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I am so happy to share some brand new, silent e fluency passages I made… and they are FREE! These phonics “read & illustrate” passages are the perfect way to assess students understanding of what they are reading. There are 2 activities for each of the following phonics skills: There is a longer paragraph and there is also a sheet with three short sentences so you can choose which sheet to give your students. These types of passages and sentences allow students to build their rate of reading tricky silent e words after they have learned the phonics rule. Students not only show that they know how to decode with these passages, but they also show their ability to comprehend what the passage is saying when they illustrate. I like to use passages like these after I already teach the skill (silent e) in isolation. So first, my students practice applying the silent e to different CVCe words. Once my students are able to do that successfully I will generally have them add the silent e to CVC words to make them CVCe (cap to cape, tap to tape, etc.) After they have mastered those two skills is when I will give students fluency passages. These let me assess my students ability to not only decode these words, but understand them in context. If you think you’d like to use these fluency passages in your classroom, just click below to join my newsletter! As a subscriber you will receive a monthly email with tips, tricks, updates and an exclusive members-only freebie:
This event repeats every 10 years forever The History of the American Flag On June 14, 1777, the Continental Congress passed an act establishing an official flag for the new nation. The resolution stated: “Resolved, that the flag of the United States be thirteen stripes, alternate red and white; that the union be thirteen stars, white in a blue field, representing a new constellation." On Aug. 3, 1949, President Harry S. Truman officially declared June 14 as Flag Day. The history of our flag is as fascinating as that of the American Republic itself. It has survived battles, inspired songs and evolved in response to the growth of the country it represents. The following is a collection of interesting facts and customs about the American flag and how it is to be displayed: - The origin of the first American flag is unknown. Some historians believe it was designed by New Jersey Congressman Francis Hopkinson and sewn by Philadelphia seamstress Betsy Ross. - The name Old Glory was given to a large, 10-by-17-foot flag by its owner, William Driver, a sea captain from Massachusetts. Inspiring the common nickname for all American flags, Driver’s flag is said to have survived multiple attempts to deface it during the Civil War. Driver was able to fly the flag over the Tennessee Statehouse once the war ended. The flag is a primary artifact at the National Museum of American History and was last displayed in Tennessee by permission of the Smithsonian at an exhibition in 2006. - Between 1777 and 1960 Congress passed several acts that changed the shape, design and arrangement of the flag and allowed stars and stripes to be added to reflect the admission of each new state. - Today the flag consists of 13 horizontal stripes, seven red alternating with six white. The stripes represent the original 13 Colonies and the stars represent the 50 states of the Union. The colors of the flag are symbolic as well; red symbolizes hardiness and valor, white symbolizes purity and innocence, and blue represents vigilance, perseverance and justice. - The National Museum of American History has undertaken a long-term preservation project of the enormous 1814 garrison flag that survived the 25-hour shelling of Fort McHenry in Baltimore by British troops and inspired Francis Scott Key to compose "The Star-Spangled Banner." Often referred to by that name, the flag had become soiled and weakened over time and was removed from the museum in December 1998. This preservation effort began in earnest in June 1999, and continues to this day. The flag is now stored at a 10-degree angle in a special low-oxygen, filtered light chamber and is periodically examined at a microscopic level to detect signs of decay or damage within its individual fibers. - There are a few locations where the U.S. flag is flown 24 hours a day, by either presidential proclamation or by law: - Fort McHenry, National Monument and Historic Shrine, Baltimore, Maryland - Flag House Square, Baltimore, Maryland - United States Marine Corps Memorial (Iwo Jima), Arlington, Virginia - On the Green of the Town of Lexington, Massachusetts - The White House, Washington, D.C. - United States customs ports of entry - Grounds of the National Memorial Arch in Valley Forge State Park, Valley Forge, Pennsylvania - After a British bombardment, amateur poet Francis Scott Key was so inspired by the sight of the American flag still flying over Baltimore's Fort McHenry that he wrote "The Star-Spangled Banner" on Sept. 14, 1814. It officially became our national anthem in 1931. - In 1892, the flag inspired James B. Upham and Francis Bellamy to write The Pledge of Allegiance. It was first published in a magazine called The Youth's Companion. On Distant Shores - In 1909, Robert Peary placed an American flag, sewn by his wife, at the North Pole. He also left pieces of another flag along the way. It is the only time a person has been honored for cutting the flag. - In 1963, Barry Bishop placed the American flag on top of Mount Everest. - In July 1969, the American flag was "flown" in space when Neil Armstrong placed it on the moon. Flags were placed on the lunar surface on each of six manned landings during the Apollo program. - The first time the American flag was flown overseas on a foreign fort was in Libya, over Fort Derne, on the shores of Tripoli in 1805. Displaying the Stars and Stripes - The flag is usually displayed from sunrise to sunset. It should be raised briskly and lowered ceremoniously. In inclement weather, the flag should not be flown. - The flag should be displayed daily and on all holidays, weather permitting, on or near the main administration buildings of all public institutions. It should also be displayed in or near every polling place on election days and in or near every schoolhouse during school days. - When displayed flat against a wall or a window, or in a vertical orientation, the “union” field of stars should be uppermost and to the left of the observer. - When the flag is raised or lowered as part of a ceremony, and as it passes by in parade or review, everyone, except those in uniform, should face the flag with the right hand over the heart. - The U.S. flag should never be dipped toward any person or object, nor should the flag ever touch anything beneath it. Old Glory Photo Credit: Hugh Talman / NMAH, SI NASA Photo Credit: Courtesy of nasa.gov
“I’m not big now, but I’m growing. I can ride a bike and run and jump and skip, and next year I’ll learn to read, too,” answers Domingo when asked to tell about himself. Domingo’s answer reveals his attitude about himself—not very big but growing, an “I can do” attitude, and an attitude that says, “I will grow, I will learn, I can do it!” Self-esteem, self-identity, and self-concept—educators use these terms to denote the totality of meanings, feelings, and attitudes that children maintain about themselves. Self-concept refers to cognitive activity: children’s awareness of their own characteristics and of likenesses and differences between themselves and others (Marsh, Craven, & Debus, 1998). Self-esteem refers to children’s regard for and feelings about themselves. Self-identity has a social connotation; it includes awareness of group membership. Whatever definition or terminology they use, scholars have long recognized the importance of feelings of self-esteem in human behavior. As a theoretical construct, the self has been an object of interest since the 17th century, when René Descartes (1646) first discussed the cogito, or self, as a thinking substance. Throughout the ages, prominent theorists and researchers have recognized the importance of feelings of self-esteem in human behavior. Theories of Sigmund Freud (1949), Carl Rogers (1961), Abraham Maslow (1969), and others have been directed toward understanding the conduct of human beings by examining the feelings and beliefs that individuals hold about themselves. The theories of these scholars differ greatly. However, amid the diversity, some assumptions are basic to all theories of self. One assumption is that self-esteem begins to be established early in life and is modified and shaped by the children’s succession of experiences with significant people in their environment. Another assumption present in all theories of self is that self-esteem has a predictable effect on behavior. The theories also hold that self-concept, self-esteem, or self-identity is multifaceted: children’s self-concepts about their social, academic, physical, and other facets may differ (Marsh et al., 1998). Finally, theories of the self generally agree that an early childhood program can foster children’s self-esteem and build the foundation for future relationships with others (NICHD Early Childcare Research Network, 1998). Teachers can structure the classroom and respond to children in ways that contribute to their feelings of general identity, their physical and academic self-competence. General Identity: Names People’s names make them unique. Using children’s names in the classroom fosters their sense of esteem. When you use a child’s name, you are saying, “I know you, and I respect you.” Teachers may encourage children not only to call one another by name but also to use the names of teachers, volunteers, and assistants. In this way, children learn that each person is an important individual and that each is different from the other. “I can’t say my last name, but I can show it to you,” says Michael, leading the teacher to a piece of plaid fabric, mounted and framed. “My last name begins with Mc, and that’s my sign.” First names come naturally to the children and teacher, yet you do not want to neglect children’s family names. Children might, as Michael did, find out the history of their last names, the places on the map where the names originated, or what they mean. Very young children might be encouraged to learn their parents’ first names. Understanding that their mothers and fathers have their own names helps children see their parents as people in their own right. In the classroom, you might do the following: - Use children’s names in songs, and substitute their names in stories, poems, and games. - Write the children’s names on objects that belong to them. - Make up news stories using the children’s names: “Susan has new shoes. They are brown.” - Purchase a stamp pad and rubber stamps with the children’s names individually imprinted on each. Children just learning to read their names enjoy these stamps. - Place two stacks of name cards on the game table for the children to play with. Children can sort through them and find their own name, all the names they can read, or any names that are alike. Depending on their age, they can classify the name cards according to boys, girls, friends, or initial or final sounds. - Take snapshots of the children, and mount them on cards with their names. As the children become familiar with the pictures and names, cut the names from the cards. Then the children can match the names with the pictures. - Make bulletin boards using children’s names. One might be, “We are in kindergarten. There are 15 children,” with the children’s self-portraits and names below. - Make a name picture book. Place a photo of each child on a page. Then the child or you writes her name under the photo and a sentence about what she likes. © ______ 2005, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights reserved. The reproduction, duplication, or distribution of this material by any means including but not limited to email and blogs is strictly prohibited without the explicit permission of the publisher.
Computing students and professionals are involved in a diverse variety of interesting projects. Check out the sorts of activities you could be involved with if you have a career in computing. - Develop a robotic arm to help people with physical disabilities reach for objects on a table or shelf or an exoskeleton that helps people with physical disabilities walk. - Create a web-based screen reader like WebAnywhere that provide blind web users equal access to the web from any computer without requiring the installation of special, expensive software. - Build a robot controlled wirelessly through thoughts and facial gestures. - Help computers learn to automatically recognize American Sign Language. - Explore ways to help people with motor impairments type accurately when they use computers. - Develop an application for cell phones that lets riders know when to expect the next bus. - Build a crowdsourcing tool to allow people with visual impairments use their cell phones to get answers to simple questions. - Develop, build, and program any machine your imagination can dream up through paper mechatronics. - Help research brain drones that can be controlled and moved just by thinking. - Build smart headlights that react to the scene ahead of the car. Check out CS Bits & Bytes, a biweekly email newsletter from the National Science Foundation, highlighting innovative computer science projects. Subscribe to this newsletter to learn about innovative ideas as well as the folks working on them.
9.2 Changing a fraction to a percentage There are two ways you can do this. To change a fraction into a percentage, multiply it by (essentially, you are just multiplying the top number by 100 and the bottom number will stay the same). Example: Change into a percentage This cancels to = 75% Note: Remember anything over 1 is a whole number. If you do not end up with a 1 on the bottom, you will have to divide the top number by the bottom one to get your final answer. Divide the top of the fraction by the bottom (to express the fraction as a decimal) and then multiply the answer by 100. Activity 22: Changing a fraction to a percentage Express these fractions as percentages: Now you’ll look at changing a fraction to a decimal.
Small as they are, insects have long been a source of amusement and information for scientists because of their behaviour. Through observation, insect patterns can help people predict or understand coming weather changes. Cold Weather and Sexual Activities of Bugs Jose Bento, an entomologist at the University of Sao Paulo, Brazil, and his team of researchers discovered that atmospheric pressure can affect the work and procreation of insects. According to the researchers, they observed that the insects in their experiments could not work very well and decrease much of their activities before it rains. They posit that insects react to atmospheric conditions like humidity, light, and temperature to protect themselves. The behavioural response was not just limited to work as it was evident in copulation, too. The researchers also discovered that male beetles were less responsive to females when temperatures dropped. They also skipped usual courtship and went straight to copulation before a deadly storm. Stocking Up Food Means Cold Days are Coming The famous Aesop fable of the ant and the grasshopper talks about an ant that tirelessly spends summer days gathering food as preparation for the cold weather ahead. This reflects ant behaviour in reality. Researchers from Stanford Junior University found that ants are driven mainly by changes in the weather. This explains why some households notice ants in their kitchen and other parts of the house during some seasons, only to disappear on other days. Other animal and insect species behave in the same way. Squirrels — also considered pests — stockpile food for the cold days very much like the ant. The Argentine ant invasion in Californian homes occurred during the winter and summer when the soil was either too wet or too dry. Researchers investigated households with known ant infestation and recorded whether insecticides were used. Households used different ways to deter ants, such as home insecticides or plain soap and water, but ants still found their way inside. Their invasion of homes was affected, however, by changes in the temperature and weather. When it was too hot in the summer months or when it was too cold during winter, the number of ants found in the households increased. In such cases, you will need ant control to help keep insect population growth from thriving in your cupboards and other corners of your home. Migration and Hibernation During Winter Many animal species migrate in the period leading up to winter. Inhospitably cold weather is not the only reason pests migrate during winter — a lot of them are actually searching for food. Farmers often notice that crop insect pests magically disappear when the weather starts to get chilly around autumn and in the early days of winter. There is a great chance that pesticides have nothing to do with their disappearance — rather, their hungry stomachs and survival instincts explain their leaving en masse. When northern farmlands experience cold days without pests, it is because these critters have migrated to southern parts of the country or warmer parts of the globe. Not all pests can migrate during the winter since they are very small and may not survive the toll of travelling. Surprisingly, though, they still disappear once the weather gets cold. Another way they can preserve their lives during the cold months is through hibernation or extending their current metamorphosis stage. Even if the surface of the earth is freezing, it is still warm underground. Examples of insects that hibernate as adults are the ladybird beetles, wasps, honey bees, and some butterfly species. Rainy Weather Triggers Flying Ants to Swarm It was reported by Israeli scientists that nuptial flight, a mating ritual of winged sexual species, is affected by the season. This is observed when the sun rises after a rainy period to warm the surroundings. On such occasions, the swarms of flying ants can be so large that it was even reported as a massive cloud by the UK weather authority in July. According to the Davidson Institute of Science Education, nuptial flight is a mating ritual of some insects, especially bees and ants. The winged sexuals — a part of the colony — come out when the temperature is favourable, often during the first rain of the season. They would then gather at a specific area and start the ritual. The surprising discovery is that the insects — ants and termites — only grow wings a few hours after the rain. People can observe a silvery nest where the breeding insects take flight. Insect outbreaks are common after the rainy season as most of these species feel sluggish and the warmth of the sun activates their senses. Crickets and Temperature Not all insects are pests, and there are several that can be considered indicators of ecological health. Crickets are among the favourable environmental indicators as their presence in an area signals a healthy environment. They can also indicate other things. If you have ever heard your folks talk about how the weather is warmer because of the happy chirp of the crickets, now is the time to believe them. It is scientifically proven that the sound of the insects are more frequent during warmer days since the reactions that allow them to chirp react faster when the temperature increases. Using Dolbear’s Law, the frequency of the chirps can be converted to measure the temperature outside. You simply need to count the number of chirps in 14 seconds and then add 40. For example, if you hear 30 chirps in 14 seconds, add 40 to get 70. This means it is 70° F outside. Frozen and Thawed-Out Insects Not all insects are able to migrate and enjoy warmer days in another place when their point of origin is freezing cold. Staying in place during winter only means one thing — the animal will feel cold but not freeze to death. Surprisingly, some insects have the ability to withstand even negative-degree temperatures and thaw out when the sun returns. An example of such an insect is the darkling beetle, which can withstand harsh temperatures and keep its watery cells from freezing using reserve proteins. The insect can produce a sugar-based antifreeze and oily compounds to keep ice from forming in its body. Insects do not have control over what causes changes in weather patterns, but their behaviour is greatly affected by them. Observing and understanding these weather changes can help households prepare for possible insect invasion so as not to waste their time, effort, and money. It also helps to understand the nature and behaviour of insects to address only their harmful effects while keeping the ecological indicators safe and thriving. Calling in professional help from companies like Mr. Pest Control to address common pest problems will lessen the chances of making mistakes and dealing with bigger insect host problems in the future. Finding a reliable pest control partner is the first step to eliminate your unwelcome guests. Mr. Pest Control can send pest control professionals to your home or office. Call our office nearest you: Barrie, Simcoe County, and Midland and surrounding area at (705) 739-7378 (PEST) or our Orillia office at (705) 326-3377.
