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Browse Exhibits (5 total) The Missouri Ozarks hold an interesting place in the regional American landscape. Definitely not Northern, but not entirely Southern, Ozarks culture, in the popular mindset, is most often connected with proud, yet poverty stricken hillbillies. This image doesn't allign itself with a slave-holding population, and broadly speaking, slavery isn't thought of as a major element in Ozarks' history. Slavery did exist in the Ozarks, however, and anywhere were people were enslaved holds an important history of oppression and also strength in the midst of impossible circumstances. A reason why the Ozarks exists in the popular American mindset as a white region has to do with a long and, most likely, willfully forgotten history of policital violence against African Americans in the years following emancipation. The first decade of the 20th century saw the simmering resentments held against African Americans errupt into a string of race-riots and lynchings across the major cities of the Ozarks. The fear and trauma caused by these events led to a mass exodus of African Americans from the region, with some estimates placing the figure as high as 40,000 people. The lynchings and racial violence that happened across the Ozarks during the years surrounding the turn of the 20th century led the vast majority of Blacks to leave their homes and start anew. While most African Americans left the Ozarks, a small percentage remained behind, for reasons only known to them. These people and their families formed strong communities and supported themselves, starting Black-owned businesses, churches and everything else needed to establish themselves as proud local citizens. The personal histories and stories of many of these people have been lost to time, but the popular fanscination with photographic portraiture in the late 19th and early 20th centuries has left future generations with images of African American's who remained in the Ozarks in the face of adversity. African Americans who stayed in the Ozarks often made their livings doing odd jobs or working as craftsmen. Fine wooden furniture produced by local artisans both graced the homes of local families and served to provide financial support. Furniture was not the only good crafted by Ozarks African Americans in the era before factory manufactured goods were widespread. Exactingly stitched textiles were sewn for the trousseaus of young brides and would become functional family heirlooms, valued and used for generations. Life at home for African American's in the Ozarks was similar to life for anyone else at the turn of the 20th century. The lives of rural African American's after slavery and before the Civil Rights movement are often erased or broadly painted as all being the same as sharecroppers in the Mississippi Delta. The artifacts in this exhibit show the well-rounded homelives of a people who bought toys for their children, worked the land, drove in new cars and decorated their houses, just the same as their white neighbors.
The Scottish Highland Clans: Origins, Decline and Transformation University of Glasgow Discover the important history of the Highland clans The Highland, Gaelic speaking clans are a vital part of Scotland’s history. They also shape how the world imagines Scotland today. This course uses the expertise of University of Glasgow academics to explain the structure, economy and culture of the clans. It covers the centuries between the fall of the MacDonald Lords of the Isles in 1493 until around 1800, when the clans dissolved away as a result of social economic change. It then discusses how the legacies of clanship shaped global images of Scotland up until the present. What topics will you cover? - Week 1: Defining the Clans: Meet the chiefs and the clan gentry. See how different forms of family, kinship and strong links to land helped bind a clan together. Learn about the ‘professional clans’, those families who provided bards, doctors and judges for Scottish Gaelic society. Explore how archaeology and history can help explain the castles, churches, defensive sites and overall function of the clans. - Week 2: Clan Society and Culture: Explore daily life for ordinary people living under the authority of the chiefs. Using the case study of the Macgregors and Campbell, learn why and how clans feuded, and what made the Scottish Crown seek to ‘civilise’ the Highlands? Learn about Gaelic musical culture, poetry and dress. Discover how clan involvement in the religious and civil wars of the seventeenth century was high profile and traumatic. Lastly, consider how new cultural and social-economic changes resulted in a slow decline of the clans as a form of community. - Week 3: Decline and Transformation: Assess the debates around clan involvement in the Jacobite risings between 1689 and 1746. Discover the latest thinking on the Battle of Culloden and the ‘Clearances’. Finally, appreciate how the literature of Walter Scott, the romantic poets, as well as Highland Games, theatre and film reinvented the clans as a romantic Scottish and global emblem. This free 3 week online course is readily accessible and free by accessing the following link: Clan Cameron NSW Vice-President John Cameron and wife Lynne and the writer have accessed this course and we have found it very informative. Parts can be skimmed over if needed. Historic Environment Scotland (HES) Learn at Home initiative Historic Environment Scotland has launched free online learning resources to help support home educators and learners during the Coronavirus lockdown. While seemingly mainly aimed at young people and educators there is something here for everyone interested in bettering their knowledge and understanding of things Scottish I believe. The Learn at Home resource areas are: - Make and Create - Draw and Colour - Educators’ Area While primarily aimed at educators and young people I’m sure that you will find something of interest here. After all, we all probably aim to be better educated at whatever level! Access to SCRAN (Learning Culture Heritage) is also free until 31 July but I didn’t find this all that useful or easy to access. SCRAN is a volunteer organisation that aims to provide educational access to digital materials representing Scottish culture and history.
Kairos (Greek, Ancient (to 1453);: [[wikt:καιρός#Ancient Greek\|καιρός]]) is an Ancient Greek word meaning the right, critical, or opportune moment. The ancient Greeks had two words for time: chronos (Greek, Ancient (to 1453);: [[wikt:χρόνος#Ancient Greek\|χρόνος]]) and kairos. The former refers to chronological or sequential time, while the latter signifies a proper or opportune time for action. While chronos is quantitative, kairos has a qualitative, permanent nature. Kairos also means weather in Modern Greek. The plural, καιροί (kairoi (Ancient and Modern Greek)) means the times. Kairos is a term, idea, and practice that has been applied in several fields including classical rhetoric, modern rhetoric, digital media, Christian theology, and science. In Onians' 1951 etymological studies of the word, he traces the primary root back to the ancient Greek association with both archery and weaving. In archery, kairos denotes the moment in which an arrow may be fired with sufficient force to penetrate a target. In weaving, kairos denotes the moment in which the shuttle could be passed through threads on the loom. In the literature of the classical period, writers and orators used kairos to specify moments when the opportune action was made, often through metaphors involving archery and one's ability to aim and fire at the exact right time on-target. For example, in The Suppliants, a drama written by Euripides, Adrastus describes the ability to influence and change another person's mind by “aiming their bow beyond the kairos.” Kairos is also an alternate spelling of the minor Greek deity Caerus, the god of luck and opportunity. Kairos was central to the Sophists, who stressed the rhetor's ability to adapt to and take advantage of changing, contingent circumstances. In Panathenaicus, Isocrates writes that educated people are those “who manage well the circumstances which they encounter day by day, and who possess a judgment which is accurate in meeting occasions as they arise and rarely misses the expedient course of action". Kairos is also very important in Aristotle's scheme of rhetoric. Kairos is, for Aristotle, the time and space context in which the proof will be delivered. Kairos stands alongside other contextual elements of rhetoric: The Audience, which is the psychological and emotional makeup of those who will receive the proof; and To Prepon, which is the style with which the orator clothes the proof. In Ancient Greece, "kairos" was utilized by both of the two main schools of thought in the field of rhetoric. The competing schools were that of the Sophists, and that of their opposition, led by individuals such as Aristotle and Plato. Sophism approached rhetoric as an art form. Members of the school would travel around Greece teaching citizens about the art of rhetoric and successful discourse. In his article "Toward a Sophistic Definition of Rhetoric", John Poulakos defines rhetoric from a Sophistic perspective as follows: "Rhetoric is the art which seeks to capture in opportune moments that which is appropriate and attempts to suggest that which is possible." Aristotle and Plato, on the other hand, viewed Sophistic rhetoric as a tool used to manipulate others, and criticized those who taught it. Kairos fits into the Sophistic scheme of rhetoric in conjunction with the ideas of prepon and dynaton. These two terms combined with kairos are their keys to successful rhetoric. As stated by Poulakos, Prepon deals with the notion that "what is said must conform to both audience and occasion." Dynaton has to do with the idea of the possible, or what the speaker is attempting to convince the audience of. Kairos in the Sophistic context is based on the thought that speech must happen at a certain time in order for it to be most effective. If rhetoric is to be meaningful and successful, it must be presented at the right moment, or else it will not have the same impact on the members of the audience. Aristotle and his followers also discuss the importance of kairos in their teachings. In his Rhetoric, one of the ways that Aristotle uses the idea of kairos is in reference to the specificity of each rhetorical situation. Aristotle believed that each rhetorical situation was different, and therefore different rhetorical devices needed to be applied at that point in time. One of the most well known parts of Aristotle's Rhetoric is when he discusses the roles of pathos, ethos, and logos. Aristotle ties kairos to these concepts, claiming that there are times in each rhetorical situation when one needs to be utilized over the others. Kairos has classically been defined as a concept that focused on "'the uniquely timely, the spontaneous, the radically particular.'" Ancient Pythagoreans thought Kairos to be one of the most fundamental laws of the universe. Kairos was said to piece together the dualistic ways of the entire universe. Empedocles was the philosopher who connected kairos to the principle of opposites and harmony. It then became the principle of conflict and resolution and was thus inserted as a concept for rhetoric. In his article "Critical-Rhetorical Ethnography: Rethinking the Place and Process of Rhetoric," Aaron Hess submits a definition of kairos for the present day that bridges the two classical applications. Hess addresses Poulakos's view that, “In short, kairos dictates that what is said must be said at the right time.” He also suggests that in addition to timeliness kairos considers appropriateness. According to Hess, kairos can either be understood as, "the decorum or propriety of any given moment and speech act, implying a reliance on the given or known", or as "the opportune, spontaneous, or timely." Although these two ideas of kairos might seem conflicting, Hess says that they offer a more extensive understanding of the term. Furthermore, they encourage creativity, which is necessary to adapt to unforeseen obstacles and opinions that can alter the opportune or appropriate moment, i.e. kairos. Being able to recognize the propriety of a situation while having the ability to adapt one's rhetoric allows taking advantage of kairos to be successful. Hess's updated definition of kairos concludes that along with taking advantage of the timeliness and appropriateness of a situation, the term also implies being knowledgeable of and involved in the environment where the situation is taking place in order to benefit fully from seizing the opportune moment. Hess's conflicting perspective on kairos is exemplified by the disagreement between Lloyd F. Bitzer and Richard E. Vatz about the rhetorical situation. Bitzer argues that rhetorical situations exist independent of human perspective; a situation invites discourse. He discusses the feeling of a missed opportunity to speak (kairos) and the tendency to later create a speech in response to that unseized moment. However, Vatz counters Bitzer's view by claiming that a situation is made rhetorical by the perception of its interpreter and the way which they choose to respond to it, whether with discourse or not. It is the rhetor's responsibility to give an event meaning through linguistic depiction. Bitzer's and Vatz's perspectives add depth to Hess's ideas that kairos is concerned with both timeliness and appropriateness. On one hand, Bitzer's argument supports Hess's claim that kairos is spontaneous, and one must be able to recognize the situation as opportune in order to take advantage of it. On the other hand, Vatz's idea that the rhetor is responsible reinforces Hess's suggestion of the need to be knowledgeable and involved in the surrounding environment in order to fully profit from the situation. According to Bitzer, Kairos is composed of exigence, audience, and constraints. Exigence is the inherent pressure to do something about a situation immediately, with the action required depending on the situation. The audience are the listeners who the rhetor is attempting to persuade. Constraints are the external factors that challenges the rhetors ability to influence, such as the audience's personal beliefs and motivations. Additionally, factors such as cultural background, previous social experiences, and current mood, can influence the capacity to see and understand the correct and opportune moment of action. Thus, the difficulty of using kairos in a modern rhetorical setting is understanding and working within its constraints, while also carefully considering unexpected situations and encounters that arise, in order to present one's rhetorical argument as naturally as possible. 'Kairos' modern English definition is vague. There is no one word in today's English language that completely encompasses the definition of kairos, similar to that of Ethos, Logos, and Pathos. In his article "The Ethics of Argument: Rereading Kairos and Making Sense in a Timely Fashion," Michael Harker says, "Like the 'points' on the rhetorical triangle, the meaning of kairos is not definitive but rather a starting point for grasping the whole of an argument." Kairos' inclusion in modern composition has not been implicitly made, but there are undertones. Various components of kairos are included in modern composition and have made profound effects on modern composition theory. ' Kairos' purpose in modern rhetoric is mostly focused on the placement of logos, pathos, and ethos. Kairos is used as a "starting point" in modern rhetoric. Kelly Pender's article "'Kairos' and the Subject of Expressive Discourse" states the inclusion of kairos within discourse "would try to shift the focus of personal writing from the writer's experiences and emotions to a broader perspective that explicitly concentrates on the rhetorical situation..." Kairos is an expressive inclusion within the overall subject of discourse, and one that has an effect on the entire rhetoric. In the New Testament, "kairos" means "the appointed time in the purpose of God," the time when God acts (e.g. Mark 1:15: the kairos is fulfilled and the kingdom of God is at hand). "Kairos" (used 86 times in the New Testament) refers to an opportune time, a "moment" or a "season" such as "harvest time," whereas "chronos" (used 54 times) refers to a specific amount of time, such as a day or an hour (e.g. Acts 13:18 and 27:9). Jesus makes a distinction in John 7:6 between "His" time and "His brothers'" time: paradoxically, it is "always" (πάντοτε) his brothers' time. In the context, they can go to Jerusalem any time they wish. In the Eastern Orthodox and Eastern Catholic churches, before the Divine Liturgy begins, the Deacon exclaims to the Priest, 'Καιρὸς τοῦ ποιῆσαι τῷ Κυρίῳ' (Kairos tou poiēsai tō Kyriō), i.e. "It is time [''kairos''] for the Lord to act", indicating that the time of the Liturgy is an intersection with Eternity. In The Interpretation of History, neo-orthodox Lutheran theologian Paul Tillich made prominent use of the term. For him, the kairoi are those crises in history (see Christian existentialism) which create an opportunity for, and indeed demand, an existential decision by the human subject - the coming of Christ being the prime example (compare Karl Barth's use of Geschichte as opposed to Historie). In the Kairos Document, an example of liberation theology in South Africa under apartheid, the term kairos is used to denote "the appointed time," "the crucial time" into which the document or text is spoken. In Hippocrates’ (460-357 B.C.E) major theoretical treatises on the nature of medical science and methodology, the term “kairos” is used within the first line. Hippocrates is generally accepted as the father of medicine, but his contribution to the discourse of science is less discussed. While “kairos” most often refers to “the right time,” Hippocrates also used the term when referencing experimentation. Using this term allowed him to “express the variable components of medical practice more accurately.” Here the word refers more to proportion, the mean, and the implicit sense of right measure. Hippocrates most famous quote about kairos is “every kairos is a chronos, but not every chronos is a kairos.” In A Rhetoric of Doing: Essays on Written Discourse in Honor of James L. Kinneavy by Stephen Paul Witte, Neil Nakadate, Roger Dennis Cherry also discusses the art of kairos in the field of science. Citing John Swales, the essay notes that the introduction sections of scientific research articles are nothing more than the construction of openings. This idea derives from the spatial aspect of kairos, or the creation of "an opening," which can be created by writers and discovered by readers. This opening is the opportune time, or kairos. Swales created what he called the "create a research space" model, wherein kairos, or an opening, was constructed. It consisted of four rhetorical moves. 1.) establishing the field. 2.) summarizing previous research. 3.) preparing for present research, and 4.) introducing the present research. The third step is one where a gap in previous research is indicated, thus creating the need for more information. The writer constructs a need, and an opening. Because kairos emphasizes change, it is an important aspect of science. Not all scientific research can be presented at the same time or in the same way, but creating an opening makes it possible to construct the right time. This can easily be related back to Hippocrates statement that not every opening is an opportunity. Yet, in science, the message can be adapted in such a way that chronos becomes kairos. The idea can also be expressed in the words of Carolyn M. Glasshoff who wrote that, specifically in the field of scientific writing, “any text must be influenced by the kairos that exists both before the text is created and during the presentation. In addition, each text helps create a new kairos for texts that come after.” The historical context of the definition of kairos may make the concept appear outdated. However, the relevancy of kairos is at its peak as the world has rapidly transformed into a society dependent on digital technology. In order to recognize how kairos can be applied to online media and the challenges that occur as a result, a broad definition of the term is required. One definition makes the application of kairos to digital media easy to recognize, as it states kairos can be referred to as particular moment in which success is achieved when an opening is pursued with force. This definition prompts a main issue within the application of kairos to online content: if timing is crucial to the message of communication that is being received, how can we communicate effectively online, where anything can be published at any time? The difficulty with modern rhetoric in the digital space is that the audience is less easily influenced by the rhetor. As such, it is difficult for rhetors to utilize kairos to the best of their abilities. Due to the nature of which modern audiences in the electronic age consume media, it is highly possible that they are multi-tasking, with their attention divided among multiple sources. This difficulty is compounded with the fact that this audience can consume discourse at different times, in different places, and through varying mediums. As a result, the audience is able to assign encountered discourse at various levels of personal priority. With this, they are able to discern which discourse they think is vital or interesting, and discard those they deem trivial or unworthy of their attention. There are also multiple external factors that lead to the difficulty in using kairos in a modern setting. Since computer hardware, software, and even the underlying operating system all differ between people, it is difficult for the orator to take account for every permutation possible. Couple this with the lack of a true shared community online, since such virtual “cloakroom communities” are only temporary, and the difficulties in using kairos in the digital age becomes painfully clear. Some scholars studying kairos in the modern digital sphere argue that the aspects of body/ identity, distribution/ circulation, access/ accessibility, interaction, and economics are handled differently in an online setting and therefore messages that are sent digitally need to be altered to fit the new circumstances. In order to reach online audiences effectively, scholars suggest that context of the information's use, which includes considerations of legal, health-related, disciplinary, and political factors paired with smart rhetorical thinking can solve the issue of miscommunicated messages distributed on online forums.
This is a free printable weather chart for children to practice tracking and graphing the daily weather. Children write the name of the month at the top, then for each day they place a check mark or sticker in the appropriate box. There is a special tracking box for rainbows. After each month encourage children to count up their totals to see what the weather was like for the majority of that month. This is a game for children who are learning all about the weather. There are question cards to help children recall ideas and vocabulary they’ve learned in their weather lessons. These questions focus on the four seasons, weather prediction, cloud formations, weather preparedness and preparation, and the water cycle. This is a file folder game for children working on consonant blends and diagrah recognition. Each umbrella holds ch-, sh-, bl-, and pl- words. The raindrops have pictures of various objects for children to sound out. This would be a great game to keep at your learning centerduring your weather unit. Children match the uppercase letter to the lowercase letter. Young children can start with knowledge. Find this game and tons more on PreschoolMom.com
Plastic Legacy: Humankind’s Trash Is Now a New Rock By Joseph Castro Melted plastic trash on beaches can sometimes mix with sediment, basaltic lava fragments and organic debris (such as shells) to produce a new type of rock material, new research shows. The new material, dubbed plastiglomerate, will forever remain in Earth’s rock record, and in the future may serve as a geological marker for humankind’s impact on the planet, researchers say. Plastic pollution is a worldwide problem affecting every waterway, sea and ocean in the world, according to the Natural Resources Defense Council. First produced in the 1950s, plastic doesn’t break down easily and is estimated to persist in the environment for hundreds to thousands of years. Plastic debris is also lightweight, allowing it to avoid being buried and becoming a part of the permanent geological record. But while at Hawaii’s Kamilo Beach, Capt. Charles Moore, an oceanographer with the Algalita Marine Research Institute in California, found that plastic, if melted, can actually become one with rocks, sediment and other geologic materials. [See Images of the Plastiglomerate Rock at Kamilo] “He found some plastic had been melted to rocks, and other pieces of natural material had also been stuck on it,” said study lead author Patricia Corcoran, a geologist at the University of Western Ontario (UWO) in Canada. “He didn’t know what to call it. It’s possible other people have found [the plastic conglomerates] at other locations before Captain Moore did, but nobody had thought to report it or identify it.” Corcoran attended a presentation Moore gave about his find, and she became immediately interested in investigating the material. So she, along with Moore and Kelly Jazvac, a visual artist at UWO, headed to Kamilo Beach to analyze the plastic formations. A human origin Kamilo Beach, located on the southeastern tip of the Big Island of Hawaii, is often considered to be one of the dirtiest beaches in the world. Because of the current flow and high wave energy of the area, the beach is covered with plastic debris pulled in from the ocean, including fishing gear, food and drink containers and multicolored plastic fragments called “plastic confetti.” The researchers discovered there are two types of plastiglomerates at Kamilo Beach: In situ and clastic. In situ plastiglomerate is more rare than the clastic variety, and forms when “plastic melts on rock and becomes incorporated into the rock outcrop,” Corcoran told Live Science, adding that the melted plastic can also get into the rock vesicles, or cavities. Clastic plastiglomerates, on the other hand, are loose rocky structures, composed of a combination of basalt, coral, shells, woody debris and sand that have been glued together by melted plastic. When Moore first discovered Kamilo Beach’s plastiglomerates, he hypothesized that molten lava had melted the plastic to create the new rock. However, the researchers found that lava had not flowed in that area since before plastics were first invented. After digging further into the mystery and talking with locals, the researchers concluded that people inadvertently created the plastiglomerates after burning plastic debris, either intentionally to try to destroy the plastic or accidentally by way of campfires. Given this origin for the beach’s plastiglomerates, the team thinks the material could be present at a lot of other beaches around the world, particularly in areas where people camp or live. “I would say that anywhere you have abundant plastic debris and humans, there will probably be plastiglomerates,” Corcoran said. Additionally, other locations where there is both active volcanism and beaches polluted with plastic, such as Iceland and the Canary Islands, could have lava-produced plastiglomerates, she said. A global marker At present, we live in the Holocene Epoch, which began nearly 12,000 years ago. In recent years, scientists have debated whether to formally identify a new geological era called the Anthropocene, which would mark the time period when human influence significantly altered Earth’s physical, chemical and biological landscape. However, scientists can’t agree when the Anthropocene should begin. Whatever the case, there are several lines of evidence that highlight humankind’s impact on the planet. For instance, with the onset of the Industrial Revolution, a lot of carbon dioxide and other greenhouse gases have been pumped into the atmosphere. And even further back, the rise of agriculture some 8,000 years ago fundamentally changed land use and led to increased atmospheric carbon dioxide and methane, as evidenced from analyses of ice cores. Additionally, soil profiles from peat bogs indicate that mining activities and the combustion of leaded gasoline have resulted in increased lead concentrations over the past 300 years, the researchers noted in their study. With plastiglomerates, scientists now have another global marker for the Anthropocene, Corcoran said. “It definitely shows how humans have interacted with Earth’s biophysical system.” What’s more, Corcoran and her colleagues have analyzed the clastic plastiglomerates from Kamilo Beach, and found the new material is far denser than plastic-only particles. This suggests plastiglomerates have a much greater potential to become buried and preserved in the rock record than normal plastic debris, and that future generations of scientists will be able to look into the planet’s geological record and find the plastiglomerates. “One day in the future, people can look at this material and use it as a marker horizon to see that in around 2010, humans were polluting the planet with plastic,” Corcoran said. “But that’s not a legacy we really want.” Source: Live Science
When does the First Amendment allow the government to limit speech? Many Americans struggle with understanding the language and subsequent interpretation of the Constitution, especially when it comes to the rights encapsulated in the First Amendment. While many Americans can agree that speech should be protected, there are disagreements over when, where, and how speech should be limited or restricted. This lesson encourages students to examine their own assumptions and to deepen their understanding of current accepted interpretation of speech rights under the First Amendment, including when and where speech is protected and/or limited. It should reinforce the robustness of the First Amendment protections of speech. This Share My Lesson collection provides teachers with free lesson plans and resources on the foundational principles of democracies, including rule of law, limited government, and checks and balances. It can be used to build background knowledge to analyze the health of our democracy over time and in today’s environment. In a constitutional system of government, the role of the judiciary is essential for maintaining the balance of power, protecting individual rights, upholding the rule of law, interpreting the Constitution, and ensuring equal justice for all. In this lesson, students learn about the role of an independent judiciary in the United States. This short video explores the limited rights of women prior to the American Revolution. According to the idea of femme covert, women were legally and politically subservient to their husbands. Married women could not own property and all women were considered irrelevant to the political sphere. Professor Rosemarie Zagarri notes that 80% of the freemen in the colonies could vote (as compared to 20% in Great Britain), but suffrage was still limited to men. This short video explains the differing perspectives that emerged about the Constitution and slavery. Some, like Frederick Douglass, believed that the Founders put slavery on the road to extinction while others, like Roger Taney, believed that the Constitution was a slaveholders’ document. Professor Gordon Lloyd contends that the slavery clauses in the Constitution both limited and expanded slavery’s impact, and that the Founders alone do not bear responsibility for slavery’s later expansion. This lesson focuses on the arguments over the various characteristics and powers of the office of president as debated at Constitutional Convention of 1787. By examining the views of delegates as recorded in James Madison’s Notes of Debates in the Federal Convention of 1787, students will understand the arguments of those who supported either a strong, independent executive, or a very limited and highly controlled executive. Students will also see why, in the end, the delegates compromised. Chafing under the despotic rule of King John, rebellious British noblemen forced their ruler to sign the Magna Carta. The 63 clauses of this document defined and limited the feudal rights of the monarch. This lesson includes a background reading, full text of the Magna Carta, and a small-group activity for students. Students will create visual metaphors to explain the seven principles of the Constitution. Students will practice their speaking skills as they explain their visual analogies to the rest of the class. Students will reflect on the big ideas and make personal connections to the material by recording their learning in a Learning Log during and after the presentations. A major obstacle teaching sophomore AP Government for semester duration is the implementation of outside reading and the comprehension of primary sources. Namely, the incorporation of the Federalist Papers, which are both relevant and necessary, pose a challenge for students not yet exposed to AP United States History or have limited reading comprehension.
Recognized as one of the most important scientific advances of the 20th century,1 polymerase chain reaction (PCR) is a quick, easy way to create unlimited copies of DNA from just one original strand. These millions of copies of a section of DNA are made in just a few hours with the goal to recreate enough DNA for multiple testing uses, such as sequencing or infection identification. It is also used for food safety, forensics, epidemiology and many other disciplines beyond diagnostics testing. There are two important components in PCR testing – the Primers and the Probes. - Primers are the short sequences of nucleotides that our DNA is made of that binds together in a unique way. The “Primer” is the starting point, or region of DNA, that is identified for copy. Two primers are used and are bound to each end of our template DNA. The area in between these primer regions is then replicated by the polymerase. Like a copy machine, it keeps printing the sequence over and over, creating a significant amount of genetic material. - Probes bind very specifically to the amplified material after replication and give off a light signal that can be detected. The more the sequence is present (from replication) the more light it will give off providing a clearer picture for a more accurate test. The very specific nature of the primers and probes binding produce that light, and the amount generated is what gives us confidence in identifying positive or negative results. PCR — The Gold Standard in Diagnostic Testing The “gold standard” refers to the highest quality, or benchmark, of a specific practice, product or technology. Understanding this definition, PCR technology is considered that benchmark in many aspects of diagnostic testing, since it can theoretically identify and detect a target with a single copy present in the sample. The ideal diagnostic is both specific and sensitive, meaning that targets, even at an extremely low concentration, test positive and false negatives do not slip through the cracks. For example, one gene that detects chlamydia, may not be as good as two genes specific for chlamydia. Multiple targets in the test design, when positive, provide more confidence that there is a correct diagnosis. PCR technology is also rapid, and can be performed in hours to minutes compared to traditional methods such as culture, which is labor intensive and can take days to produce a result Other diagnostic testing methods, like culture or serology, may not provide the same level of sensitivity as PCR. Therefore, the risk of false negatives increases in critical testing scenarios where organisms or viruses may be difficult to grow, or detect an immune response to. This is why PCR is considered the gold standard by many across the diagnostic community. Roche Diagnostics has a lengthy history of creating high quality PCR-based molecular tests across a wide spectrum of diseases and utilized this technology to rapidly develop the SARS-CoV-2 test in response to the evolving pandemic.
They detected another conspicuous radio source, but unlike the Crab, its position slowly shifted. What was it? Standing next to the array at night, Bernie noted a star overhead and asked Ken "what is that bright thing up there?" It was Jupiter, and that's where the signal came from. In publishing their result, the astronomers speculated "the cause of this radiation is not known but is likely to be due to electrical disturbances in Jupiter's atmosphere." The discovery is now commemorated by a historical marker at the site (image on the left).\| In 1959, after the Earth's radiation belt had been discovered, Frank Drake observed Jupiter and concluded from the relative intensities in a range of wavelengths that the signal was probably emitted by electrons trapped in a strong magnetic field. Then in 1973 the space probe Pioneer 10 passed by Jupiter and found there, sure enough, an enormous planetary magnetic field and a very intense radiation belt. If the fields of Earth and Jupiter were both approximately represented by bar magnets at the planet's center, then Jupiter's magnet would be about 20,000 times stronger. Jupiter's magnetic axis, like the Earth, is slightly offset from the rotation axis, but while Jupiter and Earth (and other planets) spin in the same sense, the magnetic polarity of Jupiter is the opposite of Earth's. What produces that field is still unclear. No one knows what Jupiter's core consists of, but by one widely held theory, it is hydrogen, compressed by the huge weight of the planet's outer layers to the point at which it becomes a metal and conducts electricity. The strange radio signals observed by Franklin and Burke came from Jupiter's radiation belt, the most intense one in the solar system--so intense that after just one pass through it, Pioneer 10 suffered some (minor) radiation damage. Along with its radiation belt, Jupiter also has auroras, observed from Earth by the orbiting Hubble telescope. Jupiter's magnetic field produces some interesting interactions with the planet's larger moons (which are bigger than ours). Io, the innermost large moon, is heated by its tides, a bizzare world with active sulphur volcanoes and a thin atmosphere. Its ionosphere and/or body conduct electricity, and the relative motion between Io and Jupiter's magnetosphere creates a dynamo circuit, which produces large currents flowing between them. The space probe Voyager 1 passed close to those currents on March 5, 1979, and observed their magnetic fields. Those fields also affect Jupiter's radio emissions and cause the "signal" which they beam to Earth to rise and fall, depending on the position of Io. More recent observations by the Galileo space probe also suggest that the moon Ganymede has its own magnetic field. Jupiter's magnetosphere at these distances rotates with the planet, and as it moves past Ganymede, that moon apparently carves out it it its own small magnetosphere. All four giant planets--Jupiter, Saturn, Uranus and Neptune--were visited by Voyager 2. (The first two were also visited by Pioneer 10 and 11 and by Voyager 1, and the probe Ulysses flew by Jupiter, while the probe Galileo is currently in orbit around it.) All four have magnetic fields much stronger than the Earth's, in the sense defined above for Jupiter. Saturn's magnetic axis, remarkably, seems to be exactly lined up with its rotation axis, within the accuracy of observations. The magnetic axes of Uranus and Neptune, on the other hand, are inclined by about 60° to their rotation axes. The shape and properties of a planetary magnetosphere depends on the angle between the flow of the solar wind (i.e. the direction from the Sun) and the magnetic axis, and for those two planets, that angle is rapidly changing all the time. As a result, their magnetospheres undergo wild variations during each rotation, although both manage to contain trapped particles. The origin of all those field is unknown: Saturn is big enough to produce metallic hydrogen in its core, but Uranus and Neptune are not. The planet Venus was visited by Mariner 10 in 1974, which continued from there to Mercury. Venus was found to be unmagnetized: the solar wind is only stopped by its upper atmosphere, the ionosphere, creating a completely different type of magnetosphere, more like a comet's tail. On the other hand, tiny Mercury--an airless rock only moderately bigger than our Moon, rotating very slowly--surprised observers by being magnetized. Its magnetic field is weak and probably does not extend far enough to trap many particles, but as the spacecraft passed through its nightside tail, it observed a sudden spasm in which particles were apparently energized. To learn more about all this, NASA has scheduled the "Messenger" mission to fly to Mercury and orbit it. Mercury may actually have a molten core, and thus perhaps its field may be due to a dynamo effect, like Earth's. Mercury is slightly deformed like the Earth's Moon, but whereas our Moon's rotation period equals its orbital period, Mercury is locked into a more complex pattern--3 rotations each 2 orbits. Because Mercury's orbit is slightly elliptical, it also undergoes librations, causing the Sun to pull its elongated part. The librations differ whether the core is molten or not--if it is, the Sun's periodic pull is not transmitted so well to it and it rotates more smoothly. According to an article by Jean-Luc Margot et al., Science 316 , p. 710, 2007 (reported by Johanna Miller in "Physics Today", July 2007, p. 22-4), this seems to be the case "with 90-95% certainty." The Messenger mission is expected to make the case more definite. Mars and the Moon have permanently magnetized patches of rock on their surfaces, suggesting that even if they now lack a dynamo field, at some time in the past they possessed one. That would agree with the giant volcanoes (apparently extinct) observed on Mars, which suggest a hot interior. The magnetized patches on that planet, first observed by the Mars Global Surveyor, are particularly intriguing because they seem to form strips, reminding researchers of the magnetized strips observed on the sea bottom on Earth, from which the idea of plate tectonics emerged. Magnetic observations on Mars, however, are not yet detailed enough to allow any firm conclusions to be drawn. Planetary magnetic fields thus seem to be the rule, not the exception, at least in our solar system. About a thousand years have passed since the discovery of the magnetic compass gave the first hint of such fields. As their study enters its second millennium, it faces more unanswered questions than ever before. 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Workshop Design August 20, 2013 Trigger Word Activity Workshop What is Workshop? • A way to structure class-time so that the students are doing the majority of the work. • Acycle the teacher works through as he/she teaches a lesson. • Mini-lesson • Workshop • Debrief Workshop Cycle Mini-lesson Work Time Debrief Adapted from That Workshop Book by Samantha Bennett (2007). Mini-Lesson • Set the purpose • Build the need to know • Directions for the task/practice • Modeling • Think-aloud • Mini-lecture • Demonstration • Other Pearson, P. D., & Gallagher, M. C. (1983). The instruction of reading comprehension. Contemporary Work Time Students will: • Read, Write, Talk • Practice skills • Complete task • Gauge their own understanding Teacher will: • Conference with student groups/individual • Gauge understanding (Formative Assessment) • Differentiate instruction as needed Debrief Students will: • Share understanding • Share thinking • Share task accomplished during work time Teacher will: • Label responses (Anchor Charts) • Hold thinking to use for future teaching and learning • Build Momentum for the next work time or class. Design a Lesson • Break into subject/grade level groups of four • Task: • Create a rough draft of a workshop lesson on a lesson topic e.g. revising, inference, writing process, etc… • Mini-lesson • Work Time • Debrief Questions • Be prepared to share design from chart paper Workshop Debrief • What components of the Workshop Cycle are similar to how we already create our lessons? • How will this design help our students? • What questions do you have about the Workshop Cycle?
Fairbanks KUAC and Geophysical Institute of the University of Alaska, Teachers' Domain Video length 1:56 min.Learn more about Teaching Climate Literacy and Energy Awareness» See how this Video supports the Next Generation Science Standards» Middle School: 3 Disciplinary Core Ideas High School: 2 Disciplinary Core Ideas About Teaching Climate Literacy Other materials addressing 5b Notes From Our Reviewers The CLEAN collection is hand-picked and rigorously reviewed for scientific accuracy and classroom effectiveness. Read what our review team had to say about this resource below or learn more about how CLEAN reviews teaching materials Teaching Tips \| Science \| Pedagogy \| - Link to the ALISON project found here http://www2.gi.alaska.edu/alison/, with ample ideas for how students might be able to download the data and compare locations around Alaska. Links to other related publications can also be found on this page. About the Science - Investigations by students contribute to a larger data set that examines how lakes store solar energy and how measurements of snow density, ice thickness, thermal conductivity, and temperature gradients provide information about climate. - Comments from expert scientist: Presents a nice overview of a crowd-sourced research program to study the impact of climate change on Alaskan Lakes, and use these lakes as monitors of climate change. This is more of an overview of a project, than a presentation of scientific facts. Next Generation Science Standards See how this Video supports: Disciplinary Core Ideas: 3 MS-ESS2.C1:Water continually cycles among land, ocean, and atmosphere via transpiration, evaporation, condensation and crystallization, and precipitation, as well as downhill flows on land. MS-ESS2.C3:Global movements of water and its changes in form are propelled by sunlight and gravity. MS-ESS2.D1:Weather and climate are influenced by interactions involving sunlight, the ocean, the atmosphere, ice, landforms, and living things. These interactions vary with latitude, altitude, and local and regional geography, all of which can affect oceanic and atmospheric flow patterns. Disciplinary Core Ideas: 2 HS-ESS2.C1:The abundance of liquid water on Earth’s surface and its unique combination of physical and chemical properties are central to the planet’s dynamics. These properties include water’s exceptional capacity to absorb, store, and release large amounts of energy, transmit sunlight, expand upon freezing, dissolve and transport materials, and lower the viscosities and melting points of rocks. HS-ESS2.D1:The foundation for Earth’s global climate systems is the electromagnetic radiation from the sun, as well as its reflection, absorption, storage, and redistribution among the atmosphere, ocean, and land systems, and this energy’s re-radiation into space.
The Sixth Sense of Homing Pigeons For many animals, especially migrating birds, knowing precisely where you are can be a life or death matter. So it is no wonder that animals have several mechanisms by which they navigate. They may use a compass based on the stars or sun or they may use landscape cues to guide them. Scientists have long suspected that birds and other animals are also able to navigate by sensing the earth’s magnetic field. For example, placing subjects in artificial magnetic fields will cause them to change their flight path or direction of movement, indicating that organisms as diverse as bacteria, butterflies, turtles and mole rats have an ability to sense the earth’s magnetic field (see - Animal Magnetism, ScienceWatch, November 2001. However, the anatomical and physiological basis for this magnetic sense has remained a mystery-that is until now. Writing in the August 2007 issue of the journal Naturwisseschaften, Gerte Fleissner and her colleagues at the University of Frankfurt, Germany, show that the skin surrounding the upper beak of homing pigeons (Columbia livia) contains heretofore unknown organs, special dermal receptors that provide the birds with a magnetic sense. Using powerful electron microscopes, coupled with x-ray analysis, the team could see the nerve cell receptors as well as sub-cellular structures associated with them. The receptors are composed of six clusters of nerve endings, three on either side of the beak. The nerve endings of a cluster on one side are aligned in one of three spatial directions: head to tail, left to right, back to belly. The three clusters on the other side repeat the pattern, forming a pair of clusters for each direction. What makes these receptors specially adapted for magnetoreception is that they contain two kinds of magnetic iron oxides. One, hematite, is present in tiny “iron bullets”, 10-15 elongated particles, attached to the inside of each nerve cell membrane. The second, maghemite, occurs in tiny square-shaped “platelets” arranged in bands within each nerve cell. Additional maghemite also appears as a coating on tiny sacs or “vesicles” within the nerve cells. Certain bacterial cells also contain magnetic sub-cellular particles called “magnetosomes”, which allow them to distinguish up from down. The bacterial magnetosomes are made up of tiny chains of magnetic crystals, which line up in a magnetic field, acting like the needle of a compass. But exactly how do the clusters of nerve cells in homing pigeons with their intricate arrangement of sub-cellular particles allow them to navigate? Fleissner, et al., think they have the answer. Since the nerve fibers of each of the three pairs of clusters are aligned in a particular direction, Fleissner suggests the alignment allows the birds to sense north from south, east from west and up from down simultaneously. Furthermore, she says, each of the three sub-cellular structures has a specific function. The maghemite-coated vesicles act to concentrate the magnetic flux. This causes the bands of platelets to line up in a particular orientation and attract the iron bullets. It is the movement of the bullets at the nerve cell membrane that stimulates the receptors and, since the receptors in each pair of clusters is tuned in to a different component of the earth’s magnetic field, each will be stimulated differently. By synthesizing the information coming from all three pairs of receptors, homing pigeons know exactly where they are at any given moment. In mole rats, which are essentially blind, magnetoinformation appears to be processed in an area of the brain known as the superior colliculus. Exactly how birds coordinate magneto-derived information with celestial and landscape cues, and where it occurs in the brain has yet to be elucidated. Hinting that magnetoreceptor organs may be universal in birds, the authors say they have found similar structures in the upper beak skin of birds as diverse as robins, warblers and chickens. It is likely that different species use one or another navigation mechanism depending on the circumstances. For homing pigeons, the earth’s magnetic field may be sufficient to guide them over long distances. Other birds may need to reset their compass by observing the sun as they travel. Certainly bird brains, even those of pigeons, are not as simple as we think. Return to main Chapter Page
- Created by transfer of energy from the wind blowing over the sea surface. - Energy aacquired by waves depends on strength of wind, length of time it is blowing and distance over which it blows (FETCH). - When waves approach shallow water, friction with sea bed increases, base of the wave begins to slow down - increases height and steepness of the wave until upper part plunges forward and the wave 'breaks' onto the beach. - Any rush of water up the beach is called SWASH, water running down the beach into the sea is BACKWASH. - Waves are CONSTRUCTIVE or DESTRUCTIVE. - Low waves, with a long wavelength (up to 100m). - Have a low frequency of around 6 - 8 per minute. - As they approach the beach the wave front steepens slowly - gentle spill onto beach surface. - Swash loses volume/energy as water percolates through beach material - gives very weak backwash, insufficient force to pull sediment off the beach. - Material is slowly moved up the beach leading to the formation of berms. - High waves with a steep form and a high frequency of 10 - 14 per minute. - On approach to the beach they rapidly steepen and plunge down when breaking. - Creates powerful backwash - little forward movement of water, inhibits swash from the next wave. - Little material is moved up the beach - leaving backwash to pull material away. - Commonly associated with steeper beach profiles. - Force of each way may project some shingle towards the rear of the beach - forms a large ridge (STORM BEACH). Effects Of Waves Effects Of Waves - Constructive waves build beach up, result in steeper beach profile - encourages waves to become more destructive (associated with steeper profiles). - Destructive waves move material back towards the sea, reducing beach angle/encouraging more constructive waves. Should encourage state of equilibrium but impossible with othe factors (wind strength/direction) not being constant. - When waves approach a coastline of irregular shape they are refracted - become increasingly paralell to coastline. - Def: The periodic rise and fall in the level of the sea. - Caused by gravitational pull of the sun/moon (moon has greater influence due to proximity). Moon pulls water towards it, creating a high tide - compensatory bulge on the other side of the Earth. Areas of the world between the two bulges experience the tide at its lowest. - As moon orbits the earth, high tides follow it. When moon, sun and Earth are in a straight line (twice a lunar month), the tide-raising force is strongest. - Produces highest monthly tidal range (SPRING TIDE). - Twice a month the moon/sun positioned 90 degrees to each other in relation to Earth - gives lowest monthly tidal range (NEAP TIDE).
Conduction is one of the types of thermal transfer that enable heat to travel from a hot object to a cold one. Conduction differs from convection because, in conduction, there is no transfer of matter. Heat, which is a form of energy, can be interpreted as the agitation of the atoms in matter. Thermal conduction involves the propagation, by contact, of this agitation, and so of heat. The average position of nuclei remains the same. This is therefore the principal mode of transfer in solids. Click on the switch to start heating.
I.a. The DNA, RNA and ProteinsDNA or other wise called deoxyribonucleic acid is the building block of the life. It contains the information the cell requires to synthesize protein and to replicate itself, to be short it is the storage repository for the information that is required for any cell to function. Watson-Crick has discovered the current-structure of DNA in 1953.The famous double-helix structure of DNA has its own significance. There are basically four nucleotide bases, which make up the DNA. Adenine (A), Guanine (G), Thymine (T) and Cytosine(C). A DNA sequence looks some thing like this "ATTGCTGAAGGTGCGG". DNA is measured according to the number of base pairs it consists of, usually in kBp or mBp(Kilo/Mega base pairs). Each base has its complementary base, which means in the double helical structure of DNA, A will have T as its complimentary and similarly G will have C. nbsp; DNA molecules are incredibly long. If all the DNA bases of the human genome were typed as A, C, T and G, the 3 billion letters would fill 4,000 books of 500 pages each! The DNA is broken down into bits and is tightly wound into coils, which are called chromosomes; human beings have 23 pairs of chromosomes. These chromosomes are further broken down into smaller pieces of code called Genes. The 23 pairs of chromosomes consist of about 70,000 genes and every gene has its own function. As I have mentioned earlier, DNA is made up of four nucleotide bases, finding out the arrangement of the bases is called DNA sequencing, there are various methods for sequencing a DNA, it is usually carried out by a machine or by running the DNA sample over a gel otherwise called gel electrophoresis. A typical sequence would look like this "ATTTGCTGACCTG". Fig 1.1.1. Sample genetic code with complementary strands. Determining the gene's functionality and position of the gene in the chromosome is called gene mapping. Recent developments show that scientists are mapping every gene in the human body. They named their project Human Genome Project (HGP), which involves careful study of all the 70,000 genes in human body. Whew! That's some thing unimaginable. When there is a change in the genetic code it is called mutation. The significance of a DNA is very high. The gene's sequence is like language that instructs cell to manufacture a particular protein. An intermediate language, encoded in the sequence of Ribonucleic Acid (RNA), translates a gene's message into a protein's amino acid sequence. It is the protein that determines the trait. This is called central dogma of life. Fig 1.a.2 Central dogma of life. Notes: Genes are DNA sequences instruct cells to produce particular proteins, which in turn determine traits. Chromosomes are strings of genes. Mutations are changes in gene's DNA sequence. RNA is somewhat similar to DNA; they both are nucleic acids of nitrogen-containing bases joined by sugar-phosphate backbone. How ever structural and functional differences distinguish RNA from DNA. Structurally, RNA is a single-stranded where as DNA is double stranded. DNA has Thymine, where as RNA has Uracil. RNA nucleotides include sugar ribose, rather than the Deoxyribose that is part of DNA. Functionally, DNA maintains the protein-encoding information, whereas RNA uses the information to enable the cell to synthesize the particular protein. © G.Osuri, 2003. This is an information tutorial and can be freely distributed along with permission. email: [email protected]
Since the dawn of human civilisation, whether it is for food, shelter or water, we have been heavily reliant on nature’s resources to sustain ourselves. However, since the industrial revolution, a spike in human population has resulted in a greater demand for energy and resources, where most of the problems are tackled using conventional technological means. This approach of separating the natural systems from humanity poses a threat to our resources, ecosystems and is energy intensive. However, recently there has been an effort in integrating engineering practices to provide for human needs with design practices that will protect and reconstruct our ecosystems. This is known as ecological engineering, which is seen as the way of future as it is the design of building sustainable systems by taking ecological principles into account and integrating it with the human society . This allows us to tackle several environmental issues, such as, preventing destruction of wetlands, accounting for global warming, ocean acidification, protecting clean lakes and reservoirs and several other broad categories such as bioengineering and sustainable agroecology . In this blog, I will focus specifically on genetically modified organisms and how that has an impact on our ecosystems, and what steps we can incorporate to ensure that the design is consistent with the ecological principles. What are genetically modified organisms? In order to sustain a growing population, we have been looking at new methods of farming that utilise technology, giving rise to genetically modified organisms (GMOs). GMOs are the result of bioengineering where the DNA extracted from a species is combined with the genes of an unrelated plant or animal . Genetically modified crops have several benefits such as: - Disease, weed and pest resistant plants resulting in decreased usage of pesticides and herbicides (see this article). - Higher yield of crops produced, allowing the farmers to utilise their agricultural lands more efficiently. To learn about how GM crops have transformed farming in rural America, see this article) and if you’re curious about the scientific perspective on how GM crops could reduce droughts and mitigate issues such as chronic hunger, click here. - Foods those are more beneficial to humans due to better nutritional value, flavour and texture. - Food with longer shelf life that can make transportation easier. Fig 1: Genetically modified corn Effects of GMOs on Biodiversity There are several long term effects of growing genetically modified crops that can adversely affect our ecosystem and natural processes. In order to assess the health of an ecosystem, we can use several parameters such as genetic diversity and habitat . Diversity in gene sequences is favourable, as such diverse systems are more ecologically resilient and are able to persist or evolve under disturbances . However, if a system is low in genetic diversity it will be difficult for the system to sustain under changing environments, as all the individuals will react in the same way and may perish. GMOs promote large scale monocultures and contain similar DNA, leaving little genetic variation between the individuals of a species which can make them more prone to climate change, diseases and pests [5, 6]. For example, GM crops such as cotton and corn contain DNA that is combined with a strain of common bacteria known as Bacillus thuringiensis (Bt) in order to make the plants pest resistant. However, pests will successfully evolve and thrive in such homogenous environments, potentially wiping out the crop as no individual plant would be able to fill the void contributing to the ecological resilience of the system . Similar outcomes can result due to other disturbances such as climate change, where no individual crop would be able to withstand a change in environment due to the nature of GMO’s genetic homogeneity. Let us assess the two major problems persisting with GMOs. Problem 1: Cross-pollination and Hybridisation Strictly speaking, a new gene into the environment means that it should increase the biodiversity of the ecosystem. The reproductively compatible wild crops and GMOs can cross pollinate and produce a hybrid version. However, due to the engineered gene, these plants have a fitness advantage and act as unfavourable competitors in survival and reproduction with their wild counterparts and thus, reducing the genetic diversity of the wild species [5, 11]. In fact, The Food and Agricultural Organisation of the United Nations found that about 75% of the plant genetic diversity has been lost since 1900 . GM crops may potentially affect the fitness of other species, population extinctions, population explosions, and changes in community structure and function inside and outside agroecosystems – Food and Agricultural Organisation of the United Nations Solution 1: Know your environment The simplest solution to prevent wild and native plant population extinction is to confine GMOs to agricultural lands and prevent them from growing in a natural system. However, the challenges faced in confining GMOs are that the genes inherently weave into the ecosystem by several means such as wind pollination. One fine example of unintended cross pollination of GMO and wild species is seen in Bent grass – commonly used on golf courses. Studies have shown that the herbicide resistant gene was present in wild grass up to 9 miles from its origin within one year of the grass being planted [8, 9], while typically most hybridization occurs within one mile of where the GMOs are present . However, in this case, the grass was more readily transportable because it is wind-pollinated, perennial and has several close wild relatives to outcross with . Applying the second design principle of ecological engineering, this problem can be approached by being equipped with sufficient information about the environment in which the crop is being grown and keeping it small scale and site specific so that spatial variability is precluded. In this context the ecological solution would be to recognise crops, such as corn, soybeans and cotton that are not perennials and do not have wild relatives growing in close proximity, hence mitigating the possibility of GMOs uncontrollably interacting in non-agricultural ecosystems, which can eliminate endangered species. Problem 2: Adverse effect of GMOs on the Ecological network The above design strategy addresses the issue of keeping GMOs separate from the wild species to ensure that natural ecosystems thrive and maintain their complexity and diversity. However, once a gene is introduced to the environment they are close to impossible to remove as they are continually reproducing and dispersing. According to studies conducted by Pimentel, pollen from Bt crops are highly detrimental to non target caterpillars and Monarch butterflies , which act as pollinators along with birds and bees. This interferes with the delicate balance in the ecosystem as other organisms that are closely related to the target pests are affected (for more information on the importance of butterflies in an ecosystem click here. In addition to this, toxins produced from the Bt crops to repel pests can easily be introduced into aquatic ecosystems through water used in irrigation and have an impact on the aquatic life . Fig 2: Monarch butterfly essential in the ecological system Solution 2: Modification and recoding of Genome Implementing the first principle of ecological design principle to minimise the impact GMOs have on the overall ecosystem, researchers have devised methods that would ensure that ecosystems remain healthy and ecologically resilient. These are some of the approaches to prevent GMOs from hybridising with non GMOs: - Creating a second generation of sterile seeds or seeds that would depend on chemicals for fertility . - Modifying the genes so that only two GMO plants must be crossed to create an offspring with advantageous traits. - Recoding the genome of the bacteria to incorporate synthetic amino acids, which are not present in the wild, hence curtailing the chance of DNA from GMOs being shared with the naturally occurring plants. Though the introduced gene cannot be eradicated completely using ecological engineering principles, the changes in the ecosystem can be anticipated and known about so that contamination into non-agrarian lands can be kept to a minimum. Incorporating GMOs into the natural habitat In order to combine the GMOs with traditional farming, some principles can be used to not only improve the biodiversity of the ecosystem but also introduced genes with the natural habitat. The fourth ecological principle states that we need to let nature do some of the engineering to maximise the flow of energy into the system. An example of this would be incorporating crop rotation, a traditional farming method, to GMOs. Crop rotation not only acts as a pest control method, but also ensures the soil is rejuvenated and is able to sustain its nutrients. Furthermore, crop rotations increase the number of species grown on a certain piece of agricultural land, improving the biodiversity of the ecosystem in terms of the variety of species present. Other ways of integrating GMOs into the natural world is to utilise the competitive advantages of the GMOs to create forage grass and forest trees that have defences against insects, diseases and are equipped with mechanisms against drought or freezing. In order to weigh out the risks and benefits of using GM crops, a risk assessment can be carried out to be fairly predictable as long as there are no unexpected interactions within the genome. However, as the spatial scale increases, predicting the impact of genetically modified crops and their associated risks and benefits get progressively more difficult. The diagram below is an illustration of predictability of direct and indirect effects of GM crops when they interact at a range of scales. A comprehensive approach such as the below mentioned table needs to be used to assess the relative benefits and risks of GM crops for other ecosystems and for people. Fig 1: Difficulty in predicting the direct and indirect effects of GM crops and their potential impacts. “An incremental and tiered approach to risk assessment that moves from the laboratory to greenhouse and field trials and finally to gradually increased, monitored use” – Suggested methodology by ecologists A list outlining the risks would allow us to reap the benefits of GMOs whilst preventing and mitigating risks. The table below is a risk analysis on all the issues that have been covered in this blog. \|Type of Impact\|\|Benefit-Related Questions\|\|Risk-Related Questions\| \|Agricultural\|\|Are there alternatives available that result in biodiversity and ecological benefits? Does the GM crop prevent some specific harm to humans or ecosystems, e.g., does it reduce pesticide use? \|Are risks minimized though good design, e.g., ensuring only two GMOs can hybridise to result in an offspring with advantageous traits? Has the organism been studied to ensure that genetic modifications made to produce a desired trait have not also resulted in risky changes? \|Ecological\|\|Does the GM crop help solve an existing environmental problem, e.g., does it produce sterile feral animals to control pests ?\|\|Does the modified trait have the potential to increase the fitness of the organism outside of the managed environment e.g., act as fierce competitors to the existing wild species? Can the genome spread across the locality and hybridise with other relative species? In the locale of release, can the trait spread to other species? Though genetic engineering seems to be the way of the future, it can only successfully fit into the existing ecosystem through careful management and proper knowledge of the environment. Ecological design principles must be closely adhered to while making decisions to ensure ecological networks are interacting with each other harmoniously with the humanity. Check out my interview with a friend who had questions to ask about GMOs.
