment expands beyond the physical and even the cognitive. The classroom environment is often called “the third teacher,” and its impact and influence on learning can’t be underestimated. Each physical, social, cognitive and emotional element can have either a positive or negative effect on everyone, including the teacher. What does your classroom say to learners? Traditional classroom design — from the teacher’s desk at the front, to rows or groups of desks, to teacher created materials on the walls — sends signals to learners about “how things are done around here.” The placement of resources, materials and seating can support ownership of learning, self-direction and collaboration. They can also hinder it. Research tells us that stress interferes with learning. Stress and the ability to regulate it varies from learner to learner. The design of the classroom, with spaces to “up-regulate or down-regulate,” helps all children stay calm and alert, and learn. Foster an inclusive culture We also know that relationships and community are important to connect people and give them a voice and role. The “hidden” aspects of the environment, the social design and emotional underpinnings, can sometimes be lost in the day-to-day functioning of the classroom. Beyond setting rules and managing movement and transitions, this aspect of the classroom environment is key to creating an inclusive classroom that strives to meet the needs of every learner. The ISTE Standards for Educators emphasize this key component of the learning environment under the Facilitator standard, which states, “Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.” This somewhat unassuming statement in fact represents a seismic shift, where the power of students understanding their role in co-creating culture profoundly changes the limited role students currently play in the classroom environment. This role is more than deciding on classroom rules and jobs, it goes much deeper. The Facilitator standard describes fostering a culture this way: “Create shared valued, social norms and goals around the purpose and approach to learning by, for example, bringing students into the process of establishing and maintaining culture; setting up space and time for students to fail and try again; establishing space and time for student reflection and goal setting; allowing students voice and choice in demonstration and evaluation of competency.” Inclusive learning environments Universal Design for Learning (UDL) is a learning design framework that also supports the hidden aspects of the classroom, helping build an inclusive learning environment. UDL has three layers, moving from the extrinsic to intrinsic, referred to as the access, build and internalize layers: Access. In the context of learning environments, this layer focuses on ensuring both the resources and learning are accessible to all. This includes access to technology, such as word prediction and text-to-speech tools, not only for special education students but for all students. When we create an accessible classroom environment, it sends the message that variability (everyone), rather than disability (a few), is the focus in the classroom. Build. In the context of learning environments, this layer focuses on actively building skills to support ownership of learning. As students co-design the physical space, discussions, such as the need for different “environments” around the classroom and the importance of access to digital resources and support, help build their awareness of classroom culture and ways to include everyone in its design. Internalize. At its deepest level, UDL focuses on helping students internalize skills to become expert learners. These metacognitive skills are often “hidden” within the classroom environment. They are rarely explicitly taught or discussed. Creating a learning environment where students understand how they learn and have strategies in place to support their learning is vital if we want learners to develop self-awareness, self-reflection and self-regulation. Four lenses for inclusive classrooms As you design your classroom (with help from students) think beyond the physical space, considering the hidden aspects of the environment. Take this virtual tour to see just some of the ways to create an inclusive classroom. Ask yourself, “What would I add or subtract?” Consider taking a photo of your classroom environment and then examine it using the following four inclusive lenses: Assumptions and beliefs Explore your assumptions and beliefs about your learners and the impact the classroom environment has on their social, emotional, cognitive and physical needs. As you scan your classroom consider: - Does the classroom reflect your beliefs about learners and learning? - Is the learning environment welcoming, inclusive, safe and accepting? - How is classroom culture created? Who is represented in this culture? - How are students given ownership of their learning? Is this reflected in the classroom design? Universal Design for Learning UDL is a heuristic framework to support the creation of an inclusive learning environment. Use UDL’s layered framework to help you design for accessibility and inclusion. - Does the environment acknowledge, support and celebrate learner variability? - Are there multiple ways (including technology) for students to access, process, engage with and demonstrate their learning? - Does the learning environment reflect the diversity of students, families and communities represented in the school? - How will you make internal skills, habits and attitudes explicit? How will students develop metacognition and improve their self-regulation? Agency is more than doing your own thing: pursuing your own interests and disregarding the interests and needs of others. Ownership is personal and it’s shared. It involves learning to advocate for yourself while respecting the learning needs of others. To shift ownership of learning to students, invite them in as co-designers of the environment as well as co-designers of their learning. Gradually release responsibility to them as they grow their understanding and take on more responsibility for how things “run” in the classroom. Together create a positive, supportive and celebratory classroom culture. - Do all students see themselves reflected in the environment and in the learning? Do all students have a say in the design of the environment? How do you ensure all voices are heard? - How are you building learners’ understanding of concepts such as learning environment and classroom culture? - Are students able to take responsibility for their learning? What does this look like and sound like? - How does the space encourage student ownership of learning? Does the physical design of your classroom reflect open, shared, flexible learning? Are there options for how students use the space, move about the room and gain autonomy? Share with students the idea that the classroom environment is like a biome. The inhabitants are interdependent. The actions of one can impact many in both positive and negative ways. As the classroom biome grows and changes, adjustments will need to be made. As the class learns more about themselves and how they work together, take an iterative approach to change to ensure the environment continues to evolve and meet the needs of everyone. - How and when will you embed a “360 project review” into your instruction? How will you encourage students to consider the physical, cognitive, social and emotional aspects of the environment’s impact on learning to determine what may have to change to meet new and emerging needs? - How will you model your internal processes, strategies and metacognition to highlight the importance of the “hidden” aspects of the environment? - How will you encourage self-reflection and/or build in the “human” aspects of learning so students become self-aware of the environment and its impact on them? How will you authentically celebrate the positive, inclusive environment you and your students create? ISTE members interested in a deeper dive into how to design classrooms to empower all learners can watch the recording of the ISTE Expert Webinar, “Designing Inclusive Learning Spaces.” The recorded webinar covers: - How to create inclusive learning spaces. - Tips for simple classroom design changes that can be immediately implemented. - Advice on how to solve a learning design problem. Kendra Grant has held many roles in education, including teacher, district special education coordinator and assistive technology (AT) specialist in a large school district. She currently works with Quillsoft as director of professional development and learning, and was formerly co-founder and chief education officer for a professional learning company delivering large-scale technology implementation across North America. Grant holds a master’s of educational technology from the University of British Columbia with a focus on professional learning, e-learning (K-20) and the application of UDL to both. She is a past president of ISTE’s Inclusive Learning Network.
When learning sight words, repetition is the key to fluency. We want our students to be able to read smoothly, without a lot of pauses. Since sight words make up majority of text we read and write, these little words are a big part of reading success. Planning fun sight word activities is also uber-important. Sight words, in most cases, are words that can’t be sounded out, they need to be memorized. Continuous practice will help readers learn and remember the sight words so that they become second nature. The trick is to keep the sight word activities fun and fresh so that students are excited about learning, rather than it being a chore. Any kid (and teacher) will tell you learning with plain flashcards is not going to cut it. The activities need to be hands-on. So, today I wanted to share fun sight word activities that are easy to prep and engaging for students – and are WAY more fun than just memorizing from flashcards! This article, along with many other articles on The Printable Princess, contains Amazon affiliate links. If you purchase through the links I earn a small commission. Clicking these links does not cost you any extra but helps this website to keep great articles and freebies coming your way. Rubber stamps make for some fun sight word activities. Rather than re-inventing the wheel, I am all about repurposing things to create a new activity. So, with that in mind, these stamps can be used two ways. You can grab some stamps and stamp pads and have students stamp their sight words in a notebook or on a piece of paper. Another alternative is to have students use stamps to press the letters into play dough. Students flatten out the dough and press in the stamps to leave the letter impression in the dough. This is a great way to help strengthen fine motor skills too! I like to have a separate set of stamps that are just for play dough. It helps keep this activity and the play dough cleaner, otherwise the ink from the stamp pad rubs off into the play dough. If you’re looking for an easy and versatile sight word activity, check out this Know and Show Sight Word kit. Students can stamp their sight words right on the mat. Best of all the little word cards are editable, so you can customize the sight word cards to fit your class list. Word Building Letter Cubes Students love to use linking cubes for math, so why not use them for literacy activities too? Word building letter cubes are a fun way for students to have hands-on practice physically putting the letters together, in order, to spell sight words. I love that, just like magnetic letters, they have one color for vowels and a different color for consonants. If you don’t have word building cubes, you can make your own using old math cubes. Just take a sharpie and write letters on the sides. Take care to make sure all of the cubes are facing the same direction so that they link together. Mini Eraser Words Easy to prep and fun sight word activities are the best. For this one you’ll need sight word cards or flash cards and mini erasers. If you don’t have flash cards you can create some using index cards. Students read the sight word on the card and use the mini erasers to form the word. The letter beads pictured below came from Lakeshore. They are one of my favorites for building sight words! But if you’re like me and love the convenience of Amazon, you can find a similar set lacing letters set on the ‘Zon. Just like with the letter cubes I mentioned above, these beads provide students with a tactile way to put the letters together as students string the sight word together. The strings that came with the beads were kind long, so I just used pipe cleaners. The activity pictured also comes from the Know and Show Sight Word kit. This picture shows the mat which prompts students to build the sight word using two types of manipulatives. Students can use magnetic letters on top and letter beads on the bottom. Or letter beads on the top and a dry erase marker on the bottom. It’s pretty flexible! Shaving Cream Activities I think it’s a kindergarten rite of passage to use shaving cream. It’s a tool I used every year in my classroom. Whether it was practicing letters, numbers, names, or sight words – seeing that can brought smiles to every little face! Plus it makes the room smell amazing. Shaving cream works great for a whole group activity. Give each student a small squirt and have them spread it to create a thin layer in front of them. If your students have a hard time with personal space, plastic plates from the dollar store as a work space. Call out a sight word and have students use their finger to write the word. Quickly circulate the room to check for accuracy. For a challenge, you can mix-up a sight word and write it on the board. Have students unscramble the word and write it correctly in the shaving cream. Magazines Sight Word Hunt Magazines are another way to practice sight words and sneak in fine motor skills. You can have students look through magazines to find sight words. They can cut those sight words out and glue them on a paper. Or you can give students a list of sight words and have students cut out individual letters to spell the sight words. Be sure to preview the magazines first and remove any advertisements that may not be suitable for little eyes. Want to get kindergartners excited about learning sight words? Hand them over some highlighters! These magical little writing utensils are a great way to get kids looking for and recognizing sight words in text. Simply provide students with magazines (again preview them first!) and have students look through the text to highlight the sight words that they find. You can also rip out the pages and give students just the pages. If you’re not wanting to use magazines, Find the Word: Sight Word Worksheets Bundle is a great alternative. Just print and use highlighters or bingo dabbers to identify the sight words on the page. You can add some fun finger pointers for an extra special touch. Wikki Stix or Yarn If you’re not familiar with Wikki Stix, they are these really neat yarn-like sticks that students can bend and mainpulate to form objects, letters, and numbers. They are re-usable and there is no prep required. Unlike yarn, the sticks already come pre-cut and ready to use. Supply students with a list of sight words and have them form each letter in the word to spell the sight words. A great inexpensive alternative is yarn. You can cut yarn into long strips and have student form the letters in the words. Magnetic Letter Activities I absolutely love these giant magnetic letters. They are much bigger than traditional magnetic letters, which means they are great for little hands. Another easy center idea is to have students use these large magnetic letters to build sight words on the board. Students think it is an extra treat when they get to work at your teacher easel. Add in some fun pointers for students to read the sight words after they’ve built the words. Sight Word Games Learning to interact, get along, and problem solve is an important part of the early primary classroom. Incorporating games is a great way to not only develop strategic thinking, it also help students learn to problem solve. Memory Matching Sight Word: Create this game by writing sight words on index cards. Be sure the words can’t be seen through the index cards. You can also use foam cut-outs and a sharpie to write the words on. You’ll need two cards for each sight word. Students lay the sight word cards face down and take turns selecting two cards to try and make a match. Students play with a partner. They will need a set of sight word cards. Player 1 will select three sight word cards, read them, and lay the cards in front of them and then close their eyes. Then player 2 will remove one of the sight word cards. Finally, player 1 will open their eyes and determine which sight word is missing. Students will switch rolls and continue to pla This is a twist on the traditional Tic-Tac-Toe game using sight words. To play, instead of choosing X or O, each student choose a sight word. They use the same rules as the traditional game, but instead of writing X or O they write the sight word they selected at the beginning of the game. Each time they write the word, they have to read it too. The first person to get three words in a row is the winner! Sight Word Trail Game: This game is editable so you can add your own sight words. Students start on the first space in the upper left corner of the game board. They spin the spinner and identify the sight word they spun. They identify the sight words on the trail and move their game piece to the nearest sight word that corresponds to the one that they spun. The gray shaded themed spaces are free spaces. The first player to make it all the way around to the last space on the game board is the winner. To win the game, the player must spin the final word shown in the last space on the game board. Kids love writing with different tools. Switching out writing utensils is an easy way to keep things fresh. You can begin by giving students a whiteboard and dry erase marker to write their words. Switch up the activity by adding a different color marker. You can have students write vowels in one color and consonants in another. Students can use a dry erase marker to pyramid write their sight words on the whiteboard. If you’re not sure what that looks like, scroll down just a bit on this post. On the freebie picture I’ve written the word “with” as a pyramid on the whiteboard. Let’s face it. Sometimes we just need something pre-made. Maybe we don’t have the time or energy to create our own. You can find pre-made sight word activities in my TpT shop. From cookie word building and gum word building to secret codes – you’ll find a growing variety of fun sight word activities that are easy to prep and super engaging for students. Sight Word Freebie I’ve put together a freebie that you can use to assess your students and keep track of their sight word development. You can take a peek at the picture below to see an example of pyramid writing on the dry erase board. Once students have completed their pyramid, I have them write the word one more time and then underline it as they say the word. The sight word cards and check-up list are editable, so you can type in your own words and make this activity fit your classroom. If you’re looking for more DIY hand-on sight word activities for Kindergarten click here to read more.
Macroecology is the study of large-scale patterns and processes in biodiversity around the globe. One of the key aims in macroecology is to explain the processes that give rise to the patterns observed. Of course, the patterns of species distribution need to be known in the first place, before we can ask why they occur. Traditional ecological surveys have provided us with invaluable information regarding the distribution of thousands of species, however, when it comes to the more cryptic and far-ranging species, radio tracking technology is allowing us to observe species distribution patterns we would have otherwise not known. With the current rate of global habitat loss and species extinction, we need to keep tabs on where species are occurring in the world and why. We need basic distribution data for species in order to undertake all other aspects of ecological research and to implement conservation efforts effectively. Radio tracking devices have been designed to attach to a variety of taxa including birds, amphibians, invertebrate, reptiles, fish and mammals and the information gained about the species’ ecology can be vast. Every time a researcher locates an animal they gain a piece of information showing that a specific individual is at a certain place at a certain time. Frequent location data throughout the day or night, provides an excellent insight into the animals’ daily movement patterns, and can allow the observer to know where an animal started and ended its travels each day. Less frequent location data over a longer period can provide data on an individual’s home range. When similar data is collected from several individuals in a population, information is gained on the spatial ecology of the species. Further, if the location data is accurate and habitat information is available then habitat selection by a species in a given area can be studied. This information can be invaluable for conservation action; prioritising the protection and restoration of the most important habitats for the benefit of a species. Animal migrations are some of the most spectacular natural events on earth and radio tracking has revealed much information about these journeys. The time and location data can reveal information on migration triggering conditions, migratory paths, duration, weather, altitude and seasonal ranges. By observing the intensity with which an animal is using certain parts of its range, we can examine the reasons why. Perhaps in carnivores there is an abundance of prey in a certain area or for herbivores better habitat or forage. The effects of climate change on species migrations can be observed from radio tracking data. Over the past 30 years in Oxfordshire, UK, the average arrival and departure dates of 20 migratory bird species have both advanced by eight days. It was found that the timing of arrival has advanced in relation to increasing winter temperatures in sub-Saharan Africa, whereas the timing of departure has advanced after elevated summer temperatures in Oxfordshire. It is such that radio tracking data from migratory species can provide a long-term indicator of the direct effects of climate change upon animal species. The continuation of these studies may reveal the abilities of species to adapt to the effects of climate change in the future with regards to changes in their spatial ecology and migratory activity patterns. Behavioural information about an individual, for example whether it is moving or not, can be gained by simply observing the variation of a signal. However, additional sensors can now be fitted to radio tracking devices. Posture and activity sensors utilise a mercury tilt switch which changes the signals pulse rate depending on the position of the device. Fitted to birds, for example, this can provide information on whether they are perched or flying. Temperature sensors can be used to measure ambient temperature or body temperature depending on where they are mounted on the device. Measuring ambient temperature can reveal, for example, when a small mammal is in its nest or outside foraging and measuring body temperature can reveal when an individual is hibernating or has died. Radio tracking provides an individual’s location at a certain time, but to a scientist, it provides an opportunity to exercise their ecological knowledge on a living case study.
Having understood that birds used to have teeth about 150 million years ago, scientists are now worried, and in fact researching what must have caused them to lose their teeth. The archaeopteryx, the fossil of one of the ancestors of birds found in Germany gave proof that birds descended from toothed reptiles, and this is giving researchers the evidences to work with. Scientists found that birds lost their ability to grow teeth as a result of genetic mutation. Research proves that the combination of about six genes give rise to tooth production, but it appears these six genes have been deactivated in the bird, and hence their ability to grow their teeth. “The presence of several inactivating mutations that are shared by all 48 bird species suggests that the outer enamel covering of teeth was lost around 116 million years ago,” said Mark Springer, a professor of biology at the University of California and one of the lead researchers on the study. The natural inability to form teeth is scientifically known as endentulism, and researchers believe that birds lost their ability to grow teeth at the same time they learned to take to the air in flight – since their genome needed a way to shed skeletal weight. But a paleontologist from the University of Edinburgh, Stephan Brussatte, fails to agree with this theory. “Definitely the loss of teeth did not coincide with the evolution of flight, because there were a lot of birds that could fly which had teeth,” Brusatte said. “Why would an entire major group of animals lose their teeth? It’s been a really open question.” Brusatte contends that other flying mammals such as bats have taken to flight without losing their teeth in the process, even though the bird fossil found in Germany in 1861 provided evidence that birds came from a family of toothed reptiles, and its closest living relative today is the alligator.
I will pay for the following article When Teaching Is in Progress, Students Are Learning. The work is to be 8 pages with three to five sources, with in-text citations and a reference page. At its most basic level, this method of processing and storing is ‘rote learning’. But not everything is learnt by rote alone. people learn by ‘understanding’ as well. This is because the brain forms constructs or patterns out of the processed information. As more information is processed, not only are new constructs created, but they are linked to existing ones. This is how people make ‘sense’ out of new information. This is how children make the transition from rote-learning to learning-by-understanding. Moreover, research in psychology shows that not all people make ‘sense’ out of learning the same way. A teacher who believes that students learn in one particular manner, and teaches accordingly, would end up ‘teaching’ only those students who learn in that manner. the students who have different learning abilities will stand to lose for no fault of theirs (Petty, 2004, chap. 1). This difference in learning abilities of students and the customisation of teaching methods that incorporates this difference is termed Differentiation (Petty, 2004, p. 541). This essay will explore a few concepts of learning, a few teaching methods that benefit students with different learning abilities, and how some barriers in teaching and learning can be overcome. It will also look at a few strategies that help assess teaching and learning. right-brain and left-brain processors.
The uniform color and composition of Arrokoth’s surface shows the Kuiper Belt object formed from a small, uniform, cloud of material in the solar nebula, rather than a mishmash of matter from more separated parts of the nebula. The former supports the idea that Arrokoth formed in a local collapse of a cloud in the solar nebula. Credits: NASA/JHU APL/SwRI/R Tkachenko Data from NASA's New Horizons mission are providing new insights into how planets and planetesimals – the building blocks of the planets – were formed. The New Horizons spacecraft flew past the ancient Kuiper Belt object Arrokoth (2014 MU69) on Jan. 1, 2019, providing humankind's first close-up look at one of the icy remnants of solar system formation in the vast region beyond the orbit of Neptune. Using detailed data on the object's shape, geology, color and composition – gathered during a record-setting flyby that occurred more than four billion miles from Earth – researchers have apparently answered a longstanding question about planetesimal origins, and therefore made a major advance in understanding how the planets themselves formed. ... "Arrokoth is the most distant, most primitive and most pristine object ever explored by spacecraft, so we knew it would have a unique story to tell," said New Horizons Principal Investigator Alan Stern, of the Southwest Research Institute in Boulder, Colorado. "It's teaching us how planetesimals formed, and we believe the result marks a significant advance in understanding overall planetesimal and planet formation." The first post-flyby images transmitted from New Horizons last year showed that Arrokoth had two connected lobes, a smooth surface and a uniform composition, indicating it was likely pristine and would provide decisive information on how bodies like it formed. ... Over the following months, working with more and higher-resolution data as well as sophisticated computer simulations, the mission team assembled a picture of how Arrokoth must have formed. Their analysis indicates that the lobes of this "contact binary" object were once separate bodies that formed close together and at low velocity, orbited each other, and then gently merged to create the 22-mile long object New Horizons observed. This indicates Arrokoth formed during the gravity-driven collapse of a cloud of solid particles in the primordial solar nebula, rather than by the competing theory of planetesimal formation called hierarchical accretion. Unlike the gentle, low-velocity process that is the hallmark of particle-cloud collapse, in hierarchical accretion, planetesimals slammed into each other at increasingly higher speeds to form larger bodies. ... Two other important pieces of evidence support this conclusion. The uniform color and composition of Arrokoth's surface shows the KBO formed from nearby material, as local cloud collapse models predict, rather than a mishmash of matter from more separated parts of the nebula, as hierarchical models might predict. The flattened shapes of each of Arrokoth's lobes, as well as the remarkably close alignment of their poles and equators, also point to a more orderly merger from a collapse cloud. Further still, Arrokoth's smooth, lightly cratered surface indicates its face has remained well preserved since the end of the planet formation era. ...
Return to Roman Ruins in Britain In the autumn of AD 77, having succeeded Frontinus as governor of Britain just a few months before, Julius Agricola completed the Roman conquest of Wales by defeating the Ordovices in the north and then capturing the island of Mona (Anglesey). The fort of Segontium dates from that year. Designed to accommodate a regiment of auxiliary soldiers supported by the legionary bases at Chester and Caerleon, it was garrisoned until almost the end of the fourth century AD, when Magnus Maximus withdrew troops from Britain in an attempt to become emperor. The exceptionally long occupation is explained by the strategic importance of the fort in controlling the fertile land of Mona and defending the Welsh coast against Irish raiders. Segontium represents a type of Roman ruin often found in Britain. Described in the Michelin Guide as "one of the most famous in Britain," it has a small museum and a guidebook. The military and administrative center of northwest Wales, Segontium is not spectacular. Much of its stone was robbed to construct Caernarfon Castle and only the foundations of the fourth-century barrack blocks remain. Like many ruins, its significance to the visitor lies in the past and not the present.
Learning to read begins with toddlers learning their ABC's and starting to recognise the beginning letter sounds of words. We are kicking off a series of letter crafts for toddlers that work on fun Animal Themed Alphabet pages that you and they can put together. Starting off our series is a is for ant and this simple page that can be made on a construction paper booklet. Inspired by seeing the ants at the zoo we decided A we would focus on the animal ANTS. Ant is a great word to use for the letter "a" as the a in the word makes the a sound that they will be introduced to as they learn to read in preschool and school. Materials Needed for this Simple "a" is for Ant Craft for Toddlers We have included links to the materials we use. If you purchase via these links we may earn a small commission. How to make this A Craft for Toddlers - On the large piece of construction paper draw a letter a as an outline. You could produce a second "page" which you have for the letter A as well helping your toddler to see the different ways that a can be drawn. - From another piece of paper, either the same or different colour cut out a letter a that your toddler can then glue onto the a on the "page" of their letter book. - With your green paper cut out a selection of different leaves - if you want to get a little more creative you could make these from leaf sponge stamps that you paint, print and then let dry and cut out. - Let your toddler glue the leaves and stick around the letter a. It's a good opportunity to trace around the letter the way that you would write the letter. - Using black paper cut out some ant shapes - 3 body parts of different sizes. - Help your toddler to glue these on to the page. - Now add some legs - we counted out 6 legs on each ant. - Then my toddlers fun part - adding the googly eyes. Once the page is dry add in the Aa and the word ant to help them identify the letters as you flip through the alphabet book that we are making at a later date. More Animal Alphabet Crafts for Toddlers The next letter in the alphabet "B" and our animal letter craft for toddler - B is for Bird Pin this Animal Alphabet Craft for Toddlers to Come back to Later Share this Simple A is for Ant Craft with others on Facebook
The evolution of the atmosphere, oceans and biosphere can be traced from about ~3.8 billion years [Ga], through natural cataclysms, all the way to the Anthropocene-a geological era triggered by a mammal species which uniquely learnt to master ignition and split the atom. The histories of the atmosphere and of life are intertwined, from an initial Venus-like atmosphere dominated by greenhouse gases (GHG) and sulphur gases, and acid high-temperature oceans. The intermittent bulid-up of oxygen released from photosynthesizing micro-phototrophs, oxidation of methane, sequestration of CO2 and build-up of nitrogen have led to repeated ice ages from at least as early as ~3.0 Ga. Further rise in oxygen in several stages, at ~2.4 Ga, 0.85 Ga and ~635-542 million years (Ma) allowed oxygen-binding proteins and emergence of the multicellular fauna. Cyclic Ice ages followed sequestration of greenhouse gases through weathering and erosion of mountain ranges and accumulation of marine carbonates, lowering atmospheric CO2 levels from several thousand ppm to less than 500 ppm. Examples are the Permian and post-32 Ma glacial era triggered by the formation of the Antarctic ice sheet. The advent of land plants from ~420 Ma led to the interfacing of carbon-rich land surfaces with an oxygen-rich atmosphere, a blueprint for development of flammable conditions on land. The process culminated with the emergence of Homo―a fire-igniting species magnifying its energy output and entropy in nature by orders of magnitude. Since the onset of the combustion of fossil organic carbon in the 18th century the rate of rise of atmospheric greenhouse gases of 2-3 parts per million CO2 per year has reached an order of magnitude similar to rates associated with mass extinctions of species, constituting a geological event horizon in the history of planet Earth. Dr Andrew Glikson, an Earth and paleo-climate scientist, graduated from the University of Western Australia. He has conducted geological surveys of the oldest geological formations in Australia, South Africa, India and Canada, studied large asteroid impacts, including effects on the atmosphere, the oceans and the mass extinction of species. Since 2005 he studied the relations between climate and human evolution, presented in the recent book Evolution of the Atmosphere, Fire and the Anthropocene Climate Event Horizon.