Epilepsy often occurs in children and adults with white matter disorders. Although these people have a higher chance of being treatment resistant than those who do not have a degenerative disease, there are a number of helpful treatment strategies that can be used to ameliorate the seizures- or even control them completely. Seizures are a sudden electrical disturbance in the brain, causing changes in behaviour, movement, feelings and/or consciousness. Epilepsy is the tendency to have recurrent seizures. A typical seizure lasts between 30 seconds and 2 minutes. If a seizure lasts over 5 minutes, it should be treated as a medical emergency. Emergency medical treatment should also be sought in the case of injury caused by falls while having a seizure; pregnant or diabetic people having a seizure; lack of return to consciousness / breathing after the seizure or if the seizure is immediately followed by another. High fevers and heat exhaustion around seizures should also result in medical advice being sought. See our care page for more information on the additional help you can receive to help to care for people who have recurrent seizures. Different types of seizures are: - Focal seizures – caused by electrical activity in one area of the brain, these may or may not involve a loss of awareness or consciousness. - Generalised seizures – in which electrical activity has occurred in all areas of the brain. There are several types of generalised seizures: - Atonic or Drop seizures, causing loss of muscle control which may cause a sudden fall - Clonic seizures, usually affecting the neck, face and arms and associated with repeated jerking muscle movements It can be difficult to recognise seizures in infants, as this may look very different to an adult seizure. The most common kind of seizure in infants is a febrile seizure, in which the infant’s limbs stiffen or twitch and their eyes roll. This is often caused by fever. Infants may also experience the types of seizure above. Treatment for epilepsy can vary, from simply identifying and avoiding triggers to seizures, to surgery to remove the part of the brain which causes this activity. Anti-Epileptic Drugs (AEDs) are the most common treatment, and drug choice tends to target the type of seizure the child is having. As drug resistance is common in children with white-matter disorders it’s important to consider other treatment interventions. The ketogenic diet may be recommended. High in fat, low in carbohydrate and with carefully controlled protein levels, this diet has been shown to have positive effects in adults and children with epilepsy. Its effectiveness in infants is being investigated. This method is used if other treatment for epilepsy proves ineffective, and should not be pursued without advice from dieticians and specialists. Insertion of a small electrical device to stimulate nerves is another option, normally as a VNS (Vagus Nerve Stimulation) device, similar to a pacemaker. The use of alternative therapies to ease symptoms of epilepsy is not scientifically proven, and you should not stop taking medication or other treatments without consulting a specialist. For those who find their seizures are triggered by stress, relaxation exercises such as yoga and meditation may provide some relief. For more general information on epilepsy, including triggers and symptoms, see the Epilepsy Action website.
Unsupervised learning is an approach to machine learning whereby software learns from data without being given correct answers. It is an important type of artificial intelligence as it allows an AI to self-improve based on large, diverse data sets such as real world experience. The following are illustrative examples. Visual RecognitionAn unsupervised learner processes 10 million videos together with related textual data such as descriptions and comments. The learner models images in the videos using statistical analysis that allows it to identify visual patterns. These patterns can then be correlated with text to develop theories about the visual traits of various things. For example, such a learner might be able to build a solid model that can identify skateboards in videos. The learner is never given the right answer but can gain confidence based on a large number of samples. Likewise, the learner will discard a large number of models that don't appear to be correct. Human BehaviorA learner that possesses visual highly developed visual and speech recognition capabilities could watch a large number of television shows to learn about human behavior. For example, a learner might be able to build a model that detects when people are smiling based on correlation of facial patterns and words such as "what are you smiling about?" RoboticsA highly developed AI that serves as a housekeeping robot develops a theory that there is usually dust under a sofa. Each week, the theory is confirmed as the robot often finds dust under sofas. Nobody explicitly tells the robot the theory is correct but it is able to develop confidence in it nonetheless. This is the complete list of articles we have written about artificial intelligence. If you enjoyed this page, please consider bookmarking Simplicable. © 2010-2023 Simplicable. All Rights Reserved. Reproduction of materials found on this site, in any form, without explicit permission is prohibited. View credits & copyrights or citation information for this page.
Lyme disease, also known as Lyme borreliosis, is a vector-borne disease caused by the Borrelia bacterium, which is spread by ticks in the genus Ixodes. The most common sign of infection is an expanding red rash, known as erythema migrans, which appears at the site of the tick bite about a week afterwards. How is Lyme disease transmitted? It is transmitted to humans through the bite of infected black-legged ticks. Typical symptoms include fever, headache, fatigue, and a characteristic skin rash called erythema migrans ("bullseye rash"). If left untreated, infection can spread to joints, the heart, and the nervous system. What kind of ticks carry Lyme disease? In North America, Lyme disease is transmitted mainly by two species of ticks: Blacklegged tick (sometimes called the deer tick), Ixodes scapularis. Western blacklegged tick, Ixodes pacificus. Eco-Tick Solutions is here to help protect you, your family and your pets from ticks that can cause Lyme disease. We have you covered.
Electronegativity Series: We all have studied the concept of electronegativity in our basic chemistry classes, which was primarily part of the periodic table. Reminding you of the concept once again in which we basically figure the tendency of a given chemical’s atom to attract the pair of electrons. This attraction tendency of an atom is affected by its electronegativity numbers, which is fixed for every chemical element. - Oxygen Electron Configuration - Fluorine Electron Configuration - Neon Electron Configuration - Thorium Electron Configuration - Protactinium Electron Configuration - Neptunium Electron Configuration - Plutonium Electron Configuration - Americium Electron Configuration - Nobelium Electron Configuration - Gold Electron Configuration - Mercury Electron Configuration - Flerovium Valence Electrons - Moscovium Valence Electrons - Livermorium Valence Electrons - Tennessine Valence Electrons - Oganesson Valence Electrons - Neptunium Valence Electrons - Plutonium Valence Electrons - Americium Valence Electrons - Antimony Valence Electrons - Tellurium Valence Electrons - Iodine Valence Electrons - Xenon Valence Electrons - Caesium Valence Electrons The concept of electronegativity was first given by an American chemist named Linus Pauling and today it has become an integral part of chemistry without which any chemical elements seem incomplete. All the chemical elements have their atoms and these atoms have the tendency to attract electrons. The more is the value of electronegativity for a given chemical element the stronger would be its attraction of electrons. Increasing Trend of Electronegativity Well, if you want to check out the pattern of electronegativity for a given chemical element then you have got to take the view of the periodic table. In this table, you can find the properties of each and every chemical element which is used in Chemistry. If you closely observe the periodic table then there you will see electronegativity properties of chemical element would be going from left to right which is actually the increasing trend of electronegativity. In simple words in the periodic table, all chemical elements are placed in accordance to their electronegativity measures or numbers. The ones which have low electronegativity will be kept on the top left side, and the others with higher electronegativity would be kept towards the right side following the left one. This order can be represented as F>O>N>C in the increasing trend which is used to explain the properties of organic compounds in a systematic manner. In this trend, the elements, which have lower electronegativity are known as the electropositive elements.
What is a muscle contusion? Muscle contusions are also known as “Corks”. They are blood clots present in the muscle belly. Often following direct contact to the muscle. How are they formed? A direct blow or a series of blows to a particular muscle by any object, falling or jamming against an object can cause a clot in the muscle. This trauma often results in a bleed in the muscle resulting in a Contusion. Which group(s) of people are at increased risk? People playing contact sports such as rugby, soccer, basketball. Cricket and tennis players do sometimes have this injury if they are hit by the ball. Which muscle is it mostly affect? This is generally observed in the quadriceps muscle. As it is a large muscle group and is mostly likely to be in contact with an object or a player. Symptoms of a contusion are often nonspecific and are diagnosed by exclusion. Common ones include soreness, pain on active movement along with some loss of range at the joint to which the muscle is attached. History of a direct trauma is often present with swelling in the area. Please consult a health professional to assess the extent of your injury. This injury can sometimes present as a muscle tear and physiotherapist will be able to distinguish between the two based on history and palpating the muscle. A contusion can be distinguished from a muscle rupture, because in a contusion muscle function remains while in a rupture there is a loss of function. Muscle ruptures are usually straightforward; sudden intense pain, tightness, and loss of function. Muscle strains are differentiated by the history of high stress use as opposed to the history of a direct trauma with a contusion. Contusions can also be masked as delayed-onset muscle soreness (DOMS) these can be difficult to diagnose if there is delayed presentation and the history of injury is unclear. DOMS occurs a few hours post activity and sometimes on the next day. However, it occurs symmetrically and this can be used as a diagnostic tool. Most contusions are minor and the player can return to sport almost immediately. A more severe contusion can take up to 4 weeks to recover. With return to sport being delayed for a bit longer. A wrongful or an untreated contusion can lead to complications that will need prolonged treatment and rest. The 2 main complications from this injury are compartment syndrome and Myositis Ossificans. These will be discussed in the coming weeks. A good way to start helping yourself if you cannot see a physiotherapist immediately is to follow the RICE principle. - I- Ice - C- Compression - E- Elevation. - H- Heat - A- Alcohol - R- Running ( overloading the joint with the injury) - M- Massage See a physiotherapist to begin Rehabilitation at the Earliest for best outcome. Disclaimer: The information is for informative purposes and not to replace proper treatment. For more information or to book an appointment please contact Sydney Physios and Allied Health Services
The Zero Emission Hydrogen Turbine Centre aims to change the future of energy systems. A demonstration plant is conducting tests to show how hydrogen turbines, renewable-energy production and energy storage can work together to produce energy with zero greenhouse gas emissions, and help phase out coal from the power sector. The International Energy Agency believes gas turbines for the generation of electricity and heat will play an important role in phasing out coal and reducing the emissions of the global power sector. In addition, using hydrogen as a fuel will further help cut CO2 emissions. Running a gas turbine on hydrogen instead of natural gas will significantly reduce CO2 emissions, and hydrogen will probably become cheaper and more common in gas turbines. Siemens gas turbines can currently operate on up to a 60% hydrogen mix and the goal is to be able to operate the turbines on 100% hydrogen by 2030. Balancing and storing renewable energy Due to their flexibility and short ramp-up times, gas turbines have proven to be very effective in balancing the volatile renewable energy generation from solar and wind power. And hydrogen is an optimal fuel because of its zero-carbon combustion emissions. It can offer low-carbon flexibility for electricity systems with an increasing share of variable renewable energy for when output and availability don’t always match demand. Furthermore, it is one of the leading options for storing energy from renewable energy and has the potential to be one of the lowest-cost alternatives for storing energy over days, weeks or even months. Aiming for zero emissions by 2030 The project uses excess energy from gas turbine tests, performed at the turbine production site in Finspång, and electricity from solar panels to produce hydrogen in an electrolyser. The hydrogen is then used as a fuel in the gas turbines. In a local microgrid, it’s possible to optimise the use of energy through storage, in the form of hydrogen or in a battery. The hydrogen created at the plant is used in further research and development of hydrogen turbines, to achieve the goal of running gas turbines on 100% hydrogen with zero CO2 emissions by 2030. Cooperation with companies and the public sector The project started in 2019 and is a consortium between Siemens in Finspång, the County Administrative Board of Östergötland, Finspång Municipality, AGA Linde, Chalmers, and Bologna University in Italy. Installation of the equipment for the demonstrator plant started in summer 2020 and the project will be finalised, with microgrid studies, in autumn 2022. The project is partly financed by the Swedish Energy Agency as part of ERA Net Smart Energy Systems.