Based on the latest evidence and theories our galaxy could be a huge wormhole (or space-time tunnel) and, if that were true, it would be 'stable and navigable'. This is the hypothesis put forward in a new study. Scientists from around the world have joined forces to lay the foundations for an experiment of truly astronomical proportions: putting together the biggest map of the Universe ever made. The experiment will combine signals from hundreds of radio dishes to make cosmic atlas. On Christmas Day 2003, a kitchen table-size lander descended onto the surface of the red planet on a mission to study the Martian surface and potential clues for life. The probe never called home, and no one knew what happened to it. Until now. The theory that an Anthropic Principle guided the physics and evolution of the universe was initially proposed by Brandon Carter; this theory was later debated by Cambridge scholar Stephen Hawking and a widening web of physicists around the world. German scholar Ulf-G Meissner adds to a series of discoveries that support this Anthropic Principle. The catalogues of celestial objects contain a galaxy cluster called 'Abell 4067'. Recent observations with the XMM-Newton space observatory, however, reveal evidence that this object actually constitutes of the merger of two clusters. The smaller system appears to be losing the greater part of its gas. Astronomers have looked back nearly 13 billion years, when the Universe was less than 10 percent its present age, to determine how quasars - extremely luminous objects powered by supermassive black holes with the mass of a billion suns - regulate the formation of stars and the build-up of the most massive galaxies. By analyzing the light of hundreds of thousands of celestial objects, astronomers from the Sloan Digital Sky Survey (SDSS) have created a unique map of enigmatic molecules in our galaxy that are responsible for puzzling features in the light from stars.
Objective: Chapter 1 \| Chapter 2 The story centers around high class society in New York City at the end of the Nineteenth Century. The objective of this lesson is to explore New York's high society during this time period. 1) Lead the class in a discussion about high society in New York City at the end of the Nineteenth Century. What preconceived notions did the students have about this time period before reading this book? What are their perceptions now that they have learned more about New York during the Nineteenth Century? What aspects of society life do the students think they would have liked? What aspects do they find distasteful? Do the students think there are still some remnants of this lifestyle still in place today? Explain. Divide the class into small groups and have them research different facets of high society in New York in the Nineteenth Century... This section contains 6,064 words (approx. 21 pages at 300 words per page)
Presentation on theme: "Arachne by Olivia E. Coolidge"— Presentation transcript: 1 Arachne by Olivia E. Coolidge ReviewArachneby Olivia E. Coolidge 2 1. What is a myth?A fictional tale that describes the actions of gods or heroes.A myth cantell how the universe or a culture began.explain something in nature.teach a lesson.express a value, such as courage. 3 2. What is a cause?A cause is an event, action, or feeling that makes something happen.Cause—Reason 4 3. What is an effect?An effect is what happens.Effect—Result 5 What does Arachne value more than anything else? She values praise. 6 Why does Arachne refuse to accept the advice of the old woman? She is conceited about her weaving talent. 7 What character traits does Arachne reveal through her behavior? She shows conceit and her competitive nature when she dares Athene to compete with her at the loom. 8 7. What design does Athene weave? Athene weaves a scene depicting mortals coming to awful fates after attempting to fight with the gods. 9 What is Athene’s original intention toward Arachne? Athene’s original intention is to advise Arachne against claiming equality with the immortal gods. 10 9. What makes Athene angry? Hearing Arachne’s bragging and seeing the scene that Arachne weaves into the cloth makes Athene angry. 11 10. What does Athene do to Arachne? Athene tears Arachne’s work, strikes her across the face, and turns her into a spider so that she and her ancestors have to spin forever. 12 What is the effect of Arachne’s skill as a weaver? Her skill draws much praise and admiration from all over Greece. 13 What causes Athene to visit Arachne? Arachne has claimed to be more skillful than Athene at weaving. 14 What causes Arachne to show unworthy actions of the gods in her design? Arachne sees that Athene has worked faster and has created a warning design. 15 What is the effect of Athene’s touching the rope and then touching Arachne? Arachne is changed into a spider. 16 Why does Arachne try to hang herself? Athene has insulted her. 17 16. What does this myth explain? The myth explains the origin of spiders. 18 What beliefs and values are taught in this myth? The values of modesty, humility, and respect for the gods are taught in this myth. Your consent to our cookies if you continue to use this website.
From Wikipedia, the free encyclopedia \|普通話 / 普通话 Pǔtōnghuà\| 國語 / 国语 Guóyǔ 華語 / 华语 Huáyǔ 現代標準漢語 / 现代标准汉语 Xiàndài Biāozhǔn Hànyǔ \|Spoken in\|\|People's Republic of China, Republic of China, Singapore\| \|Official language in\|\|Official language of People's Republic of China, Republic of China and Singapore\| \|Regulated by\|\|In the PRC: National Language Regulating Committee\| In the ROC: National Languages Committee In Singapore: Promote Mandarin Council/Speak Mandarin Campaign \|Note: This page may contain IPA phonetic symbols in Unicode.\| Standard Mandarin, or Standard Chinese, known by various names to native speakers, is the official modern Chinese spoken language used in mainland China and Taiwan, and is one of the four official languages of Singapore. The phonology of Standard Mandarin is based on the Beijing dialect of Mandarin, a large and diverse group of Chinese dialects spoken across northern and southwestern China. The vocabulary is largely drawn from this group of dialects. The grammar is standardized to the body of modern literary works written in Vernacular Chinese, which in practice follows the same tradition of the Mandarin dialects with some notable exceptions. As a result, Standard Mandarin itself is usually just called "Mandarin" in non-academic, everyday usage. However, linguists use "Mandarin" to refer to the entire language. This convention is adopted in this article. Standard Mandarin is officially known - in mainland China, Hong Kong and Macau as Putonghua (simplified Chinese: 普通话; traditional Chinese: 普通話; pinyin: Pǔtōnghuà; literally "common speech"). - in Taiwan as Guoyu, and unofficially in Hong Kong as Gwok Yu (simplified Chinese: 国语; traditional Chinese: 國語; pinyin: Guóyǔ; literally "national language"). - in Malaysia and Singapore as Huayu (simplified Chinese: 华语; traditional Chinese: 華語; pinyin: Huáyǔ; literally "Chinese (in a cultural sense) language"). In other parts of the world, the three names are used interchangeably to varying degrees, Putonghua being the most common. The name Guoyu received official recognition in 1909, when the Qing Dynasty determined Standard Mandarin as the "national language". The name Putonghua also has a long, albeit unofficial, pedigree. It was used as early as 1906 in writings by Zhu Wenxiong (朱文熊) to differentiate a modern, standard language from classical Chinese and Chinese dialects. For some linguists of the early 20th century, the Putonghua, or "common tongue", was conceptually different from the Guoyu, or "national language". The former was a national prestige dialect or language, while the latter was the legal standard. Based on common understandings of the time, the two were, in fact, different. Guoyu was understood as formal vernacular Chinese, which is close to classical Chinese. By contrast, Putonghua was called the "the common speech of the modern man", which is the spoken language adopted as a national lingua franca by conventional usage. The use of the term Putonghua by left-leaning intellectuals such as Qu Qiubai and Lu Xun influenced the People's Republic of China government to adopt that term to describe Standard Mandarin in 1956. Prior to this, the government used both terms interchangeably. Huayu, or "language of the Chinese nation", originally simply meant "Chinese language", and was used in overseas communities to contrast Chinese dialects against foreign languages. Over time, the desire to standardise the variety of Chinese spoken in these communities led to the adoption of the name "Huayu" to refer to standard Mandarin. This name also avoids choosing a side between the alternative names of Putonghua and Guoyu, which came to have political significance after their usages diverged along political lines between the PRC and the ROC. It also incorporates the notion that Mandarin is usually not the national or common language of the areas in which overseas Chinese live. Chinese languages have always had dialects; hence prestige dialects have always existed, and linguae francae have always been needed. Confucius, for example, used yǎyán (雅言), or "elegant speech", rather than colloquial regional dialects; text during the Han Dynasty also referred to tōngyǔ (通语), or "common language". Rime books, which were written since the Southern and Northern Dynasties, may also have reflected one or more systems of standard pronunciation during those times. However, all of these standard dialects were probably unknown outside the educated elite; even among the elite, pronunciations may have been very different, as the unifying factor of all Chinese dialects, Classical Chinese, was a written standard, not a spoken one. The Ming Dynasty (1368–1644) and the Qing Dynasty (1644–1912) began to use the term guānhuà (官话), or "official speech", to refer to the speech used at the courts. The term "Mandarin" comes directly from the Portuguese. The word mandarim was first used to name the Chinese bureaucratic officials (i.e., the mandarins), because the Portuguese, under the misapprehension that the Sanskrit word (mantri or mentri) that was used throughout Asia to denote "an official" had some connection with the Portuguese word mandar (to order somebody to do something), and having observed that these officials all "issued orders", chose to call them mandarins. The use of the word mandarin by the Portuguese for the Chinese officials, as well as its putative connection with the Portuguese verb mandar is attested already in De Christiana expeditione apud Sinas suscepta ab Societate Jesu (1617) by Matteo Ricci and Nicolas Trigault. From this, the Portuguese immediately started calling the special language that these officials spoke amongst themselves (i.e., "Guanhua") "the language of the mandarins", "the mandarin language" or, simply, "Mandarin". The fact that Guanhua was, to a certain extent, an artificial language, based upon a set of conventions (that is, the various Mandarin dialects for grammar and meaning, and the specific dialect of the Imperial Court's locale for its pronunciation), is precisely what makes it such an appropriate term for Modern Standard Chinese (also the various Mandarin dialects for grammar and meaning, and their dialect of Beijing for its pronunciation). It seems that during the early part of this period, the standard was based on the Nanjing dialect of Mandarin, but later the Beijing dialect became increasingly influential, despite the mix of officials and commoners speaking various dialects in the capital, Beijing. In the 17th century, the Empire had set up Orthoepy Academies (正音書院 Zhèngyīn Shūyuàn) in an attempt to make pronunciation conform to the Beijing standard. But these attempts had little success since as late as the 19th century the emperor had difficulty understanding some of his own ministers in court, who did not always try to follow any standard pronunciation. Although by some account, as late as the early 20th century, the position of Nanjing Mandarin was considered to be higher than that of Beijing by some and the Chinese Postal Map Romanization standards set in 1906 included spellings with elements of Nanjing pronunciation. Nevertheless, by 1909, the dying Qing Dynasty had established the Beijing dialect as guóyǔ (国语), or the "national language". After the Republic of China was established in 1912, there was more success in promoting a common national language. A Commission on the Unification of Pronunciation was convened with delegates from the entire country, who were chosen as often due to political considerations as they were for their linguistic expertise. A Dictionary of National Pronunciation (國音詞典) was published, which was based on the Beijing dialect. Meanwhile colloquial literature continued to develop apace vernacular Chinese, despite the lack of a standardized pronunciation. Gradually, the members of the National Language Commission came to settle upon the Beijing dialect, which became the major source of standard national pronunciation due to the prestigious status of that dialect. In 1932, the commission published the Vocabulary of National Pronunciation for Everyday Use (國音常用. 字彙), with little fanfare or official pronunciation. This dictionary was similar to the previous published one except that it normalized the pronunciations for all characters into the pronunciation of the Beijing dialect. Elements from other dialects continue to exist in the standard language, but as exceptions rather than the rule. The People's Republic of China, established in 1949, continued the effort. In 1955, the name guóyǔ was replaced by pǔtōnghuà (普通话), or "common speech". (By contrast, the name guóyǔ continued to be used by the Republic of China which, after the 1949 loss in the Chinese Civil War, had a territory consisting of Taiwan, Penghu, Kinmen, Matsu Islands, and smaller islands.) Since then, the standards used in mainland China and Taiwan have diverged somewhat, especially in newer vocabulary terms, and a little in pronunciation. The advent of the 20th century has seen many profound changes in Standard Mandarin. Many formal, polite and humble words that were in use in imperial China have almost entirely disappeared in daily conversation in modern-day Standard Mandarin, such as jiàn (贱 "my humble") and guì (贵 "your honorable"). The word 'Putonghua' was defined in October 1955 by the Minister of Education Department in mainland China as follows: "Putonghua is the common spoken language of the modern Han group, the lingua franca of all ethnic groups in the country. The standard pronunciation of Putonghua is based on the Beijing dialect, Putonghua is based on the Northern dialects [i.e. the Mandarin dialects], and the grammar policy is modeled after the vernacular used in modern Chinese literary classics" . In both mainland China and Taiwan, the use of Standard Mandarin as the medium of instruction in the educational system and in the media has contributed to the spread of Standard Mandarin. As a result, Standard Mandarin is now spoken fluently by most people in mainland China and Taiwan. In Hong Kong and Macau, which are now special administrative regions of the People's Republic of China, Standard Cantonese has been the primary language spoken by the majority of the population, due to historical and linguistic reasons. After Hong Kong's handover from Britain and Macau's handover from Portugal, Standard Mandarin has become only slightly more understood (but still not widely spoken) and is used by the governments of the two territories to communicate with the Central People's Government of the PRC. Cantonese remains the official government language of Hong Kong and Macau when not communicating with mainland China. \|This article contains IPA phonetic symbols. Without proper rendering support, you may see question marks, boxes, or other symbols instead of Unicode characters.\| The standardized phonology of Standard Mandarin is reproduced below. Actual reproduction varies widely among speakers, as people inadvertently introduce elements of their native dialects. By contrast, television and radio announcers are chosen for their pronunciation accuracy and "neutral" ("standard", Chinese: 标准) accent. The following is the consonant inventory of Standard Mandarin, transcribed in the International Phonetic Alphabet (IPA): \|Affricate\|\|ts\|\|tsʰ\|\|tʂ\|\|tʂʰ\|\|tɕ ²\|\|tɕʰ ²\| \|Fricative\|\|f\|\|s\|\|ʂ\|\|(ʐ) ¹\|\|ɕ ²\|\|x\| \|Approximant\|\|l\|\|ɻ ¹\|\|j ³\|\|ɥ ³\|\|w ³\| - /ɻ/ is often transcribed as [ʐ] (a voiced retroflex fricative). This represents a variation in pronunciation among different speakers, rather than two different phonemes. - These are not always considered independent phonemes. See below. - These are commonly viewed as medials with null initials. The retroflex consonants are flat apical postalveolar (Ladefoged & Wu 1984; Ladefoged & Maddieson 1996:150-154). See retroflex consonants. The alveolo-palatal consonants [tɕ tɕʰ ɕ] are in complementary distribution with the alveolar consonants [ts tsʰ s], retroflex consonants [tʂ tʂʰ ʂ], and velar consonants [k kʰ x], which they derive from historically. As a result, linguists prefer to classify [tɕ tɕʰ ɕ] as allophones of the other three series. The Yale and Wade-Giles systems mostly treat the palatals as allophones of the retroflex consonants; Tongyong Pinyin mostly treats them as allophones of the alveolars; and Chinese braille treats them as allophones of the velars. [tɕ tɕʰ ɕ] may be pronounced [tsj tsʰj sj], which is characteristic of the speech of young women, and also of some men. This is considered rather effeminate and may also be substandard. The null initial, written as an apostrophe in pinyin word-medially, is most commonly realized as [ɰ], though [n], [ŋ], [ɣ], and [ʔ] are common in nonstandard dialects of Mandarin; some of these correspond to null in Standard Mandarin but contrast with it in their dialect. Corresponding chart in: Mandarin has approximately half a dozen vowels. Phonetically, the following phones may be distinguished: - [a], in the sequences [a], [ja], [wa], [ai], [wai], [an], [jan], [ɥan], [wan] - [ɑ], in [ɑʊ], [jɑʊ], [ɑŋ], [jɑŋ], [wɑŋ] - [e], in [ei], [wei] - [ɛ], in [jɛ] (and an interjection [ɛ]) - [œ], in [ɥœ] - [o], in [ou], [jou], and as [o] after /p pʰ f m/ - [ɔ], in [wɔ] (and an interjection [ɔ]) - [ə], in [ən], [wən], [əŋ], [wəŋ] - [ɤ], as the bare syllabic nucleus [ɤ] - [z̩], as the bare syllabic nucleus [z̩] [despite the transcription, not actually a syllabic fricative] after the alveolar sibilants /ts tsʰ s/ - [ʐ̩], as the bare syllabic nucleus [ʐ̩] after the retroflex sibilants /tʂ tʂʰ ʂ ʐ/ - [i], in [i], [in], [iŋ], [ai], [ei] - [ʊ], in [ʊŋ], [ɥʊŋ], [ɑʊ] - [u], in [u], [ou] - [y], in [y], [yn] At first glance, these would appear to constitute a system of eight phonemes: /a/ ([a ~ ɑ]), /e/ ([e ~ ɛ ~ œ]), /o/ ([o ~ ɔ]), /ə/ ([ə ~ ɤ]), /ɨ/ ([z̩ ~ ʐ̩]), /i/ ([i]), /u/ ([ʊ ~ u]), and /y/ ([y]). However, the mid vowels /e/, /o/, /ə/ are in complementary distribution, and are therefore treated as a single phoneme /ə/. Exceptions are the bare vowels [ɛ] and [ɔ], which function only as exclamations and can be treated as outside of the core system (similar to the normal treatment of "hmm", "unh-unh", "shhh!" and other English exclamations that violate usual syllabic constraints), resulting in a six-vowel system. It would also be possible to merge /ɨ/ and /i/, which are historically related, since they are also in complementary distribution, provided that the alveolo-palatal and retroflex consonant series are not themselves merged. The result is a five-vowel system of /a/, /ə/, /i/, /u/, and /y/. A smaller and more abstract system analyzes the vowels /i/, /u/ and /y/ as the surface form of the glides /j, w, ɥ/ combined with a null meta-phoneme Ø. In this system, shown below, there are just two vowel nuclei, /a/ and /ə/; various allophones result from a preceding glide /j, w, ɥ/ (or null) and a coda /i~j, u~w, n, ŋ/ (or null; see erhua for the additional sequences afforded by the rhotic coda /ɻ/). (The minimal vowel /ɨ/ is ascribed to the surface manifestation of all three values being null.) \|ə\|\|Ø\|\|ɤ\|\|jɛ\|\|wɔ ¹\|\|ɥɛ ²\| ~ ʊŋ ³ ¹ Both pinyin and zhuyin have an additional "o", used after "b p m f", which is distinguished from "uo", used after everything else. "o" is generally put into the first column instead of the third. However, in Beijing pronunciation, these are identical. ² Another way to represent the four finals of this line is: [ɰʌ jɛ wɔ ɥœ], which reflects Beijing pronunciation. ³ /wɤŋ/ is pronounced [ʊŋ] when it follows an initial. The sequence [jɛn] can be considered to be phonemically either /jən/ or /jan/; likewise [ɥɛn] could be either /ɥən/ or /ɥan/. Since [jɛn] and [ɥɛn] become [jɑɻ] and [ɥɑɻ] with the addition of a suffix /ɻ/, the latter interpretation is generally preferred. Mandarin syllables have the maximal form CGVCT, where the first C is the initial consonant; G is one of the glides /j w ɥ/; V is a vowel (or diphthong); the second C is a coda, /n ŋ ɻ/ (if diphthongs like ou, ai are analyzed as V) or /n ŋ ɻ j w/ (if not); and T is the tone. In traditional Chinese phonology, C is called the "initial", G the "medial", and VFT the "final" or "rime"; sometimes the medial is considered part of the rime. Not counting tone distinctions or the rhotic coda, there are some 35 finals in Mandarin. They can be seen at: Tables of all syllables (excluding tone and rhotic coda) are at: The rhotic coda Standard Mandarin also uses a rhotic consonant, /ɻ/. This usage is a unique feature of Standard Mandarin; other dialects lack this sound.[dubious ] In Chinese, this feature is known as Erhua. There are two cases in which it is used: - In a small number of words, such as 二 èr "two", 耳 ěr "ear", etc. All of these words are pronounced [ɑɻ] with no initial consonant. - As a noun suffix -兒/-儿 -r. The suffix combines with the final, and regular but complex changes occur as a result. The "r" final must be distinguished from the retroflex consonant written <ri> in pinyin and [ʐ] in IPA. "The star rode a donkey" in some rhotic English accents, and 我女兒入醫院/我女儿入医院 Wǒ nǚ'ér rù yīyuàn "My daughter entered the hospital" in standard Mandarin, both have a first r pronounced with a relatively lax tongue, whereas the second /r/ sounds involves an active retraction of the tongue and contact with the top of the mouth. In other dialects of Mandarin, the rhotic consonant is sometimes replaced by another syllable, such as li, in words that indicate locations. For example, 這兒/这儿 zhèr "here" and 那兒/那儿 nàr "there" become 這裡/这里 zhèli and 那裡/那里 nàli, respectively. The "ki-" sequence Until a few centuries ago, some Mandarin Chinese words started with the sound sequence "ki-" or "gi-" (Wade-Giles "k'i-" and "ki-"). This changed in the last two or three centuries to "qi-" and "ji-", at varying times in different areas, but not in the dialect used in the Manchu dynasty imperial court. That is why some European transcriptions of Chinese names contain "ki-". Examples are Peking for Beijing, Nanking, Chungking, "-kiang" for "-jiang" (= "river"), Fukien for Fujian (a province). Mandarin, like all Chinese dialects, is a tonal language. This means that tones, just like consonants and vowels, are used to distinguish words from each other. Many foreigners have difficulties mastering the tones of each character, but correct tonal pronunciation is essential for intelligibility because of the vast number of words in the language that only differ by tone (i.e. are minimal pairs with respect to tone). The following are the 4 tones of Standard Mandarin: \|Tone name\|\|Yin Ping\|\|Yang Ping\|\|Shang\|\|Qu\| \|Tone letter\|\|˥ (55)\|\|˧˥ (35)\|\|˩, ˨˩˦ (1, 214)\|\|˥˩ (51)\| \|IPA diacritic\|\|á\|\|ǎ\|\|à, a᷉\|\|â\| - First tone, or high-level tone (陰平/阴平 yīnpíng, literal meaning: yin-level): - a steady high sound, as if it were being sung instead of spoken. - Second tone, or rising tone (陽平/阳平 yángpíng, literal meaning: yang-level), or linguistically, high-rising: - is a sound that rises from mid-level tone to high (e.g., What?!) - Third tone (low or dipping tone, 上聲/上声 shǎngshēng or shàngshēng, literal meaning: "up tone"): - has a mid-low to low descent; if at the end of a sentence or before a pause, it is then followed by a rising pitch. Between other tones it may simply be low. - Fourth tone, falling tone (去聲/去声 qùshēng, literal meaning: "away tone"), or high-falling: - features a sharp fall from high to low, and is a shorter tone, similar to curt commands. (e.g., Stop!) - The syllable "ma" pronounced with the four main tones (help·info) Also called Fifth tone or zeroth tone (in Chinese: 輕聲/轻声 qīng shēng, literal meaning: "light tone"), neutral tone is sometimes thought of as a lack of tone. It usually comes at the end of a word or phrase, and is pronounced in a light and short manner. The neutral tone has a large number of allotones: Its pitch depends almost entirely on the tone carried by the syllable preceding it. The situation is further complicated by the amount of dialectal variation associated with it; in some regions, notably Taiwan, the neutral tone is relatively uncommon. Despite many examples of minimal pairs (for example, 要是 and 钥匙, yàoshì if and yàoshi key, respectively), it is sometimes described as something other than a full-fledged tone for technical reasons: Namely because some linguists feel that it results from a "spreading out" of the tone on the preceding syllable. This idea is appealing intuitively because without it, the neutral tone requires relatively complex tone sandhi rules to be made sense of; indeed, it would have to have 4 separate allotones, one for each of the four tones that could precede it. However, the "spreading" theory incompletely characterizes the neutral tone, especially in sequences where more than one neutrally toned syllable are found adjacent. \|Tone of first syllable\|\|Pitch of neutral tone\|\|Example\|\|Pinyin\|\|English meaning\| \|1 ˥\|\|˨ (2)\|\|玻璃 (˥.˨)\|\|bōli\|\|glass\| \|2 ˧˥\|\|˧ (3)\|\|伯伯 (˧˥.˧)\|\|bóbo\|\|uncle\| \|3 ˨˩\|\|˦ (4)\|\|喇叭 (˨˩.˦)\|\|lǎba\|\|horn\| \|4 ˥˩\|\|˩ (1)\|\|兔子 (˥˩.˩)\|\|tùzi\|\|rabbit\| Most romanizations represent the tones as diacritics on the vowels (e.g., Hanyu Pinyin, MPS II and Tongyong Pinyin). Zhuyin uses diacritics as well. Others, like Wade-Giles, use superscript numbers at the end of each syllable. The tone marks and numbers are rarely used outside of language textbooks. Gwoyeu Romatzyh is a rare example where tones are not represented as special symbols, but using normal letters of the alphabet (although without a one-to-one correspondence). To listen to the tones, see http://www.wku.edu/~shizhen.gao/Chinese101/pinyin/tones.htm (click on the blue-red yin yang symbol). Pronunciation also varies with context according to the rules of tone sandhi. The most prominent phenomenon of this kind is when there are two third tones in immediate sequence, in which case the first of them changes to a rising tone, the second tone. In the literature, this contour is often called two-thirds tone or half-third tone, though generally, in Standard Mandarin, the "two-thirds tone" is the same as the second tone. If there are three third tones in series, the tone sandhi rules become more complex, and depend on word boundaries, stress, and dialectal variations. Tone sandhi rules at a glance - When there are two 3rd tones (˨˩˦) in a row, the first syllable becomes 2nd tone (˧˥), and the second syllable becomes a half-3rd tone (˨˩). The half-3rd tone is a tone that only falls but does not rise. - ex: 老鼠 (lǎoshǔ) becomes [lao˧˥ʂu˨˩] - When there are three 3rd tones in a row, things get more complicated. - If the first word is two syllables, and the second word is one syllable, the first two syllables become 2nd tones, and the last syllable stays 3rd tone: - If the first word is one syllable, and the second word is two syllables, the first syllable becomes half-3rd tone (˨˩), the second syllable becomes 2nd tone, and the last syllable stays 3rd tone: - When a 3rd tone is followed by a first, second or fourth tone, or most neutral tone syllables, it usually becomes a half-3rd tone. - ex: 美妙 (měimiào) becomes [mei˨˩miao˥˩] - When in front of a 4th tone syllable, "一" becomes 2nd tone. - ex: 一定 (yīdìng becomes yídìng [i˧˥tiŋ˥˩]) - When in front of a non-4th tone syllable, "一" becomes 4th tone. - When "一" falls between two words, it becomes neutral tone. - ex: 看一看 (kànyīkàn) becomes kànyikàn - When counting sequentially, and for all other situations "一" retains its root tone value of 1st tone. This includes when 一 is used at the end of a multi-syllable word (regardless of the first tone of the next word), and when 一 is immediately followed by any digit, including another 一; hence 一 also retains its root tone value of 1st tone in both syllables of the word "一一". However, it does not include situations where 一一 is part of a longer word like 一一对应 or 一一如命 (these are pronounced yìyíduìyìng and yíyìrúmìng, although written yīyīduìyìng and yīyīrúmìng). The word 不一一 (meaning "I won't go into details") is pronounced differently depending on whether or not speakers interpret it as containing 一一 as a component word. - When 一 is part of a cardinal number, it is pronounced as 4th tone when before 千 or 百, but in an ordinal number it is pronounced as 1st tone in these contexts. - "不" becomes 2nd tone only when followed by a 4th tone syllable. - ex: 不是 (bùshì) becomes [pu˧˥ʂ˥˩] - When "不" comes between two words in a yes-no question, it loses its tone (becomes neutral in tone). - ex: 是不是 (shìbùshì) becomes shìbushì Relationship between Middle Chinese and modern tones Relationship between Middle Chinese and modern tones: \|Middle Chinese Tone\|\|Ping (平)\|\|Shang (上)\|\|Qu (去)\|\|Ru (入)\| \|Middle Chinese Initial\|\|V-\|\|L\|\|V+\|\|V-\|\|L\|\|V+\|\|V-\|\|L\|\|V+\|\|V-\|\|L\|\|V+\| \|Standard Mandarin Tone name\|\|Yin Ping\| with no pattern \|to Qu\|\|to Yang Ping\| \|Standard Mandarin Tone contour\|\|55\|\|35\|\|214\|\|51\|\|to 51\|\|to 35\| It is known that if the two morphemes of a compound word cannot be ordered by grammar, the order of the two is usually determined by tones — Yin Ping (1), Yang Ping (2), Shang (3), Qu (4), and Ru, which is the plosive-ending tone that has already disappeared. Below are some compound words that show this rule. Tones are shown in parentheses, and R indicates Ru. The stress pattern of Chinese language is made up of three degrees of stress. There are three stress patterns, which commonly occur in the two-syllable compound words: - Pattern One: Normal Stress + Primary Stress (\ + /) - Pattern Two: Primary Stress + Unstressed (/ + o) - Pattern Three: Primary Stress + Normal Stress (/ + \) - Pattern One \ + / - 字画儿 zìhuàer - 音乐 yīnyuè - 学校 xuéxiào - 汽车 qìchē - Pattern Two / + o - 父亲 fùqin - 喜欢 xǐhuan - 东西 dōngxi - Pattern Three / + \ - 农村 nóngcūn - 社会 shèhuì - 热情 rèqíng Standard Mandarin and Beijing dialect Due to evolution and standardization, Standard Mandarin, although based on the Beijing dialect, is no longer synonymous with it. Part of this was due to the standardization of Mandarin to reflect a greater vocabulary scheme and a more archaic and "proper-sounding" pronunciation and vocabulary. The areas near Beijing, especially the cities of Chengde and Shijiazhuang in neighbouring Hebei province, speak a form of Mandarin closest to its fully standardized pronunciation; this form is generally heard on national and local television and radio. By the official definition of the People's Republic of China, Standard Mandarin uses: - The phonology or sound system of Beijing. A distinction should be made between the sound system of a dialect or language and the actual pronunciation of words in it. The pronunciations of words chosen for Standard Mandarin—a standardized speech—do not necessarily reproduce all of those of the Beijing dialect. The pronunciation of words is a standardization choice and occasional standardization differences (not accents) do exist, between Putonghua and Guoyu, for example. In fluent speech, Chinese speakers can easily tell the difference between a speaker of the Beijing dialect and a speaker of Standard Mandarin. Beijingers speak Standard Mandarin with elements of their own dialect in the same way as other speakers. - The vocabulary of Mandarin dialects in general. This means that all slang and other elements deemed "regionalisms" are excluded. On the one hand, the vocabulary of all Chinese dialects, especially in more technical fields like science, law, and government, are very similar. (This is similar to the profusion of Latin and Greek words in European languages.) This means that much of the vocabulary of standardized Mandarin is shared with all varieties of Chinese. On the other hand, much of the colloquial vocabulary and slang found in Beijing dialect is not found in Standard Mandarin, and may not be understood by people outside Beijing. - The grammar and usage of exemplary modern Chinese literature, such as the work of Lu Xun, collectively known as "Vernacular Chinese" (baihua). Vernacular Chinese, the standard written form of modern Chinese, is in turn based loosely upon a mixture of northern (predominant), southern, and classical grammar and usage. This gives formal standard Mandarin structure a slightly different feel from that of street Beijing dialect. In theory the Republic of China in Taiwan defines standard Mandarin differently, though in reality the differences are minor and are concentrated mostly in the tones of a small minority of words. Speakers of Standard Mandarin generally have little difficulty understanding the Beijing accent, which the former is based on. Natives of Beijing commonly add a final "er" (/ɻ/) (兒音/儿音; pinyin: éryīn) — commonly used as a diminutive — to vocabulary items, as well as use more neutral tones in their speech. An example of Standard Mandarin versus the Beijing dialect would be: standard men (door) compared with Beijing menr. These give the Beijing dialect a somewhat distinctive lilt compared to Standard Mandarin spoken elsewhere. The dialect is also known for its rich colloquialisms and idiomatic expressions. Although Chinese speakers make a clear distinction between Standard Mandarin and the Beijing dialect, there are aspects of Beijing dialect that have made it into the official standard. Standard Mandarin has a T-V distinction between the polite and informal versions of you that comes from Beijing dialect, but its use is quite diminished in daily speech. In addition, it also distinguishes between "zánmen" (we including the listener) and "wǒmen" (we not including the listener). In practice, neither distinction is commonly used by most Chinese, at least outside the Beijing area. The following samples are some phrases from Beijing dialect which are not yet accepted into Standard Mandarin: - 倍儿: bèir means 'very much'; 拌蒜: bàn suàn means 'stagger'; 不吝: bù lìn means 'do not worry about'; 撮: cuō means 'eat'; 出溜: chū liū means 'slip'; (大)老爷儿们儿: dà lǎo yer menr means 'man, male'; The following samples are some phrases from Beijing dialect which have been already accepted as Standard Mandarin: - 二把刀: èr bǎ dāo means 'not very skillful'; 哥们儿: gē ménr means 'good male friend(s)', 'buddy(ies)'; 抠门儿: kōu ménr means 'parsimous' or 'stingy'. Standard Mandarin and other dialects and languages Although Standard Mandarin is now firmly established as the lingua franca in Mainland China, the national standard can be somewhat different from the other dialects in the vast Mandarin dialect chain, to the point of being to some extent unintelligible. However, pronunciation differences within the Mandarin dialects are usually regular, usually differing only in the tones. For example, the character for "sky" 天 is pronounced with the high level tone in the Beijing dialect and in Standard Mandarin (pinyin: tian), but is the falling tone in the Tianjin dialect of Mandarin. Although both Mainland China and Taiwan use Standard Mandarin in the official context and are keen to promote its use as a national lingua franca, there is no official intent to have Standard Mandarin replace the regional languages. As a practical matter, speaking only Standard Mandarin in areas such as in southern China or Taiwan can be a social handicap, as some elderly or rural Chinese-language speakers do not speak Standard Mandarin fluently (although most do understand it). In addition, it is very common for it to be spoken with the speaker's regional accent, depending on factors as age, level of education, and the need and frequency to speak correctly for official or formal purposes. This situation appears to be changing, though, in large urban centers, as social changes, migrations, and urbanization take place. In the predominantly Han areas in Mainland China, while the use of Standard Mandarin is encouraged as the common working language, the PRC has been sensitive to the status of minority languages and has not discouraged their use. Standard Mandarin is very commonly used for logistical reasons, as in many parts of southern China the linguistic diversity is so large that neighboring city dwellers may have difficulties communicating with each other without a lingua franca. In Taiwan, the relationship between Standard Mandarin and other languages in Taiwan, particularly Taiwanese Hokkien, has been more heated politically. During the martial law period under the Kuomintang (KMT) between 1949 and 1987, the KMT government discouraged or, in some cases, forbade the use of Taiwanese Minnan and other vernaculars. This produced a political backlash in the 1990s. Under the administration of Chen Shui-Bian, other Taiwanese languages were taught as an individual class, with dedicated textbooks and course materials. The former President, Chen Shui-Bian, often spoke in Taiwanese Minnan during speeches, while after late 1990s, former President Lee Teng-hui, also speaks Taiwanese Minnan openly. In Singapore, the government has heavily promoted a "Speak Mandarin Campaign" since the late 1970s. The use of other Chinese languages in broadcast media is prohibited and their use in any context is officially discouraged. This has led to some resentment amongst the older generations, as Singapore's migrant Chinese community is made up almost entirely of south Chinese descent. Lee Kuan Yew, the initiator of the campaign, admitted that to most Chinese Singaporeans, Mandarin was a "stepmother tongue" rather than a true mother language. Nevertheless, he saw the need for a unified language among the Chinese community not biased in favor of any existing group. Most Chinese (Beijingers included) speak Standard Mandarin with elements of their own dialects (i.e. their "accents") mixed in. For example, natives of Beijing, add a final "er" (/ɻ/) — commonly used as a diminutive — sound to vocabulary items that other speakers would leave unadorned (兒音/儿音; pinyin: éryīn). On the other hand, speakers from northeastern and southern China as well as Taiwan often mix up zh and z, ch and c, q and c, sh and s, x and s, h and f, r and l, and l and n because their own home dialects often do not make these distinctions. As a result, it can be difficult for people who do not have the standard pronunciation to use pinyin, because they do not distinguish these sounds. See List of Chinese dialects for a list of articles on individual dialects of Chinese languages and how their features differ from Standard Mandarin. Role of standard Mandarin From an official point of view, Standard Mandarin serves the purpose of a lingua franca — a way for speakers of the several mutually unintelligible Han Chinese languages, as well as the Han and Chinese minorities, to communicate with each other. The very name Putonghua, or "common speech", reinforces this idea. In practice, however, due to Standard Mandarin being a "public" lingua franca, other languages or dialects, both Han and non-Han, have shown signs of losing ground to Standard Mandarin, to the chagrin of certain local culture proponents. On Taiwan, Guoyu (national language) continues to be the official term for standard Mandarin. The term Guoyu is rarely used in Mainland China, because declaring a Beijing-dialect-based standard to be the national language would be deemed unfair to other Chinese dialects and ethnic minorities. The term Putonghua (common speech), on the contrary, implies nothing more than the notion of a lingua franca. However, the term Guoyu does persist among many older Mainland Chinese, and it is common in U.S. Chinese communities, even among Mainlanders. Some in Taiwan, especially proponents of Taiwan independence, also object to the term Guoyu to refer to standardized Mandarin, on the grounds that the "nation" referred to in the name of the language is China and that Taiwan is or should be independent. They prefer to refer to Mandarin with the terms "Beijing dialect" or Zhongwen (writing of China). As with most things political in Taiwan, some support the name for precisely the same reasons that others oppose them. In December 2004, the first survey of language use in the People's Republic of China revealed that only 53% of its population, about 700 million people, could communicate in Standard Mandarin. (China Daily) A survey by South China Morning Post released in September 2006 gave the same result. This 53% is defined as a passing grade above 3-B (i.e. error rate lower than 40%) of the Evaluation Exam. Another survey in 2003 by the China National Language And Character Working Committee (国家语言文字工作委员会) shows, if mastery of Standard Mandarin is defined as Grade 1-A (an error rate lower than 3%), the percentages as follows are: Beijing 90%, Shanghai 3%, Tianjin 25%, Guangzhou 0.5%, Dalian 10%, Xi'an 12%, Chengdu 1%, Nanjing 2%. Consequently, foreign learners of Mandarin usually opt to learn at Beijing, although learning grammar and writing is not confined to that area. With the fast development of China, more Chinese people leaving rural areas for cities for job or study opportunities, and the Mandarin Level Evaluation Exam (普通话水平测试) has quickly become popular. Most university graduates take this exam before looking for a job. Many companies require a basic Mandarin Level Evaluation Certificate from their applicants, barring applicants who were born or bred in Beijing, since their Proficiency level is believed to be inherently 1-A (一级甲等)(Error rate: lower than 3%). As for the rest, the score of 1-A is rare. People who get 1-B (Error rate: lower than 8%) are considered qualified to work as television correspondents or in broadcasting stations. 2-A (Error rate: lower than 13%) can work as Chinese Literature Course teachers in public schools. Other levels include: 2-B (Error rate: lower than 20%), 3-A (Error rate: lower than 30%) and 3-B (Error rate: lower than 40%). In China, a proficiency of level 3-B usually cannot be achieved unless special training is received. Even if many Chinese do not speak Standard Mandarin with standard pronunciation, spoken Standard Mandarin is widely understood to some degree. The China National Language And Character Working Committee was founded in 1985. One of its important responsibilities is to promote Standard Mandarin and Mandarin Level proficiency for Chinese native speakers. (Its website link can be found in the external links section.) \|What is your name?\|\|你叫什麼名字？\|\|你叫什么名字？\|\|Nǐ jiào shénme míngzi?\| \|My name is...\|\|我名字叫...\|\|我名字叫...\|\|Wǒ míngzi jiào ...\| \|How are you?\|\|你好嗎？/ 你怎麼樣？\|\|你好吗？/ 你怎么样？\|\|Nǐ hǎo ma? / Nǐ zěnmeyàng?\| \|I am fine, how about you?\|\|我很好，你呢？\|\|我很好，你呢？\|\|Wǒ hěn hǎo, nǐ ne?\| \|I don't want it / I don't want to\|\|我不要。\|\|我不要。\|\|Wǒ bú yào.\| \|Welcome! / You're welcome! (Literally: No need to thank me!) / Don't mention it! (Literally: Don't be so polite!)\|\|歡迎！/ 不用謝！/ 不客氣！\|\|欢迎！/ 不用谢！/ 不客气！\|\|Huānyíng! / Búyòng xiè! / Bú kèqì!\| \|Yes. / Correct.\|\|是。 / 對。\|\|是。 / 对。\|\|Shì. / Duì.\| \|No. / Incorrect.\|\|不。/ 不對。\|\|不。/ 不对。\|\|Bù. / Bú duì.\| \|How much money?\|\|多少錢？\|\|多少钱？\|\|Duōshǎo qián?\| \|How long is it? (in terms of length)\|\|多長？\|\|多长？\|\|Duō cháng?\| \|Can you speak a little slower?\|\|您能說得再慢些嗎？\|\|您能说得再慢些吗？\|\|Nín néng shuō de zài mànxiē ma?\| \|Good morning! / Good morning!\|\|早上好！ / 早安！\|\|早上好！ / 早安！\|\|Zǎoshang hǎo! / Zǎo'ān!\| \|How do you get to the airport?\|\|去機場怎麼走？\|\|去机场怎么走？\|\|Qù jīchǎng zěnme zǒu?\| \|I want to fly to London on the eighteenth\|\|我想18號坐飛機到倫敦\|\|我想18号坐飞机到伦敦\|\|Wǒ xiǎng shíbā hào zuò fēijī dào Lúndūn.\| \|How much will it cost to get to Munich?\|\|到慕尼黑需要多少錢？\|\|到慕尼黑需要多少钱？\|\|Dào Mùníhēi xūyào duōshǎo qián?\| \|I don't speak Chinese very well.\|\|我的中文講得不太好.\|\|我的中文讲得不太好.\|\|Wǒ de Zhōngwén jiǎng de bú tài hǎo.\| \|Wikibooks has a book on the topic of\| - Mandarin Chinese - Beijing dialect - Chinese grammar - Mandarin slang - Chinese speech synthesis - History of Standard Mandarin - ^ http://www.china-language.gov.cn/ (Chinese) - ^ http://mandarin.org.sg/html/home.htm[dead link] - ^ Yuan, Zhongrui. (2008) "国语、普通话、华语 (Guoyu, Putonghua, Huayu)". China Language National Language Committee, People's Republic of China - ^ FOURMONT, Etienne. Linguae Sinarum Mandarinicae hieroglyphicae grammatica duplex, latinè, & cum characteribus Sinensium. Item Sinicorum Regiae Bibliothecae librorum catalogus... - ^ Page 45 in the English translation, "China in the Sixteenth Century: The Journals of Matteo Ricci", Random House, New York, 1953. In the original Latin, vol. 1, p. 51: "Lusitani Magistratus illos, à mandando fortasse, Mandarinos vocant, quo nomine iam etiam apud Europæos Sinici Magistratus intelliguntur". - ^ From Louis Richard. L. Richard's comprehensive geography of the Chinese empire and dependencies. Translated into English, revised and enlarged by M. Kennelly, S.J. [Translation of "Geographie de l'empire de Chine," Shanghai, 1905.] Shanghai: T'usewei Press, 1908. p. iv.) - ^ Title:The languages of China, Author:S. Robert Ramsey, Publisher:Princeton University Press, 1987, ISBN 0691066949, 9780691066943, chapter 1. - ^ Original text in Chinese: "普通话就是现代汉民族共同语，是全国各民族通用的语言。普通话以北京语音为标准音，以北方话为基础方言，以典范的现代白话文著作为语法规范" - ^ Hashimoto, Mantaro (1970), [Expression error: Missing operand for > "Notes on Mandarin Phonology"], in Jakobson, Roman; Kawamoto, Shigeo, Studies in General and Oriental Linguistics, Tokyo: TEC, pp. 207–220 - ^ Yiya Chen and Yi Xu, Pitch Target of Mandarin Neutral Tone (abstract), presented at the 8th Conference on Laboratory Phonology - ^ Wang Jialing, The Neutral Tone in Trysyllabic Sequences in Chinese Dialects, Tianjin Normal University, 2004 - ^ A Reference Grammar of Chinese Sentences by Henry Hung-Yeh Tiee, p. XXVI - ^ Lee Kuan Yew (2000). From Third World to First: The Singapore Story: 1965-2000. HarperCollins. ISBN 0-06-019776-5. - Branner, David Prager (ed.) (2006). The Chinese Rime Tables: Linguistic Philosophy and Historical-Comparative Phonology. Studies in the Theory and History of Linguistic Science, Series IV: Current Issues in Linguistic Theory; 271. Amsterdam: John Benjamins. ISBN 90-272-4785-4. - Chao, Y.R., A Grammar of Spoken Chinese, University of California Press, (Berkeley), 1968. - Chen, Ping (1999). Modern Chinese: History and sociolinguistics. New York: Cambridge University Press. ISBN 0521645727. - Hsia, T., China’s Language Reforms, Far Eastern Publications, Yale University, (New Haven), 1956. - Ladefoged, Peter; & Maddieson, Ian. (1996). The sounds of the world's languages. Oxford: Blackwell Publishers. ISBN 0-631-19814-8 (hbk); ISBN 0-631-19815-6 (pbk). - Ladefoged, Peter; & Wu, Zhongji. (1984). Places of articulation: An investigation of Pekingese fricatives and affricates. Journal of Phonetics, 12, 267-278. - Lehmann, W.P. (ed.), Language & Linguistics in the People’s Republic of China, University of Texas Press, (Austin), 1975. - Lin, Y., Lin Yutang's Chinese-English Dictionary of Modern Usage, The Chinese University of Hong Kong, 1972. - Milsky, C., "New Developments in Language Reform", The China Quarterly, No.53, (January-March 1973), pp. 98-133. - Norman, J., Chinese, Cambridge University Press, (Cambridge), 1988. - Ramsey, R.S.(1987). The Languages of China. Princeton, NJ: Princeton University Press. ISBN 0-691-01468-X - San Duanmu (2000) The Phonology of Standard Chinese ISBN 0-19-824120-8 - Seybolt, P.J. & Chiang, G.K. (eds.), Language Reform in China: Documents and Commentary, M.E. Sharpe, (White Plains), 1979. - Simon, W., A Beginners' Chinese-English Dictionary Of The National Language (Gwoyeu): Fourth Revised Edition, Lund Humphries, (London), 1975. - General Introduction of Chinese Language - Popup Chinese - online mp3 podcasts and lessons in standard mandarin. Also accompanying videos, character-writing tools, and hsk test prep materials. - Arch Chinese - Learn To Read And Write Chinese Characters - Online Chinese character stroke order animations for over 12,000 frequently used Chinese characters, simplified and traditional, with native speaker pronunciations, example phrases, writing worksheet generation and character learning flashcards. - Chinese / English / French online characters Dictionary - Online MandarinChinese/English/French characters Dictionary, Chinese tons, Chinese characters, Chinese Exercises - Standard Mandarin Pinyin Table The complete listing of all Pinyin syllables used in standard Mandarin, along with native speaker pronunciation for each syllable. - Stroke order for Chinese character Official website of Taiwan's Ministry of Education - Introductory Course for Mandarin Chinese - New Asia--Yale-in-China Chinese Language Center of the Chinese University of Hong Kong - The musical nature of the Four Tones of Chinese mandarin - Elementary Online Textbook for Mandarin Chinese
Maryland is a Place Lesson 2 of 9 Objective: Students will be able to use frequently occurring nouns. Gather students on the rug using a preferred classroom management technique. I like to use my “Stop, look, listen.” The students stop what they are doing, look at me and listen for the direction. I usually preface the direction with, “When I say go…” This reminds the students to listen to the whole direction before moving to follow the directive. In this case I would say, “When I say go I would like you to clear your space, push in your chair and go take a spot on your dot. Walking feet go.” By saying walking feet I am reminding the students to use walking feet in the classroom to ensure safe movement between areas. When all of the students are seated on their dot in the rug area I tell the students we are going to watch a short video clip about nouns. “Team 203, today we are going to watch a short video clip about nouns. Does anyone remember from a lesson we did a long time ago what a noun is?” I select a student who is following the correct classroom protocol of raising their hand to respond to the question. “Great memory Lesley; a noun is a person, place or thing.” “In this little video clip you are going to hear about a fourth category so I want you to pay close attention.” I play the video from Brain Pop Junior on the SMARTBoard. Once the video clip is over I ask the students, “Let’s see who was paying close attention to the video. What is the fourth category for nouns in this lesson?” I select a student to respond. “That’s right Ava; it is animals. In this video clip they have decided animals are not “things.” Since we are good scientists I would have to agree. I do not think animals are “things” either.” “Here I have a book (I get the book off the book stand as I am talking) and we are going to read it and find out some other words that are nouns.” I use this video as a fun informative way for my students to have a refresher lesson on nouns. The video gives the students a brief overview of nouns which prepares them for the book we are about to hear. “This book is called Merry-Go-Round: A Book About Nouns, by Ruth Heller. Why do you think the author titled the book Merry-Go-Round?” I select a student to respond. “I think that is a great answer Bailey; a merry-go-round is a thing which makes it a noun. Raise your hand if you have been on a merry-go-round.” “Awesome. Hands down. Let’s go ahead and see what other nouns this author comes up with.” During reading we stop and discuss some of the nouns we come across within the text; words such as damsel, chivalry, devotion, etc. We also discuss how some of the words are categorized. When the book is over I set it to the side and say, “Now I am going to tell you your assignment (as I talk I open up a blank screen on the SMARTBoard). When I tell you, you are going to get your Language Arts journals out of your book pouches and turn to the next blank page. You will divide that blank page into four sections like this (I model it on the SmartBoard).” “Once you have divided, you are going to title each section with a different noun category word. Who can give me one type of noun?” I select a student to respond. “Good April; place is one type of noun (I write the response down to title one of the sections). Who can give me another?” “Nice one Carson; person is another. What’s another one?” “Well done Peter; thing is a type of noun. What is the new category we learned today in our video?” “You got it Bryan; animal is the last category title we will use today.” “Once I have written down the title for each of the four sections, I will magically become a noun detective. It will be my job to go around the classroom and look for nouns to write in each category. I will need to have four or five nouns in each section.” “How do you think I will do that?” I select a student who I know is a reliable source because I do not want other students to become confused by misinformation. “Right you are Emily. I could go to the reading group sticks, the job chart or the behavior chart to get names, I can go to the book area to get animals, I can go to the map table to get places and I can go to different locations labeled around the room to get places.” “Does anyone have any questions?” Once I feel the group has a good grasp of the instructions I send the students, a few at a time, to get their journals out of their book pouches and begin their noun hunt around the classroom. Allow the students 20 minutes to work on this activity. Set a visual timer and remind the students to look at the timer so they will use their time wisely. When the time is up I blow two short blasts on my whistle and use the “Stop, look, listen” technique mentioned above. “When I say go, I would like you to clean up your space remembering to take care of our things, push in your chair, and use walking feet to go and take a spot on your dot.” Students know to put completed work in the finished work bin. Any work that is not completed goes into the under construction bin and can be completed throughout the day whenever the student finds he/she has spare time or it will be completed during free choice center time. Once the students are seated I tell them that their exit slip for today is to tell me the appropriate noun to fit a category. “Boys and girls, today your exit ticket to go and line up ready for specials class is to tell me a noun that will fit into the category I give you. For example, if I was to pick myself out of the fair sticks can and I said, “Place.” My response would be, “New Zealand.”” “Does everyone understand?” “Okay here we go.” I use the fair sticks to determine the order of the students. Once a student has told me his/her the appropriate noun they are able to line up to get ready to go to specials class. If a student is unable to give me an answer, they know they can do one of two things. - They can ask a friend to help, or - They can wait until everyone else has gone and then we will work on coming up with the correct noun together. Using this easy formative assessment tool gives me an opportunity to see if a student can quickly recall the skill they just used to complete the activity. They have just practiced finding nouns around the classroom which fit into four different categories so they should be able to recall at least one of the nouns they used. If a student does have a hard time coming up with a response I will take note because I need to find out if the student had difficulty because he/she has trouble transferring skill use from one activity to another or perhaps he/she was copying peer work at the table and does not have the skill themselves. Knowing the answer to this question will determine how I handle the situation. For this assignment I check over the journal page with the student. I ask the student to read the nouns to me and have him/her tell me where he/she got the noun from. Once we have discussed his/her work I put a smiley face on the completed work and have the student place his/her journal back in his/her book pouch. If the student did not have the correct type of noun in the correct section of the page, I have the student go to his/her seat to correct the work. The student can ask a friend to help out which many of them like to do. I like it when my students work together as I feel the student who requires help feels less intimidated by a friend helping out and the student who is doing the helping gets a boost in self-esteem.