Civil War 150 The Civil War was a military, cultural, political, and economic milestone in American history. For four years the nation was in a bloody divide that extended from the East Coast to the pioneer West between the North and the South. It was a battle of ideology rooted in the founding of the nation, in which states’ rights and the institution of slavery were points of extreme contention. The Thirteenth Amendment to the U.S. Constitution, which abolished slavery, heralded the victory of the Union and Republican President Abraham Lincoln, although Lincoln did not live to see the ratification of the amendment in December 1865. Our collections provide many perspectives on the Civil War and give a fuller understanding of this epic event.
Planet earth is facing these three major threats, which are often overlooked. These issues need to be tackled so that the world remains a life-supporting habitat for all the species. Listed below are the issues: Climate Change And Air Pollution Air pollution and climate change are often closely associated. The atmospheric air and oceanic water are loaded with carbon. Carbon absorbs and re-emits infrared rays which cause the air, soil, and water to get warmer, which is beneficial. But not much of carbon is present in the atmospheric air due to deforestation, burning up of fossil fuels and industrial activities. This has led to severe disruption in the climatic condition. Burning oil, gas, coal and wood has led to carbon overloading which is a form of air pollution and has led to dangerous health issues as studied by the WHO. Reforestation, decreasing emissions from agriculture, industries and switching from the use of fossil fuels to renewable energy sources are a few of the remedial measures. Natural forests act as biodiversity reserves and carbon sinks, maintaining carbon levels and keeping them away from the oceans and atmosphere. The wild forests flourishing with life is being destructed today. Especially the tropical forest region which are species-rich, are often replaced by palm oil and soybean plantations, cattle ranching etc. Only about 30% of the land area today is covered by forests which have drastically reduced to half, before the arrival of agricultural practices caused by destruction through burning or logging. As per research, more than 10% of the total greenhouse emissions of gases are attributed to deforestation. This practice not only threatens plants and humans but also the species found in the wildlife. Forests need to be restored and conserved of what is remaining. Degraded areas can be replanted with local tree species. Avoid the use of plastics and promote the use of paper bags etc. Scarcity Of Water Water is turning scarce by the day due to droughts caused by an increase in the population and dramatic fluctuation in the climate. It is a situation in which there is a lack of fresh water, consumable water. Water pollution is the main cause of depletion in the levels of fresh water. More than 60% of the water that is allocated for agricultural purposes is wasted which can either be due to inefficient application methods or absorbent irrigation systems which leads to drying up of water bodies. Overpopulation is another major cause of water scarcity. It is a situation where more demand meets less supply. This will have a negative impact on global health, an increase in the level of people suffering from hunger and unavailability of water to plants which are the primary producers. Efficient use of water can save up a lot of water from getting wasted. Treating leaks, using low-flow faucets, using eco-friendly pesticides and herbicides to save water from pollution are few of the remedial measures. For more information on environmental issues and related topics, please register at BYJU’S.
Rules for Negative Exponents More Lessons for Grade 7 Math Videos, worksheets, stories and songs to help Grade 7 students learn about rules for negative exponents. What is the Negative Rule of Exponent? Negative Rule of exponent states that any nonzero number raised to a negative power equals its reciprocal raised to the opposite positive power. How to simplify expressions with negative exponents? Exponent Rules, Negative Exponents Develops the meaning of negative exponents and how to simplify expressions with negative exponents. Part 2 of negative exponents and how to simplify expressions with negative exponents. Try the free Mathway calculator and problem solver below to practice various math topics. Try the given examples, or type in your own problem and check your answer with the step-by-step explanations.
Fleming's Left hand rule - The Thumb represents the Force, F - The First finger represents the Magnetic Field, B - The Middle finger represents the Current, I Electric motor (Higher tier) In this animation, the magnetic field moves from North to South. The current is travelling into the coil on the left hand side and leaves on the right hand side. Fleming's Left hand rule can be used to show the direction of the force (marked by the green arrow) - Remember: Thumb represents force, first finger is magnetic field, second finger is current.
The remarkable migratory patterns of the Arctic Tern It’s official: the Arctic tern has the longest migration of any animal in the world. The Arctic Tern Migration Project recently discovered that the tern flies over 70,000 kilometers (43,496 miles) annually, from its breeding grounds in the Arctic to its winter quarters in the Antarctic. That distance is more than twice what was previously estimated. Over the lifetime of one bird, it travels approximately 2.4 million kilometers, the equivalent of three trips to the moon and back. For a bird that weighs just over 100 grams (3.5 ounces), that’s fairly impressive. Mapping the route The data was obtained by placing miniature archival light loggers (Also known as geolocators) on a number of breeding Arctic terns in 2007 - 50 birds in Greenland, and 20 in Iceland. Light logging has been around for over a decade, but until recently the loggers were too heavy to be used on smaller birds. Now, thanks to cutting-edge technology, the loggers are small and light enough to be attached to the terns. The loggers work by recording and storing ambient light intensity, which in turn reveals information on sunrise and sunset. When this data is combined with time recordings, two geographical positions per day can be calculated, which adds up to a record of the entire migration route. The data retrieval process While light loggers are much lighter and cheaper than conventional satellite transmitters, they don’t transmit their data, so the only way it can be retrieved is by recapturing each bird and removing the device. Fortunately for this study, terns will often nest at the same location two years in a row. As it turned out in 2008, the researchers were able to retrieve ten loggers in Greenland, and one in Iceland. Some of the tagged birds couldn’t be recaptured, and others presumably shifted colonies or simply skipped that breeding season altogether. Some interesting surprises The southern autumn migration was found to be longer in both time and distance, due to the birds’ stopping for approximately 25 days at an open-ocean “hot-spot” near the North Atlantic Ridge. The site is in an area where cold, highly-productive northern water meets warmer, less-productive southern water. From there, most of the birds followed the coast of West Africa, although some chose to go along the coast of South America. When they headed back north in the spring, they were found to take a much faster route, spending as little time as possible in the tropic and temperate zones. This makes sense, as warmer waters are less productive, and would therefor provide the terns with less food. They were also found to follow the prevailing wind systems, instead of taking a more direct but more strenuous route north. All in all, pretty fascinating stuff. “This study on seabird migration has given us an incredibly detailed insight into how long-distance migrants behave at times of the year when it’s normally impossible for us to follow them” said Carsten Egavang, of the Greenland Institute of Natural Resources. All photographs courtesy Carsten Egevang/ARC-PIC.COM
Evergreen Agriculture is a form of more intensive farming that integrates trees into crop and livestock production systems at the field, farm, and landscape scales. These systems feature both perennial and annual species (trees and food crops), thus sustaining a green cover on the land all year round, while increasing crop, fodder, and fuel wood production. EverGreen Agriculture systems involving nitrogen fixing trees – ‘fertilizer trees’, provide fertilizer and organic resources use efficiency for greater crop productivity. These systems are fully compatible with the use of improved crop varieties, crop rotations and crop diversity, and enable reduced tillage, increased residue retention on the soil surface, and other principles of conservation agriculture, in many situations where these practices are feasible and appropriate. EverGreen Agriculture broadens the principle of crop rotations to encompass other cash crop trees to provide needed biological and income diversity in the farm system. In this respect, the types of intercropped trees may include species whose primary purpose is to provide products or benefits other than soil fertility replenishment alone, such as fodder, fruits, timber, and fuel wood. In such cases, the trees provide a value greater than that of the annual crop that would have been obtained from the land area occupied by the trees.
EdPlace's Upper KS2 home learning maths lesson: Long Division Looking for short lessons to keep your child engaged and learning? Our experienced team of teachers have created English, maths and science lessons for the home, so your child can learn no matter where they are. Plus, as all activities are automatically marked, you really can encourage your child to be an independent learner. Get them started on the lesson below and then jump into our teacher-created activities to practice what they've learnt. We've recommended five to ensure they feel secure in their knowledge - 5-a-day helps keeps the learning loss at bay (or so we think!). Are they keen to start practising straight away? Head to the bottom of the page to find the activities. Now...onto the lesson! Does the Bus Stop Method Cause a Gridlock in Your House? How long is it since you had to use long division? It's a topic that often causes a bit of worry for both students and parents alike. However, although it seems like a daunting Maths topic, once learnt the correct methods it’s really quite straightforward. We're going to look at how to divide 4-digit numbers by 2-digit numbers, using the method of long division. It’s a good one to keep practising every now and then, as it's easy to forget and can be incredibly handy at times! We believe that if you follow our step by step approach your child will: 1) Understand how to divide any whole 4-digit number by a whole 2-digit number 2) Apply this to independent work 3) Explain to you how they completed their work Step 1 - Division Definitions The dividend is the number you are dividing by – the larger number. The divisor is the number you are dividing into that larger number – the smaller number. The ‘bus stop method’ is the way we lay out the question – it looks like a bus stop! See Step 2 for an example. The remainder is the number left over if a number doesn’t multiply exactly into another. Step 2 - Mastering key concepts first... Your child will need to have an understanding of the bus stop method and how to divide a one-digit number into a larger number: 654 ÷ 3 = 218 How many 3's go into 6? ... 2 How many 3's go into 5? ... 1 with a remainder 2 How many 3's go into 24? ... 8 Step 3 – Long Division with Larger Numbers Long division is basically the same as we've just seen in Step 2, but with larger numbers! 4,811 ÷ 17 = ? The very first thing you must always do is write out the multiples of the divisor (in this case, 17). This can be tricky when working with larger numbers – you just need to keep adding the number on and on, until you have ten multiples. Write out the multiples of 17 – check the tenth multiple is 10 x 17 How many 17s go into 4? ... 0. So, how many 17s go into 48?... 2 (write 2 at the top) 2 x 17 = 34, so we put the 34 underneath 48 so we can work out the remainder (by subtracting) The remainder is 14. Instead of writing it up next to the 1, we drop the 1 down instead because there’s more space! How many 17s go into 141? ... 8 (write 8 at the top) 8 x 17 = 136, so we put 136 underneath 141 to work out the remainder (subtract) The remainder is 5. We drop the next digit from the dividend down and 5 becomes 51. How many 17s go into 51?... 3 exactly, so we put the 3 up in our answer and there is no remainder. 4,811 ÷ 17 = 283 Step 4 – Long Division with Larger Numbers Now have a go at these examples together: 9,129 ÷ 17 9861 ÷ 19 4,761 ÷ 23 3,988 ÷ 51 Step 5 – Get Practising Now that you’ve learnt long division together, see if your child can apply their learning to the following 5 activities. Have them complete them in this order: All activities are created by teachers and automatically marked. Plus, with an EdPlace subscription, we can automatically progress your child at a level that's right for them. Sending you progress reports along the way so you can track and measure progress, together - brilliant! d) d) 78 with a remainder of 10 Keep going! Looking for more activities, different subjects or year groups? Click the button below to view the EdPlace English, maths, science and 11+ activity library
The meadow landscape surrounding Amsterdam is rich in peat soil and has a high biodiversity value. One of the greatest challenges we face in the preservation of these meadows is peat oxidation. Low water table that allow farmer early excess on the field in early spring results in the layer of peat exposed to air. The resulting lift of anaerobic conditions gives many decomposers, especially fungi and bacteria, the change to degrade peat, followed by soil subsidence and an increase in CO2 emission to the atmosphere. Land subsidence has potentially strong impacts on regional water quality (due to salinization) and discharge of excess water after high precipitation events (due to less time to discharge water at low tide in the Wadden Sea). To hold peat degradation to a stop an increase in the water table is a logical step. Landschap Noord-Holland, a society that manages natural peat meadow areas, has recently started with experiment to rise the water table using flooded ditches. Soil fauna are sensitive to changes in water content. Given their importance in nutrient dynamics, due to grazing of microbes and soil structure modification by digging through soil, it is necessary that we know how they respond to this chnage in water tables. So far, using trait-based approaches, we have been able to predict species response to an increase in soil drought using the trait drought tolerance. However, we do not know if we can also predict the opposite, the reaction of soil fauna communities to high soil water content, using flooding tolerance. In this project, which is in cooperation with Landschap Noord-Holland, we would like to (i) measure soil fauna community composition across transects running perpendicular from the border of flooded ditches to drier parts of peat meadows, and (ii) use species-specific traits (such as body size, tolerance, vertical stratification) to understand shifts in species composition. This MSc project is a combination of field work conducted at the experimental site Ilperveld of Landschap Noord-Holland near Amsterdam and laboratory work (soil variables, soil fauna extraction and identification). Remaining work (reading, writing, analysis) can be done at home or at the VU if possible. It might be that a part of the laboratory work can be done at the experimental site in Ilperdam. There is no back-up data available if due to the Covid-crisis it is not possible to perform lab work. You will learn: - how to plan and execute a field ecological survey - how to extract and identify the most important soil fauna groups - how to measure soil physico-chemical variables (pH, water content, organic matter) - how to apply trait-based approaches to understand the reaction of soil fauna communities - writing a report, in the form of a scientific article. Depending on the results a small paper in the Dutch journal De Levende Natuur is a possibility. - There are no specific skills required. The timing of this project is open to discussion. You can start in the usual period January/February but if you want to start later (or sooner) that is also possible (as long as it does not freeze). Supervision and information Interested? Contact Prof.dr. Matty P. Berg M: 06 – 12530372
Forging is the process of forming and shaping metals through the use of hammering, pressing or rolling. The process begins with starting stock, usually a cast ingot (or a “cogged” billet which has already been forged from a cast ingot), which is heated to its plastic deformation temperature, then upset or “kneaded” between dies to the desired shape and size. During this hot forging process, the cast, coarse grain structure is broken up and replaced by finer grains. Low-density areas, microshrinkage and gas porosity inherent in the cast metal are consolidated through the reduction of the ingot, achieving sound centers and structural integrity. Mechanical properties are therefore improved through the elimination of the cast structure, enhanced density, and improved homogeneity. Forging also provides means for aligning the grain flow to best obtain desired directional strengths. Secondary processing, such as heat treating, can also be used to further refine the part. There are two types of plastics. One is called thermosetting resin which does not soften again once it is formed and hardened, and the other is called thermoplastic resin which becomes soft or hard when its temperature rises or falls. Although thermosetting resin has an older history, the majority of the presently used plastics are made of thermoplastic resins. There are several types of forging method: Open die forging pen die forging involves the shaping of heated metal parts between a top die attached to a ram and a bottom die attached to a hammer anvil or press bed. Metal parts are worked above their recrystallization temperatures-ranging from 1900 °F to 2400 °F for steel-and gradually shaped into the desired configuration through the skillful hammering or pressing of the work piece. While impression or closed die forging confines the metal in dies, open die forging is distinguished by the fact that the metal is never completely confined or restrained in the dies. Most open die forgings are produced on flat dies. However, round swaging dies, V-dies, mandrels, pins and loose tools are also used depending on the desired part configuration and its size. Although the open die forging process is often associated with larger, simpler-shaper parts such as bars, blanks, rings, hollows or spindles, in fact it can be considered the ultimate option in “custom-designed” metal components. High-strength, long-life parts optimized in terms of both mechanical properties and structural integrity are today produced in sizes that range from a few pounds to hundreds of tons in weight. In addition, advanced forge shops now offer shapes that were never before thought capable of being produced by the open die forging process. The open die forging process: -Rough forging a heated billet between flat dies to the maximum diameter dimension. -A “fuller” tool marks the starting “step” locations on the fully rounded workpiece. -Forging or “drawing” down the first step to size. -The second step is drawn down to size. Note how the part elongates with each process step as the material is being displaced. -“Planishing” the rough forging for a smoother surface finish and to keep stock allowance to a minimum. Rolled Ring Forging The production of seamless forged rings is often performed by a process called ring rolling on rolling mills. These mills vary in size to produce rings with outside diameters of just a few inches to over 300″ and in weights from a single pound up to over 300000 pounds. The process starts with a circular perform of metal that has been previously upset and pierced (using the open die forging process) to form a hollow “donut”. This donut is heated above the recrystallization temperature and placed over the idler or mandrel roll. This idler roll then moves under pressure toward a drive roll that continuously rotates to reduce the wall thickness, thereby increasing the diameters (I.D. and O.D.) of the resulting ring. Seamless rings can be produced in configurations ranging from flat, washer-like parts to tall, cylindrical shapes, with heights ranging from less than an inch to more than 9 feet. Wall thickness to height ratios of rings typically range from 1: 16 up to 16:1, although greater proportions can be achieved with special processing. The simplest, and most commonly used shape is a rectangular cross-section ring, but shaped tooling can be used to produce seamless rolled rings in complex, custom shapes with contours on the inside and/or outside diameters. The rolled ring forging process: -Starting stock cut to size by weight is first rounded, then upset to achieve structural integrity and directional grain flow. -Work piece is punched, then pierced to achieve starting “donut” shape needed for ring rolling process. -Completed preform ready for placement on ring mill for rolling. -Ring rolling process begins with the idler roll applying pressure to the preform against the drive roll. -Ring diameters are increased as the continuous pressure reduces the wall thickness. The axial rolls control the height of the ring as it is being rolled. -The process continues until the desired size is achieved.
Play in nature is especially important for developing creativity, problem-solving, and intellectual development; but children today spend less time outdoors than any generation before them. As conservationists, we have a unique opportunity to reconnect children with their environment. As educators, we have a responsibility to nurture their innate sense of curiosity and cultivate a deeper love and understanding of the natural world around them. It's important to teach children these things, because they cannot protect what they don't know or understand. Providing positive, hands on environmental experiences in early childhood is one way to ensure that the imperiled species we love are protected for generations to come.
Fresh water is critical to the survival of living creatures – including humans. Did you know that our bodies are 60% water? In KwaZulu-Natal our supplies of fresh water are gradually running out. Water is wasted by pollution, inefficient river and catchment management, by alien plant species, faulty sewerage systems, theft, illegal connections and over-consumption. Conservancies play an important part in water conservation through: - The removal of alien plant species – they significantly diminish our water supply - Planting indigenous trees that bind the earth and hold the surface water - Clearing and maintaining the rainfall catchment areas that feed our rivers - Restoring and maintaining wetlands that clean and supply natural water - Working with water retention systems – dams and reservoirs - Clearing and restorative work on our river systems and estuaries - Advocating and promoting the recycling and re-use of water Water Management Projects Projects to save water in which Conservancies are involved include the Aller River clearing and rehabilitation project in Durban, protection of the southern Drakensberg Swartberg grassland catchment area, the Dorps River catchment AIP clearing project in Pietermaritzburg, and the Dusi/Umgeni rivers rehabilitation
Gregor Mendel, was a monk in Austria in the mid-1800s who raised peas in the monastery gardens. While breeding his peas, he made some big discoveries about genetics. The peas had several traits he could see. Some plants were tall and some were short. Some had wrinkled pods and some had smooth pods. Some pods were green and some where yellow. The flowers were white or purple. Mendel looked at each trait and learned how they were passed down to the offspring plants. Since plants breed using pollen, Mendel controlled which plants pollinated other plants. This was how he discovered many important genetic rules. How an individual looks and what their genetic code is sometimes do not match up. This is the difference between genotype and phenotype. The genotype is the actual genetic make up of an individual. The phenotype is what that individual looks like. Traits that show up more often are called dominant traits. Traits that show up less often are called recessive traits. If an individual with dominant traits breeds with an individual with recessive traits, this can result in hybrid offspring. Hybrids can look like they have dominant traits (phenotype), but actually be hybrid (genotype). Hybrid plants are different from dominant plants even if they looked the same. Each gene has two chances at a trait – two copies, two alleles. So a hybrid plant can be carrying the allele for a recessive trait even if you can’t see it. So, a hybrid plant might be tall like its dominant parent, but it still could have an allele for shortness that you don’t see. This is the difference between genotype and phenotype. The genotype is the actual genetic make up of an individual. The phenotype is what that individual looks like. This can be illustrated with a simple chart called a Punnett Square using the example of tall pea plants verses short pea plants. When two hybrid plants breed, one in four of the offspring are short. This is a 3:1 ratio. When you research information you must cite the reference. Citing for websites is different from citing from books, magazines and periodicals. The style of citing shown here is from the MLA Style Citations (Modern Language Association). When citing a WEBSITE the general format is as follows. Author Last Name, First Name(s). "Title: Subtitle of Part of Web Page, if appropriate." Title: Subtitle: Section of Page if appropriate. Sponsoring/Publishing Agency, If Given. Additional significant descriptive information. Date of Electronic Publication or other Date, such as Last Updated. Day Month Year of access < URL >. Amsel, Sheri. "Mendelian Genetics (6-8 Grade)" Exploring Nature Educational Resource ©2005-2021. June 25, 2021 < http://exploringnature.org/db/view/Mendelian-Genetics-6-8-Grade >
World’s Biggest Zinc smelter project in Gujarat - Posted By 19th Oct, 2020 - The State Government of Gujarat has signed Memorandum of Understanding with the Vedanta group to set up the smelter. - The smelter to be erecter will be the lowest cost smelter in the world. The facility is to be constructed in an area of 415 hectares. - The Thoothukudi Massacre that occurred in 2018 in Thoothukudi district of Tamil Nadu was during a protest against expansion of copper smelter plant of Sterlite Corporation. - It was due to the Copper Smelter plant, there was increased prevalence of respiratory diseases in 5-km radius of the plant. Also, the groundwater iron content increased by 17 to 20 times as that of the permissible limits. - Smelting is the process by which heat is applied to extract a metal from its ore. The process is used to extract copper, iron, silver, zinc and other base metals. - During heating, apart from the metal, several other chemical components are emitted. Of these, sulphur dioxide and hydrogen dioxide nauseous and pollute the atmosphere. - The waste products of smelting are released into water supplies. Such waste contains lead and chromium that are hazardous to plant and animal life. - Acid rains are common in the regions of smelting plants. Acid rain erodes land and makes it unfit for cultivation. - The workers in the smelting plans are exposed to toxic chemicals. Inhalation of these chemicals harm the worker health and productivity.
Using counters to represent division problems Today in maths we discussed division as sharing and why we need to regroup numbers. We represented the numbers using counters, and shared them into squares. If we had remainders, we exchanged these (regrouped) for different counters to make it easier to share (e.g. If we had a 100 left over, we exchanged this for ten tens).