If we want to achieve the Paris climate targets, it is also essential that our cities and communities significantly reduce their emissions of climate-damaging greenhouse gases. Digital decarbonization is an efficient way for municipalities, say experts and specialized authors Oliver D. Doleski and Sebastian Thiem. The way we live and work is a major contributor to climate change. Cities and towns today release a large proportion of all global emissions of carbon dioxide, methane and other greenhouse gases. Thus, urban agglomerations and industrial centers, as well as less populated regions and communities, contribute significantly to global warming. Every day, considerable quantities of greenhouse gases are released into the atmosphere during the manufacturing of products, the operation of urban infrastructures, and the heating or cooling of buildings. There is little dispute that this means that cities and municipalities in particular play a key role in meeting the Paris climate targets. After all, if we as a society want to win the battle against climate change – and losing is not an option – first and foremost our metropolitan areas and industrial settlements must noticeably reduce greenhouse gas emissions. But how can this be done? Today, there is a whole range of established processes and technologies that contribute to a reduction of carbon dioxide and the like in the atmosphere. One of the most important technologies here is undoubtedly digitalization, which has so far had a positive effect on the climate in two ways: First, thanks to digitalization, numerous industrial and commercial processes now run more smoothly and thus more stringently than they did just a few years ago. Second, modern digital technologies enable products to be manufactured in a way that conserves resources. Calculating with the digital twin However, these well-established technologies and processes, even if they are digitally supported, often fall short. This is particularly the case when the selected solutions do not take the relevant system in its individual complexity into account as a whole, but only partial aspects of it. In this context, practice often shows that the commonly used gut feeling can be misleading, especially when it comes to optimizing energy consumption in municipalities. As a result, significant potential for improving climate protection in urban energy systems often remains untapped. This is where digital decarbonization can help with climate protection. The Digital Decarbonization method fundamentally extends the current climate-effective digitalization approaches. The reality of a residential area is first mapped as a digital twin. A digital model of the urban energy supply is created. Subsequently, all conceivable combinations of these energy systems can be compared and evaluated with each other. Thanks to this data-analytical improvement of the relationship between all the energy systems installed at a given location, a city, a municipality or an urban industrial area will result with the most cost-effective energy system that emits very few greenhouse gases. A result that classical digitalization approaches cannot deliver. Read in Treffpunkt Kommune, the digital offer from „der gemeinderat“, how Digital Decarbonization helps municipalities to protect the climate. Oliver D. Doleski and Dr. Sebastian Thiem describe an efficient way of how our metropolitan areas and industrial settlements can noticeably reduce greenhouse gas emissions and, at the same time, cut costs.
Teenage years are a time when many young people start to reflect on their gender identity. It can also be a confusing time for young people and their families. Find out more about the concepts of gender that your child might be dealing with, how to support them during this time, and how to recognise any signs that they may need your support. What is gender? Gender is something that goes way beyond just male and female. For many people the gender they identify with doesn’t match the gender they were assumed to be at birth based on their physical and sex characteristics. Gender refers to your sense of who you are as a guy, girl, or something else, as opposed to what your physical characteristics, genes and hormones dictate. Identifying your gender can be more diverse than simply seeing yourself as ‘male’ or ‘female’ and people express it in different ways. Sex refers to somebody’s physical characteristics such as genitals or facial hair etc. Here are some helpful definitions - Cisgender: A word used to describe people whose gender agrees with their body sex or assigned sex. - Transgender: A general word used to describe a broad range of non-traditional gender identities. It will often be used to describe somebody’s identified gender or expression ie. Transgender woman or trans masculine person. - Gender diverse/Non-binary/Genderqueer: Other gender diverse people, some of whom also identify as transgender, have a gender identity that isn’t simply ‘man’ or ‘woman’; instead, they choose to identify with a range of gender characteristics that feel comfortable for them. - Intersex: A broad term that describes someone born with aspects of both male and female sex characteristics. Intersex people identify at various points on the gender spectrum. Transitioning or affirmation When somebody starts the process of moving towards and living as their true gender it is known as transitioning or affirmation. People do this in many different ways such as their clothing, name, pronouns or body. If somebody wants to be called a different name or be referred to using new pronouns it’s important to respect their wishes and put the effort in to get used to it. How might your teenager be feeling? They have probably been feeling confused, worried, angry or upset about their emerging gender identity for some time. They might also be feeling a sense of relief and happiness through figuring out who they truly are. It’s common for people to be concerned about how it could affect their life especially around whether they will be accepted by their family and friends. Another big worry is likely to be school. They’ll probably be asking themselves questions like: - Should I tell anybody? - Which toilets will I use? - Am I allowed to wear a different school uniform? - Do I have to change schools? - Will everybody understand? Check out our specific tips on exploring disclosing their gender identity at school. What to think about when you talk to your child about gender? While it may be confronting to hear your child talking about these issues, it’s important to create a safe space where they feel comfortable and supported, even if you’re feeling a sense of loss. Here are some points to think about when talking to your child: - Remember that while it might be a challenging time for you both, your child will probably also feel excited, relieved and happy to be talking to you about what they are experiencing. Listening and providing support will help to build trust and strengthen your relationship. - Recognise that it has probably taken a lot of courage for them to speak up, respect their decision to do so. - Realise that working through these concepts can be confusing for you both, so try to avoid any judgements and stay open minded to keep the lines of communication open and ensure your child feels supported and accepted. A really great place to start is this video where Ross Jacobs from QLife talks about the best ways to support a transgender teenager. Knowing when to get help Working out your identity and worrying about where you ‘fit in’ can be a challenging time for teenagers, and can cause anxiety, distress and a sense of isolation. In addition, bullying is common for gender questioning and diverse people, with 80% admitting they have experienced bullying and discrimination at some point in their life. This can be a stressful time for your child and, if ongoing, can lead to mental health problems such as depression. You can help your child by recognising signs of distress, which may include: - being withdrawn from others, or losing interest in usual activities - changes in behaviour like being irritable and moody - feeling constantly tired or experiencing changes in usual sleeping patterns - appearing restless or anxious, or expressing feelings of worry or hopelessness - physical symptoms such as a stomach ache or headache. If you think that your child is experiencing issues with gender you can find ways to support them here. However, if they are feeling distressed and it is impacting their ability to function contact the services below.
The "Wright" Stuff Explore the fundamentals of aerodynamics in this hands-on program about how things fly. From the principles of flight to building airplanes, testing them in wind tunnels, to hovercraft and balloon copter building, children will understand how different types of aircraft work. Kids take home a rubber band powered airplane, paper airplane designs, balloon copters, boomerangs, and mini frisbees! Up, Up, and Away This day we will explore the role that wind and the movement of air plays on simple flying devices such as kites, hot air balloons and parachutes. Campers will experiment with solar bags, parachutes and build their own kites and windsocks during this hands-on look at early flight. The Birds and the Beasts Where do owls live and what do they eat? How do some bugs walk on water? How do ants collect all their food? These questions and more will be answered with a walk on the wild side of things to explore owls, birds and all kinds of bugs. The Milky Way What's in the night sky and how do we know what's up there? Campers will explore the constellations, learn about celestial navigation and build their own sextant, sundial, planisphere and even a refracting telescope while discovering the wonders of the Milky Way. Campers will learn the fundamentals of rocketry throughout this day including the parts of a rocket, the stages of flight and how Newton's third law applies to a rocket traveling to space. The campers will have a "blast" as they build their own model rockets and experiment with water and stomp rockets during this day filled with hands-on "out of this world" activities.
To kill a Mockingbird by Harper Lee To kill a Mockingbird is a 1960 novel by Harper Lee. The book appeared right at the moment of the growing civil rights movement and immediately became successful, attracting controversy. The plot, as well as the characters of the story, is loosely based on Harper Lee’s observations of her own family and neighbors. In spite of the fact that much of the background for To kill a Mockingbird came from Harper Lee’s childhood experiences, the plot is primarily drawn from the author’s imagination. The novel wins the hearts of its readers with its simplicity, humor and warmth, however, at the same time it makes the readers think about such serious issues as racial inequality and rape among others. The primary themes of Harper Lee’s novel are such important themes as the destruction of innocence and racial injustices. However, To kill a Mockingbird involves issues of gender roles, class, courage, and compassion in the American Deep South. The novel fosters tolerance and decries prejudice. Harper Lee’s book explores the moral nature of people – that is, what makes a person good or evil. The author approaches this question through dramatization of the transition of Scout and Jem from a perspective of childhood innocence, while they were good as they have never seen what is evil, to the perspective of adults, when they have met evil and must include it into their new understanding of the world. Harper Lee raises a question of how children are taught to make their movement from innocence to adulthood. However, To kill a Mockingbird proclaims that not everybody is ready for this transition from innocence to experience of knowing what is hatred, ignorance, and prejudice. This is shown by the author through Tom Robinson and Boo Radley who were not prepared to encounter evil, and, were destroyed, as a result. Richard McRoberts adds, “The fictional trial and shooting of Tom Robinson is a painful reminder of the real life persecution and murder of African Americans (negroes and blacks) over several centuries” (6). Atticus Finch is a moral voice of To Kill a Mockingbird. He is the one who has experienced and comprehended what is evil, maintaining his faith in the capacity for goodness of a human. Atticus Finch understands that people are not the creatures of good or evil only, they have both bad and good qualities. Through this character, Harper Lee calls her readers to appreciate the good values and try to understand the bad ones. Andrew Haggerty argues, If Atticus Finch embodies the moral values that Lee intends her novel to champion. These values are primarily expressed through his defense of Tom Robinson, doomed to be found guilty of a crime he did not commit because he is black and his accuser is white. How one judges Atticus’s failed defense of Tom against the pervasive and sickening racism of the society Lee so vividly depicts, is ultimately how one judge the novel (47). From the moral lesson to Scout and Jem, the author tries to show that people should live with conscience with keeping hope and without becoming cynical. Throughout the novel Atticus Finch teaches Scout and the readers of the novel to view the world from the perspective of forgiveness and understanding. To Kill a Mockingbird is full of simplicity, humor and warmth, but at the same time, the novel touches such serious themes as racial inequality, rape, gender roles, class, courage, and compassion. Through the characters of the novel, Harper Lee tries to raise such important questions as movement from innocence to adulthood of children and what makes a person good or evil. To kill a Mockingbird teaches people to be good and to try to understand each other instead of judging subjectively.
Importance of drawing structures A structure must be given, otherwise the product of the reaction cannot be determined. The location of single, double, and triple bonds must be specified. Types of Structures In Lewis structures, all individual bonds are shown. Formal charge is a way of keeping track of the electrons. Formal charge is equal to [number of valence electrons] B [nonbonding electrons] B 0.5 [bonding electrons]. In condensed structural formulas, atoms are bonded to a central atom are listed after the atom. In a skeletal structure, carbon atoms are assumed to be where two lines meet or at the end of the line. Hydrogens are not shown. In a sawhorse structure, the drawing is looking down the carbon-carbon bond. Constitutional isomers have the same formula, but different points of attachment. Configurational isomers have the same formula and the same point of attachment, but different orientation in space. Conformational isomers have the same formula and the same point of attachment, but the rotation about single bonds is different. In the eclipsed conformation of ethane, the front hydrogens block the back hydrogens. In the staggered conformation, the hydrogens are as far away from each other as possible. The staggered conformation is the most stable. For the conformations of butane, the front two carbons remain in place and the back two carbons rotate around the carbon 2 and carbon 3 bond. In the totally eclipsed conformation, one methyl blocks the other methyl. In the gauche conformation, the methyls are 60o apart. In the eclipsed conformation, the methyls are 120o apart. In the anti conformation, the methyls are 180o apart. The stability of butane is anti > gauche > eclipsed > totally eclipsed. Me is an abbreviation for methyl, a CH3-. Et is an abbreviation for ethyl, a CH3CH2-. Pr is an abbreviation for propyl, a CH3CH2CH2-. Butyl is an abbreviation for butyl, a CH3CH2CH2CH2-. Ph is an abbreviation for phenyl, a benzene ring. Ar is an abbreviation for aromatic or aryl, a benzene ring. Ac is an abbreviation for acetyl, a methyl next to a C=O. Bz is an abbreviation for benzoyl, a benzene next to a C=O. Bn is an abbreviation for benzyl, a benzene attached to a CH2. Pyr is an abbreviation for pyridine, a six-membered ring with alternating double and single bonds and containing nitrogen.