In a piece recently written on Forbes.com entitled “If There Should Be Reparations For American Slavery The Amount Should Be Around About Nothing“ author Tim Worstall took on the task of assessing the damages for American Slavery and attempted to discuss the reparations due for its existence. In his effort to give an economic analysis of slavery his Forbes piece incorrectly omitted black Americans lost value in culture, family, and community. Worstall also failed to account for a significant amount of history, his piece looked at the years from 1776-1860, when we know slavery and its vestiges lasted so much longer. The dismissive view presented lacked context for the institution’s real economic impact on a nation, and role in the formation of one of the wealthiest countries the world has known. As I wrote in a prior article: America is only 236 years old, the Independence of the country was gained in 1776. While in contrast, America’s African slavery lasted from 1619, to at least the date used by most textbooks 1862. But as can be seen in pieces such as “PBS Slavery by Another Name” … Through the use of convict leasing and vagrancy laws America kept Blacks subjugated well into the 20th century. It is only in 1942 that government officials made slavery illegal by actually acting to enforce the rights of African American slaves to be free. President Roosevelt signed circular No. 3591 legislation on December 12, 1941, finally, effectively making slavery illegal in the United States in 1942. Paula Deen, Trayvon Martin, the Shadow of Racism and the Power of “the N-word” The institution left an indelible shadow over America that still lasts today. While many remember slavery as a regional institution enriching a few southern slaveholders, it was in fact so much more. As cotton became a dominant export sold in the blossoming global economy, slavery was in large part the fuel that drove the newly forming American economic engine forward. One crop, slave-grown cotton provided over half of all U.S. export earnings. By 1840, the South grew 60 percent of the world’s cotton and provided some 70 percent of the cotton consumed by the British textile industry… slavery paid for a substantial share of the capital, iron, and manufactured good that laid the basis for American economic growth… precisely because the South specialized in cotton production, the North developed a variety of businesses that provided services for the slave South, including textile factories, a meat processing industry, insurance companies, shippers, and cotton brokers. Gilder Lehrman American Institute Because of the needs of the south, northern bankers positioned themselves as some of the primary economic beneficiaries of cotton producing plantations. Bankers on Wall Street made millions selling goods to the south, creating banks to finance southern plantations and also by exporting the picked cotton out of the country. “When the New York City banker James Brown tallied his wealth in 1842, he had to look far below Wall Street to trace its origins. His investments in the American South exceeded $1.5 million, a quarter of which was directly bound up in the ownership of slave plantations…Brown was among the world’s most powerful dealers in raw cotton, and his family’s firm, Brown Brothers & Co., served as one of the most important sources of capital and foreign exchange to the U.S. economy.” “How Slavery Led To Modern Capitalism” Bloomberg View by Sven Beckert and Seth Rockman The north and the south were inextricably linked as the force of cotton filled financial coffers across the nation. As a multitude of goods, from slave clothing to cotton growing tools, were shipped from northern manufacturing plants to southern plantations, northern businesses far removed physically reaped great financial reward from slavery’s existence. Contrary to popular belief, according to National Geographic “Cotton was not shipped directly to Europe from the South. Rather, it was shipped to New York and then transshipped to England and other centers of cotton manufacturing in the United States and Europe” “How Slavery Helped build a World Economy” by Howard Dodson. Cotton and the slaves that produced it inseparably linked and underpinned the entire American economy, not just one southern region of the country. Worstall in stating “…there’s another way of calculating what reparations might or should be… However, I think we still end up in roughly the same sort of place. Which is that even if reparations for slavery are logically or morally due, the actual amount is still going to end up being pretty much nothing” inaccurately limits his calculation by simply attaching reparations to the dollar value the slaves produced, but disassociating the true value of the freshly picked cotton to a sprouting nation. Additionally he fails to properly evaluate the cost of the full damages due to slaves for their pain and suffering. America as we know it is a virtual impossibility without the transfer of wealth from blacks to the greater American economy. Worstall fails to recognize slaves themselves were a commodity, often used to secure financing for more lands, additional slaves, and tools to expand plantations. As stated by Tai-Nahisi Coates in his piece on the Atlantic.com, “In 1860, slaves as an asset were worth more than all of America’s manufacturing, all of the railroads, all of the productive capacity of the United States put together,” the Yale historian David W. Blight has noted. “Slaves were the single largest, by far, financial asset of property in the entire American economy.” The Case for Reparations Blacks saw their free labor and bodies create mass fortunes the modern world had never seen before in steel mines for companies like U.S. Steel in Alabama during the 1920’s, on fields of cotton in the Carolinas in the 1820’s, and on tobacco fields throughout Virginia in the 1720’s. Due to the length and economics of American slavery, it serves not just as a chapter in American history, but rather it is the foundation that created this country’s global economic advantage. The fundamental reality, as so eloquently shown by Coates, is that American slavery was an institution that did not abruptly end in the late 1800’s. Rather, its lasting effects and policies continued well beyond. We see in pieces like the book “Slavery by Another Name”, and the preceding Wall Street Journal article “From Alabama’s Past, Capitalism Teamed With Racism to Create Cruel Partnership” both written by Douglas Blackmon, slavery left a lasting shadow over the entire American economy. Blackmon’s work outlines how slave labor reformed itself through the use of prison labor as steel replaced cotton in America’s production cycle. Prison labor, an alternative source of free labor which disenfranchised the same group of blacks, was born through the use of laws such as the 13th Amendment which stated “neither slavery nor involuntary servitude, except as a punishment for crime whereof the party shall have been duly convicted”. As a result the recipients of slavery’s benefits built empires that still stand today and pushed slavery’s past economic effects into modern financial realities. Looking more closely at other historical implementations of reparations we see from Israel to Chile examples of assessing value for human atrocity. Using legal analysis, reparations involves a two-part analysis to determine an amount due: the right of the victim to be made whole and an assessing of additional damages that came as a result of the actions. Worstall in attempting to create a number that fits financially fails to commit to true economic analysis of both parts. If we look to Israel’s deal with West Germany, which according to Wikipedia came as a result of repayment for “slave labor and persecution of Jews during the Holocaust, and to compensate for Jewish property that was stolen by the Nazis” we see a model for compensation. West Germany attempted to address both components in the awarding of a multi-billion dollar sum. According to Coates “West Germany ultimately agreed to pay Israel 3.45 billion Deutsche marks, or more than $7 billion in today’s dollars. Individual reparations claims followed–for psychological trauma, for offense to Jewish honor, for halting law careers, for life insurance, for time spent in concentration camps.” As we have seen in the United States without an action of recognition of this sort you end up in a loop of extended consequences from the initial action of slavery. According to the United Nations Basic Principles and Guidelines on the Rights to a Remedy and Reparation for Gross Violations of International Human Rights, there is a 5 point guideline for reparations: 1) restitution, 2) damages, 3) rehabilitation, 4) satisfactions and 5) guarantees for a promise not to repeat. In the United States when slavery was abolished none were followed, and as a result the institution of slavery was reinvented in new forms by its profiteers who refused to relinquish the economic advantage of free labor well after the Emancipation Proclamation. As pointed out by David Ghram of the Atlantic a historical moment occurred this week when the Dallas County Commissioners Court recognized the need for reparations in commemoration of Juneteenth by stating: Therefore, be it resolved in the Dallas County Commissioners Court that Juneteenth and its historical mimicking of freedom is just that, and that the United States of America is derelict in its promise of life, liberty and the pursuit of happiness to the African-American people. Be it further resolved that the dereliction that has caused 400 years of significant [inaudible] to millions and significant suffering to the descendants of those who have been enslaved Africans who built this country, should be satisfied with monetary and substantial reparations to same. Slaves were forced to invest in America’s future, while they never received a true return on their investment. It was this investment which should have yielded one of the greatest rates of return in modern history, far more than 1% compounded as suggested by Worstall. The extension and repetition of the institution as a direct result of vagrancy laws and continued slave-like practices throughout the south during the early 20th century resulted in massive profits for companies such as US Steel. Which is still one of the largest steel companies in the country today. While we can look at individuals and companies that did not exist, or were not present in America at the time of slavery and question why they should be forced to pay reparations, that analysis incorrectly frames reparations true role. A role that includes repairing a nation and repairing enslavement’s long-term effects on a people. It also fails to look at the reality that many of these new businesses from biotech to medical research companies secured start up financing from financial institutions that grew exponentially as a direct result of slavery. While records are sparse due to lack of access, there has been public recognition of this point and apologies by the predecessors of mega-banks such as Wells Fargo for their direct ties to slavery. Historians at the History Factory, a research firm specializing in corporate archival work, found that the Georgia Railroad and Banking Company and the Bank of Charleston — institutions that ultimately became part of Wachovia through acquisitions — owned slaves, Wachovia said in the statement. Records revealed that the Georgia Railroad and Banking Company owned at least 162 slaves, Wachovia said, and that the Bank of Charleston accepted at least 529 slaves as collateral on mortgaged properties or loans. The Bank of Charleston also acquired an undetermined number of people when customers defaulted on their loans. “We know that we cannot change the past, and we can’t make up for the wrongs of slavery,” said Thompson. “But we can learn from our past, and begin a stronger dialogue about slavery and the experience of African-Americans in our country.” “We want to promote a better understanding of the African-American experience, including the unique struggles, triumphs and contributions of African-Americans, and their important role in America’s past and present,” “Wachovia apologizes for slavery ties” CNN.com So when a biotech company gets a multiple-million dollar credit line from Wells Fargo today while attenuated, the reality of a connection to the nation’s dark financial past still exists. While we can demand policy that directly ties economic access to this lineage of slavery through innovative ideas such as free state college education for descendants of slaves a program that would allow them not to start life in debt, or a discussion of making the first $200,000 earned by a descendant of a slave nontaxable thus incentivizing a participation in the marketplace. We need to do much more to get a handle on the remnants of slavery’s legacy. Therefore, instead of assessing the value of American slavery and the years that followed against arbitrary dollar figures as we saw on forbes.com, the proper analysis is to look more closely at America’s foundation with a thorough review, and then create policies that acknowledge the historical wrongs. To correctly determine an amount for reparations, we need to get a full & accurate view of damages. This can only be done by performing in-depth research such as that put forth in bill H.R. 40 by U.S. Congressman John Conyer. It is only by facing the true damage done that we can move toward repair and out of the shadow of our great nation’s unresolved past. Bringing the gifts that my ancestors gave, I am the dream and the hope of the slave. I rise. — Maya Angelou
Anne Frank. The name and the face are instantly recognizable to millions of people throughout the world. And whether we think of Anne's legacy as one of a prodigious literary genius, an unfailing optimist, an insightful adolescent, or as a representative of the plight of Jews during World War II, the one word that we most closely associate with her is diary. Anne Frank received that now-famous diary on June 12, 1942 for her thirteenth birthday. Had she survived the Holocaust, Anne Frank would be 85 today. Anne begins her diary with these words: I hope I will be able to confide everything to you, as I have never been able to confide in anyone, and I hope you will be a great source of comfort and support. It's such a simple statement really, yet it gets right to the heart of a journal's purpose - to provide a safe space for our thoughts, feelings and uncertainties. Perhaps it's the "safe space" of a journal that has resonated with readers for generations. In her personal reflections, we recognize the triumphs and tribulations of adolescence, we feel the depth of Anne's compassion and humanity, and we sense a certain kinship with Anne as she explored her identity and became increasingly self-aware. Self-awareness is just one of the benefits of keeping a journal, whether a paper "diary" or an app on our phone, and one of the many reasons I use journaling in my classroom. If we want our students to develop the ability to critically examine their surroundings, we as educators must give them many opportunities to do so and multiple avenues to achieve this end. Both classroom discussions and art projects can provide occasions for students to delve into a topic more deeply, but there's just something about journaling that promotes, supports, and helps clarify our thinking. While it is true that some personalities are inherently more introspective than others, the ability to reflect is a behavior that can be developed in people over time and has tremendous benefits. Journaling requires students to move beyond the passive assimilation of knowledge and the regurgitation of facts - it moves students into the realm of inquiry and helps them relate topics of study to their own lives. Too often, emotional responses and feelings are downplayed in the classroom setting because educators are uncertain how to navigate the terrain or fear that an "exploration of feelings" will take precious time away from stated curricular goals. But the truth of it is, when students tap into their emotional responses they forge personal connections with the material presented and are motivated to engage intellectually. In order for students to believe that they "own" knowledge, we must allow them to construct personal insights. If we want our students to consider moral and ethical dilemmas we must give them an inviolable space to contemplate and reflect. If we desire our students to elaborate, we must provide them with opportunities to compare what they are learning with what they already know and understand. The construction of knowledge can be a messy process, but we shouldn't be deterred. Classroom journals can serve as a safe platform where students can "roll up their sleeves" both to think about what they know and challenge themselves to find solutions or consider alternatives. Anne Frank's diary, of course, is more than a collection of one girl's thoughts and opinions. First published in 1947 and translated into more than fifty languages, the diary serves as a historical document and an important 1st person account of a Jewish girl living in Europe during World War II. To countless people around the world, Anne Frank is the "face" of the Holocaust. For many, it is Anne's deeply personal story that keeps the overwhelming crush of statistics from feeling distant and abstract. Her single authentic voice provides us a way to grasp the incomprehensible. Most diaries will not have the reach or the impact of Anne Frank's, but journaling is an important endeavor with significant outcomes nonetheless. Anne believed that"Everyone has inside of him a piece of good news. The good news is that you don't know how great you can be! How much you can love! What you can accomplish! And what your potential is!" Allowing our students to journal and encouraging them to engage in critical reflection is one way we can help our students discover that "piece of good news" within. How do you use journals in your classroom? What is your experience with teaching about Anne Frank? Want to learn more? Click on any of the links below. - EXPLORE the life and legacy of Anne Frank through the new exhibit now open at the Museum of Tolerance. - FIND ADDITIONAL STRATEGIES for using journals in a Facing History classroom. - TEACH this history more effectively by joining other educators at our seminar on the Holocaust and Human Behavior, beginning June 16th in Los Angeles. - DOWNLOAD the PBS Teacher's Guide to "Diary of Anne Frank."
Causes Fever, Cough And Colds - Fever, cough and runny nose are often referred to as influenza. Influenza (flu) is a viral infection that causes fever, runny nose, headache, cough, unwell (malaise) and inflammation of the mucous membranes of the nose and respiratory tract. Influenza virus type A or B. The virus is transmitted by infected saliva that comes out when people cough or sneeze; or through direct contact with secretions (saliva, saliva, nasal mucus) patients. Influenza is different from the common cold. Symptoms occur within 24-48 hours after infection and can occur suddenly. Chills usually an early indication of influenza. In the first few days of frequent fever, can be up to 38.9 to 39.4? Celsius. Many people who feel sick so had to stay in bed; they feel the aches and pains throughout the body, especially in the back and legs. Headache is often severe, with pain that is felt around and behind the eyes. Bright light can aggravate headaches. At first relatively mild respiratory symptoms, such as itching in the throat, burning sensation in the chest, dry cough and runny nose. Then cough and phlegm will be intensified. Palpable warmth and redness of skin, especially in the facial area. Mouth and throat reddish, watery eyes and the whites suffered mild inflammation. Sometimes nausea and vomiting may occur, especially in children. After 2-3 days, most of the symptoms will disappear immediately and fever usually subsides, although occasionally fever lasts up to 5 days. Bronchitis and cough may persist up to 10 days or more, and it may take 6-8 weeks for the total recovery of the changes that occur in the respiratory tract. The main flu treatment is rest and lie down in bed, drink plenty of fluids and avoid fatigue. Bed rest should be done as soon as symptoms arise until 24-48 after the body temperature returns to normal. For severe disease but without complications, can be given asetaminofen, aspirin, ibuprofen or naproxen. Other drugs are commonly given nasal decongestants and steam inhalation.
From: NASA Astrobiology Institute Posted: Monday, October 11, 2004 by Henry Bortman Astronomers have discovered more than 130 planets orbiting nearby stars in our galaxy. Although the solar systems they have found are very different from ours, by studying the planets that have been found - their masses, their orbits and their stars - they are uncovering intriguing hints that our galaxy may be brimming with solar systems like our own. According to Greg Laughlin, an assistant professor of astronomy and astrophysics at UC Santa Cruz, planet hunters can expect, over time, to find hundreds of nearby stars with Neptune-like planets circling them at about 5 AU. (One AU, or astronomical unit, is the distance between the sun and Earth. Jupiter orbits our sun at about 5 AU.) A solar system with a large planet at 5 AU, astronomers believe, is one in which a habitable terrestrial-sized planet could also safely exist. Laughlin's prediction comes from studying a characteristic of stars that, until a few years ago, few paid much attention to: metallicity. New stars form when vast clouds of interstellar dust and gas collapse. This dust and gas is mostly primordial hydrogen and helium, but it also contains a smattering of heavier elements, which astronomers call "metals" (even though non-astronomers don't normally think of all of these elements as metals). The metallicity of a star tells you what portion of its material is made of metals. And, says Laughlin, "the one true indicator of whether a star is likely to have a detectable giant planet is its metallicity." These hot Jupiters and eccentric Jupiters, as they are known, are the easiest types of planets to detect; almost all the planets discovered to date are of these two types. And "the vast majority of extrasolar planets that are known so far are around metal-rich stars." Here's why. When a metal-rich interstellar cloud collapses, it forms a metal-rich star. According to the core-accretion theory, the dominant theory of planetary formation, this abundance of heavy material also enables large rocky planetary cores to form relatively quickly, within a few million years. Once these cores reach 10 Earth masses or more, they begin attracting hydrogen and helium gas from the collapsing cloud; they become gas giants. How big these giants get depends on how much gas they attract. But the hydrogen and helium don't stick around forever. So timing is critical: only large rocky cores that form before the gas disappears become gas giants. Cores that grow too slowly - the lower the metallicity of the collapsing cloud, the more slowly the cores grow - can't grab any gas. "If the disk lifetime is 4 million years and it takes you 5 million years to build a core, then you're out of luck," says Laughlin. "But if you can get that core buildup time down to 2.5 million years, say, then there's still plenty of gas available." Both of these types of planets can be seen in our solar system. "The sun is a metal-rich star, but not dramatically so," Laughlin says. When our solar system was forming, there was enough heavy material around for Jupiter and Saturn to form their cores quickly. They got gas. Neptune and Uranus, however, didn't make it to the starting gate. There is a strong correlation between high solar metallicity and hot Jupiters. The picture is fuzzier, though, for eccentric Jupiters, planets with elongated elliptical orbits that have been found out to an average distance of about 3 AU from their stars. And it is fuzzier still for planets with orbits like Jupiter's. Planets out at 5 AU take more than a decade to complete their trips around their stars; astronomers have only begun to confirm their presence. But Laughlin thinks he knows what to expect once all the data are in: lots of Neptune-mass planets, with some as massive as Saturn, in Jupiter-like orbits. Why Neptunes? Metallicity. The majority of the stars that U.S.-based planet hunters are studying have a bit more than half the metallicity of the sun. That's enough to form a large rocky planet like Neptune. There's no time limit on Neptunes. But it's not enough to form a core quickly; it's not enough to become a gas giant. So what are the prospects of finding solar systems that contain Earth-like planets? Pretty good, according to Laughlin. The solar systems that have been found so far, the ones that contain hot Jupiters or eccentric Jupiters, probably don't contain habitable Earth-like planets. The motions of these closer-in giants prevent terrestrial planets from forming stable orbits in the habitable zone. But a solar system with a large planet in a circular orbit at 5 AU - even a Neptune-sized planet - is a solar system in which a habitable Earth-like planet could exist quite comfortably. Indeed, Laughlin believes that, when all the data are in, we'll have discovered hundreds of nearby stars with solar systems much like our own, although the majority of them will have a Neptune or a Saturn at 5 AU rather than a Jupiter. True, planet hunters haven't found any such planets yet. But that doesn't mean they're not there. Astronomers just haven't been looking long enough to confirm their presence. With current planet-hunting techniques, Laughlin says, "it's not like you discover a planet - boom!" - in a single observation. "The planets emerge gradually," as a result of many, many observations over time. So just how long will it take to find such worlds? Well, that's the unfortunate part of the story. Although astronomers have already begun to detect large planets in Jupiter-like orbits, it will take another 10 to 20 years to complete the census of planets orbiting at 5 AU around nearby stars. "The amount of patience that you have to exercise to get a true Jupiter analog is really enormously more than the amount of patience that you need to find and detect a hot Jupiter or an eccentric giant," Laughlin says. But considering that 10 years ago no-one knew for sure whether there was even a single planet around a star other than our sun, perhaps another 10 or 20 years isn't such a long time to wait. // end //
Grand Canal (China) \|Grand Canal of China\| Watercraft moving across the Grand Canal of China in Suzhou \|Length\|\|1,115 miles (1,794 km)\| \|Construction began\|\|Sui dynasty\| \|Connects to\|\|Hai River, Yellow River, Huai River, Yangzi River, Qiantang River\| \|Official name\|\|The Grand Canal\| \|Criteria\|\|i, iii, iv, vi\| \|Designated\|\|2014 (38th session)\| "Grand Canal" in Simplified (top) and Traditional (bottom) Chinese characters \|Literal meaning\|\|"Great Transport River"\| \|Beijing-Hangzhou Grand Canal\| The Grand Canal (also known as the Beijing-Hangzhou Grand Canal), a UNESCO World Heritage Site, is the longest canal or artificial river in the world and a famous tourist destination. Starting at Beijing, it passes through Tianjin and the provinces of Hebei, Shandong, Jiangsu and Zhejiang to the city of Hangzhou, linking the Yellow River and Yangtze River. The oldest parts of the canal date back to the 5th century BC, although the various sections were finally combined during the Sui dynasty (581–618 AD). The total length of the Grand Canal is 1,776 km (1,104 mi). Its greatest height is reached in the mountains of Shandong, at a summit of 42 m (138 ft). Ships in Chinese canals did not have trouble reaching higher elevations after the pound lock was invented in the 10th century, during the Song dynasty (960–1279), by the government official and engineer Qiao Weiyue. The canal has been admired by many throughout history including Japanese monk Ennin (794–864), Persian historian Rashid al-Din (1247–1318), Korean official Choe Bu (1454–1504), and Italian missionary Matteo Ricci (1552–1610). Historically, periodic flooding of the adjacent Yellow River threatened the safety and functioning of the canal. During wartime the high dikes of the Yellow River were sometimes deliberately broken in order to flood advancing enemy troops. This caused disaster and prolonged economic hardships. Despite temporary periods of desolation and disuse, the Grand Canal furthered an indigenous and growing economic market in China's urban centers since the Sui period. It has allowed faster trading and has improved China's economy. The southern portion remains in constant heavy use to the present day. - 1 History - 1.1 Early history - 1.2 Grand Canal in the Sui dynasty - 1.3 Grand Canal from Tang to Yuan - 1.4 Ming dynasty restoration - 1.5 Qing dynasty and 20th century China - 1.6 Historical sections - 2 Modern course - 3 Elevations - 4 Uses - 5 Notable travellers - 6 See also - 7 Notes - 8 References - 9 External links In the late Spring and Autumn period (722–481 BC), King Fuchai of Wu, ruler of the State of Wu (present-day Suzhou), ventured north to conquer the neighboring State of Qi. He ordered a canal be constructed for trading purposes, as well as a means to ship ample supplies north in case his forces should engage the northern states of Song and Lu. This canal became known as the Han Gou (邗沟, "Han Conduit"). Work began in 486 BC, from south of Yangzhou to north of Huai'an in Jiangsu, and within three years the Han Gou had connected the Yangtze River to the Huai River by means of existing waterways, lakes, and marshes. Han Gou is known as the second oldest section of the later Grand Canal since the Hong Gou (鴻溝, "Canal of the Flying Geese" or "Far-Flung Canal") most likely preceded it. It linked the Yellow River near Kaifeng to the Si and Bian rivers and became the model for the shape of the Grand Canal in the north. The exact date of the Hong Gou's construction is uncertain; it is first mentioned by the diplomat Su Qin in 330 BC when discussing state boundaries. The historian Sima Qian (145–90 BC) dated it much earlier than the 4th century BC, attributing it to the work of Yu the Great; modern scholars now consider it to belong to the 6th century BC. Grand Canal in the Sui dynasty The sections of the Grand Canal today in Zhejiang and southern Jiangsu provinces were in large part a creation of the Sui dynasty (581-618), a result of the migration of China’s core economic and agricultural region away from the Yellow River valley in the north and toward the southern provinces. Its main role throughout its history was the transport of grain to the capital. The institution of the Grand Canal by the Qin dynasty and the Sui dynasty, mostly the Sui. also obviated the need for the army to become self-sufficient farmers while posted at the northern frontier, as food supplies could now easily be shipped from south to north over the pass. By the year 600, there were major build ups of silt on the bottom of the Hong Gou canal, obstructing river barges whose drafts were too deep for its waters. The chief engineer of the Sui dynasty, Yuwen Kai, advised the dredging of a new canal that would run parallel to the existing canal, diverging from it at Chenliu (Yanzhou). The new canal was to pass not Xuzhou but Suzhou, to avoid connecting with the Si River, and instead make a direct connection with the Huai River just west of Lake Hongze. With the recorded labor of five million men and women under the supervision of Ma Shumou, the first major section of the Grand Canal was completed in the year 605—called the Bian Qu. The Grand Canal was fully completed under the second Sui emperor, from the years 604 to 609, first by linking Luoyang to the Yangzhou (and the Yangzi valley), then expanding it to Hangzhou (south), and to Beijing (north). This allowed the southern area to provide grain to the northern province, particularly to troops stationed there. Running alongside and parallel to the canal was an imperial roadway and post offices supporting a courier system. The government also planted an enormous line of trees. The history of the canal's construction is handed down in the book Kaiheji ('Record of the Opening of the Canal'). The earlier dyke-building project in 587 along the Yellow River—overseen by engineer Liang Rui—established canal lock gates to regulate water levels for the canal. Double slipways were installed to haul boats over when the difference in water levels were too great for the flash lock to operate. Between 604 and 609, Emperor Yang Guang (or Sui Yangdi) of the Sui dynasty ordered a number of canals be dug in a ‘Y’ shape, from Hangzhou in the south to termini in (modern) Beijing and in the capital region along the Yellow River valley. When the canal was completed it linked the systems of the Qiantang River, the Yangtze River, the Huai River, the Yellow River, the Wei River and the Hai River. Its southern section, running between Hangzhou and the Yangtze, was named the Jiangnan River (the river ‘South of the Yangtze’). The canal’s central portions stretched from Yangzhou to Luoyang; the section between the Yangtze and the Huai continued to the Shanyang River; and the next section connected the Huai to the Yellow River and was called the Tongji Channel. The northernmost portion, linking Beijing and Luoyang, was named the Yongji Channel. This portion of the canal was used to transport troops to what is now the North Korean border region during the Goguryeo-Sui Wars (598–614). After the canal's completion in 609, Emperor Yang led a recorded 105 km (65 mi) long naval flotilla of boats from the north down to his southern capital at Yangzhou. The Grand Canal at this time was not a continuous, man-made canal but a collection of often non-contiguous artificial cuts and canalised or natural rivers. Grand Canal from Tang to Yuan Although the Tang dynasty (618–907) capital at Chang'an was the most thriving metropolis of China in its day, it was the city of Yangzhou—in proximity to the Grand Canal—that was the economic hub of the Tang era. Besides being the headquarters for the government salt monopoly and the largest pre-modern industrial production center of the empire, Yangzhou was also the geographical midpoint along the north-south trade axis, and so became the major center for southern goods shipped north. One of the greatest benefits of the canal system in the Tang dynasty—and subsequent dynasties—was that it reduced the cost of shipping grain that had been collected in taxes from the Yangtze River Delta to northern China. Minor additions to the canal were made after the Sui period to cut down on travel time, but overall no fundamental differences existed between the Sui Grand Canal and the Tang Grand Canal. By the year 735, it was recorded that about 149,685,400 kilograms (165,000 short tons) of grain were shipped annually along the canal. The Tang government oversaw canal lock efficiency and built granaries along route in case a flood or other disaster impeded the path of shipment. To ensure smooth travel of grain shipments, Transport Commissioner Liu Yan (in office from 763 to 779) had special river barge ships designed and constructed to fit the depths of each section of the entire canal. After the An Shi Rebellion (755–763), the economy of northern China was greatly damaged and never recovered due to wars and to constant flooding of the Yellow River. Such a case occurred in the year 858 when an enormous flood along the Grand Canal inundated thousands of acres of farmland and killed tens of thousands of people in the North China Plain. Such an unfortunate event could reduce the legitimacy of a ruling dynasty by causing others to perceive it as having lost the Mandate of Heaven; this was a good reason for dynastic authorities to maintain a smooth and efficient canal system. The city of Kaifeng grew to be a major hub, later becoming the capital of the Song dynasty (960–1279). Although the Tang and Song dynasty international seaports—the greatest being Guangzhou and Quanzhou, respectively—and maritime foreign trade brought merchants great fortune, it was the Grand Canal within China that spurred the greatest amount of economic activity and commercial profit. During the Song and earlier periods, barge ships occasionally crashed and wrecked along the Shanyang Yundao section of the Grand Canal while passing the double slipways, and more often than not those were then robbed of the tax grain by local bandits. This prompted Qiao Weiyue, an Assistant Commissioner of Transport for Huainan, to invent a double-gate system known as the pound lock in the year 984. This allowed ships to wait within a gated space while the water could be drained to appropriate levels; the Chinese also built roofed hangars over the space to add further protection for the ships. Much of the Grand Canal south of the Yellow River was ruined for several years after 1128, when Du Chong decided to break the dykes and dams holding back the waters of the Yellow River in order to decimate the oncoming Jurchen invaders during the Jin–Song wars. The Jurchen Jin dynasty continually battled with the Song in the region between the Huai River and the Yellow River; this warfare led to the dilapidation of the canal until the Mongols invaded in the 13th century AD and began necessary repairs. During the Mongol Yuan dynasty (1271–1368) the capital of China was moved to Beijing, eliminating the need for the canal arm flowing west to Kaifeng or Luoyang. A summit section was dug across the foothills of the Shandong massif during the 1280s, shortening the overall length by as much as 700 km (making the total length about 1800 km) and linking Hangzhou and Beijing with a direct north-south waterway for the first time. As in the Song and Jin era, the canal fell into disuse and dilapidation during the Yuan dynasty's decline. Ming dynasty restoration The Grand Canal was renovated almost in its entirety between 1411 and 1415 during the Ming dynasty (1368–1644). A magistrate of Jining, Shandong sent a memorandum to the throne of the Yongle Emperor protesting the current inefficient means of transporting 4,000,000 dan (428,000,000 liters) of grain a year by means of transferring it along several different rivers and canals in barge types that went from deep to shallow after the Huai River, and then transferred back onto deep barges once the shipment of grain reached the Yellow River. Chinese engineers built a dam to divert the Wen River to the southwest in order to feed 60% of its water north into the Grand Canal, with the remainder going south. They dug four large reservoirs in Shandong to regulate water levels, which allowed them to avoid pumping water from local sources and water tables. Between 1411 and 1415 a total of 165,000 laborers dredged the canal bed in Shandong and built new channels, embankments, and canal locks. The Yongle Emperor moved the Ming capital from Nanjing to Beijing in 1403. This move deprived Nanjing of its status as chief political center of China. The reopening of the Grand Canal also benefited Suzhou over Nanjing since the former was in a better position on the main artery of the Grand Canal, and so it became Ming China's greatest economic center. The only other viable contender with Suzhou in the Jiangnan region was Hangzhou, but it was located 200 km (120 mi) further down the Grand Canal and away from the main delta. Even the shipwrecked Korean Choe Bu (1454–1504)—while traveling for five months throughout China in 1488—acknowledged that Hangzhou served not as a competitor but as an economic feeder into the greater Suzhou market. Therefore, the Grand Canal served to make or break the economic fortunes of certain cities along its route, and served as the economic lifeline of indigenous trade within China. The scholar Gu Yanwu of the early Qing dynasty (1644–1912) estimated that the previous Ming dynasty had to employ 47,004 full-time laborers recruited by the lijia corvée system in order to maintain the entire canal system. It is known that 121,500 soldiers and officers were needed simply to operate the 11,775 government grain barges in the mid-15th century. Besides its function as a grain shipment route and major vein of river borne indigenous trade in China, the Grand Canal had long been a government-operated courier route as well. In the Ming dynasty, official courier stations were placed at intervals of 35 to 45 km. Each courier station was assigned a different name, all of which were popularized in travel songs of the period. Qing dynasty and 20th century China The Manchus invaded China in the mid-17th century, allowed through the northern passes by the Chinese general Wu Sangui once the Ming capital at Beijing had fallen into the hands of a rebel army. The Manchus established the Qing dynasty (1644–1912), and under their leadership the Grand Canal was overseen and maintained just as in earlier times. In 1855, the Yellow River flooded and changed its course, severing the course of the canal in Shandong. This was foreseen by a Chinese official in 1447, who remarked that the flood-prone Yellow River made the Grand Canal like a throat that could be easily strangled (leading some officials to request restarting the grain shipments through the East China Sea). Because of various factors – the difficulty of crossing the Yellow River, the increased development of an alternative sea route for grain-ships, and the opening of the Tianjin-Pukou Railway and the Beijing-Hankou Railway – the canal languished and for decades the northern and southern parts remained separate. Many of the canal sections fell into disrepair, and some parts were returned to flat fields. Even today, the Grand Canal has not fully recovered from this disaster. After the founding of the People's Republic of China in 1949, the need for economic development led the authorities to order heavy reconstruction work. The economic importance of the canal likely will continue. The governments of the Shandong, Jiangsu and Zhejiang Provinces planned dredging meant to increase shipping capacity by 40 percent by 2012. As well as its present-day course, fourteen centuries of canal-building have left the Grand Canal with a number of historical sections. Some of these have disappeared, others are still partially extant, and others form the basis for the modern canal. The following are the most important, but do not form an exhaustive list. In 12 BC, to solve the problem of the Grand Canal having to use 100 miles (160 km) of the perilous course of the Yellow River in Northern Jiangsu, a man named Li Hualong opened the Jia Canal. Named after the Jia River whose course it followed, it ran 90 miles (140 km) from Xiazhen (modern Weishan) on the shore of Shandong's Weishan Lake to Suqian in Jiangsu. The construction of the Jia Canal left only 60 miles (97 km) of Yellow River navigation on the Grand Canal, from Suqian to Huai'an, which by 1688 had been removed by the construction of the Middle Canal by Jin Fu. Nanyang New Canal In 1566, to escape the problems caused by flooding of the Yellow River around Yutai (now on the western shore of Weishan Lake), the Nanyang New Canal was opened. It ran for 47 miles (76 km) from Nanyang (now Nanyang Town in the centre of Weishan Lake) to the small settlement of Liucheng (in the vicinity of modern Gaolou Village, Weishan County, Shandong) north of Xuzhou City. This change in effect moved the Grand Canal from the low-lying and flood-prone land west of Weishan Lake onto the marginally higher land to its east. It was fed by rivers flowing east-west from the borders of the Shandong massif. North of the Jizhou Canal summit section, the Huitong Canal ran downhill, fed principally by the River Wen, to join the Wei River at the city of Linqing. In 1289, a geological survey preceded its one-year construction. The Huitong Canal, built by an engineer called Ma Zhizhen, ran across sharply sloping ground and the high concentration of locks gave it the nicknames chahe or zhahe, i.e. 'the river of locks'. Its great number of feeder springs (between two and four hundred, depending on the counting method and season of the year) also led to it being called the quanhe or 'river of springs'. This, the Grand Canal’s first true summit section, was engineered by the Mongol Oqruqči in 1238 to connect Jining to the southern end of the Huitong Canal. It rose to a height of 138 feet above the Yangtze, but environmental and technical factors left it with chronic water shortages until it was re-engineered in 1411 by Song Li of the Ming. Song Li's improvements, recommended by a local man named Bai Ying, included damming the rivers Wen and Guang and drawing lateral canals from them to feed reservoir lakes at the very summit, at a small town called Nanwang. Duke Huan's Conduit In 369 AD, General Huan Wen of the Eastern Jin dynasty connected the shallow river valleys of the Huai and the Yellow. He achieved this by joining two of these rivers' tributaries, the Si and the Ji respectively, at their closest point, across a low watershed of the Shandong massif. Huan Wen’s primitive summit canal became a model for the engineers of the Jizhou Canal. The Shanyang Canal originally opened onto the Yangtze a short distance south of Yangzhou. As the north shore of the Yangtze gradually silted up to create the sandbank island of Guazhou, it became necessary for boats crossing to and from the Jiangnan Canal to sail the long way around the eastern edge of that island. After a particularly rough crossing of the Yangtze from Zhenjiang, the local prefect realised that a canal dug directly across Guazhou would slash the journey time and so make the crossing safer. The Yilou Canal was opened in 738 AD and still exists, though not as part of the modern Grand Canal route. The Grand Canal nominally runs between Beijing and Hangzhou over a total length of 1,794 km (1,115 mi), however, only the section from Hangzhou to Jining is currently navigable. Its course is today divided into seven sections. From south to north these are the Jiangnan Canal, the Li Canal, the Zhong Canal, the Lu Canal, the South Canal, the North Canal, and the Tonghui River. This southernmost section of the canal runs from Hangzhou in Zhejiang, where the canal connects with the Qiantang River, to Zhenjiang in Jiangsu, where it meets the Yangtze. After leaving Hangzhou the canal passes around the eastern border of Lake Tai, through the major cities of Jiaxing, Suzhou, Wuxi and Changzhou before reaching Zhenjiang. The Jiangnan (or ‘South of the Yangtze’) Canal is very heavily used by barge traffic bringing coal and construction materials to the booming delta. It is generally a minimum of 100 metres wide in the congested city centres, and often two or three times this width in the countryside beyond. In recent years, broad bypass canals have been dug around the major cities to reduce ‘traffic jams’. This ‘Inner Canal’ runs between the Yangtze and Huai'an in Jiangsu, skirting the Shaobo, Gaoyou and Hongze lakes of central Jiangsu. Here the land lying to the west of the canal is higher than its bed while the land to the east is lower. Traditionally the Shanghe region west of the canal has been prone to frequent flooding, while the Xiahe region to its east has been hit by less frequent but immensely damaging inundations caused by failure of the Grand Canal levees. Recent works have allowed floodwaters from Shanghe to be diverted safely out to sea. This ‘Middle Canal’ section runs from Huai'an to Weishan Lake, passing through Luoma Lake and following more than one course, the result of the impact of centuries of Yellow River flooding. After Pizhou, a northerly course passes through Tai'erzhuang to enter Weishan Lake at Hanzhuang bound for Nanyang and Jining (this course is the remnant of the New Nanyang Canal of 1566 – see below). A southerly course passes close by Xuzhou and enters Weishan Lake near Peixian. This latter course is less used today. At Weishan Lake, both courses enter Shandong province. From here to Linqing, the canal is called the Lu or ‘Shandong’ Canal. It crosses a series of lakes – Zhaoyang, Dushan and Nanyang – which nominally form a continuous body of water. At present, diversions of water mean that the lakes are often largely dry land. North of the northernmost Nanyang Lake is the city of Jining. Further on, about 30 km north of Jining, the highest elevation of the canal (38.5 m above sea level) is reached at the town of Nanwang. In the 1950s a new canal was dug to the south of the old summit section. The old summit section is now dry, while the new canal holds too little water to be navigable. About 50 km further north, passing close by Dongping Lake, the canal reaches the Yellow River. By this point waterless, it no longer communicates with the river. It reappears again in Liaocheng City on the north bank where, intermittently flowing through a renovated stone channel, it reaches the city of Linqing on the Shandong – Hebei border. The fifth section of the canal extends for a distance of 524 kilometres (326 mi) from Linqing to Tianjin along the course of the canalised Wei River. Though one of the northernmost sections, its name derives from its position relative to Tianjin. The Wei River at this point is heavily polluted while drought and industrial water extraction have left it too low to be navigable. The canal, now in Hebei province, passes through the cities of Dezhou and Cangzhou. Although to spectators the canal appears to be a deep waterway in these city centres, its depth is maintained by weirs and the canal is all but dry where it passes through the surrounding countryside. At its end the canal joins the Hai River in the centre of Tianjin City before turning north-west. Northern Canal and Tonghui River In Tianjin the canal heads northwest, for a short time following the course of the Yongding, a tributary of the Hai River, before branching off toward Tongzhou on the edge of the municipality of Beijing. It is here that the modern canal stops and that a Grand Canal Cultural Park has been built. During the Yuan dynasty a further canal, the Tonghui River, connected Tongzhou with a wharf called the Houhai or "rear sea" in central Beijing. In the Ming and Qing dynasties, however, the water level in the Tonghui River dropped and it was impossible for ships to travel from Tongzhou to Beijing. Tongzhou became the northern shipping terminus of the canal. Cargoes were unloaded at Tongzhou and transported to Beijing by land. The Tonghui river still exists as a wide, concrete lined storm-channel and drain for the suburbs of Beijing. Though the canal nominally crosses the watersheds of five river systems, in reality the variation between these is so low that it has only a single summit section. The elevation of the canal bed varies from 1 m below sea level at Hangzhou to 38.5 m above at its summit. At Beijing it reaches 27 m, fed by streams flowing downhill from the mountains to the west. The water flows from Beijing toward Tianjin, from Nanwang north toward Tianjin, and from Nanwang south toward Yangzhou. The water level in the Jiangnan Canal remains scarcely above sea level (the Zhenjiang ridge is 12 meters higher than the Yangzi River). From the Tang to Qing dynasties, the Grand Canal served as the main artery between northern and southern China and was essential for the transport of grain to Beijing. Although it was mainly used for shipping grain, it also transported other commodities and the corridor along the canal developed into an important economic belt. Records show that, at its height, every year more than 8,000 boats transported four to six million dan (240,000–360,000 metric tons) of grain. The convenience of transport also enabled rulers to lead inspection tours to southern China. In the Qing dynasty, the Kangxi and Qianlong emperors made twelve trips to the south, on all occasions but one reaching Hangzhou. The Grand Canal also enabled cultural exchange and political integration to mature between the north and south of China. The canal even made a distinct impression on some of China's early European visitors. Marco Polo recounted the Grand Canal's arched bridges as well as the warehouses and prosperous trade of its cities in the 13th century. The famous Roman Catholic missionary Matteo Ricci travelled from Nanjing to Beijing on the canal at the end of the 16th century. Since the founding of the People's Republic of China in 1949, the canal has been used primarily to transport vast amounts of bulk goods such as bricks, gravel, sand, diesel and coal. The Jianbi shiplocks on the Yangtze are currently handling some 75,000,000 tons[vague] each year, and the Li Canal is forecast to reach 100,000,000 tons[vague] in the next few years. South-North Water Transfer Project \|This article's factual accuracy may be compromised due to out-of-date information. (March 2012)\| The Grand Canal is currently being upgraded to serve as the Eastern Route of the South-North Water Transfer Project. Additional amounts of water from the Yangtze will be drawn into the canal in Jiangdu City, where a giant 400 m3/s (14,000 cu ft/s) pumping station was already built in the 1980s, and is then fed uphill by pumping stations along the route and through a tunnel under the Yellow River, from where it can flow downhill to reservoirs near Tianjin. Construction on the Eastern Route officially began on December 27, 2002, and water was supposed to reach Tianjin by 2012. However, water pollution has affected the viability of this project. In 1169, with China divided between the Jurchen-led Jin dynasty in the north and the Southern Song dynasty in the south, the Chinese emperor sent a delegation to the Jurchen to wish their ruler well for the New Year. A scholar-official named Lou Yue, secretary to the delegation, recorded the journey, much of which was made upon the Grand Canal, and submitted his Diary of a Journey to the North to the emperor on his return. In 1345 Arab traveler Ibn Battuta traveled China and journeyed through the Abe Hayat river (Grand Canal) up to the capital Khanbalik (Beijing). In 1600, Matteo Ricci, a famous Italian Christian missionary, traveled to Beijing from Nanjing via the Grand Canal waterway to try to get the support of Emperor of Ming Dynasty with the help of Wang Zhongde, the Director of the Board of Rites in the central government of China at the time. - Hutchinson's Encyclopedia, Encarta. Archived 2009-10-31. - Needham, Volume 4, Part 3, 307. - Needham, Volume 4, Part 3, 350–352 - Needham, Volume 4, Part 3, 308 & 313. - Brook, 40–51. - Needham, Volume 4, Part 3, 271–272. - Needham, Volume 4, Part 3, 271. - Needham, Volume 4, Part 3, 269–270. - Needham, Volume 4, Part 3, 269. - Needham, Volume 4, Part 3, 270. - Ebrey, Cambridge Illustrated History of China, 116. - Needham, Volume 4, Part 3, 308. - Ebrey, Cambridge Illustrated History of China, 114: "[…] the Grand Canal, dug between 605 and 609 by means of enormous levies of conscripted labour." - Ebrey, Cambridge Illustrated History of China, p115 - Benn, 46. - Benn, 7. - Needham, Volume 4, Part 3, 309. - Needham, Volume 4, Part 3, 310. - Needham, Volume 4, Part 3, 311. - Bowman, 105. - Fairbank, 89. - Needham, Volume 4, Part 3, 350–351. - Needham, Volume 4, Part 3, 351. - Needham, Volume 4, Part 3, 266. - Needham, Volume 4, Part 3, 227. - Brook, 46. - Brook, 46–47. - Brook, 47. - Brook, 74–75. - Brook, 75. - Brook, 48. - Brook, 48–49. - D'Arcy Brown, Liam, The Emperor's River: Travels to the Heart of a Resurgent China Eye Books, February 2010. - Watson, Philip, Grand Canal, Great River (Frances Lincoln, 2007). - The missionaries traveled along The Grand Canal - MildChina.com - Peyrefitte, Alan, The Collision of Two Civilisations (Harvill, 1993). - This article incorporates text from a publication now in the public domain: Chisholm, Hugh, ed. (1911). "article name needed". Encyclopædia Britannica (11th ed.). Cambridge University Press. - Benn, Charles. (2002). China's Golden Age: Everyday Life in the Tang Dynasty. Oxford University Press. ISBN 0-19-517665-0. - Bishop, Kevin (1997). China's Imperial Way. Hong Kong: Odyssey. - Bowman, John S. (2000). Columbia Chronologies of Asian History and Culture. New York: Columbia University Press. - Brook, Timothy. (1998). The Confusions of Pleasure: Commerce and Culture in Ming China. Berkeley: University of California Press. ISBN 0-520-22154-0 - Carles, W.R. (1900). The Grand Canal of China. Shanghai: Journal of the North China Branch RAS, Vol. 31, pp. 102–115, 1896-1897 volume, but actually published in 1900. - Ebrey, Patricia Buckley (1999). The Cambridge Illustrated History of China. Cambridge: Cambridge University Press. ISBN 0-521-66991-X (paperback). - Fairbank, John King and Merle Goldman (1992). China: A New History; Second Enlarged Edition (2006). Cambridge: MA; London: The Belknap Press of Harvard University Press. ISBN 0-674-01828-1 - Gandar, Dominique (1903). Le Canal Imperial: Etude Historique et Descriptive. Shanghai: Imprimerie de la Mission Catholique. Varietes Sinologiques No. 4. - Garnett, J.W. (1907). Report by Mr. J.W. Garnett of a Journey through the Provinces of Shantung and Kiangsu. British Parliamentary Papers, China No.1, CD3500. London: HMSO. - Hinton, Harold C. (1956). The Grain Tribute System of China (1845-1911). Cambridge: Harvard University Press. - Liao Pin, ed. (1987). The Grand Canal: An Odyssey. Beijing: Foreign Languages Press. - Martin, W.A.P. (1897). A Cycle of Cathay. - Needham, Joseph. (1986). Science and Civilization in China: Volume 4, Physics and Physical Technology, Part 3, Civil Engineering and Nautics. Taipei: Caves Books, Ltd. ISBN 0-521-07060-0 - New China News Ltd. (1984). The Grand Canal of China. Hong Kong: South China Morning Post Ltd. - Staunton, George (1797). An Authentic Account of an Embassy ...to the Emperor of China. - China’s Ancient Lifeline published May 2013 National Geographic magazine - 中国运河, 竞放、杜家驹主编, 金陵书社 1997年； China's Canal, Jing Fang and Du Jiaju eds, Jinling Book Society, 1997. \|Wikimedia Commons has media related to Grand Canal of China.\|
Pearson, as an active contributor to the biology learning community, is pleased to provide free access to the Classic edition of The Biology Place to all educators and their students. The purpose of the activities is to help you review material you have already studied in class or have read in your text. Some of the material will extend your knowledge beyond your classwork or textbook reading. At the end of each activity, you can assess your progress through a Self-Quiz. To begin, click on an activity title. Lab 2 Enzyme Catalysis Mitosis and Meiosis Plant Pigments and Photosynthesis 6-I Bacterial Transformation 6-II DNA Electrophoresis Genetics of Organisms Population Genetics and Evolution 10-I Cardiovascular Fitness 10-II Heart Rate in Daphnia Biomembranes I: Membrane Structure and Transport Biomembranes II: Membrane Dynamics and Communication Cardiovascular System I: The Beating Heart Cardiovascular System II: The Vascular Highway Cell Structure and Function DNA Structure and Replication From Gene to Protein: Transcription From Gene to Protein: Translation (Protein Synthesis) Plant Structure and Growth Properties of Biomolecules Restriction Enzyme Digestion of DNA The lac Operon in E. coli Concept 6: Meiosis I: Anaphase I The two chromosomes in each bivalent separate and migrate toward opposite poles. To see anaphase I animated, click the Play button. - Anaphase I begins when the two chromosomes of each bivalent (tetrad) separate and start moving toward opposite poles of the cell as a result of the action of the spindle. - Notice that in anaphase I the sister chromatids remain attached at their centromeres and move together toward the poles. A key difference between mitosis and meiosis is that sister chromatids remain joined after metaphase in meiosis I, whereas in mitosis they separate.