Most of us are used to getting on a scale to see how well we’re managing our weight. Scales are easy to use and can help track progress toward a goal. But they have several drawbacks, as well. For example, your scale doesn’t know when you’re carrying extra water weight. Nor does it distinguish between healthy muscle mass and unhealthy body fat. And a given volume of muscle weighs more than the same volume of fat. So although you may be working very hard to break old habits and adopt a healthier lifestyle, your efforts won’t necessarily be reflected on the scale, especially if you’re building up your muscles. That’s why it’s important to use more tools to tell how you’re doing. Some common ones are Body Mass Index (BMI), percentage body fat and waist-hip ratio. Body Mass Index The Body Mass Index (BMI) is a mathematical formula that healthcare professionals including Pharmacy Canada use to estimate body fat. It is calculated by dividing a person’s weight (in pounds), divided by his or her height (in inches) squared. Then this number is multiplied by 703. BMI results are interpreted as follows: - Less than 18.5 is considered underweight; 18.5 to 24.9 is considered normal - 25-29.9 is considered overweight and shows an increased risk for diseases associated with obesity - 30.0 or greater is considered obese with a high risk for diseases associated with obesity Percentage of body fat Your body weight is made up of two parts: lean mass, which includes muscles, bones and organs, and fat. Maintaining the right balance between lean mass and fat is important for health. It’s important to know that muscle mass is heavier than fat. That’s why some people especially athletes and bodybuilders often show up as overweight on height/weight charts without being over-fat or unhealthy. Conversely, some inactive people may not be overweight in pounds, but they have a high percentage of body fat, which could cause health problems. Common Methods For Measuring Body Fat Underwater weighing Based on the premise that muscle sinks and fat floats, this procedure is done by weighing you while you’re submerged in a tank of warm water. Done mostly in sophisticated sports medicine clinics, this method is considered the most accurate. Skin-fold caliper measurements This technique is done using pincers to pull fat away from your muscles and bones at several body sites and measure its thickness. You can do it yourself at home, but it has a huge margin of error unless done by a professional. Bioelectrical impedance Based on the idea that electricity travels at different rates through fat and lean tissue, this method employs a hand-held device that sends an electrical signal through parts of the body, measuring its speed. It’s a handy, inexpensive method, but many experts consider it highly inaccurate. Overweight people (those whose BMI is between 25 and 34.9) who carry most of their fat on the abdomen (belly) have a higher risk for weight-related diseases which can be treated with medications from Canadian Pharmacy than people who carry most of their fat on the hips and thighs. Measuring your waist is a way to quantify this risk. A waist circumference greater than 35 for women and 40 inches for men has been associated with an increased risk for heart disease, diabetes and other conditions associated with obesity. Although you can’t change where your body tends to carry excess fat, you can work to lessen how much excess fat you carry. More Ways To Measure Yourself Both BMI and waist measurements can be used to track your progress in weight management. But there’s more to weight management than indexes, ratios and percentages. Here are many other ways to track success: - Noting inches lost around the waist, hips or thighs. - Fitting into a different clothing size. - Sticking with a regular exercise program. - Having fewer food binges. - Making fewer stops for high-fat fast food. - Noting lower blood pressure. - Noting lower blood cholesterol. - Feeling more energetic, confident and strong. - Having more endurance. - Finding it easier to perform daily activities like climbing stairs. - Suffering less from joint pain. - Feeling more comfortable in theater seats, on airplanes, in restaurant booths. Source: Guidelines on Overweight and Obesity: Electronic Textbook from the National Heart, Lung and Blood Institute in cooperation with the National Institute of Diabetes and Digestive and Kidney Diseases
Grade 8 agenda: Look up, recall the formulas for calculating the two types of energy in the "Do Now" from today. Calculate and compare the energy of these two objects for tomorrow using FDSS format. Do Now: Types of Energy Please open up your science notebooks and take out your Acceleration Calculations. Be prepared to show me your homework Use the diagram below to complete the following: Sketch/copy the diagram in your science notebook. For each cannonball (red and blue): identify what type of energy it has. explain/define this type of energy. Review of Bicycle Race redux: Review Correct responses. Discuss "Exemplar" support identified by student teams Discuss "Inadequate" responses identified by student teams. SLANT: Review of Homework and concepts: Check Acceleration Notes (record completion) Review of Calculating Acceleration HW (check and record) Retrieve Source reliability Grading Rubrics - "Score" presenters Grade 7 agenda: Get a chrome book Scale Proportion and Quantity Identify and describe two ways in which "scale, proportion and quantity" relate to the lab activity you participated in today during science class. Get into groups as assigned. Review the Responses on the sheet. Choose a "Best Response" Consider: what vocabulary and concepts did it use Are vocabulary/key terms defined or explained Are vocabulary/key concepts connected to examples from our classwork Type your "best" response and reasons for choosing it here: Be prepared to PRESENT your thoughts to the class.
A vegetative state may at times be confused with a coma, and vice versa; but this is not true. The condition occurs when there is significant brain damage (nervous system) that are associated with voluntary movement and actions, but the brainstem, which is associated with bodily vegetative functions (including the cardiovascular, respiratory, and digestive systems), is intact and functions normally. A coma, on the other hand, is a state of total unconsciousness where the patient is unable to feel any sensations and does not wake up, even when stimulated to do so. A coma can regress or progress to brain death or vegetative state, respectively. There are chances of recovery but the odds could be low, especially, if the patient has been exhibiting the symptoms for a period longer than a year. The Different Stages The cases are usually classified into two distinct stages. The first is known as the persistent vegetative state, in which case, the patient has been in this condition for up to 4 weeks. The second stage is known as the permanent vegetative state when the patient has been persistent in this state for about a year. Causes and Symptoms There can be a number of causes, such as brain tumors, uremia or kidney failure, alcohol ingestion, electrolyte imbalance, encephalopathy, irregular heart function, poisoning or overdose of drugs, insulin overdose, shock, and trauma to the brain. The symptoms include patient's inability to respond to external stimuli, but with some level of consciousness. This includes the ability to open and close eyes as part of the sleep cycle. They open their eyes on being fed and are capable of swallowing. The patient might even exhibit some other behavior which might make an observer think that the patient is regaining consciousness, like smiling, grinding their teeth, shedding tears, making sounds such as grunting, moaning, or in some cases even screaming. The recovery can range from a matter of a few weeks or months to no recovery at all for many years. The rate of recovery can vary according to the age of the affected individual and the extent of the brain injury. There are generally two stages of recovery. First is the retrieval of consciousness where the person becomes aware of his body as well as the surrounding environmental stimuli. Second is the retrieval of functions like communication, mobility, and participation in activities. Retrieval of function is not possible without the restoration of consciousness, but the reverse is not true. The recovery period is shorter, and there are better chances of recovery of the younger individuals as compared to the older ones. The odds of recovery go down considerably once a person has been in a vegetative state for a period of more than 6 months. Even if the patient recovers after a period of more than six months, they are usually disabled and are unable to perform some of the normal functions. They require additional help to carry out a variety of activities. There has been enormous debates on the implications of the vegetative state and whether patients who have been in such a state for long periods of time should be allowed to die (known as mercy killing). There have been cases of patients being in such a state for years without showing any signs of recovery. They survive as long as they are connected to a feeding tube. There have been a number of legal issues too, related to mercy killings over the last few years and there are a number of people both for and against this. As mentioned earlier, recovery depends on the severity and type of brain injury along with his/her age and how long he/she has been in this state of impaired consciousness. There is a possibility that a person may never recover consciousness. Predicting such a thing is impossible as each patient's conditions and circumstances are unique. Disclaimer: This HealthHearty article is for informative purposes only and does not in any way attempt to replace the advice offered by an expert on the subject.
The terms “Malware” and “computer virus” are used interchangeably in the computer world. While most people understand that either will create havoc on your system, they don’t necessarily know the differences between them. Let’s spend a few moments digging deeper to demystify them. Malware is a general term that encompasses all types of malicious software. This is regardless of how it works, is distributed, or is used. Types of malware include computer viruses, worms, ransomware, spyware, and others. Therefore, a computer virus is a type of malware. The term of choice is often “computer virus” because it has been around the longest. The very first record of a computer virus attack dates back to 1982 and infected Apple IIe computer systems. However, because it is a more comprehensive term, “malware” should be used when discussing the variety of vulnerabilities out there. What is a Computer Virus? A computer virus is a piece of code that inserts itself into existing legitimate files and replicates itself through them. The term was coined because it is analogous to a biological virus that infects a host and is spread through forms of contact. There are three common types of computer viruses: - File infection virus: One that infects programs or files and attempts to spread via that program across as many computers as possible. - Macro virus: This type of virus infects programs that have automation compatibilities. It often infects powerful Microsoft Office applications such as Word, Excel, Outlook and PowerPoint. - Polymorphic virus: This newer type of virus is able to modify its own code to avoid detection while it is infecting files or macros. Traditional antivirus programs using detection that is virus-definition based can be fooled by this type of virus. Only the newer, advanced endpoint protection software tools are effective at finding them. Other Types of Malware As previously mentioned, computer viruses are only one type of malware. There are a few others that are more obscure, such as worms, ransomware, scareware, adware/spyware. Let’s take a closer look at these. Worms are similar to viruses, except that instead of infecting legitimate files, they use their own unique files that can self-replicate and spread through your network. They are therefore harder to detect, because most virus defenses look for common files that have been altered. Worms rely on vulnerabilities that your IT team hasn’t patched, or that your software vendor hasn’t found and written a patch for yet. This is the new big bad boy on the scene. This type of malware compromises your system, encrypts your data — and oftentimes your data backup — and then demands you pay them a hefty sum to get access to your files. Most of us now know someone who has experienced ransomware attacks. Typically, these exploit you to gain access to your system via phish emails, fake websites, and fake web search results. Sadly, many people or organizations are not prepared properly for this type of attack and they are left to pay the ransom in order to restore their data. This is the poor stepbrother to ransomware. It uses similar methods to gain access to your system and then preys on your gullibility to scare you into buying something you don’t really need or threatens to release your personal details publicly. A common version of this is an email phish claiming to have control of your system and your use of pornography on that system. It demands a payoff to prevent sharing it with your loved ones. Another version of scareware sells fake antivirus software. Scareware usually can be ignored as far as the threat itself is concerned, but your system will still need to be cleaned of the malware. This type of malware isn’t as damaging as the other types but still has negative consequences, such as invasion of privacy. Adware and spyware often masquerade as legitimate programs or browser add-ins. It claims to provide you with some function, and sometimes that function is actually provided, but its actual purpose is to exploit you for marketing purposes. For example, it changes what advertisements appear in your browser when surfing the Internet and subjects you to annoying pop-ups. It will also collect your personal information and sell it to third-parties for nefarious purposes. This is a fast-growing category of malware because it is among the hardest to detect. It doesn’t even place a file on your computer. It operates out of the transient memory of the computer. Only the best endpoint protection software can detect it, as many begin on the assumption that a file needs to be scanned. These types of attacks enter your system through emails or websites and will take action behind the scenes to run scripts or commands using native operating tools that are perfectly normal. Memory-only malware will introduce other types of malware including scareware and ransomware. It can be particularly difficult to fix because you keep fighting the symptoms by cleaning the new malware it introduces. You fix one and another shows up. While there are additional types of malware beyond those discussed here, this list covers the majority of them. Hopefully you have a better understanding of the criminal element we are facing and from which we need protection. Using the right kind of endpoint and server protection that blocks most or all types of malware is critical. Many of those available on the market have not kept up with the times and are powerless against entire strains of malware. It is amazing they are still in business. We endorse Sophos Endpoint protection because it is rated number one in effectiveness for malware protection if you combine its advanced endpoint protection with its Intercept X product. It’s a powerful combination and it works on Macs and PC. See the following independent ratings of advanced endpoint protection: (https://www.nsslabs.com/advanced-endpoint-protection-aep-security-value-map). For more answers to more questions about protecting your systems from malware, contact us. By Karl Bickmore, CEO Snap Tech IT
Nutrients are substances that are found in the food we eat and the drinks we drink. These substances give us the essential ingredients we need to stay alive. So, for example the nutrients that we absorb in the food that we eat could give us energy and help us grow and to repair any physical damage that we might have incurred. Without this kind of nutrition intake we would die. There are various kinds of nutrients that we can get from the food that we eat. These include: In general terms nutrients will be split into two types: 1. Essential nutrients are nutrients that the body either cannot produce on its own or cannot produce in the necessary volume that we need. We need to get these nutrients from the diet that we eat. Essential nutrients include fatty acids, vitamins and minerals. 2. Non-essential nutrients are nutrients which the body basically has enough of or does not need to function although there should generally be some intake of this type of nutrients to maintain a healthy balance. Fibre, for example, is not considered an essential nutrient but, without it, most people will have digestive problems. The nutrients that we need are often measured by a daily allowance which is known as the RDA (Recommended Daily Allowance). This allowance tells us the optimum amount of a nutrient that we need to get by every day. This allowance is also used on much food packaging to tell us how much of relevant daily allowances a food will give us when we eat it.
We design our Earthwatch Teen Expeditions specifically and exclusively for 15- to 18-year-olds. They’re unlike any other experience a teenager can have. The Sierra Nevada Mountains run 400 miles long and 50 miles wide across eastern California and supply two-thirds of the state’s water supply. The snow that melts from these mountains also provides water to the meadows below. Like sponges, these meadows collect water runoff during periods of snowmelt and high rainfall. They also operate as natural filters, removing excess sediment and nutrients. Streams that run through these meadows slowly drain them, eventually releasing clean water late into the summer and fall when it is needed most. Ecosystems like this are susceptible to alterations by human activities including climate change, grazing cattle that can alter the landscape, stream alteration due to mining, and the encroachment of trees due to fire suppression. All of these factors can negatively impact the meadows in the surrounding region by degrading its streams, drying its surface, and increasing its susceptibility to invasive species. Join scientists in the Sierra Nevada and help understand how this important ecosystem will be impacted by a changing climate. You will also have the opportunity to work with local organizations including the South Yuba River Citizens League (SYRCL), the Tahoe National Forest, and others to actively restore these meadows in an effort to protect this important water system
Learn about architecture diagram with some of the examples of the printable diagrams that we have provided in the following images below. An architecture diagram is a graphical representation of a set of concepts that are part of an architecture including their principles, elements, and components. Observe the following samples of the diagram to see more detailed components of an architecture diagram. As you can see, an architecture diagram is a collection of neat colored boxes and pictograms connected by arrows. Making a design of an architecture diagram must be accurate enough and connected to the code. That’s why it is important that every architect or software engineer relies on several guidelines when creating architectural diagrams. This kind of diagram is the common ground of communicating the application’s architecture over time. These architecture diagrams are the primary artifacts produced by semi-technical software architects. Architecture diagrams are a great way to communicate your design, deployment, and topology. The icons would be best designed to be simple so that you can easily incorporate them in your diagrams and put them in your whitepapers, presentations, datasheets, posters or any technical material you like. Hopefully these examples will help you in understanding architectural diagram. If you want to save the diagram, just click on the image of the diagram! Architecture Diagrams on Diagram Link. This content posted by Sasha Wilson on 25 November 2018 at 13:59. If you think this article of Architecture Diagrams is good for you, please share this wonderful Building and Architecture Diagram Link content for your Diagram Reference.
Classical Education is the oldest and most proven form of education. This educational method is systematic and integrates all subjects, resulting in students who are knowledgeable, analytical and articulate. The hallmark of Classical Education is the Trivium. The skills developed in each stage are continually built upon from Kindergarten through High School. Grammar Stage (Grades K-5): The first stage of the Trivium teaches the building blocks for all other learning. Education during this stage focuses on the mastery of facts. The rules of phonics, spelling, and grammar are studied in addition to math facts, poetry memorization and recitation, Latin, and Greek. Logic Stage (Grades 6-8): By sixth grade, children begin to think analytically and study formal logic. During the Logic Stage, the next stage of the Trivium, students begin to examine and understand the cause and effect relationships between different fields of knowledge. Rhetoric Stage (Grades 9-12): The final stage of the Trivium educates the student using the Socratic method of teaching. Students in the Rhetoric stage learn the formal rules of argument, and refine their writing and speaking skills so they can express their conclusions in clear, forceful and elegant language. Subjects are well integrated and are taught using textbooks and original texts. Students delve deeper into history, literature, science, mathematics, religion and languages. Music and art appreciation are also required in the Rhetoric Stage. Religion (Grades K-12): Knowledge of the Catholic faith and fidelity to the Magisterium is at the foundation of Providence Academy. In addition to daily religious instruction using Faith and Life and the Didache series, students attend daily Mass, weekly benediction and monthly confession. Non-catholic students are welcome. Additional Courses (Grades K-12): Music, Art and Physical Education are currently offered at Providence Academy.
Put chemistry under the microscope as you build up the knowledge you’ll need to start a science degree.Become familiar with the periodic table. Mix your study of particles and compounds with classes about metals, acids and hydrocarbons. - 31 Dec 2018 Established in Queensland in 1999, Unilearn specialises in supporting and creating learning opportunities such as foundation subjects for people looking to return to study, or to gain the qualifications needed to enrol in university. They cater for rural and remote students as well as international students and collaborate with Open Universities Australia and their partners to encourage lifelong learning. This Unit Covers: - Chapter 1: What is chemistry? - Chapter 2: A particle view of matter - Chapter 3: Metals - Chapter 4: Ionic Compounds - Chapter 5: Molecular covalent substances - Chapter 6: Network covalent substances - Chapter 7: Intermolecular forces - Chapter 8: Revision of atomic structure and bonding - Chapter 9: Basic reacting quantities - Chapter 10: Calculations from chemical equations - Chapter 11: Acids and basis - Chapter 12: Quantitative Analysis - Chapter 13: Reacting quantities summary - Chapter 14: Gases of the Atmosphere - Chapter 15: Gas Laws - Chapter 16: Oxidation and Reduction - Chapter 17: Electrochemical Cells - Chapter 18: Electrolysis - Chapter 19:Chemical Periodicity and the Periodic Table - Chapter 20: Organic Chemistry Part 1 - Hydrocarbons - Chapter 21: Organic Chemistry Part 2 - Other Organic Compounds - Chapter 22: Energy - Chapter 23: Rate of Reaction - Chapter 24: Equilibrium and Equilibrium Constant - Chapter 25: Equilibria in Aqueous Solution - Discussion forum/Discussion Board - Online Quizzes/Tests - Online assignment submission - Standard Media - Web links - Book of readings - Audio-Video streaming - Online Assessment - Printable format materials - Resources and Links - Printable format materials You are recommended to have completed the following subjects(s) or have equivalent knowledge before starting this subject: Sound knowledge of general mathematics (Algebra) is required (UNL31) or an equivalent mathematics. No special requirements The unit is a preparatory chemistry unit designed to help you gain the necessary knowledge to enter into a tertiary degree for careers in the sciences or health sector. The concepts covered in this unit are: the periodic table; gas laws; chemical bonding; rates of reaction; chemical equilibrium; acids and bases; chemical energy; oxidation and reduction; and organic chemistry. This unit includes individual tutorial support with an experienced high school chemistry teacher. Tutorial support is via email, phone and an online classroom with discussion forums. There is also a Unilearn Student Support Officer available to help you throughout your study. This subject provides 4 core credits towards your QCE. The unit has flexible enrolment dates to meet your needs. Start your study when you want and complete the unit any time within the 12 month enrolment window. This unit is equivalent to year 11/12 Chemistry. This subject requires a minimum of 220 hours or 18 weeks to complete. The 18-week option is only available to you if you complete the subject in the online classroom. For international students, an additional $150 is applied to your unit for postage and handling of overseas materials. The final exam is not included in the unit price. The cost of the exam is $75 (International exams $150). For more information please call the Student Advisor team on 13OPEN (13 6736) or visit http://unilearn.net.au/current-students/final-exam/ Note: Most students take 540 hours to complete the degree as the 220 minimum hours is the learning in the textbook only and does not take into account completing homework, reading time, tutorial help and progress tests. Please keep this in mind when nominating to complete in an accelerated time frame. - Progress tests (10%) - Practice questions (0%) - Invigilation by provider (80%) - Lab Activities (10%) Textbook information is pending.
Melting mountain glaciers all around our world are poster children for present-day climate change. But how do climate scientists monitor glaciers ? By doing fieldwork! They go up there after winter to measure how much snow was falling onto the glacier surface (aka accumulation, a positive number), and return after summer to measure how much ice was melting (aka ablation, a negative number). The difference between these two numbers is called mass balance and tells us about the glacier’s health. A negative number corresponds to an overall loss in ice volume (bad), a positive number indicates glacier growth (good). But to calculate these two numbers, we need to know (1) how thick is the snow layer, (2) what is its average density and (3) where did most of the ice melt. This is why we have to carry a lot of heavy science gear up to the glacier and dig holes, probe around and drill into the ice surface to deploy stakes for when we will return after summer. We give our measurements to the World Glacier Monitoring Service, who compile a standardized data set for further research on the impact of climate change on glaciers worldwide. Please read this article if you would like further information about the Rolleston Glacier: …as always, please don’t hesitate to get in touch if you have any questions/comments or concerns. A big thanks to my ol’mate Thomas Langer for editing the 360 footage, and to HITLab for letting me use their camera and ongoing support.
The term semiconductor refers to the electrical properties of certain materials. Materials are classified as conductors, semiconductors or insulators depending on how well they conduct electricity. Conductors as the name implies are materials that electrical current can flow through very easily, while insulators strongly resist current flow. Examples of conductors: Examples of insulators: Examples of Semiconductors: It is the abundance (or lack of) mobile charge carriers within a material, that determines its natural conduction properties. Conductors contain a very high density of mobile charge carriers (in the order of 1028 per m3), insulators have very few. In conductors the mobile charge carriers are free electrons (i.e. electrons which are not bound to their parent atoms and can move freely within the material). In this section we will examine the natural (or intrinsic) conduction properties, of the semiconductor materials that are used to make electronic components. First we will consider the atomic structure of pure silicon, to understand why it has no mobile charge carriers at a temperature of 0K. We will then consider how thermal energy can produce two types of mobile charge carriers in a process called electron - hole pair generation. We will then go on to look at how pure silicon is modified, to produce two different types of extrinsic semiconductor materials called P and N type semiconductor , that have significantly enhanced conduction properties. Finally we will consider the structure and operation of some fundamental electronic components that are made using P and N type semiconductor, starting with the most basic component, the semiconductor diode.
Significant Language Features ALGOL was the first second-generation programming language and its characteristics are typical of the entire generation. First consider the data structures, which are very close to first generation structures. In ALGOL 60 the block structure was introduced: the ability to create blocks of statements for the scope of variables and the extent of influence of control statements. Along with that, two different means of passing parameters to subprograms; call by value and call by name. Structured control statements: if - then - else and the use of a general condition for iteration control were also features, as was the concept of recursion: the ability of a procedure to call itself. One of the greatest impacts ALGOL 60 had was a result of its description as found in Naur (1963). A major contribution of this report was the introduction of BNF notation for defining the syntax of the language. Overall, ALGOL is considered to be perhaps the most orthogonal programming language, meaning it has a relatively small number of basic constructs and a set of rules for combining those constructs. Every construct has a type associated with it and there are no restrictions on those types. In addition, most constructs produce values. Several of ALGOLís other characteristics are listed below: - Dynamic Arrays - one for which the subscript range is specified by variables so that the size of the array is set at the time storage is allocated. - Reserved Words - the symbols used for keywords are not allowed to be used as identifiers by the programmer. - User defined data types - allow the user to design data abstractions that fit particular problems very closely.
The Lee Resolution is the first of “100 Milestone Documents” presented online by the National Archives and Records Administration. This site offers an image of each original document and brief historical notes regarding its significance. Approved by the Continental Congress, 2 July 1776 Resolved, That these United Colonies are, and of right ought to be, free and independent States, that they are absolved from all allegiance to the British Crown, and that all political connection between them and the State of Great Britain is, and ought to be, totally dissolved.Richard Henry Lee penned these words per instructions “to declare the United Colonies free and independent states, absolved from all allegiance to or dependence upon the Crown or Parliament of Great Britain” (as quoted in Samuel Eliot Morison, “Prelude to Independence: The Virginia Resolutions of May 15, 1776,” William and Mary Quarterly, 3rd Series 8 , 488). Lee introduced his resolution 7 June, which was seconded by John Adams, and Congress adopted the resolution 2 July 1776. Lee Resolution showing congressional vote, July 2, 1776; Papers of the Continental Congress, 1774-1783; Records of the Continental and Confederation Congresses and the Constitutional Convention, 1774-1789, Record Group 360; National Archives. The Virginia Resolutions were read in the Continental Congress 27 June, a Committee formed for drafting the Declaration reported the next day, and the Declaration of Independence itself was adopted 4 July. Efforts to assess the significance of the Lee Resolution have included assertions that “Independence Day was properly the day on which Congress passed the resolution which actually established our independence; and that day was July 2” (Charles Warren, “Fourth of July Myths,” William and Mary Quarterly, 3rd Series 2 , 238). A similar spin was put forth in “July 4, 1776, An Imagi-Holiday” at the blog History Is Elementary. She suggests pedagogy of discovery: Is elementaryhistoryteacher calling for a change in the date for our independence celebrations? No, I’m not. What I am calling for is greater effort on the part of those who teach social studies to know their content concerning myth versus fact and share that information with students. Throw out some teasers to students, provide them with the materials, and let them discover how we decided the 4th instead of the 2nd would be our “Epoch” or Independence Day.She also provides a link to the History News Network’s “Top 5 Myths about the Fourth of July.” Myth #1 is that the United States declared its independence on July 4. The HNN staff writers explain, “America's independence was actually declared by the Continental Congress on July 2, 1776.” A reader of History Is Elementary offered a cautionary note regarding claims that the “wrong” day is celebrated every summer, highlighting the crux of Independence: Liberty, self-determination, the franchise and the founding of a glorious Republic. That, at least, is what I celebrate on the fourth day of July.Patriots and Peoples A Patriot’s History of the United States by Larry Schweikart and Michael Allen offers John Adams’ language that “Congress has passed the most important resolution … ever taken in America” (ellipses in original, Schweikart and Allen, 80). The footnote identifies their source for Adams’ words as a secondary source: Page Smith, John Adams, 1735-1784, vol 1 (1962). The previous paragraph mentions that delegates to the Continental Congress were instructed to support independence; it highlights the leadership role of Virginia through the colony establishing a republican government in June. Howard Zinn’s A People’s History of the United States does not specifically mention the Lee Resolution. There is an allusion to the action where he notes, the Continental Congress “organized a committee to draw up the Declaration of Independence . . . It was adopted by the Congress on July 2, and officially proclaimed on July 4, 1776” (Zinn, 71). The next paragraph discusses precedents in resolutions adopted in North Carolina two months earlier, and quotes from one adopted by Malden, Massachusetts. Voices of a People’s History, edited by Zinn and Anthony Arnove offers that “[a]t least ninety state and local declarations of independence” were issued in the months leading up to July 1776. This information is part of the headnote to “New York Mechanics Declaration of Independence” proclaimed 29 May 1776 (86-87). The narrative focus through this section in both A Patriot’s History and A People’s History moves from Thomas Paine’s Common Sense to the Declaration of Independence.