Frost Damage (06/03/21) During the early morning of Friday May 28, 2021, frost occurred in many parts of North Dakota and northwestern Minnesota. Temperatures below 32 F will cause water in plant cells of susceptible crops to freeze and resultant ice crystals will kill cells by damaging cell membrane systems. How different crop species react to freezing temperatures depends on where the growing points are, and if the cells have built in anti-freeze systems to prevent ice crystal formation. Environmental conditions before or immediately after a low temperature greatly influence the extent of freezing injury. If the temperature drop is gradual, plants are in better condition to resist injury and can stand surprisingly low temperatures. Similarly, slowly rising temperatures after a frost and satisfactory soil moisture conditions are desirable to aid recovery. However, drought conditions, wind, and high temperatures are likely to aggravate frost injury and lessen the chance of recovery. Corn plants less than 6 to 8 inches tall (five-leaf stage or less) will recover from frost because the growing point is still below the soil surface and is usually not damaged. However, in some plants the damaged tissue may constrict the emergence of a new leaf. Cereal grains may lose some leaf tissue due to frost. New growth will occur after frost damage since the growing point is protected below ground before jointing. Soybean and dry bean are quite sensitive to frost. Soybean and dry bean plants may leaf out again after a light frost from axillary buds in the leaf axil, where the cotyledon or the unifoliate leaves and the stem meet. However, tissue damage below the cotyledons will result in plant mortality. In evaluating frosted seedling fields, consider the percentage of plants killed and the percentage recovered. The surviving plants should be evenly distributed in a field. Even if many of the seedlings in a reasonable stand are frost killed, the field will usually produce more seed when left rather than if re-seeded, especially during the current drought conditions. The surviving plants will take advantage of the reduced competition for light, moisture and nutrients, and grow larger, producing more branches, pods and seeds per pod, thereby compensating for the lost plants. The remaining plants may require five to eight days longer to mature; but a re-seeded crop will require an even longer period to reach maturity. Extension Agronomist Broadleaf Crops
This article explains the credit theory of money — how money is created, circulated, and destroyed in a modern economy. Explanations are given from first principles using simple examples to show what money really is and the best way to think about it. Although it may not be obvious at first, the theory actually applies to all kinds of money once people are willing to owe money to one another. A brief overview of the different kinds of money is given next. Economists generally recognise three kinds of money: commodity money, representative money and fiat money. Commodity money is any commodity that people choose to use as a medium of exchange. Examples are: gold, silver, peppercorn and cigarettes. Representative money is money that is backed by a commodity, such as gold-backed notes and silver certificates. Fiat money is neither commodity money nor representative money, but often considered to be debt-based or debt-backed money. The UK's pound sterling and the US dollar are both kinds of fiat money. Cryptocurrencies are, arguably, a fourth kind or money. These are neither commodity-backed nor debt-backed. As a side note, fiat — from the Latin 'let it be so' — money is also the money a government decrees to be legal tender, and by which a debt can be settled in a court of law. In this sense, fiat money could be any kind. Today, as of writing this article, debt-based fiat money is also legal tender fiat money. Article was written in 2019 and first published on 3rd March 2020. - Part 1. The purpose of money - Part 2. The rules of money - Part 3. Interbank transfers - Part 4. Interbank settlements - Part 5. How money is created - Part 6. How money is destroyed - Part 7. How banks earn money - Part 8. How banks lose money - Part 9. How banks go bankrupt - Part 10. How debt circulates - Part 11. How central banks create money - Part 12. How central bank settlements work - Part 13. How circulated debt is paid back - Part 14. How banks fail - Part 15. How governments borrow money - Part 16. How governments pay back money - Part 17. How quantitative easing works - Part 18. How banks are bailed out - Part 19. How banks are bailed in - Part 20. How notes and coins circulate - Part 21. Conclusions
Puget Sound — Washington’s inland sea — is a mysterious place. It’s the southern-most fjord in the lower 48 states. It’s fed by rivers that create shallow, mucky tideflats. In other spots it plunges more than 900 feet deep, giving it oceanic traits, but it doesn’t flow freely in and out of the Pacific Ocean. The main entrance and exit into the Sound is relatively narrow and shallow, creating a sort of bathtub that curtails the exchange of seawater and wildlife. The Sound is facing serious challenges. The beloved local orcas are in alarming decline, the human population and its polluting cars, roadways and buildings is growing, and the damaging effects of climate change loom large. But scientists are employing a sophisticated computer modeling tool to unravel some of the Puget Sound’s complex puzzles and trigger actions that can help safeguard the iconic Northwest waterway. “We now are in a position where you can address some really important questions in Puget Sound,” said Joel Baker, director of the University of Washington’s Puget Sound Institute. One of the more surprising and hopeful results comes from a recently published study on climate change. It predicts that the Sound could in many ways fare a bit better than the Pacific Ocean when considering the damaging effects of a warmer world. The Salish Sea Model was built by scientists at the Seattle office of the Pacific Northwest National Laboratory (PNNL), part of the U.S. Department of Energy. PNNL program manager Tarang Khangaonkar launched the project in 2008 in partnership with the state Department of Ecology. Their goal was to create a model that’s widely useful and built in a collaborative, transparent process. Scientists can use the model to test theories about how chemicals and creatures move through Puget Sound, tweaking different inputs to understand past and future events. The model has been used to find conditions favorable for native sixgill sharks, guide restoration in the Stillaguamish River delta, and study oyster reproduction. We now are in a position where you can address some really important questions in Puget Sound. Initial work started with a broad riddle. In recent decades, people have observed regularly occurring fish die-offs in Puget Sound. When an event strikes, dead fish litter the beaches, crabs and normally solitary rockfish cluster near shore, and scuba divers report “panting” wolf eels trying to capture enough air with their gills. Scientists knew the cause of death — the level of oxygen in the water was dropping to lethal levels — but the pattern of places experiencing “hypoxia,” or low oxygen, was puzzling. When scientists tried to understand why some areas were harder hit with the dead zones, Khangaonkar said, “nobody could figure out why.” Searching for the cause of suffocation The model encompasses what’s known as the Salish Sea, which spans Puget Sound, the San Juan Islands, a strait running to the northwest tip of Washington and the waters off the east side of Vancouver Island. The researchers also included a stretch of offshore water that extends south along the Washington Coast, past the mouth of the Columbia River. Early runs of the model could create low-oxygen conditions, but the hypoxia was everywhere, not just the observed hot spots in Hood Canal and other specific inlets and coves. The model included layers of data from multiple sources to create the tides, currents, weather, underwater geographic features, shorelines, water temperature, pH, and salinity. Ecology provided data on nutrients that flowed into Puget Sound from 99 sewage treatment plants, industrial outfalls and other points, plus 161 streams emptying into the sea. But even with all of that information, the Salish Sea Model couldn’t recreate past conditions of hypoxia. Then researchers added data on the muddy, sandy bottom of Puget Sound. The model worked, revealing a key driver of hypoxia. “Unless you take into account everything,” Khangaonkar said, “it’s not possible to guess at the reason.” The scientists figured out that algae were reproducing in great blooms that eventually died, sank, and rotted in the sediment at the bottom of the sea. The decaying plants pulled oxygen out of the water. The result wasn’t necessarily intuitive at first. While alive, the algae released oxygen, as plants do, so they weren’t an obvious culprit for hypoxia. That conclusion “led to quite a bit of debate,” Khangaonkar said. But it also helped researchers think more strategically about which pollution sources need to be curbed to prevent them from essentially fertilizing the algae with nutrients. That includes sewage treatment plants, leaking shoreline septic systems, and lawn chemicals. The model highlighted the fact that Puget Sound is not well flushed by water from the ocean, trapping and recycling pollutants in the inland sea. Officials with Ecology are using these results to update pollution regulations based on scientific research. “This model is not a black box,” said Cristiana Figueroa-Kaminsky, a pollution and modeling manager for Ecology. It’s based on open-source code with input from numerous agencies and academic institutions, she said. The UW’s Baker agreed that it’s a robust model, and added that the university also has the LiveOcean model that can make limited forecasts addressing different issues in the Sound and Pacific. “They’re as good as any models in the world,” Baker said. ‘Without the numbers you fear’ With the success of the oxygen-level work, Khangaonkar and his team were ready to tackle a bigger question: What will happen to Puget Sound as the planet keeps warming? The researchers decided to gaze decades ahead to 2095. They added information from a national model and ran the simulation using a trajectory that assumes humankind follows a worst-case scenario path and does little to reduce global warming pollution. Again, the model generated some surprising predictions. Puget Sound’s water conditions are greatly impacted by the melting snowpack of surrounding mountains. That water flows from rivers, flushing the inland sea. Warmer weather is shrinking the annual snowpack and reducing its spring and summer runoff. Experts feared that the circulation of the Sound will be disrupted. “If in the future the flushing strength were to go down, it would lead to catastrophic failure of our ecosystem,” Khangaonkar said. Because Puget Sound is a relatively small body of water, one might expect it would fare worse than the Pacific Ocean. But the model, pulling together effects of sea level rise, changes in salinity and other factors, predicted a future where the water in Puget Sound’s deep basins would continue circulating, churning the water. That would keep it cooler, less acidic and more oxygenated than the Pacific. “Climate change brings in a lot of counterintuitive findings,” Baker said. Flooding, however, is another concern. Khangaonkar and his team published their climate change results in May in a scientific journal. “Without the numbers you fear… what is it going do to us?” he said. The model gives a glimpse. “Rather than speculate, you can just run it out and get the answer.” Solving a toxic riddle For roughly two decades, scientists Jim West and Sandie O’Neill have been sampling Puget Sound wildlife, tracking the amount of pollution they carry. A main focus has been PCBs, a family of long-lasting industrial chemicals banned 40 years ago. Since then, millions of dollars have been spent scrubbing them from Puget Sound. And yet they’re still here. PCBs, or polychlorinated biphenyls, show up in resident wildlife, including Pacific herring, Chinook salmon, harbor seals and orcas. What’s particularly weird about the PCBs is that their levels are holding steady or even increasing in some marine creatures, while other pollutants are declining. Although the concentrations of the PCBs in the sediment and water are so low they’re sometimes undetectable, they’re much higher in the fish, seals and whales. The math doesn’t add up. “Something is happening where the PCBs are getting into the environment and an awful lot of them are ending up in the pelagic [or marine] food web,” said O’Neill, who works with West at the Washington Department of Fish and Wildlife. The chemicals can disrupt the growth of Chinook salmon, the local orcas’ favorite food, and are believed to threaten the killer whales directly by harming their immune systems and ability to reproduce. One of the main theories of how toxics get into the marine food web is that chemicals settle into the sediment, get consumed by microscopic organisms, and move their way up the food chain. But it seems that something else is happening in Puget Sound. It appears that upland sources of PCBs found in sources such as industrial caulk, electrical transformers, and contaminated soils are still being washed into the sea. West and O’Neill suspect that some of the PCBs are getting sucked into the food chain straight from the water before they even settle into the mud. There are a couple of ways the PCBs could move from the open water into marine life. The chemicals are lipophilic, meaning they love to stick to fats, which includes the outside of bacteria and algae. The PCBs can also get sucked up by microscopic zooplankton floating in the water column. As those tiny organisms are eaten by small fish that are eaten by bigger fish that are eaten by marine mammals, the PCBs move through the food chain to larger predators. Their levels build as the toxics are stored in body fat, and mothers can pass PCBs to their babies through their milk. When the animals die and decay, the PCBs are recycled back into the food chain via smaller creatures. While the hypothesis makes sense, scientists need more data to prove it. They’re eager to pinpoint the pollution sources and pathways of movement in order to close the PCB tap. And for local orcas, whose population has sunk from highs in the 200s to just 73 animals, time is running out. When Khangaonkar suggested a collaboration, West and O’Neill jumped at the chance. They now have results for the first phase of their research, which included work with UW scientists, and are starting another study correlating the model with pollutants in plankton. The Salish Sea Model has the potential to “inform us about where the PCBs are coming into the food web, then you can do something about them,” O’Neill said. It could identify hot spots for cleanup that could most benefit marine life. “You can’t clean up the whole of the Puget Sound basin,” she added. “It’s too much.” It’s just the kind of project that Khangaonkar gets excited about. “We have developed this [model] for everybody to be able to use,” he said. “And when folks are interested in using it, there is a strong commitment to actually work with them and make it happen.” Editor’s Note: Funding for GeekWire’s Impact Series is provided by the Singh Family Foundation in support of public service journalism. GeekWire editors and reporters operate independently and maintain full editorial control over the content.
1st Grade Math And Literacy Worksheets With Freebie Reading Worksheets, Comprehension 4th \|Include In Article\| Free Printable Reading Passages For 4th Grade Quote from Free Printable Reading Passages For 4th Grade : Letter Recognition ==> As your child learns sounds, they will also learn to recognize the letters of the alphabet. A great way to teach this is with a printable worksheet that shows the letter, a picture, and the ’name’ of the letter – like Annie Apple! Using pictures ==> While your child is still learning to recognize the letters of the alphabet, you can use pictures (or the actual item) to help them practise their sounds. Find pictures of a bird, a ball, a bat, a bath, a book, and so forth to practice the letter ’b’. Choose a letter for the day and encourage your child to find items that start with that letter around the house. Printable worksheets should have nice exercises for this as well. Play sound games ==> A ’Sound Treasure Hunt’ will have your child gathering items around the house all starting with the same letter – and of course there has to be some ’treasure’ at the end of the game, so be prepared! ’I spy with my little eye’ is another great game if you use sounds instead of the names of letters, and it can be played anywhere. While the game of bingo is usually thought of a leisure activity, and indeed it is often played as such, it is also true that variations on the standard game of bingo are often used by teachers and educators. Indeed versions of bingo have been applied to teaching of K-12 subjects such as reading, vocabulary and math, to teaching foreign languages such as Spanish, French, German and Italian, and in corporate training environments, for example in safety courses. Many people believe that you have to have a knack for math in order to do well in it. However, understanding the basic principles of math does not need any innate talent, or a genius intellect. What it does need is a change in attitude, and a solid foundation of basic skills on which to build. Mathematics worksheets can help you provide your preschooler with a solid grounding that will help them conquer math. The first secret you need to discover is that your children will follow your lead. Not a big secret to most parents, but sometimes we are unaware of the influence we have on our children. How often have you sat faced with a list of figures – balancing the check book, credit card statement or filling out tax forms – and muttered about how much you hate math, how hard it is, how you just don’t have a head for math? You need to stop yourself right now! What you are telling your child is that math is a horrid chore, a difficult task, and one that you either have the talent to do, or you don’t. You are making your child anxious about a school subject that they will have to do for many years – and a skill that they will need for the rest of their lives. You are also telling them that if they struggle with math, it just means that they don’t have the talent for it – and it is therefore not their fault, and there is nothing they can do about it. When children display signs of anger and upset, anger management worksheets could be employed to expose the underlying problem. Listing different possibilities for their anger and having them read over them to see which statements apply to them might be good in treating children with anger issues. Any content, trademark/s, or other material that might be found on this site that is not this site property remains the copyright of its respective owner/s. In no way does LocalHost claim ownership or responsibility for such items and you should seek legal consent for any use of such materials from its owner.