- The thalassaemias are a group of conditions, all of which are characterised by reduced synthesis of either the alpha (alpha-thalassaemia) or the beta (beta-thalassaemia) chain of the haemoglobin molecule. - Thalassemia major is the commonest of the thalassaemias and is suspected in an infant or child in the first two years of life presenting with severe microcytic anaemia and hepatosplenomegaly. - Treatment requires repeated blood transfusions; these help to maintain normal growth and development. Without treatment, affected children fail to thrive and have a shortened life expectancy. - Beta-thalassaemia is an autosomal recessive condition. - Beta-thalassaemia is caused by mutations in the beta-globin gene. - The condition is extremely variable and symptoms often correlate to the specific mutations in an affected individual. - Beta-thalassaemia is common in people from the Mediterranean, the Middle East, South East Asia and the Indian sub-continent. - Individuals with beta-thalassaemia are healthy at birth, but develop a severe anaemia between three months and one year of age. - With modern treatment, children born in the UK with beta-thalassaemia should expect to live a near normal life expectancy. - Clinical manifestations are extremely variable. - The diagnosis depends on measuring red blood cell indices that reveal a microcytic hypochromic anaemia. Subsequent investigations should include: a peripheral blood film that shows an excess of primitive nucleated red blood cells; and haemoglobin electrophoresis that demonstrates decreased amounts of HbA and increased amounts of fetal hemoglobin (HbF) after 12 months of age. - DNA testing (see below) may be useful for predicting the clinical phenotype in some cases. - Beta-thalassaemia is an autosomal recessive condition, which means that the affected individual has two altered copies of the beta-globin gene. Each parent has one altered copy and one usual copy of the gene and are said to have beta-thalassaemia trait. They usually have mild anaemia. Each child has a 25%, or 1 in 4, chance of inheriting the gene alteration from both parents, thus having beta-thalassemia, with the potential to develop complications of the condition. - To date, more than 200 thalassaemia disease-causing mutations have been identified in the beta-globin gene. However, four to ten mutations account for the majority of cases in the population groups where beta-thalassaemia is most common. - The diagnosis may be anticipated by identifying parents as carriers during antenatal screening and confirmed by prenatal diagnosis when requested, or by neonatal testing. The family can then be seen before the development of symptoms and arrangements for care discussed. - All patients should receive an optimal level of care delivered close to home as well as access to clinical experts in specialist centres. - Regular transfusions correct the anaemia, but transfusional iron overload needs to be prevented by adequate iron chelation. Transfusions are usually required every three to four weeks. - A definitive cure is possible following bone marrow transplantation. Genetic testing can be used to: - identify the gene alterations in the beta-globin genes in someone with beta-thalassaemia; - provide information about the genetic status of relatives of someone with beta-thalassaemia through carrier testing; and - offer prenatal genetic diagnosis. Genetic testing is available across the UK and usually provided through specialist clinics or regional genetic centres. This information is intended for educational use and was current in August 2013. For clinical management, it is recommended that local guidelines and protocols are used.
Curiosity rover detects boron, more evidence of past habitability on Mars As NASA’s Curiosity Mars rover climbs the slopes of Mount Sharp, the layered mountain at the center of Gale crater, it is finding patterns of change in rock composition in the mountain’s higher, younger layers. The rover has also detected the chemical element boron for the first time on the surface of Mars. Scientists with the Curiosity mission discussed some of their recent findings on Tuesday, Dec. 13, at the Fall Meeting of the American Geophysical Union (AGU) in San Francisco, California. Ingredients such as hematite, clay minerals, and boron have been found to be more abundant in layers further uphill, compared with lower, older layers studied earlier in Curiosity’s mission. These and other variations are providing scientists with clues about the conditions under which sediments were initially deposited and about how groundwater moving later through the accumulated layers altered and transported ingredients. The effects of groundwater movement are most evident in mineral veins. The veins formed where cracks in the layers were filled with chemicals that had been dissolved in groundwater. The water and its dissolved contents also interacted with the rock matrix surrounding the veins, changing the chemistry both in the rock and in the water. “There is so much variability in the composition at different elevations, we’ve hit a jackpot,” said John Grotzinger, of Caltech in Pasadena, California. “A sedimentary basin such as this is a chemical reactor,” Grotzinger said. “Elements get rearranged. New minerals form and old ones dissolve. Electrons get redistributed. On Earth, these reactions support life.” Gale Crater’s main appeal for researchers is geological layering exposed in the lower slopes of Mount Sharp. These exposures allow access to rocks that contain a record of environmental conditions from many distinct periods of early Martian history, each layer more recent than the one beneath it. During its first year, the Curiosity mission succeeded in discovering that an ancient Martian lake environment had all of the key chemical ingredients needed for life, plus an available source of chemical energy for life. The rover is now climbing lower Mount Sharp on an extended mission to study how ancient environmental conditions changed over time. “We are well into the layers that were the main reason Gale Crater was chosen as the landing site,” said Curiosity Deputy Project Scientist Joy Crisp of NASA’s Jet Propulsion Laboratory, in Pasadena, California. “We are now using a strategy of drilling samples at regular intervals as the rover climbs Mount Sharp. Earlier we chose drilling targets based on each site’s special characteristics. Now that we’re driving continuously through the thick basal layer of the mountain, a series of drill holes will build a complete picture.” Four of the rover’s recent drilling sites are spaced about 80 feet (about 25 meters) apart in elevation. This uphill pattern allows researchers to study progressively younger layers of Mount Sharp that reveal the mountain’s ancient environmental history. The mineral hematite is an important clue to changing ancient conditions on Mars. In the rocks Curiosity has drilled recently, hematite has replaced the less oxidized magnetite as the dominant form of iron oxide, compared with the site where the rover first found lakebed sediments. “Both samples are mudstone deposited at the bottom of a lake, but the hematite may suggest warmer [conditions or] more interaction between the atmosphere and the sediments,” said Thomas Bristow of NASA Ames Research Center, Moffett Field, California. Another component recently measured in increasing amounts is the element boron, which has been found within mineral veins containing mostly calcium sulfate by the rover’s laser-firing Chemistry and Camera instrument (ChemCam). The instrument is very sensitive – even at the increased levels found at higher elevations, boron only makes up about one-tenth of one percent of the rock composition. “No prior mission has detected boron on Mars,” said Patrick Gasda of the U.S. Department of Energy’s Los Alamos National Laboratory, Los Alamos, New Mexico. “We’re seeing a sharp increase in boron in vein targets inspected in the past several months.” Researchers are considering two possibilities for the source of boron that groundwater left in the veins. It is possible that evaporation of a lake formed a boron-containing deposit in an overlying layer, not yet reached by Curiosity, then water later re-dissolved the boron and carried it down through a network of fractures into older layers, where it accumulated along with fracture-filling vein minerals. An alternative possibility is that changes in the chemistry of clay-bearing deposits, as evidenced by the increased hematite, affected how groundwater picked up and dropped off boron within the local sediments. “Variations in these minerals and elements indicate a dynamic system,” Grotzinger said. “They interact with groundwater as well as surface water. The water influences the chemistry of the clays, but the composition of the water also changes. We are seeing chemical complexity indicating a long, interactive history with the water. The more complicated the chemistry is, the better it is for habitability. The boron, hematite, and clay minerals underline the mobility of elements and electrons, and that is good for life.” Video courtesy of Los Alamos National Laboratory Jim Sharkey is a lab assistant, writer and general science enthusiast who grew up in Enid, Oklahoma, the hometown of Skylab and Shuttle astronaut Owen K. Garriott. As a young Star Trek fan he participated in the letter-writing campaign which resulted in the space shuttle prototype being named Enterprise. While his academic studies have ranged from psychology and archaeology to biology, he has never lost his passion for space exploration. Jim began blogging about science, science fiction and futurism in 2004. Jim resides in the San Francisco Bay area and has attended NASA Socials for the Mars Science Laboratory Curiosity rover landing and the NASA LADEE lunar orbiter launch.
children to learn to read and spell words, they must first understand letters stand for phonemes which map out the sounds in spoken words. The ability to recognize phonemes in a spoken context is important in that this must occur before children can match to phonemes. This lesson will help children identify the oo= /U/ (long U) correspondence. They will experience a meaningful representation and letter symbol that will later help them practice how recognize /U/ in both spoken and written words. pencil, chart strip with the sentence “Oodles of ooblick are oozing out,” word cards (Ooodles, of, ooblick, are, oozing, out), books - Goodnight, Baby Monster by Laura Leuck, picture pages with pictures showing: kid, troop, line, loop, zoom, fall, lesson by explaining that our written language is like a secret code. "The hardest part is to learn which mouth moves different letters tell us to do when we read words. Today, we’re going to work on the mouth move /U/. Let’s think about and try to spot what our mouths do when we use that sound in different words - Ask: "Did you ever see someone put their hands up to their face when they see something scary and maybe even cover their eyes? Some people make a sound that says /U/. Let’s pretend that something scares us now. We’ll do the spooky movement (put hands to face) and then make the spooky sound that goes with it." try a tongue twister [on chart strip]. “Oodles of ooblick are oozing out.” Let’s all say it three times together. This time, when we say it again, we’re going to stretch the /U/ sound in the words and do our spooky movement whenever we hear that sound. “Oooodles of oooobleck are ooozing out.” take our primary paper and pencils.] "We can use the letters oo to spell /U/. Let’s practice writing two lowercase o’s together. Don't forget to leave spaces between your pairs. I would really like to see everyone’s pairs, so I'll walk around to look and help anyone that needs it. me show you how to find the /U/ sound in loop. I’m going to stretch loop out very slowly so that we can listen for the spooky sound. L-l-l-l-oo-p. L-l-l-l-oo-oo-oo…there it is! I hear our spooky sound, do you? let's try writing a word with oo in it. I will write the word zoom. Start with the z...Next, is our spooky sound oo...Then, the last letter is m. Z-z-oo-oo-oo-m. Zoom! Now you try writing it. Are there any other words that you can think of that have oo in it? Try spelling them! different word cards to each student. Have students practice reading and identifying words with the /U/ sound by playing a game. "Now, I’m going to pass out some word cards. Let’s see who can spot the /U/ sound and mouth move. If I call a word with the oo sound in it, let's all make the spooky sound and movement!" Call the words out loud in a mixed up order and have the students with that specific word card hold it up when they hear it. Next, have students answer these questions and discuss how they knew: "Do you hear /U/ in kid or troop? Line or loop? Zoom or fall? Boot or shoe? How about: The, spooky, witch, will, soon, swoop, on, her, broomstick, and, snoop. “Did you know that baby monsters have to go to sleep too? They have rules and certain ways that they like to be put to bed, just like you! Can you guess what they like at bedtime? You and a partner will have to read Goodnight, Baby Monster to find out! After students read the story, go through the book together to find the words with the /U/ sound. List them on the board and discuss any that are unclear. Have students choose their favorite word from the list to put into a message (invented spelling). distribute the picture page and have them individually go through the page and match the the /U/ sound pictures with the word column. Afterwards, go through the responses as a class and have students discuss how they got their Laura. Goodnight, Baby Monster. Scholastic here to return to Perspectives
What is Dyslexia Dyslexia is a neurologically-based, often familial disorder which interferes with the acquisition and processing of language, including phonological processing in reading, writing, and spelling, handwriting, and sometimes in arithmetic. Dyslexia is not a result of a lack of motivation, sensory impairment, adequate instruction or environmental opportunities, or other limiting conditions, but may occur together with these conditions. Although dyslexia is lifelong, individuals with dyslexia frequently respond successfully to timely and appropriate intervention. The most important news is our continued success in the quality of remediation for dyslexic children and in the training of tutors who work with the children. Our teaching is modeled after the Orton-Gillingham method, which uses a structured, sequential, multi-sensory and phonetic approach. With Orton-Gillingham, we teach children diagnostically and individually. Students learn the structure of the English language using auditory, visual and kinesthetic pathways, and are tutored one-on-one twice a week. Our training program is also essential to our success. Tutors first learn the Orton-Gillingham approach, then they tutor children under the close supervision of Orton-Gillingham trainers. Thereafter, tutors attend regular seminars and can study recommended written material to broaden their understanding of dyslexia and its remediation.
In my M.Ed. program, we spend a lot of time writing lesson plans. I’ve really enjoyed this aspect of the program and love thinking through how I can support different types of learners. Below is an example of a lesson plan I wrote in my Instructional Methods in Language Arts and Social Studies class. Lesson Objective(s)/Performance Outcomes I can determine and draw acute, obtuse, right, and adjacent angles with a protractor in Texas symbols. I will be able to orally describe the different types of angles with a partner. Assessment of Objectives (Description and Criteria) Informal assessment can be done in whole-group settings as the teacher observes student engagement with and understanding of angles and Texas symbols. Additional assessment can be done as students work in groups to identify angles. The teacher can assess through observations as the groups work, informal conversations, and, more formally, can assess understanding by grading the finished Doceri presentation. Once students are walked through the definitions of the different types of angles, they will have the opportunity to talk with a partner and describe their interpretation of the angles. To assess the students’ language objective, the teacher can observe the students’ interactions and discussions with their partner and step in if there is a problem. Formal assessments can be performed by grading their final presentation on the correctness of the angles. Materials and Resources iPads with cameras and Doceri app Texas history realia (e.g., flag, Alamo models, bluebonnets) Texas history books Management of the Instructional Environment (strategies for engaging, motivating, and inspiring students) The use of Texas realia will help give students a more dynamic and creative way of measuring angles. Starting in a whole-group setting, the teacher will draw the different angles with the students and give helpful tips and tricks to differentiate between the different angles. When the class breaks off into partners, the teacher will be hands-on throughout the entire lesson to encourage students and be available to answer questions. After the initial whole-group introduction, the lesson will use iPads. The students will take pictures of angles found in real life and will place these pictures into a Doceri (app) presentation. Students will be allowed to use the internet for reference on angles. A document camera will be used to model writing in the math journal. Students will share their Doceri presentations (once exported) in Seesaw. Language Adaptations/Modifications (for beginning, intermediate, and advanced students According to the ELPS, advanced ELLs in the 4th grade may mispronounce words or make errors that interfere with complex grammar structures. The teacher will start the lesson defining and identifying the angles with the students. The lesson will include collaborative questioning throughout the beginning in order to ensure students understand how to pronounce and use the different angle names in sentences. Special Needs Modifications Visual aids will be used to ensure the comprehension of angles. There will also be a creation of an anchor chart that will include visual and verbal descriptions of the angles the students can refer back to while measuring their realia. Activities/Procedures (Include timeline and grouping configurations) - Teacher will share content and language objective. - Students will sit at desks and get out math journals; teacher will open her math journal and put it on document camera. - Students will discuss what an angle is and will come up with a definition of an angle. - Students will discuss what a protractor is, what it measures, and how to use it. Students will practice measuring angles found in their desk area; this will be modeled by the teacher using the document camera. - Students and teacher will then define right, acute, obtuse, and adjacent angles using collaborative questioning. - Students will “sketch journal” a definition of each term in their math journal. They will be allowed to use a combination of pictures and words to help them remember what each term means. Students will sketch journal for ten minutes. - Students will then turn to a partner and discuss ways that they can remember the angles and problems they think they might run into identifying the angles. Students will discuss for about five minutes. - As a whole group, the class will develop an anchor chart to be hung in the classroom. The chart will include visual and verbal descriptions of the angles and helpful hints to remember which angle is which. These hints will be based on the feedback provided from students’ conversations about ways they can remember and problems they might have. - Students will be split into pairs; when possible, ELLs will be paired with native English speakers. - The teacher will explain to the group that they are to find three of each type of angle in Texas symbols. They will be allowed to use realia and other resources in the room and will also be allowed to travel in partners to other areas of the school where symbols might be found (e.g., front office, library). Students must use a protractor to measure angles in the symbols. Once they have determined that the symbol does contain one of the four types of angles, they must take a picture of the angle with the protractor using the iPad. - Students complete assignment for the remainder of the class period. Teacher monitors for understanding and assists with any questions. Students will be permitted to finish up the assignment on the next day if they are unable to find all angles on the first day. - Once students have found all of the angles, they will return to the classroom with the iPad and import each picture into Doceri. They will use the pen tool in Doceri to highlight the angle in each picture. Students will take about half an hour to complete this part of the assignment. Students will export their Doceri presentation and put it in the Seesaw app for the teacher to download and assess. (7) Geometry and measurement. The student applies mathematical process standards to solve problems involving angles less than or equal to 180 degrees. The student is expected to: (A) illustrate the measure of an angle as the part of a circle whose center is at the vertex of the angle that is “cut out” by the rays of the angle. Angle measures are limited to whole numbers; (B) illustrate degrees as the units used to measure an angle, where 1/360 of any circle is one degree and an angle that “cuts” n/360 out of any circle whose center is at the angle’s vertex has a measure of n degrees. Angle measures are limited to whole numbers; (C) determine the approximate measures of angles in degrees to the nearest whole number using a protractor; (D) draw an angle with a given measure; and (E) determine the measure of an unknown angle formed by two non-overlapping adjacent angles given one or both angle measures. 16) Citizenship. The student understands important customs, symbols, and celebrations of Texas. The student is expected to: (A) explain the meaning of various patriotic symbols and landmarks of Texas, including the six flags that flew over Texas, the San Jacinto Monument, the Alamo, and various missions (A) distinguish sounds and intonation patterns of English with increasing ease; (B) recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters; (C) learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; (D) monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; (E) use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; (F) listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment; (G) understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; (H) understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and (I) demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. (C) Advanced. Advanced ELLs have the ability to speak using grade-appropriate English, with second language acquisition support, in academic and social settings. These students: (i) are able to participate comfortably in most conversations and academic discussions on familiar topics, with some pauses to restate, repeat, or search for words and phrases to clarify meaning; (ii) discuss familiar academic topics using content-based terms and common abstract vocabulary; can usually speak in some detail on familiar topics; (iii) have a grasp of basic grammar features, including a basic ability to narrate and describe in present, past, and future tenses; have an emerging ability to use complex sentences and complex grammar features; (iv) make errors that interfere somewhat with communication when using complex grammar structures, long sentences, and less familiar words and expressions; and (v) may mispronounce words, but use pronunciation that can usually be understood by people not accustomed to interacting with ELLs.
In a mere 60 years, we of Earth have gone from launching our first spacecraft, to exploring every planet and major moon in our solar system, to establishing an international, long-lived fleet of robotic spacecraft at the Moon and Mars. What will we do in the next 100 years? With such rapid expansion of capability, it may seem difficult to tell what the next 60 years will bring, much less the next century. But we never do anything in space without first imagining what we could do, so in that spirit, here is an attempt to predict—and nudge us into—the future. So far, almost all of our exploration of worlds beyond Earth has been through the senses of robotic emissaries. Everyone wants to go to Mars: It’s NASA’s stated goal, and rocketeer Elon Musk says he wants to retire there. But the number of humans that will land on Mars or any other planet is likely to remain small; I can tell you right now that I probably won’t be one of them. The fact is that bringing humans safely to the surface of another massive planet with a thin atmosphere is mind-bogglingly difficult. In order to do it, we will have to accomplish several other, slightly less difficult things first, like surviving long-duration space flights away from Earth, somehow keeping our fragile DNA safe from cosmic rays and solar storms. Although Mars has an environment superficially similar to Earth, it’s the most difficult planet to land on. Like Earth and Venus, it has an atmosphere, but unlike those other planets, the atmosphere isn’t thick enough to slow a descending spacecraft to subsonic speeds on its own. Yet the atmosphere is thick enough for incoming spacecraft to turn into fireballs as they enter with interplanetary velocity. Mars, unlike any other world in the solar system, requires both heat shields and retrorockets for safe landing; it’s the worst of both worlds, so to speak. All that landing gear comes at a high cost in terms of launch mass and technology investment. Still, we could see humans on Mars in 20 years, give or take. Some here on Earth have proposed one-way missions. This is not how NASA or ESA would do it, but it’s dramatically simpler and cheaper to plan a one-way trip than a round trip. Which means it’s likely that the first humans on Mars will not have been sent there by NASA or ESA. With lower budgets and less aversion to risk, private companies are also more likely than public agencies to suffer disasters in space. It is quite possible that the first humans to land on Mars will not have survived the trip. Because of the costs and risks of physical human spaceflight, I’m personally more excited about a different kind of space exploration. Advances in miniaturization have made it relatively cheap to launch lots of microsatellites to near-Earth space. These craft will soon be sent further out, and it won’t be long before there are lots of little spacecraft landing on the Moon. From our homes on Earth, we could all take virtual joyrides across the lunar surface, with these mini explorers acting as our distant eyes. It’s possible that this is how humans will first explore Mars, too—with a robotic body that needs no food, water, shelter, or sleep, serving as the avatar of human operators. The humans working the robot will still need to be located near Mars, not Earth, because of the significant delay in radio communications between the two planets. (The lag between commands sent and data received would range from eight to 42 minutes.) But the humans need not undertake the risks and challenges of landing on Mars: People in orbit at Mars could directly and immediately control Mars robots, all while staying in a ship or station tricked out with everything our delicate bodies need to survive. Then again, depending on how technology advances, it may be that the division that we now draw between “human” and “robotic” exploration will be archaic in 50 years. To speculate ambitiously, in 100 years, we may be able to see with human consciousness from manufactured bodies. In that case, these new kinds of people may not find it so difficult to roam the alien environment of Mars. Because of Uranus’s extreme tilt, it’s best to visit near its equinox, an event that happens only once in 42 years. The last equinox was in 2007; I will be sorely disappointed if we do not have an orbiter near Uranus in 2049. Farther out than the Moon and Mars, we’ll likely see only scientific, rather than human, exploration for quite some time—until we get our robot bodies, that is. The distances are so great that it takes decades, not years, to cruise from one destination to another. So we’ll rely on robots to be our eyes. Because the lead times are so long, some of this exploration plan is already mapped out. In the 2020s, we’ll launch our next robotic missions to Jupiter; they’ll arrive and do science in the 2030s, and will hopefully persist for a decade or so. The 2030s could see the first launch of a dedicated orbital mission to Uranus or Neptune, the “ice giants” beyond Jupiter and Saturn. These would take between 10 and 20 years to arrive, so could still be doing their science in the 2060s. Most of the planets that we’ve discovered beyond the solar system are Neptune-sized, so it would behoove us to understand how this size of world works by visiting one with an orbiter. Uranus is closer, so quicker and easier to get to; but because of its extreme tilt, it’s best to visit near its equinox, an event that happens only once in 42 years. The last equinox was in 2007; I will be sorely disappointed if we do not have an orbiter at or approaching Uranus in 2049. But we may choose to orbit Neptune before we travel to Uranus, because Neptune has an additional draw: its moon Triton, likely a captured Kuiper belt object, and a world where Voyager 2 saw active geysers. Speaking of the Kuiper belt, New Horizons’ fast flyby of Pluto last year whetted our appetite for the exploration of more worlds out in the far reaches of the Solar System. We already know from telescopes that they’re as varied in appearance as the moons of the giant planets—possibly more so. There’s cigar-shaped, fast-spinning Haumea and huge, frosty-white Eris, for example. But Haumea is currently one and a half times as far away from Earth as Pluto is, and Eris is about three times as far. The announcement last week of a possible, distant, ninth planet has prompted many people to ask me if we can conceivably explore it. But if ”Planet X” exists, it’s likely more than 10 times farther away than Pluto; it’d take 100 years to get there, give or take, unless there is some revolution in spacecraft propulsion. So our near future in space will likely stay closer to home, but there are plenty of enticing nearby possibilities we’re already imagining and working toward. There are thousands of near-Earth asteroids, each of them unique, many of them possible prospects for mining. They could help the establishment of an in-space economy that would help us venture out further. Some people have suggested floating balloons under the Venusian sulfuric-acid cloud deck to search for active volcanoes, or sending similar balloons under the smog of Saturn’s moon Titan to watch its methane rivers flow and possibly even touch down in a Titanian ethane lake. We’ve dreamed of touring the populations of icy worlds that float ahead of and behind the giant planets in their orbits; many of these worlds have binary companions, and some of them have rings. We’ve suggested setting up lunar bases on polar crater rims where the Sun always shines, and sending rovers into crater bottoms where the Sun never does, where water ice may have been preserved over the age of the solar system. No matter how boldy we imagine, there will always be more within our own solar system to explore.
Between 1824 and 1834 the Scottish naturalist David Douglas explored the major river routes of the Pacific Northwest. The following is an excerpt from his biography, The Collector, written by Jack Nisbet: “Douglas, however, was much less alone in the wild than he imagined, and the owner of the plot soon caught up with him. Avoiding what could have been a serious affront—tobacco had a spiritual significance in many tribal rituals—Douglas whipped out his own manufactured strain as a peace offering and called upon his Chinook jargon to inquire about growing methods. The Kalapuya man accepted the gift, then described the tribal technique of searching out an open area in the woods with plenty of downed trees. They burned the deadfall, then planted tobacco seed in the ashes. Douglas, long a fan of “the good effects produced on vegetation by the use of carbon,” was well pleased. “When we smoked,” he concluded at the end of his account for plant #447, “we were all in all.” Beneath the Brazilian landscape is a sandy-loam soil. Dusty to the touch, this soil has low fertility levels due to nutrients leaching out in the high Amazonian rainfall. One of the most fertile areas in the world, however, exists in these forests, known as Terra Preta de Indio, or Black Earth. Back in 2003 the Cornell professor Johannes Lehman published an article on these soils articulating extraordinary findings on their nutrient and water retention capacities. He posited that these benefits were in large part due to the high percentage of charcoal particles in the topsoil. Some of this charcoal dated back to the pre-Columbian Indian era 4,500 years ago, charcoal that he found still provided nutrient benefit today. Several years after publishing his theory on "slash and char agriculture," Dr. Lehman published another study examining the amount of carbon dioxide that charcoal removes from the atmosphere. Dr. Lehmannposited that 10% charcoal application on the world's agricultural soils could sequester nearly the amount of humanity's annual greenhouse emissions. Needless to say, Dr. Lehmann created a stir in the academic community. Could a fertilizer be the solution to climate change? Lehman’s work catalyzed a series of studies on biochar throughout the major research universities internationally. A series of these studies found remarkable results: phosphorus and nitrogen were reduced by11% and 69% respectively, and calcium and magnesium by 77%. Another study illustrated charcoal’s water holding capacity, decreasing irrigation needs by 11%. In addition, charcoal amendments were found to serve as a food source for soil bacteria and a habitat for mycelium, aiding the natural nutrient cycling systems. What also was uncovered is how many cultures used charcoal in agriculture throughout history: Greece. Rome, Hawaii, Jamaica, Dominica, basically every country in Latin America, Japan, and all throughout West Africa. Many of the countries are still actively producing charcoal today. In addition, Dr. Darko Matovic at Queens University in Ontario published his own analysis of biochar’s CO2 sequestration, and found that it may be even more significant than Dr. Lehmann first thought. 10% charcoal application to the world’s agricultural soils, according to the mechanical engineering professor, would sequester more than the net 4.1 gigatons of excess CO2 humans add to the atmosphere each year. But here’s the issue: researchers found that not all charcoal works the same. Some tests get significant results, some do not. Is this because of the type of wood used to make the charcoal, the way it’s made, the soil it’s put in, or the relationship between the three? No one knows.
This is the 59th observed passage of Comet Encke, whose appearances date back to when it was first seen by French observer Pierre Méchain in 1786. That was some five years before German mathematician Johann Franz Encke was born! The comet was “discovered” again in 1795, 1805, and 1818, and during the last of these returns Encke himself observed it. His calculation of the comet’s orbit led him to recognize that it was the very same object already seen in 1786, 1795, and 1805. Encke went on to predict that it would reappear 3.3 years hence, in 1822, and on June 2nd of that year Charles Rümker at Parramatta in New South Wales, Australia, proved him correct. For this, the comet was named after Encke. It was only the second comet known to be periodic (hence the “2P”), the first being Halley’s. Initial visual sightings of Encke (magnitude 13) at its 2003 return came in late August. New Moon in October is on the 25th, so skies will be fully dark when Encke, now at 10th magnitude, comes close to caressing the northern edge of M31, the Great Andromeda Galaxy. A week later, near Kappa (k) Andromedae, Encke reaches the northernmost point of its passage across the sky and turns southwest, heading toward the Sun. As its solar elongation angle decreases, the comet should continue to brighten, probably peaking around 6th magnitude in late November to early December if it behaves as it has on previous visits.Comet Encke is closest to Earth in mid-November, passing our planet at 0.26 astronomical unit (39 million kilometers). Since its discovery more than two centuries ago there have been just nine returns, including this one, in which the comet has come within 0.3 a.u. of us. This will be its closest approach in the northern sky since November 1838, when less than 0.22 a.u. separated the Earth and Encke. The record, 0.19 a.u., occurred just six years ago, when Encke was a far-southern object. Encke reaches perihelion (its point closest to the Sun) on December 29th, but observing it then will be a challenge. In late December and early January, the comet — perhaps at 7th magnitude or better — will be due west of the Sun in the morning sky, but the elongation will be barely 20°. However, there’s renewed interest in observing Encke in the weeks near perihelion. Separate studies by Lars Kamel (Astronomical Observatory, Uppsala, Sweden) and Zdenek Sekanina (Jet Propulsion Laboratory) in 1991 showed that Encke’s brightness pattern is evolving. Peak intrinsic brightness used to occur before perihelion, but now it's occurring later in each cycle. Sekanina has proposed that a vent in the comet’s southern hemisphere is increasing its output of gas at each return, whereas the vent in the northern hemisphere is decreasing. Assuming that the hypothesized vents continue to grow and diminish, respectively, with no other unforeseen developments, Encke’s display could change dramatically in the coming century. The comet could become much brighter post-perihelion as the nucleus’s prime active region shifts more to the south polar area.
A theme is the main idea, or message, of an essay, paragraph, or a book. The message may be about life, society, or human nature. Themes often explore timeless and universal ideas and may be implied rather than stated explicitly. The thematic patterning is the distribution of recurrent thematic concepts and moralistic motifs among the various incidents and frames of a story. Authors often have common themes within several different stories they have written. For example, in Shakespeare's plays he commonly uses the themes of love, revenge, and "the great battle." Source: http://www3.delta.edu/drsnyder/CommonThemesInLiterature.html (7/21/2010) This is a video displaying examples of each common theme of literature. The examples are popular movies that will hopefully help you better understand what each common theme truly is! You should now be able to use this slide show as a guide to finding common themes within the books you are reading. As you read, try to pull out the common themes in the book, and compare it to other novels you have read by that author. Do they have the same common themes? Why would this author do that? Many authors use themes based on their life story, or the era in which they lived. Examine the authors biography. Does it make more sense why they chose those themes?
In this tutorial, I am going to draw Kermit (known in Mexico as "La Rana René") by using simple shapes and basic tools in Adobe Illustrator. I'll also show you how to modify your colors in the blink of an eye! So let's get started... 1. Create a New Document and Sketch First we start with creating a New Document (Control + N). In the Layers panel Create New Layer. The top layer is where we are going to do our illustration (rename it "Draw") and the lower layer its where we will do our sketch (rename it "Sketch"). In the layer "Sketch" we begin sketching with the Blob Brush Tool (Shift + B). If you have a pen tablet this will be a lot easier, if not you can do a pencil sketch and take a photo with the webcam of your computer or scan it in. Don't put too many details on the sketch, just concentrate on the proportions and composition. In the rendering process you can do any necessary adjustments. Set the Opacity of your sketch to 40% and Lock the "Sketch" layer. 2. Draw the Head The head base for René is a perfect circle, so use the Ellipse Tool (L) and hold Shift-drag. This will create an even circle. For the mouth we start with a circle, but now draw it more like an ellipse. However the mouth requires a little more detailing. Let's break down the shapes of the mouth: - Duplicate your ellipse shape and move it below the original ellipse (a) - Select both shapes and use Intersect in the Pathfinder panel (b) - Increase the height between the center points of the curves by using the Direct Selection Tool (A) to select the points and moving them upwards/downwards (c) - Copy (Control + C) and Paste in Front (Control + F), the with the Eraser Tool (Shift + E) remove half of the duplicate shape. Hold Alt to create a straight line (d) - Draw an even circle with the Ellipse Tool (L) and position it in the horizontal center of the shapes (e) - Use Intersect in the Pathfinder panel with a duplicate of the bottom shape to create a semi circle (f) Now let's create the eye. After drawing and ellipse, rotate it by 45 degrees. With the Blob Brush Tool (Shift + B), draw a line around the top left hand curve. Then create a cross with the line crossing over to the center of the tilted ellipse. Use Pathfinder > Intersect with a duplicate of the tilted ellipse to create your shape. Duplicate the eye and flip it horizontally. Place the eyes around the top of the head as shown below. He's taking shape! 3. Draw the Neck and Body I'm going to construct the neck using the Rectangle Tool (M) and triangles. Follow the process below to find out how. The body its pretty simple: - Draw a rounded rectangle with the Rounded Rectangle Tool (a) - With the Eraser Tool (Shift + E) select the figure and remove the lower portion of the shape (b) - Select with the Direct Selection Tool (A) the lower nodes, then press S for the Scale Tool and adjust the nodes as in the image (c) Our Rana René its beginning form! Now lets create for the arms and the sign. 4. Draw the Arms and Sign To create the arm, I've used the corner of a rounded rectangle. After removing the top left point, I've increased the stroke weight and Object > Expanded it. I've created the hands by starting with a rounded rectangle (a). Using the Line Segment Tool (\) draw a diagonal line (b) and then Reflect (O) it (c). Draw a central finger (d) and then with the Pen Tool (P) draw a curved line for a thumb (e). Finally, Expand the fingers (f) and then Unite them within the Pathfinder panel. Let's move the arms and hands into place, René is looking more complete. Time to move onto the sign. Follow the diagram below for creating the ribbon/sign shapes. Then using the Type Tool (T), add your text. I've chosen the "Myriad Pro" font you should have with Adobe Illustrator. I've then converted it to Outlines (Control + Shift + O) and removed the spaces with the Direct Selection Tool (A) for the "R" and "A" letters. Now that the drawing is finished we can start to add color and details. 5. Add Color and Details Here's the color palette we are going to use for our illustration. I've created a square with each fill and placed them near René. I've used these colors in the following manner to using the Eyedropper Tool (I) on each selected shape. Using the processes I've shown you, add shadows using duplicate shapes and the Pathfinder panel. Circles created by the Ellipse Tool (L) are added to the elbows and a highlight is added to the top lip. Lock the layer containing the sign. Then using the Line Segment Tool (\), draw a line down the middle of your character. Use Pathfinder > Divide to split the shapes. Using the Direct Selection Tool (A), select one side of your character and go into Recolor Artwork. In Recolor Artwork, go to Edit and click on the little chain to modify all colors at once. Now enter the values: Hue:10, Brightness: 70, Saturation: 80. This will modify all your colors for half of the illustration in one swoop! Awesome Work! René Is Now Complete! Hope you've enjoyed my Kermit fan art and you've picked up some handy tips along the way. See you soon, saludos and keep on vectoring!
What Supply Is: Economists have a very precise definition of supply. Economists describe supply as the relationship between the quantity of a good or service consumers will offer for sale and the price charged for that good. More precisely and formally supply can be thought of as "the total quantity of a good or service that is available for purchase at a given price." What Supply Is Not: Supply is not simply the number of an item a shopkeeper has on the shelf, such as '5 oranges' or '17 pairs of boots', because supply represents the entire relationship between the quantity available for sale and all possible prices charged for that good. The specific quantity desired to sell of a good at a given price is known as the quantity supplied. Typically a time period is also given when describing quantity supplied. Supply - Examples of Quantity Supplied: When the price of an orange is 65 cents the quantity supplied is 300 oranges a week. If the price of copper falls from $1.75/lb to $1.65/lb, the quantity supplied by a mining company will fall from 45 tons a day to 42 tons a day. A supply schedule is a table which lists the possible prices for a good and service and the associated quantity supplied. The supply schedule for oranges could look (in part) as follows: 75 cents - 470 oranges a week 70 cents - 400 oranges a week 65 cents - 320 oranges a week 60 cents - 200 oranges a week A supply curve is simply a supply schedule presented in graphical form. The standard presentation of a supply curve has price given on the Y-axis and quantity supplied on the X-axis. The Law of Supply: The law of supply states that, ceteribus paribus (latin for 'assuming all else is held constant'), the quantity supplied for a good rises as the price rises. In other words, the quantity demanded and price are positively related. Supply curves are drawn as 'upward sloping' due to this positive relationship between price and quantity supplied. Note: There are theoretical instances where the law of supply might not hold, though these are rarely, if ever, seen in the real world. Price Elasticity of Supply: The price elasticity of supply represents how sensitive quantity supplied is to changes in price. Further information is given in the article Price Elasticity of Supply
We see changes all around us. The corrosion of iron object, the ripening of the fruit, making ice cubes, break glass, baking the cake, burning of firewood or souring of milk can teach us a lot about the types of changes happening around us. I usually such examples daily life in the home school curriculum so that children can learn to use everyday occurrence and at the same time to know why things change. When you make ice from water in the refrigerator, the new material is not formed. The material is the same: water. The only difference is that it has changed from a liquid state to a solid state. This change can be reversed by melting ice cubes back into the water. This type of change is called physical changes. When the wood burns, it turns into ashes, new material. Furthermore, it is impossible to change the ash back into the forest. Therefore, it is material change. These are all events that the child has suffered, and they can bring life to homeschool curriculum. When fruit ripens, it is a change in taste and color, which indicates that there has been some chemical change. The ripe fruit can become raw again, making this irreversible change. What types of changes take place when the glass breaks, when iron rusts or when milk sours? The following experiment can teach us about the changes and much more. The Microwave Soap Experiment You have Ivory soap for this experiment. Other soaps will not work as well or may not work at all. Take refrigerator-safe dish and put a bar of Ivory soap in it. Place the dish in the microwave oven and run for two to three minutes. Something magical happens! You will notice that beginning from the point where the microwaves slide, soap begins to foam. The volume of foam increases within the next minute or so, and will be about five times the volume of the soap bar. Do not touch the soap until it cools. eyes that change. Now touch the soap and find out if there was a physical change or a material change. Have the content changed? Use it with water and find out if the properties have changed. When microwaves heat up the air and water in the soap, expanding air and water turns into steam. Soap, which is softened now, expands while trapping air bubbles inside it. As soft soap grows, it forms a foam. This is a quick and safe test that could add meaning homeschool curriculum. Now compare the above effort to bake a cake. When you bake a cake, you mix the flour, egg, extracts, sugar and other ingredients in the dough. The end product is something new: a delicious cake. Now you can not get sugar or egg or wheat back in their original form. This irreversible reaction is called a chemical reaction. Check out the free “Homeschool Parent Guide to teaching science”, for more great science experiments and activities, click on the link below.
- slide 1 of 4 Congestive Heart Failure Demystified Though the heart is popularly associated with love and romance, in reality it performs a very mundane but extremely vital function for the body – pumping oxygenated blood to all other organs. Their very survival and functioning hence depends on the heart’s beating. As the name suggests, congestive heart failure (or CHF) occurs when the heart is unable to do this function properly. The heart weakens and does not efficiently pump blood, thereby reducing oxygen available to all the other organs of the body. Fluid backs up in the lungs, further reducing the heart’s efficiency. The kidneys get affected next and do not remove excess fluid from the body, leading to accumulation of fluids in extremities, particularly the legs. The situation progressively worsens till the heart fails altogether to pump any blood. The ‘congestion’ caused due to the fluid accumulation lends its name to the syndrome – congestive heart failure. As this disease develops over time, recognizing the symptoms of advanced congestive heart failure could very well save the life of you or your loved ones. - slide 2 of 4 So What Causes CHF? As mentioned earlier, CHF occurs when the heart does not pump blood efficiently. This is due to weakening of the heart muscles. There are various reasons why this may occur: - The most common reason is coronary artery disease, a syndrome where the blood vessels supplying heart muscles with blood get clogged, thereby depriving them of oxygen, causing weakness and inefficient functioning. - Damage due to an earlier heart attack, high blood pressure, history of fibrillation, chronic kidney disease, conditions like rheumatic fever causing damage to heart valves or infections of the heart muscles/endocarditis may lead to this condition. - People who are obese or suffering from diabetes are much more prone to CHF than others. - There are also known cases of certain post-operative complications leading to CHF over a period of time. - Genetics also plays a role and certain congenital syndromes are known to lead to CHF in children. - slide 3 of 4 Recognizing the Symptoms of Advanced Congestive Heart Failure Our body is very dynamic, and the heart tries its best to cope with the situation before showing any tell-tale symptoms. Initially the heart size increases, as it tries to accommodate increased demand. This leads to stretching of the muscles, which progressively weaken over time. The heart rate also increases, and one can start feeling this as decrease in energy or stamina, breathlessness or palpitation on exerting even slightly. The New York Heart Association (NYHA) Functional Classification places patients in four categories depending on how much their physical activity gets affected: - Class I - asymptomatic with no hindrance to any physical activity. - Class II - normal while at rest, but slight limitations to physical activity. - Class III - Marked limitation in activity due to symptoms, even during less-than-ordinary activity, comfortable only at rest. - Class IV - symptoms are experienced even when at rest. As damage to heart muscles in permanent and irreparable, it makes great sense to err on the side of caution and pay a visit to the doctor if you or your loved ones exhibit more than three of the following symptoms of advanced congestive heart failure: - Unusual fatigue and weakness along with increased heart rate (tachycardia), generally for longer periods of time. Advanced congestive heart failure patients experience almost unbearable fatigue, which continues over long periods of time. - Accumulation of fluids, or edema, which is often recognized by swelling in the abdomen, feet and ankles. - Due to this, the heart finds it increasingly difficult to perform, leading to shortness of breath (dyspnea), with an advanced scenario being shortness of breath even when lying down (orthopnea). - The fluid accumulated in the abdomen leaves one feeling bloated, often leading to loss of appetite. Weight gain in spite of poor appetite and often over a short period of time, is one of the indicators. - Fluid backing up in the lungs leads to respiratory illnesses like a persistent cough, with mucus tinged pink (due to blood) or severe wheezing. - A general feeling of being disoriented or loss of memory. - In some patients, these symptoms can be accompanied with high blood pressure and a reduction in urine. Do remember that timely identification of these symptoms can be the difference between life and death! - slide 4 of 4 American Heart Association (http://www.heart.org/presenter.jhtml?identifier=3065080) University of Virginia Health System (http://www.healthsystem.virginia.edu/UVAHealth/peds_cardiac/chf.cfm) The Lancet, Volume 365, Issue 9474, Pages 1877 - 1889, 28 May 2005
In 1633, smallpox was brought to North America and decimated over 70 percent of the Native American population. In 1793, yellow fever caused at least 5,000 deaths and the evacuation of Philadelphia. From 1832 to 1866, cholera hit New York City causing multiple deaths per day. Even today, cholera is responsible for at least 100,000 deaths worldwide according to the Center for Disease Control (CDC). The latter are just a few examples of disease outbreaks with grave consequences that have affected America over the years. Although vaccines, agricultural regulations, and overall healthcare has improved substantially, disease outbreaks are still a current threat. Emergency professionals, like those at the CDC, protect America by preventing and preparing for potential disease outbreaks. They raise disease awareness through educating people about the risks of an outbreak and how to weather an ongoing epidemic. Similar to other emergency situations such as floods or hurricanes, emergency management professionals advise that every household should have additional supplies and a plan in case of an unforeseen outbreak. A disease outbreak, or pandemic, is the rapid spread of illness throughout living things. Infectious diseases are communicable by touch, air, food, and water which makes them extremely dangerous. Recent disease control developments have prevented major outbreaks such as smallpox, but new diseases appear frequently that are uninhibited by common defenses. According to a CDC resource, ten outbreaks of human Salmonella infections have been reported between January 4, 2017 and June 20, 2017. Appearing in 48 states, at least 174 hospitalizations have been reported due to salmonella infection. Fortunately, there have been no lethal cases, but it is a clear sign that disease outbreaks are far from being eradicated. Emergency management professionals agree that prevention is the best defense against pandemics as well as preparation if, for whatever reason, preventative methods fail. Emergencies are unique, varying in severity and duration. Disease outbreaks can be localized or widespread, and either cause minor sickness or hospitalization. CDC professionals suggest that preparation should be based on the worst-case scenario which may include seclusion for three days or longer. An emergency supplies cache can be based on the needs for three days or longer, depending on how prepared someone wants to be. Water, food, and medication is paramount in emergency supplies. If people are quarantined to their homes, they won’t be able to make trips out for life essentials. Emergency supplies need to include a gallon of water per person per day to ensure proper hydration. Maintaining health during an outbreak is important, and staying hydrated supports the immune system. Canned foods, pastas, and freeze-dried foods can be stored for years, and they don’t require a large amount of storage space. If any household members use prescription drugs, then at least three days’ worth need to be stored for emergencies. Additionally, non-prescription drugs such as pain relievers, stomach medicines, and cold medicines such be included in case of unforeseen ailments. Along with medicines, hard and digital copies of medical records should be included in the emergency supplies in case an evacuation is required. In addition to the essentials, other fundamentals include: hygiene products, first aid kits, battery powered radios, extra cash, and an emergency plan. An emergency plan keeps everyone organized and on the same page by indicating evacuation routes, rendezvous locations, and emergency contacts. It can be dangerous to be unprepared during a disease outbreak, so emergency kits must be kept fresh in case something goes awry. Emergency situations, regardless of type, induce widespread panic and fear. People worry about themselves and their loved ones, and may act irrationally in severe conditions. That’s why emergency management professionals suggest creating an emergency plan. Following a plan can help people remain calm because it gives them responsibilities and duties to perform. The most vital responsibility everyone shares is ceasing the infectious spread during a disease outbreak. If people can prevent the disease from spreading, the quicker the pandemic will halt. Practices such as washing hands, avoiding close contact with others who are sick, and stifling coughs or sneezes with a tissue can prevent disease spread. Hygiene becomes a top priority, including stress levels. High stress can compromise the immune system, therefore calm attitudes are beneficial to a stress-laden environment. The Center for Disease Control hires those who are passionate about emergency management to help create a better, disease-free future. Keeping America safe from dangerous pandemics is a complex job, and it requires everyone’s help if disease is to be permanently eradicated. Being prepared and knowing what to do can make the difference during a disease outbreak, and it’s the professionals responsibility to educate the country on their duties. Earning a master’s in emergency management from Eastern Kentucky University can help you increase your knowledge of the safety industry and demonstrate a continued commitment to learning and leadership. Whether you aspire to work at the governmental level or move into the private sector, our distinguished faculty of safety professionals delivers a comprehensive curriculum that can translate wherever safety matters most.
How can the information gathered from learning styles assessment aid a learner to ensure they reach their full potential? The aim of this essay is to investigate how the information gathered from learning styles assessment can aid a learner to ensure they reach their full potential. Learning can be seen as an acquisition of knowledge and according to Carroll (1963) “given time and good instruction almost all pupils will be able to ‘master’ what they are asked to learn (cited in Gardner pg13). By looking at the different learning styles assessments this author will consider whether they could benefit the learner of today. Two main learning theories investigated for this essay were, Howard Gardner’s ‘Theory of Multiple Intelligence’ (1983) using the ‘Seven Intelligences Questionnaire’, and David A Kolb’s ‘Experimental Learning Model’ (1984) Howard Gardner is a psychologist who is known for his work ‘Theory of Multiple Intelligence’. Gardner believes the individual learner uses ‘cognitive profile’, and in 1983 listed seven intelligences as Linguistic who relate to words, spoken or written, and display strengths in words and languages, Logic-Mathematical is associated to logic, abstractions, reasoning, and numbers, closely linked with traditional understanding of IQ, Musical is associated with rhythm, music, and hearing, correlating with greater displays in sensitivity to sounds, rhythms, tones and music. Visual-Spatial, concerned with vision and spatial judgment, convey strengths in visualizing and mentally manipulating objects, Kinaesthetic relay bodily movement and physiology, linking with muscular movement, Interpersonal, interaction with others, tending to be extroverts, and Intrapersonal, have self-reflective capacities leaning towards being introverts and prefer working alone. Albeit these do not necessarily work in opposition to each other, but can work in conjunction for the leaner to thrive. For example it could be argued mathematical...