This is the first part of a series of posts dedicated to each of the major ear training concepts. My intention is to briefly describe each skill, identify what it is good for, and give you some advice on how to develop it. Let’s begin with rhythm recognition. Rhythm is an essential element of music. It gives notes their duration and allows silences to add breathing room. The fundamental part of rhythm is the beat, which gives music its regular heartbeat. By diving a bit deeper, the beat can be subdivided into individual notes. If we string a few beats together and subdivide them in different ways, we can end up with rhythm patterns. The more beats we string together, the longer the patterns are. The purpose of rhythm recognition exercises is to develop a sense of beat and its subdivisions. Over time this makes it possible to hear and memorize increasing long and complex rhythm patterns. You can then use this ability to reproduce rhythms your hear by clapping your hands, tapping your foot, or playing your instrument. Over time, many rhythms are internalized and become second nature. Once you get to that point, you will find it easy to improvise rhythm in your playing. There are many ways to develop a sense of rhythm, but here is a simple one to start: - Take a metronome and set it to quarter note = 90bpm. - Tap your foot and clap at the same time as each metronome click. Try to get as close as possible; not too early and not too late. Mastered it? You now have a sense of the quarter note beat. - Now, keep tapping your foot on the click but clap each beat twice; once on the click and once in between the current click and the next. Again, try to be as even as possible and make sure you land right in the middle. Aced it? You can now subdivide the beat into two eighth notes. - If you’re feeling confident, try to clap each beat three times. This can be a bit tricky but the idea is the same as before. Try to fit three claps into the duration of a single beat; once on the metronome click and twice between the clicks. Don’t worry about the math. Just try to be as even as possible. - Finally, if you’re feeling good about triplets, you can try clapping a two beat pattern. For the first beat, you can clap twice (eighth notes) and for the second, you can clap three times (triplets). No problem? Great! - Not sure if you’re even? Record yourself while practicing. This a great way to judge your rhythm. Ready to start learning? Join 4,000+ happy users today! We offer a 14-day money back guarantee, so purchasing is risk-free!
Key assumptions about habitability on Mars have fallen, but astrobiologists try to keep hope alive. By gully, no water there. When first seen, gullies on the walls of certain Martian craters were announced as strong evidence for water. Even though water cannot exist on Mars’ surface now, scientists felt subsurface water could be temporarily liberated to flow down the crater walls and carve the gullies. Now, Science Daily says, “Mars gullies likely not formed by liquid water.” (…) Since life needs water, this undermines hopes for finding life at these sites. While the findings do not rule out water, scientists think it would consist of “small amounts of brine” incapable of forming the gullies. Forced sterilization. Astrobiologists don’t expect life to be found on the surface of Mars due to the planet’s high radiation exposure (9/05/14). Instead, they hope to find it deep underground. Now, Space.com asks, “Did Meteorite Impacts Sterilize Subsurface Mars Life?” Discovery News writer Ian O’Neill has bad news: The sites of meteorite impacts on Mars are often considered to be good places to look for life. After all, it’s most likely that if any trace of life (past or present) ever took hold on the Red Planet, it would most likely be preserved under the bedrock of Mars’ harsh surface. Should there be a recent impact, could we search the debris to seek-out this recently excavated pristine rock for life? Alas, in new research, this kind of impact crater search could be a fool’s errand; the energy of the impact likely sterilized any material we’d consider organic and related to life. Notice he says it would not have just killed life; it would have destroyed the organic material “related” to life. He ends without providing any empirical evidence for keeping hope alive. He just says, “we can’t assume that every crater will be a Mars biology goldmine.” [Gotta keep the scam going!] Astrobiology propaganda continues. Live Science takes a look at 20 years of research into the famous Allen Hills meteorite ALH 84001 that caused a big media stir in 1996. At a NASApress conference, David McKay and colleagues presented tantalizing hints of fossilized organisms inside the rock. The photo in Live Science’s story showing a worm-like structure was replicated around the world. Shortly afterward, a new science was born: “astrobiology.” NASAformed its Astrobiology Institute that continues to this day funding projects to look for life beyond the earth. “Without this paper, the field of astrobiology may never have come to exist,” comments Carnegie Institute astrobiologist Andrew Steele. This could be interpreted that without the paper, he wouldn’t have a job. In retrospect, though, Timothy Swindle of the University of Arizona finds that skepticism has grown in the interim. (…) The news about dry gullies and sterile craters is likely to reinforce a trend in our perception of Mars: it has a lot of interesting geology, but no life. The exasperated blog owner notes: What kind of justification is that? Suppose scientists announced evidence for ghosts on Mars. A swarm of studies and publications follows to prove or disprove the claim. NASAlaunches a Ghostology Institute, using public funds, to continue the search. Ghostbuster Rovers land on the red planet, looking under every rock for evidence of the elusive beings. Twenty years later, the ghosts remain undiscovered, but scientists justify the original claim that it did a lot of good because of all the research it generated. “Without it,” a beneficiary exclaims, “the field of ghostology would never have come to exist.” Would that be a Swindle, Timothy? Space exploration needs astrobiology like Roald Amundsen needed Darwin’s storybook in his pack to reach the South Pole. We explore because things are there. It’s in our nature to discover. Instead of bamboozling the public with NASA propaganda endlessly promising to find life that never shows up, we have a better idea. Promote space exploration on these grounds: We will never fully understand how exceptional the Earth is for life without comparing it in detail to other bodies in the solar system and around other stars. That’s truthful; that’s empirical; that is sufficient. Science isn’t the goal of these Darwinian materialists: they have a particular goal in mind, of life without origin, of Information without a Speaker. It ain’t going to happen. There will be no life on Mars unless we put it there.
Glaciers have advanced and retreated across Massachusetts many times over the past several million years. The last glacier retreated over 10,000 years ago. Our soils are the product of the interaction of vegetation and climate on what the glaciers left behind. Most upland, forested soils have developed out of what is called `glacial till,` that is, soils that were created and mixed by glaciers moving across the landscape. They are typically stoney, fine-textured soils on top of bedrock. They may or may not have hardpan layers. We also have pockets of `glacial deposit` soils which were left by streams and rivers created by melting glaciers. These deposit soils are made of mixtures of sand and gravel and are found where there were edges of tongues of the retreating glaciers--mostly in river and stream valleys. Many hillsides have scattered pockets and bands of these soils among the predominantly glacial till soils. There are also lacustrine and alluvial soils. These are both silty soils, the former from deposits on old lake bottoms and the latter from flood deposits along rivers and streams. Most of these soils are in Different tree species are adapted to different types of soils. Some species, such as red maple, have very broad adaptations and will grow just about anywhere. Other species, such as butternut, will only grow well on deep, loamy soils. Most species have more intermediate ranges of adaptation. Northern hardwoods such as white ash, sugar maple, beech and yellow birch are found mostly on glacial till soils west of the Connecticut River where the parent material of schist and gneiss created tills of fine texture and good nutrient status. Oak-hardwoods are generally found on glacial till soils east of the Connecticut River where the parent material of granite created tills of medium texture and nutrient status. White pine stands are common on glacial deposit soils which have coarse-textured, sand and gravel soils. Pine is also frequently found on abandoned agricultural land for reasons related to preferential browsing of livestock. The productivity of forest soils is a function of their ability to hold and make water available to trees (available water capacity--AWC). Their nutrient status is also important. Available water capacity is a function of the rooting depth and texture of soils. Rooting depth may be limited by bedrock, dense hardpan, or seasonal high water table. Texture may be from coarse gravels to fine loams and silts, with sands and sandy loams in between. Coarse soils have low AWC, but great depth; water tables below the rooting zone may provide water by capillary action. Fine textured soils over hardpans or bedrock have high AWC, but little depth; permeable hardpans and rock fissures may provide water by capillary action. Copies of US Soil Conservation Service soil surveys are available from your county SCS office. These surveys show soil series mapping units overlaid on copies of aerial photographs. There are descriptions of the soils and their abilities and limitations for different uses, Our forests are the product of the interaction of climate, soils and human history. Our soils and human history are actually to a large extent the product of climate too. This is because climate controls the advance and retreat of glaciers, which controls the numbers of people. Our current climate is interglacial temperate, with cold winters and We have an annual frost-free growing season of 120-160 days, with greater numbers to the south at lower elevations, and lower numbers to the north at higher elevations. The range of species is limited more by cold than by heat. All northern species will grow here, but southern species will not because they can't survive the winters. We do get good rainfall here--up to 20% more than other parts of the Northeast. Climate also restricts the times of the year when loggers can work in the woods. When soils are saturated, heavy logging equipment causes rutting and soil compaction. On fine textured soils this is the case in the spring and fall when tree leaves are not drawing water out of the ground. Forest soils are likely to be dry during the summer and frozen during the However, with climate change, we're getting warmer and wetter conditions throughout the year. We have less time with frozen ground in the winter and more time with wet ground in the summer. On the other hand, we're getting up to 10% more photosynthesis due to more CO2, more precipitation and longer growing seasons.
Presentation on theme: "B2 Keeping Healthy REVISION. How do our bodies resist infection? Harmful microorganisms reproduce quickly inside the body, because it is w______ and they."— Presentation transcript: B2 Keeping Healthy REVISION How do our bodies resist infection? Harmful microorganisms reproduce quickly inside the body, because it is w______ and they have enough f_____ and w_____ They cause disease symptoms if they DAMAGE CELLS or MAKE POISONS that damage cells. Microbes: our defence against them Our bodies have four major defence mechanisms against invading microbes: If our skin is cut platelets seal the wound by clotting The breathing organs produce mucus to cover the lining of these organs and trap the microbes The skin acts as a barrier Our blood contains white blood cells How do our bodies resist infection? Micro-organisms …… pathogens Skin Stomach acid Cilia White blood cells Fighting disease If microbes enter our body they need to be neutralised or killed. This is done by WHITE BLOOD CELLS: White blood cells do 3 things: 1)They eat the microbe 2)They produce antibodies to neutralise the microbe 3)The produce antitoxins to neutralise the poisons produced by microbes Producing antibodies Step 1: The white blood cell “sees” the antigen (microbe) Step 2: The cell produces antibodies to “fit” the antigen Step 3: The antibodies fit onto the antigens and cause them to “clump” Step 4: The antigens are “eaten” by the white blood cells You’re going down Remember Your body makes a different antibody to recognize every type of MO that enters it. Some of the white blood cells that make each antibody stay in your body. When the MO invades your body again your body quickly makes the correct antibody. Vaccines Vaccine contains dead or inactive parts of the MO White blood cells make antibodies against the MO Antibodies are made quickly if the dangerous MO enters your body at a later date You are now IMMUNE Should we vaccinate everyone? Vaccines can have side effects But for society as a whole vaccination is the best choice, A high percentage of the population need to be vaccinated to prevent epidemics of infection Why is it hard to vaccinate against some diseases? The flu virus changes quickly – costly The HIV virus changes quickly in the body. It damages the immune system. So there is no effective vaccine. Can’t stop me! Antibiotics can destroy invading bacteria or fungi First Prize For becoming resistant to antibiotics By Mutating! Developing and Testing Drugs A new drug is tested for safety and effectiveness on lab grown human cells and animals The drug is tested on healthy volunteers to test for safety The drug is tested with the illness to test for effectiveness and safety Making Drug Trials ‘fair’ One group of ill people takes the new drug One group of people takes the existing treatment for the illness. Placebos look like the treatment but have no drug in them. They are not used in human trials. Some trials are double blind – no one knows who takes what. Some trials as blind – doctors know but patients don’t. The heart pumps blood around the body so it needs a continuous supply of energy I get my energy from respiration. Respiration uses oxygen and glucose. I need blood to supply these. The coronary arteries supply blood to the heart Arteries, veins and capillaries Arteries carry high pressure blood away from the heart. They have smaller lumen and no valves. Veins carry low pressure blood back to the heart. They have thinner, less elastic walls and have valves to prevent backflow of blood. Capillaries have thin walls (one cell thick) to allow glucose and oxygen to pass through. Also used to connect arteries to veins. “Lumen” Heart Attack! Fat builds up in the coronary artery walls A blood clot may form on this fat The clot can block the artery The blockage stops oxygen getting to the heart muscle Heart cells die, and the heart is permanently damaged
The voters of Ohio send Clement Vallandigham to a resounding defeat in the fall gubernatorial election. As leader of the Copperheads, or anti-war Democrats, Vallandigham was an important and highly visible critic of the Republicans’ war policy, particularly the emancipation of slaves. Vallandigham was elected to the U.S. House of Representatives from Ohio in 1858. He was a Democrat and disapproved of slavery, but he admired Southern society and disagreed with starting a war over the issue of slave emancipation. He advocated states’ rights and generally agreed with most Southern political views. When the war began, he became a vociferous critic of both the method and war aims of the Republicans. As the war turned bloodier and it became clear that a Union victory would take years, Vallandigham began to gather supporters, and he became recognized as the leader of the Peace Democrats, or Copperheads. When the Lincoln administration began to curtail civil liberties, Vallandigham’s criticism placed him in increasing jeopardy. In spring 1863, Union General Ambrose Burnside issued Order No. 38, which stated that public criticism of the war would not be tolerated. Vallandigham defied the order and was arrested. He was tried on charges of “expressing treasonable sympathy” with the enemy, and was found guilty by a military tribunal in Cincinnati. He was banished to the Confederacy in May 1862. Vallandigham soon relocated to Windsor, Ontario, and, despite his exile, mounted a campaign to become the Ohio governor. Elections were a barometer of the Northern war effort. In 1862, voters expressed dissatisfaction with President Abraham Lincoln by sending many Democrats to Congress. However, in 1863, after key Union successes at Vicksburg and Gettysburg, the voters increased Republican control of both houses. In Ohio, Vallandigham lost by more than 100,000 votes out of a half million ballots cast. He returned to the United States in 1864 and continued his criticism of “King Lincoln,” as he called the president. Vallandigham helped write the Democrats’ platform at their national convention in 1864. By insisting that a statement be included declaring the war a failure and calling for an immediate end to fighting, Vallandigham helped ensure a Democratic defeat in the presidential election. After the war, he practiced law and tried to get back into Ohio Democratic politics, but Democratic leaders rejected him as a senatorial candidate. In the early 1870s, he became an advocate of bridging the gap between Democrats and Republicans, a movement that spawned the Liberal Republican Party. Vallandigham died in 1871 at age 50 when he accidentally killed himself while demonstrating how a murder had been committed (he was defending the accused murderer).
Evolutionary adaptations developed to protect the Vikings from an infestation of parasitic worms may have resulted in certain genetic traits that increase vulnerability to certain lung diseases. During ancient times, the side-effects of this adaptation were probably harmless, although as people later began smoking and living longer, the removal of certain anti-inflammatory mechanisms appears to increase carriers’ susceptibility to pulmonary complications, like emphysema. Emphysema occurs when air sacks in the lungs, called alveoli, become damaged, causing them to merge into one large air chamber as opposed to many small ones. This reduces the surface area of the lungs, which subsequently become less efficient. Alveoli can become damaged by certain enzymes called proteases, which are secreted by cells involved in inflammation, one of the body’s key immune processes. To keep these enzymes under control, a protein called alpha-1 antitrypsin (A1AT) acts as a protease inhibitor, and is therefore vital in ensuring the lungs remain protected. People who suffer from A1AT deficiency are therefore more prone to developing lung diseases, particularly if they smoke, since this increases inflammation and therefore sparks the release of more proteases. A1AT deficiency is caused by a particular heritable genetic mutation, which results in the creation of an altered form of the protein. Archaeological studies of Viking latrines have found evidence of massive infestations of parasitic worms, while genetic analyses of fecal matter obtained during these excavations reveal that a particular mutation of the A1AT gene was prevalent among the population. A new study in the journal Scientific Reports has now put two and two together, suggesting that this mutation may have protected the Vikings from these parasites. Using blood plasma from donors carrying both the regular and mutated form of the A1AT gene, the researchers sought to determine how levels of antibodies were affected when these worms were present. Conducting their experiments in a laboratory setting, they found that certain compounds released by the parasites destroyed an antibody called immunoglobulin E (IgE) in the plasma of non-mutant donors, but not in that of mutant donors. This suggests that the mutated variant of A1AT protects IgE from these damaging compounds, which likely helps the body to fight the parasites since the role of IgE is to bind receptor sites on the surface of certain immune cells, activating a response against invading pathogens. By providing such protection, the mutated A1AT ensures that the IgE is able to fulfill its function and initiate the body’s natural defenses. However, an offshoot of this is that these variants lose some of their protease-inhibiting power, making the tissue of the lungs more susceptible to damage. This would appear to explain the high rates of A1AT deficiency – and corresponding prevalence of emphysema – among present-day Scandinavians.
By Heather Kelly, CNN (CNN) - Forget tiny iPads – the classrooms of the future might turn entire tables into interactive touchscreens. Given that many children can sit rapturously before a glowing touchscreen for hours, such gadgets seem like a natural for the classroom. But as with any new teaching technology, it's important to make sure it actually helps students learn and teachers teach before getting caught up in its "cool" factor. A recent study by researchers at Newcastle University in the UK took touchscreen tables into the classroom for some hands-on tests and found the technology (and training) still have to improve before they are fully effective. The researchers say theirs is one of the first studies of this type of technology in actual classrooms, instead of lab situations. The tables were used in real classrooms over the course of six weeks for lessons in geography, English and history. The five teachers involved in the study prepared the projects based on what the kids were currently learning in class. Each table was used by two to four students at a time, though the table's creators say it can hold up to six students. On the screen were a collaborative writing program and an app called Digital Mysteries, which were designed specifically for large tabletop PCs.
Hello everyone! Let’s continue our ongoing investigation of the particles and interactions of the Standard Model. For those that are just joining us or have forgotten, the previous installments of our adventure can be found at the following links: Part 1, Part 2, Part 3. Up to this point we’ve familiarized ourselves the Feynman rules—which are shorthand for particle content and interactions—for the theory of electrons and photons (quantum electrodynamics, or QED). We then saw how the rules changed if we added another electron-like particle, the muon ?. The theory looked very similar: it was just two copies of QED, except sometimes a a high-energy electron and positron collision could produce a muon and anti-muon pair. At the end of the last post we also thought about what would happen if we added a third copy of electrons. Let’s make another seemingly innocuous generalization: instead of adding more matter particles, let’s add another force particle. In fact, let’s add the simplest new force particle we could think of: a heavy version of the photon. This particular particle is called the Z boson. Here’s a plush rendition made by The Particle Zoo: Feynman rules for QED+?+Z Our particle content now includes electrons, muons, photons, and Z bosons. We draw their lines as follows: Recall that anti-electrons (positrons) and anti-muons are represented by arrows pointing in the opposite direction. Question: What about anti-photons and anti-Z bosons? Answer: Photons and Z bosons don’t have any charge and turn out to be their own anti-particles. (This is usually true of force particles, but we will see later that the W bosons, cousins of the Z, have electric charge.) The theory isn’t interesting until we explain how these particles interact with each other. We thus make the straightforward generalization from QED and allow the Z to have the same interactions as the photon: What I mean by this is that the squiggly line can either be a photon or a Z. Thus we see that we have the following four possible vertices: - two electrons and a photon - two electrons and a Z - two muons and a photon - two muons and a Z Question: What are the conservation laws of this theory? Answer: The conservation laws are exactly the same as in QED+?: conservation of electron number (# electrons – # positrons) and conservation of muon number (#muons – #anti-muons). Thus the total electron number and muon number coming out of a diagram must be the same as was going into it. This is because the new interactions we introduced also preserve these numbers, so we haven’t broken any of the symmetries of our previous theory. (We will see that the W boson breaks these conservation laws!) We also have the usual conservation laws: energy, momentum, angular momentum. So far this seems like a familiar story. However, our theory now has enough structure to teach us something important about the kind of physics done at colliders like the LHC. We started out by saying that the Z boson is heavy, roughly 91 GeV. This is almost a hundred times heavier than a muon (and 20,000 times heavier than an electron). From our Feynman rules above we can see that the Z is unstable: it will decay into two electrons or two muons via its fundamental interactions. Question: The photon has the same interactions as the Z, why isn’t it unstable? [Hint: kinematics! Namely, energy conservation.] In fact, because electrons and muons are so much lighter, the Z is very happy to decay quickly into them. It turns out that the Z decays so quickly that we don’t have any chance of detecting them directly! We can only hope to look for traces of the Z in its decay products. In particular, let’s consider the following process: an electron positron pair annihilate into a Z, which then decays into a muon anti-muon pair. The Z boson here is virtual—it only exists quantum mechanically and is never directly measured. In fact, because it is virtual this process occurs even when the electrons are not energetic enough to produce a physical Z boson, via E=mc2. However, it turns out that something very special when the electrons have just enough energy to produce a physical Z: the process goes “on shell” and is greatly enhanced! The reason for this is that the expression for the quantum mechanical rate includes terms that look like (this should be taken as a fact which we will not prove): where M is the mass of the Z boson, p is essentially the net energy of the two electrons, and ? is a small number (the ‘decay width of the Z‘). When the electrons have just enough energy, p2–M2 = 0 and so the fraction looks like i/?. For a small ?, this is a big factor and the rate for this diagram dominates over all other diagrams with the same initial and final states. Recall that quantum mechanics tells us that we have to sum all such diagrams; now we see that only the diagram with an intermediate Z is relevant in this regime. Question: What other diagrams contribute? Related question: why did we choose this particular process to demonstrate this phenomenon? Answer: The other diagram that contributes is the same as above but with the Z replaced by a photon. There are two reasons why we needed to consider ee ? Z ? ??. First, an intermediate photon would have M = 0, so p2–M2 will never vanish and we’d never hit the resonance (recall that the electrons have energy tied up in their mass, so p ? 2m where m is the electron mass). Second, we consider a muon final state because this way we don’t have to consider background from, for example: These are called t-channel diagrams and do not have a big enhancement; these diagrams never have a time slice (we read time from left-to-right) where only a Z exists. (For the record, the diagrams which do get enhanced at p2–M2 = 0 are called s-channel for no particularly good reason.) Intuitively, what’s happening is that the electrons are resonating with the Z boson field: they’re “tickling” the Z boson potential in just the right way to make it want to spit out a particle. Resonance is a very common idea in physics: my favorite example is a microwave—the electromagnetic waves resonate with the electric dipole moment of water molecules. Detecting the Z boson This idea of resonance gives us a simple handle to detect the Z boson even if it decays before it can reach our detectors. Let’s consider an electron-positron collider. We can control the initial energy of the electron-positron collision (p in the expression above). If we scan over a range of initial energies and keep track of the total rate of ?? final states, then we should notice a big increase when we hit the resonance. In fact, things are even better since the position of the resonance tells us the mass of the Z. Below is a plot of the resonance from the LEP collaboration (Fig 1.2 from hep-ex/0509008): Different patches of points correspond to different experiments. The x-axis is the collision energy (what we called p), while the y-axis is the rate at which the particular final states were observed. (Instead of ee ? ?? this particular plot shows ee ? hadrons, but the idea is exactly the same.) A nice, brief historical discussion of the Z discovery can be found in the August ’08 issue of Symmetry Magazine, which includes the following reproduction of James Rohlf’s hand-drawn plot of the first four Z boson candidate events: [When is the last time any of the US LHC bloggers plotted data by hand?] In fact, one way to search for new physics at the LHC is to do this simple bump hunting: as we scan over energies, we keep an eye out for resonances that we didn’t expect. The location of the bump tells us the mass of the intermediate particle. This, unfortunately, though we’ve accurately described the ‘big idea,’ it is somewhat of a simplified story. In the case of the electron-positron collider, there are some effects from initial- and final-state radiation that smear out the actual energy fed into the Z boson. In the case of the LHC the things that actually collide aren’t actually the protons, but rather the quarks and gluons that make up the protons—and the fraction of the total proton energy that goes into each colliding object is actually unknown. This is what is usually meant when people say that “hadron colliders are messy.” It turns out that one can turn this on its head and use it to our advantage; we’ll get to this story eventually. Until then, we still have a few more pieces to introduce into our electroweak theory of leptons: neutrinos, the W bosons, and the Higgs.