A vaccine is, in essence, a "virtual-reality mug shot" that spurs the immune system to (among other things) generate antibodies that gum up whatever pathogen the vaccine is targeting. But viruses and bacteria have ways of defying vaccination. For citizens of modern industrialized countries, maybe the most familiar example of viral wiliness is seasonal influenza. Every year, new strains of the virus emerge, forcing vaccinologists to make educated guesses about which of those strains are most likely to sweep across the globe in the coming months. The accuracy of these experts' guesses determines, to a great extent, how effective any given year's flu vaccine will be. It's a game you never win for more than a year at a time. Other viral menaces -- HIV and hepatitis C come to mind -- pose similar problems. This can be because they're prone to frequent mutation and, therefore, rapid evolution into strains that defy a vaccine designed for a particular set of previously existing strains. Or it can come about just because so many strains already abound that no workable vaccine can be designed to take them all on at one shot. A very commonly encountered but not so well-known pest (because it virtually never kills anyone in modern industrialized countries) is rotavirus. The leading cause of severe diarrhea in young children worldwide, rotavirus causes the deaths of something like 200,000 babies every year, according to Stanford virologist and vaccine pioneer Harry Greenberg, MD. He should know: It was Greenberg whose research was instrumental in producing the first-ever rotavirus vaccine, licensed in 1998. A second-generation vaccine introduced since then has improved efficacy. Still, the existence of diverse viral strains mean that some of them get past the defense boosted by current rotavirus vaccines. That could be about to change, though. In a new study published in Science Translational Medicine, a team of researchers led by Greenberg and using state-of-the-art lab methods zeroed in on a few structural components of rotavirus that appear to be similar enough from one strain to the next that a single vaccine that could generate antibodies to these particular structural components might, in principle, be effective against all strains. In this case, the virus's Achilles heel turned out to be a portion of its stalk. Antibodies that target that portion proved effective against numerous viral strains tested in the study. This suggests the possibility of, someday, developing vaccines capable raising broad immunity to all or most rotavirus strains. And that's the good news. The bad news is that every viral type marches to its own evolutionary drum, and the weak points for HIV, hepatitis C virus, and all the rest all have to be found separately. But still. Progress in developing a vaccine that could save 200,000 infants lives per year is nothing to sneeze at. Speaking of which, it would be nice, wouldn't it, to find something along those lines for the thousand strains of rhinovirus responsible for the common cold. Previously: "Made in India" vaccine could save thousands of children, Life-saving dollar-a-dose rotavirus vaccine attains clinical success in advanced India trial and New dollar-a-dose vaccine cuts life-threatening rotavirus complications by half Photo by Carl Glover
Boosting is an Machine Learning technique that is known for its predictive speed and accuracy. From data science competitions to business solutions, boosting has produced best-in-class results. Gradient boosting belongs to the group of machine learning techniques called ‘Ensemble Techniques’, which also includes the method known as bagging. When we predict something using machine learning, at least one of the following errors occur; - Noise (data that is irrelevant to the goal at hand) - Variance (any extreme variation) - Bias (happens when a sample drawn from a population is not representative of the whole population; this causes us to distrust the results) Ensemble techniques help in reducing variance and bias and improve predictions. An ensemble is a collection of predictors that combine together to give a final prediction. It relies on the intuition that the next possible best model, when combined with previous models, minimises predictive errors. The next best model is called “strong learner”, while the previous models are called “weak learners”. How does it Work? A sequence of “weak learners” are created several times to get a succession of weak hypotheses, each one focusing on the errors of the previous weak learner. Decision trees are used to represent weak learners. The trees are created sequentially in such a way that each subsequent tree aims to reduce the errors of the previous tree. II. Boosting Techniques The different types of boosting algorithms are: - Gradient Boosting These three algorithms have gained huge popularity, especially XGBoost. Let’s understand the concepts of these three algorithms; AdaBoost (Adaptive Boosting) AdaBoost combines multiple weak learners into a single strong learner. The weak learners in AdaBoost are decision trees with a single split, called decision stumps. When AdaBoost creates its first decision stump, all observations are weighted equally. To correct the previous error, the observations that were incorrectly classified now carry more weight than the observations that were correctly classified. AdaBoost algorithms can be used for both classification and regression problem. As we see above, the first decision block is made by separating the (+) blue region from the ( - ) red region. We notice that the decision block in Iteration One has three incorrectly classified (+) in the red region. The incorrect classified (+) will now carry more weight than the other observations and fed to the second learner. The model will continue and adjust the error faced by the previous model until the most accurate predictor is built. Just like AdaBoost, Gradient Boosting works by sequentially adding predictors to an ensemble, each one correcting its predecessor. However, instead of changing the weights for every incorrect classified observation at every iteration like AdaBoost, Gradient Boosting method tries to fit the new predictor to the residual errors made by the previous predictor. GBM uses Gradient Descent to find the shortcomings in the previous learner’s predictions. GBM algorithm can be given by following steps. - Fit a model to the data, F1(x) = y - Fit a model to the residuals, h1(x) = y−F1(x) - Create a new model, F2(x) = F1(x) + h1(x) - By combining weak learner after weak learner, our final model is able to account for a lot of the error from the original model and reduces this error over time. XGBoost (eXtreme Gradient Boosting) is an advanced implementation of the gradient boosting algorithm. XGBoost has proved to be a highly effective ML algorithm, extensively used in machine learning competitions. XGBoost has high predictive power and is almost ten times faster than the other gradient boosting techniques. It also includes a variety of regularization which reduces over-fitting and improves overall performance. Hence it is also known as ‘Regularized Boosting‘ technique. XGBoost is comparatively better than other techniques in the following ways: - Standard GBM implementation has no regularization like XGBoost. - Thus XGBoost also helps to reduce over-fitting. - Parallel Processing - XGBoost implements parallel processing and is faster than GBM . - XGBoost also supports implementation on Hadoop. - High Flexibility - XGBoost allows users to define custom optimization objectives and evaluation criteria adding a whole new dimension to the model. - Handling Missing Values - XGBoost has an in-built routine to handle missing values. - Tree Pruning - XGBoost makes splits up to the max_depth specified and then starts pruning the tree backwards and removes splits beyond which there is no positive gain. - Built-in Cross-Validation - XGBoost allows a user to run a cross-validation at each iteration of the boosting process and thus it is easy to get the exact optimum number of boosting iterations in a single run. In this blog, we have looked at Boosting, one of the method of ensemble modeling to enhance the prediction power. We have discussed about the concepts behind boosting and its three types: AdaBoost, Gradient Boost and XGBoost.
First described in 1763, Bayes’ theorem, named after Reverend Thomas Bayes (an English statistician and philosopher), is now one of the cornerstones of methods used for interpreting diagnostic test results. In mathematical terminology, it is presented as follows in equation (Eq.) 1:1). Suppose that A is the presence (D+) or absence (D–) of a disease and that B is the condition the result of a diagnostic test (x) fulfils, say the test result being equal to the value r. Based on Eq. 1, the probability of the presence of a disease (D+) given a test value r is: The probability of the absence of the disease (D–) given the test result equals to r is therefore: Dividing Eq. 2 by Eq. 3, and replacing P(D–) with 1 – P(D+) gives: the well-known equation used in Bayesian approach to interpret test results (2). The factor P(x = r \| D+) / P(x = r \| D–) is termed the likelihood ratio (LR) when the test result equals to r and is represented as LR(r) (1). Generally speaking, the likelihood ratio indicates how many times more (or less) likely a certain condition for a test result is expected to be observed in diseased, compared with non-diseased, people (3). Four general possible conditions include likelihood ratio for a certain test value, likelihood ratio for a positive or negative test, and likelihood ratio for a range of test values (Table 1). To better understand the concept, let us examine the graphical representation of LR(r). Likelihood ratio for a specific test result Let f(x) and g(x) be the probability density function of a hypothetical diagnostic test with continuous results (x) for diseased (D+) and non-diseased (D–) population (Figure 1), respectively. We arbitrarily chose the test values having normal distribution for both the diseased and non-diseased population, although the functions can theoretically have any distributions. Each point of the test result (x) can be considered a cut-off value. Previously, we showed that the test sensitivity (Se) and specificity (Sp) are functions of the cut-off value as follows (4): Assume that we set our cut-off value at x = r. Se is indeed the area under the curve f(x) to the right of the cut-off value r (the pink area in Figure 1). Then, by definition, partial derivative of the Se with respect to x is: The minus sign before f(x) is because Se is a decreasing function of the cut-off value—Se decreases as cut-off value increases (4). In a similar way, the partial derivative of Sp with respect to x can be derived: However, considering that f(x) and g(x) are density functions illustrating the distribution of the result values in the diseased and non-diseased population (Figure 1), we have: Before going further, there is a technical point worth to mention: from the theoretical point of view, the probability that a continuous random variable (here, x) will assume a particular value (here, r) is zero. Therefore, in the above equation, the statement x = r should be construed as r – h ≤ x ≤ r + h, when h approaches zero. Combining Equations 7 and 8, then: meaning that the likelihood ratio that the test result equals to the value r, LR(r), is equal to the slope of the line tangent to the receiver operating characteristic (ROC) curve (grey short dashed line, Figure 2) at the point corresponding to the test cut-off value, r (Table 1) (4). Although LR(r) might provide useful information, its precise derivation is not generally possible in practice, unless a large database is available (5). The ROC curve is practically drawn from a set of discrete data that cannot be well fitted to a function; we just have a few discrete points. Although these points can be joined by various methods (line segments, spline, curve fitting, etc.), the curve is not differentiable and thus, in practice, it is not possible to determine the exact slope of the curve at a given point based on the available data (4-6). This makes accurate derivation of LR(r) very difficult, even impossible. Likelihood ratio for a positive/negative test result Although determination of the likelihood ratio for a test value of r is difficult, we can easily derive the likelihood ratio for test values equal to or more than r or tests with dichotomous results—positive or negative. Suppose that the value r is the test cut-off value. This means test values equal to or more than r is considered positive (T+); otherwise the test result is considered negative (T–). The positive likelihood ratio, LR(+), is: Graphically, LR(+) is the area under the curve f(x) to the right of the cut-off line (true-positive rate = Se) divided by the area under the curve g(x) to the right of the cut-off line (false-positive rate = 1 – Sp) (Figure 1). Mathematically, it is (4): LR(+) is then clearly, the slope of the line segment joining the origin of the unit square to the point on the ROC curve corresponding to the test cut-off value, r (the solid circle, Figure 2, and Table 1). There is a long-standing confusion between LR(r) and LR(+) in scientific literature. Some authors repeatedly have mentioned that LR(+) is equal to the slope of the cut-off point on the ROC curve, whereas, it is really the slope of the line joining the origin of the unit square to the cut-off point (Figure 2) (7-11). Although Choi has already addressed this misunderstanding, herein, we try to make things more clear, using a graphical approach, in hope to provide ways for better understanding the key concepts of the likelihood ratio (5). In a similar way, the negative likelihood ratio, LR(–), can be calculated as: In other words (4), Graphically, LR(–) is the slope of the line segment joining the cut-off point on the ROC curve to the upper-right corner of the unit square (gray dash dotted line, Figure 2, and Table 1). It is also the area under the curve f(x) to the left of the cut-off line, line x = r (false-negative rate = 1 – Se, yellow plus the red-hatched area in Figure 1) divided by the area under the curve g(x) to the left of the cut-off line (true-negative rate = Sp, green plus the blue-hatched area in Figure 1). Likelihood ratio for a range of test results Suppose that we want to decrease the cut-off value from r to s (Figure 1). Graphically, this corresponds to moving along the ROC curve from the solid circle up and to the right to the solid rectangle (Figure 2). Here, we want to examine the likelihood of having a test value between s and r in those with a disease compared with those without the disease. This is particularly important for tests with polytomous results, say scores obtained from a questionnaire used to categorize people into those with no, mild, moderate, and severe depression. We can define the likelihood ratio for an interval, LR(Δ), as follows (4, 5): where indices indicate the Se and Sp for the cut-off values of r and s (Figures 1 and 2Figure 2). Graphically, it is equal to the slope of the line segment joining the two points on the ROC curve corresponding to the two cut-off points (grey dash dot dotted line, Figure 2, and Table 1). It also corresponds to the ratio between the red-hatched and blue-hatched areas in Figure 1. Suppose the fasting blood sugar (FBS) concentration has a binormal distribution in a group of studied people, having a mean of 89.7 (SD 5.0) mg/dL in healthy people and 99.7 (SD 7.2) in a group of patients with diabetes mellitus. The data presented in Figures 1 and 2Figure 2 are based on these assumptions. The test values r and s are 98 and 93 mg/dL, respectively. As mentioned earlier, LR(r) for an FBS of 98 mg/dL, is very hard to derive precisely in general. However, assuming the binormal distribution of FBS in our example, then we can easily calculate the density functions for f(r) and g(r) using either the MS Excel® function NORMDIST() or R function dnorm(). For example, based on the above information, using the Excel function, f(r) is then NORMDIST(98, 99.7, 7.2, FALSE), which is equal to 0.0539. Using the R function, the g(r) is dnorm(98, mean = 89.7, sd = 5), which is 0.0201. Note that you do not need to use both functions; one is enough. Here, we just used both to show how to use these functions. LR(FBS = 98 mg/dL), the slope of the tangent line to the ROC curve corresponding to the point r, f(r) / g(r), is then 2.68 (= 0.0539 / 0.0201), meaning that an FBS of exactly 98 mg/dL is 2.68 times more likely to be observed in a person with diabetes mellitus as compared with a healthy person. Now, suppose that the prevalence of diabetes mellitus in the studied population is 0.1. This translates to a pre-test odds of 0.11 [= 0.1 / (1 – 0.1)]. Also, suppose that we take the FBS cut-off value for the diagnosis of diabetes mellitus equal to 98 mg/dL, i.e., those with FBS ≥ 98 mg/dL are considered diabetic. Considering the Se of 0.60 and Sp of 0.95 (1 – Sp = 0.05) at the point on the ROC curve corresponding to r (Figure 2), the LR(+), the slope of the line segment joining the origin of the unit square to the point corresponding to r on the ROC curve, is 12.0 (= 0.60 / 0.05). To determine the post-test odds of the disease, we have: Here, a positive test, having an FBS ≥ 98 mg/dL, increased the probability of diabetes mellitus in a person from 0.1 to 0.57. Now, what if a person has a negative test result—FBS < 98 mg/dL? Considering the Se of 0.60 (1 – Se = 0.4) and Sp of 0.95 at the cut-off point, r (Figure 2), the LR(–), the slope of the line joining the point corresponding to r on ROC curve to the upper-right corner of the unit square, is 0.42. Then, the post-test odds of having diabetes mellitus is: Finally, to calculate the likelihood ratio of having a FBS between 93 and 98 mg/dL, we need to calculate the slope of the line segment joining the points corresponding to r and s on the ROC curve (Figure 2). The Se and Sp of s are 0.81 and 0.77. Then we have: Having a clear understanding of the meaning and usage of the likelihood ratio is of paramount importance in correct interpretation of test results. Graphical representation of test indices is very helpful in better understanding of this issue. Attention should be paid not to get confused about the likelihood ratio for a specific test result, for a positive or negative test results, and for a range of test values.