Adolescence tends to be a difficult time for everyone. Many parents struggle to understand the impulsive and irrational way their teenagers behave, but adolescents and adults fundamentally differ in the way they solve problems, behave, and make decisions. It can be frustrating when your teen doesn’t listen to you, but it can be helpful to understand there is a biological reason teenagers act the way they do.1 Scientific research shows that brain development continues throughout adolescence well into early adulthood. The amygdala, the area of the brain responsible for immediate reactions (fear, aggression), develops early in the adolescent brain. However, the frontal cortex, the area of the brain responsible for reasoning and complex thought, does not fully mature until early adulthood.1 When dealing with your teenager’s behavioral health, then, it is helpful to remember that there are significant differences in the way you and your child think. Teenage behavior is guided more by the emotional amygdala than the logical frontal cortex, but that does not mean teens don’t know the difference between right and wrong. And it does not mean they shouldn’t be held accountable for their actions. But it is helpful to understand the limitations they have at this age. Parenting a teenager is tough work in the best of circumstances. Parenting a teen with discipline problems can feel downright impossible. There are several behavioral disorders that appear to be more common in adolescents, so in some cases, it is possible that the root of your child’s disciplinary problem is a diagnosable mental health disorder. Behavioral HealthBehavioral health refers to a person’s state of being and how their behaviors and choices affect their overall health and wellness. Behavioral health disorders are illnesses that are precipitated or perpetuated by your conscious decisions and which you are unable to resist the urge to repeat, despite negative consequences. Read More Common Behavioral Disorders in Teens All teenagers display impulsive and oppositional behaviors from time to time as they test boundaries and push for more independence. However, sometimes these disruptive behaviors become chronic and severe, creating disciplinary problems. Oppositional behavior becomes a concern when it interferes with a teen’s normal home, social, or academic life. In such cases, there may be a behavioral health disorder present.2 The DSM-5 (the most recent edition of the diagnostic manual for the mental health community) includes a new chapter on disruptive, impulse control, and conduct disorders. These disorders, often first diagnosed in children and adolescents, are united by the presence of difficult, disruptive, antisocial, or aggressive behavior. These behaviors can occur in different forms at varying levels of severity and may be premeditated, defensive, or impulsive in nature.2 The mildest of these behavior disorders is Oppositional Defiance Disorder (ODD), which is present in 1-16% of school-age children and adolescents.3 It is characterized by consistent uncooperative, defiant, negative, and annoying behavior toward parents, teachers, peers, and other authority figures.3 Teens with ODD are consistently troubling to those around them, leading to regular disciplinary problems. Symptoms of ODD may include:3,4If left untreated, ODD can lead to major discipline problems and potentially develop into a more severe disorder known as conduct disorder. - Frequent temper tantrums. - Excessive arguments with adults. - Deliberate attempts to annoy or distress people. - Refusal to comply with adult requests and rules. - Always questioning rules. - Blaming others for their own misbehaviors or mistakes. - Becoming easily annoyed by others. - Frequently having an angry attitude. - Speaking harsh, hateful words. - Seeking revenge. ODD often coexists with other mental health disorders, which can make the symptoms difficult to differentiate. A teen showing symptoms of ODD should have a comprehensive behavioral health evaluation to look for coexisting conditions such as attention-deficit hyperactivity disorder (ADHD), mood disorders (e.g., depression, bipolar disorder), anxiety disorders, and personality disorders (e.g., borderline personality). If left untreated, ODD can lead to major discipline problems and potentially develop into a more severe disorder known as conduct disorder.2 Conduct Disorder (CD) is characterized by a persistent pattern of behaviors that infringe on the rights and property of others.5 Teens with conduct disorder have an exceptionally hard time following rules and acting in socially acceptable ways. They often display aggression toward people and animals, destroy property, and act deceitfully. Teens who engage in these behaviors have significant disciplinary problems at home and school (and even in their communities) because they consistently break rules, regulations, and, in some cases, laws.5 Teens with CD are often written off by teachers and social agencies as bad kids instead of kids with mental health problems. This is, in part, because the CD diagnosis itself is so intertwined with major disciplinary issues. A conduct disorder diagnosis may be given if at least 3 of the following criteria have been present in the previous 12 months:5 Aggression to People and Animals - Often bullies, threatens, or intimidates others - Often initiates physical fights - Has used a weapon that can cause serious physical harm to others - Has been physically cruel to people - Has been physically cruel to animals - Has stolen while confronting a victim (mugging, robbery) - Has forced someone into sexual activity Destruction of Property - Has deliberately engaged in fire-setting with the intention of causing serious damage - Has deliberately destroyed others’ property (other than by fire setting) Deceitfulness or Theft - Has broken into someone else’s house, building, or car - Often lies to obtain goods or favors or to avoid obligations (“cons” others) - Has stolen items of nontrivial value without confronting a victim (shoplifting) Serious Violations of Rules - Often stays out at night despite parental prohibitions, beginning before the age of 13 - Has run away from home overnight at least twice while living in the parental or parental surrogate home, or once without returning for a lengthy period - Is often truant from school, beginning before the age of 13 Research suggests that teens with CD who do not receive comprehensive treatment will have ongoing problems throughout their lifetime. Without mental health treatment, teens with CD often have a difficult time adapting to adult life, and they frequently go on to have trouble holding a job, maintaining relationships, and avoiding the criminal justice system.5 Some may develop antisocial personality disorder, which is characterized by complete apathy to other people’s rights and needs.6 Intermittent Explosive Disorder (IED) is another disruptive disorder that can contribute to discipline problems in teenagers. IED is characterized by recurring outbursts of aggression, often involving violence or destruction of property, that are disproportionate to the precipitating stressors or preceding events.2 Research suggests that IED is common—a national study of adolescents found that 7.8% of participants met the criteria for IED at least once in their lifetime.7 In teens with IED, explosive episodes can occur suddenly and without warning. The aggressive outbursts usually last 30 minutes or less and can occur several times a week, but may also be separated by weeks or months of nonaggression. Less-severe verbal outbursts can occur in between episodes of physical aggression. Teens with IED may be irritable, aggressive, and angry much of the time.8 The explosive episodes of physical and verbal aggression can happen at any time, which means teens are likely to face disciplinary problems at home and at school. Because teens with IED react completely out of proportion to situations, they will have difficulty maintaining friendships and relationships. If left untreated, IED can continue for years, although the level of aggression may begin to decrease with age.8 Kleptomania is an impulse control disorder that often leads to disciplinary and legal problems because it is characterized by the recurrent failure to resist the urge to steal items that are not needed for personal use. Kleptomania often first manifests itself in adolescence. Unlike typical teenage shoplifters, kleptomaniacs don’t steal for personal gain, on a dare, or in collaboration with others. Teens with kleptomania steal because they cannot resist the impulse to do so.9 Although it is not a behavioral disorder, Adolescent Substance Use Disorder is another factor that can contribute to discipline problems. Substance use disorder is not always addiction, but can include everything from experimental use of alcohol and drugs, to dependence and addiction. It is common for teens struggling with mental health disorders to have coexisting substance use disorders, and it is critical to intervene early, treating both disorders at the same time.10 Behavioral TherapyDialectical behavioral therapy focuses on developing emotional and social skills. Emotional regulation skills give you the ability to cope with sudden changes in mood and to control impulses that could otherwise be dangerous. Similarly, mindfulness is the ability to be self-aware of a situation as it is, not how you think it should be. Read More What Parents Can Do to Address Teen Discipline Problems A comprehensive psychological exam can help assess what mental health issues your teen may be experiencing, if any. Many parents have trouble seeing defiant behavior as a mental health problem, so they wait to see if stricter disciplinary efforts will work or if their teen grows out of it. Sometimes they wait to see if school disciplinarians or the juvenile justice system scares them straight. But waiting too long is risky. There is evidence to suggest that early intervention and treatment can help children overcome disruptive disorders, such as oppositional defiant disorder. Treatment may also prevent a disorder like ODD from developing into a more serious condition like conduct disorder or antisocial personality disorder. Treatment usually consists of a combination of therapies, including family therapy, behavioral therapy, and parent training. Some teens may benefit from medication as well. In treatment, teens learn healthy techniques to manage their anger and modify their disruptive behaviors. Parents learn better ways to discipline, as well as strategies for positive reinforcement.11 If you are concerned that your teen is acting abnormally aggressive, disruptive, or impulsive, it may be time to seek treatment. Start by educating yourself about the different behavioral disorders that are common in teens. Learn some of the jargon. Set a time to talk to your teen about your concerns about their mental health. Plan what you want to say and try to include specific examples of behavior that worry you. A comprehensive psychological exam can help assess what mental health issues your teen may be experiencing, if any. You may want to start with your teen’s primary care giver to ask for a referral to an adolescent psychiatrist in your area. Comprehensive psychiatric evaluations usually require several hours that include 1 or more office visits for the child and parents. With permission from the parents, the psychiatrist might contact other significant people, including teachers, relatives, or the child’s primary care doctor.12 If a psychiatrist thinks a diagnosis is warranted, take the recommended treatment steps as soon as possible. The following is a list of resources you might find helpful when seeking treatment for discipline problems. - American Academy of Child & Adolescent Psychiatry - AACAP: Conduct Disorder Resource Center - AACAP: Oppositional Defiant Disorder Resource Center - AACAP: Oppositional Defiant Disorder: A Guide for Families - AACAP: Facts for Families Guide - U.S. Office of Adolescent Health: Talking with Teens - CDC: Positive Parenting Tips: Teenagers - The Child Mind Institute: Managing Problem Behavior at Home - American Academy of Pediatrics: Communication and Discipline - Child and Adolescent Psychiatrist Finder - National Institute of Mental Health - Substance Abuse and Mental Health Services Administration - National Institute on Drug Abuse - American Academy of Child and Adolescent Psychiatry. (2016). Teen brain: behavior, problem solving, and decision making. - Grant, J. E. & Leppink, E. W. (2015). Choosing a treatment for disruptive, impulse-control, and conduct disorders: limited evidence, no approved drugs to guide treatment. Current Psychiatry, 14(1), 28. - Johns Hopkins. Oppositional defiant disorder. - American Academy of Child and Adolescent Psychiatry. (2013). Oppositional defiant disorder. - American Academy of Child and Adolescent Psychiatry. (2013). Conduct disorder. - American Academy of Pediatrics. (2015). Antisocial personality disorder. - McLaughlin, K. A., Green, J. G., Hwang, I., Sampson, N. A., Zaslavsky, A. M. & Kessler, R. C. (2012). Intermittent explosive disorder in the national comorbidity survey replication adolescent supplement. Archives of General Psychiatry, 69(11), 1131–1139. - Mayo Clinic. (2015). Intermittent explosive disorder. - Mayo Clinic. (2014). Kleptomania. - National Institute on Drug Abuse. (2014). Principles of adolescent substance use disorder treatment: a research-based guide. - American Academy of Child and Adolescent Psychiatry. (2009). Oppositional defiant disorder: a guide for families. - American Academy of Child and Adolescent Psychiatry. (2012). Comprehensive psychiatric evaluation.
Protecting Our Oceans is a campaign and mission statement by the National Trust which supports the designation, and effective management, of all protected areas along the British coastline. This includes shoreline and marine environments, and even areas of land bordering the coastline that are of ecological or environmental importance. As a large British coastal land owner, maintaining marine and shoreline environments is a key part of the National Trust’s purpose, as it seeks to retain a high level of coastal biodiversity, with a wide range of animal species living and thriving within its marine and shoreline areas. The Protecting Our Oceans campaign not only emphasises the importance of maintaining coastal environments, but it also highlights several solutions as to how it can safeguard coastal biodiversity, which includes influencing governmental directives and legislation that surround the safeguarding of coastal environments. It also provides other approaches that involve the charity operating in a more sustainable way, carrying out beach cleans, and encourages dialogue with other landowners. The Importance of Biodiversity in Coastal Environments The 775 miles of coastal land that is owned and managed by the National Trust consists of a wide variety of coastline environments, including rugged cliffs, sandy shores, salt flats, coastal marshland and over 8,000 hectares of seabed. As one can expect, these environments include a large range of habitats, harbouring a vast ecosystem of many different species that interact with, and depend on, each other for their own survival. Therefore, maintaining this level of coastal biodiversity is very important, and through the Protecting Our Oceans campaign, the National Trust hopes to mitigate further destruction of these ecosystems. Threats to coastal biodiversity are rather high, and have been ongoing for many decades – for example, the Royal Society for the Protection of Birds estimates that the extent of intertidal habitat (such as salt flats and sandy shores) surrounding the UK has declined by about 15% since 1945. Since these particular coastal landscapes provide great habitats for seals and wading birds, the destruction of these is rather concerning to the National Trust, along with any other like-minded charities, coastal land owners and conservation groups. Furthermore, many of the 240 coastal places cared for by the National Trust are home to nationally and internationally-important seabird and seal colonies, and are often ideal seasonal nesting grounds for migratory birds. Even if the habitats that these species live in remain intact, since species such as birds and seals rely on fish from surrounding waters for survival, if any marine landscapes are overfished or contaminated, causing fish stocks to decrease in number, this can have a devastating knock-on effect on the biodiversity of other coastal areas. Solutions Promoted by the Campaign As part of the Protecting Our Oceans campaign, the National Trust has several solutions as to how it can protect the natural marine environment, and subsequently safeguard coastal biodiversity. Marine Conservation Zones are designated areas, located along the British coastline, that protect a range of nationally important, rare or threatened habitats and species. Even though they are designated by the UK government, and are not part of the National Trust, almost 190 of the charity’s coastal sites overlap with, or are situated next to, a Marine Conservation Zone. The National Trust not only welcomes the concept of these zones with welcome arms, but also encourages the government to designate these zones in the first place. With a new series of 41 Marine Conservation Zones currently planned, of which 13 will border already-existing National Trust sites, the charity argues that such zones will greatly improve the coverage of the ecological network of marine environments that bordering the UK’s coastline. However, other solutions are also promoted by the charity. In order to reduce the depletion of seafood stocks in British marine environments, the National Trust commits to only serving sustainably-caught seafood in all of its 187 food outlets, including cafes and restaurants. They have also made efforts in recent years to reduce the user of plastics in all of its stores, including a complete ban on single-use plastics being sold by 2022. The organisation has also recently shifted to using biodegradable packaging for all food and drink products, thereby reducing the amount of harmful waste produced by the charity. The National Trust also conducts regular beach clean-up events – attended by its own staff and a large army of volunteers – at which both litter and waste are removed from shoreline environments, lessening a hazard that can significantly reduce the populations of marine wildlife. In addition, the charity also gives advice to farmers adjacent to the coastline, with the aim of encouraging them to consider the impact of pollution caused by both nutrient and sediment runoff. These can be very harmful for coastal ecosystems, as agricultural fertilisers can cause algal blooms, which remove oxygen from the surrounding water, and sediment such as soil can smother seabed environments, killing off fish eggs and species such as crabs. As demonstrated, maintaining the natural environment of marine and coastal areas is important for a number of reasons, and since marine ecosystems are under threat, it is a good thing that the National Trust aims to safeguard and protect shoreline and marine environments. Although the charity shows that working with governmental directives is a sensible action to take, it also demonstrates how it reduces wastage and promotes sustainability within its own organisation, and interacts with neighbouring landowners in reducing forms of pollution.
Published Date: 05/12/20 Empathy gives us the ability to see things from another’s perspective so we can understand their feelings. Having and showing empathy allow us to respond appropriately to a situation by meeting a person’s emotional needs. An adult may text, call, or email and say they need to vent, or share a struggle they’re going through with you. But children don’t necessarily have the same tools or the same capacity to do that. What you might see as negative attention-seeking is actually a form of communication from your child. A child fighting with a sibling may need alone time with a parent. Another exaggerating an tiny injury may need some extra cuddles. An another may show off or demand you “watch this” for the millionth time may be looking for a self-esteem boost. It's critical that parents respond to, and meet these needs, whenever possible. What are empathy blockers? Empathy blockers are words that seek to distract from the situation and force someone to move on from it, whether or not they’re ready to. They’re often used by people in an attempt to protect someone else from emotional pain. “Everything happens for a reason” – it’s said to children and adults alike. We use it when we don’t know what to say and we’re trying to make someone feel better. But, in reality, we’re communicating that the person shouldn’t feel sad, or angry, or slighted, and that they should simply accept the situation and quickly move past their emotions. When we use empathy blockers with children, we stunt their emotional growth, but when we help them work through challenging situations, we they build resilience and develop emotional maturity. Examples of Empathy Blockers: Empathy blockers are often used unwittingly and regularly. They seem totally normal, especially when one’s own parents used them frequently. Some of the most common empathy blockers taken from Robin Grille's book Parenting for a Peaceful World are: Moderating: When parents use a moderate tone and try to calm things down. - Come on, don’t cry. - It’s certainly not that bad! Denial: Completely denying of the thing your kid is emotional about. - Nothing is wrong with you - You have nothing to be unhappy about. - Everything is fine. Reasoning: Providing certain reasons - There’s no need to cry. Can’t you see that the other kid didn’t mean to hurt you? The Positive Spin: Showing needless optimism. - Look at the bright side. - Everything happens for a reason. Expectation: Showing your child that you expected differently. - You should have known better. - Get over yourself. - Pull yourself together. - It’s not a big deal. Put Down: Degrading children is probably the most dangerous of the empathy blockers. They completely destroy a child’s confidence and self-worth in the long run. - Don’t be ridiculous. - You’re being silly. - Don’t act so foolishly. Labeling: Giving labels to your children. - You are being overly sensitive. - Don’t be so immature. - You’re acting like a baby. These statements above may seem fairly innocuous however they have indirect effects on every child’s psychology. How to avoid empathy blockers The most important thing you can do to move away from empathy blockers is to listen attentively. We all listen to our children – sometimes. Other times we roll our eyes when they’re melting down over the world’s tiniest paper cut. Body language like that can be an empathy blocker as well. Think of children as seeking connection rather than attention. Reframing what you hear will reframe your response. Show your interest in the emotions and feelings of your child. Don't underestimate them; children’s sensors are strong enough to understand whether you’re listening closely and when you’re placating them. "Eco friendly, safe, bpa-free - bamboo plates with lids" Before you say anything, think about what your child needs in the moment. Repeat back to them what they tell you. It’s important to realize that your job isn’t to solve your child’s problems, it’s to teach them how to solve their problems on their own. Avoiding empathy blockers helps children learn to work through emotional problems. There’s often a negative connotation with being sensitive and feeling emotions deeply, and society views people who suppress their emotions as being strong. But that’s not the case. Being able to process your emotions and deal with them productively is what makes a person strong. You have the opportunity to shape your child into someone strong who’s not afraid to feel their wide spectrum of emotions. You can teach them to understand and work through how they’re feeling. But first, you must acknowledge it and leave empathy blockers behind. Doing so will help your child flourish into an emotionally mature adult, capable of having successfully, healthy relationships. Paper Pinecone is the leading childcare resource giving you access to the best preschools, daycares, before/after school programs, pods and tutors. Parents always search free and childcare providers always list free. Send inquiries about daycare, preschool, pandemic pods, and microschools to [email protected].
In this lesson, we will consider how we can use reading strategies to respond to non-fiction material. We will track the events in Aron Ralston's autobiography, 'Between a Rock and a Hard Place' and ask key questions of the material by responding to a series of prompts to allow us to extend our thinking and observe some of the features that are particular to non-fiction material. Unit Overview: Non-Fiction texts and view point writing For next step we recommend the unit: Paragraphing non-fiction writing, including presenting a balanced argument. For next step we recommend the unit: Language Skills - Non-Fiction - Reading. In this lesson, we will complete the reading of this climactic moment from Aron Ralston's autobiography 'Between a Rock and a Hard Place'. During the session, our focus will be on defining the writer's thoughts and feelings and tracking how the writer communicates this. We will work through the text systematically, using our reading strategies to support us in unpicking the text and drawing our final conclusions at the end. In this lesson, we will look at how to examine the writer's perspective. We will be continuing to work with our text, 'Between a Rock and a Hard Place' by Aron Ralston. We will look at how understanding Ralston's viewpoint helps us to make further observations about the attitudes and feelings communicated within the account. In order to help us do this, we will work with a writing frame and key quotations, building our response systematically. Once you have written your response, there will be a model answer for you to self-assess against and track your progress. In this lesson, we will continue to work with our text of the week, an extract from Aron Ralston's autobiography 'Between a Rock and a Hard Place'. We will start by considering what subject terminology is useful to know when approaching non-fiction texts. We'll then be reminding ourselves of the process we have been using to select 'rich' evidence before using a slow writing method to create our analysis of a set passage. Finally, we will assess our progress against our reading skills criteria and a model response. In this final lesson, we will consider how to give an evaluative response to our set text from Aron Ralston's autobiography 'Between a Rock and a Hard Place'. We will return to our evaluative planning techniques and work through our response together; first the planning process and then the actual write up. At the end of the lesson, we will assess our progress against our success criteria. In this lesson, we will continue our reading of unseen non-fiction texts; this week exploring 'Touching the Void' written by the British climber Joe Simpson about his experiences in the Peruvian Andes. As usual with our first reading, we will be tracking the events and responding to a series of prompts to develop our understanding of the text. In this lesson, we will complete the reading of our extract from 'Touching the Void' by Joe Simpson whilst considering the thoughts and feelings he presents. We will find out a little bit more about Joe Simpson and his companion Simon Yates so that we can establish the very particular perspective of this incident. Then, we will write our responses to the writer's attitude in the selected passage; this will allow us to draw together our learning. A model answer will be provided to assess progress. In this lesson, we will be following our process for analysing a writer's language use by examining a passage from Joe Simpson's 'Touching the Void' in more detail. As usual, we will ensure that we have selected 'rich' and connecting evidence that allows us to build our analysis before completing a slow write. We will then be checking our progress against our criteria and examining a model response. Summarising ideas across two texts: Between a Rock and a Hard Place - Aron Ralston and Touching the Void - Joe Simpson In this lesson, we will be considering what the skill of summary requires by working with our two non-fiction texts, 'Between a Rock and a Hard Place' and 'Touching the Void'. We will look at how we need to understand the focus of the question and select relevant supporting evidence to answer our question. Crucial in the skill of summary is the idea of synthesising information across the two texts and showing what we have understood / can infer. During the course of the lesson, we will break down the process and experiment with sentence stems to support our written responses. In this lesson, we will compare our unseen fiction texts and look at how the two writers' perspectives influence the way they write their accounts of being trapped. We will break down the task and first establish key similarities and differences in their attitudes. We will then use a planning frame to read extracts from the two texts and select our evidence. We will have an opportunity to write up our responses using a framework to support our answers and check our responses against a success criteria and model answer. In this lesson, we will continue our reading of unseen non-fiction texts. We will look at a pre-1900 extract from the pioneering Victorian explorer and naturalist, Isabella Bird. We will track the events and respond to a series of prompts to develop our understanding of the text. At the end of the lesson, we will reflect on the 'Big Picture' issues the text has presented by considering the 4 Conflicts. In this lesson, we will analyse Isabella Bird's language use in the final part of our extract from The Hawaiian Archipelago. We will ensure that we have selected 'rich' and connecting evidence that allows us to build our analysis before completing a slow write. We will then check our progress against our criteria and examine a model response. In this lesson, we will begin to develop our response to Isabella Bird's perspective by defining her thoughts and feelings and placing her extract within a social and historical context of Victorian travel writing. Next, we will look at a written response to the extract using a writing frame to help organise our thoughts. At the end of the lesson, there will be an opportunity to assess our progress against a model response. In this lesson, we will revisit Aron Ralston's 'Between a Rock and a Hard Place' and draw comparisons with Isabella Bird's 'Hawaiian Archipelago'. We will consolidate our comparison skills by using our framework for selecting evidence and structuring a written response. We will then be able to check our progress against a model response. In this lesson, we will reflect on the three non-fiction texts we have read and consider who has inspired us the most: Ralston, Simpson or Bird. We will engage in an evaluative task before reviewing our candidates' stories and finally writing up our responses. The main priority today is to give a personal response, really reflecting on our feelings towards each of the individuals and the decisions they have made. In this lesson, we will look at viewpoint or discursive writing. We will consider the statement: 'People who save lives, or help improve the lives of others, are the true role models of today'. Today, we will examine a model response to this statement and consider how it has been constructed. In this lesson, we will look at planning techniques that will help us generate ideas as well as produce a balanced and thoughtful viewpoint essay plan. We will do this by looking to the Greeks and learning about 'logos', 'ethos,' 'pathos' and 'kairos'. We will then have an opportunity to start creating a plan using a framework to help sequence our ideas. In this lesson, we will return to our plan and look at how to develop an effective introduction to our essay. We will start by reviewing the model answer and considering how the introduction works. We will then look at the technique of a 'drop paragraph' and consider how different choices are made depending on the purpose and audience of our task and the relationship we need to establish with our reader. After examining the features of a 'drop paragraph' you will return to your own plan and write the first section of your essay. In this lesson, we will return to our essay plan and look at how to build the main body of our response, thinking about the function of the paragraph, the desired effect on the reader and the types of rhetorical devices that might be best to choose. We will do this as a slow write to give us time to think about our options. At the end of the lesson, we will critique our writing and compare to the model answer for fluency and control. In this lesson, we will look at how to ensure we write an effective conclusion by reviewing examples and looking at the features and function of a final paragraph in a viewpoint essay. We will have an opportunity to experiment before completing our essays. We will then complete a final review and commentary of our own work. Units in English - The Oral Tradition - Epic Poetry - The Canterbury Tales: 'General Prologue' - The Refugee Tales: 'Prologue', ed. Anna Pincus and David Herd - The Canterbury Tales: 'The Knight's Tale', Chaucer - Telling Tales, Patience Agbabi - A Midsummer Night's Dream, Shakespeare (Introduction and Act 1) - A Midsummer Night's Dream, Shakespeare (Act 2) - A Midsummer Night's Dream, Shakespeare (Act 3) - A Midsummer Night's Dream, Shakespeare (Act 4&5) - Contemporary Short Stories (1/2): The Story of an Hour by Kate Chopin - Contemporary Short Stories (2/2): Sweetness by Toni Morrison - Introduction to poetry - The sonnet through time: Introduction to the sonnet - The sonnet through time: 'Sonnet 18', Shakespeare - The sonnet through time: 'Death, be not proud', Donne - The sonnet through time: 'If thou must love me', Barrett-Browning - The sonnet through time: 'If we must die', Claude McKay - The sonnet through time: 'The sonnet-ballad', Gwendolyn Brooks - Creative writing: short stories - Creative writing: poetry - Recapping the basics: simple sentences, statements, paragraphs, capital letters and past simple verbs - Complex sentences, avoiding fragments and run-ons, capital letters - Past simple tense, subordinate clauses, punctuating conjunctions and lists - Writing accurate, correctly punctuated and paragraphed dialogue, using personal pronouns - Avoiding fragments, fused sentences and comma splices. Using capital letters and writing in the past tense. Using multiple subordinate clauses, punctuating lists correctly when in a complex sentence. - Paragraphing narratives for clarity, using possessive pronouns, using apostrophes accurately, structuring, writing and editing genre-specific narratives - Introduction to Tragedy - Julius Caesar, Shakespeare, Act 1 - Julius Caesar, Shakespeare, Act 2 - Julius Caesar, Shakespeare, Act 3 - Julius Caesar, Shakespeare, Act 4 and 5 - Romantic poetry and paired texts: Introduction to the Romantics - Romantic poetry and paired texts: Romanticism and Nature - Romantic poetry and paired texts: Nature poetry - Romantic poetry and paired texts: Romanticism and Revolution - Romantic poetry and paired texts: Revolutionary and Protest poetry - Oliver Twist: Oliver and the Workhouse - Oliver Twist: Oliver Heads to London - Oliver Twist: Oliver is Caught - Oliver Twist: Oliver, Bill & The Maylies - Oliver Twist: Oliver and the Consequences - Annie John by Jamaica Kincaid - Creative writing: memoir - Rhetoric: Introduction to rhetoric - Rhetoric: Injustice: Pankhurst & Sojourner Truth - Rhetoric: Change: Michelle Obama & Lennie James - Rhetoric: Motivate: Churchill & Gandhi - Rhetoric: Writing rhetoric - Shakespearean Comedy - The Tempest - Language Skills - Fiction - Reading - Language Skills - Fiction - Writing - Language Skills - Non-Fiction - Reading - Language Skills - Non-Fiction - Writing - Grammar for Writing - The Short Story - Gothic Literature - Fiction: Reading and descriptive writing - Non-Fiction texts and view point writing - Jane Eyre - Animal Farm - Paragraphing non-fiction writing, including presenting a balanced argument
Excessive light exposure in aquariums can lead to a myriad of issues that may not be immediately apparent to the untrained eye. The delicate balance of lighting intensity is crucial for the well-being of aquatic plants, serving as a cornerstone for a thriving underwater ecosystem. As aquarists navigate the complexities of maintaining optimal lighting conditions, recognizing the subtle yet telling signs of light saturation on plants becomes imperative. From overgrown foliage to stressed fish, the manifestations of excessive light can be varied and impactful. Understanding these indicators is key to ensuring a healthy and sustainable aquatic habitat. - Overgrown plants and rapid expansion signal excessive light exposure. - Increased maintenance burden and fish behavioral changes indicate lighting issues. - Color changes and brown edges on leaves show stress from too much light. - Algae overgrowth, rotting leaves, and stressed fish are consequences of excessive lighting. Overgrown and Rapidly Expanding Plants Overgrown and rapidly expanding aquarium plants can serve as visible indicators of excessive light exposure, reflecting the imbalance in the aquatic environment's lighting conditions. When faced with this issue, implementing proper pruning techniques becomes crucial to maintain plant health. Addressing light duration is equally important to prevent further overgrowth. Nutrient deficiency may also arise due to excessive light intensity, impacting plant growth negatively. Understanding the delicate balance between light exposure and nutrient availability is key in managing the growth of aquatic plants effectively. Increased Maintenance and Fish Restrictions An escalation in maintenance requirements and limitations on fish movement can manifest as consequences of excessive light exposure in aquarium environments. Effects of Too Much Light on Aquarium Plants: - Stunted Plant Growth: Excessive light can hinder plant growth by causing stress and nutrient imbalances. - Increased Maintenance: Overexposure to light may lead to more frequent pruning, cleaning, and nutrient adjustments to maintain plant health. - Fish Restrictions: Too much light can create uncomfortable conditions for fish, leading to restricted movement and hiding behavior. Maintaining an optimal light duration of 8-10 hours daily is crucial to prevent these issues and ensure the well-being of both plants and fish in the aquarium. Changes in Fish Behavior and Color Excessive light exposure in aquarium environments can trigger noticeable changes in both fish behavior and coloration. Fish may exhibit signs of stress such as increased aggression, reduced appetite, and heightened susceptibility to diseases. Additionally, fish coloration can be affected by excessive light, with colors appearing faded or dull. Stress caused by too much light can lead to fish losing their vibrant colors, impacting their overall health and well-being. Monitoring fish behavior and color changes is crucial in adjusting the aquarium lighting to ensure a healthy and balanced environment for both fish and plants. It is essential to address these issues promptly to prevent further stress and maintain optimal conditions in the aquarium. Brown Edges on Leaves (Heat Stress) Exposure to excessive light in aquarium environments can lead to heat stress in aquatic plants, characterized by the development of brown edges on their leaves. This condition can be detrimental to the overall health and appearance of the plants. To address and prevent heat stress in aquarium plants, consider the following: - Proper Light Intensity: Ensure the light intensity is suitable for the specific plant species to prevent overheating. - Light Color Effects: Opt for light sources that emit a balanced spectrum of colors to promote healthy plant growth and minimize heat stress. - Monitoring and Adjusting: Regularly monitor the plants for signs of heat stress, such as brown edges on leaves, and adjust the lighting conditions accordingly to maintain optimal plant health. Rotting Leaves and Algae Overgrowth Rotting leaves and algae overgrowth in aquarium plants can be indicative of imbalanced lighting conditions and nutrient levels, posing risks to the overall health of the aquatic ecosystem. Preventing rotting leaves involves maintaining appropriate lighting duration and intensity, ensuring plants receive sufficient but not excessive light. Controlling algae growth is crucial to prevent overgrowth that leads to rotting. This can be achieved by implementing a balanced nutrient regimen, ensuring adequate water circulation, and considering algae-eating organisms like snails or shrimp. Monitoring nutrient levels, conducting regular water changes, and avoiding overfeeding can also help manage algae growth. Stressed Fish and Ineffective Darkening Inadequate darkening strategies in aquarium environments can contribute to increased stress levels in fish and hinder their natural behavioral patterns. This can lead to various issues impacting fish health and overall well-being. Here are three key points to consider regarding stressed fish and ineffective darkening: - Fish Health: Insufficient darkening can cause stress in fish, leading to discomfort, aggression, decreased appetite, susceptibility to diseases, poor scale quality, and weight issues. - Light Intensity: Inappropriate light intensity due to ineffective darkening solutions can further exacerbate fish stress levels, disrupting their natural rhythms and behaviors. - Behavioral Patterns: Inadequate darkening can disturb fish behavior, affecting their natural activities and social interactions within the aquarium environment. Frequently Asked Questions How Can I Determine the Right Amount of Light for My Specific Aquarium Plants? Determining the optimal light for specific aquarium plants involves assessing light intensity, spectrum, and duration. Research plant species requirements, consider tank size, and monitor plant response. Adjust lighting timing as needed to promote healthy growth and prevent issues. Are There Any Visual Cues That Indicate My Aquarium Plants Are Not Receiving Enough Light? Insufficient light intensity can hinder plant growth rates, leading to stunted growth and leaf discoloration. Monitoring visual cues like pale leaves, slow growth, and leggy appearance helps identify low light conditions, indicating the need for adjustments in the aquarium lighting setup. Can Different Types of Aquatic Plants in the Same Tank Have Varying Light Requirements? Different aquatic plants in the same tank can have varying light requirements based on their species, growth rates, and compatibility. Light intensity influences photosynthesis and growth, while the spectrum affects plant development, making a tailored lighting setup crucial for optimal plant health. Are There Any Alternative Methods to Provide Light to Aquarium Plants Besides Traditional Lighting Fixtures? Alternative methods for aquarium plant lighting include utilizing LED strips for energy-efficient and customizable illumination. Natural sunlight, when controlled, can also benefit plant growth. These methods offer versatility and can cater to specific plant needs beyond traditional lighting fixtures. How Can I Prevent Light-Related Issues Such as Algae Overgrowth Without Compromising Plant Health? To prevent algae overgrowth without compromising plant health, adjust light intensity and duration. Consider light spectrum and distance from plants. Maintain 8-10 hours of optimal lighting, utilizing suitable sources like LED or fluorescent. Monitor and adapt lighting to balance plant and algae needs. In conclusion, excessive light exposure can have detrimental effects on aquarium plants. This can lead to overgrowth, color changes, and stress on both flora and fauna. By carefully monitoring and adjusting lighting levels, aquarists can cultivate a balanced ecosystem where plants can thrive and fish can flourish. One interesting statistic to note is that up to 90% of aquarium plants require specific lighting conditions to thrive. This highlights the importance of proper lighting management in maintaining a healthy aquatic environment.
BIRDS WHO CAN REALLY GET A GRIP! By Jeannie Marcure As members of the bird family SITTIDAE, nuthatches are described by this Greek word as birds that peck at the bark of trees. Additionally, the name nuthatch originated in Europe and refers to the foraging technique in which the birds take a seed, fly to a tree branch, jam the seed into a bark crevice and hack or “hatch” it open with the bill. Keeping those facts in mind gives us a good start toward understanding the behavior of these small, rather stocky birds that are often seen scurrying headfirst down tree trunks Although these little birds bear a superficial resemblance to woodpeckers because of their food choices and gathering methods, they are not closely related and can be distinguished from woodpeckers by their smaller size (from 4.25 inches for the Pygmy to about 6 inches for the White-breasted), their square tails, the upturned underside of the bill, and by their ability to walk down tree trunks supported only by their strong feet and legs. Remember woodpeckers have moveable spines in their tail feathers that allow them to use the tail for support and balance as they climb. Because of the need for this extra support, woodpeckers can only move in an upward direction. Of the four species of nuthatches found in North America, three are commonly found here in Western Montana: the Pygmy Nuthatch, the Red-breasted Nuthatch and the White-breasted Nuthatch. The Pygmy and White-breasted are predominately gray and white, while the Red-breasted is gray with a rusty, reddish breast and has a distinctive white eyebrow with a black line through the eye. The easiest way for me to differentiate between the Pygmy and White-breasted is by looking at the head and eye. The Pygmy has a dark cap bordered by a slightly darker line that ends just below the eye, while the White-breasted has a dark gray or black cap with white all around the eye and face. Yes, the bird pictured with this article is a Red-breasted—notice the black stripe through the eye. Nuthatches are monogamous cavity nesters, with White-breasted Nuthatches nesting in existing holes while the other two species normally make their own cavities. Occasionally, nuthatches will use a nest box. We once had a Red-breasted family raised in an east-facing box near our deck and it was delightful to see the mother stick her head and chest out of the hole to enjoy the morning sun! Normally taking one to eight weeks, the nest construction process is shared by both sexes with the female taking the lead. Pygmy Nuthatches travel in small flocks of two to five birds consisting of the mated pair and unmated male relatives who serve as “helpers” during the breeding cycle. The occurrence of these helpers is particularly high where lack of habitat prevents them from breeding themselves. Nest holes are lined with fur, feathers, twigs, bits of bark and vegetation. Red-breasted Nuthatches smear sap around the hole entrance and White-breasted Nuthatches sweep around the nest entrance with noxious smelling insects. Both behaviors help deter predators from entering the nest area. Cavity-nesting birds usually lay pure white eggs but nuthatches are the exception and produce white eggs heavily spotted and streaked with brown. Incubation is primarily the job of the female. Our nuthatches are non-migratory and frequent visitors at feeders during the winter months. To combat our severe winters, they often roost communally in a single cavity for warmth and records exist of more than 100 birds huddled in a single cavity. For more information about these spunky little birds, check out Cornell’s new online bird guides at:https://www.allaboutbirds.org
Samurai were more than honorable warriors: they were an aristocratic class. Carrying swords was a way of showing off that status, and it eventually became a highly respected and regulated custom. Samurais carried two swords, a katana and a short sword called wakizashi. This pairing was called daisho. Only samurai were allowed to wear daisho in public. It was a symbol of their status and honor. Katanas were used in combat, while wakizashi were used for personal defense and ritual suicide. Katanas were extensions of a samurai’s soul, and wakizashi never left their side—not even when they slept. The daisho was a crucial part of a samurai’s culture, and it has become the most recognizable part of the samurai gear. Also see Did Samurai Use Guns? to learn more. What Kind of Swords Did Samurai Carry? Samurai carried two types of swords: a long sword, which could be a katana or a tachi, and a short sword called wakizashi. This pairing was called daisho. A samurai always carried his swords. Swords weren’t their primary weapon in warfare—they were mostly used for duels and personal defense. But the key role of samurai swords was ceremonial. Only samurai had the right to carry swords in public, in times of war and peace. Moreover, they were expected to wear the daisho at any time. Samurai had carried secondary swords since ancient times, but it was only in the 16th century that carrying them together with their katana became the norm. The practice became so regulated that in the year 1645, the government issued a strict normative length for each kind of sword. These normative lengths were modified a few times by later edicts. Eventually, a more lenient measure was reached: katanas were longer than 60 cm (2 feet) and wakizashi were between 30 and 60 cm (1 and 2 feet) long. The Long Sword The long sword in the daisho was a katana. In Japanese, the word katana refers to any type of long sword. In fact, the long sword in the daisho could be either a tachi or an uchigatana. The latter is the type of sword people usually associate with katana. The difference between uchigatana and tachi was slim. Tachi could be slightly larger, sometimes reaching a little over 80 cm (2.62 ft). Uchigatana never went beyond the 70 cm (2.29 ft) mark. Samurais held uchigatana pointing up, while they held tachi pointing down. Because of this, their signatures were located in different places. Often, the placement of the signature is the only sure way to distinguish an uchigatana from a tachi. Samurai typically carried katanas on the left side with the edge facing up in a manner called buke-zukuri. A samurai would tilt the sheath down with his left hand, slightly pull the sword out, and then use his right hand to draw the katana in one quick, fluid movement. Also see Did Samurai Know Martial Arts? to learn more. The Short Sword Samurai short swords could be either wakizashi or tanto. Tanto were always under 30 cm (1 foot), while wakizashi went from 30 cm to 60 cm (1 to 2 feet). Wakizashi eventually became much more popular than tanto, perhaps because they were better suited for indoor fighting. Wakizashi were carried between the samurai’s sash in a horizontal fashion so that it lay across his waist. Like katanas, wakizashi had a curved edge, but they could be made with different casting techniques. Katanas were prohibitively expensive for traders and laypeople. If a non-samurai had a sword, it was usually a wakizashi. How Would Samurai Use the Different Swords? Samurais use katanas in combat, duels, and certain ceremonies and rituals. The wakizashi, however, was used for personal defense, beheading, and committing seppuku. In battle, the yumi bow was a samurai’s weapon of choice. After the Heian period, the naginata, the Japanese glaive, became another of their main weapons. Both yumi and naginata allowed samurai to fight on horseback. However, if they got pushed off their horse or decided to charge on foot, they could use their katana in combat. The katana had a curved edge that allowed for better cutting and more precise edge alignment. Since the curve wasn’t too pronounced, samurai could also use katanas for thrusting. Samurai would also draw their wakizashi for close-quarters fights. However, the main role of a wakizashi was for everyday personal defense. In fact, they never left their samurai’s side. Samurai would even sleep with their wakizashi under their pillow. When in their own home or visiting another samurai’s house, samurai would remove their katana at the entrance. However, they would keep their wakizashi on their sash. Wakizahis were also the sword a samurai would use to commit seppuku—ritual suicide by slashing their own stomach. Katanas were used in samurai duels, although these didn’t happen as often as movies depict. Still, if a samurai’s honor was attacked, he could demand a duel, and the opponent seldom refused. Duels were usually planned in advance. Often they weren’t lethal—after all, samurai were nobles, and killing them at a whim would have been problematic. The ceremonial importance of katanas can’t be overstated. They were an extension of their samurai’s soul, a symbol of their honor and power. Simply touching another samurai’s katana was a great offense, and casting a new sword was a quasi-religious procedure. Also see Did Samurai Fight Ninjas? to learn more. What Other Gear Did Samurai Carry in Combat? Samurai gear was complex and had extensive attention to detail. There was an endless variety of armor designs and weapon variations, but a few major elements remained the same. Samurai armor achieved a balance between toughness and mobility. It could deflect most cuts, but at the same allowed samurai to comfortably use a bow and ride on horseback. They were composed of several layers: - First, the samurai would strap a loincloth. - On top of that, he would wear a shirt similar to an everyday kimono and trousers. - Then the samurai would put on thick cotton socks. High-ranking samurai would wear boots. Lower-ranking ones would wear sandals. - The knee was covered by a metal cup and the upper thigh with a plate made of iron or leather. - To protect his arms, the samurai would wear tanned skin gloves and a leather sleeve that reached his shoulder. This sleeve was partly covered by metal. - The upper part of the arm was covered with a metal or mail plate. - The samurai protected his middle body with a corselet made of metal plates or lacquered leather. - Finally, large plated guards covered his shoulders. Similar guards hung around the armor’s waist. Katanas and wakizashi were the markers of a samurai. However, during battle, they used a variety of other weapons. - Yumi. The yumi was a long, asymmetrical bow samurai used to shoot while on horseback. Archery was their most prized martial skill. - Naginata. This weapon resembled a European glaive: a spear-like shaft with a blade instead of a point. They were a samurai’s melee weapon of choice and could be used on horseback. - Kanabou. The samurai mace was similar to a European one, although slightly more lightweight. - Yuri. Japanese spears were refined over the centuries and eventually outshined naginata. Samurai carried two swords: a katana and a short sword called wakizashi. This pairing was called daisho and was a symbol of status. Also see Did Samurai Uses Axes to Fight? to learn more.
The First Bank of the United States is currently closed to the public, but its compelling history and stunning exterior continue to draw observers from all over the world. The First Bank of the United States opened in 1797, as the brainchild of Alexander Hamilton, who was Secretary of the Treasury after the Revolutionary War. Chartering the Bank was a major Congressional move toward a firm financial foundation for the new nation. However, arguments over the federal role in banking ignited the first debates over the strict versus expansive interpretations of the Constitution. The First Bank served the nation until 1811, when the its charter was not renewed. At that time, Stephen Girard purchased the building and its furnishings, and opened his own bank, Girard's Bank, which became the principal source of government credit during the War of 1812. In 1816, President James Madison signed a bill establishing the Second Bank of the United States.
4 Ways to Use 10 Frame POPS for Math The newest craze in the classroom is Pop Its! Students love them, but how can we make them educational? 10 Frame POPS are excellent hands-on, visual learning tools for math. Here are four fun ways to incorporate Ten Frame Pop Its into your classroom! 1. Make Math Hands-on and Differentiated Our 10 Frame printable activities include number identification, counting, addition, and subtraction. Print the best activity for each student and hand them a 10 Frame Pop It. This hands-on tool allows students to work more independently at their own level with a manipulative they love! 2. Use Ten Frame POPS for Math Games Students will love this small group math game (included in this 10-frame printable pack)! They work in pairs and each flip a card at the same time. They pop the number on their ten frame - highest number wins. Students can also flip two cards and add. You can also use the 10 Frame Pops Its in other games. Each student in the group can keep their own score on a ten frame. 3. Scaffold Learning on Daily Math Assignments Students need to learn math concretely before they can understand it in the abstract. Allow students to use Ten-Frame Pops on their daily math assignments. Watch their number sense increase as they use this multi-sensory tool to solve addition and subtraction problems. 4. Increase Fine Motor Skills Ten Frame Pops are fun, but they can also increase your students' fine motor skills. Some teachers have their students sort colorful pop poms into the holes of the ten frame pops using their fingers or tweezers. For our younger kiddos, pom poms and 10 Frame Pop Its make sorting by color fun! What is your favorite thing to do with 10 Frame Pop Its?
Welding is a chemical procedure which signs up with two materials, commonly metals or thermoplastic thermoplastics, with the assistance of high heat, melting the signed up with components with each other, and allowing them to cool off, triggering combination in between both. Welding is different from low warmth metal- signing up with techniques like soldering as well as brazing, which additionally do not melt the underlying steel. Rather, they thaw and also create a hard, solid bond. The process requires that heat is guided right into the joint location in order to induce combination. In the case of welding, this heat energy is provided by an inert gas such as oxygen or nitrogen, or by a fire from the torches. The majority of welders work with iron as well as titanium alloys, with the majority of welding procedures using tungsten inert gases. Various other alloys that are typically used are copper, brass, and steel. One of the most usual products to weld are light weight aluminum alloys (light weight aluminum, copper, brass, and also steel), stainless steel, and zinc. Several kinds of metals are used in welding; nonetheless, they are primarily restricted to the 4 following metals: steel, tungsten, cobalt, and nickel. Stick welding is an additional common welding procedure utilized today. It is similar to stick welding in many methods, with the exception that it utilizes the tungsten electrode in place of the welding rod. The tungsten electrodes can be thin or thick, long or short, and may be kept in location making use of clips, pins, or grooves. A welder called a mig welder collaborates with a mig welder arc, which contains an arch of tungsten electrode cable (TIG) that is put in a welder’s torch holder, which after that compresses the arc till it burn out the weld puddle. While this kind of welding is much less difficult than direct gas welding or flux cored arc welding, it is not as solid as either and is additionally not recommended for joints having large quantities of filler metal or iron. TIG is brief for trivalent galvanizing, where TIG (or Tungsten Inert Gas) fuel (an alloy of argon or tungsten) is fed right into the welding rod suggestion to create an arc in between the bonded metal parts. A welder called a MIG welder deals with a combination of metal fragments (pigments) instead of the welding pole. A tig welder creates an arc that is scattered, meaning that the light from the welding factor is dispersed over a bigger location. This approach of welding can be utilized to weld both conductors and dielectric steels. A MIG welder generates an extremely solid weld but also produces hot fuses that have to be manually launched. When welds are performed with a change cored arc, an air cooling system feeds gas right into the welding location to ensure that the welder does not come to be as well hot. The third kind of welding is Steel Inert Gas (MIG) welding, which is one of the most prominent as well as extensively used enter The United States and Canada. Accreditation is just needed for products produced to particularly meet metal parts specs, so MIG welding is not needed for most home-manufactured items. Nonetheless, there are specific examination courses for MIG welds, and MIG qualification is readily available for suppliers to present on their products. If you are thinking about purchasing a welder for your store, we recommend that you inquire about whether the welding tools is certified by the US Department of Transportation’s Federal Electric motor Security Requirements. Choosing the right welder depends upon what your requirements are. If you have basic, small tasks that will just call for 2 people to complete, you may be able to escape a reduced top quality welder such as a TIG welder. However, if you have larger metal items to bond, you may need to invest in higher-quality welders that provide higher arc speeds as well as enable even more warmth cycles. There are 3 various kinds of source of power for welders: batteries, gas, and electrical. Regardless of which power source you pick, bear in mind that exceptional top quality welders are extra energy-efficient than their less costly equivalents, which can assist you conserve money in the future.
Our approach to Computing At Wyndham Primary School, we believe that a high-quality Computing education equips pupils to use computational thinking and creativity to understand and change the world. The core of computing is computer science, in which pupils are taught the principals of information and computation, how digital systems work, and how to put this knowledge to use through programming. Computing also has deep links with mathematics, science, design and technology, and provides insights into both natural and artificial systems. Providing additional opportunities for the children to widen their skills and knowledge. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate-able to use, and express themselves and develop their ideas through, information communication technology-at a level suitable for the future workplace and as active participants in a digital age. Through our teaching of computing we aim to ensure that all pupils meet the National Curriculum aims of: - Pupils can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation. - Pupils can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems. - Pupils can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems. - Pupils are responsible, competent, confident and creative users of information communication technology. Computing Hardware at Wyndham At Wyndham we are fortunate to have well equipped classrooms with a computer and SMART board in each to enable teachers to present high quality lessons. For the specific teaching of computing there is a computer suite with enough PCs for one per child. In addition both Key Stage 1 and 2 have a set of 30 iPads to use within class. Teaching of Computing in Early Years Foundation Stage Children use a range of technology including iPads and electrical programmable toys to access the technology stand from Development Matters. Children find out about and use a range of everyday technology. They select appropriate applications that support an identified need. Teaching of Computing in Key Stage 1 Key computing objectives such as understanding algorithms, creating and debugging programs and using technology purposefully to create, organize, store, manipulate and retrieve digital content are taught alongside key safety objectives about using technology safely. These objectives are taught using a range of APPs and tasks using PCs. Each half term pupils follow a series of lessons getting progressively more complex linked to the objectives from the National Curriculum. Teaching of Computing in Key Stage 2 Key computing objectives such as design, write and debug programs, use sequence, selection and repetition in programs, use logical reasoning to explain how algorithms work, understand computer networks including the internet, use search technologies effectively are taught alongside key safety objectives about using technology safely. These objectives are taught using a range of APPs and tasks using PCs. Each half term pupils follow a series of lessons getting progressively more complex linked to the objectives from the National Curriculum.