All Teachers Want A Classroom That Hums! Where students and teacher get on with the business of learning and growing with the least amount of fuss and disruption. Where students are engaged and excited about the learning. Where there are clear ground rules for how to behave, how to treat each other and how to learn. Well-functioning classrooms have some simple elements in common and the teacher in such a classroom upholds the following principles: 1.Treat every student with dignity All children and young people deserve to be treated with respect. When students display inappropriate or unacceptable behaviour it is even more important that the teacher models respectful behaviour. The way teachers treat students is translated to how students treat each other. 2. Teach students clear expectations In the well-organised classroom students know exactly what is expected of them because the teacher has explicitly taught, practised and reinforced their expectations. The best expectations are discussed and negotiated with students rather than imposed 3. Include expectations of the students for the teacher In a student-centred classroom, students voice their wants and needs in order to have the best chance of learning. Giving students the opportunity to state their expectations for teachers means that they will be more invested in what happens in the classroom and are more likely to follow teacher expectations. 4. Problem behaviour is an expression of student need Teachers who understand that all problem behaviour is communication, look for ways to teach the students more appropriate ways of communicating their needs. Young people who display difficult or challenging behaviour are usually trying to access or avoid a stimulus in the environment. The role of the teacher is to discover what and why they are doing so and make necessary adjustments for the student. When teachers passionately embrace the job of teaching appropriate behaviour and social skills, the student, the school and the community benefits.
The steps in creating injection-mold parts usually go a bit like this: 1) A designer or company has an idea for a new product. It could be a simple, single-piece plastic part like a Frisbee, or something more complex like a mobile phone or car. Or something totally revolutionary like a modular wall bar :-) 2) The product might start life as a sketch on a napkin or in Playdough, but at some point the designer builds a 3D computer model/print a 3D version of the thing (or things). Here the designer establishes overall shape, structure, key features, and how parts will fit together, and plans how each part will be made. 3) The 3D file for each part is then sent to a manufacturer, who will make a tool to build it. The tool is usually steel and consists of two halves of a metal mold, with a hollow cavity in the shape of the part to be made. Melted plastic is injected into the cavity and allowed to cool. This is can be done hundreds, thousands or millions of times. Usually the part comes out of the tool completely finished and but sometimes it requires further finishing, like painting or plating. 4) The manufacturer builds the tool to the designer’s specification and tests it to see that the tool will make the parts as specified. The very first parts are called the FOT (First-Off-Tool) and it is rare that the parts are perfect the first time. Often the size or shape of the tool needs to be adjusted to make the parts fit perfectly, or the process needs to be adjusted. Sometimes the raw plastic needs to be injected into the mold at a slightly different temperature, pressure or speed, or the part won’t come out of mold quite right. 5) Once the parts are coming out of the tool the right way, the manufacturer gives the designer a few sample parts. 6) The designer confirms that they are in fact made to specification (correct size, shape, etc), and tests the samples for performance. Parts are tested for strength, durability, surface finish, colour etc. Sometimes there are changes that need to be made: sometimes the shape isn’t quiet right, or something is discovered during testing and a better feature or design solution is found. Tool changes are made and more sample parts are produced. 7) At this point, any flaws in the tool are fixed to resolve issues like part size or shape. During these trials the parts can be made from different materials to compare their performance. 8) Once the tool is producing parts that are in specification and they pass all the quality tests, the manufacturer does a pre-production run. This proves the tool and manufacturing process is capable of making lots of parts. 9) After a successful pre-production run, the tool and process is approved for mass production. Now you’re ready to make as many parts as needed. We’re on step 4 in this process and we hope our Kickstarter campaign will put us over the edge to proceed. That’s where the support of our Kickstarter backers will come into play.
- identifies objects as living or nonliving. recognizes that most living things, including humans, need observes that there are similarities and differences between living and nonliving things. — “Microsoft Word - Living_vs_Nonliving”, - Students explore the characteristics that distinguish living from nonliving things. — “Teachers' Domain: Living vs. Nonliving”, - Nonliving definition, having life; being alive; not dead: See more. — “Nonliving \| Define Nonliving at ”, - 1. Students find and cut out pictures of living and non-living things from magazines, the living or non-living side. 4. By comparing the living with the non-living examples, guide. — “Living versus Non-Living”, - 4. Can you give 5 examples of non-living things? ( student writes with pencil and paper) 5. Classify pictures of living and non-living things. 6. Using pictures from above activity ask, why do you think (correct response/ incorrect response) is alive or not alive?. — “Children's conception of Living vs Nonliving”, ed-share.educ.msu.edu - Living & Non-living Interactions. An ecosystem can be deﬁ ned as all the living. and non-living things in a given area and their The non-living things include. climate (weather, temperature, rainfall), geology (rocks, soil type), and geography (location of. — “Living & Non-living Interactions”, nps.gov - Other nonliving parts of a habitat include temperature, humidity, amount of sunlight and shade, shelter from or exposure to wind, and air quality. Living elements change to nonliving elements through natural and unnatural processes. — “Living or Nonliving”, - Abiotic factors are nonliving, physical features of the earth. Using a map describe the abiotic factors at a given point using your knowledge of the non-living environment. — “Mr. Thomas' Website - Nonliving Environment”, msu.edu - It is the suprasystem of an supranational systems as well as the total ecological system, with all its living and nonliving components. Although no system, except possibly the total universe, is completely closed, nonliving systems can be more closed than living systems since they do not require. — “Earth as a System”, - Note: click on a word meaning below to see its connections and related words. The adjective nonliving has one meaning: Meaning #1 : not endowed with. — “nonliving: Information from ”, - Introduction to characteristic of non-living and Non-living Things: Living Things Basically we all are surrounded by living and non-living things. The major seven characteristics of non-living things are: Feeding : All non-living organisms do not require to take feed or substances from their. — “Non Living \| TutorVista \| Web”, - An ecosystem can be described simply as the collection of all living and non-living components in a particular area. Living organisms and their nonliving (abiotic) environment are inseparably interrelated and interact upon each other. — “Ecology/Ecosystems - Wikibooks, collection of open-content”, - An Introduction to Living and Non-living Things, including a quiz. Some non-living things show one or two of the seven characteristics of living things. — “The Open Door Web Site : Biology : Living and Non-living”, - Ecosystems are functional units consisting of living things in a given area, non-living chemical and physical factors of their environment, linked together through nutrient cycle and energy communities and their non-living environment interacting as a. — “Ecosystem - Wikipedia, the free encyclopedia”, - The student will investigate how living things interact with one another and with nonliving elements of their environment. Determine how animals interact with the living and nonliving elements in their environment through the senses. — “Science Online Living Things”, classroom.jc- - How about nonliving things? Nonliving things can move, but they do not grow or have Most of the time it is easy to tell if something is living or nonliving. — “Are You Dead or Alive?”, schools.utah.gov - nonliving. Definition from Wiktionary, the free dictionary. Jump to: navigation, search of non-living. Retrieved from "http:///wiki/nonliving" Categories:. — “nonliving - Wiktionary”, - Definition of nonliving in the Online Dictionary. Meaning of nonliving. Pronunciation of nonliving. Translations of nonliving. nonliving synonyms, nonliving antonyms. Information about nonliving in the free online English dictionary and. — “nonliving - definition of nonliving by the Free Online”, - Students will then view an online quiz and will decide whether or not the photographs shown depict living or nonliving items. Tell students to stand up when they see a picture of a living thing and to sit down when they see a picture of a nonliving thing. — “Learning Activity”, public.doe.k12.ga.us - Living and Non-Living Things Worksheets Living and Non-Living Things Worksheet: All living things must get energy from their environment, show movement, breathe, remove. — “Living and Non-Living Things Worksheets \| Have Fun Teaching”, related videos for nonliving - The Night Of The Non-living. Two girls encounter the paranormal. With special guest Kari Pilone.(: - My stuffed hedgies(non-living,duh) Well i will have the links up as fast as i can - Living vs NonLiving PS - Biological and Metaphysical Effects of Nuclear Reactions Upon Living and Non-Living Things A fairly immature video by several science student flunkies at JFK High in Willingboro, NJ back in the Spring of 1972. - THE NON LIVING THINGS ^_^groupo sa mga katok sa 2mas.,4th yr ni bai.,waaaah., - Living Things vs Non-Living Things Difference between living things and non-living things in andhra pradesh. congress mla explaining the difference - LIVING AND NON-LIVING THINGS -THINGS AROUND US Science 1, Unit: 1, LIVING AND NON-LIVING THINGS. Please visit our web site for more videos. - Living and Non-living things group D using personification....=P - Attack of NonLiving Plants Don't tick em off!! - Living Kidney Donation vs. Non-Living (Dramatic Health) In this Medical Minute (Health Video), Dr. Del Pizzo of Cornell Urology, provides us with an overview of living kidney donation program and discusses this treatment path vs. the challenges of non-living kidney donation and kidney transplantation. A kidney health video with one of the leading kidney health physicians.Source: An Original HealthTheater.tv Production/In association with the Dept. of Urology, Weill-Cornell New York Presbyterian Hospital. Credits: Executive Producer:Sean Moloney, Editor:Calvin C. CHOI - Living vs. Non-Living things comparison between living things and non living things and what it means. - Living /Non-Living Vansh & his logic.... - Biology: Viruses and Prions: Living or Nonliving? for full video - Living or Non Living students can identify living or non living things - created at - Non-Living Writer First Audition exercise at Teatro Joven. We had to create a character (could be semi-biographical) in order to show our classmates what we could do. I did the writer who doesn't get any new ideas and who learns that in order to write about life she must personally live. Character Ideas: Belong to respective owners. Recorded by Professor Cetto. - Living and Non-Living Things.wmv My second grade students made a movie about plants and living things. - Hello living...and non-living... I just got a webcam, so expect a lot more vids. (: - Meet Blackie. My friend Lykie's non-living friend. Obviously bored and nothing to do to kill time so I decided to make a video in public while having some chill out moments with my friends. - SMART Table Activity - Living and Non-Living Learn the characteristics and needs of living and non-living things. - Don't Blame the Non-Living At least once a day do I see people type - twitter, facebook or myspace causes the end of relationships and starts drama.. but that's not true.. - Willow Canyon Wonders! Episode 1 Living vs. Non Living Willow Canyon Wonders is a podcast created by students at Willow Canyon Elementary in Sandy, Utah. Students have created this podcast with the purpose of sharing the information that they are learning in class. We are excited to see our students become more engaged in the learning process, and even more excited to share it with you! Special thanks to Mrs. Nancy Swinyard and Miss Katie Blunt for guiding our students throughout this process! - --the *iest non-living woman in town hahaha!! kalokohan! a webcam recording (Dell studio webcam central) - Non living worms.... I captured this amazing worm kind of things created by water running through the mix of snow and ice on a roof top when the outside temperature went a notch above zero melting some snow/ice... - Living vs. Non-Living Things Science Unit A small group discussion about the characteristics of living and non-living things. - Living and Nonliving Final - Living and Non-living things Group A using personification...=) - Cornstarch Monster - Non-Newtonian Fluid on Speaker Cone Cornstarch Monster, also known as "ooblech", is a non-Newtonian fluid. That means it sometimes exhibits the properties of a liquid and sometimes a solid. When it is placed in the cone of a speaker and repetitive audio is played, it comes alive! - Living or Non-Living Things Describes the 7 characteristics of living things - 0517 The Living/Non-Living Discrimination (Section 6.1, Chapter 50 (further explored) Yoga Vasistha) Why does a dead person not experience anything through the sense organs? We make a distinction between a living and a dead thing. What's the difference? Life on Mars. A dead body has a lot of life in it. Zen master Tung-shan. Douglas Harding, The Little Book of Life and Death. After being shown the truth living beings are no longer living beings! What makes a corpse different to the living individual? Is an insect a machine? Does it have a soul? The philosophical problem arises because of the distinction between life and non-life. There is pure consciousness. The senses, their objects, and the mind are notional. This consciousness appears as the senses and their objects. Hence notions of perception arise. Theories are not really of interest. The notion of "I am" is the jiva. Thinking is about creating notions and identifying with them emotionally. Descartes. I think therefore I am. The puryastaka. Text: Yoga Vasistha Book 2, January 24 Video Index * - Are Non-living things sacred? Reading 1 Part 9.mov - 2Living vs Non living video.wmv - Ecology Quiz - Non-Living Factors found at www. science powerpoint .com This Jeopardy stylequiz (Answer Key) is one small part of an Ecology unit for educators and homeschool parents for grades 5-10. The Teaching Duration for the unit = 6 Weeks Please visit to see the whole unit + the 984 slide Powerpoint presentation, assessment, and class notes that become the road map for an exciting and interactive unit full of lab activities, challenge questions, class notes, discussion questions, project ideas, assessments, modified assessment, Jeopardy games, answer keys, videos, and much more that make this Unit well worth the money. View the Powerpoint road map for the unit .ppt by copying and then linking to.. The Ecology: Abiotic Factors Unit covers ecology topics associated with the seven abiotic factors: Light, Temperature, Water, Wind, and Fire. This unit also covers biogeochemical cycles (See list below for more topics covered). This unit includes an interactive and engaging Powerpoint Presentation of 984 slides with built in class notes (Red Slides), lab activities, project ideas, discussion questions, assessments (Quiz Wiz), and challenge questions with answers. Text for class notes is in large print (32 font) and is placed at the top of each slide so it can seen and read from all angles of a classroom. Also included is a 10 page (Microsoft 2003 word doc.) assessment / bundled homework called (THE ABIOTICOFE) that chronologically goes with the slideshow for nightly homework and the ... - Shawn Bordoff 'Non-Living Man' by Matt Frame Matt Frame interviews Shawn Bordoff, Vancouver based events co-coordinator for dead, deceased, and non-living individuals. - Useless rambling to a nonliving object Ok, I just wanted to say that I'm sorry for not posting a video for a while. - Living and non living things class science - Logos Academy Mr. Paul Arce, - Living and Non-Living Things - Science Year 2: Living Things and Non Living Things A Video teaching children about Science, living things and non living things - Living vs Nonliving Things - Living and Non Living 1st Grade science lesson on living and non living things. - Life from non-living materials (abiogenesis) - The Atheist Experience #656 Kyle from Abeline, Texas talks about life from non-living materials (abiogenesis), the Miller-Urey experiment from 1953, and the basis of morality. This is a clip from The Atheist Experience #656 of May 9, 2010, withMatt Dillahunty and Jeff Dee. (Topic: Viewer calls.) This entire episode can be watched on Blip.tv and Ustream.tv: ► www.blip.tv ► www.ustream.tv WHAT IS THE ATHEIST EXPERIENCE? The Atheist Experience is a weekly cable access television show in Austin, Texas, geared at a non-atheist audience. It is produced by the Atheist Community of Austin. The Atheist Community of Austin is organized as a nonprofit educational corporation to develop and support the atheist community, to provide opportunities for socializing and friendship, to promote secular viewpoints, to encourage positive atheist culture, to defend the first amendment principle of state-church separation, to oppose discrimination against atheists and to work with other organizations in pursuit of common goals. Visit the ACA's official web sites: ► www.atheist- ► http THEME SONG: "Listen to Reason" by Bryan Steeksma ► Blogs & Forum blogs and forums about nonliving “Night of the Non-Living Un-Dead Blog Awards. Posted by fústar in All posts, Blogging on January 14, 2010 at 8:57 pm \| no responses There you will find the last ever Irish Blog Awards (rust-covered, barnacle-encrusted, and leaking its final” — Night of the Non-Living Un-Dead Blog Awards - Fustar, “> You may not know that many non-living things have a gender; > > For example > > 1) Ziploc Bags -- They are Male, because the” — Does Non-Living Things has a Gender? - Hamster Hideout Forum, “Forum: Ruby on Rails Can living things be created from dead and nonliving things? Can living things be created from dead and nonliving things?” — Can living things be created from dead and nonliving things, ruby- “5- DNA is non-living because it is not having any growth and it can't grow, and the living material or the protoplasm while non-living things are made up of dead material” — Is DNA living or non-living thing?? get the answer here, biology- “Blog. Ecosystem. Tools. Help. Developers. Home. DevBlog. Forum. Documentation observing habitats on the school grounds, looking for living and non-living things” — Worksheets on living and nonliving things / Global News Blog, “Motorsports Of Florida Organization Automotive Forum You may not know that many non-living things have a gender. For example: 1) Ziploc Bags -- are Male, because they hold everything in, but you. can see right through them” — You may not know that many non-living things have a gender, “The source and kind of energy imparted are different with the different kind of matter(s), either it be living or dead or non-living. The earth, our globe is a place where we could see the existence of living, dead and non living things in harmony” — Blog of Ganges - , “Compair the proceeding poster to a non-living object in your home "The forum is f-ing useless and Supersoulty is a typical Pittsburgh phaggot” — Compair the proceeding poster to a non-living object in your home,
What is Narrative Inquiry?• The methodological use of story• Focuses on the ways in which people make and usestories to interpret the world• Narratives are not „simply‟ a set of facts – socialproducts produced by people within the context ofsocial, historical and cultural locations• Interpretive devices through which people representthemselves• Rather than „what happened‟ – „what is thesignificance of this event‟? The Narrative InquiryResearch Process• Research process „unfolds‟ – common not to havevery specific research questions at the outset• Discrete activities of research – theoreticalframeworks, data collection and analysis, literaturereview – often woven together• Research process itself is as important as theresearch – and often becomes a story• Often begins with the “researcher‟s autobiographicallyoriented narrative associated with the research puzzle”(Clandinin & Connelly, 2000; 40) The Narrative InquiryResearch Process• Stresses the „journey‟ (of the research)over the „destination‟• Less likely to have specific outcomes What are the ResearchMethods/Strategies• Gathering of stories in any form – visual,written, oral• Narrative interviewing• “Actions, doings and happenings” –unanticipated narratives• Researcher‟s autobiographicalexperiences Narrative Interviewing“When the interview is viewed as aconversation – a discourse betweenspeakers – rules of everyday conversationapply: turn taking; relevancy; and entranceand exit talk to transition into, and returnfrom a story world (Riessman, 2004; 709)”. Narrative Interviewing• Invites stories that are meaningful for the narrator –rather than assume s/he has answers to questionsresearcher might pose• A “discursive accomplishment” (Riessman, 2004; 709)– two active participants produce meaning together• Story will differ – depending on teller and listener• Audience has a part to play• The „Western‟ structure of a story Narrative Inquiry andEducational Research• Concern with representation and voice – focus is onstories of teachers and learners – meanings that theygive to their experiences• Seeks to „give voice‟ to minorities – „others‟ whosevoices are not always heard• Need for greater diversity of voices to avoidinappropriate dominance of „majority‟ voices• Particularly suited to practitioner research Thematic Narrative Analysis• Emphasis is on „what‟ is said• Minimal focus on „how‟ it is said• Strives to keep the „story‟ intact for interpretive purposes –determining a story‟s boundaries difficult and highly interpretive• Generic explanations rejected – time and place of narrationattended to• Theorises from a single „case‟ – rather than the themes across(as in much grounded theory) - although…• Data may be gathered together to produce an „emplotted‟narrative Data Analysis -Dialogic/Performance Analysis• Makes selective use of thematic and structural analysis and addsother dimensions• Thematic analysis interrogates „what‟; structural analysisinterrogates „how‟; dialogic/performance analysis asks „who‟,„when‟ and „why‟?• Invites readers to engage with the text• „Risks‟ when we open our work to „different‟ readings – are allmeanings plausible?• Interpretation must be linked to features in the text, including howit is organised• Researcher can bring information from the interview context –other readers may not have access to this Data Analysis -Dialogic/Performance Analysis• Interrogates how talk is interactively („dialogically‟) produced and„performed‟ as narrative• „Performative‟ – identities situated and accomplished with an audiencein mind• Requires close reading of contexts, including the influence ofresearcher, setting and social circumstances on the production andinterpretation of narrative• The response of the listener and ultimately the reader/audience isimplicated in the art of storytelling• Intersubjectivity and reflexivity come to the fore – dialogue betweenresearcher and researched, text and reader, knower and known• Research report becomes a story with readers the audience Aim of observation• Observation = “to watch, to attend to…” (OxfordEnglish Dictionary)• generally natural behaviour• Aim: collection of information about the world withthe intention of guiding behaviour (indirectly)through the production of public knowledge whichcan be used by others• is planned and systematic• is recorded and interpreted systematically• is subject to validity checks to check accuracy Types of observationMore structured Less structured• Aim = to collectaccurate quantitativedata – (patterns)• Pre-structuredcategories (foranalysis)• observationschedule• Aim = to get detailedqualitative description ofhuman behavior thatilluminate socialmeanings & sharedculture, to develop atheory (eg groundedtheory)• Minimum pre-structuring• Observer is open-minded Different ContextsThe context is usually chosen by the researcher, butmay also be varied by the researcher• How structured? – Does activity followsome sequence that can beanticipated?• How naturalistic? – How is the contextbeing influenced by the researcher? ….(CF. role of the researcher) What can be observed?• Non-verbal behaviour & actions• Use of space• What is said• Language content and structure• Extra-verbal data; who is speaking, how often, whointerrupts whom, who speaks quietly/loudly (Deem et al1995)• Strategies & processes (eg pedagogies, assessment) How to record information• Fieldnotes• Audio-videorecording• Go through notes and tapes straight after to check andput in order• Try to keep a field diary• Evernote and images via a phone• Audio & video-recording allows:• More details + More accuracy• Permanent record - More complex and careful analysis Image and Symbol asmediators of meaningThe wedge tailed eaglesymbolises strategicawareness:(a) able to spiral high in the skyto look for prey;(b) patient, strategic and smart;(c) stealthy;(d) confident and self-aware;(e) able to use aerodynamics;(f) able to understand invisiblethings; and(g) able to see the big picture. Student K: If you have a look later it wouldlook really different to what I am [now] . . . Iput changing and learning in but you can‟tsee the difference in me now. The snakelike sheds its skin to grow and that likemeans like when I grow up I‟ll collect more,get more detail and that into it and theplatypus is Dad [who] teaches me aboutpocket watches.Researcher: And what would you think thedifferences in you are now?Student K: Like enjoying myself, lookingmore into stuff and that.Researcher: What have been the mostimportant things that you think have helpedyou change a bit like that? Is it that you‟vefound something that you‟re reallyinterested in and want to explore or . . . ?Student K: Yeah, yes it is. Yeah, it‟s likelooking for treasure.
Jewish Emancipation In The East What differed from the West? It was only in the second half of the nineteenth century that society in Eastern Europe was truly transformed. This metamorphosis, however, occurred not due to government coercion, but as a result of overall modernizing processes. Within a few decades, the economic and social upheavals liquidated the traditional way of life and caused the displacement of hundreds of thousands of Jews. Alexander II's accession opened an era of reform in Russia. Serfdom was abolished and the empire was opened to capitalist enterprise. The former seigniorial system which had incorporated the Jews for centuries was crumbling, and the Jewish townlet (the shtetl) was thus cut off from its economic roots. At both ends of the social ladder, as both proletarians and as capitalists, the Jews gradually entered the new socioeconomic system. The political liberalization introduced by Alexander II's reforms was a catalyst for the emergence of a prosperous Jewish bourgeoisie, and a new Jewish intelligentsia was graduating from Russian high schools and universities. In the 1850s and 1860s, Jewish periodicals in Hebrew, Russian, and Polish began to appear in St. Petersburg, Odessa, Kiev, Warsaw, and Lvov, weaving a network of communication cross eastern Europe. Modernization, obviously, is never a painless process. The westernization of Russo-Polish Jewry was no exception. Two major developments reflected the difficulties: first, the rise of radical ideologies; second, mass migration, both internal (from Lithuania to southern Russia and western Poland) and external, towards the West. Did you like this article? MyJewishLearning is a not-for-profit organization.