A very unusual octopus has scientists wondering just how well they really know the mysterious eight-armed creatures that inhabit the world's oceans. The larger Pacific striped octopus, or LPSO for short, engages in a variety of odd behaviors — from startling prey into its outstretched arms with a sneaky tapping motion to suctioning onto its partner during mating. And if this cool behavior doesn't lure you in, the creature's appearance might. Despite its name, the "larger" striped octopus is very small, but it is bigger than its cousin, the lesser Pacific striped octopus (hence its name). And it's not just striped — it's also spotted. About the size of a tennis ball, with arms that stretch out just 8 inches (20 centimeters) or so, this striped-and-spotted octopus is definitely not a ship-swallowing sea monster. Though scientists first observed the species in the 1970s, LPSOs have remained relatively unstudied until recently, said Roy Caldwell, a professor of integrative biology at the University of California, Berkeley, whose study outlining the LPSO's odd tendencies was published today (Aug. 12) in the journal PLOS One. [8 Crazy Facts About Octopuses] Caldwell and his fellow researchers spent many hours observing LPSOs in captivity, and documented the octopuses' peculiar habits. One of the strangest behaviors the researchers observed was something you might expect from, say, your prankster grandfather. You know, the one who taps you on the right shoulder and then sneaks over behind the left shoulder so that, when you look back, all you see is empty space. To lure its preferred prey (shrimp) into its arms, the small octopus performs a similar trick. It sneaks up behind the shrimp, reaches over the prey's head and then taps with the end of its appendage. The startled shrimp instinctively swims backwards, right into the waiting arms of the hungry octopus. "One of the things that impresses me most about this species is its great diversity of predatory behavior," Caldwell told Live Science. Not only does this striped octopus trick unsuspecting shrimp, but it also eats snails by first boring small holes into their shells with the end of its arm and then injecting its prey with a deadly, digestive fluid, he said. And despite their diminutive size, LPSOs are strong enough to break apart a clam shell and spritely enough to pounce on a quick-footed crab. But the extraordinary eating habits of this critter don't end there. Once an LPSO catches its supper, it isn't above sharing the meal with others, said Caldwell, who notes that the animal's ability to peacefully share food with other octopuses is both unusual and very exciting to biologists. "What's interesting to us is that they tolerate another individual to the extent that they'll actually eat with it," Caldwell said. He added that the octopuses don't feed each other; it's just that they don't attack one another over food, which is unusual because solitary predators aren't typically known for sharing well with others. The sharing of meals is something that tends to happen between male and female LPSOs that have recently mated, said Caldwell, who added that this seemingly generous tendency may have something to do with the species' odd breeding habits. When a male and female LPSO get together, things get serious pretty quickly (like "move in together" serious). The lovers will share a den (usually a shell or some other enclosed space) for up to three days, the researchers observed. This is "very unusual" behavior for octopuses, said Caldwell, who noted that, for many other species of octopus, mating is sometimes a risky or even deadly ordeal, with larger females attacking (and sometimes cannibalizing) males after sex. As such, it's pretty strange that a striped octopus female shares her meals with a mate, and vice versa, the researchers said. What's even more unusual is the manner in which the two share food. In fact, it's kind of like the way two people might share a single strand of spaghetti. One octopus will hold the food in its beak and chow down while the other nibbles at the food from the other end, the scientists found. [8 Arms! See Photos of the California Two-Spot Octopus] And the whole beak-to-beak thing doesn't end there, according to the researchers, who found that LPSOs also prefer to mate in this position. The two octopuses spread their arms out and come together so that the suckers on the undersides of their arms suction onto one another. Then, the male deposits his sperm, known as spermatophores, into the female's "vagina," which is known as an oviduct. After mating, the female returns to her den, where she'll lay an egg or two every day, affixing them to the walls of her den and then watching over them until they hatch. But unlike most octopus females, which mate and brood eggs just once (or at most a few times) in a lifetime, female LPSOs keep mating and brooding eggs for months (up to six months, from what the researchers observed). The female's tendency to keep mating and eating while brooding her eggs — a behavior the researchers refer to as "extended spawning" — may have something to do with the octopus' beak-to-beak mating and eating behaviors, the researchers said. This position makes it possible for a female to keep watch on her eggs inside a den while still being able to eat and mate. The larger Pacific striped octopus is clearly an unusual creature, exhibiting behaviors that biologists have never observed before in any other species of octopus. Yet, it's hard for researchers to confirm that all of these behaviors are really typical for the creatures, since scientists have never observed the animals in their natural habitat. That habitat lies about 130 to 164 feet (40 to 50 meters) below the surface of the tropical eastern Pacific (off the western coasts of Mexico, Guatemala, Nicaragua, Panama, Colombia and perhaps other countries, as well). "The obvious thing that we have to do next is put these behaviors into the context of the natural environment," Caldwell said. The researchers said they are also curious as to why LPSOs may have evolved to display these characteristic behaviors while other octopus species have not. However, it could be that lots of octopus species do have similar tendencies, but scientists just don't know about them yet, said Caldwell, who added that most octopus species have never been seen alive by scientists in the field. And those are just the known species; there could be others yet to be discovered, he said. "There are over 300 known species of octopus, and more are described every year. But the fact is that while we think we know a lot about octopus behavior and physiology, everything we know comes from a handful of species," Caldwell said. "So when I tell you the LPSO is an unusual species with very unique behavior, I really don't know that." In other words, he said, the LPSO is just one tiny, bizarre octopus in a great big, mysterious sea.
New Understanding of Coral Skeleton Growth Suggests Ways to Restore Coral Reefs A high-power microscopic image of the skeleton from Turbinaria peltata shows a pattern of both ion-attachment (in blue) and nanoparticle attachment (in green) of new minerals to the skeleton, indicating that both systems are used to build coral skeletons. Credit: Courtesy of Pupa Gilbert Coral reefs are vibrant communities that host a quarter of all species in the ocean and are indirectly crucial to the survival of the rest. But they are slowly dying — some estimates say 30 to 50 percent of reefs have been lost — due to climate change. In a new study, University of Wisconsin–Madison physicists observed reef-forming corals at the nanoscale and identified how they create their skeletons. The results provide an explanation for how corals are resistant to acidifying oceans caused by rising carbon dioxide levels and suggest that controlling water temperature, not acidity, is crucial to mitigating loss and restoring reefs. “Coral reefs are currently threatened by climate change. It’s not in the future, it’s in the present,” says Pupa Gilbert, a physics professor at UW–Madison and senior author of the study. “How corals deposit their skeletons is fundamentally important to assess and help their survival.” Reef-forming corals are marine animals that produce a hard skeleton made up of aragonite, one form of the mineral calcium carbonate. But how the skeletons grow has remained unclear. One model suggests that dissolved calcium and carbonate ions in the corals’ calcifying fluid attach one at a time into the crystalline aragonite of the growing skeleton. A different model, proposed by Gilbert and colleagues in 2017 and based on a study of one species of coral, suggests instead that undissolved nanoparticles attach and then slowly crystallize. In the first part of a new study, published on November 9, 2020, in the Proceedings of the National Academy of Sciences, Gilbert and her research team used a spectromicroscopy technique known as PEEM to probe the growing skeletons of five freshly-harvested corals, including representatives of all four possible reef-forming coral shapes: branching, massive, encrusting, and table. PEEM chemical maps of calcium spectra allowed the scientists to determine the organization of different forms of calcium carbonate at the nanoscale. PEEM results showed amorphous nanoparticles present in the coral tissue, at the growing surface, and in the region between the tissue and the skeleton, but never in the mature skeleton itself, supporting the nanoparticle attachment model. However, they also showed that while the growing edge is not densely packed with calcium carbonate, the mature skeleton is — a result that does not support the nanoparticle attachment model. “If you imagine a bunch of spheres, you can never fill space completely; there is always space in between spheres,” Gilbert says. “So that was the first indication that nanoparticle attachment may not be the only method.” The researchers next used a technique that measures the exposed internal surface area of porous materials. Large geologic crystals of aragonite or calcite — formed by something not living — are found to have around 100 times less surface area than the same amount of material made up of nanoparticles. When they applied this method to corals, their skeletons gave nearly the same value as large crystals, not nanoparticle materials. “Corals fill space as much as a single crystal of calcite or aragonite. Thus, both ion attachment and particle attachment must occur,” Gilbert says. “The two separate camps advocating for particles versus ions are actually both right.”
chemical element 109. Meitnerium is a synthetic radioactive element and a member of the transuranic group of elements. It was first synthesized in 1982 by physicists in West Germany, who gave it the temporary name of unnilennium to comply with chemical naming conventions. An international body of chemists later proposed that the element be renamed meitnerium, after Austrian physicist Lise Meitner. \|Group in periodic table\|\|VIII\|
What is Asperger syndrome? Asperger syndrome is an autism spectrum disorder, meaning it affects people differently, and to differing degrees. It is lifelong, and people with Asperger syndrome typically experience the world differently to ‘neurotypical’ people. People with Asperger syndrome don’t usually have problems with speech. People with Asperger syndrome typically have average or above average IQ. As with autism, people with Asperger syndrome often experience social and communication difficulties, such as not recognising body language or facial expressions. This can make conversation challenging for them, as they have to make a conscious effort to remember the many unwritten (and frequently changing) rules that most people unthinkingly adopt when talking to someone. They may miss cues that the person they are talking to has lost interest, or go into more extensive detail about a topic than others might expect. Signs of Asperger syndrome - Difficulty in interpreting/recognising body language, facial expressions or other people’s emotions and feelings. - Difficulty in understanding abstract ideas, including jokes and sarcasm – though people with Asperger syndrome can often tackle logical problems with great efficiency. - Sensory overload – people with Asperger syndrome will sometimes experience the world around them more intensely, making trips to busy, noisy places difficult. - Appearance of immaturity in comparison to peers during early/adolescent years, often coupled with a more trusting/naïve outlook. - Strong desire for routine, to the extent that change or being confronted with too much choice can be stressful. This can also present challenges in adulthood when someone with Asperger syndrome finds themselves in an unfamiliar situation for the first time – such as during a job interview. - People with Asperger syndrome will often focus their interests, amassing large volumes of factual knowledge on one or two specific subjects. - People with Asperger syndrome may also have learning difficulties, such as dyslexia, or ADHD, and may develop mental health issues, such as depression or anxiety. It’s therefore important that they are supported to access appropriate services that are able to treat them holistically. Help and support Hft’s Fusion Model of Support allows for a holistic approach to supporting individuals with Asperger syndrome. Organisations supporting people with Asperger syndrome need to invest in their staff, and provide specialist training to help them deliver person-centred support. This may include access to therapeutic approaches and specialist support in areas such as art therapy, cognitive behaviour therapy, relaxation techniques, social stories, Applied Behaviour Analysis, and person-centred active support. A broad general level of understanding and awareness of the specific needs of people with Asperger syndrome needs to be built into the core training of a range of disciplines involved in delivering services. - Hft supports adults with autism including Asperger syndrome nationally. Contact your local service to discuss support options. - If you’re a family carer for someone with Asperger syndrome, Hft’s Family Carer Support Service can help with guidance and advice on support options and some of the benefits that are available. - The National Autistic Society provides information and guidance on everything from diagnosis and health to benefits and social care support. - NHS Choices provides a range of information and links to further useful resources.