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! Hyperon, quasi-stable member of a class of subatomic particles known as baryons that are composed of three quarks. More massive than their more-familiar baryon cousins, the nucleons (protons and neutrons), hyperons are distinct from them in that they contain one or more strange quarks. Hyperons, in order of increasing mass, include the lambda-zero (Λ0) particle, a triplet of sigma (Σ) particles, a doublet of xi (Ξ) particles, and the omega-minus (Ω−) particle. Each of the seven particles, detected during the period 1947–64, also has a corresponding antiparticle. The discovery of the omega-minus hyperon was suggested by the Eightfold Way of classifying hadrons, the more-general group of subatomic particles to which hyperons are assigned. Hadrons are composed of quarks and interact with one another via the strong force. Hyperons are produced by the strong force in the time it takes for a particle traveling at nearly the speed of light to cross the diameter of a subatomic particle, but their decay by the weak force (which is involved in radioactive decay) takes millions of millions of times longer. Because of this behaviour, hyperons—along with K-mesons, with which they are often produced—were named strange particles. This behaviour has since been ascribed to the weak decays of the specific quarks—also called strange—that they contain. Learn More in these related Britannica articles: Subatomic particle, any of various self-contained units of matter or energy that are the fundamental constituents of all matter. Subatomic particles include electrons, the negatively charged, almost massless particles that nevertheless account for most of the size of the atom, and they include the heavier building… Baryon, any member of one of two classes of hadrons (particles built from quarks and thus experiencing the strong nuclear force). Baryons are heavy subatomic particles that are made up of three quarks. Both protons and neutrons, as well as other particles, are baryons. (The other class of hadronic particle… Quark, any member of a group of elementary subatomic particles that interact by means of the strong force and are believed to be among the fundamental constituents of matter. Quarks associate with one another via the strong force to make up protons and neutrons, in much the same way that…
These two separate documents, one by Thomas Jefferson and the other written by James Madison, tried to address the concern that the federal government was overstepping its boundaries on occasion and if it should do so then their authority no longer was legitimate. The documents were written secretly and it was not known that Thomas Jefferson who was at the time the Vice-President of the United States wrote one and collaborated on the second. The resolutions were drawn up for these areas but not by the states, and many other states reacted very negatively to the suggestions within both resolutions. In fact, Alexander Hamilton wanted to send an army into Virginia on a pretext of testing defenses and quell any possible insurgency. This was quickly a very serious matter which had to be addressed before it got out of hand, and especially before there was bloodshed. Although they did not pass even years after they were published, they nonetheless remained a reminder for many well into Lincoln’s presidency. The sometimes oppressive views of legislation from the government can at times be both unfair and unjust. Later on when Jefferson decided to run for the Presidency, he used the documents publicly as part of his campaign. However, the Constitution was held by many as a binding agreement and was upheld through many presidencies. The point of the resolutions was to prevent a government from having too much power and to remind individuals and states that it had both the right and duty to stand up and say when the bounds of a government had stepped over a line. Although it was poorly received at the time, many did hold this in their hearts especially as many lines of the constitution reflected similar philosophical beliefs.
What Causes Leprosy Today I found out what causes leprosy. Known as Hansen’s Disease, leprosy is caused by a type of bacteria (mycobacterium leprae) that multiplies very slowly. Its incubation period can last up to 20 years and it mainly affects the skin and peripheral nerves. Contrary to the social stigma, leprosy is not highly contagious, and does not cause body parts to fall off. In fact, 95% of the world’s population is naturally immune to the disease and, once diagnosed, a person is easily cured. Transmission from human to human is through respiratory droplets. It’s also possible get the bacteria from armadillo and other non-human primates. Leprosy, left untreated, causes damage to the nerves, limbs, skin and eyes. This damage gives the patient decreased feeling in the areas affected. The decreased feeling can leave the patient unaware that they have injured themselves and they can get secondary infections. These infections result in the loss of body tissues. Further, the fingers and toes can become shortened and deformed due to cartilage being absorbed back into the body. Named after Gerhard Henrik Amrmaur Hansen, who was the physician that discovered the bacterium that was the cause of leprosy, Hansen’s disease presents itself differently depending on how a person’s immune system responds. This presentation has made it necessary to classify patients so they can be better treated, based on the progression of their disease. There are two different classification systems in use globally. The first is the Ridley-Jopling system. This system has 5 categories that describe the patient’s presentation. A person will usually progress through each category as their disease evolves and is treated. This system is used mainly as the basis for clinical studies of leprosy and is the preferred method when assessing treatment needs and risk of complications. The least serious (as evidenced by a person’s resistance to the bacteria) is Tuberculoid leprosy, followed by: Borderline Tuberculoid Leprosy, then Mid-borderline Leprosy, and Borderline Lepromatous Leprosy. The most serious form is the latter Lepromatous leprosy. The second classification system is easier understood and is used by the World Health Organization (WHO). It classifies leprosy into two different categories defined by the number of skin lesions and the presence of visible bacilli on a skin smear. They are Paucibacillary Leprosy and Multibacillary Leprosy. Paucibacillary simply meaning very few bacilli. Mutlibacillary means more than 6 bacilli present on a skin smear. The most serious of the three classifications of leprosy, in the Ridley-Jopling system, usually fall under the Multibacillary classification. Because this WHO endorsed system is easier and requires no special laboratory equipment, it makes it much more useful to those underdeveloped countries that do not have access to more advanced medical care. The symptoms of someone with leprosy can be wide ranging. They can start out as mild and progress into presentations that are the subject of misconceptions and folklore. The hallmark signs of leprosy are hypesthesia (an abnormally weak sense of pain, cold, heat, or touch), skin lesions, and peripheral neuropathy. The first indications someone has leprosy are usually have to do with the skin. Things like painless skin patches (lesions) that are not itchy begin popping up. They tend to be circular with a dry scaly center. These usually first present themselves on the buttocks, face, and the surfaces of limbs. This is because the bacteria prefer cooler zones of the body. In fact, the organisms involved grow best at 80-86 degrees Fahrenheit. As the disease progresses, the skin’s features like sweat glands and hair follicles are destroyed. Further, the nerves become enlarged and can become quite painful. The patient loses their ability to “feel” and they can injure themselves easily. These injuries lead to muscle atrophy, weakness, and infections. This can cause “foot drop” or clawed hands. Ulcers can also form on the hands and feet. As the face becomes involved, a person can begin to sound hoarse, loose their eyebrows, and eyelashes. Their nasal cavities may collapse because of the breakdown in the septum. When the eyes become involved in the process, the person can get glaucoma or keratitis. The facial skin can also become thickened and corrugated. Basically, all the horror stories you’ve heard about in the Bible! “Worry not!”… said the organ donor to the leper! Most people are naturally immune to the disease. Those that are not are easily cured once the disease is diagnosed. In 1991, WHO passed a resolution that would eliminate leprosy as a problem by the year 2000 (the definition of a problem meaning less than 1 case per 10,000 people). Because of the advances in drug treatments and the use of multi-drug therapies, WHO did accomplish their goal. In 1995, they began offering free therapies to any patient in the world who contracted the disease. Unfortunately, approximately 249,000 people are newly diagnosed with the disease each year mainly in Africa and Asia. Approximately 150 new cases are reported in the US every year, but don’t go to pieces over it (pun intended)! There have been no known resistant strains of the bacteria to anti-leprosy treatments when a multi-drug therapy is used. A person is also not contagious after a few weeks of the treatment. This, combined with many surgical options that decrease a person’s deterioration and increase their nerve function, give leper colonies everywhere something to party over. - The word leprosy comes from the ancient Greek word Λέπρα [léprā], meaning “a disease that makes the skin scaly”. - The first known written mention of leprosy is dated at 600 BC. Throughout history, those infected with this disease have typically become outcasts of their families and communities. Even though there is a cure for leprosy and the misconceptions about its transmission have been shown to be false, the stigma is still very strong. In India, for instance, there are currently over 1,000 leper colonies. - The first proven case of a human having suffered from leprosy was dated at between 1-50 C.E. DNA from the remains of a man discovered in a burial cave were tested by Prof. Mark Spigelman and Prof. Charles Greenblatt of the Sanford F. Kuvin Center for the Study of Infectious and Tropical Diseases at the Hebrew University of Jerusalem. The remains showed that the man had DNA consistent with both Leprosy and Tuberculosis. - Located in the Hinnom Valley, the burial cave in which the unfortunate person was found, was a part of what is known as the “Field of Blood” mentioned in the Bible: Matthew 27:3-8 and Acts 1:19. - To date, the relapse rate following completion of multidrug therapy has been only 1% for both types of leprosy. - Globally, the number of registered people with leprosy at the beginning of 2011 was 192,246. 228,474 new cases were detected during 2010 . - Quick leper joke; What’s the difference between a leper and a tree? A tree has limbs!! - Second quick leper joke; What do you do when a female leper bats her eyes at you? Catch them and yell “you’re out!!” \|Share the Knowledge!\|
Neutron methods and techniques for research Neutron scattering is a means to study the structure, dynamics (movement of atoms) and the compositions of materials. Just like a beam of light, X-rays or electrons, when a neutron beam interacts with a sample, three possible phenomena can take place: either the neutrons just go through the sample – transmission- or they are captured by the sample – absorption- or their propagation is deviated with respected to the original direction – scattering. The scattering process can be either elastic (no exchange of energy between neutrons and sample) or inelastic (exchange of energy with the sample): in the first case we speak about diffraction, whereas in the second case we speak about spectroscopy. Below is a list of neutron methods. You can browse the links on the left for more information about each topic. Elastic neutron scattering During elastic neutron scattering, there is no energy loss to or from the the atoms in the sample studied. Inelastic neutron scattering An important characteristic of neutrons is that they can lose or gain energy to or from the atom they bounce against during scattering. This phenomenon, called inelastic scattering will set the atoms in motion, and can therefore reveal their motion patterns. Neutron Radiography and Tomography allow imaging that shows information that is quite different from the information X-ray imaging provides. Precise composition analysis is done by neutron activation analysis . Particle and nuclear physics use neutrons in several ways – in this field, measurements are done directly at the source or in special setups, not at conventional instruments.
As America’s storytellers, the National Park Service (NPS) is committed to telling the history of all Americans in all of its diversity and complexity. For many years, the rich histories of lesbian, gay, bisexual, transgender and queer Americans have been erased through punishing laws and general prejudice—appearing sporadically in police proceedings, medical reports, military hearings, and immigration records. Too often categorized as "outsiders," Queer Americans nevertheless consistently played important roles in American cultural life. Yet, for many LGBTQ groups, preserving and interpreting their past has been an important part of building communities and mutual support. Because of their efforts, we can find LGBTQ histories across the United States—from private residences, hotels, bars, and government agencies to hospitals, parks, and community centers. From the mujerado of the Acoma and Laguna tribes to the drag queens of the Stonewall riots, discover their stories in our nation’s parks, homes, and historic sites. The use—and potential misuse—of language is an important concern for LGBTQ communities. While some have reclaimed the term "Queer" for people who do not identify as heterosexual, the term still resonates as a pejorative slur for others. Some scholars adopt "Queer" as a broad category to encompass the experiences of peoples whose identities do not fit neatly into current categories of gender and sexual identity and to build a more complete understanding of Americans’ lives. Because it is part of a movement to recover the voices of peoples of color, the bisexual, transgender, the poor, and rural communities, we adopt it here with the intention to be inclusive, not hurtful. For centuries, medical experts have struggled to definitively categorize human sexuality. Influenced by European sexologists like Magnus Hirschfeld and Havelock Ellis, 19th century American doctors attempted to “diagnose” and “treat” what they considered pathological sexual behavior. At the Selling Building in Portland, Oregon, Dr. J. Allen Gilbert treated patients for "sexual inversion." Here, gender nonconformists like Alberta Lucille Hart underwent some of the earliest sex-reassignment procedures in the United States. These medical professionals worked during a period of transition, where homosexuality had once been understood as a sexually "deviant" act, was slowly beginning to be understood as an outward expression of an individual’s internal identity. By the mid-twentieth century, sex researchers like Alfred Kinsey at The Kinsey Institute in Bloomington, Indiana, began to challenge popular perceptions of "normative" sexuality. Such histories show that gender and sexual identities are not fixed. The labels and categories different institutions have created to label different identities change over time and never encompass the full spectrum of personal identity. Because of this, historians must study the past without assigning the people of the past with an LGBTQ identity that they would not have understood. Interpreters face this challenge at Hull House in Chicago, Illinois. Here, pioneer of the settlement house movement Jane Addams (1860-1935) worked, lived, and sustained intense, personal relationships with a number of women but would have not understood or accepted the term "lesbian" for herself. Too often categorized as "outsiders," Queer Americans nevertheless consistently played important roles in American cultural life. For example, many gay pioneers found international acclaim as artists during the Harlem renaissance. New York’s Apollo Theater—an iconic center for American jazz—also hosted a multitude of black queer performers. Vaudeville actors like Bessie Smith and Ethel Waters and comedian Jackie "Moms" Mabley publicly acknowledged same-sex relationships and even occasionally made nods to their sexuality in their acts on stage. Queer heritage has been preserved by the communities, social networks, and enclaves established and nurtured by generations of LGBTQ Americans. Spaces like New York’s Fire Island and Pier 45, or The Castro in San Francisco provided safe outlets for queer expression and also created community resources for political activism. Other spaces were explicitly political from their founding—such as the Furies Collective, a separatist lesbian organization that called Washington, DC’s Capitol Hill home in the 1970s. While many of these site continue to thrive as hubs of LGBTQ life and community, others sites have hidden queer histories. For instance, before the “Lavender Scare” of the 1950s, Lafayette Square had been a popular cruising spot for gay men near the White House in Washington, DC. Queer activism has been central to the history of civil rights in the United States. Grassroots movements, private organizations, individual writers and artists articulated a need for political equality and social justice for all Americans—regardless of their race, gender, sexuality, or creed. Henry Gerber’s short-lived Society for Human Rights (1924) in Chicago, Illinois, was an important predecessor to later homophile organizations, such as the Mattachine Society. The Society’s Dr. Frank Kameny fought the discriminatory policies of the McCarthy Era—such as the expulsion of gays from federal service—and encouraged LGBTQ Americans to positively embrace their sexual identity, coining the phrase "Gay is Good." Building upon the contributions of these groups, members of the Gay Liberation Front marched alongside members of the New Left, the Student Non-violent Coordinating Committee (SNCC), and feminists during the height of the Civil Rights Movement. Like other minority groups, moments of violence brought their activism to national attention. The 1969 raid-turned-riot at the Stonewall Inn in New York City exposed the systematic police harassment—including routine raids and physical abuse—LGBTQ Americans endured in public spaces across the United States. The ensuing riots galvanized LGBTQ activists nationwide and has been remembered as a significant turning point in the modern Gay Liberation Movement. In 2000, the Stonewall Inn became the first National Historic Landmark for its importance in LGBTQ history. The LGBTQ experience is a vital facet of America’s rich and diverse past. Their stories highlight how personal lives continuously are affected by (and affect) the political, economic, social, and commercial. Personal identity and shifting definitions of gender and sexuality are central to the American experience and reveal the complexities of our nation’s citizenry. By recovering the voices that have been erased and marginalized, the NPS embarks on an important project to capture and celebrate our multi-vocal past. Visit the National Park Service Telling All Americans' Stories portal to learn more about American heritage themes and histories. Last updated: February 9, 2017
Z score is a representation in statistics of the amount of standard deviations data that is above or below the average. Calculating the z score by hand can be time-consuming and complicated, but it can be easily found using a sophisticated calculator like the TI-83. The TI-83 is a calculator equipped to perform many functions, including one named invNorm (p) that computes a z score value when cumulative probabilities are given. Press the "2nd" button and then press the "VARS" button. Using the down arrow, scroll to 3:invNormal( and press "enter." Input your known probability in decimal form and add a parenthesis. For example, if your probability is 80, then input .8. On the screen it would look like: invNorm(.8) Press "enter." This will give you the z score to four decimal places. - Ryan McVay/Photodisc/Getty Images
The massive amount of processing power generated by computer manufacturers has not yet been able to quench our thirst for speed and computing capacity. In 1947, American computer engineer Howard Aiken said that just six electronic digital computers would satisfy the computing needs of the United States. Others have made similar errant predictions about the amount of computing power that would support our growing technological needs. Of course, Aiken didn't count on the large amounts of data generated by scientific research, the proliferation of personal computers or the emergence of the Internet, which have only fueled our need for more, more and more computing power. Will we ever have the amount of computing power we need or want? If, as Moore's Law states, the number of transistors on a microprocessor continues to double every 18 months, the year 2020 or 2030 will find the circuits on a microprocessor measured on an atomic scale. And the logical next step will be to create quantum computers, which will harness the power of atoms and molecules to perform memory and processing tasks. Quantum computers have the potential to perform certain calculations significantly faster than any silicon-based computer. Scientists have already built basic quantum computers that can perform certain calculations; but a practical quantum computer is still years away. In this article, you'll learn what a quantum computer is and just what it'll be used for in the next era of computing. You don't have to go back too far to find the origins of quantum computing. While computers have been around for the majority of the 20th century, quantum computing was first theorized less than 30 years ago, by a physicist at the Argonne National Laboratory. Paul Benioff is credited with first applying quantum theory to computers in 1981. Benioff theorized about creating a quantum Turing machine. Most digital computers, like the one you are using to read this article, are based on the Turing Theory. Learn what this is in the next section.
In 2018, NASA decided that the landing site for its Mars 2020 Perseverance rover would be the Jezero Crater. At the time, NASA said the Jezero Crater was one of the “oldest and most scientifically interesting landscapes Mars has to offer.” That assessment hasn’t changed; in fact it’s gotten stronger. A new research paper says that the Jezero Crater was formed over time periods long enough to promote both habitability, and the preservation of evidence. The Jezero Crater is a dried up paleo-lakebed, with a preserved river delta and sediments. It contains at least five different rock types that can be sampled. The crater also holds geological features that are approximately 3.6 billion years old. It’s an excellent feature to study, and hopefully to collect samples from for eventual return to Earth. Scientists are hopeful that the Perseverance Rover may find fossilized evidence of early, single-celled life. A new study based on the analysis of satellite imagery reinforces Jezero’s scientific desirability. The study is titled “The Pace of Fluvial Meanders on Mars and Implications for the Western Delta Deposits of Jezero Crater.” It’s published in the journal AGU Advances. The lead author is Mathieu Lapôtre, an assistant professor of geological sciences at Stanford’s School of Earth, Energy & Environmental Sciences. The other author is Alessandro Ielpi from Laurentian University. One of science’s main roadblocks to understanding Mars’ history is timing. With telescopes, orbiters, landers, and rovers, we’ve learned a lot about Mars. Over the past couple decades especially, scientists have uncovered compelling evidence showing that Mars was once warm, wet, and habitable. But questions of timing remain. There’s ample evidence of ancient river-beds on Mars, and some of the timing questions revolve around those rivers. How long did rivers flow on Mars, and how often? How long ago? How long did it take form deltas like the one in Jezero Crater? Mars was likely habitable at the same time that life was evolving on Earth, and understanding the age of Mars’ ancient rivers, and how long they lasted, is one key to understanding habitability. In their paper the authors write, “Here we develop a new model to calculate the pace of shifting Martian rivers, which, when applied to orbital observations of the Jezero delta, allows us to determine a minimum duration for delta formation.” Combined with other modelling and the work of other scientists, the pair of authors say that “…our results suggest that the delta took a few decades to form over a total timespan of, most likely, hundreds of thousands of years.” During that hundreds of thousands of years, there were many dry, arid periods. They say that the river that flowed into the Jezero Crater likely flowed for only one day every 15 to 30 years; maybe a little more often. On Earth, sediments preserve organic molecules, and the same is likely true on Mars. So if the sediments at Jezero were buried quickly, there’s a strong possibility that organic molecules are preserved there, as well. “There probably was water for a significant duration on Mars and that environment was most certainly habitable, even if it may have been arid,” said lead author Mathieu Lapôtre in a press release. “We showed that sediments were deposited rapidly and that if there were organics, they would have been buried rapidly, which means that they would likely have been preserved and protected.” Rivers on Earth, Rivers on Mars That paper showed that single-threaded sinuous rivers without plants stabilizing their banks drift sideways ten times faster than the same type of rivers with banks stabilized by plants. That sideways movement of river channels is called meander migration. The tendency of rivers to meander migrate has been studied for a long time. The authors say in their 2019 paper that river meander is “among the most unequivocal indicators of hydrologically mature planets.” Based on the likely fact that Martian rivers did not have plants to stabilize their banks, and accounting for the gravity on Mars, the pair of researchers say that the Jezero delta took at least 20 to 40 years to form, but that length of time was intermittent, and spread out over about 400,000 years. And that brings us back to the time problem again. “This is useful because one of the big unknowns on Mars is time,” Lapôtre said. “By finding a way to calculate rate for the process, we can start gaining that dimension of time.” On Earth, single-threaded meandering rivers are most often found with vegetation on their banks. Only recently were these types of rivers detected without plants, and prior to that, scientists thought that before plants appeared on Earth, only braided, multi-threaded rivers existed. But now scientists have found many single-threaded rivers without vegetated banks. “This specifically hadn’t been done before because single-threaded rivers without plants were not really on anyone’s radar,” Lapôtre said. “It also has cool implications for how rivers might have worked on Earth before there were plants.” All rivers can go through drier spells, and it’s the wet spells that created sediment build up in deltas. The researchers think that on Mars, the dry spells were 20 times more frequent than on Earth today. “People have been thinking more and more about the fact that flows on Mars probably were not continuous and that there have been times when you had flows and other times when you had dry spells,” Lapôtre said. “This is a novel way of putting quantitative constraints on how frequently flows probably happened on Mars.” If there was life at Jezero Crater, most scientists seem to think that it never evolved much, and was restricted to single-celled organisms. With this new understanding of how the sediment deposits in Jezero Crater were formed, and how it likely preserved evidence of life, it makes the Perseverance Rover mission even more exciting to look forward to. Life on Earth began about 3.5 billion years ago, at about the same time that Jezero Crater was formed. Any life on Earth would have been single-celled when the crater was formed. If single-celled life was present at Jezero long before multi-cellular life evolved on Earth, then something stalled Martian life, depleting the atmosphere and sterilizing the planet. Since Earth is such a geologically active planet compared to Mars, a lot of ancient evidence for life has been erased. But that never happened on Mars. In that sense the Jezero Crater may be a kind of time capsule, waiting to be opened by NASA’s Perseverance Rover. It’s possible, that we might finally, unequivocally, have evidence for past life on Mars. “Being able to use another planet as a lab experiment for how life could have started somewhere else or where there’s a better record of how life started in the first place – that could actually teach us a lot about what life is,” Lapôtre said. “These will be the first samples that we’ve seen as a rock on Mars and then brought back to Earth, so it’s pretty exciting.”
The East African Rift Valley hosts some of the world’s largest and deepest lakes. The Kenyan section of this rift valley is home to eight lakes including three freshwater and five saline lakes. Some of these lakes are quite shallow with salt deposits on the shores that support crustacean populations. Large flocks of flamingo feed on these crustaceans. These lakes also support other types of fauna and are also important to the Kenyan economy. The eight lakes of the Kenyan section of the East African Rift Valley have been mentioned below. 8. Lake Baringo Lake Baringo is the second most northern of the Kenyan Rift Valley lakes. It covers an area of 130 square km at an elevation of 1,000 m. Lake Baringo is fed by several rivers but has no significant outlet. It is, however, a freshwater lake. The waters of this lake are believed to seep into the faulted volcanic bedrock below. Lake Baringo provides important habitat to over 500 species of birds like flamingos, herons, migratory waterbirds, etc. Several species of freshwater fish like the Nile tilapia are found in its waters. Hippopotamus and Nile crocodiles also live in the lake. Several small islands and volcanic features are found in and around the lake respectively. 7. Lake Bogoria Lake Bogoria, a saline, alkaline lake, and a Ramsar Wetland, is located south of Lake Baringo close to the equator in Kenya. The lake and its environs are protected as the Lake Bogoria National Reserve as it hosts one of the world’s largest populations of lesser flamingos. The lake is about 3.5 km wide and 34 km long. It is relatively shallow with a depth of about 10 m and is located at an elevation of 990 m. Geysers and hot springs are present along the bank of the lake. Despite its hypersalinity, Lake Bogoria supports abundant cyanobacteria that attract flamingos in large numbers to this lake. 6. Lake Elmenteita Also a Ramsar Wetland, Lake Elmenteita is a soda lake located about 120 northwest of Nairobi. It is located at an elevation of 1670 m and occupies an area of 18 square km. It is quite shallow (less than 1 m deep). The spectacular vista of the lake can be enjoyed by motorists on the Nairobi-Nakuru highway which runs near the lake. Over 400 bird species including flamingos, pelicans, night herons, etc., are found in the lake area in large numbers. A species of fish called the Tilapia grahami breeds in the "Kekopey" hot springs at Lake Elmenteita southern end. Wild animals like eland, gazelle, and zebras graze on the shores of the lake. 5. Lake Logipi The saline, alkaline Lake Logipi is located in the Suguta Valley’s northern end in the northern part of the Kenya Rift. This lake has a maximum length and width of 6 km and 3 km respectively. It is 3 to 5 m deep. Saline, hot springs supply waters to the lake. The Suguta River also adds water to the lake during the rainy season. Flamingos visit Lake Logipi in large numbers to feed on the cyanobacteria in the lake. 4. Lake Magadi The southernmost lake in the Rift Valley of Kenya, Lake Magadi covers an area of 100 square km. It is located north of Lake Natron of Tanzania. Like most other lakes in the region, Lake Magadi is also a saline and alkaline lake with an endorheic basin. Saline hot springs drain into the lake. Although the lake serves as the feeding ground of several species of wading birds, little life is found in its hot, highly alkaline waters. A cichlid species Alcolapia grahami is the only lifeform found in its waters. 3. Lake Naivasha Lake Naivasha is one of the two freshwater Kenyan Rift Valley lakes, the other being Lake Baringo as mentioned earlier. Lake Naivasha is found in Nakuru County just outside the Naivasha town. The lake occupies an area of 139 square km. It is located at an elevation of 1,884 m, the highest elevation of the Kenyan Rift valley, and has a maximum depth of 30 m. The lake is supplied by the Malewa and Gilgil rivers and other streams. Although the lake has no visible outlet, it is believed that its drains through subterranean crevices on the lake bed. Lake Naivasha also has rich biodiversity including more 400 bird species and a large hippo population. Floriculture and fishing are the two major sources of income for people living around this lake. 2. Lake Nakuru Lake Nakuru is located in the Lake Nakuru National Park at an elevation of 1,754 m above sea level. The lake’s surface area varies considerably from 5 to 45 square km both seasonally and by year. It has an average depth of only 0.30 m and a maximum depth of 1.8 m. Protected within the limits of a national park, Lake Nakuru and its surroundings support a variety of fauna like eastern black rhinos, southern white rhinos, baboons, warthogs, flamingos, and more. 1. Lake Turkana A UNESCO World Heritage Site, Lake Turkana is located in northern Kenya at the Kenya-Ethiopia border. A small part of the lake extends beyond Kenya’s borders into Ethiopia. Lake Turkana is the largest alkaline lake in the world. It is also the world’s largest permanent desert lake. The lake supports rich lacustrine wildlife but is currently threatened by the Gilgel Gibe III Da in Ethiopia. The dam proposed to be constructed on the Omo River will deprive the lake of most of its water. Lake Turkana is 290 km long and has a maximum width of 32 km. It is 30.2 m deep at its deepest point and is located at an elevation of 360.4 m.
The reported discovery of 2.1-billion-year-old fossilized track marks etched in sedimentary rock is pushing back the earliest evidence of self-propelled movement by an organism on Earth by a whopping 1.5 billion years. New research published Monday in Proceedings of the National Academy of Sciences suggests ancient life on Earth had acquired the capacity for self-propelled locomotion at least 2.1 billion years ago, and not 570 million years ago as previous research suggested. The evidence for this apparent locomotion, also known as motility, was presented in the form of tiny fossilized wriggle marks embedded within ancient sedimentary rocks. Back in 2010, the lead author of the new study, Abderrazak El Albani from CNRS-Université de Poitiers, discovered the earliest evidence of complex multicellular life at the Francevillian Basin in the Haut-Ogooué Province of Gabon in central Africa. Dated to 2.1 billion years old, the fossils were 1.5 billion years older than the previous benchmark of 600 million years ago. This ancient life, the authors surmised, lived in shallow marine environments with sufficient access to oxygen. The new fossils, also discovered at the Francevillian Basin, suggest some forms of this ancient life had evolved the capacity to propel themselves through organic-rich mud on this shallow seafloor. The fossilized wriggle marks found inside of these rocks, according to the new research, are the tunnels left behind by these primitive creatures as they squirmed around in search of nutrients. If confirmed, it would be the earliest evidence of motility in eukaryotic life, that is, lifeforms with complex cells and a clearly defined nucleus. “The galleries [of the x-ray images] are spectacular, absolutely amazing!” said El Albani in a statement. “But the credit should really go to quality of these rocks, which were able to exceptionally conserve the movement of primitive organisms.” For the study, El Albani and his colleagues applied chemical analysis, scanning electron microscopy, and x-ray computed microtomography, the latter of which allowed for the crystal-clear 3D perspective of the squiggles embedded within the rock. The string-shaped, tubular structures, of which 80 were detected, measured around 6 millimeters wide and stretched to a maximum length of 170 millimeters. Some of these apparent tunnels were intertwined, extending both vertically and horizontally. Chemical analysis suggested the features were the result of biological, and not geological, processes, and appeared at the same time the sediments were laid down. The organic matter found within the rock “could either be a body that decomposed there, or a mucus left by the organism, similar to a slug’s trail,” explained El Albani in the statement. These features were located near fossilized microbial mats (layered sheets of fossilized microorganisms). The authors speculate that the apparently mobile eukaryotes were moving around in the muck in search of nutrients produced by the cyanobacteria responsible for the microbial mats. Importantly, Earth was already oxygen-rich by this time, making the emergence of complex life a distinct possibility. Fascinatingly, the tunnels weren’t formed by a single individual, but rather by a mass collection of them, according to the new research. These primitive eukaryotes, dubbed “Gabonionta” by the authors, clustered together en masse, forming a slug-like shape. This allowed them to move through the mud—both in vertical and horizontal directions—in search of food and areas rich in oxygen, similar to how modern colonial amoebas do it. So technically speaking, these creatures were mobile, but they achieved their mobility through collective group action, according to the new research. The authors don’t know if this was a one-time thing—a kind of failed experiment—or an important evolutionary precursor to motile life. After this period of Earth’s history, a major glaciation period on Earth caused oxygen levels to plummet dramatically, making life for the putative Gabonionta exceptionally difficult, if not impossible. They could’ve been wiped out, with motility re-appearing in another species many millions of years later. Or they managed to survive, setting the groundwork for a critically important evolutionary adaptation. Or, they didn’t exist at all. Speaking to The Guardian, Graham Shields of University College London said the tunnels appear to be biological in nature, but it’s not clear from the evidence presented that mobile life was involved. The structures, he said, could be remnants of microbial mats or tube-like creatures known as Grypania. Shields said he didn’t “see much evidence for motility... other than superficial resemblance to trails or burrows.” The claim that self-propelled eukaryotes existed 2.1 billion years ago is quite extraordinary, no doubt. From here, other researchers should take a look at the samples themselves to corroborate the findings, while also continuing to search for more fossils. If confirmed, however, this discovery means complex life emerged relatively early in Earth’s history, and it wasted no time developing the means for self-propelled locomotion. Primitive life, it would seem, was eager to get going.
Tags: Religion In American Culture EssayDbq Essay Cold War FearsThesis Statement OwlReflective Essay Work ExperienceEssay Writing About TeachersNewspaper Employment Massachusetts Research The problem-solving investigations below match Hamilton’s weekly maths plans. We will eventually be phasing out the plans, as we believe our short blocks offer you all of the same advantages and more, including the integration of the problem-solving investigations into each unit of study.Find out more about the advantages of Hamilton's short blocks.Digit sums (1): Children find the sum of the digits in a sequence of numbers and compare the pattern found to that identified in the digits sums of the doubles. This new approach needs new resources, especially geared towards reasoning and problem solving. Thankfully we have always considered reasoning to be a key part of the maths curriculum and many of our resources in all categories are designed for this. Hamilton provide an extensive suite of problem-solving maths investigations for Year 2 to facilitate mathematical confidence, investigative inquiry and the development of maths meta skills in 'low floor – high ceiling' activities for all. Use problem-solving investigations within every unit to encourage children to develop and exercise their ability to reason mathematically and think creatively. The fourth article builds on the third by discussing what we mean by problem-solving skills and how NRICH can help children develop these skills. Scroll down to see groups of tasks from the site which will give learners experience of specific skills.The lessons are organised by level and curriculum strand.Accompanying each lesson is a copymaster of the problem in English and in Māori.This provides you with practical information about how to implement problem solving in your maths programme as well as some of the philosophical ideas behind problem solving.Year 2 Reasoning Many schools are using some of the ideas of the ‘mastery programme’ as used in Singapore and other parts of the Far East.Becoming confident and competent as a problem solver is a complex process that requires a range of skills and experience.In this article, Jennie suggests that we can support this process in three principal ways.They are great at developing logical thinking and developing a winning strategy. These pages really are not to be missed and we thoroughly recommend them.This feature is somewhat larger than our usual features, but that is because it is packed with resources to help you develop a problem-solving approach to the teaching and learning of mathematics.The aim of this programme is to give children a deep understanding and fluency in the fundamentals of maths.Because this understanding is deep it will not have to be re-taught at a later time; something which happens all too often at the moment.
Roller belts are belts used in conjunction with a pulley or conveyor system. Usually, a roller belt drive consists of the belt, a frame and rollers. The rollers are spaced throughout the frame and the belt is balanced on top of the rollers. In a conveyor belt system, where they are typically employed, as the rollers roll underneath them, the rollers convey goods or materials forward. Roller belts are major components of material handling and bulk material handling systems. They are found in factories, agricultural settings, shipping warehouses, mining operations and more. They can convey anything from boxes to sand, ore, grain and salt. Some of the many industries in which they are used include: automotive, aerospace, order fulfillment, warehousing, distribution, mining and manufacturing. Depending on the nature of the application, manufacturers can offer you roller belts in a variety of lengths, thicknesses and widths. Belts are most often made using a rubber-like material, such as urethane. They can also be made from metal materials like steel. Roller belts are typically motorized. Powered roller belts usually have one motorized roller that is connected to six or seven non-motorized rollers. Rollers may feature grooves or tapers to assist in the conveying process. Tapered rollers, for example, can assist when your system rounds corners. Many specifics of your application impact your roller belt design. These include: system length (short, long, across a building, etc.), the weight of the loads it will carry, the projected amount of generated friction and its integration into other systems (or lack thereof). The roller belt must be strong enough to not only hold the weight of your loads, but also hold them up so they do not stall out the system. To find out what options are best for you, consult with an experienced belt supplier, such as those listed on this page. More Roller Belts Information Roller Belts Informational Video
USA: +1_-800-567-8059 (Toll Free) or Let us call you Try Virtual Classroom now Request a Demo PowerPoint Presentation : INTRODUCTION TO HUMAN BOD Y PowerPoint Presentation : ANATOMY- the branch of science that deals with the structure of body parts, their forms, and how they are organized. PHYSIOLOGY- deals on how the systems of the body work , and the ways in which their integrated cooperation maintains life and health of an individual. PATHOPHYSIOLOGY- study of disorders of functioning , and a knowledge of normal physiology makes such disorder easier to understand. SUBDIVISIONS OF ANATOMY AND PHYSIOLOGY : SUBDIVISIONS OF ANATOMY AND PHYSIOLOGY Gross anatomy-study of large, easily observable structures. Microscopic anatomy- study of very small structures with the use of a microscope or a magnifying instrument. Developmental anatomy- Study of structural changes from conception to birth. Neurophysiology-study of the working of nervous system. Pathological anatomy (Pathology)-deals with the cause and nature of disease and the changes in structure and function that results from disease process. PowerPoint Presentation : 7. Cellular Physiology- Study of interactions of cell parts and the specific functions of the organelles of the cell in general. 8. Developmental Physiology- Study of functional changes that occur as an organism develops. 9. Pathological Physiology- Study of functional changes that occur as the organs age or become disease. 6. Cardiac physiology- study of the functions of the heart. LEVELS OF STRUCTURAL ORGANIZATION : LEVELS OF STRUCTURAL ORGANIZATION PowerPoint Presentation : 1) Chemical Atoms Molecule. Macromolecules Organelles PowerPoint Presentation : TWO MAJOR CATEGORIES OF CHEMICAL LEVEL: INORGANIC CHEMICALS 2) Organic chemicals PowerPoint Presentation : 2) Cellular level- consists of cells ;this is the structural and functional unit of the body. 3) Tissue level- which are formed by tissues, group of similarly specialized cells and their intercellular material. 4) Organ level- consists of organs, structure of definite form and function and which are composed of two or more different tissues. 5) System level- formed by systems, associations of organs and has a common function--- ORGANISM . SYSTEMS OF THE BODY : SYSTEMS OF THE BODY PowerPoint Presentation : INTEGUMENTARY SYSTEM- Consists of the skin and the hair covering. Protects the deeper tissues from injury. Minor excretory organ. Regulates body temperature. PowerPoint Presentation : 2) Skeletal system Bones, cartilage, ligaments, and joints. Supports the body and serves as a framework for the attachment of the skeletal muscles. PowerPoint Presentation : 3) Muscular system This is for the function of moveme nt. PowerPoint Presentation : 4) Nervous system Brain, spinal cord, nerves and sensory receptors. Functions for irritability and conductivity. PowerPoint Presentation : 5) Endocrine system Endocrine glands that secrete hormones, which control bodily activities. Pituitary, thyroid, parathyroid, adrenals, thymus, pancreas, pineal, ovaries and testes. PowerPoint Presentation : 6) Cardiovascular system Heart, blood vessels, and blood. The blood transport oxygen, nutrients, hormones and other substances to and from tissue cells where exchange are made. PowerPoint Presentation : 7) Lymphatic system Compliments the cardiovascular system Lymphatic vessels, lymph nodes and other lymphoid organs such. PowerPoint Presentation : 8) Respiratory system Consists of the nasal passages, pharynx, larynx, trachea, bronchi, and lungs. PowerPoint Presentation : 9) Digestive system Digestive tract and the digestive gland. The digestive tract: mouth (oral cavity), esophagus, stomach, small and large intestine, rectum and anus. Digestive glands: salivary glands, liver and pancreas. Breakdown foods. PowerPoint Presentation : 10) Urinary system Excretory system: kidney, ureters, bladder and urethra The main function of this system is to eliminate nitrogenous waste products . PowerPoint Presentation : 11) Reproductive system Functions for the perpetuation or multiplication of species. Male reproductive system: testes, scrotum,penis, accessory glands and the duct system. Female reproductive system: ovaries, which produce egg (ova) Female duct system: uterine tubes, uterus, and vagina. HOMEOSTASIS : HOMEOSTASIS It refers to the balance of internal environment. Every organ/ system plays a role in maintaining the constancy of the internal environment of the body PowerPoint Presentation : Homeostatic imbalance- means the body organs become less efficient and internal condition become less and less stable. Feedback- occurs whenever an adjustment that a person makes in the present affects the future state of the body. Ex. Weather is hot--------sweat glands is activated--------perspire (FEEDBACK) Weather is cold--------muscles contracts and relax--------shiver--------action gives off heat. PowerPoint Presentation : Two types of feedback: 1) Negative feedback- mechanism is a feedback system that produces a response that is opposite to the initiating stimulus. (Body response reverses the stimulus). Ex. If blood pressure is high, the (-) feedback is to decrease the BP. If blood pressure is low, (-) feedback is to raise the BP. 2) Positive feedback mechanism- operates where the initial stimulus is reinforced. Ex. Blood glucose level is decreased-------- (+) feedback is to lower it further. DIRECTIONAL TERMS : DIRECTIONAL TERMS Superior (cephalic or cranial) - toward the head of the upper part of a structure: generally refers to structure in the trunk. Examples: The kidneys are superior to the urinary bladder. The heart is superior to the liver The nose is superior to the lips The chin is superior to the neck The stomach is superior to the intestines The esophagus is superior to the stomach PowerPoint Presentation : 2) Inferior (caudal) - away from the head or toward the lower part of a structure; generally refers to the structure in the trunk. Example: The neck is inferior to the head. The liver is inferior to the lungs The diaphragm is inferior to the heart 3) Anterior (ventral)- nearer to or at the front or belly surface of the body .In the prone position the body lies anterior side down,in the supine position the body lies anterior side up. Example : The lips are anterior to the front teeth. The chest is on the anterior side of the body 4)Posterior (dorsal) - nearer or at the back or backbone surface of the body, or the opposite of anterior. Example: The pharynx is posterior to the oral cavity. The lumbar area is posterior to the umbilical area The occipital area is on the posterior side of the body PowerPoint Presentation : 5 ) Medial- nearer the midline of the body or a structure. Example: The nose is medial to the eyes. The heart is medial to the lungs The genital area is medial to the inguinal area. 6 ) Lateral- farther from the midline of the body or a structure. Example: The ears are on the lateral side of the body/The ears lare ateral to the head The shoulders are lateral to the neck. 7 ) Intermediate- between two structures. Example: The digit two are intermediate to the digit 1 and digit 3. The elbow is intermediate to the brachial and antebrachial. The cervical area is intermediate to the head and trunk. 8 ) Ipsilateral- on the same side of the body. Example: The right eye is ipsilateral to the right ear. The right shoulder is ipsilateral to the right hand. PowerPoint Presentation : 9) Contra lateral- on the opposite side of the body. Example: The right ear is contra lateral to the left ear. The right eye is contralateral to the left eye. The right lung is contralateral to the left lung. 10) Proximal- nearer the attachment of an extremity to the trunk; farther from the point of origin. Example: The elbow is proximal to the wrist. The brachial is proximal to the antebrachial. 11) Distal- farther from the attachment of an extremity to the trunk; farther from the point of origin. Example: The digitals are distal to the wrist. The antebrachial is distal brachial. 12)Superficial (external) - toward or on the surface of the body. Example: The epidermis is the superficial layer of the skin. PowerPoint Presentation : 13) Deep (internal) - away from the surface of the body. Example: The dermis is the deep layer of the skin. 14) Peripheral – extending from the main part (describes the location of certain blood vessels and nerves). Example : Nerves in the arm are part of the peripheral nervous system. 15) Parietal- pertaining to the wall of a cavity. Example: The parietal pleura lines the chest cavity. 16) Visceral- pertaining to organs within a cavity. Example: The visceral pleura covers the lungs. PLANES OF THE BODY : PLANES OF THE BODY PowerPoint Presentation : Commonly used planes are: 1 ) Sagittal- Refers to the lengthwise plane that divides the body into right and left portions. a) Midsagittal (median) - A vertical plane that passes through the midline of the body and divides the body or an organ into equal right or left sides. b) Parasagittal- vertical plane that does not pass through the midline of the body and divides the body or an organ into unequal rights and left sides. 2) Frontal (coronal) - A vertical plane at a right angle to a midsagittal plane that divides the body or an organ into anterior and posterior portions. 3) Horizontal (transverse) - A plane that is parallel to the ground (at a right angle to midsagittal, parasagittal, and frontal planes) and divides the body or an organ into superior and inferior portions. PowerPoint Presentation : 5) Cross section – a plane perpendicular to the long axis of an organ. Ex. A cross section of the small intestine( tube) would look like a circle with the cavity of the intestine at the center. 6) Longitudinal section- a plane along the long axis of an organ. PowerPoint Presentation : MIDSAGITTAL PLANE PARASAGITTAL PLANE TRANSVERSE (horizontal) PLANE FRONTAL (coronal) PLANE PowerPoint Presentation : 2 3 1 BODY CAVITIES : BODY CAVITIES One way of organizing the principal body cavities are as follows: *Membrane- a thin, soft pliable sheet of tissue that lines a tube or cavity. Dorsal body cavity a. Cranial cavity b. Spinal cavity PowerPoint Presentation : 2) Ventral body cavity a. Thoracic cavity b. Abdominal cavity 3) Pelvic cavity Female- Uterus Male- Prostrate gland. 2 kinds of peritneum: 1) Parietal peritoneum 2) Visceral peritoneum PowerPoint Presentation : Mediastinum- the space is between the pleurae of the lungs extending from the sternum to the back bone. MEDIASTINUM PowerPoint Presentation : ABDOMINOPELVIC REGIONS : ABDOMINOPELVIC REGIONS 1)Subcostal line- an upper horizontal line that passes just below the bottom of the rib cage through the pylorus (lower portion) of the stomach. 2) Transtubercular line- a lower horizontal line that joins the iliac crests (top surfaces of the hip bones) PowerPoint Presentation : 3) Right midclavicular line- drawn through the midpoint of the right clavicle slightly medial to the right nipple. 4) Left midclavicular line- drawn through the midpoint of the left clavicle slightly medial to left nipple. NINE REGIONS OF THE ABDOMEN: : NINE REGIONS OF THE ABDOMEN: 1. Right Hypochondriac : to the right of the epigastric region. 2. Epigastric : directly above the umbilical region. 3. Left Hypochondriac : to the left of the epigastric region 4. Right Lumbar : to the right of the umbilical region . 5. Umbilical : which is centrally located . PowerPoint Presentation : 6. Left Lumbar : to the left of umbilical region. 7. Right Iliac(Inguinal) : to the right of the hypogastric (pubic) region. 8. Hypogastric (Pubic) : directly below the umbilical region. 9. Left Iliac(Inguinal) : to the left of the hypogastric (pubic region). ABDOMINOPELVIC QUADRANTS : ABDOMINOPELVIC QUADRANTS The two lines divide the abdominopelvic cavity into: 1) Right upper quadrant 2) Left upper quadrant 3) Right lower quadrant 4) Left lower quadrant. PowerPoint Presentation : Quadrant names are used in locating the site of an: a. abdominopelvic tumor b. abnormalities located on the abdomen. c. Pain like RLQ- Suspect of appendicitis. RUQ- F Suspect for gallstone. Gallstone- are cholesterol that forms within the gallbladder or bile duct. REGIONAL TERMS : REGIONAL TERMS ANTERIOR BODY LANDMARKS (Descriptive terms for body parts and areas) : ANTERIOR BODY LANDMARKS (Descriptive terms for body parts and areas) Abdominal Antecubital Antebrachial Axillary Brachial Buccal Carpal Cervical Cranial Digital Femoral Frontal Inguinal PowerPoint Presentation : 14. Mammary 15. Nasal 16. Orbital 17. Parietal 18. Oral 19. Patellar 20. Pectoral (Thoracic) 21. Pedal 22. Perineal 23. Plantar 24. Peroneal 25. Pubic 26. Sternal 27. Tarsal 28. Temporal 29. Umbilical 30. Volar (Palmar) POSTERIOR BODY LANDMARKS : POSTERIOR BODY LANDMARKS Cephalic Crural Deltoid Gluteal Lumbar Occipital Popliteal Sacral Scapular Sural Vertebral Descriptive terms used for the organs : Descriptive terms used for the organs Cardio Cutaneous Gastric Hepa Pulmonary Renal Thorax Neuro Hema Chole Important prefixes and suffixes : Important prefixes and suffixes Prefixes Anti (against) Bi (two) Brady (slow) Cirrh (yellow) Contra (against, opposite) Crypt (hidden, concealed) PowerPoint Presentation : Crypt (hidden, concealed) Cyano (blue) Dys (painful, difficult) Ecto (exo- outside) PowerPoint Presentation : Hemi (half) Hyper (over, above, excessive) Hypo (under, beneath, deficient) Macro (large, great) Micro (small) PowerPoint Presentation : Neo (new) Oligo (small, few) Tachy (rapid) PowerPoint Presentation : Suffixes Centesis (puncture, usually for drainage) ectomize, ectomy (excision/removal of) It is (inflammation) megally (enlarged) Oma (tumor) ostomy – create an opening PowerPoint Presentation : Ostomy (create an opening) Colostomy- Surgically established fistula between the colon and the surface of the abdomen. *Fistula- an opening on the anterior and posterior part of the abdomen for important purposes. 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While growing up when a kid approaches towards the puberty, the changes in the body can be clearly noticed. In males, facial hair develops, the voice gets deeper, and the shoulders get broader, on the other hand, symptoms like the growth of breasts and onset of the monthly menstrual cycle are observed in the females stepping towards their puberty. This change coming in the body comes due to the specific secretions made by the glands in an individual. Glands are the specialized organs or collection of cells that releases chemicals known as hormones. Mainly there are two types of glands; endocrine glands and exocrine glands. The endocrine glands are the type of glands that are ductless and release hormones into the blood or the tissues nearby the targeted area, whereas the exocrine glands are the type of glands that carries hormones in the ducts and releases it outside the body or on the external environment. What are Exocrine Glands? Exocrine glands are the specialized type of glands, which are associated with having ducts. The hormones being released by these glands are carried in a duct and are directly released outside the body or the external environment. The secretion of hormones by the exocrine glands can either be direct to that specific organ or the external body. For example salivary, sweat and digestive are the exocrine glands as they are released from the surface through the ducts. The salivary glands secrete saliva directly onto the surface of the mouth, on the other hand, in the digestive process the secretion of pancreatic juice only happens on the surface of the intestine, where the process of digestion has to happen. As the hormonal secretion is done directly onto the surface, the response time of exocrine glands is less than that of endocrine glands. At the same time, they have an effect for a shorter duration as compared to the endocrine as the secretion doesn’t pass through the kidney, so there is no re-absorption of that secretion. What are Endocrine Glands? Endocrine glands are the specialized type of glands that are ductless, the secretion of hormones are made in the bloodstream or the tissues nearby the targeted area. As they have no ducts and secretions are made in the blood, it has the more response time as the hormone released has to travel through the blood and then has to reach the targeted area. Although, the endocrine glands have more the duration of action as the blood including the hormones passes through the kidneys for the process of filtration. At the same time, the process of reabsorption of that material takes place in the kidneys, and it gets again transported to the targeted site in the next blood flows. The main glands of the endocrine system are a pineal gland, pituitary gland, ovaries, testes, thyroid gland, parathyroid gland, hypothalamus and adrenal glands. Exocrine Glands vs. Endocrine Glands - The endocrine glands are the type of glands that are ductless and release hormones into the blood or the tissues nearby the targeted area, whereas the exocrine glands are the type of glands that carries hormones in the ducts and releases it outside the body or on the external environment. - The exocrine glands have the rapid effect as compared to the endocrine glands. - The exocrine glands have shorter duration effect than the endocrine glands. - Salivary, sweat, and digestive are some examples of exocrine glands, whereas pineal gland, pituitary gland, and parathyroid gland are the some of the examples of endocrine glands.
Most of us know for a fact that the daytime sky is usually blue on a sunny day but few of us stop to ask why. We know the sun isn’t blue so why does the sky turn that color when the sun rises? Why isn’t the daytime sky orange, or yellow? Well, if we were to venture a collective guess, we could reason that the “blueness” of the daytime sky is probably due to the risen sun. This guess makes sense because when the sun completely sets, the sky turns black except for maybe the moon and little specks of light, which are actually other stars from distant solar systems. According to our current level of scientific understanding, we humans perceive the daytime sky as blue in color for two primary reasons. The first reason is because of the way our atmosphere interacts with light from the sun. The second reason is because of the way the human eye detects color. Let’s look at these two points from a deeper perspective to see if we can really grok why the daytime sky is so often colored blue. Continue reading Why is the daytime sky blue?