What happens from the eyes through the brain to the hands? Drawing lessons are supposed make the budding artist become aware of how to translate the 3-D images that the eyes see into a draw-able 2-D image to fit somewhat proportionally onto the drawing surface. There are a couple of teachable methods that artists have used for centuries. One is the grid method and another is called sighting. Let's not forget that most of the time, there is no method; people just draw. The shoe drawing is a "theme" drawing <- read more at the link. Drawing 1A and Drawing with Children Printable lessons that I made for my children and you may print them from my website. Purpose of lessons: To learn to see as an artist sees and apply that skill to drawing. To be more specific, to recognize the size, shape, position/direction of lines, dots, circles, etc. in a defined space. Drawing with Children Lesson One [in Art > Books] Once drawing is going fairly well, a student studies other aspects of drawing such as texture and shading, for instance, as well as perspective and the principles of composition. Choose from several bordered papers, fill in the form with a drawing assignment, "Please, draw this ---", press the "Generate Worksheet" button and save the resulting "art lesson" image for printing. Without further rambling, I have a few drawing resources and ideas. Browse the bottom row of links in the menu bar above to see drawing resources.
Sitio Conte is situated on a flat coastal plain on the Isthmus of Panama about 100 miles southwest of modern Panama City, and ten miles inland from the Pacific Ocean. The archeological site lies beneath six acres of grasslands along the banks of the Río Grande de Coclé, one of many rivers that flow down the slopes of the western sierras and across the plains to the coastal bays of the Gulf of Panama. In contrast to the vast corpus of research associated with the Aztec and Mayan cultures, relatively little is known about the identity of the people who used Sitio Conte as a burial site. Much of the information about the region and its ancient past derives from the accounts of Spanish explorers and settlers in the sixteenth century. The excavations at Sitio Conte do shed light, however, on the importance of the manufacture and use of gold by the indigenous ancient people of the Panamanian peninsula. The precious metal was essential to the chiefdoms and served as a symbol of status, especially for the paramount chiefs and leaders. Recent excavations at El Caño, two miles from Sitio Conte, have revealed additional burial sites. These more recently discovered burials, which include gold and other artifacts, date from ca. 700–1000 ce and would have overlapped with the later Sitio Conte burials. The El Caño excavations (2008 to the present) have revealed additional information about the so-called “golden chiefs” of Panama. There may be potential links between the two sites in terms of the burial arrangements; both sites are also marked by ancient monoliths.
Winter signals a natural time of rest and this is no less true for vines. During this resting or dormant phase, usually around mid-winter when temperatures have dropped to less than 5° Celsius, the vines are pruned. Vineyards need to be revitalised annually in order to keep producing good quality grapes. Pruning is an effective method to ensure regeneration by cutting away old and unwanted growth, including old bark left from the previous season. Each block is pruned differently as determined by the grape varietal, soil conditions, locality and environmental macro- and microclimate conditions. Pruning takes place in dry weather conditions as pruning wounds need sunlight to dry out. If the wounds are wet, either from rain or dew, they become susceptible to fungal spores which may cause vine disease. On the other hand, if the climate is overly hot, the pruning wounds could dry out too quickly which, in turn, may cause damage to the bud. Pruning is about finding the correct balance between various elements to establish harmony within the vine as well as externally in the vineyard.
Using infrared satellite images taken from space, scientists at the University of Alabama at Birmingham have uncovered seventeen "lost" Egyptian pyramids and an extensive, ancient city buried out of sight for thousands of years. The infrared images, captured by National Aeronautics and Space Administration (NASA) satellites orbiting 430 miles above Earth, revealed 3,000 ancient settlements and 1,000 tombs at Tanis, Egypt - the city made famous as the fictional home of the Ark in Raiders of the Lost Ark. Infrared satellite imaging works by capturing sensory data about the temperature of infrared radiation (or heat) emitted from the Earth. Special cameras detect differences in temperature and then assign false colors to them in order to create a picture that our eyes can interpret. American National Standards Institute (ANSI) member and audited designator ASTM International has published several standards that support thermal infrared imaging, including the following: ASTM E1213-97(2009), Standard Test Method for Minimum Resolvable Temperature Difference for Thermal Imaging Systems, relates to a thermal imaging system's effectiveness for discerning details in a scene. The standard is used to determine the minimum resolvable temperature difference capability of a thermal imaging system, thereby helping to estimate resolution capability. ASTM E1311-89(2010), Standard Test Method for Minimum Detectable Temperature Difference for Thermal Imaging Systems, covers the determination of the minimum detectable temperature difference capability of a thermal imaging system, and gives a measure of a thermal imaging system's effectiveness for detecting a small spot within a large background. When it comes to archaeological and other environmental studies, there are a number of methods that scientists can use to "look" beneath Earth's surface. Gravity measurements, for example, can indicate variations in the earth's gravitational field caused by lateral differences in the density of the subsurface soil or the presence of man-made structures or natural voids. Detailed gravity surveys can be used for near-surface geologic investigations and geotechnical, environmental, and archaeological studies. ASTM D6430-99(2010), Standard Guide for Using the Gravity Method for Subsurface Investigation, covers the equipment, field procedures, and interpretation methods for assessing subsurface conditions using the gravity method. Seismic refraction measurements can also be used to map subsurface, geologic conditions to determine depth to bedrock, structure, and more. Archaeologists, geologists, and scientists involved in mineral, petroleum, or geotechnical explorations can look to ASTM D5777-00(2006), Standard Guide for Using the Seismic Refraction Method for Subsurface Investigation, for guidance on using this method. Preliminary excavations at Tanis have already confirmed the presence of two of the pyramids gleaned from the infrared satellite images. According to the lead archaeologist involved in the discovery, the finding at Tanis could provide enough excavations for fifty generations to come. Perhaps these generations of Egyptologists will look to ANSI/ASSE A10.12-1998 (R2010), Safety Requirements for Excavation - a standard from ANSI member and accredited standards developer the American Society of Safety Engineers (ASSE) that defines safety requirements for open excavations made in the earth's surface.
Age-related macular degeneration, often referred to as AMD, is a medical condition that usually affects older adults. This vision-stealing disease is the result of degeneration to the macula. It results in a loss of vision in the center of the visual field because of the damage to the retina. It occurs in dry and wet forms and is the leading cause of blindness and visual impairment in adults over the age of 50. Types of Macular Degeneration Macular degeneration can make it difficult or impossible to read or recognize faces, although enough peripheral vision remains to allow other activities of daily life. The dry form of advanced AMD results from atrophy of the retinal pigment epithelial layer below the retina. This causes vision loss due to the damage of photoreceptors, also known as rods and cones, in the central part of the eye. The wet form of advanced AMD causes vision loss due to abnormal blood vessel growth. This ultimately leads to blood and protein leakage below the macula. Bleeding, leaking, and scarring from these blood vessels eventually causes irreversible damage to the photoreceptors and rapid vision loss if left untreated. Fortunately, only about 10 percent of patients suffering from macular degeneration have the “wet” type. Macular degeneration is not painful, which may allow it to go unnoticed for some time. For this reason, regular eye examinations are important. While approximately 10 percent of patients age 66 to 74 will have findings of macular degeneration, the prevalence increases to 30 percent for patients age 75 to 85 years of age. Family history may also play a factor. The good news is that regular eye exams, early detection, and new treatment options enable doctors to maintain (and in some cases increase) visual acuity in patients.
- 30 Homophones Booklets (Picture Homophones™ Series) - Homophones Booklet 20 - Flour, Flower (PDF Download) Homophones Booklet 20 - Flour, Flower (PDF Download) What are Homophones Booklets? - Introducing our new Homophones Booklets for 1st grade onwards and for children with learning differences like dyslexia. These booklets make learning homophones fun. - Homophones can be very confusing for children, especially those who struggle with memorization. The booklets work on each homophone in isolation by using the word in a sentence. The sentence provides a context to students, helping them comprehend the meaning of the individual homophone, thereby increasing reading fluency as well as reading comprehension. - Once each homophone has been individually used in a sentence, both homophones in the pair are combined in a single sentence to help students understand the difference between the words in a pair of homophones. - These 'bite-sized' booklets have just enough pages to keep your student engaged without feeling intimidated. - These reading booklets are extremely effective when used after your child has used Picture Homophones™ flashcards and workbooks, but can also be used independently. - Excellent resource for schools, tutoring & learning centers, daycare centers for children entering or in kindergarten, easy for parents to use at home, great for homeschoolers. - A top resource for all English language learners of any age including non-English speakers learning English as a second language (ELL/ESL).
In the discipline of diplomatic international relations, economic sanctions occupy a significant place. The civilian world saw these mechanisms as an alternative to avoiding war and military escalation. There is speculation that the history of the existence of sanctions dates back to antiquity, although functionally more workload dates back to the 20th century. The League of Nations has developed a set of sanctions in various directions, aimed at maintaining world peace. The rulers believed that sanctions would guarantee the neutralization of the threat of war and that economic pressure would be formed into political concessions. What are the economic sanctions, who has the power to use them and how effective are their impacts on the target countries? There are two subtypes of economic activities: International Target (Smart); The difference between them is radical. In the first case, the economic losses and crises of the sanctions imposed on the society living in the state alike are noticeable to all social strata. While the negative effect caused by the enactment of the second type of sanction is experienced by the representatives of a specific political circle, the government or companies associated with the government. This type of sanction directly imposes restrictions / prohibitions on the freezing of assets, travel and luxury goods. Statistically, in most cases, “smart sanctions” are used to influence the target state, in which both the object and the subject are precisely defined. During economic sanctions, measures such as a partial ban on trade in certain products or a full embargo are common. An embargo is one of the strictest coercive measures of economic sanctions, according to which the trade in certain products is prohibited, in many cases the act is aimed at producing strategic importance, which causes significant damage to the target country. This form of pressure serves to achieve the purpose for which the sanctions were issued, the reason may be the unacceptable attitude of a country to a particular issue, conflict and strained relations with any state, and so on. Sanctions have long been actively used as a tool to regulate and stabilize foreign relations in the modern world. International organizations, such as the United Nations (UN) and the European Union, as well as individual states have the authority to establish them. The viability and effectiveness of coercive measures are, in some cases, more effective with some states, and sometimes less effective. It depends on how big and large the sanctions are, how many states and organizations are involved. One of the prerequisites for achieving the desired goal is the sanctions imposed by many countries simultaneously, which increases the force of impact on the target object. I will end the discussion on the importance of sanctions with the words of the former British Ambassador to the UN Jeremy Greenstock: “Sanctions are the golden mean between empty declarations and the declaration of war.”
XML is a meta language, which means a language for the definition of languages (vocabularies) for information units, the so-called XML documents. The word "document" arouses associations with documents in the conventional sense of the term, such as contracts or deeds. Indeed, these can be represented with XML – which is termed a text-oriented XML document. However, XML also offers the possibility to depict data having little in common with readable texts, for example the content of relational databases. These cases are referred to as data-oriented XML documents. Due to the flexibility of XML, any number of intermediate stages are possible. XML specifies syntax rules according to which a XML document must be structured. If a document complies with the syntax rules, it is well-formed. As already mentioned, with XML a language can be defined, namely a grammar for the permitted structure of the document. If a document complies with the permitted structure, it is valid. Such structure requirements can be made with a Document Type Definition (DTD) stated in the XML 1.0 specification or with another XML schema description language, such as the W3C standard XML Schema. The process of examining whether a XML document is valid or not is called validation. We will see that in the scope of such a validation also the information content of a XML document can increase. XML originates from SGML ("Standard Generalized Markup Language") which is also a meta language. The best known language defined with SGML is HTML. So it is no surprise that XML documents contain structural elements known from HTML documents. There even exists a redefinition of HTML as XML language under the name XHTML. All XHTML documents are also HTML documents. This does not apply in reverse since HTML is in many aspects less strict than XHTML. In contrast to HTML, XML (and therefore also XHTML) distinguishes between upper and lower case letters. The following well-formed XML document (see the example scenario) demonstrates the structural similarity to HTML. Source: "XQuery – Grundlagen und fortgeschrittene Methoden", dpunkt-Verlag, Heidelberg (2004) \|<< back\|\|next >>\|
Color By Numbers – Fruits Worksheet #07 Learn number counting and coloring numbers 1-10 easily with this color by numbers worksheet. The child will have to color the number with the respective color. The child will learn about different fruits with this worksheet. 25 printable worksheets for fun and learning counting! 😊 Only registered users can download this for free There are no reviews yet.
Mass Spectrometry & Spectroscopy How Does Flame Spectroscopy Work? Apr 13 2022 Flame spectroscopy is one of the most useful analytical tools available to scientists, with the technique used across a range of fields. From pharmaceutical product development to environmental analysis, flame spectroscopy systems are a staple in laboratories around the world. Below, we take a closer look at how flame spectroscopy works. The fundamentals of flame spectroscopy Like other forms of spectroscopy, the technique uses light to excite atoms and transfer them to a high energy level. As the name suggests, a flame is used to generate the energy needed to excite the atoms. Samples are generally prepared as solutions, which are sprayed or aspirated onto the flame. The heat generated by the flame vaporises the mist and excites atoms into higher electronic states. As the unstable atoms return back to their ground state, they emit radiation. Different elements create different radiation patterns, which allows analysts to identify individual compounds present in the sample. The anatomy of flame photometers The specialised instruments used to carry out flame spectroscopy are called flame photometers. These measure the intensity of the light emitted by samples when introduced to the flame. Most feature built-in burners to generate a flame and maintain a constant temperature. An integrated optical system uses a convex mirror to focus emissions towards the lens and transmit light emitted by the atoms. A photo-detector is used to measure the intensity of radiation and convert it to an electrical signal. Data is used to identify and quantify different elements found in the sample. Flame spectroscopy is particularly useful for identifying metallic compounds, as they separate into individual atoms when exposed to a flame. The radiation generated by metallic atoms is clearly visible on the spectrum, making flame spectroscopy a useful technique for identifying elements such as sodium, potassium, barium, calcium and lithium. Applications for flame spectroscopy - Heavy metal detection and analysis in toxicology laboratories - Analysis of body fluids in clinical settings - Quality control for pharmaceutical products - Soil analysis for environmental studies - Elemental analysis of fertilisers in the agricultural sector - Detection of alloys and ferrous metals for industrial applications - Detection of metals in oils and residual fuels Flame spectroscopy isn’t the only technique available to scientists, with a variety of other spectroscopy types used in laboratories. Find out more about some of the most common, including X-Ray Spectroscopy, Atomic Absorption Spectroscopy (AAS) and UV-Visible (UV/VIS) Spectroscopy in ‘What Are the Different Types of Spectroscopy’. Lab Asia 30.2 - April 2023 In This Edition Chromatography Articles - On-Column Sample Focussing: a Personal Perspective Mass Spectrometry & Spectroscopy Articles - Multi-scale, multi-modal and operando imaging wi... View all digital editions May 30 2023 Barcelona, Spain Jun 04 2023 Houston, TX, USA Jun 06 2023 Bordeaux, France Jun 06 2023 Berlin, Germany Jun 14 2023 Bangkok, Thailand
In a bar graph, there are usually rectangular bars which explain value of observation and its frequency. Height/length of the bar states frequency of observation drawn. Bar graph explains data which is presented in frequency table. Draw bar graph from data in the following frequency table. Observation values are placed on x axis, and their frequencies are placed on y axis. To each observation values, we draw a bar with its height equals to its frequency. The following is the bar graph that be intended. The following table presents the result of survey done by a Survey-Company about figures who are considered as superior to be director of a public company. Draw the bar graph of the following data. On bar graph, figures are placed on x axis, and the number of people who chose that figure (frequency) are placed on y axis. The graph is shown below. In bar graphs, only the length of the bars are taken into consideration. To draw a bar graph, we first mark equal lengths for the different classes on the axis, i.e., x-axis. On each of these lengths on the horizontal axis, we erect (vertical) a rectangle whose heights is proportional to the frequency of the class. Data can be represented with a frequency table or with a bar graph. Each bar represents a group of data and the bars can be compared to each other. Bar graphs must be labelled on one axis and show the numbering on the other axis. In a Geography class, 23 learners completed a test out of 10 marks. Here is a list of their results: 4; 1; 2; 2; 6; 9; 6; 10; 6; 8; 9; 6; 7; 7; 8; 4; 6; 6; 5; 7; 9; 10; 6. We can use a frequency table to record this data. We can also make a bar graph to show this data. Use the marks from 1 to 10 on the horizontal axis. Use the number of learners who got that score on the Vertical axis. The number of learners is the frequency. Intruction: Choose the one correct answer for each question. Use the data of the following graph to answer question 1-3. Andi recorded the number of siblings from his classmates. The results that his obtained is presented in the following graph. Asume x-axis serves the number of sibling(s) and y-axis serves the number of Andy’s classmates who have got the respective sibling(s). 1. The number of students who have 3 siblings is …. A. 1 B. 2 C. 3 D. 4 E. 5 2. Most of Andy’s classmates have … siblings. A. 0 B. 1 C. 3 D. 4 E. 5 3. The number of Andy’s classmates is … A. 33 B. 34 C. 35 D. 36 E. 37 Key: C, solution: Use the data of following graph to answer question 4-6. The examination results of two different classes are presented in following graph. Assume x-axis serves respective scores and y-axis serves the number of students who have got the respective scores. 4. The number of students in class B who get 8 is …. A. 0 B. 1 C. 2 D. 3 E. 4 5. The number of students in class A and B is …. A. 45 B. 46 C. 47 D. 48 E. 49 Key: C, solution: 6. Students in class B mostly get …. A. 4 B. 5 C. 6 D. 7 E. 8 Students in class B mostly get score 7, there are six students written in y-axis. Instruction: Solve the following problem correctly. 7. Data in the following frequency table are the weekly wages of 50 employees in a company. Draw the bar graph of this data. Embed the link of this post 1 comment on Presenting Data in Bar Graphs – Statistics
Less Screen Time and More Green Time Reports indicate that excessive screen time is having negative health impacts on children. They are spending less time playing outside and more time indoors, sedentary and screen-based. The Ontario Student Health survey reports that students in grades seven to 12 are spending up to seven hours a day on screens, more than three and a half times the recommended limit of two hours per day. Spending so much time on smartphones, video games, tablets, computers and televisions affects: - Disrupts eating habits - Displaces physical activities - Limits children’s opportunities to interact with each other - Increases the incidence of mental health issues such as anxiety and depression Researchers agree that spending time in nature and being active outdoors is beneficial to children’s physical and mental health, and helps improve their resiliency, academic performance, and social skills. Time spent exploring nature evokes curiosity and a sense of wonder. With less time spent outside in nature, children are losing opportunities to learn, explore, discover and understand our natural environment.
As the Jurassic Park films made abundantly clear, raptors were not to be trifled with, owing to their medium build, speed, and agility. A newly discovered raptor from New Mexico is further reinforcing our perceptions of these extinct predators. Give a warm welcome to Dineobellator notohesperus, an entirely new species of dromaeosaurid, a group of dinosaurs commonly referred to as raptors. Paleontologist Steven Jasinski from the State Museum of Pennsylvania and colleagues found the fossil in the Ojo Alamo Formation in New Mexico’s San Juan Basin, in a Late Cretaceous sedimentary layer dating back to between 70 million and 68 million years ago. Their analysis of the newly described species was published today in Scientific Reports. The name Dineobellator, pronounced “Di-NAY-oh-bell-ah-torr,” is derived from Diné, the Navajo word for the Navajo people, and bellator, which means warrior in Latin. And indeed, this thing was very much a warrior. Stretched from tip to tail, this dinosaur measured around 2 meters (6 to 7 feet) in length and stood around 1 meter (3 feet) tall at the hip. The authors say it’s a mid-sized raptor, but what this predator lacked in size was made up for in speed, agility, and strength. On its own, Dineobellator was capable of taking down small prey, but when hunting in a pack—a distinct possibly—these dinosaurs could have taken down creatures of considerable size. Dromaeosaurids were small- to medium-sized theropods that lived during the Cretaceous. Like other theropods, they stood on two feet and had feathers, hollow bones, and feet equipped with three nasty claws. The newly described dinosaur has been added to the Velociraptorinae subfamily, which also includes velociraptors. The discovery of Dineobellator is important, as dromaeosaurids are relatively rare in the fossil record. In total, the scientists identified 20 different elements in the Dineobellator fossil, including parts of its forelimbs, hands, feet, and tail. Analysis of these fossilized bones helped the researchers distinguish it from similar dromaeosaurids, including Velociraptor. Some features that distinguish Dineobellator from Velociraptor include parts of its upper arm bone, hand and foot claws, and vertebrae near the base of the tail, while characteristics shared with Velociraptor and other velociraptor-like dromaeosaurids include features seen in the braincase, teeth, tail vertebrae, upper leg bone, and feet bones, explained Jasinski in an email to Gizmodo. Dineobellator had strong arms and a forceful grasp, as evidenced by the presumed way its muscles were attached to its bones. It also had a long, stiff tail that served as a kind of rudder, keeping the creature balanced while it ran. Together, these features, though subtle, suggest Dineobellator likely behaved differently compared to other dromaeosaurids. “This would have been most easily recognized when it was hunting and pursuing prey. The tail of Dineobellator suggests it could have been an excellent pursuit predator, using its tail as a counter-balance and being incredibly agile,” Jasinski told Gizmodo. “Think of videos of a cheetah pursuing a gazelle: Its tail is straight, but it whips around as the cheetah must quickly change direction to pursue an escaping gazelle. Dineobellator could have potentially swung its tail around to be highly agile in pursuit, while other dromaeosaurids seem to have tails that would have been held straight with the body.” Related species were also fast when running in straight lines, but probably not as good as Dineobellator when changing directions. While hunting, Dineobellator, which weighed around 18 to 22 kilograms (40 to 50 pounds), likely chased down prey, jumped onto their backs, and killed them, said Jasinski. In terms of prey, Dineobellator was a pure carnivore, feasting on relatively small animals. That said, paleontologists have prior evidence to suggest raptors hunted in packs like modern wolves. So together, Dineobellators could’ve taken down “prey several times larger than themselves as individuals,” explained Jasinski. Dineobellator lived in what is now northwestern New Mexico. Back then, this area consisted of a warm floodplain with decent amounts of open areas and nearby forests. Other dinosaurs in the same area at this time included the giant four-legged Alamosaurus, oviraptors, tyrannosaurs, hadrosaurs, and troodons. More familiar animals included turtles, crocodiles, and small birds and mammals. Fascinatingly, the Dineobellator fossil showed signs of injury. Given that this raptor lived alongside T. rex, we can only imagine the kinds of trouble it got into on a regular basis. “A broken and healed rib suggests an injury that the animal lived with for quite some time, allowing the bone to heal. This would suggest a rough life,” said Jasinski. “A gouge and puncture mark on the claw suggests a fight between two Dineobellator. Chances are this was a fight between two Dineobellator for resources or, more likely, between males fighting to mate with a female. This all suggests an active lifestyle for a fast, agile predator.” As noted, Dineobellator was added to the Velociraptorinae subfamily, a group that includes the Velociraptor genus, of which there are several known species. The authors say the new fossil is further evidence that dromaeosaurids were continuing to adapt and evolve in Late Cretaceous North America, only a few million years before the mass extinction that wiped out all non-avian dinosaurs. “Dromaeosaurids were still experimenting with new features allowing them to become better hunters, at least in certain hunting styles like pursuit hunts,” explained Jasinski. “This is further evidence that dromaeosaurids lived together with tyrannosaurids and were key parts of ecosystems at the end of the Cretaceous.”