Tobacco smoke - sometimes referred to as second-hand smoke, or 'Environmental Tobacco Smoke' (ETS) - is defined by the Environmental Health Centre website as 'a mixture of particles that are emitted from the burning end of a cigarette, pipe, or cigar, and smoke exhaled by the smoker'. These particles can be any of over 4000 chemical compounds, 200 of which are known poisons and 43 are known to cause cancer in humans or animals1. Many of these 4000 chemicals are strong irritants. Tobacco smoke is primarily composed of a dozen gases. There are large amounts of carbon monoxide, but nicotine (an addictive drug), benzene, formaldehyde and tar are also present. A list of deleterious components of tobacco smoke can be found in Toxic Tobacco Smoke, but a few of the more dangerous ones are: Acetone; Ammonia; Arsenic; Benzene; Cadmium; Cyanide; Formaldehyde; Lead; Mercury; Nickel; Phenol; Styrene; Toluene. If you are interested in the actual levels of toxicity of these compounds, the Risk Assessment Information System website provides you with all the necessary information. Tobacco smoke has been classified by the Environmental Protection Agency as a class 'A' carcinogen. This rating is only placed on substances that are known to cause cancer in humans. This rating places cigarettes in the same category as a number of other chemicals including benzene and asbestos. Exposure to tobacco smoke is known as passive smoking. This is extremely dangerous, as none of the chemical compounds are able to be filtered out. Differences Between the Different Types of Tobacco There are a number of components that are present irrespective of the type of tobacco being smoked, though the quantity and presence of others does alter according to the tobacco. These have been outlined above. Most of the compounds present in tobacco smoke are formed during the burning of the tobacco, and are a mere by-product of the combustion process of various chemical compounds (precursors) present in the tobacco. As such, the chemical composition of the smoke depends on two factors - the chemicals in the tobacco and the conditions under which combustion occurs. The chemical composition of tobacco is affected by the manufacturing processes of the tobacco company. The way in which the tobacco is grown, cultivated, disinfected and cured all affect the final tobacco. Companies also add a number of chemicals to add flavour to the tobacco and to dampen it. The combustion process is also as varied. It depends on the temperature of the combustion, the length of cigarette and stub, the presence of a filter and the type of filter, as well as the strength and degree of inhalation. Like cigarettes, cigar smoke contains over 4000 chemical compounds, with more than 50 of them being carcinogenic. Unfortunately, smoking a single cigar in an unventilated room produces the equivalent of 42 cigarettes. Cigar smoke, compared to cigarette smoke, contains 20 times the amount of ammonia, ten times the amount of cadmium and 90 times the amount of nitrosamines. The majority of nitrosamines are mutagens, which alter the genetic content of cells, and a number of them are organ specific carcinogens. The average cigar releases three times the amount of carcinogenic material and 30 times the amount of carbon monoxide compared to a normal cigarette. The smoke from cigars is slightly alkaline, as opposed to cigarette smoke which is slightly acidic. This means that the smoke can be more effectively absorbed into the blood stream through the mucosal linings of the nose and mouth. It is difficult to find any information on the actual content of pipe smoke. It does have the advantage over other forms of tobacco smoking of having a lower combustion temperature2, and the fact that not all the tobacco is burned. However, it must be stressed that despite this, there is still the presence of a number of dangerous chemical compounds. Pipe smokers are more likely to develop cancer of the mouth than cigarette smokers - mainly because they do not inhale the smoke to the same degree. Although it would make sense for 'light' and 'ultra-light' cigarettes to have less of a health impact than 'full-strength' cigarettes, it does not appear to be the case. The ISO3 cigarette test measures the levels of tar, nicotine and carbon dioxide yields from cigarettes, and the results from this enable a cigarette to be labelled as 'light' or 'ultra-light'. However, it is not felt by the whole of the scientific community that these tests are meaningful. 'Light' cigarette filters contain small holes which are intended to maximise the amount of air mixed with the tobacco smoke, thereby reducing the measured readings of tar, nicotine and carbon monoxide. As these holes are covered by the smoker, the amount of air mixing is further reduced, increasing the concentration of chemicals further. Scientists feel that this 'skews' the results in favour of the cigarette4. In the January 2000 edition of Journal of the National Cancer Institute, a study was published, which suggested that smokers contract twice the amount of tar and nicotine from 'low-tar' cigarettes than was previously believed. It was also suggested that 'low-tar' cigarettes carry a greater health risk than high tar cigarettes. The reasoning behind this is that the smoke from high tar cigarettes is too irritating to inhale very deeply. With the low-tar cigarette, the smoker can inhale deeper, resulting in more carcinogens and toxins entering the peripheral lung area. This has been attributed to the increase of the previously rare lung cancer - adenocarcinoma. For these reasons, it is difficult to distinguish between the different types of tobacco smoke. The amount of toxins you inhale depends on how much you smoke, and will increase if you: - Inhale deeply - Take more puffs - Hold the smoke in your lungs longer - Smoke the cigarette right down to the filter - Cover the vent holes that are near the filter As such, this entry will have to generalise to a certain degree. It is not in dispute though that different tobacco contains the same dangerous chemicals, only the quantities present. Short Term Effects of Tobacco Smoke? When nicotine is inhaled, it reaches the brain faster than it would if it were to enter the body intravenously. According to the Oregon Graduate Institute of Science and Technology, nicotine can exist in both an acid and base form (similar to cocaine). The addition of ammonia (from the smoke) converts the nicotine from the acidic to the basic form. This form of nicotine vaporises more easily into a gas, meaning that it can deposit directly on the lung tissue and diffuse quickly throughout the body. This technique is known as 'free-basing' and heightens the effect of the drug. Its use enables the nicotine to reach the brain in just eight seconds from taking a drag on the cigarette. Smokers become physically and mentally addicted to nicotine, as they associate smoking with many social activities. It is a difficult habit to break, and giving up smoking is a very difficult thing to do. Short-term effects of nicotine in cigarette smoke include sweating and throat irritation. It also affects the mood of the smoker - it can stimulate, depress or relax, depending very much on the smoker themselves. Smoking can also cause vomiting to occur in new smokers. Long Term Effects of Tobacco Smoke? Nicotine produces effects on the lungs, and tar exposes the user to the risk of emphysema, which is a common disease among cigarette smokers. It is ten times more likely to occur in smokers than in non-smokers. Smoking causes most cases of emphysema, and 16,700 Americans died in 2000 from bronchitis5. Tar exposes the user to the risk of bronchial disorders (infections of the tubes to the lungs). For example, chronic bronchitis is a common disease among cigarette smokers. Again, it is ten times more likely to occur in smokers than in non-smokers. Smoking causes most cases of chronic bronchitis, and 1,167 Americans died in 2000 from bronchitis. Nicotine produces effects on the heart. The carbon monoxide in the smoke increases the chance of cardiovascular6 diseases, including coronary heart disease and strokes. The risk of congestive heart failure is also increased by the effects of nicotine. 170,000 Americans die each year from smoking-related heart diseases. 43 of the poisons in a cigarette are known to cause cancer. Tar exposes the user to the risk of lung cancer, which is the most serious effect of smoking. Cancers of the mouth, lips, pharynx, larynx, oesophagus, pancreas, uterine cervix, kidney and bladder are also associated with cigarette, cigar and pipe smoking. Smoking is directly responsible for 87% of lung cancer cases (resulting in 3,000 annual non-smoker deaths). 30% of US cancer deaths (130,000 per year) are linked to smoking. Smoking has also been linked to conditions and disorders, including slower healing of wounds, infertility, and peptic ulcer disease. It is believed that a mother who smokes has an increased risk of giving birth prematurely. This may cause the baby to have underdeveloped lungs and air passages. If smoke is present in the air after birth, these airways may decrease in diameter. This will increase any breathing difficulties, possibly causing bronchitis or pneumonia. This will further reduce the baby's health. It is believed that a mother who smokes will produce a smaller baby. Smaller babies are more likely to need special care and stay longer in hospital. Some may die either at birth or within the first year. Through research it has been shown that children born to smokers are prone to asthma, increased frequency of colds, coughs and middle-ear infections. There are approximately 150,000 to 300,000 cases of lower respiratory tract infections in children less than 18 months of age in America. This results in 7,500 to 15,000 annual hospitalisations, which are believed to be caused by passive smoking. Women who smoke generally have earlier menopause. If women smoke cigarettes and also take oral contraceptives they are more prone to cardiovascular and cerebrovascular9 diseases than other smokers. This is especially true for women over 30 years old. Each year smoking kills more Americans than alcohol, cocaine, crack, heroin, murder, suicide, car accidents, fires and AIDS combined. In total, cigarette disease victims die more than twenty years before the life expectancy of non-smokers. Thus, about 430,700 Americans die annually (including those affected indirectly, such as premature babies due to prenatal maternal smoking and some victims of passive smoking). How Does Tobacco Smoke Affect Babies? When a pregnant mother smokes, the nicotine and carbon monoxide from the cigarette smoke penetrate through to the placenta. This prevents the foetus from getting the nutrients and oxygen needed to grow. Smoking may decrease the immunity of the foetus, which can lead to infection. Smoking may even lead to learning difficulties in later life. The lack of nutrients, coupled with the lack of oxygen increases the risk of having a spontaneous abortion (miscarriage), a stillborn or premature infant, or an infant with low birth weight. If the baby is premature, there is also the possibility that the lungs are not fully developed. Smoking accounts for 20-30% of low birth weight babies, 14% of premature births and 10% of all infant deaths. Cot death is the leading cause of death in babies over one month old - more deaths than from meningitis, leukaemia, other forms of cancer, household and road traffic accidents. Babies who are exposed to tobacco smoke are at an increased risk of cot death: 30% of the cases of cot death could be related to smoking. A baby who is exposed to the smoke of 20 or more cigarettes a day is eight times more likely to be a victim of cot death. The British Medical Association have produced a Tobacco Fact File, which presents all sorts of key facts and data about tobacco. It is an invaluable source of excellent information. Factsheets are available online from the Lung and Asthma Information Agency (please note, these factsheets are presented in PDF format. You may need to download additional software to view them). The Cot Death society has more information on believed causes of sudden infant death.
Papers that report experimental work are often structured chronologically in five sections: first, Introduction; then Materials and Methods, Results, and Discussion (together, these three sections make up the paper's body); and finally, Conclusion. (Papers reporting something other than experiments, such as a new method or technology, typically have different sections in their body, but they include the same Introduction and Conclusion sections as described above.) Although the above structure reflects the progression of most research projects, effective papers typically break the chronology in at least three ways to present their content in the order in which the audience will most likely want to read it. Second, they move the more detailed, less important parts of the body to the end of the paper in one or more appendices so that these parts do not stand in the readers' way. Finally, they structure the content in the body in theorem-proof fashion, stating first what readers must remember (for example, as the first sentence of a paragraph) and then presenting evidence to support this statement. Write the context in a way that appeals to a broad range of readers and leads into the need. Do not include context for the sake of including context: Rather, provide only what will help readers better understand the need and, especially, its importance.During the project, the daily workout time, diet plan and calorie intake was kept the same for each of the three subjects.At the end of the month’s duration, it was learnt that the subject who exposed his muscles to a 4 second strain period during the workout sessions registered the maximum gains in muscle mass.Rather, they must convince their audience that the research presented is important, valid, and relevant to other scientists in the same field.To this end, they must emphasize both the motivation for the work and the outcome of it, and they must include just enough evidence to establish the validity of this outcome.Knowing how to write a science fair abstract for your project will be a great asset for you because in those limited words – approximately 250 words in all – you will be able to let your reader know what to expect in the upcoming pages.However, the downside to not knowing how to write an abstract for a science project is that if the abstract is poorly worded or organized, the reader will not be compelled to read on and will simply toss the report in the trash can.They must be highly readable — that is, clear, accurate, and concise.They are more likely to be cited by other scientists if they are helpful rather than cryptic or self-centered.This sentence expresses first the objective, then the action undertaken to reach this objective, thus creating a strong and elegant connection between need and task.Here are three examples of such a combination: An Introduction is usually clearer and more logical when it separates what the authors have done (the task) from what the paper itself attempts or covers (the object of the document).