Learner's definition of PASSIVE [more passive; most passive] — used to describe someone who allows things to happen or who accepts what other people do or decide without trying to change anything His passive acceptance of the decision surprised us. In her books, women are often portrayed in passive roles. of a verb or voice showing that the subject of a sentence is acted on or affected by the verb “Hits” in “She hits the ball” is active, while “hit” in “The ball was hit” is passive. In “He was hit by the ball,” “hit” is a passive verb. ◊ The passive voice is a way of writing or speaking that uses passive verbs. containing a passive verb form
While the potential applications of the Internet of Things are many and varied, they do share some key characteristics. The devices that collect the data need to be small, easy to use and available almost all the time. These requirements are perhaps most readily apparent in the wearable devices that are already used by millions of people around the world to track their activity, monitor their fitness and improve their well-being. To collect the necessary data, wearables need to be worn almost constantly. Hence they need to be small and comfortable and they need to be capable of operating continuously for long periods. Smart home sensor nodes and other Internet of Things applications face similar demands. That raises the question of how to power these devices. Ideally, they would draw energy direct from their environment so that they would always have power. While great strides are being made in reducing power consumption and improving energy harvesting, this ideal remains some distance off. For the foreseeable future, we will need to rely on batteries as the primary power source. In particular, to minimize waste from the billions of devices, rechargeable batteries are likely to be the power source of choice for some years.
Looks like you are using an old version of Internet Explorer - Please update your browser Genesis captures solar wind and blows a hole in the nebular hypothesis. NASA’s Genesis spacecraft traveled about a million miles from earth to collect solar wind particles. The samples sent home were “the first material collected beyond the moon.” Unfortunately, the cargo capsule crashed in Utah in 2004. Researchers have spent seven years decontaminating and analyzing the samples. Their results, published in Science, have surprised many. According to the Jet Propulsion Laboratory, “The data revealed slight differences in the types of oxygen and nitrogen present on the sun and planets. . . . The implications could help determine how our solar system evolved.” The “nebular hypothesis” is believed by most secular scientists to explain the origin of the solar system. They maintain that our solar system formed 4.6 billion years ago from a cloud of dust and gas. Since everything formed from the same raw materials, they expected the chemistry to be the same throughout. But the isotope ratios found in these solar wind particles do not match those on earth. Oxygen and nitrogen, like all elements, exist in more than one isotopic form. The isotopes of a given element behave the same way chemically but differ in the number of neutrons per atom. Most oxygen is oxygen-16, but some is oxygen-17 or oxygen-18. Likewise, most nitrogen is nitrogen-14, but some is nitrogen-15 or nitrogen-16. Compared to the earth, the moon, and meteorites, the sun is high in oxygen-16. The differences in nitrogen isotopes are even greater: “when compared to Earth's atmosphere, nitrogen in the sun and Jupiter has slightly more N-14, but 40 percent less N-15. Both the sun and Jupiter appear to have the same nitrogen composition.” “The implication is that we did not form out of the same solar nebula materials that created the sun—just how and why remains to be discovered,” said Kevin McKeegan, author of one of the reports in Science. “These findings show that all solar system objects, including the terrestrial planets, meteorites and comets, are anomalous compared to the initial composition of the nebula from which the solar system formed,” according to Bernard Marty, author of the other report. “Understanding the cause of such a heterogeneity will impact our view on the formation of the solar system.” Creationists have long pointed to problems with the nebular hypothesis, yet most secular scientists have clung to the nebula from which they knew we sprang despite the aberrant physics it demands. Perhaps these new discoveries from Genesis will lead at least a few to take another look at the eyewitness account of our origins in Genesis. Remember, if you see a news story that might merit some attention, let us know about it! (Note: if the story originates from the Associated Press, FOX News, MSNBC, the New York Times, or another major national media outlet, we will most likely have already heard about it.) And thanks to all of our readers who have submitted great news tips to us. If you didn’t catch all the latest News to Know, why not take a look to see what you’ve missed?
Power Supplies and Output Power rating versus Voltage As a rule, power supplies are rated for maximum power output only at their maximum output voltage. That means that as the programmed output voltage is decreased, the power output capability decreases proportionally. For example, a 10kW rated power supply with a 0 to 100V voltage range can deliver 100A at 100V or 100 x 100 = 10kW but only 50 x 100 = 5kW at 50V output as the current remains limited at 100A max. This is true for both DC power supplies (DC output) as well as AC power sources (AC output). Such power supplies/sources are called ‘point rated’ as they provide the maximum rated output power only at the maximum voltage setting or one set point. More recently, manufacturers of T&M power supplies and sources have started offering models that are not point rated but rather offer maximum output power over a portion of their output voltage range. Such power supplies or sources are referred to as Constant Power (CP) voltage range models. For the case of AC power sources, let’s take a closer look at what this means. Constant Power Voltage Range AC Source A constant power voltage range source allows operation at maximum output power VA and Watt over a portion of its voltage range. This means the maximum available current at each programmed voltage set point increases as the voltage setting decreasing, thus maintaining a fixed V x I = P power profile. What this means is that the maximum power output set point is no longer restricted to the highest voltage setting. Constant Power Voltage Range Comparisons Although AC or DC power source models from different vendors may all claim Constant Power mode voltage range capability, that does not mean they are all created equal. This is best illustrated by comparing the technical specifications for similar output power rated AC source models side by side using the same 300Vac voltage range as is done in the table below. \|AC Voltage Range\|\|0 – 300Vac\|\|0 – 300Vac\|\|0 – 300Vac\| \|Max. Current\|\|62.5A rms\|\|75A rms\|\|125A rms\| \|CP Mode Range\|\|80% – 100%\|\|67% – 100%\|\|40% – 100%\| \|Max. Power @ 230Vac/Phs\|\|14,375 VA\|\|15,000 VA\|\|15,000 VA\| \|Max. Power @ 115Vac/Phs\|\|7,187 VA\|\|8,625 VA\|\|15,000 VA\| Table 1: Constant Power Voltage Range Comparison for different brand power sources Note that all models reviewed have constant power voltage mode over some of their output voltage range but the range of it is rather limited for some. The AFX Series is the notable exception, supporting constant power operation all the way from 100% to 40% of its 300Vac voltage range or down to 120Vac. The same applies for its DC mode were full power is available from 100% to 40% of its 425Vdc range (425Vdc – 170Vdc). The two graphs below (Figures 1 & 2) illustrate the significantly larger usable operating range of the Pacific Power AFX Series AC source compared to the other brands. Figure 1 shows available max. load current as a function of programmed output voltage. Figure 1: Available Current per phase for 45kVA AC power sources from different vendors A similar comparison can be made by plotting available power as a function of programmed output voltage as shown in Figure 2. Again, the usable range of the Pacific AFX Series is considerably larger. Figure 2: Available Power per phase for 45kVA AC power sources from different vendors Why Does it Matter? An increasing number of products support a wide input voltage range, also referred to as universal input range. To develop and test these products, they must be evaluated under both low voltage and high voltage input conditions, including under and over voltage stress testing, often beyond published specification. This requires a power source with a wide voltage and current profile over which it can deliver full power. It also means switching between a high and low voltage range is not acceptable as this invariably requires the output to the unit under test to be interrupted for some period of time during range change. Have a wide constant power voltage range as found on the AFX Series eliminates the need to oversize the programmable power source used. The AFX Series from Pacific Power meets these requirements better than its competition. While product features like constant power mode voltage range capability may seem similar between equivalent power rated power sources from various vendors, it often pays to evaluate in greater detail the detailed technical specifications before making a selection. Such differences in specs can have significant impact on the usability of the power source for a range of situations. The extent of the available constant power voltage range is one such example.
Water allocations over done. In Nevada, as in many other western states, those who first put water to beneficial use (growing a crop or providing drinking water to a town, for example) have a right to use that water over those who come later. Early on most water used in the state came from surface waters such as the Truckee or Humboldt Rivers or smaller streams which flowed from the state’s numerous mountain ranges or from local or large regional springs. Most of the surface waters in Nevada were already claimed before the 1930s. The beneficial uses claimed became water rights. Water rights can be bought and sold. Native Americans were already here. Ignored in the claiming of water rights beginning in the late 1850s was the cyclic nature of water availability in the dry Great Basin and Mojave Deserts. Water that is present in a sagebrush covered valley one year may be absent the next one or longer. And while the newcomers claimed the water for themselves, none appeared to notice that the Paiute, Shoshone, and Washoe Peoples already occupied the land and were prior users of the rivers and springs that nourished many wetlands, lakes, and meadows with the wildlife and plants the People depended on for survival. The Indigenous population found that the water that supported their way-of-life for thousands of years was used somewhere else by someone else. The water supplied by the natural world that had sustained them disappeared. Newcomers claim the water. Over the decades more and more water claims depleted rivers, lakes, springs, and wetlands throughout the state. Lakes such as Pyramid fed by the Truckee River and Walker fed by its namesake shrank as their river’s flows diminished – or disappeared altogether. And large wetlands on the Humboldt and Carson Rivers shrank as water went to farms and industry. Taking water flowing in a river, stream, or spring has an immediate effect. For example, consider a small stream that has a flow of 10 cubic-feet per second (CFS)† with two users who each claim 5 CFS. If water user number 1 diverts half of the flow of the stream to an irrigation ditch, then the flow downstream of the diversion is immediately reduced to 5 CFS. The remaining water in the stream continues downstream to water user number 2. When water user number 2 diverts his share, then downstream of the diversion, the stream is dry. In a different year or later in the season, when the stream’s flow is 5 CFS, then water user number 1 diverts all flow and nothing remains for water user number 2. When the stream has 1 CFS, water user number 1 still diverts all the flow, but is unable to get her full water right and water user number 2 again has no water to divert.†† From the environmental perspective, the stream no longer has flow to support riparian trees or meadows below the diversions and eventually, they disappear. Essentially, every year becomes a drought year downstream of the diversion. † 1.0 cubic-foot per second is approximately 7.481gallons per second. Early miners were among the first to appropriate water in Nevada using “miner’s inch“. Today, Nevada has a legal definition that a “miner’s inch” is equal to 0.025 cubic-feet per second. †† Certain surface water allocations depend on “return flow” when not all the water is consumed irrigating a crop or water is returned to a stream from a sewage treatment facility. “Return flow” can then be diverted by another appropriator. Water already claimed in rivers and springs. The appropriation of surface water had negative effects on the rivers and streams and springs, because the original benefits of flow through the river’s environment were reduced. But the cyclic nature of water in the desert continued and when rivers and springs couldn’t keep up with the water users demand and reservoirs shrank, a new group of folks wanted water that they could depend on whether it rained or not. Groundwater pumping was a promise of unlimited supply – that unseen resource just beneath your feet. The promise was a false one and today we face a reckoning of over spending our water bank account on both fronts. The “new” water: Groundwater. Pumping significant amounts of groundwater from aquifers was really not possible during the time when most of the state’s surface water was allocated between the various industrial and agricultural users. Beginning in the mid-20th century, however, groundwater extraction with powerful pumps became more and more common. The Nevada State Engineer (NSE) allowed groundwater wells to be drilled for agriculture or other uses even in basins with fully appropriated rivers and streams and springs such as the Humboldt River and the Walker River and around Moapa’s springs. The NSE now admits, in many cases, the overallocation was known at the time, but the NSE didn’t expect that the people getting the permits would be economically successful (an erroneous assumption as it turned out!) or that they didn’t consider the negative effect groundwater pumping would have on rivers and springs. The damage to rivers and springs due to over pumping, however, is a matter of hydrology. The excuses for why it was allowed to continue for decades doesn’t change the negative outcome for river and spring flows and the consequences for the people dependent on them and to the fish and wildlife that can’t survive without them. In all groundwater pumping, groundwater levels decline by the very action of extracting water and bringing it to the surface. Essentially, a cone-shaped hole develops around the well. If pumping ceases soon after the pumping begins, the cone-shaped hole or depression slowly fills in and after a long enough period of time, it may get close to the original groundwater level, but that generally takes far longer to happen than the length of time the groundwater pumping occurred. Over appropriating the groundwater. Over the decades the Nevada State Engineer (NSE) has permitted groundwater users to over-appropriate as many as half of Nevada’s hydrographic basins in the state with the least amount of water. Theoretically, pumping is supposed to be “balanced” by drying out the surface and eliminating plants and water “discharges” (like springs) that use groundwater through evapotranspiration. (Eliminating all evapotranspiration to achieve this “balance” with groundwater pumping can result in a barren landscape increasing dust as well as damaging seeps, springs, and meadows dependent on groundwater.) Pumping groundwater appears, at first, to be benign. When groundwater pumping begins, it removes water that may be a source of supply to rivers or springs, but the effect of pumping takes time to deplete the flow of a river or spring (see illustration above). The further away the river or spring is from the pumping, the longer it takes. Effects of the State’s overallocation of groundwater and the near complete allocation of surface water are now being felt with continually declining groundwater levels in as many as 50% of Nevada’s basins, but it is also affecting iconic rivers like the Humboldt – the largest river completely contained within the state’s borders. However, no river or stream is immune to the damage caused from pumping of groundwater (or the over allocation of surface water, for that matter). The extent of the pumping, leading to over pumping and continually dropping groundwater levels, harms the environment and leads to conflicts between water rights holders and to discord between and among rural and urban Nevadans. Nevada water law is clear. Before approving any water applications, Nevada water law (Title 48, NV Revised Statutes) requires the NSE to find that water is available at the source and it will not conflict with existing water rights. This requirement applies to both the allocation of surface water or groundwater. Nevertheless, the NSE has, in fact, allocated water far beyond the available supply. In the graphic above, those areas shown in “red” are 300% or greater over the available supply and the “yellow” and “green” areas are more than 200% or more than 110% over the available supply, respectively. It is easy to see why conflicts are escalating between and among users and why the environment in many areas suffers from a lack of water. Nevada State Engineer now wants changes to the law. The NSE now wants the legislature to change the law to allow the NSE to “deal with” the conflicts his water office has created over many decades (and in contradiction to the law’s provisions.) These changes are embodied in two pieces of legislation the NSE has brought to the 2019 Nevada Legislature – AB30 and AB51. Check out our next blog to see how these could affect our critically important rivers and streams and springs throughout Nevada.
As we move further into the Information Age, the populous is being segmented into varying degrees of digital competencies. As technology shifts and changes at an exponential rate, those lacking web literacies are being left further and further behind. A solid understanding of how the web works, how to use it, and the idiosyncrasies of web culture is necessary in today’s world. Furthermore, the ability to participate in governmental, societal and economic affairs is beginning to be directly connected to these understandings. Consider, for example, the fact that the majority of job postings are only available online, or that the majority of businesses have transitioned to paperless online billing. These examples show the necessity of navigating the online space, but web literacies are about much more than simple navigation. Because our society is steadily becoming a digitally based knowledge network, it is necessary to be web literate to participate in key problem solving. Wolfgang Klafki’s concept for general education and his theory’s three central aspects play a new role in the Information Age1. More people have access to the global knowledge structures through the Internet and because the Web offers every topic from a multitude of perspectives, understanding and contributing ideas and solutions to and for key problems has become easier than ever before provided, of course, that one is educated. The third attribute of Klafki’s general education concept proposes that a person is only educated when that person can think critically about problems that affect everyone (Klafki, 1993). Thinking critically about these problems in the Information Age requires accessing information through the Web, as the Web is most likely the only place where the multitude of perspectives on a particular problem. Critical thinking in combination with creative thinking leads to innovation, something that is only possible through usage of and contribution to the ecosystem of human knowledge and the collective distilling of that knowledge. In short, without a critical mass of contribution to the human knowledge network, we will be unable to distill the truth from the irrelevant and unable to solve key problems that plague the human race. All issues of the human experience are directly related to our ability to communicate and share ideas with one another. The World Wide Web has made both of these processes extremely easy. Mozilla, a non-profit organization best known as the makers of the Firefox browser, has committed itself to tackling the problem of web literacies, literacies that involve the ability to contribute knowledge to the global ecosystem. “The goal: help millions of people move from using the web to making the web. As part of Mozilla’s non-profit mission, we want to help the world increase their understanding of the web, take greater control of their online lives, and create a more web literate planet. (“About Webmaker,” 2012) The organization is currently in the process of conceptualizing programs for a variety of target audiences. As a Mozilla community activist and open ethos cheerleader, I2 have taken on this research to support Mozilla in their Webmaker Initiative. This thesis will be provided to help Mozilla reach their goal of creating ten million webmakers by outlining a scalable model and sample content structure for training adults in web literacies and how to teach them. 1 Wolfgang Klafki’s concept described general education as being for every one, covering a wide variety of topics and skills and helping with the solution to key problems (e.g. understanding complicated issues). Klafki said that the three central aspects (skills) of education are self-determination (envelops the unique and personal relationships as well as distinctions between people and variations in the handling of vocational, ethical and religious situations), co-determination (the ability to participate and understand in society and politics) and solidarity (the accumulation of the other two skills is only true when a person tries to stand up for the rights of everyone). 2 For the assertion of my own ideas and reflections, I found it necessary to use the personal pronoun in this document. I made this choice consciously as in describing my concept and perspective, I feel that using the first person will lead to more clarity for the reader.
Quoting poetry in your writing is a bit trickier than quoting prose. Style guides (like MLA) tell us more about quoting poetry, but this handout goes over the basics. Follow these simple rules when quoting and citing poetry. 1) When you quote exact words, phrases, or lines from poems, set the quotations off with quotation marks and cite the line from which the textual material comes in parentheses at the end of the sentence containing it. Punctuate your sentence — that is, put your punctuation mark outside the end parenthesis. Ex.: According to the poem, “tender is the night” (35). 2) When you quote consecutive lines of poetry (lines that follow each other in the poem), use a virgule (/) to indicate where the lines “break” (are separated) in the poem. Then, in your parenthetical citation, list the first and last line quoted, separating them with a hyphen (dash). Ex.: According to the poem, “tender is the night, / And haply the Queen-Moon is on her throne, / Cluster’d around by all her starry Fays” (35-37). 3) When you quote four or more consecutive lines of poetry, use “long quotation” or “blockquote” formatting. Introduce the quotation with a short signal phrase; begin the quotation on the following line; indent the quotation twice; double space; punctuate exactly as in the text; cite lines parenthetically at the very end, outside the final punctuation. Do not punctuate the parenthetical citation. Ex.: The poem describes the night thus: … tender is the night, And haply the Queen-Moon is on her throne, ClusterÔÇÖd around by all her starry Fays; But here there is no light … (35-38) 4) When you use quoted material from multiple lines but do not quote those lines consecutively, put a comma between the line numbers in your parenthetical citation and make sure the order of the line numbers in the parentheses corresponds to the order of the quoted material in the sentence. Ex.: The speaker tells us that, “tender is the night”; however, “here there is no light” (35, 38). 5) Do everything else as you would if you were quoting prose. Use ellipses (three dots) to show where you have removed words (ex. “on the … wings of Poesy” (33).). Use brackets to show where you have made minor adjustments to grammar (ex. The speaker states that “Darkling [he listens]” (51).). 6) Remember that as a writer you get to decide where to begin and end quoting the text: cut off quotations before awkward, unnecessary punctuation marks. Ex.: The poem states that, “haply the Queen-Moon is on her throne” (36). NOT: The poem states that, “haply the Queen-Moon is on her throne,” (36). 7) Always proofread quotations: double-check that your quotations are accurate and that you have not made any changes to the text in transcribing it into your paper.
1. Where is the image formed in a convex mirror, when the object is anywhere in front of it ? 2. A person uses concave mirror for shaving, where should he position his face in front of it ? 3. A ray of light is incident on a concave mirror along its principal axis. What will be the angle of reflection? 4. What will happen to ray of light when it travels from rarer medium to a denser medium ? 5. What does negative sign in the value of magnification of a mirror indicate? 6. Name the point inside the lens through which a ray of light goes undeviated? 7. Which of the two has a great power? A lens of short focal length or a lens of large focal length? 8. Name the lens which always gives an erect and diminished image? 9. Which mirror is used as rear view mirror in vehicles and why ? 10. Define one dioptre? 11. The size of an object is 2cm.The magnification produced by a mirror is +1. What is the size of the image? 12. When a ray of light passes from a denser medium to a rarer medium which angle is greater: angle of incidence or angle of refraction? 13. An image formed in a spherical mirror has magnification -2.Is the image real or virtual? 14. The power of a lens is -2D. Is the lens convex or concave? 15. Focal length of a convex mirror is 10cm.Find the radius of curvature of the mirror? 16. An object is placed at a distance of 50cm from a convex mirror. State two characteristics of the image formed. 17.Write two uses of concave mirror. 18. An object 1cm high produces a real image 1.5 cm high, when placed at a distance of 15 cm from concave mirror. Calculate the position of the image. 19. Find the power of a concave lens of focal length 2m. 20. Which phenomenon occurs when light falls on(a) highly polished surface (b) a transparent medium ? 21. What will happen to a ray of light when it falls normally on a surface ? 22. What is absolute refractive index ? 23. If refractive index of glass is 1.65, What is the speed of light in glass. ? 24. The magnification “ m “ for a mirror is +1 what does this signify ? ANSWERS OF THE ABOVE QUESTIONS 1. Between pole and focus, behind the convex mirror. 2. Between pole and principal focus. 3. Angle of reflection = 0 4. Bends towards the normal . 5. Image is real. 6. Optical centre. 7. Lens of short focal length. 8. Concave lens. 9. Convex mirror, wider field of view. 10. One dioptre is the power of a lens of focal length one meter. 11. +2cm, because m=I/O , +1=I/2 =+2 12. Angle of refractions. 14. Concave lens. 16. (1) Image is virtual and erect. (2) Image is diminished. 17. (1) Used as reflectors for automobile headlights. (2) Used as shaving mirror. 18. – v/u = h’/h , -v/-15 = -1.5/1 v = 15x 1.5 = -22.5cm. 19. – p = 1/f =1/-2 = -0.5D. 20. (a) Reflection of light. (b) Refraction of light. 21. No bending of light ray occurs. It means light rays goes straight from one medium to another. 22. When first medium is taken as vaccum, the refractive index of second medium is called as absolute refractive index. 23. Refractive Index of glass = Speed of Light in vaccum Speed of Light in glass à 1.65 = 3 x 108 à Vg = 3 x 108 à 1.8 x 108 m/s 24. (a) Image is of same size as the object. (b) Image is virtual and erect . More Questions for Practice 1. What is angle of incidence? 2. A ray of light passing through centre of curvature of a concave mirror retraces its path on reflection, Why? 3. An object is placed at the focus of a concave mirror, Where is the image formed? 4. What is meant by refraction of light? 5. Define principal focus of a concave mirror? 6. State Snell’s law of refraction? 7. Will the lateral displacement increase/decrease if glass block is made more thicker? 8. Why convex lens is called conversing lens? 9. Printed letters appears diminished, when viewed through a lens. What is the nature of lens.? 10. At What angle a ray of light should strike the surface of glass, So that it does not suffer any refraction? 11. Does the value of speed of light change with medium? 12. What is the cause of refraction of light? 13. Which lens is used as a magnifying glass? 14. What is an optically denser medium of light? 15. What is the difference between reflection and refraction? 16. If a ray of light traveling in air is incident on the water surface obliquely, Draw a ray diagram and show the change in its path in water? 17. Define refractive index in terms of a speed of light in two media. What is the unit of refractive index? 18. A ray of light strikes the mirror at 15o , What is the angle of reflection? 19. What is refractive index of air? Why the refractive index of other medium is taken with respected to air? 20. Distinguish between real and virtual images? 21. For what position of an object, a virtual image is formed by a convex lens? Give ray diagram? 22. Find the position and nature of image formed in a concave mirror for the following position of an object. (a) At infinity (b) Beyond C. 23. An object is placed at a distance of 10cm from convex mirror of focal length15cm; find the position and nature of image? 24. A thin lens has a focal length of -25cm. What is the power of the lens? Is it convex or concave? 25. Calculate the distance at which an object should be placed in front of convex lens of focal length 10cm to obtain an image double its size? 26. Why a mirror does has one principal focus while a lens has two principal foci? 27. Focal length of the lens in a photographic camera is 5cm.What is the power and nature of the lens? 28. Define linear magnification. Does it have any unit? 29. Why a concave mirror has a real principal focus, while convex mirror has a virtual principal focus? 30. Which of the following lenses would you prefer to use while reading the small letters found in dictionary. a. A convex lens of focal length 30 cm. b. A concave lens of focal length 30 cm. c. A concave lens of focal length 5 cm. d. A convex lens of focal length 5 cm. 31. Show that the refractive index of a medium 1 with respect to medium 2 is reciprocal to the refractive index of medium 2 with respect to 1
A comet hitting Earth would seem to bring only death and destruction, but one group is studying how such an impact could promote certain necessary chemical steps in the origin of life. The researchers are focusing on how comet collisions might have influenced the molecular orientation, or handedness, of our planet’s biology. Billions of years ago, comets may have ferried life-sustaining water to our planet’s surface, but that may not be all that we should thank these dirty snowballs for. Researchers are simulating comet impacts to see if they might help proliferate the left-handedness in molecules that life on Earth depends upon. There is evidence from meteorite studies that amino acids may have been delivered to Earth from space. “There is interest in how these building blocks came to be on primordial Earth,” says Jennifer Blank of the SETI Institute. She and her colleagues study comets as a second avenue for depositing these biological compounds on Earth. Their current work, which is supported by NASA’s Exobiology and Evolutionary Biology Program, is looking at how the fire and brimstone of a comet impact may benefit the formation of complex molecules of a particular handedness. Life on Earth uses 20 amino acids to build up the thousands upon thousands of different proteins that perform a myriad of cell functions. Astrobiologists often focus on the origins of amino acids in order to understand where life may have come from. One of the first experiments aimed at reproducing the primordial Earth and its chemistry was undertaken by Stanley Miller in 1953. He was able to synthesize amino acids using lightning-like discharges in a reducing atmosphere of methane, ammonia and water – similar to what exists on Jupiter. Since that pioneering work, researchers have come to believe that Earth’s early atmosphere was in fact more oxidative, containing mostly nitrogen and carbon dioxide. “Without the reducing atmosphere, the Miller mechanism becomes much less efficient at producing amino acids,” Blank says. One way to get around this is to make the amino acids in space and have them come crashing down on-board meteorites and comets. There is ample evidence that meteorites carry amino acids. And just recently, an amino acid was discovered in comet material brought back by NASA’s Stardust spacecraft. Blank and her colleagues were curious as to what happens to these biomolecules when the “space capsule” they are riding in smacks into the Earth. The team has focused their work on comets, rather than meteors. Although comets are less prevalent in the inner solar system, they have a few possible advantages over their dry rocky counterparts when it comes to delivering biologically relevant material to a planet’s surface. First of all, a comet impact is thought to be less harsh than that of a meteorite because comets are less dense, which means their impact generates lower temperatures and pressures. Blank says that the blow would be further softened on a comet arriving at an oblique angle. The second advantage of comets is that they carry water, which is key for the chemical reactions that beget life. When the comet lands, its ice melts, forming a little puddle near the crash site. “Comets give you all the ingredients, like a compact evolution kit,” Blank says. Of course, the primordial Earth was stocked with its own water, but “if a comet or meteor were to land in the ocean, any interesting chemistry would quickly be diluted away,” says co-investigator George Cooper of NASA Ames. A comet impact on dry land would give the organic molecules on board the chance to amplify their numbers in the localized puddle. Like Shooting Comets in a Barrel To simulate a comet hitting pay dirt, Blank and her colleagues fire a bullet into a metal container the size of a can of beans. In this scenario, the container is the comet and the bullet is the hard ground. Inside the container is a small chamber about as big as a quarter, in which the scientists place a liquid sample of organic molecules. “It’s not super high-tech, but it is rather involved as far as the structural complexity is concerned,” Blank explains. She and her colleagues take special care to ensure that the metal container doesn’t leak from the impact. Afterwards, they carefully drill down to the chamber and draw out their “shocked” liquid sample. In 2001, the team reported that amino acids placed in the comet simulator were still intact following the impact, which surprised other scientists. “It’s the coolest thing,” Blank recounts. “People told us, ‘Nothing is going to survive, so why should we fund you?'” Normally, the 1,000-degree-temperatures inside the smashed “comet” would destroy any amino acids. But Blank believes the temperature rises and falls too fast for the molecules to react. There is also enormous pressure of 10,000 atmospheres that may be preventing the breakdown of compounds. However, the amino acids did more than just survive the crash. They also started bonding together to form short chains up to 5-amino-acids long. This comet-induced bonding may have played a role in the origin of life. Typically, there is an energy barrier that prevents amino acids from latching together. Indeed, organisms require enzymes to overcome this barrier when putting together their proteins. But enzymes themselves are proteins, so there is a bit of a chicken-and-egg problem: how do you build up proteins before you have proteins to help build them up? It is perhaps conceivable that a comet impact fused together the first rudimentary protein pieces (called “peptides”) and thereby got the whole ball rolling. Blank’s group is now running simulations to see if they can model how the energy barrier to amino acid bonding changes under the high temperature and pressure of a comet impact. Molecular Crash-Test Dummies The scientists are also planning to do more comet crash tests. They will be looking at sugars, which play an important part in the structure of DNA and RNA. And they will be looking at amino acids again, this time studying whether the handedness of comet passengers might be affected by the impact. In regard to the handedness, Blank thinks there might be a difference in how the amino acids hook up together during the impact. Left-handed amino acids may form chains more readily with other left-handed amino acids, rather than with right-handed ones. Such a preference, if it exists, might be able to enhance a slight overabundance of one hand (a so-called enantiomeric excess in the original comet material. This might explain why organisms only use left-handed amino acids to form proteins. “It will be a great discovery if they can get definite evidence as to formation of sugars, peptides, or enantiomeric excess,” says Yoshihiro Furukawa of Tohoku University in Japan, who was not involved with this work. He says the one concern will be contamination of the sample with the left-handed biology we are already familiar with. He suggests using amino acids made with carbon-13, so that any subsequent contamination with normal carbon-12-based amino acids will be easy to detect.
This workshop provides an overview of some of the 75 major differences between the adolescent and adult brains and the impact of unmitigated distress on the adolescent brain. Robert Sapolsky of Stanford says, “Because youth are all about building their brains, you can multiply what you know about how stress affects the adult brain by 10-fold when talking about youth ages 10 to 20.” Start with the fact that the teen brain is about half-developed when massive neural pruning robs it of its basic thinking abilities, and then new neural territory is opened-up for new development, which alters the flow of blood and energy. Then add the body-morphing and hormonal changes of puberty, the increased dose and duration of cortisol, which makes it more difficult to calm down, plus the boredom that comes from having a brain that is racing 50-80 times faster than the adult brain, and then add three new drives. And finally, add individual temperament and personality traits. “Do the math” and you can get an idea of the distress of being “just a teen”. Then – – for at least 50% of teens – – add the trauma that results from family adversity, coupled with a lack of coping and stress-management skills and habits – and a lack of adult support – – and you have the basic ingredients of massive vulnerability. If you know anything about the CDC’s Adverse Childhood Experiences (ACE) Study, you know that without proper intervention, the immediate and long-term outcomes are dire. Participants will be able to name/explain/use: - Major differences between the teen and adult brain - The unique effects of distress on the adolescent brain - The three new drives of adolescence - National Institutes of Health (NIH) – longitudinal research study. - National Center of Biotechnical Information (NCBI) – brain scans. - How the Brain Learns, Fifth Edition, David A. Sousa, 2017. - Harvard’s Center on the Developing Child. - Brainstorm: The Power and Purpose of the Teenage Brain, Daniel J. Siegel, M.D., 2014. - The Teenage Brain: A Neuroscientist’s Survival Guide to Raising Adolescents and Young Adults, Frances E. Jensen and Amy Nutt, 2015. - The Yes Brain: How to Cultivate Courage, Curiosity and Resilience in Your Child, Daniel J. Siegel and Tina Payne Bryson - The National Research Council (NRC) – Preventing Mental, Emotional, and Behavioral Disorders among Youth, 2009. - The Developing Mind, Second Edition: How Relationships and the Brain Interact to Shape Who We Are. Daniel Siegel, M.D. 2012. Format: PowerPoint, Videos with Q&A - 1 to 1.5 hrs. (For Conferences Only) - 3 hr. Workshop (1.0 hr. ATOD Specific)
8 Proven Ways How to Treat Shingles in Your Mouth Herpes Zoster or other name “shingles” is a skin infection caused by varicella-zoster virus that causes bubbles of fluid almost in all parts of the body. The virus that causes herpes zoster and chickenpox is the same virus. The difference is, shingles have the characteristics of the bigger bubble pox and clustered on certain parts of the body, can be in the back, forehead or chest. Generally, herpes disease can be transmitted through direct contact. Especially in herpes zoster, the process of herpes transmission can be through sneezing, coughing, clothing, and touching in broken bubbles. While in genital herpes genital disease, Herpes transmission occurs through sexual behavior and symptoms will occur within 7-21 after a person has contact with the virus. What are Causes of shingles in mouth? Herpes traits arise when a person contracts herpes disease. The virus causing herpes in the lips and mouth is very easily transmitted through direct contact. Direct contacts that can transmit oral herpes include using cutlery or lip moisturizer together, and while kissing. The spread of the virus will be faster when the wound is broken and open. Transmission of herpes disease is usually from a skin touch with herpes sufferers. When a person has contracted herpes disease, then the herpes characteristics will arise. Then there will appear a small bubble in the back area on the 1 side only on certain neural areas. The bubble is painful and can rupture because it can occur by bacteria. What are the symptoms of shingles in mouth? Herpes in the mouth or oral herpes is caused by the herpes simplex virus type 1. Symptoms of herpes include sore wounds on both parts of the lips and can also be felt down to the gums, tongue, palate, and the inside of the cheek. Oral herpes can also cause injury to the cheeks, neck, or other facial parts. In some people, oral herpes can trigger other symptoms such as muscle aches and fever. Patients of shingles in the mouth will go through three stages since infected: - First, when the virus enters the mucous tissue of the mouth or skin through a small wound. Then the virus will begin to reproduce, so the patient begins to experience symptoms such as wounds on the lips, fever, and other symptoms. Sometimes at this stage it does not cause symptoms, so the infected person does not know that he or she has been infected with the virus. - The second stage is the transfer of viruses on the spinal cord. At this time, the virus still continues to multiply, but not active. - The third stage of herpes can again cause injury or other symptoms, when the body of the patient experiencing physical or emotional distress. Read more about How to Treat Shingles in Your Mouth. For information, in order to avoid from transmission of herpes, the virus will not be lost 100% in the body of patients with herpes disease when the patient is feeling healthy. The virus is still hiding in the dorsal ganglion cell of the sensory nervous system of the patient. If the immune system of the sufferer is weakened, then the virus will strike back in the form of herpes zoster and has the same symptoms with chickenpox. You may want to read about Home Remedies for Tooth Pain from Nerves For those of you who have never experienced herpes disease, if a varicella-zoster virus attack it will not directly experience herpes zoster disease, but will experience chickenpox first. Treatments for shingles in mouth - Using over-the-counter medications Some of the medicines options commonly used to treat herpes include acyclovir, famciclovir and valacyclovir. In addition to relieve symptoms, these medicines can help to reduce the risk of spreading from the patient to others around him. In addition to drugs taken, there are also types of drugs applied or injected. Look for medicines that contain numbing agents such as phenol and menthol to reduce cracking and soften scabs. abreva is an over-the-counter topical remedy used to help speed healing and minimize pain from a cold sore. It must be used many times a day to speed the healing. - Apply pure petroleum jelly When applied to oral herpes, petroleum jelly acts as a protective layer so that herpes is not exposed to various irritating causes. This will help keep the sore moist and prevent cracking. Be sure not to dip back into the jelly with the same finger you used to touch your sore. Better yet, use a cotton swab each time. To get the best results, apply as often as possible to herpes the mouth and surrounding skin does not get dry. Read more about How to Relieve Soreness in Your Body - Use sunscreen Sun exposure might damages the skin of anyone, especially those who are prone to oral herpes. Protect your skin using sunscreen throughout the year, not just during summer. Use lip balm or lipstick that contains sunscreen to keep the lips protected. Colgate World of Care says there is evidence that applying sunscreen to your lips may prevent shingles from appearing, and avoid sitting in the sun to the point of getting burnt. Read more about Fastest Ways How to Heal Your Skin after Sunburn - Check with your doctor Check with your doctor for more effective oral care. If oral herpes often recur, check with your doctor to find out what treatment options are available. Your doctor may ask the following set of questions to diagnose the severity of your oral herpes. Mention all the medicines that are being consumed. Several types of remedies are thought to contribute to the appearance of oral herpes. Ask your doctor if certain medications help the occurrence of oral herpes that is currently occurring. - Stick the ice cubes on the mouth Take the ice cubes and stick to the mouth herpes for a few minutes, 2-3 times a day. If the cold is tolerable, apply an ice cube directly to the site for a greater impact. or you can do it by applying an ice cube wrapped with a towel or wash cloth against the site of discomfort Keep the ice on the site for at least five minutes or until the blister area feels cold to the touch. Pain should diminish temporarily. Ice cubes relieve pain and inflammation. Read more about Effective Ways How to Treat Nose after Choke - Apply tea tree oil Tea tree oil is one of the most common oils used on the skin for its natural antiviral, antibacterial properties. One or two drops of this powerful natural oil can help cure oral herpes within 1-2 days. Use it the same way as using an ointment. Apply tea tree oil several times a day. Combine with petroleum jelly to effect the tea tree oil last longer. If you have sensitive skin, try mixing the essential oils with a carrier oil to dilute their strength a bit, including jojoba or coconut oil. - Attach the tea bag to the mouth Green tea contains nutrients and antioxidants that can relieve and accelerate the process of healing herpes mouth. Pour green tea bags in hot water for a few minutes. Let stand until cool. Apply the green tea bag directly to the mouth herpes for 5-10 minutes. You can also soak the soft cotton in the warm black tea and apply it on the infected area because black tea bags have anti inflammatory and antiviral properties. - Try other natural remedies There are various types of natural-based treatment that can be tried. Search the internet for “herpes mouth natural remedies” to find other treatments such as Echinacea, aloe, sweet root, peppermint, and others. According to the Academy, when applied three times per day to shingles on or around the mouth, aloe vera hastens healing and quells pain without the bad taste or stinging sensation that accompanies numbing agents and other over-the-counter shingles products. You may want to read about Effective Home Remedies for Stress During Pregnancy Patients can also be assisted by keeping the condition of the lips and mouth clean. You can use warm or cold cloth to relieve pain. If necessary, take pain medication. It is recommended avoid hot drinks or spicy and salty foods for some time. Snooze also consume oranges or other fruits of acids during the symptoms of herpes in the lips and mouth. How to prevent the transmission of the shingles? Avoid having sex with herpes active patients. Herpes in the mouth and lips also has the possibility to transmit to the genitals if the sufferer performs oral sex. Pregnant women who contract herpes, are advised to consult a doctor immediately to take medications that prevent transmission to the fetus. Although all ages have the possibility of oral herpes, but children are the most risky group if there is direct contact with adults with herpes. This virus can stay in the body of children until they grow up. Not only that, here i give you information and further explanation from expert about ways how to treat shingles in your mouth, as well as other parts of your body. Check this out. Finally, those are complete explanation for you to treat shingles in your mouth using home remedies, as well as useful treatment to cure your shingles pain.
The study showed that retinoic acid controls the development (or budding) of forelimbs, but not hindlimbs, and that retinoic acid is not responsible for patterning (or differentiation of the parts) of limbs. This research corrects longstanding misconceptions about limb development and provides new insights into congenital limb defects. The study was published online in the journal Current Biology on May 21. In studies of mice and zebrafish, the team found that retinoic acid suppresses the gene fibroblast growth factor 8 (Fgf8) during the period when forelimb budding occurs, creating a suitable environment for the creation of forelimb buds. “For decades, it was thought that retinoic acid controlled limb patterning, such as defining the thumb as being different from the little finger,” said Dr. Duester. “However, we have demonstrated in mice that retinoic acid is not required for limb patterning, but rather is necessary to initiate the limb budding process. We also found that retinoic acid was unnecessary for hindlimb (leg) budding, but was needed for forelimb (arm) budding.” Congenital birth defects of the arms, legs, hands or feet result from improper development of limb bud tissues during embryogenesis. These processes are regulated by signaling molecules that control the growth and differentiation of progenitor cells by regulating specific genes. One of these signaling molecules is retinoic acid, a metabolite produced from vitamin A (retinol), which plays a key role in the development of limbs and other organs. Dr. Duester's lab was instrumental in identifying Raldh2 and Raldh3, the genes responsible for retinoic acid synthesis, and has shown that retinoic acid is only produced by certain cells at precise stages of development. In the study, the team of scientists showed that mice missing the Raldh2 and Raldh3 genes, which normally die early and do not develop limbs, could be rescued by treatment with a small dose of retinoic acid. However, forelimb development was stunted, suggesting that retinoic acid is required for forelimb but not hindlimb development. In zebrafish, the forelimb (pectoral fin) is also missing in retinoic acid-deficient embryos, but they were able to rescue fin development by treating such embryos with a drug that reduces fibroblast growth factor activity, thus supporting the hypothesis that retinoic acid normally reduces this activity. By providing a more complete understanding of the molecular mechanisms involved in normal limb development, these findings may lead to new therapeutic or preventative measures to combat congenital limb defects, such as Holt-Oram syndrome, a birth defect characterized by upper limb and heart defects. Josh Baxt \| Newswise Science News How brains surrender to sleep 23.06.2017 \| IMP - Forschungsinstitut für Molekulare Pathologie GmbH A new technique isolates neuronal activity during memory consolidation 22.06.2017 \| Spanish National Research Council (CSIC) An international team of scientists has proposed a new multi-disciplinary approach in which an array of new technologies will allow us to map biodiversity and the risks that wildlife is facing at the scale of whole landscapes. The findings are published in Nature Ecology and Evolution. This international research is led by the Kunming Institute of Zoology from China, University of East Anglia, University of Leicester and the Leibniz Institute for Zoo and Wildlife Research. Using a combination of satellite and ground data, the team proposes that it is now possible to map biodiversity with an accuracy that has not been previously... Heatwaves in the Arctic, longer periods of vegetation in Europe, severe floods in West Africa – starting in 2021, scientists want to explore the emissions of the greenhouse gas methane with the German-French satellite MERLIN. This is made possible by a new robust laser system of the Fraunhofer Institute for Laser Technology ILT in Aachen, which achieves unprecedented measurement accuracy. Methane is primarily the result of the decomposition of organic matter. The gas has a 25 times greater warming potential than carbon dioxide, but is not as... Hydrogen is regarded as the energy source of the future: It is produced with solar power and can be used to generate heat and electricity in fuel cells. Empa researchers have now succeeded in decoding the movement of hydrogen ions in crystals – a key step towards more efficient energy conversion in the hydrogen industry of tomorrow. As charge carriers, electrons and ions play the leading role in electrochemical energy storage devices and converters such as batteries and fuel cells. Proton... Scientists from the Excellence Cluster Universe at the Ludwig-Maximilians-Universität Munich have establised "Cosmowebportal", a unique data centre for cosmological simulations located at the Leibniz Supercomputing Centre (LRZ) of the Bavarian Academy of Sciences. The complete results of a series of large hydrodynamical cosmological simulations are available, with data volumes typically exceeding several hundred terabytes. Scientists worldwide can interactively explore these complex simulations via a web interface and directly access the results. With current telescopes, scientists can observe our Universe’s galaxies and galaxy clusters and their distribution along an invisible cosmic web. From the... Temperature measurements possible even on the smallest scale / Molecular ruby for use in material sciences, biology, and medicine Chemists at Johannes Gutenberg University Mainz (JGU) in cooperation with researchers of the German Federal Institute for Materials Research and Testing (BAM)... 19.06.2017 \| Event News 13.06.2017 \| Event News 13.06.2017 \| Event News 23.06.2017 \| Physics and Astronomy 23.06.2017 \| Physics and Astronomy 23.06.2017 \| Information Technology
Since controlling blood sugar levels is the key cornerstone to managing diabetes and the symptoms of diabetes, planning your meals and knowing the composition of the food consumed is very important for any diabetic. It is also important to note that one food that is eaten alone may affect the blood glucose levels differently than when that food is eaten in combination with another. Because of differences in biology, one meal plan may not work for all diabetics and a consultation with a doctor is very important to create an individualized meal plan for a diabetic to follow. Experimenting with various combinations of foods may be necessary to determine what works for you best to control your blood sugar levels and keep diabetes and the symptoms of diabetes at bay. Impact of Carbohydrates Blood sugar levels are greatly impacted by carbohydrates when the carbs are converted to simple sugars (glucose) and released into the blood stream to be distributed to the various cells in the body to provide the needed fuel or energy for daily activities. Consuming too many carbohydrates can significantly increase blood glucose levels and thereby overwhelming the body and leading to the various symptoms of diabetes as well as diabetes related complications including a diabetic coma that may prove fatal. A diabetic meal should include a proper balance of carbohydrates and also include a suitable amount of proteins and fats. It is important to remember that fat should be kept at less than 30% of total daily calories. Fat should not be totally eliminated since the body does need certain "good" fats such as polyunsaturated and monounsaturated fats. Try to eliminate "bad" fats such as trans fats and saturated fats. Fiber is also very important at every meal. Most of the foods consumed contain carbohydrates and this will usually be the largest food group eaten. Foods contained in this food group include grains (e.g. rice, cereal, bread, pasta), starchy vegetables (e.g. potatoes, corn), other vegetables, dairy (milk, yogurt), fruits as well as fruit juices and desserts that may be consumed in limited quantities. Reading food labels is important in order to determine the amount of carbohydrates as well as the amount of carbohydrates per serving sizes. Food labels will usually breakdown the compositions of each serving size and you have to consider how realistic the serving size is before purchasing any food item. When carb counting, it is general practice to consider 15 grams of carbohydrates as one serving. This means that if you are interested in consuming some crackers, you would need to read the food label to determine how many you will need in order to control your carbohydrate intake. If the food label states that one serving size is 20 crackers and the total grams of carbs for this serving size are 30, this will mean two servings for a diabetic (15 grams x 2). The diabetic will then need to consume only 10 crackers for one serving of carbohydrates of 15 grams. When working with raw ingredients, there are various tools on the market that will help a diabetic to control the amount of carbs consumed at each meal. The more a diabetic learns to counts carbs, the easier it shall become making the process of managing diabetes and the symptoms of diabetes easier and easier.
& DIVISION: ADDITION & SUBTRACTION Key Shifts in the Common Core: Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity. The standards call for speed and accuracy in calculation. Students must practice core functions, such as single-digit multiplication, in order to have access to more complex concepts and procedures. Fluency must be addressed in the classroom or through supporting materials, as some students might require more practice than others. Fluency Practice - Mixed Set
Babesiasis (babesia) is a tick-born, parasitic disease of mammals caused by protozoa of the genus Babesia. The disease is characterized by high fever, anemia and reddened urine (hemoglobinuria). Many discussions of the disease also mention Lyme Disease, Anaplasmosis, Ehrlichiosis, Tick Fever, and Rocky Mountain Spotted Fever, as being similar to Babesiasis. Although different organisms cause each of these diseases, the common thread that connects them is that they are all pathogens that are spread by ticks. For this reason, they may be referred to as “Tick Fevers.” Specific organisms have been determined to infect specific mammals. For instance, Babesia felis is known to infect cats, and Babesia odocoilei is found in white-tail deer. However, the organisms are not all spread by the same tick. Consequently, the disease present in a particular location will depend on the variety of tick found in that area. In most cases, these diseases can be spread only through ticks, and not from mammal to mammal. To complicate the situation, some ticks can carry several different types of organisms simultaneously so that once infected, the animal may have two different diseases at the same time. Often cervids with parasites may not be properly diagnosed. For this reason, it is important for producers to determine what kind of ticks are present in their areas, and which specific organisms may be transmitted to their animals by these ticks. Entomologists from local universities, or from state departments of agriculture, can probably supply this information. These same people can probably identify the seasons during which the ticks are most likely to spread the disease. Not all diseases can be transmitted by ticks in all stages of development. Knowing the time of the year that the tick is most likely to transmit the disease will be helpful in preventing and diagnosing the disease. Symptoms may include high fever (104-107), loss of appetite, dehydration, lethargy, anemia, and dark urine. A blood test is required to be certain, but if any of the tick-born parasites are suspected, time is of the essence. These parasites multiply quickly, attack, and destroy blood cells by toxins or mechanically. Serious kidney damage may occur as the destroyed cells are filtered from the blood. If any of these parasites are suspected, a simple stained blood smear can be examined in the vet’s office. It should be done as soon as symptoms appear. Imizol from Schering-Plough is labeled only for use in dogs, but has been effective in treating babesiasis and other tick-born parasites in cervids. Please consult with your vet for dosages and treatment procedures. While Imizol will usually kill the parasite, the producer may have to treat other problems such as anemia and kidney failure. As soon as treatment is started for parasites, begin forcing fluids by mouth or stomach tube to keep flushing the kidneys. Acute kidney failure is a serious side effect that must be addressed, but it is curable in most instances. Recovery time will vary from a few days to a month or more, depending on the age of the animal, and how far the disease has progressed before treatment was started. Prevention can ideally be achieved by keeping ticks off your animals. There are numerous products on the market that can be applied on or around your cervids. Keeping grass mowed also helps. Small rodents, such as mice and voles, carry ticks that can drop off in the pens, then reattach to the animals. Keeping rodents out of your pastures will reduce risks. Maintaining an aggressive worming program with Ivomec and other similar products is also helpful. Producers should be aware of the parasites that ticks carry. Be sure your vet is aware of the presence of this problem. If it is not readily available locally, keep a good supply of Imizol on hand. Source: Brian Adelhardt, reprinted from the ROBA. Review, Jan-Feb. 2002.
A relative pronoun is used to connect a clause or phrase to a noun or pronoun. The clause modifies, or describes, the noun. The most common relative pronouns are who, whom, whose, which, and that. Sometimes when and where can be used as relative pronouns as well. Relative pronouns are placed directly after the noun or pronoun they modify. For example: In each example above, the subject of the sentence is described by a relative clause (italicized). As these clauses describe a noun or a pronoun, they are also known as adjective clauses, because they act like adjectives in the sentence. Each clause is introduced by a relative pronoun (in bold). Relative pronouns connect the description to the rest of the sentence in an orderly way. Occasionally, the relative adverbs "when" and "where" are also used as relative pronouns. For example: In these cases, "when" and "where" introduce clauses that describe a noun the refers to a time or place, making them work as relative pronouns in these sentences. When relative pronouns are used to add descriptive information, that information is either defining or non-defining. A defining clause - also known as a restrictive clause - gives essential information about the noun in question. It is so important that it cannot be cut out of the sentence and still convey the intended meaning. For example: In both cases, the italicized clauses contain critical information. You can tell because if you cut out the clause, the sentence's meaning is fundamentally different. For example, saying "I don't like people" is very different from saying "I don't like people who interrupt me." Note that defining clauses require no additional punctuation. On the other hand, non-defining clauses add information that's nice to have but isn't essential to the sentence's overall meaning. They could be deleted and the sentence would convey basically the same information. For example: In both cases, you could cut out the non-defining clause and still understand the point of the sentence. The important part is that the paint is worth a million dollars; the fact that it is adored is merely nice to know. Note that non-defining clauses are set apart from the main sentence by commas, which help to indicate its less important status in the sentence. One of the most common mistakes in writing is to use the wrong relative pronoun, particularly when it comes to mixing up "who" and "that." "Who" is always used to set up a relative clause that describes a person, while "that" is used to describe an object or another non-human being. For example: Another common error is to mix up that and which. When describing objects and non-human beings, "that" is used to introduce a defining relative clause, while "which" is used to introduce a non-defining clause. For example: The relative pronoun "which" is used for non-essential information set off by commas; "that" is used for essential information and requires no additional punctuation. When it comes to people, however, you don't have to worry about confusing "which" or "that." You always use "who:" Knowing how relative pronouns work in a sentence will help you add important descriptive information in the form of relative clauses. Once you understand how they work, you'll be able to decide whether your information is defining or non-defining and choose the appropriate relative pronouns and punctuation to lead your readers to a deeper understanding of your meaning.