The World's Greatest Cheat Sheet In honor of Back to School Week, Common Science is publishing an homage to the world’s greatest cheat sheet, the Periodic Table of the Elements. Somewhere during the first week of high school chemistry (yes, I know some of you never had chemistry in high school but I try not to think about that) your teacher presented a Periodic Table which probably looked like the one at the top of the page. Sometimes when I get into conversations with people about their experience in high school chemistry, I ask them “why is the Periodic Table called the Periodic Table?” I usually don’t get an answer. Periodic means “repeating”. It’s called the Periodic Table because the columns are designed around repeating patterns. The man credited with creating the modern version in 1869 was a Russian Scientist named Dimitri Mendeleev. The Periodic Table of the Elements, is in all relevant aspects, a cheat sheet. And it’s a good one. Most of us know that atoms are made of protons, neutrons, and electrons. An element is a particular type of atom. Elements have the same number of protons and electrons. Protons and neutrons form the nucleus of the atoms with the electrons floating around nearby. The simplest of all the elements, Hydrogen, has one proton and one electron. The next simplest element is Helium which has 2 protons and two electrons. The atomic number of each element corresponds to the number of protons/electrons in the atom, e.g. Hydrogen and Helium have atomic numbers 1 and 2, respectively. Elements also have simple abbreviations. Hydrogen is H and Helium is He. The difficult part for your teacher came next. Some elements, depending on their number of electrons, are stable and, therefore, tend not to react with other elements. There is a repeating pattern of the number of electrons in an element which corresponds to stability. The story gets a bit more complicated by introducing the concept of orbitals. Usually orbitals are presented in simplified form in high school as looking like circles around the nucleus. (See the picture below this paragraph.) The challenge for the teacher at this point is that explaining why some orbitals are stable and some are not. This requires a discussion of quantum mechanics which the students are not yet ready for. So the teacher has to just tell the students that they need to accept that some configurations are stable and some are not. The first three stable configurations have 2, 10 and 18 electrons (2 in the first orbital, 8 in the second and 8 in the third). The periodic table is organized around these patterns of stability. So let’s start a walk across the periodic table. Hydrogen (H) has one proton and one electron. The one electron orbiting the proton is not a stable configuration since the first orbital, in order to be stable, must have two electrons. So the Hydrogen atom needs to find a partner with whom to share electrons in order to be happy. The most common way that hydrogen does this is to combine with another Hydrogen atom to form an H2 molecule (See the cartoon below this paragraph to visualize). Now the two electrons from the two Hydrogen atoms both orbit around the two protons creating a stable first orbital. If we move over to Helium, it has two protons and two electrons. The two electrons form a stable first orbital without any help. Helium is the first of the “noble gases”, so named because they are too proud to stoop to share their electrons with other elements. Looking down the column from Helium we get a great example of the cheat sheet potential of the Periodic Table. Below Helium are the other noble gases, Neon, Argon, Krypton, Xenon, Radon and Ununoctium (more on it below). All of these atoms have the exact number of electrons required such that outermost orbital has the proper number of electrons to be stable. Therefore, just like helium, the other noble gases tend not to participate in any chemical reactions. Permit me a brief tangent on Ununoctium, the largest know element with atomic number 118. In preparing to write this blog I got out my chemistry textbook from my freshman year of college (1984) and looked at the section on the periodic table. (In case you are wondering, yes, I still have all of my college textbooks). My 1984 text book states that there are 108 known elements. It’s both fascinating and disturbing to reflect that I am old enough that 10 new elements have been “discovered” since I went to college. I use quotation marks since these additional elements have essentially been synthesized rather than discovered by smashing other atoms together at incredibly high speeds. Ununoctium was first synthesized in a Russian lab (Mr. Mendeleev would be proud) in 2002. Since 2002 scientists think that they have synthesized either 3 or 4 atoms of Ununoctium, each existing for several milliseconds before breaking apart through spontaneous nuclear fission. OK, so back to the table. Lithium (Li) has 3 electrons and 3 protons. (Don’t worry I am not going to run through the entire periodic table.) Two of the electrons form the first orbital. The next orbital needs 8 electrons to be stable. A Lithium atom only has one in the second orbital (see the picture above), hence it is on a desperate search for 7 electrons other electrons to share in its outer orbital. The simplest way for Lithium to achieve this goal is to hook up with Fluorine (F). Fluorine has 9 electrons, 2 in the first orbital and 7 in the second. Therefore, Lithium and Fluorine are like a marriage made in heaven forming a LiF molecule , with one Lithium atom and one Flourine atom. Now we have another great cheat sheet example. Since we know that one Lithium will connect happily with one Fluorine, we know that the same will also be true for all other pairings in the columns. If you look at the columns you will find a familiar couple Sodium (Na) and Chlorine (Cl) which form up in one-to-one pairs to make NaCl, table salt. As a last example, let’s start to discuss how you can start to use the Periodic Table to figure out how larger molecules are formed. Oxygen (O) has atomic number 8 so it has 8 electrons. From above we know that 2 of these electrons will form the first orbital around the nucleus of the oxygen atom. This leaves 6 electrons for the second orbital which needs 8 to be stable. Many oxygen atoms gain the two extra electrons that they need by reacting with two hydrogen atoms which contribute one electron each to create the stable and familiar molecule of H2O, water. So here again, we can use just pick up our cheat sheet and start to figure out which molecules are possible to form and which are not. Over the years, as students found that they could use their Periodic Table cheat sheets during tests, more and more information was crammed on to the paper. You can easily find periodic tables where each square looks like the one below. You can answer just about any chemistry question with a cheat sheet like that. Happy Back to School week! Have a comment or question? Login below and let me know what you think or send me an email at [email protected].
Role Modelling: How to Make a Positive Impact on your Child's Eating Habits Parents play an important role in shaping the eating habits of their children. What and where you eat can affect your child's relationship with food. Here are some ways that you can positively influence your child's eating habits: Make healthy foods the usual choice. When your child observes you eating vegetables, fruit, whole grains, and lean meat, they are more likely to eat these foods too. If you want your child to try a new food let them see you trying it first. Do not label foods as "bad" or "good". This may cause them to fear or crave certain foods. When you limit foods that are high in calories, sugar, fat, and salt your child will be less likely to choose these foods as well. Take time to enjoy your meals. This will demonstrate a positive relationship with food that your child will adopt. Family Meal Times Eating as a family has many benefits in the development of your child's habits, including: Children will be more likely to accept food that they see the rest of the family eating. Sharing meals and helping with preparation allows children to learn more about food. Frequent family meals help children develop and learn more vocabulary. Better Relationship With Food Eating together promotes tradition, unity, comfort, and stability. Family meal times can help your child associate healthy food with happy meal times. Having regular family meal times increases the emotional well-being of all family members. This gives the family time to talk and share information about their day. Tips for Healthy Role Modelling Make healthy snacks and meals the regular choice by having these foods readily available. Role model trying new foods by trying it yourself first. (It can take 10 to 15 tries for a child to accept a new food.) Don't label foods as "good" or "bad". Family meal times can have a positive impact on your child's eating habits For more information please visit: www.unlockfood.ca
What is COVID-19? COVID-19 is a respiratory illness originating in Wuhan, China, that is part of a large family of coronaviruses. Several different varieties of coronaviruses have previously been identified, but COVID-19 had not been identified until the 2019 outbreak. COVID-19's official name is "coronavirus disease 2019," which was abbreviated to COVID-19. It was previously known as "2019 novel coronavirus" or "2019-nCoV." How does COVID-19 spread? COVID-19 spreads from person-to-person via "community spread," meaning that those infected with the virus can spread it to others if they are within six (6) feet of each other. COVID-19 spreads primarily through respiratory droplets from sneezes, coughs, etc., but touching your eyes, nose, or mouth after touching surfaces that an infected individual has touched may also cause infection. What are the symptoms of COVID-19? The symptoms of COVID-19 resemble cold and flu symptoms, with the most common symptoms being fever, dry cough, and shortness of breath. Severe cases may cause pneumonia, multi-organ failure, and death. Who can be infected with COVID-19? Anyone who comes in contact with the virus itself or another person who has the virus can become infected. Older adults and those with severe underlying medical conditions such as heart disease, lung disease, diabetes, and other severe conditions are at higher risk of developing serious complications from COVID-19, however anyone who contracts COVID-19 can potentially be at serious risk. How can I protect myself and others against COVID-19? The best way to protect yourself against COVID-19 is to avoid it. Obeying stay-at-home orders and only going out if absolutely necessary (i.e. to buy food, medicine, and other essentials) can protect you from being infected with COVID-19 and can prevent it from being spread to others. Avoid close contact with others, especially if they are sick, and practice social distancing when in public. To effectively social distance, you must keep at least six (6) feet between yourself and others to minimize the risk of infection. Wash your hands often with soap and water for at least 20 seconds after going somewhere in public, blowing your nose, coughing, or sneezing. Use hand sanitizer containing at least 60% alcohol if you cannot wash your hands. Avoid touching your face if you have not washed your hands, especially your eyes, nose, and mouth. Avoid touching high-contact surfaces, such as counters, rails, doorknobs, light switches, etc., especially in public. Clean and disinfect high-contact surfaces in your home. You can protect others by staying home unless necessary, and by social distancing if you must go anywhere in public. Do not leave your home if you are feeling sick. Cover your mouth and nose with either a tissue or the inside of your elbow when you sneeze or cough. Wash your hands immediately after coughing or sneezing, or use hand sanitizer if you cannot wash your hands. Wear a face mask when around other people and when entering a medical facility or healthcare provider's office. If you cannot wear a face mask, cover your sneezes and coughs, and encourage others to wear face masks when they are around you. You do not need to wear a face mask if you are not sick. Clean and disinfect frequently touched surfaces such as doorknobs, tables, light switches, faucets, sinks, etc. If a surface is dirty, clean it with soap before disinfecting it. See the Safety Resources page for information about making your own face covering, properly sanitizing surfaces, etc. How can I tell the difference between COVID-19 symptoms and cold or flu symptoms? COVID-19, the flu, the common cold, and allergies have similar symptoms. The infographic to the right can help distinguish between these symptoms. If you think you are exhibiting symptoms of COVID-19, contact your healthcare provider. Image source: University of Alabama at Birmingham How can I protect my mental health during this stressful time? The stress and uncertainty that COVID-19 is causing can lead to high levels of stress and anxiety. These effects can impact anyone and should be taken seriously, as mental health is just as important as physical health. Stressors like this can be combated in a number of different ways. The CDC recommends taking breaks from consuming news and media about the outbreak, maintaining a healthy diet, getting plenty of sleep, connecting with others, and giving yourself time to relax. It is also important that if you are going to share information about the virus, that it is actually true. Misinformation can lead to panic, poor protective measures, and increased stress for everyone. See the Safety Resources page for more information about taking care of your mental health and sharing accurate information.
Physical Therapy in Mesa, Tempe and Chandler for Upper Back and Neck Welcome to Succeed Physical Therapy & Wellness patient resource about Cervical Spine Problems. Knowing the main parts of your neck and how these parts work is important as you learn to care for your neck problem. Two common anatomic terms are useful as they relate to the neck. The term anterior refers to the front of the neck. The term posterior refers to the back of the neck. The part of the spine that moves through the neck is called the cervical spine. The front of the neck is therefore called the anterior cervical area. The back of the neck is called the posterior cervical area. This guide gives a general overview of the anatomy of the neck. It should help you understand: - what parts make up the neck - how these parts work The important parts of the cervical spine include: - bones and joints - connective tissues - spinal segments This section highlights important structures in each category. Bones and Joints The human spine is made up of 24 spinal bones, called vertebrae. Vertebrae are stacked on top of one another to form the spinal column. The spinal column is the body's main upright support. The first seven vertebrae make up the cervical spine. Doctors often refer to these vertebrae as C1 to C7. The cervical spine starts where the top vertebra (C1) connects to the bottom of the skull. The cervical spine curves slightly inward and ends where C7 joins the top of the thoracic spine (the chest area). The base of the skull sits on top of C1, also called the atlas. Two thickened bony arches form a large hole through the center of the atlas. The opening is large because the spinal cord is wider where it first exits the brain and skull. Compared to other vertebrae, the atlas also has much wider bony projections pointing out to each side. The atlas sits on top of the C2 vertebra. The C2 is called the axis. The axis has a large bony knob on top, called the dens. The dens points up and fits through a hole in the atlas. The joints of the axis give the neck most of its ability to turn to the left and right. Each vertebra is made of the same parts. The main section of each cervical vertebra, from C2 to C7, is formed by a round block of bone, called the vertebral body. A bony ring attaches to the back of the vertebral body. This ring has two parts. Two pedicle bones connect directly to the back of the vertebral body. Two lamina bones join the pedicles to complete the ring. The lamina bones form the outer rim of the bony ring. When the vertebrae are stacked on top of each other, the bony rings form a hollow tube that surrounds the spinal cord. The laminae provide a protective roof over the spinal cord. A bony knob projects out at the point where the two lamina bones join together at the back of the spine. These projections, called spinous processes, can be felt as you rub your fingers up and down the back of your spine. The largest bump near the top of your spine is the spinous process of C2. At the base of the neck where the cervical and thoracic spines join together, you'll feel another large spinous process. That's C7. Each vertebra in the spine has two bony knobs that point out to the side, one on the left and one on the right. These bony projections are called transverse processes. The atlas has the widest transverse processes of all the cervical vertebrae. Unlike the rest of the spine, the neck vertebrae have a hole that passes down through each transverse process. This hole, called the transverse foramen, provides a passageway for arteries that run up each side of the neck to supply the back of the brain with blood. Between each pair of vertebrae are two joints called facet joints. These joints connect the vertebrae together in a chain but slide against one another to allow the neck to move in many directions. Except for the very top and bottom of the spinal column, each vertebra has two facet joints on each side. The ones on top connect to the vertebra above; the ones below join with the vertebra below. The surfaces of the facet joints are covered by articular cartilage. Articular cartilage is a smooth, rubbery material that covers the ends of most joints. It allows the ends of bones to move against each other smoothly, without friction. On the left and right side of each vertebra is a small tunnel called a neural foramen. (Foramina is the plural term.) The two nerves that leave the spine at each vertebra go through the foramina, one on the left and one on the right. The intervertebral disc (described later) sits directly in front of the opening. A bulged or herniated disc can narrow the opening and put pressure on the nerve. A facet joint sits in back of the foramen. Bone spurs that form on the facet joint can project into the tunnel, narrowing the hole and pinching the nerve. The hollow tube formed by the bony ring on the back of the spinal column surrounds the spinal cord as it passes through the spine. The spinal cord is a similar to a long wire made up of millions of nerve fibers. Just as the skull protects the brain, the bones of the spinal column protect the spinal cord. The spinal cord travels down from the brain through the spinal column. Two large nerves branch off the spinal cord from each vertebra, one on the left and one on the right. The nerves pass through the neural foramina. These spinal nerves group together to form the main nerves that go to the limbs and organs. The nerves that come out of the cervical spine go to the arms and hands. Ligaments are strong connective tissues that attach bones to other bones. (Connective tissues are networks of fiber that hold the cells of the body together.) Several long ligaments connect on the front and back sections of the vertebrae. The anterior longitudinal ligament runs lengthwise down the front of the vertebral bodies. Two other ligaments run full length within the spinal canal. The posterior longitudinal ligament attaches on the back of the vertebral bodies. The ligamentum flavum is a long elastic band that connects to the front surface of the lamina bones. A special type of structure in the spine called an intervertebral disc is also made of connective tissue. The fibers of the disc are formed by special cells, called collagen cells. The fibers may be lined up like strands of nylon rope or crisscrossed like a net. An intervertebral disc is made of two parts. The center, called the nucleus, is spongy. It provides most of the shock absorption in the spine. The nucleus is held in place by the annulus, a series of strong ligament rings surrounding it. Two Parts of Intervertebral Disc The anterior cervical area is covered with muscles that run from the rib cage and collar bone to the cervical vertebrae, jaw, and skull. The posterior cervical muscles cover the bones along the back of the spine and make up the bulk of the tissues on the back of the neck. A good way to understand the anatomy of the cervical spine is by looking at a spinal segment. Each spinal segment includes two vertebrae separated by an intervertebral disc, the nerves that leave the spinal cord at each vertebra, and the small facet joints that link each level of the spinal column. The intervertebral disc separates the two vertebral bodies of the spinal segment. The disc normally works like a shock absorber. It protects the spine against the daily pull of gravity. It also protects the spine during heavy activities that put strong force on the spine, such as jumping, running, and lifting. The spinal segment is connected by a facet joint, described earlier. When the facet joints of the cervical spine move together, they bend and turn the neck. Many important parts make up the anatomy of the neck. Understanding the regions and structures of the neck can help you be more involved in your health care and better able to care for your neck problem. Portions of this document copyright MMG, LLC.
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! Aviation, the development and operation of heavier-than-air aircraft. The term “civil aviation” refers to the air-transportation service provided to the public by airlines, while “military aviation” refers to the development and use of military aircraft. The first man-made objects to fly were balloons, which were pioneered in France by the Montgolfier brothers in 1783. Some of the basic scientific principles of heavier-than-air flight were laid down in England in the early 19th century by Sir George Cayley. In the 1890s Otto Lilienthal of Germany became the first person to make and fly successful gliders. The American brothers Wilbur and Orville Wright were inspired by Lilienthal and by 1902 had developed a fully practical biplane (double-winged) glider that could be controlled in every direction. Fitting a small engine and two propellers to another biplane, the Wrights on Dec. 17, 1903, made the world’s first successful man-carrying, engine-powered, heavier-than-air flight at a site near Kitty Hawk, on the coast of North Carolina. The Wright brothers’ success soon inspired successful aircraft designs and flights by others, and World War I (1914–18) further accelerated the expansion of aviation. Though initially used for aerial reconnaissance, aircraft were soon fitted with machine guns to shoot at other aircraft and with bombs to drop on ground targets; military aircraft with these types of missions and armaments became known, respectively, as fighters and bombers. By the 1920s the first small commercial airlines had begun to carry mail, and the increased speed and range of aircraft made possible the first nonstop flights over the world’s oceans, poles, and continents. In the 1930s more efficient monoplane (single-wing) aircraft with an all-metal fuselage (body) and a retractable undercarriage became standard. Aircraft played a vitally important role in World War II (1939–45), developing in size, weight, speed, power, range, and armament. The war marked the high point of piston-engined propeller craft while also introducing the first aircraft with jet engines, which could fly at higher speeds. Jet-engined craft became the norm for fighters in the late 1940s and proved their superiority as commercial transports beginning in the ’50s. The high speeds and low operating costs of jet airliners led to a massive expansion of commercial air travel in the second half of the 20th century. Learn More in these related Britannica articles: Military aircraft, any type of aircraft that has been adapted for military use. Aircraft have been a fundamental part of military power since the mid-20th century. Generally speaking, all military aircraft fall into one of the following categories: fighters, which secure control of essential airspaces by driving off or destroying enemy… history of flight History of flight, development of heavier-than-air flying machines. Important landmarks and events along the way to the invention of the airplane include an understanding of the dynamic reaction of lifting surfaces (or wings), building absolutely reliable engines that produced sufficient power to propel an airframe, and solving the problem of… carriage of goods: Air carriageThe Warsaw Convention of 1929, as amended by the Hague Protocol of 1955, exemplifies still another legislative approach to problems raised by the carriage of goods. It constitutes a major step toward international unification of the rules governing carriage of goods by air.…
What is adiposity? The latin term adiposity means severe or morbid overweight. In English usually the term obesity is being used. An increasing overweight is associated with a growing risk for diseases, which are associated with obesity. A rough measure for obesity is the body-mass-index (BMI). Adiposity is not seen as a disease in parts of the population and among some physicians; it is rather seen as a sign of an unhealthy lifestyle. Yet, obesity is a disease with many causes. According to the World Health Organization (WHO) adiposity means a body-mass-index (BMI) over 30 kg/m². The BMI is however only an approximate value. The BMI is calculated by dividing one’s body weight in kilogram by the body height in square meter: BODY WEIGHT in kg : BODY HEIGHT in m² = BMI e.g. 75 kg : (1.65m x 1.65m) = 27.5 kg/m² BMI and Stages of Adiposity Normal weight 18-24.9 Adiposity stage I 30-34.9 Adiposity stage II 35-39.9 Adiposity stage III 40 and more (Adiposity permagna or morbid obesity) Decisive is the fat distribution of the body Adiposity is associated with several secondary diseases (sequelae) like diabetes (type 2), high blood pressure, cardiovascular diseases, fatty liver and disorders of the adipose tissue. Essential for the risk to develop these secondary diseases is the fat distribution of the body. Especially the visceral fat in the belly region (apple type) is associated with a higher risk, whereas fat depots in the buttocks and upper leg area are less harmful (pear type). Therefore, physicians often measure the abdominal or waist circumference. An increased waist circumference of over 8 cm in women and over 94 cm in men is a risk factor for the obesity associated diseases such as type-2-diabetes. Beyond 88 cm in female or 102 cm in male patients there is a significantly higher risk. Experts additionally measure the ratio of waist- to hip-circumference (waist-to-hip-ratio). This should not exceed 0,85 in women and 1,0 in men. Especially the waist-to-hight-ratio may indicate a higher risk for sequelae. The ratio (division, each value measured in cm) for persons under 40 years of age should not be higher than 0.5, for 40- to 50-year-olds the limit is between 0.6 to 0.6, and for people older than 50 years 0.6. An increased value alone does not mean that the person is ill. Further examinations e. g. of the blood and the blood pressure should follow to clarify whether there are already obesity related diseases. It does not have to be problematic to be overweight or to have a increased BMI. Especially people with lots of muscles or a pear-like fat distribution are often in less danger. The probability of sequelae is increasing with an increase of the BMI and the waist circumference. Adiposity is being diagnosed when the BMI as well as the WHR rises above the critical values. If, at the same time, the aforementioned sequelae can be noticed partially or comprehensively, medical treatment is highly recommended.
Roundworms are parasitic organisms that live in the intestines of animals (including humans). The raccoon roundworm lives in the intestines of raccoons. The roundworm survives by feeding on nutrients that the raccoon has digested. The roundworm lays eggs (upwards of 100,000 per day) in the intestine of the raccoon, which are then shed through the raccoon's feces. A raccoon can shed millions of eggs per day, depending upon how many roundworms are present it its intestines. In general, raccoon roundworms do not harm the raccoon host, other than by using some of the nutrients that the raccoon has eaten. Joe N. Caudell
Exercise is physical activity done regularly to improve, maintain, or slow the loss of fitness. Physical fitness is the capacity to perform physical activity with vigor and alertness and without undue fatigue. Fit people have more energy to pursue leisure activities. Fitness is also the degree to which people can withstand stress and persevere under difficult or emergency circumstances. Regular exercise is one of the things that people can do to help prevent illness, preserve health and longevity, and enhance quality of life. Exercise comes in many forms and can vary in intensity of effort. With so many ways to exercise, almost everyone can participate in some way. Benefits of Exercise Regular exercise makes the heart stronger and the lungs fitter, enabling the cardiovascular system to deliver more oxygen to the body with every heartbeat and the pulmonary system to increase the maximum amount of oxygen that the lungs can take in. Exercise lowers blood pressure, somewhat decreases the levels of total and low-density lipoprotein (LDL) cholesterol (the bad cholesterol) and increases the level of high-density lipoprotein (HDL) cholesterol (the good cholesterol). These beneficial effects in turn decrease the risk of heart attack, stroke, and coronary artery disease. In addition, colon cancer and some forms of diabetes are less likely to occur in people who exercise regularly. Starting an Exercise Program People should consult their doctor before beginning competitive sports or an exercise program. Doctors ask about known medical disorders in the person and family members and symptoms the person has. They do a Physical examination, including listening to the heart with a stethoscope. This evaluation identity some of the rare young people who could have a previously unsuspected heart disorder that can lead to serious heart rhythm abnormalities or sudden, unexpected death with strenuous exercise. It also detects conditions that could restrict activities. For example, overweight people are more likely to develop musculoskeletal injuries after activities involving sudden starts and stops (such as tennis and basketball) as well as those that involve impact (such as jogging). People older than age 40 who are starting an exercise program should report any diagnosis of heart disorders or arthritis and describe any symptoms of chest pain, shortness of breath, leg pains with walking, palpitations (awareness of heartbeat or irregular heartbeats, joint pain or swelling, and inability to exercise for long period (for example, because of weakness, shortness of breath, sweating, or leg pains). Certain drugs may limit the ability to exercise, such as beta-blockers, which slow heart rate, and sedatives, which can cause drowsiness and increase the risk of falling. Conditions that make exercise too risky to recommend in children include heart inflammation (myocarditis), Which is uncommon. It increases the risk of sudden death due to heart dysfunction. Fever is another, because it impairs ability to exercise, may be a sign of serious illness, and may lead to heat-related illness such as heatstroke. Conditions that lead to dehydration (for example, vomiting and diarrhea) are also risky, because sweating during exercise can worsen dehydration. Conditions that make exercise too risky to recommend and that occur mainly in adults include angina pectoris and a heart attack in the previous 6 weeks. People should take precautions when they have certain other conditions.
NCERT Solutions for Class 7 Science Chapter 4 - HeatShare Goprep’s NCERT Solutions for Class 7 Science Chapter 4 – Heat explains important topics of the chapter in detail. Developed by teachers having profound experience, these solutions act as an extremely important resource for exam preparation. Also, the solutions cover detailed explanations of the important topics such as Hot and Cold, Measuring Temperature, Transfer of Heat, Kinds of Clothes we Wear in Summer and Winter. The solutions are concise and by using them you can develop a deeper understanding into diverse topics of the chapter. Moreover, they include simple and accurate answers for important questions in the chapter which you can refer to prepare the chapter thoroughly. Apart from this, the Chapter 4 solutions can also be referred to revise difficult topics in quick time and be well prepared for the exam. NCERT Solutions for Class 7 Science Chapter 4 - Heat Fill in the blanks: a. The hotness of an object is determined by its _____. b. Temperature of boiling water cannot be measured by _______ thermometer. c. Temperature is measured in degree ______. d. No medium is required for transfer of heat by the process of _______. e. A cold steel spoon is dipped in a cup of hot milk. It transfers heat to its other end by the process of _______. f. Clothes of ______ colours absorb heat better than clothes of light colours. \|Chapter 1 - Nutrition in Plants\| \|Chapter 2 - Nutriton in Animals\| \|Chapter 3 - Fibre to Fabric\| \|Chapter 4 - Heat\| \|Chapter 5 - Acids, Bases and Salts\| \|Chapter 6 - Physical and Chemical Changes\| \|Chapter 7 - Weather, Climate and Adaptations of Animals to Climate\| \|Chapter 8 - Winds, Storms and Cyclones\| \|Chapter 9 - Soil\| \|Chapter 10 - Respiration in Organisms\| \|Chapter 11 - Transportation in Aminals and Plants\| \|Chapter 12 - Reproduction in Plants\| \|Chapter 13 - Motion and Time\| \|Chapter 14 - Electric Current and Its Effects\| \|Chapter 15 - Light\| \|Chapter 16 - Water: A Precious Resource\| \|Chapter 17 - Forests: Our Lifeline\| \|Chapter 18 - Wastewater Story\|
Japanese researchers say they have developed a way to observe how bird flu infections spread inside living mice. Professor Yoshihiro Kawaoka and his team at the Institute of Medical Science, the University of Tokyo, created a microscopic imaging system enabling them to observe the viruses developing inside the lungs of mice. Researchers infected mice with 2 different strains of influenza -- a mouse-adapted human strain of H1N1, and the highly pathogenic "bird flu" strain H5N1, which is known to cause serious symptoms in humans. Images captured by the new system showed lung cells infected with H5N1 shining in fluorescent green inside networks of red blood vessels while damaged capillaries appeared to leak. Images also showed neutrophil cells -- a type of white blood cell that plays an important role in immune systems -- gathering in blood vessels as the infection took hold. Professor Kawaoka says the study offers insight into the physiological impact of these viruses which may lead to improved medical treatment.
The Importance Of Art In Child Development Curiosity comes naturally to children. From infancy, young children start figuring out how to move their body and control their limbs as they try to find out how everything works. They start exploring, observing, and imitating everything they see in the world around them.All of this is how they learn, using their whole body and making connections in their brain. Art is a very natural activity that supports children’s free play. Art is not only fun but educational as well; it helps kids to master various skills which are very useful for learning in school, as well as for life. While taking part in art activities, kids practice the following skills: Cognitive development: Children can learn cause and effect, for example, if you push the crayon harder the color will be darker. Art also helps develop critical thinking when they make a plan or picture in their mind of what they want to create and follow that plan. Fine motor skills: Crayons, paintbrushes, and chalk help kids develop fine motor muscles. It will help them master writing, buttoning their coats, and everything else that requires controlled movements. Language skills: Kids develop their language skills when they describe and share their artwork and the process of making it. Parents can encourage that development by listening and asking questions in return. This way your child gets a chance to learn new words to describe what they are making and doing. Math skills: Kids start learning such concepts such as shapes, sizes, comparison, and counting in the process of making art. Emotional Resilience: The ability to create art, regardless of skill level, has also been proven to reduce stress and increase resilience in children and adults. How To Build Your Kid’s Artistic Skills Talk to your child about his work and try to ask open-ended questions, describe some specific things your child does when drawing, for example “I see you are making long lines” or “You are using red, yellow, and green.” Or talk about the materials and instruments your child is using. Discuss vivid details and allow your child to continue the conversation. Try to imitate your child’s actions when drawing rather than drawing your own perfect picture. When kids see your picture is not something they are able to match, they may be less willing to try to create art on their own. Give your child a choice: provide him with various materials to use and mix them up. Support your child, but don’t always be the one in charge. Set out lots of art options and encourge your child to try them out, but don’t force the activity if your child isn’t interested or make it something that should look a certain way. It isn’t fun for anyone to be told what they have to do, and such rigid guidelines will restrict your child’s creativity. Do not create specific plans in your mind; give your kid freedom to use his imagination. Don’t be surprised or afraid if your child changes his opinion or plan while working, that’s a normal creative process and should be celebrated and encouraged.
I operate a flipped classroom where my content lectures are delivered online, this allows my World History students to spend class time reading Marie Antoinette: The Journey by Antonia Fraser. Four days per week, we have 30 minutes of sustained silent reading (SSR) where students maintain an unfamiliar word log, then one day per week, we have small group discussions where they practice using the words in their logs. To master Common Core speaking and listening standards, my students will need to give a three minute speech on (1) Marie Antoinette’s childhood, (2) her marriage to Louis XVI, (3) her role as a mother, (4) her performance as Queen of France, or (5) her overall historical legacy. Students will be divided into groups at random and assigned one of these general topics. Speeches will be given over the next month as we complete the book and study the French Revolution. This post covers how students will brainstorm in small groups to choose a topic, a purpose, and create a roadmap for their speeches. The advice comes from a combination of our school’s Academic Decathlon coach, the awesome Ms. Kerry Sego and the inspiring work of Erik Palmer and his excellent book Well Spoken: Teaching Speaking To All Students. Topic: This is the subject of your speech. In this case, it is about Marie Antoinette. Will it focus on her relationship with her father, mother, siblings, husband, children, her subjects, or other royals? Will the speech be about growing up a Habsburg, Marie Antoinette’s schooling, or the role of music in her life? Purpose: This is the point your speech will be making. Was Marie Antoinette was a victim of her mother’s ambitions? Do you want to call attention to her philanthropic gifts? Should she be remembered as the greatest Queen of France? Or for never maturing beyond her selfish, teenage indulgences? Provide a Road Map: Give your listeners an overview of your topic and purpose. Make sure your main points are clearly stated. Use transitions such as first, another example, next, and finally. Refer back to your main point so the examples seem connected to it. This is where you demonstrate that you can move beyond merely possessing knowledge to creating something meaningful that can inspire an authentic audience. Introduction: Does it state your topic? Does it clearly state your purpose? Do you begin with an attention-grabber? Body Paragraphs: Do you have interesting examples? Quotes? Statistics? People? Does your speech progress from point to point clearly? How can you move evenly from one idea to another? Conclusion: Does the ending of the speech summarize what you have said rather than merely restate or repeat it? Does the speech end with a strong or interesting point? What should the audience do with the information you have given them? Tone: Your speech is not a formal expository essay. Spice it up with stories, imagery, humor, and background knowledge that your audience will appreciate. There are sensitive and fascinating insights in this book that offer a thoroughly nuanced picture of the queen. How do you want them presented? After you have written your speech: - Read it aloud, slowly, pausing for emphasis (remember your audience is listening, without being able to read what you have written), so you must present your information slowly. - Time your speech. It must be between 2:30 – 3:00 minutes. - Type it (if you can) double-spaced. - Save it on your computer. This way you can make changes easily. - Memorize your entire speech. This is a must. - Present your speech, do not read it, or act it out. Use a senator’s voice. - Look your audience in the eyes, glancing now and then to your written copy. - Stand still. Do not play with your papers, sway back and forth, or twirl your hair. - Revise your speech. Make necessary changes for an easier delivery.
Chapter 4, Part 4 As the Age of Discovery began in the 15th century, Portugal and Castille (Spain) sent a large number of maritime missions to seek direct sea route from Europe to India and the fabled Spice Islands, as well as to discover lands previously unheard to the Europeans. With the Atlantic Ocean at their doorstep, it was natural that both countries were the ones who commenced global exploration in a scale no other European nation had ever attempted. The competition between Portugal and Spain, however, escalated upon Christopher Columbus’ return to Europe after rediscovering America. Columbus, whose mission was sponsored by the Crown of Castille, arrived in Lisbon before he reached Spain. In the Portuguese capital he informed King João (John) II about the Terra Firma he discovered across the Atlantic, much to the king’s resentment for it was a clear violation of multiple treaties signed by both nations. Portugal was hitherto entitled for any new lands discovered south of Cape Verde, hence according to the Portuguese king America should belong to him. Pope Alexander VI brokered a treaty to solve the matter between Portugal and Spain. Signed in Tordesillas, the treaty divided the newly discovered lands between both nations along a meridian west of Cape Verde. The lands to the east of the meridian would belong to Portugal, and the lands to the west to Spain. Over the years the exact location of the meridian constantly changed, although the east-west division remained. The treaty became a solid base for the Spaniards to launch massive expeditions to the Americas, and for the Portuguese to send their best navigators and explorers to India, Southeast and East Asia. As both nations scoured the world from different directions, a problem would soon arise: where was the boundary of the Portuguese and Spanish newly conquered lands at the opposite side of the Tordesillas meridian? In the faraway Spice Islands, Ternate – a small island about the same size with Paris’ core city area – together with nearby islands were the only places in the world where clove grew. Known in Europe as clavo, cravo-da-índia, clou de girofle and chiodo di garofano, cloves were introduced to the Europeans by Arab traders in the fourth century. The route to the source of the spice, however, was kept secret by the Arabs, lending the commodity an even more exotic appeal. Having been frequented by Arab, Chinese, Indian and Javanese merchants since the first millennium AD, in 1512 – one year after the fall of Malacca – Ternate received its first ever Portuguese on its soil by the name of Francisco Serrão who was tasked by Afonso de Albuquerque to find the Spice Islands. Serrão remained on the island and sent a letter about the Spice Islands to his cousin, Fernão de Magalhães, who would convince King Charles I of Spain to sponsor his expedition. Serrão’s cousin, better known by his Spanish name Ferdinand Magellan, set sail to the west to find the other route to the Spice Islands. Magellan was the first person who managed to find a passage from the Atlantic to the Pacific Ocean in South America, and eventually in March 1521 his expedition reached the Philippines. Eight months later the expedition reached Tidore, a small island neighboring Ternate, marking Spanish arrival in the Spice Islands. However Magellan was killed when he was in the Philippines, and Serrão mysteriously died in Ternate around the same time. Spain and Portugal, two rivaling neighbors in the Iberian Peninsula, were now separated on the other side of the world only by a narrow strait. Upon their archrival’s success in reacing these remote islands from the west of Europe, the Portuguese reacted quickly by fortifying their strongholds as subsequent skirmishes would shortly emerge between the two European powers. One year after Spanish arrival in Tidore, Fort Kastella was built by the Portuguese on Ternate, and over time both nations constructed more forts on their respective possession in this far-flung corner of the world. Due to the increasing enmity between them, in 1529 King John III of Portugal and Emperor Charles V of Spain signed a treaty in Zaragoza, determining the antimeridian of Tordesillas. Problems for the Portuguese did not subside, though, as they were increasingly active in converting the local people who were known for being staunchly Muslim. This, and the constant threat from the Spanish across the narrow strait, forced the Portuguese to withdraw altogether from Ternate – a situation the Spanish were quick to exploit by taking over some former Portuguese forts on the island. However tensions between the Spanish and the locals would soon escalate, and in 1606 the Spanish captured Said Barakat Shah – the Sultan of Ternate – and put him into exile in Manila, already a Spanish colony by that time. By the early 17th century the southern part of Ternate was occupied by the Spanish and the rest by the Dutch, a new European power who were late in joining the spice race but would rise into a colonial superpower in the region. In a clever strategy to gain support from the local populace, the Dutch made an alliance with the Sultan of Ternate to repel the Spanish forces not only from his land, but also from Tidore, his main rival. The Dutch ambition to control the Spice Islands would soon prove to undermine Ternate’s ambition to weaken Tidore. In the end the Spanish forces retreated from Tidore and the Spice Islands completely in 1663 to the Philippine Islands. Before long, the Dutch strengthened their grip on Ternate, Tidore and eventually all islands in the Moluccas (present-day Indonesian provinces of Maluku and North Maluku). Old forts were fortified, new forts were constructed, and a monopoly on the clove trade was made possible by the eradication of most clove trees on Ternate, Tidore and nearby islands. As demand remained high but supply was significantly lowered, the clove was sold at exorbitant prices, thus providing the Dutch with even greater profits. Until a few years ago Afo, the oldest clove tree ever recorded in history, still stood tall and alive on the fertile slopes of Mount Gamalama. However since Afo had died, today Afo 2 is the oldest surviving clove tree in the world with only one branch still bearing leaves and clove buds. As the spice trade had declined substantially by the 19th century, so had the importance of the Spice Islands to the Dutch. The once wealthy Ternate and Tidore had largely been ignored by both the Dutch and the Indonesian central government following the archipelago’s independence in 1945. They had been serving as quiet outposts amid a chain of small volcanic islands in the sprawling Indonesian archipelago. However soon after the fall of Suharto – Indonesia’s dictator for 32 years – sectarian conflicts flared up across the nation, and the bloody incidents in the Maluku Islands were among the worst in the history of modern Indonesia. Peace was restored three years later, and gradually life returned to how it was before the conflicts. Ternate, as the provisional capital of the newly-formed North Maluku province, grew rapidly with local businessmen as well as others from across the nation setting up new shops, restaurants and hotels, reviving the once spice-reliant economy into a thriving city in this northeastern corner of Indonesia. With a much smaller population than Ternate, Tidore today is a very quiet island where daily life goes by in a very sedate pace. It must have looked very different back in the time when rivalry with its neighbor across the strait was at its height centuries earlier. Towns and villages on Tidore are connected by a decent network of roads with street lights installed at some intersections, although none of them worked – either because they are broken or simply because the low traffic doesn’t require them to be turned on. Streets on Ternate, on the contrary, are always bustling with traffic and activities, as if the stark contrast between the two islands could not have been more striking. Nevertheless, both Ternate and Tidore still live with vestiges from the past, including with how the locals call potatoes: batatas on Ternate (from Portuguese) and patatas on Tidore (from Spanish). Remnants of a time when these islands were sought after by the Europeans will likely to endure the test of time. Click here for the full list of stories from the Spice Odyssey series.
The boundary between the Earth's outermost layer, the crust, and the underlying mantle is speckled with mysterious, blob-like regions. Scientists have long known about these odd pockets, which are called ultralow-velocity zones. They slow down the seismic waves caused by earthquakes and may be the culprit for deep mantle plumes, which can lead to volcanic hotspots like those that created Yellowstone National Park or the Hawai'ian Islands. Researchers have postulated a number of explanations for what these ultralow-velocity zones are made of and how they're formed. But none of those ideas quite fit the data, especially given how differently some of the zones behave from one another. Now, a team of scientists is proposing a new model that includes not only a feasible composition but also a plausible origin story for ultralow-velocity zones. Even so, the scientists behind the study concede that there could be different or even individual variations for other types of these mysterious, subterranean regions beyond their new findings. [7 Ways the Earth Changes in the Blink of an Eye] The core-mantle boundary in which ultralow-velocity zones reside is incredibly hot and pressurized — enough so that when the tectonic plates push beneath the crust via subduction, they are melted down and recycled into the mantle. Pressure levels reach 900,000 times what we experience at sea level and temperatures can exceed 3,000 degrees Fahrenheit (1,649 degrees Celsius). When the team of geologists from Stanford University re-created these conditions in a lab to try to duplicate an ultralow-velocity zone, they found that iron — one of the more abundant minerals on Earth and a likely candidate material that might explain the zones — reacted with the seawater to create a form of iron peroxide that was saturated with hydrogen atoms, according to the new research. This additional hydrogen makes the iron peroxide stable under extreme conditions and denser than surrounding minerals, giving rise to the distinct zones that behave differently than the rest of the mantle. The scientists then conducted a theoretical analysis based on the current body of scientific knowledge about Earth's mantle, ultralow-velocity zones and their best assumptions, finding that hydrogenated iron peroxide would interfere with earthquake shockwaves as expected. Without the added hydrogen, that wouldn't be the case. "The low sound speeds we calculated for our compound match very well what is observed seismically in ULVZs [ultralow-velocity zones]," said Jin Liu, a geologist who worked on the research. The researchers conducted their experiment on a piece of iron foil submerged in water that was then pressurized and heated with lasers, but they argue that natural conditions beneath Earth's crust can also give rise to the iron peroxide that they think makes up ultralow-velocity zones. Seawater is regularly forced beneath Earth's crust, along with subducting tectonic plates, where it interacts with an abundance of iron. The scientists calculated that about 2.2 trillion pounds (1 trillion kilograms) of water are pushed into the mantle every year. Most of that returns to the surface via volcanic activity, but about 640 billion pounds (300 billion kg) of water continue into the deeper mantle, where it can react with iron. Assuming this process has been going on for all 4.5 billion years of Earth's existence, the researchers say that all known ultralow-velocity zones could have been formed in this manner, even if just 100 billion pounds (45 billion kg) of water — one-10th of all the oceanic water on Earth — reacted with iron each year. This newly unearthed mechanism, detailed Nov. 22 in the journal Nature, could give rise to a better understanding of how the planet works deep beneath the surface. "ULVZs could hint at much greater cycling between the core, mantle and surface of Earth than we thought," said Wendy Mao, the Stanford geologist who led the research team. Original article on Live Science .
Listen to today's episode of StarDate on the web the same day it airs in high-quality streaming audio without any extra ads or announcements. Choose a $8 one-month pass, or listen every day for a year for just $30. You are here Stars are brilliant beacons of light shining through the vast cosmic darkness. But just how brilliant they are, and how far they shine across the darkness, varies by a huge amount. In our Milky Way galaxy, for example, the most brilliant stars are several billion times brighter than the faintest ones. What the faint ones lack in power, though, they make up for with numbers -- they account for most of the galaxy's stars, and most of our stellar neighbors, including the closest one of all. Yet not a single one of them is bright enough to see from Earth with the eye alone. These stars are known as red dwarfs. Their surfaces are so cool that they shine reddish-orange, like dull cosmic embers. They range from about half down to less than one-tenth the mass of the Sun. With such little material, the nuclear furnaces in their cores chug along at a leisurely rate, so they produce little energy. In fact, those at the low end of the scale are so feeble that it takes them a year to emit as much energy as the Sun produces in just an hour. These stars are quite turbulent, though. A red dwarf's surface layers bubble like a boiling tea kettle. All of that motion generates powerful magnetic "storms": dark "starspots" that can cover close to half of the star's surface, and powerful explosions that shower space with X-rays. Yet red dwarfs should be good targets to search for planets. We'll explain why tomorrow. Script by Damond Benningfield, Copyright 2011
Charlotte's Web (EB White) Publisher: Classroom Complete Press Step out on a farm and learn the true meaning of friendship among the animals. Use a variety of true or false, fill-in-the-blank and multiple choice questions to check comprehension. Sequence events from the story in the order that they happened. Students share their opinions on the lifespan of animals on a farm. Write the vocabulary word from the book next to its meaning. Write the name of the character next to their quote from the novel. Describe how Wilbur tried to make himself look 'radiant'. Predict what Charlotte's 'masterpiece' will be. Describe Templeton's character using examples from the book. Complete a Spider Web Map to list the main ideas of the story. Aligned to your State Standards and written to Bloom's Taxonomy, additional crossword, word search, comprehension quiz and answer key are also included. About the Novel: Charlotte’s Web is a magical story about childhood, friendship, and loyalty. An eight-year-old girl named Fern saves the life of a newborn piglet named Wilbur and the adventure begins. Soon, Wilbur and the other animals in the barn cellar are a great part of Fern’s life. Wilbur notices that everyone in the barn is busy except him. He becomes lonely and sad. A sweet voice comes out of the darkness of the barn cellar and says, “I’ll be a friend to you.” The voice belongs to a small gray spider named Charlotte A. Cavatica. Charlotte turns out to be a wonderful friend. She listens to Wilbur and enjoys his child-like ways. Soon he finds out what might happen to him when the cold weather comes. Charlotte promises to find a way to save his life. Through the wondrous writings in her web, Charlotte does save Wilbur’s life. And because he is her true friend, Wilbur saves Charlotte’s future.
What is ascites? Ascites is the buildup of an abnormal amount of fluid inside the abdomen (belly). This is a common problem in patients with cirrhosis (scarring) of the liver. Approximately 80% of patients with cirrhosis of the liver develop ascites. What are the risk factors for development of ascites? Common risk factors for the development of ascites are any diseases that can cause cirrhosis of the liver. These include hepatitis B, hepatitis C, and alcoholism/alcohol abuse. Other diseases that lead to fluid buildup are congestive heart failure and kidney failure. Cancers of organs in the abdomen also may lead to ascites. What causes ascites? Ascites is the end result of a series of events. Cirrhosis of the liver is the most common cause of ascites. When cirrhosis occurs, blood flow through the liver is blocked. This blockage causes an increase in the pressure in the main vein (the portal vein) that delivers blood from the digestive organs to the liver. This condition is called portal hypertension. Ascites occurs when portal hypertension develops. The kidneys cannot rid the body of enough sodium (salt) through urine. Not being able to rid the body of salt causes fluids to build up in the abdomen, resulting in ascites. What are the symptoms of ascites? Most people who develop ascites develop a large belly and experience a rapid gain in weight. Some people also develop swelling of the ankles and shortness of breath.
Just as people have been weaving for thousands of years, so too they have been spinning; the two activities have gone hand in hand through the centuries. And in today’s English we have spin. It comes from Middle English spinnen, which meant “to draw out and twist fibres into thread”. We can find a reference to it in the South English Legendary from around 1300: Mine hondene me beoth bi-nome þat I ne may sevwy ne spinne. (My hands are paralysed, so that I may neither sew nor spin) This Middle English form came from the Old English verb spinnan, of the same meaning. Interestingly, we can see where the forms of the modern English verb came from; the past tense was spann and the past participle was spunnen. This can be traced to the Proto-Germanic form spenwan, evidence for which can be found in several other modern languages, such as German spinnen, Swedish spinna, Norwegian spinne, Danish spinne and spinde, Dutch spinnen. Taking it one step further back in time brings us to the Proto-Indo-European form spen-wo, and the root form *(s)pen, meaning “draw out, stretch, spin”. The modern English word “span” is a cognate, and is related to the sense of “draw out, stretch”. Our next step is to look at another cognate, which has a very different meaning in the modern language. This is, of course, “spinster”. This form arose in the mid 14th century, and at that time it simply meant “woman who spins thread”. It is formed by using the stem of spinnen, which was spin-, and adding “stere”, which was simply a feminine suffix. Early versions were sometimes written as “spynnstere” or “spinnestere”. You may wonder how it came to have its modern meaning. This is entirely to do with cultural expectations of women. At that time, unmarried women were supposed to spin thread; that was seen as their main occupation. This caused a shift in meaning, as the word became less associated with the activity and more with the status of the women themselves.
What secrets does Titan hold? Dr Courtney Ennis, Research Fellow at La Trobe University and the Australian Synchrotron explores the solar system and beyond to discover the origins of life. Studying the chemistry of distant planets and moons can give insights into Earth’s chemistry of 3.6 billion years ago, and potentially reveal the conditions that gave rise to life at that time. The roots of astrochemistry stem from the Miller-Urey Experiment in 1952, in which these two scientists attempted to recreate the atmosphere of primitive Earth, in order to see if it could produce molecules required for life. With only water, hydrogen, methane, and oxygen in their experimental atmosphere, and an electrical spark as ignition, amino acids and other building blocks of life were created. Since then, scientists such as Dr Ennis have refined a research model of observing data from spacecraft missions, using laboratory experiments to determine what molecules exist on distant planets and how they came to be, and creating theoretical models based on their observations and experiments combined. Dr Ennis’s research journey began with NASA’s Cassini mission, when the world learned more than ever before about Saturn and its moons. As the Cassini spacecraft finally reached Saturn in 2004 (after leaving Earth 7 years prior), Dr Ennis was starting his PhD at the University of Western Australia. His work investigated methods of identifying what chemical compounds were found on icy bodies in the outer solar system, utilising particular wavelengths of light. After completing his PhD in 2009, he took up a post-doctoral position at the University of Hawai’i. Here he studied the effects of irradiating energy (like that from the sun) on planetary and interstellar ice, and how this can lead to the formation of complex molecules such as sugars and other precursors for the chemistry of life. He subsequently worked in positions at University College in London and the Australian Synchrotron, before joining La Trobe University in 2015. From the massive amount of data sent back to Earth from Cassini, Dr Ennis has been able to design experiments and generate models of the chemistry of Titan’s atmosphere. Comprised almost entirely of nitrogen, methane and hydrogen, the atmosphere of Saturn’s largest moon – when experimentally recreated here on Earth – contains enough ingredients for the production of complex molecules that are precursors to life. The Cassini mission also provided our first glimpse through the hazy atmosphere and down to the surface of Titan, which has revealed onion-like atmospheric layers of chemicals, large cryovolcanos spewing forth material, and frozen water ice on the surface. These findings together reveal a dynamic environment, containing constant chemical reactions that create a variety of compounds, much like on a primitive Earth. After two decades of exploration the spacecraft ended its journey, expending most of its rocket propellant and spectacularly burning up in the upper atmosphere of Saturn. As NASA turned its attention to the ‘New Horizons’ mission to Pluto, so too did Dr Ennis. His work has taken him from the ice and aerosols of Titan, to the even colder ice-caps of Pluto and its moon Charon, and beyond the solar system to the icy objects of the Kuiper Belt. The journey of Dr Ennis has been complementary to the journey of Cassini. Using the skills and insight learned throughout his journey, he has been able to use the data sent back to Earth by the Cassini space probe to develop experiments that aid our understanding of the chemistry of Titan. From telescopic observations, spacecraft missions, and experiments on Earth, he can piece together a picture of how life came to be on Earth 3.6 billion years ago.

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