Effects of earthquakes on the biosphere include landslides, tsunamis and liquefying of soil. Earthquakes are thought to release methane gas from oceans into the atmosphere. Extremely strong earthquakes can affect the Earth's rotation and change the shape of the planet.Continue Reading The biosphere includes all the ecosystems and living creatures that make up the Earth. Biospheres are considered to be closed systems that regulate themselves. Earthquakes occur when energy is suddenly released from below the Earth's surface. The resulting seismic waves cause shaking that damages property and causes loss of life. When a large earthquake is centered in an ocean, it can cause changes in the seabed that trigger a tsunami. Earthquakes can also cause volcanic activity.Learn more about Earthquakes
UML 2 Activity Diagram In UML, an activity diagram is used to display the sequence of activities. Activity diagrams show the workflow from a start point to the finish point detailing the many decision paths that exist in the progression of events contained in the activity. They may be used to detail situations where parallel processing may occur in the execution of some activities. Activity diagrams are useful for business modelling where they are used for detailing the processes involved in business activities. An Example of an activity diagram is shown below. The following sections describe the elements that constitute an activity diagram. An activity is the specification of a parameterized sequence of behaviour. An activity is shown as a round-cornered rectangle enclosing all the actions, control flows and other elements that make up the activity. An action represents a single step within an activity. Actions are denoted by round-cornered rectangles. Constraints can be attached to an action. The following diagram shows an action with local pre- and post-conditions. A control flow shows the flow of control from one action to the next. Its notation is a line with an arrowhead. An initial or start node is depicted by a large black spot, as shown below. There are two types of final node: activity and flow final nodes. The activity final node is depicted as a circle with a dot inside. The flow final node is depicted as a circle with a cross inside. The difference between the two node types is that the flow final node denotes the end of a single control flow; the activity final node denotes the end of all control flows within the activity. Objects and Object Flows An object flow is a path along which objects or data can pass. An object is shown as a rectangle. An object flow is shown as a connector with an arrowhead denoting the direction the object is being passed. An object flow must have an object on at least one of its ends. A shorthand notation for the above diagram would be to use input and output pins. A data store is shown as an object with the «datastore» keyword. Decision and Merge Nodes Decision nodes and merge nodes have the same notation: a diamond shape. They can both be named. The control flows coming away from a decision node will have guard conditions which will allow control to flow if the guard condition is met. The following diagram shows use of a decision node and a merge node. Fork and Join Nodes Forks and joins have the same notation: either a horizontal or vertical bar (the orientation is dependent on whether the control flow is running left to right or top to bottom). They indicate the start and end of concurrent threads of control. The following diagram shows an example of their use. A join is different from a merge in that the join synchronizes two inflows and produces a single outflow. The outflow from a join cannot execute until all inflows have been received. A merge passes any control flows straight through it. If two or more inflows are received by a merge symbol, the action pointed to by its outflow is executed two or more times. An expansion region is a structured activity region that executes multiple times. Input and output expansion nodes are drawn as a group of three boxes representing a multiple selection of items. The keyword "iterative", "parallel" or "stream" is shown in the top left corner of the region. Exception Handlers can be modelled on activity diagrams as in the example below. Interruptible Activity Region An interruptible activity region surrounds a group of actions that can be interrupted. In the very simple example below, the "Process Order" action will execute until completion, when it will pass control to the "Close Order" action, unless a "Cancel Request" interrupt is received, which will pass control to the "Cancel Order" action. An activity partition is shown as either a horizontal or vertical swimlane. In the following diagram, the partitions are used to separate actions within an activity into those performed by the accounting department and those performed by the customer.
While our planet is irrefutably warming, it’s unlikely it will every reach the blazing temperatures on KELT-9b, a recently discovered exoplanet whose daytime temperatures soar at over 7,800 degrees Fahrenheit. The planet lies about 650-light years from Earth in the constellation Cygnus. And it's the hottest discovered so far, writes Ben Guarino for the Washington Post, dwarfing our solar system’s hottest rock, Venus, which has an average high of 860 degrees Fahrenheit. The researchers describe the find in a paper published this week in the journal Nature. So why is KELT-9b so hot? Because of its star. KELT-9b orbits a fiery body that is twice as large and twice as hot as our own sun, according to a NASA press release. The planet sticks close to its star and, like our own moon, is tidally locked into its orbital dance. This means that one side always faces the star while the other is left in perpetual darkness. So much heat and ultraviolet radiation bombards the planet's daytime side that molecules like methane cannot form—elements on that half of the world exist in atomic form. The radiation has also caused the planet's atmosphere to puff up, making KELT-9b much larger than expected. While the planet is 2.8 times as massive as Jupiter, the largest planet in our solar system, it is only half as dense. According to the press release, the constant bombarding radiation may also cause material to continually evaporate from its surface, producing a tail similar to a comet. “It's a planet by any of the typical definitions of mass, but its atmosphere is almost certainly unlike any other planet we've ever seen just because of the temperature of its dayside," Scott Gaudi, professor of astronomy at Ohio State University who led the study, says in the release. In fact, as Guarino reports, when Gaudi and his colleagues collected the data on the planet, they each bet a bottle of scotch on whether the object would turn out to be a planet or something else. But, like most planets, its star is working through its hydrogen fuel. It will eventually run out, causing it to swell up to three times its current size, Gaudi tells Guarino. “It will actually eat the planet. And then what happens — who knows?” he says. But even before that, the gas giant planet may undergo a radical change. “KELT-9 radiates so much ultraviolet radiation that it may completely evaporate the planet,” Keivan Stassun, an astronomer at Vanderbilt University and collaborator on the study says in a press release. “If gas giant planets like KELT-9b possess solid rocky cores as some theories suggest, the planet may be boiled down to a barren rock, like Mercury.” According to the press release, KELT-9b will be visible for about 150 more years before it moves out of view for three millennia. Before then, the researchers hope to get some time on the Hubble telescope and other powerful scopes to see if the planet actually does have a “comet tail” and to determine just how long it can survive the hellfire.
6.3.3 What Does the Record of the Palaeocene-Eocene Thermal Maximum Show? Approximately 55 Ma, an abrupt warming (in this case of the order of 1 to 10 kyr) by several degrees celsius is indicated by changes in 18O isotope and Mg/Ca records (Kennett and Stott, 1991; Zachos et al., 2003; Tripati and Elderfield, 2004). The warming and associated environmental impact was felt at all latitudes, and in both the surface and deep ocean. The warmth lasted approximately 100 kyr. Evidence for shifts in global precipitation patterns is present in a variety of fossil records including vegetation (Wing et al., 2005). The climate anomaly, along with an accompanying carbon isotope excursion, occurred at the boundary between the Palaeocene and Eocene epochs, and is therefore often referred to as the Palaeocene-Eocene Thermal Maximum (PETM). The thermal maximum clearly stands out in high-resolution records of that time (Figure 6.2). At the same time, 13C isotopes in marine and continental records show that a large mass of carbon with low 13C concentration must have been released into the atmosphere and ocean. The mass of carbon was sufficiently large to lower the pH of the ocean and drive widespread dissolution of seafloor carbonates (Zachos et al., 2005). Possible sources for this carbon could have been methane (CH4) from decomposition of clathrates on the sea floor, CO2 from volcanic activity, or oxidation of sediments rich in organic matter (Dickens et al., 1997; Kurtz et al., 2003; Svensen et al., 2004). The PETM, which altered ecosystems worldwide (Koch et al., 1992; Bowen et al., 2002; Bralower, 2002; Crouch et al., 2003; Thomas, 2003; Bowen et al., 2004; Harrington et al., 2004), is being intensively studied as it has some similarity with the ongoing rapid release of carbon into the atmosphere by humans. The estimated magnitude of carbon release for this time period is of the order of 1 to 2 × 1018 g of carbon (Dickens et al., 1997), a similar magnitude to that associated with greenhouse gas releases during the coming century. Moreover, the period of recovery through natural carbon sequestration processes, about 100 kyr, is similar to that forecast for the future. As in the case of the Pliocene, the high-latitude warming during this event was substantial (~20°C; Moran et al., 2006) and considerably higher than produced by GCM simulations for the event (Sluijs et al., 2006) or in general for increased greenhouse gas experiments (Chapter 10). Although there is still too much uncertainty in the data to derive a quantitative estimate of climate sensitivity from the PETM, the event is a striking example of massive carbon release and related extreme climatic warming. Figure 6.2. The Palaeocene-Eocene Thermal Maximum as recorded in benthic (bottom dwelling) foraminifer (Nuttallides truempyi) isotopic records from sites in the Antarctic, south Atlantic and Pacific (see Zachos et al., 2003 for details). The rapid decrease in carbon isotope ratios in the top panel is indicative of a large increase in atmospheric greenhouse gases CO2 and CH4 that was coincident with an approximately 5°C global warming (centre panel). Using the carbon isotope records, numerical models show that CH4 released by the rapid decomposition of marine hydrates might have been a major component (~2,000 GtC) of the carbon flux (Dickens and Owen, 1996). Testing of this and other models requires an independent constraint on the carbon fluxes. In theory, much of the additional greenhouse carbon would have been absorbed by the ocean, thereby lowering seawater pH and causing widespread dissolution of seafloor carbonates. Such a response is evident in the lower panel, which shows a transient reduction in the carbonate (CaCO3) content of sediments in two cores from the south Atlantic (Zachos et al., 2004, 2005). The observed patterns indicate that the ocean’s carbonate saturation horizon rapidly shoaled more than 2 km, and then gradually recovered as buffering processes slowly restored the chemical balance of the ocean. Initially, most of the carbonate dissolution is of sediment deposited prior to the event, a process that offsets the apparent timing of the dissolution horizon relative to the base of the benthic foraminifer carbon isotope excursion. Model simulations show that the recovery of the carbonate saturation horizon should precede the recovery in the carbon isotopes by as much as 100 kyr (Dickens and Owen, 1996), another feature that is evident in the sediment records.
An international team of astronomers led by scientists at Tel Aviv University have discovered a new model for detecting the first stars formed when the universe was in its infancy. Using powerful 3-D computer models, they have shown that due to a difference in the speed of gas and dark matter in the early stages of the universe, the first stars clumped together into a “cosmic web” formation. Their discovery of these web-like structures now makes it feasible for radio astronomers to detect the light wavelength from hydrogen that was heated by the first stars when the universe was only 200 million years old, said the astronomers, who recently published their findings in the journal Star formation is a part of our cosmic history, said team leader Prof. Rennan Barkana, a researcher at TAU’s School of Physics and Astronomy. Astronomers know that long before there were stars, the early universe was filled with a hot, uniform gas. But today, there is a complex universe of stars and galaxies. A great unknown frontier is the era of the formation of the first stars, which marked the transformation of the universe into its current The most distant galaxy that can be reliably detected is from a cosmic age of around 800 million years ago, but it is difficult to go much further back and detect individual galaxies. Since the universe was filled with hydrogen atoms in those early times, the most promising method for observing the epoch of the first stars is using the prominent emission of hydrogen at a wavelength of 21 cm. (corresponding to radio waves). Measuring the cosmic 21- cm. emission is difficult, though, due to the foreground emission from our own Milky Way and other nearby galaxies. However, if the cosmic signal fluctuates, it is much easier to distinguish it from the bright local emission, Barkana The first stars and galaxies are expected to show large fluctuations, so that some regions will be shown to contain many stars (collected into mini-galaxies, each much smaller than current galaxies such as the Milky Way), and other regions to be nearly empty. This, he continued, is more understandable if one imagines searching on Earth for mountain peaks above 5,000 meters. The 200 such peaks are not distributed uniformly, but are found in a few distinct clusters on top of large mountain ranges. Given a mountain range, every small hill on top of it becomes a high mountain peak, while in a valley it would be just a small hill. Similarly, said the TAU astronomer, to find the early galaxies, one must first locate a region with a large-scale density enhancement; a large number of galaxies would be found there, since the higher overall density enhances gravity throughout the region and makes it easier to form high concentrations of dark matter, into which gas falls and forms stars. Scientists discovered recently that dark matter and ordinary matter (gas) moved at different velocities in the early universe. Over the last two years, researchers have studied the effect of this velocity difference with analytical models and numerical simulations. The TAU-led research team produced the first-ever simulated 3-D maps of the distribution of the first stars, and these show that the relative velocity effect significantly enhances large-scale fluctuations. The spatial structure makes it much more feasible for radio astronomers to detect early stars from a cosmic age of around 180 million years (1.3% of the current age of the universe), Barkana The expected signal comes with a characteristic signature that would mark the existence of small mini-galaxies at that time and the presence of the velocity effect. “This exciting possibility should stimulate observational efforts focused on this early epoch,” said the TAU Other members of the team were Eli Visbal of Harvard University, Anastasia Fialkov of TAU, and Dmitriy Tseliakhovich and Chris Hirata of the California Institute of Technology.
Athens, Greece, enjoys both historical and current significance on the world stage. The ancient city of Athens, considered to be the birthplace of many Western traditions in philosophy, the arts, and the scientific method, is located in the Central Plains region of Attica in eastern Greece. This astronaut photograph captures the western extent of the modern urban area. The large basin in which Athens is located was formed by faulting and has accumulated thick deposits of clays and alluvium. These clay deposits were the source of Athen’s historical (and current) pottery trade. However, the same tectonic processes that lead to the formation of the basin—ongoing collision of the Eurasian and African plates—are also responsible for frequent strong and damaging earthquakes in the region. There are many remnants of ancient Athens preserved in the modern city, including the Acropolis (labeled above; also see the earlier ISS photograph, The Acropolis, Greece). During the Classical Period, Athens was an important Mediterranean city-state whose enduring political and military dominance of the region was only ended following the Peloponnesian War of 431-404 BC. Following a long succession of foreign rulers, Athens became the capitol of the current Hellenic Republic (Greece) in 1834. The 2004 Olympic Games this week mark a homecoming for the modern Games, which were first hosted in Athens in 1896. This astronaut photograph includes areas of new construction or renovation for the Olympic Games, such as the Faliro Coastal Zone Olympic Complex and Helliniko Olympic Complex. The image also demonstrates the control of bounding mountain ranges (Mts. Aigeleos and Hymettos) on the western and southern expansion of the Athens urban area. However, polygonal regions of high brightness in and adjacent to the mountains attest to ongoing development and land use change in these areas as well. The ISS-9 Space Station crew obtained this high-resolution image of the western Athens area in June of 2004, allowing for detailed observations of land cover and land use changes in the urban area.
How to Write a Scientific Method Worksheet for Middle School The goal of a Scientific Method Worksheet is Hello I'm Milo for About.com and today we are talking about how to write a scientific method worksheet for middle school. There are some specific steps to writing a scientific method worksheet when working with students as we are trying to get them to develop critical thinking skills. The first step is to come up with a question, a problem that needs to be tested out to be proven true or false.Get the children to brainstorm and get them to formulate questions based on what they are able to observe around them. The goal is for them to learn to think critically and to learn to questions and not take things for granted. Go through the questions the kids have come up with and point out the difference between observations and inferences. The second step is to get the class to do research about the topic.The students can use books, the Internet, ask the teacher, or interview people knowledgeable in the topic. Have the students keep a journal, writing down their search, both failures and success as well as their finds. In this journal you can make special emphasis on new vocabulary they make come across. The third step is to formulate a hypothesis. During this step, we are getting the class to practice reasoning using the facts they have collected to re-formulate the question into a testable hypothesis. Finally, the experiment. Here you can make up an experiment for them or look through science books or the Internet to find one that is appropriate for your age group. Introduce the concepts of variables in the scientific method. Explain and make sure they understand what a controlled variable is VS an independent variable. Make sure to allow a space on the worksheet for a list of materials. During the experiment, the students should keep track of what's happening in their journal as accurately as possible. They should understand that they are collecting data. This is a good place to introduce the concepts of quantitative and qualitative observation in research. When the experiment is finished it is time for the conclusion. Here the data collected during the experiment is analyzed and it becomes apparent if the hypothesis was correct or not. Encourage the kids to use the new vocabulary they have learned in their paper and arrange for classroom presentations of each one of the projects. For more excellent and helpful information on practically anything, check us out at About dot com.
Alternating Current (AC) vs. Direct Current (DC) Where did the Australian rock band AC/DC get their name from? Why, Alternating Current and Direct Current, of course! Both AC and DC describe types of current flow in a circuit. In direct current (DC), the electric charge (current) only flows in one direction. Electric charge in alternating current (AC), on the other hand, changes direction periodically. The voltage in AC circuits also periodically reverses because the current changes direction. Most of the digital electronics that you build will use DC. However, it is important to understand some AC concepts. Most homes are wired for AC, so if you plan to connect your Tardis music box project to an outlet, you will need to convert AC to DC. AC also has some useful properties, such as being able to convert voltage levels with a single component (a transformer), which is why AC was chosen as the primary means to transmit electricity over long distances. What You Will Learn - The history behind AC and DC - Different ways to generate AC and DC - Some examples of AC and DC applications
Alismataceae, the water plantain family of 113 species of freshwater flowering plants belonging to the order Alismatales and including 17 genera, the most common of which are Alisma (water plantain), Echinodorus (burhead), and Sagittaria (arrowhead). Most members of the family are native to the Northern Hemisphere, but some species are widely distributed throughout both tropical and temperate regions. Alismataceae are commonly found in shallow water and swamps or on muddy banks or wet sand. They generally feature long thin leafstalks that are basally clustered and can grow submerged, floating, or above water. Such herbacious plants are frequently laticiferous (latex-producing), and many can reproduce vegetatively by stolons or rhizomes. Several species are edible, including a number of Sagittaria species known for their flavourful rhizomes and tubers. The flowers have three sepals (modified leaves) and three petals and can be white, rose, yellow, or purple in colour. The fruits are follicles (dry fruit that splits along one side) or achenes (dry fruit with a single seed).
Ice sheets are the largest potential source of future sea level rise – and they also possess the largest uncertainty over their future behaviour From the University of Bristol Continuous satellite monitoring of ice sheets needed to better predict sea-level rise The findings, published in Nature Geoscience, underscore the need for continuous satellite monitoring of the ice sheets to better identify and predict melting and the corresponding sea-level rise. The ice sheets covering Antarctica and Greenland contain about 99.5 per cent of the Earth’s glacier ice which would raise global sea level by some 63m if it were to melt completely. The ice sheets are the largest potential source of future sea level rise – and they also possess the largest uncertainty over their future behaviour. They present some unique challenges for predicting their future response using numerical modelling and, as a consequence, alternative approaches have been explored. One common approach is to extrapolate observed changes to estimate their contribution to sea level in the future. Since 2002, the satellites of the Gravity Recovery and Climate Experiment (GRACE) detect tiny variations in Earth’s gravity field resulting from changes in mass distribution, including movement of ice into the oceans. Using these changes in gravity, the state of the ice sheets can be monitored at monthly intervals. Dr Bert Wouters, currently a visiting researcher at the University of Colorado, said: “In the course of the mission, it has become apparent that ice sheets are losing substantial amounts of ice – about 300 billion tonnes each year – and that the rate at which these losses occurs is increasing. Compared to the first few years of the GRACE mission, the ice sheets’ contribution to sea level rise has almost doubled in recent years.” Yet, there is no consensus among scientists about the cause of this recent increase in ice sheet mass loss observed by satellites. Beside anthropogenic warming, ice sheets are affected by many natural processes, such as multi-year fluctuations in the atmosphere (for example, shifting pressure systems in the North Atlantic, or El Niño and La Niña events) and slow changes in ocean currents. “So, if observations span only a few years, such ‘ice sheet weather’ may show up as an apparent speed-up of ice loss which would cancel out once more observations become available,” Dr Wouters said. The team of researchers compared nine years of satellite data from the GRACE mission with reconstructions of about 50 years of mass changes to the ice sheets. They found that the ability to accurately detect an accelerating trend in mass loss depends on the length of the record. At the moment, the ice loss detected by the GRACE satellites is larger than what we would expect to see just from natural fluctuations, but the speed-up of ice loss over the last years is not. The study suggests that although there may be almost enough satellite data to detect a speed-up in mass loss of the Antarctic ice sheet with a reasonable level of confidence, another ten years of satellite observations is needed to do so for Greenland. As a result, extrapolation of the current contribution to sea-level rise of the ice sheets to 2100 may be too high or low by as much as 35 cm. The study, therefore, urges caution in extrapolating current measurements to predict future sea-level rise. Limits in detecting acceleration of ice sheet mass loss due to climate variability B. Wouters, J. L. Bamber, M. R. van den Broeke, J. T. M. Lenaerts & I. Sasgen - Nature Geoscience (2013) doi:10.1038/ngeo1874 The Greenland and Antarctic ice sheets have been reported to be losing mass at accelerating rates1, 2. If sustained, this accelerating mass loss will result in a global mean sea-level rise by the year 2100 that is approximately 43 cm greater than if a linear trend is assumed2. However, at present there is no scientific consensus on whether these reported accelerations result from variability inherent to the ice-sheet–climate system, or reflect long-term changes and thus permit extrapolation to the future3. Here we compare mass loss trends and accelerations in satellite data collected between January 2003 and September 2012 from the Gravity Recovery and Climate Experiment to long-term mass balance time series from a regional surface mass balance model forced by re-analysis data. We find that the record length of spaceborne gravity observations is too short at present to meaningfully separate long-term accelerations from short-term ice sheet variability. We also find that the detection threshold of mass loss acceleration depends on record length: to detect an acceleration at an accuracy within ±10 Gt yr−2, a period of 10 years or more of observations is required for Antarctica and about 20 years for Greenland. Therefore, climate variability adds uncertainty to extrapolations of future mass loss and sea-level rise, underscoring the need for continuous long-term satellite monitoring.
The following Projects are an assortment of long-term activities that can be completed individually, in groups or as a class. We have provided starting points for research and development; you and the students can work together to create a more detailed plan of action. Consider the following two recommendations. First, because of the amount of work involved in a Project, students should choose one of great interest to them. Second, to encourage excellence and promote student-student learning, students should present their finished projects to the rest of the class, to the school, and to the community, if appropriate. Project 1: Research Questions Project 1 differs from the others: it is a list of possible research topics organized according to some key ideas and addressed to students. In assigning a Research Question, we ask that you allow students to choose their topic-either one provided or one of their own. You might also - Specify length of piece. - Make clear the purpose and the audience. - Suggest sources and ideas for information. - Provide in-class time for compiling information and writing. - Require students to exchange papers and provide written feedback. - Provide a breakdown of due-dates for the following stages: choice of topic, outline, rough draft, and final draft. - Permit students to supplement a written report with a skit, a piece of artwork, a piece of music, a dance, a video, or a multimedia presentation. Provide the students with evaluation criteria that include - accuracy of the content based on guiding questions. - clarity of writing. - effective organization of main ideas. - use of detailed examples or evidence to support their conclusions. Project 1: Teacher Activity Notes - Research Questions The following Research Questions require independent research. They are organized according to some key ideas and phrased in the form of a question. - Do all animals have the same nervous system? Compare the human nervous system to that of another animal. Make sure you explain why this comparative study is both interesting and useful. - What is a reflex? Compare a reflex action in humans with a reflex in another animal (e.g., the knee jerk in humans with the “righting reflex” in cats that helps them land on their feet). Answer the following questions: What is the purpose of the reflex? What are the similarities and differences in how each reflex is performed? What do these reflexes tell you about the nervous system in particular and about the organism in general? - How are human sensory systems similar to and different from those of other animals? Compare the sensory abilities of humans to that of two other animals. For example, compare human sight to the sight abilities of hawks or other birds of prey. Or compare the sense of smell of humans to the sense of smell of dogs. You may want to use the theory of evolution to help explain similarities and differences. Make sure to explain the reasons this comparative study is both interesting and useful. - Research how an invention that transmits, stores, or produces sound was invented. Explain its uses and its impacts on society. Examples include the telephone, phonograph, radio, television, CD player, headphones, ultrasound machines, and many more. If you or a family member has used this device, include those as experiences and insights about its effects. - What is an invention that transmits, stores, or produces images? Examples include the TV, Projects VCR, film projector, computer, laser disc, and CD Rom. Research how a device was invented, its uses, and its impact on society. If you have used this device, include your own experiences and insights. - What can harm your ears? Explore an infection, disease, or activity that can harm the ear. Examples “swimmer's ear” and listening to loud music. Select one and research its cause, prevention, and, where appropriate its cure. Offer recommendations of how people might use this information to create policies regarding this issue. - What can harm your eyes? Explore an infection, disease, or activity that can harm the eye? Examples include pink eye and sports injuries. Select one and research its cause, prevention, and, where appropriate, its cure. Offer recommendations of how people might use this information to create policies regarding this issue. - How is the human brain similar to and different from that of other animals? Compare the size, structure, and function of the human brain with those of another animal. Include reasons this comparative study is both interesting and useful. - Have scientists always explained how the human brain works the way we do now? Trace the history of scientists' knowledge of the brain's structure and function over the past 50 years. - Will computers ever become as intelligent as humans? Research the current state of artificial intelligence. Answer the following questions: How is intelligence defined? How advanced are today's computers? Have scientists used their knowledge of the human brain to build computers? How does/will artificial intelligence impact your life? What are the predictions for the future? - What is a disease that directly affects the human nervous system? Examples include muscular dystrophy and Alzheimer's disease. Choose a disease that affects the nervous system primarily and research its cause, treatment, and/or prevention. What is the current state of research on this disease? - What is paralysis? How does it occur? What are scientists and doctors doing to help people who are paralyzed? What are research scientists doing to help “cure” paralysis? Project 2: Teacher Activity Notes - Mind and Body Summary Students learn about the connection between “mind and body” (how the health of the body can affect the mind and the health of the mind can affect the body) by researching and comparing various biomedical and social science theories about the possible connections between mind and body. Science, Social Studies, Language Arts, Health - Two weeks for research and planning - Three or four class periods for presentations Books and magazine articles that cover the topic of mind and body, such as Scientific American articles and other science or psychology magazines, as well as Web sites such as the National Institute for Mental Health and the Society for Neuroscience. - Discuss with students the idea of a connection between mind and body. People in different places and at different times have argued that the mind and body are closely connected, that the state of one's mind affects the state of one's body and vice versa. What is their opinion? Does your body's condition affect your mind's thoughts and feelings? Does a healthy mind ensure a healthy body? - As, a class, create a hypothetical community health action project that involves promoting the health of the mind as well as the body, integrating the theories of the groups you've studied when you feel they enhance the program. For example, you may decide to build a library and a fitness club next to each other. Or you may decide that a health spa and relaxation center would benefit the community. - Have students prepare a persuasive presentation to convince the local city council that your proposal would benefit the community, using their research and the scientific evidence of the connection between mind and body. They can then present their project to another class, parents, members of the community, or the real city council. Use the group discussions, action plan, and presentation to assess if students can - identify scientific and nonscientific theories about the interaction between mind an body. - critically analyze each theory based on their knowledge of the nervous system. - explain what they think about the interaction between the mind and body. - use detailed examples and/or cite evidence to support their opinion. - develop a community health plan that involves the health of the mind, as well as the body. Project 3: Teacher Activity Notes - Sleep and Dreams Summary Students learn about the purpose and effects of sleeping and dreaming in relation to the nervous system by conducting experiments and then presenting and comparing their results with others. Science, Social Studies, Language Arts, Health - Two class periods to plan the experiment - Two to three weeks to conduct the experiment, either in or outside class - Three to four periods to present and compare research results in class Books, magazine, videos on the topic of sleep and/or dreams, Internet sites such as the Society for Neuroscience, and CD Roms about the nervous system. (If possible, invite an expert in the field to speak to your students.) - Research results presented in data, graphs, written summaries - Oral presentation of results 1. Introduce the topics of sleep and dreams by having students free-write for five or ten minutes about one of the following: a reoccurring nightmare, their favorite time and/or place to sleep, what they do when they can't fall asleep. Pose the following questions: Why do we sleep? What do our dreams mean? How do we know when to wake up? What connections do our dreams have to our nervous system? Then, break the class into small groups to share what they wrote. 2. Reconvene as a class and ask students to explain what they learned or what questions they raised in their small groups. Write their responses on the board, highlighting connections and starting points for research. 3. Either individually or in groups, have students choose one of the topics or questions generated by the class to research. Topics may also include - the stages of sleep and the patterns of dreaming. - why humans need sleep and what happens when they don't get enough. - problems or diseases related to sleep such as insomnia and narcolepsy. - drugs that prevent or encourage sleep like caffeine and depressants. - sleeping patterns among individuals in different age groups or within one age group. - the type and number of dreams people remember. - the types of drugs people use to fall asleep and those used to stay awake, and their effects on the nervous system. 4. The first part of their research should involve getting a solid background in their topic through research using books, articles, Videos, CD Roms, and the Internet. 5. The second part of their research can be the implementation of a survey of classmates and adults, asking about sleep patterns and/or dream patterns. If students plan to examine patterns and types of dreams, they should tell their subjects to keep a notebook next to their bed and write down all that they remember upon waking. 6. After students have given their surveys to their target group and have compiled their results, have them present their findings to the class. After their presentations, discuss any conflicting data or similarities in students' research findings. Use the research notes, presentation, and completed report to assess if students can - generate a testable research question on the topic of sleep and dreams. - conduct a literature review of work already completed on their research question. - identify the variable(s) to be tested and include a control in the experimental design, if appropriate. - write an experimental procedure that can be repeated by someone else. - develop a procedure for collecting and recording data. - collect quantifiable data through the use of surveys and/or interviews. - construct a graph of the data. - prepare a written and oral presentation to explain their results and conclusions.
\|Pale spikerush (Eleocharis macrostachya) in Mother Nature's Backyard\| After four years of drought – and spotty summer rain – our plants are blooming at unusual times. As we’ve already featured many of our December-blooming plants, we’ve chosen a species that often begins growing in December for our Plant of the Month. The Spikerushes (genus Eleocharis) are a common component of wetlands throughout the world. These grass-like plants, members of the Sedge family (Cyperaceae), have rudimentary leaves and understated flowers at the tips of upright stalks. Nearly all are wetland species and some – like our own Pale spikerush – can even begin growing in shallow water. \|Pale spikerush (Eleocharis macrostachya): new growth\| after winter rains. The taxonomy of the Spikerushes presents challenges not uncommon in plants with relatively few relevant characteristics and cosmopolitan (widespread) geographic distributions. Eleocharis macrostachya grows from Alaska and Northern Canada, as far East as the Great Plains states, and South to Mexico and South America (Argentina, Colombia and Uruguay). In California, it’s a common and widespread member of wetland communities from sea level to about 8,000 ft. (2500 m.) It grows in a variety of wet places including marshes, roadside ditches, and along streambanks, lakeshores and rivers. It also can be seen in seasonal wetlands, including mountain meadows, vernal pools/marshes and other seasonally flooded areas. \|Pale spikerush (Eleocharis macrostachya) in vernal marsh\| (Madrona Marsh Preserve). Taller plants in back are Tules and Cattails. Note how the spikerush grows around the edges of the marsh. Known by the common names of Pale spikerush, Common spikerush, Creeping spike rush and Wire grass, Eleocharis macrostachya shares many characteristics with Eleocharis palustris; some specimens have been included in this and several other Eleocharis species in the past. There is widespread morphologic variability within Eleocharis macrostachya, even in California, so future taxonomic revisions shouldn’t surprise us. \|Pale spikerush (Eleocharis macrostachya) in vernal pool:\| Madrona Marsh Preserve, Torrance CA. Pale spikerush is a rush-like perennial that spreads via rhizomes to form dense mats. In lowland S. California, seeds germinate – and plants begin to grow – with the winter rains. The under-water stems are hollow; stems become pith-filled on land, giving them added stiffness. The plants can grow either in shallow standing water or in moist soils, making them useful for seasonally moist areas like rain gardens and infiltration swales. The plants continue to grow until the dry days of summer, when they become dormant and turn a lovely glossy tan. \|Pale spikerush (Eleocharis macrostachya): note stems\| with rudimentary leaves at base. Pale spikerush is 12-18 inches (30-45 cm.) tall. It can grow as a single stem, as a tuft-like cluster of stems or as a mat-like ‘sod’. The stems have very rudimentary leaves (thin, red-brown sheaths at the base of the stems) and are smooth and upright (see above). Stems are pale yellow-green under water, medium green on land. This is a simple, but pretty wetland perennial. \|Pale spikerush (Eleocharis macrostachya) blooming in June:\| Madrona Marsh Preserve, Torrance CA. The flowers of Eleocharis macrostachya grow in purple-brown spikelets at the ends of the stems. As seen in the photo above, flowering plants are showy, even though individual flowers are rudimentary. The spikelets are slender and cylindrical, somewhat like a flame on a candle, and contain many small flowers, each encased in a floral scale. Since the flowers are wind-pollinated, there’s no need for fancy petals to attract animal pollinators. Instead, the sexual parts are well-situated to ensure pollination (see below). The seeds are enclosed in a gold-brown achene (capsule with one seed) that drops from the plant when ripe. \|Pale spikerush (Eleocharis macrostachya): close-up of spikelet.\| Pale spikerush is a very adaptable plant. It will grow in just about any soil, including clays and the sandy, alkali soils along our coast. It tolerates full sun to fairly shady conditions, with flowering more reliable in full sun. It does need moist soils in winter/spring and can even tolerate seasonal flooding or shallow standing water, particularly if water levels are allowed to fluctuate through the year (becoming shallower or dry in summer/fall). \|Rain garden at Mother Nature's Backyard. Pale spikerush\| (Eleocharis macrostachya) is indicated by arrow. Pale spikerush is most commonly used as a pond/pool plant or in rain gardens, vegetated (infiltration) swales or bog gardens. We grow it in our rain garden and as a grass substitute under our Elderberry tree at Mother Nature’s Backyard. It does fine with occasional (monthly or twice-monthly) summer water. When grown in mass (like a turf) it becomes a lovely ‘straw’ groundcover in late summer/fall. In fact, spikerush straw is harvested in some parts of the world. \|Alkali heliotrope (Heliotropium curassavicum) growing through \| a mulch of Pale spikerush (Eleocharis macrostachya) Several points should be emphasized regarding Eleocharis macrostachya. First, it is a wetland plant that spreads via rhizomes. In our personal experience, it’s not particularly aggressive in a fairly dry garden. But if you water frequently – and want to limit its spread – then plant it in a container. The second issue involves plant-plant interactions. Some sources note that Pale spikerush may inhibit the growth of other plants. We’ve not noticed this ourselves and suspect it may be most important when dense Eleocharis ‘turf’ is allowed to dry, uncut, and release chemicals into the soil. \|Pale spikerush (Eleocharis macrostachya) straw in summer.\| That being said, Eleocharis macrostachya is a wonderful native for seasonally moist areas. It’s great for rain gardens and ponds, stabilizing the soil on banks and slopes. It is easy care, requiring only the removal of dead stalks in fall. It provides food and cover, as well as nesting materials, for birds and smaller animals. In days of old, the stems were used for weaving and dried stems for stuffing pillows and bedding. Some Native American tribes used the plant as a medicine to induce vomiting. We love Eleocharis macrostachya as a reminder of the seasonal wetlands once common in the South Bay. Spikerushes tie us to the past, providing a sense of place. Ironically, our rain gardens and seasonal swales have become our region’s wetlands. They are places where the plants of old continue to thrive, a remnant of the vibrant ecosystems that were once the heart (and kidneys) of our region. \|Mixed groundcover with Pale spikerush (Eleocharis macrostachya), Carex pansa and \| For a gardening information sheet see: http://www.slideshare.net/cvadheim/gardening-sheet-eleocharis-macrostachya For more pictures of this plant see: http://www.slideshare.net/cvadheim/eleocharis-macrostachya-web-show For plant information sheets on other native plants see: http://nativeplantscsudh.blogspot.com/p/gallery-of-native-plants_17.html We welcome your comments (below). You can also send your questions to: [email protected]
Various parts of speech are presented with the symbols of parts of speech. This means the child can realise easily how the phrase is formed and of which part of speech it consists. Example of use: One phrase is written and the corresponding symbols of part of speech are set on across the single words. The article consists of 1 keeping safe box with lid; 15 symbols of part of speech (each part 20 X) big red digit means verb; small light blue triangle means article; small dark blue triangle means adjective; big black triangle means noun; green half moon means preposition; Material: kkeping safe box, made of wood; symbols: stable, printed cardboard Dimensions: keeping safe box, approx. 24 x 20 x 4 cm; Orders are at the moment only possible on our german homepage. For more details look at symbols of parts of speech, set of 301 elements at our german homepage.
Periodontal disease (or “gum disease”) is an infection caused by bacteria in the mouth that are found in plaque around teeth. When the bacteria spread below the gum line, the gums can develop swelling (known as gingivitis), and if left untreated, the infection can become more severe and the bone supporting the teeth can begin to break down and dissolve (which is known as periodontitis). This can cause weakening of the hold of the teeth by the jaw bone, which can cause the teeth to become loose, and potentially result in the loss of teeth. Also, with time, plaque can form into a harder substance called calculus, which cannot be removed by brushing or flossing, and requires treatment by a dentist or dental hygienist in order to remove it. Brushing and flossing daily will fight bacteria and can help prevent gingivitis, as food debris and plaque are removed by good oral hygiene practices and keep the surfaces of the teeth clean. Home care will not be effective in the case where plaque bacteria accumulate below the gum line: the inside of the gum pocket will become infected if not given sufficient treatment. If left untreated, the adjacent soft and hard tissue will break down, forming a deeper pocket in the process. This is why dental hygiene is such an important component of oral care: a dental hygienist uses specific instruments that can reach below the gum line to access plaque and calculus that may accumulate around the teeth. Dr. Trotti and his dental hygiene team will examine you to determine if a regular oral care maintenance schedule, soft tissue management program or referral to a periodontist is the best form of treatment for you. Soft tissue management is a non-invasive personalized plan at reasonable cost which aims to reduce infection of the gum and root surfaces, and is performed by a dental hygienist. This personalized hygiene dental program includes professional oral care cleanings to remove harmful deposits, antibacterial treatment to help kill bacteria, home care education and close monitoring. In some cases, surgery may be needed in order to remodel the gum tissue in a way that improves oral health. Here are some procedures that may be done in order to deal with particular issues involving the gum tissue: - Gingivectomy – This procedure is done to remove extra gum tissue which may be overgrown on or over the teeth in order to provide improved access to the teeth in order to keep them clean. Dr. Trotti frequently uses a laser instrument to remove the excess gum tissue, which allows the procedure to be done without any bleeding or need for suturing. - Frenectomy – A frenum is a section of tissue in the mouth that helps keep the tissues of the lips and cheeks fixed in place. In some cases, a frenum may overgrow, which can affect the appearance of a person’s smile. Dr. Trotti frequently uses a laser instrument to remove the overgrown tissue, which allows the procedure to be done without any bleeding or need for suturing. If you feel that any of these issues may apply to you, schedule a consult at Albion Dental Office by calling (416) 749-9732, and Dr. Trotti will be happy to discuss any concerns you may have.
Influenza Vs. 'Stomach Flu' Influenza Vs. ‘Stomach flu’ How many times have you heard others tell you they have the flu? Now what do they mean by that - do they mean influenza or “stomach flu?” Both are viruses but the influenza is a respiratory illness with symptoms of coughing, sneezing, fever and body aches. Stomach flu, as society has called it for years, is gastroenteritis most often caused by a norovirus. How Does Stomach Flu Differ From Influenza? Stomach flu actually refers to gastroenteritis or irritation and inflammation of the stomach and intestines (the gastrointestinal tract). Gastroenteritis may be caused by a virus, bacteria, parasites in spoiled food or unclean water, or another trigger such as lactose intolerance, which causes a reaction to dairy products. Influenza (flu), on the other hand, is a viral infection that mimics a cold except that it starts forcefully with symptoms of fatigue, fever, and respiratory congestion. While more than 100 different virus types can cause a common cold, only influenza virus types A, B, and C cause flu. More severe cases of influenza can lead to life-threatening illnesses such as pneumonia. In addition, while antibiotics can treat a bacterial infection that may cause gastroenteritis, antibiotics cannot treat influenza because flu is caused by a virus. What Are the Symptoms of Stomach Flu? Symptoms of gastroenteritis or stomach flu include: - Abdominal cramps - Stomach pain What Are the Symptoms of Influenza? Influenza (also known as the flu) is a contagious respiratory illness caused by flu viruses. It can cause mild to severe illness, and at times can lead to death. The flu is different from a cold. The flu usually comes on suddenly. People who have the flu often feel some or all of these symptoms: - Fever* or feeling feverish/chills - Sore throat - Runny or stuffy nose - Muscle or body aches - Fatigue (tiredness) - Some people may have vomiting and diarrhea, though this is more common in children than adults. * It's important to note that not everyone with flu will have a fever. Who should get the Influenza vaccine this season? Everyone who is at least 6 months of age should get a flu vaccine this season. This recommendation has been in place since February 24, 2010 when CDC’s Advisory Committee on Immunization Practices (ACIP) voted for “universal” flu vaccination in the United States to expand protection against the flu to more people. While everyone should get a flu vaccine this season, it’s especially important for some people to get vaccinated. Those people include the following: - •People who are at high risk of developing serious complications (like pneumonia) if they get sick with the flu. - .People who have certain medical conditions including asthma, diabetes, and chronic lung disease. - Pregnant women. - People younger than 5 years (and especially those younger than 2), and people 65 years and older. - •People who live with or care for others who are at high risk of developing serious complications (see list above). ◦Household contacts and caregivers of people with certain medical conditions including asthma, diabetes, and chronic lung disease. - Household contacts and caregivers of infants less than 6 months old. - Health care personnel. Seasonal influenza activity is increasing in parts of the United States. Further increases in influenza activity across the U.S. are expected in the coming weeks. “If you have not gotten your flu vaccine yet this season, you should get one now,” said Dr. Schuchat. The Student Health Center has a limited quantity of Influenza vaccines still available. Please call ( 330)-569-5418 to schedule you vaccination appointment. The single best way to protect against the Influenza virus is to get vaccinated each year. Content source: Centers for Disease Control and Prevention, National Center for Immunization and Respiratory Diseases (NCIRD), 2013.
From Wikipedia: 1.First law: If an object experiences no net force, then its velocity is constant: the object is either at rest (if its velocity is zero), or it moves in a straight line with constant speed (if its velocity is nonzero) In other words, if something is moving, then it will continue moving until something affects that motion (friction, it runs into something, something runs into it, etc). Also, if something isn't moving, then it will continue to not move (remain at rest) until something causes it to move - something runs into it, something pushes it, etc. 2.Second law: The acceleration a of a body is parallel and directly proportional to the net force F acting on the body, is in the direction of the net force, and is inversely proportional to the mass m of the body, i.e., F = ma. In the first law, we indicated that something will maintain its velocity and direction until something affects that velocity or direction. The second law indicates that if the velocity is changing (either increasing or decreasing), then some force must be acting upon the object, and the amount of that force is proportional to the mass of the object times the acceleration (change in velocity over time) of the object. 3.Third law: When a first body exerts a force F1 on a second body, the second body simultaneously exerts a force F2 = -F1 on the first body. This means that F1 and F2 are equal in magnitude and opposite in direction. In other words, if you push on something, then it is going to push back with the same amount of force, but in the opposite direction. For example, the acceleration due to gravity causes us to "push" against the earth; and the earth pushes back.
Epistemology is the study of how we know what we think we know, and how certain we are of certainty. It is an idea that goes back to antiquity, with the ever loquacious Hellenes mapping out the territory. Axiomic Ontology, and Sophism However, the most fundamental and influential text on epistemology, was not philosophical, but the Elements of Geometry by Euclid. Euclid's hypnotic system came down to two essential points. The first is that he had only a very small number of operations, and essentially only one assertion: the fifth postulate asserts the nature of flatness, the second is that the entire structure has a swiftly flowing narrative. The story of the Pythagorean Theorum is told in 48 propositions. Later writers would pick at this structure, calling the first proposition a hidden axiom, but what would scratch at them is the fifth postulate, to see if it could be derived from the other four. However, after two thousand years, European mathematics finally gave in, and found that there were other shapes than flat. The irony, of course, is that geometry is "measuring the earth" and its axioms were not out of a universal basic generative requirement. Or to put it simply, one can have geometries on a flat surface that use other than a straight edge and compass. It was the technology of that time, which allowed for circles and lines even over long distances, and not deep truth that dictated what Euclid was interested in. The other hypnotic idea from antiquity was the assertion of divinity. This assertion: that the universe is so much greater than we can imagine being created by physical means that we can see, implies a super-natural power or powers, is one that clearly runs deep in human beings. The twin miracles that are used as the proof of this are consciousness, and existence. Because consciousness and existence seem of a different quality than everything else we know, they must be from some other source. This is the ontological argument. The universe is larger than us, therefore it was made by something larger than our understanding. These two assertions both contended with, and cohabitated with each other. We are often reminded of Descartes "cognito, ergo sum" but less often of what follows: he uses the ontological argument for God. Being is greater than not being, therefore there is a greater being. Newton became another thinker that married axiomic structure, with deistic substructure. In the nature of his universe, that of a static distance and static time, is the assertion of an uncreated creator. This is because what is in space and moves through time, does not create space, nor time. The codification of this system of epistemology, is Immanuel Kant, who derided the "scandal of reality," namely that reality was required as an assumption, and it could not be deduced from our perceptual existence. He then launched on a systematic means of organizing knowledge beginning from absolute skepticism. The results of this will be touched upon later. Axiomic ontology then, is one great tree of epistemological thinking. It can be said to rest on two assertions: the reality of self as shown by the ability of self to contemplate the question, and the reality of a beyond self, and beyond understandable self, to create the reality that the self is embedded in. For the self to be, there must be a being greater than self, but like the self, because it too, must be able to contemplate existence to exist. However, it is far from the only idea on epistemology. The other great tree of epistemological thought to emerge from antiquity rests on two different assertions. On is the assertion of the reality of our senses. That is, the question that bedevils the axiomic-ontological thinker's time, is essentially ignored. We see and feel, and so, the pragmatic thinker asserts, it is so. If you don't believe in the reality of the world, jump off a tall cliff and get back to me. The pragmatic thinker then asserts that since there is a unity between our senses and reality, there is a unity between our logic and reality. We sense, the sensation makes sense, and therefore making sense of sense, is equal to reality. Plato derided the early form of this idea as "sophism." This is not as unsophisticated an idea as it might appear, and it is a close cousin of the axiomic-ontological view. It's first part, that of the reality of self by an activity of self, is a cousin. The axiomic thinker, however, makes cognition the basic act, where as the sophist makes sensation the act. Note that Descartes did not assert that "I sense, therefore I am." But the sophist doesn't dispense with cognition. Instead, where as the axiomic-ontologist asserts that the thinker exists, because he or she thinks, the sophist asserts that reality exists, because we can make sense of it. We think, therefore it is. In the sophists view, this connection between reality and thought is created by language. Language is the ordering of the world. Again, the bubbling Greeks gave us the first mapped out form of this idea, and it was deep within their culture. The word barbaroi from which we get "barbarians" comes from the Greek term for people who did not speak Greek. If you knew the Hellenic tongues, you thought like the Hellenes. It is also in their term logos from which we get the word "logic" and all of those "-ology" words. It meant to count initially, but also an accounting, and so, words themselves. This is a point that will be important later, and several times later: counting and words are close together. So the sophist argues that we sense, therefore we are, and we can make sense, therefore the world is. One can make good money even today pimping this as an original idea. The sophist, however, has a problem, and that is the problem of the authority of language. The authority of language is embedded in there system, what has a word, is real, what does not have a word, is, as yet unreal. What makes sense, is sense. There is no difference then, between well written, and well reasoned. However, from where comes language? And who is to say what it is? I did a fast gloss on two very large schools of thought on epistemology: The first is that thought proves the existence of the thinker, and the thinker organizes knowledge, but must connect to reality, and that connection requires a larger being to explain it. Plato, Aristotle, the Gospel of St. John, Thomas Aquinas, Descartes, Newton, Berkeley, Hegel, and Kant, are all, to one degree or another, of this school, as are most religions. Order proves self, and the existence of self and order proves the over-self. Every garden variety religionist is embedded in this view, and will get very angry if provoked, stomping their feet and re-asserting what is, in actually, a supposition. The differences are only how large a circular argument they need before they have forgotten where they came from. This does not, in itself, indict axiomic-ontology as a view, but, at least, it dispenses with many of the simple forms of it. The second is that sensation proves self, rather than cognition, and that logic proves reality. Sophism too has many practioners, high and low: Pierce, Quinne, Derrida, Ayn Rand, Sir Francis Bacon, Heidegger are all sophists. The problems with sophism are many, first off, because it is almost always dishonest. The sophist almost always asserts either that sophism is universal, and inescapable, or in the other direction, that they are the first sophist in the history of the world. Ayn Rand and Heidegger both take this second gambit. If the axiomic-ontologist says that you must agree with what is obvious to him, because the vastness of the world overwhelms all understanding, the sophist argues that you can't understand anything, unless you agree with him or her. Yes, I am dismissing both of these theories, over which billions of words have been spilt, simply because one can wake up today, go to a forum, start from the fundamental moves of either, and still have an argument. These arguments do not so much evolve, but, like a virus, mutate, to avoid whatever killed the last rendition of the virus by losing some essential feature. A longer book than this essay would be required, of course, to grind out every single blind alley, or to do so in enough cases as to make it overwhelmingly abundantly clear that the defects in both are inescapable, ineradicable, and endlessly duplicated. The third road is to attempt to combine both, a project that has dragged many minds prone to madness into a downward spiral. The man who shot Representative Gabby Giffords was obsessed with the problem that if grammar came to have no fixed meaning, how could we know anything? The post-structuralists, sophists to a one, came to the answer that the game of language itself provided an authority. That is, it is true, if people can play it. These attempts too, fall short, because eventually one must assert that God is the language giver, or that language proves the existence of God. The old joke still applies: if God created man in his image, man is a gentleman, because he returned the favor. The assertion of the language-game as the ultimate arbiter of truth, that is, if we can organize it, then it is all the truth we have, dates to early Wittgenstein, who then spends the second half of his career refuting it, and instead arguing that the narrow conception of the language-game is the root of confusion. This is derived from a similar logic to Gödel's influential incompleteness theorum, in that that which is expressible must be expressible in a finite number of rules, but any finite number of rules that is rich enough to describe what we experience must also be able to express that something is inexpressible, which is a logical contradiction. The maze of epistemology that these two schools create means that many people dispense with the question. The hell with it, I don't understand understanding. But until the 17th century, this was considered a stupid, low, idea. That things are the way they have seemed to be.

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