While many relationships in our world can be described using a single mathematical function or relation, there are also many that require either more or less than what one equation describes. The behavior being described might start at a specific time, or its nature changes at one or more points in time. Two examples of such situations could be: In the graph on the left, note that the blue line starts at the origin. It does not appear to the left of the origin at all. Furthermore, when x = 3 the blue line stops and the green line begins – but with a different slope. In the graph on the right, note that the blue curve starts at x = 0. It does not appear of the left of the vertical axis at all. And when x = 3 the blue parabola turns into a green line with a very different slope. And the green line stops at x = 5.5, just as it reaches the horizontal axis. These graphs do not seem to follow all the rules you were taught for graphing lines or parabolas. Instead of being defined over all Real values of x, they start and stop at specific values. The graphs also show (in this case) two very different functions, but in a way that makes them look as though they are meant to represent a single, more complex function. Both of these graphs are examples of “Piecewise Functions”, functions defined in a way that lets you mix and match as many separate components (pieces) as you wish. Steady Rise In Speed Up To a Speed Limit If a car gradually speeds up from zero to 30 miles per hour, then stays at that speed, the graph of this situation would look like this if each unit on the vertical axis represents 10 miles per hour, and the horizontal axis represents time: This can be modeled mathematically using a piecewise function: Interpreting The Notation Note that the definition begins exactly the way all function definitions do, with the name of the function (“f” in this case), followed by a set a parentheses that contains the list of inputs that the function requires (“x” in this case), and an equal sign. Then the fun starts… To the right of the equal sign is a large curly brace, which serves as a vertical grouping symbol to contain the component parts of the piecewise function definition. To the right of the curly brace are all the “pieces” of the function, as many as may be needed. In this case, two pieces are needed. Each line to the right of the curly brace contains two things: a function definition, and a “domain restriction”. The function definition part is hopefully something you are thoroughly familiar with by now. The domain restriction indicates which values of “x” this definition applies to. In the example above, the first piece only applies to “x” values that are greater than zero and less than three. If the value of “x” lies within that range , then we should use the definition to produce the result of the function. If the value of “x” is greater than or equal to three, then we should use the definition If the value of “x” is zero or less, this function will not produce a result, so the graph will not show any points to the left of the origin. If you examine the graph above, you will see that this is exactly what is graphed: a line with a slope of 1 and a y-intercept of zero for x values between zero and three (the blue line), then a horizontal line with a slope of zero at y=3 for all x values of three or greater (the green line). The blue line is a graphical representation of the first line of the piecewise definition, while the green line represents the second line of the piecewise definition. Free Fall Followed By A Controlled Descent Suppose an object falls freely through the air towards the earth for three seconds, at which time a parachute opens and instantly slows its rate of descent to a constant speed until it hits the ground. This situation could be described by a graph showing the object’s height above the ground on the vertical axis, and elapsed time on the horizontal axis: This graph can be described using the following piecewise definition: The first line of the definition describes a parabola that opens down with a vertex at (0,7). But it only applies to “x” values that are greater than zero and less than three. This is represented by the blue curve in the right-hand graph. The second line of the piecewise definition describes a line with a slope of -1 and a y-intercept of 5.5. But this line does not start until x=3, and it ends at x=5.5. This is represented by the green line on the right-hand graph. This graph illustrates how two very different types of functions can be combined to form a single piecewise function. A piecewise function is able to describe a complex and varying behavior perfectly, something that a single function is not able to do when the mathematical nature of the behavior changes over time. There Are Few Constraints Piecewise definitions can include any kind of mathematical relations or functions you wish to include: polynomial, trigonometric, rational, exponential, etc. The individual pieces of the definition do not have to connect to one another if you do not wish them to… there can be huge gaps (vertical, horizontal, or both) in the graph between where one piece ends and the next begins, or no gaps if every piece connects smoothly to the next. It can be a fun challenge to figure out the equation needed to ensure that one piece connects smoothly to the next. The one constraint that may apply is based on the vocabulary being used. If the word that follows “piecewise” is “function”, then the complete piecewise definition must not produce more than one result for any input value of “x”. It should produce either no result or one result for all possible input values. If a piecewise definition produces more than one result for any value of “x”, it must be called a “piecewise relation”, not a “piecewise function”. Piecewise definitions can be used to have some fun too, as has been done with this piecewise relation. Scroll to the bottom of this page to see its graph:
The field of genetics has progressed rapidly in recent years. Perhaps you’ve seen headlines about these top genetic topics in 2013. These stories show the importance of genetics and how it affects us as individuals and as a society. To understand the impact, though, one may need a review of Genetics 101: dominant vs. recessive disease traits. In order for our bodies to work properly, our DNA must be coded in specific sequences. DNA sequences are grouped into units called genes, which tell our bodies what to make to build cells and metabolize nutrients. We are all a unique combination of re-shuffled genes from previous generations. Everything from eye, hair and skin color, muscle, bone, etc. is coded by genes. A mutation in a gene usually causes something to change and many of these changes can lead to disease. There are thousands of genes, and in humans, thousands of genetic disorders that result from mutations. One way to classify genetic disorders is to group them by how they are inherited. With the exception of the sex chromosomes, X and Y, each of us has two copies of our genes. One comes from our mother, the other from our father. Recessive conditions need both copies of the same gene to have a mutation in order to show symptoms. Those who have only one copy of a mutation of a recessive condition are called carriers. Carriers have no symptoms, and the disease does not affect their health, but, it can affect the health of future generations. If a breeding pair are both carriers of the same genetic disorder, they have a 25% chance of having offspring with that disease, 50% chance of having carrier offspring (no symptoms), and 25% of having offspring that are not carriers or affected. Dominant disorders work differently than recessive conditions. It only takes one copy of the gene with the mutation to have the disease. With dominant disorders, there is a 50% chance for the offspring to be affected like the parent. Sometimes, there is a new dominant mutation in which the mutation was not inherited from a parent, but rather, new in that individual. Both dominant and recessive disorders may show symptoms at birth, or they may not develop until later in life; these are called “adult onset”. The concepts of dominant and recessive can easily be applied to dog breeding. For example, polycystic kidney disease in Bull Terriers is caused by a dominant mutation in the PKD1 gene. Symptoms may be variable, and may not be diagnosed before breeding. Kidney cysts do not usually cause pain but may lead to kidney infections, frequent urination, poor eating and weight loss. In some dogs, the disease will progress and lead to kidney failure. A breeder may choose not to breed a dog at all with this dominant mutation in PKD1, knowing there is a 50% risk of passing this on, which may affect many pups in a single litter. Remember, it only takes one copy of this gene from either parental line for this disease to potentially show up in the next generation. Degenerative myelopathy is a progressive neurological disorder found in dozens of breeds of dogs that is inherited in a recessive manner. It’s very similar to Lou Gehrig’s disease in people. Degenerative myelopathy may be misdiagnosed as arthritis in the early stages. Dogs eventually become unable to walk. An affected dog may not be diagnosed before breeding because of the later onset of symptoms. Because this is a recessive condition, it requires two copies of the mutated gene to be affected. Dogs with one copy of the mutation have no symptoms. It is important to identify carriers when breeding. Owners may not want to breed two carriers of degenerative myelopathy together, because there is a 25% chance of pups being affected. It is possible that several pups in a single litter could be affected. Although they may choose to breed a carrier with a non-carrier, because there is not an increased risk of having affected pups, this will keep the disease mutation in the breeding lines, which may be undesirable. Genetic testing technology is increasing at an exponential rate. Understanding some basic genetic concepts may help owners breed “smarter” with the potential of healthier dogs. A healthier dog means a better quality of life for the dog and the owner.
Conjunctive adverbs function as conjunctions to ease the transition if a conjunctive adverb is used at the beginning of erin finished her science essay. Conjunctions conjunctions are words used as joiners different kinds of conjunctions join different kinds of grammatical structures the following are the kinds of conjunctions. Welcome to the engagement area of the purdue owl you can also use coordinating conjunctions to make writing less choppy by joining short, simple sentences. Plan your lesson in writing and english / language arts with helpful tips from teachers like you swbat identify and use coordinating conjunctions with 80% accuracy as shown by performance. Essay vocabulary ielts basic grammar - conjunctions conjunctions are words used to link words, phrases or clauses some common conjunctions are and, but and or. You're not suppose to use a conjunction in an essay or research paper3-eli. And, but, so, although, since and however are some commonly used conjunctions we often as you can see, conjunctions can add meaning to what you are writing. This explanation shows the use of a variety of simple, coordinating, subordinating and paired conjunctions in english. Learn conjunctions in spanish and practice with the list of common spanish conjunctions in this and is something you're much more likely to see in formal writing. Conjunctions are the part of speech used to connect words and groups of words in this lesson, you will learn the three types of conjunctions and. Using coordinating conjunctions use coordinating conjunctions to indicate that the elements they join are equal in importance and in structure. Using conjunctions in ielts essays one key skill to getting a good band score in the grammar criteria in ielts writing, is by using conjunctions effectively, this shows the examiner you have. 10 things to remember when using paragraphs within your essay how to begin a new paragraph useful linking words and phrases the use of the apostrophe. Contrast and concession conjunctions are use to express oppositions-- contrast words list with examples for english learners and teachers. Many of us were taught not to start sentences with conjunctions such as and, but when you exercise your new writing muscles and use conjunctions to start. Why do we need conjunctions how are they useful in our writing read this lesson to unearth the answers to these questions and to discover the. Use coordinating conjunctions for a higher really need to be mastered by any ielts candidate, as examiners expect them to be used in ielts writing and. Conjunctions a conjunction is a word which joins two sentences to complete their meaning there are two kinds of conjunctions: 1 co-ordinating conjunctions: when the conjunction is used to. Complete the following sentences using an appropriate conjunction answers 1 i will not oppose your design i cannot, however, approve it 2 he was obstinate. Start studying useful phrases for spanish essays learn vocabulary, terms, and more with flashcards, games, and other study tools. Sentence transitions conjunctions (for definition in order to make my writing very clear, i will learn how to use logical connectors. They may be small words, but conjunctions are highly functional and very important for constructing sentences as you can see in the first sentence the coordinating conjunctions but and. Conjunctions are an integral part of the english language if used properly, they can improve almost any type of writing from business writing to academic writing, conjunctions help create. Use conjunctions, adverbs and prepositions to express time and cause teaching resources for 2014 national curriculum resources created for teachers, by teachers. The title really says it all it's for my amherst supp essay. Online writing lab using conjunctions conjunctions are used to connect a variety of sentence elements they can connect smaller parts of writing, such as words. Fiction writing - general general techniques characters & viewpoint conjunctions are useful in that they let your readers know the directions in which the story. Labels: complex vocabulary, gcse, how to write an essay, igcse, revision subordinate conjunctions (1) how to write an essay: list of useful phrases. Useful linking words and phrases for essays another link for linking words here 1 to indicate a contrast: but now i can easily use them in my essay. Which statement is true about conjunctions they should be used to combine two or more long sentences they are used to make sentences shorter they should not be used in essays. This post contains a random collection of 70 sentence stems you can use in your academic writing which are often used in conjunction with the main word 2. Conjunctions in argumentative writing of libyan tertiary the aim of this study was an attempt to investigate the use of conjunctions in argumentative essays. Essay writing connectors and useful expressions 1 connectors what are connectors connectors (also called conjunctions) are words or expressions which we use to establish.
Tue June 5, 2012 How The Transit Of Venus Helped Unlock The Universe Originally published on Tue July 31, 2012 8:46 am In an age when the size of the observable universe is known to a few decimal places, today's Transit of Venus offers a good opportunity to reflect on just how far we've come. (For viewing information, click here.) Less than 250 years ago, the brightest minds of the Enlightenment were stumped over how far the Earth is from the sun. The transits of the 1760s helped answer that question, providing a virtual yardstick for the universe. Without an accurate distance between the sun and Earth — known as the Astronomical Unit — astronomers couldn't deduce the exact size of the solar system and had no way of knowing for sure how far away the stars were. The Astronomical Unit has been "fundamental to figuring out the distances of everything in astronomy," says Michael Strauss, a professor of astrophysics at Princeton University. Enter Edmond Halley of comet fame. In 1716, he alerted the scientific community to be ready for the 1761 and 1769 transits of Venus. He noted that if Venus was observed from multiple spots as it crossed the disc of the sun, you could use something called the parallax method and some trigonometry to get the much sought sun-Earth distance. Although Halley, who died in 1742, was long gone by the transits of the 1760s, his historical timing was nonetheless impeccable. "This was the Age of Discovery, and people were finally able to start mounting big expeditions around the world for all kinds of reasons," Strauss says. So an international effort was organized, with nations dispatching expeditions to far-flung places. Legendary English navigator and explorer Capt. James Cook was among them. He and his team sailed aboard the HMS Endeavour to newly discovered Tahiti in the South Pacific, where observations were set up ahead of the 1769 transit. (Observations in 1761 were largely failures.) So how did the parallax method work? "You observe the moment at which Venus touches the disc of the sun, what's called first contact," Strauss says. "What you're measuring is when Venus, the sun and the observer all appear to be in a straight line." From different locations on Earth, that lining up occurs at slightly different times. It takes about seven hours for the total transit, so the difference between observations might be as much as a few minutes — easily measured by clocks of the day. "You want to know exactly how long it takes, because that duration gives you a [base]line and that line you can then fit onto the sun," says Owen Gingerich, a professor emeritus of astronomy and the history of science at Harvard University. The line forms the base of a triangle, and triangles make good yardsticks, says Gingerich, who spoke to NPR from California, where he is preparing to observe today's transit. By knowing the exact distance between the two earthbound observers and comparing the differences in their observations, you can draw a pair of triangles that will give the distance from the Earth to Venus. Thanks to the work of mathematician Johannes Kepler, 18th century astronomers already knew Venus' orbit is about 70 percent that of Earth's. So if you know the distance between the Earth and Venus, you can easily figure out the value for the Astronomical Unit. But it wasn't that simple. Because of something called the "black drop effect" having to do with density differences in the sun's outer layers, the observations were a little skewed. That threw the post-1769 figure for the Astronomical Unit off by a few percent from the correct answer. Still not bad, actually. And how did the transit of Venus give us the distances to the stars? The parallax method turns out to be good for figuring out how far they are, too. But since the stars are so much more distant than Venus, a much longer baseline was needed. Instead of two different geographic locations, the observations needed to be made during two different points in Earth's orbit, say one in June and another in December. Knowing the length of the Astronomical Unit (and therefore the size of the Earth's orbit) allowed scientists to know just how long the base of that massive triangle would be.
What is Candidiasis? Candidiasis is a fungal infection caused by yeasts that belong to the genus Candida. There are over 20 species of Candidayeasts that can cause infection in humans, the most common of which is Candida albicans. Candida yeasts normally reside in the intestinal tract and can be found on mucous membranes and skin without causing infection; however, overgrowth of these organisms can cause symptoms to develop. Symptoms of candidiasis vary depending on the area of the body that is infected. Candidiasis that develops in the mouth or throat is called “thrush” or oropharyngeal candidiasis. Candidiasis in the vagina is commonly referred to as a “yeast infection.” Invasive candidiasis occurs when Candida species enter the bloodstream and spread throughout the body. Causes of Candidiasis This may occur because of: - Warm weather - Tight clothing - Poor hygiene - Infrequent undergarment changes - The use of antibiotics that kill harmless bacteria that keep Candida under control - The use of corticosteroids or other medications that affect the immune system - A weakened immune system as a result of diabetes, pregnancy, or another medical condition - Incomplete drying of damp or wet skin Symptoms of Candidiasis Infection of the mouth (thrush) causes the following: - Creamy, white, painful patches inside the mouth - Cracking at the corners of the mouth (cheilitis) - A red, painful, smooth tongue - Patches in the esophagus cause pain during swallowing - When the skin is infected, a burning rash develops. Some types of diaper rash are caused by Candida. If the infection spreads to other parts of the body, it is more serious. It can cause - A heart murmur - Enlargement of the spleen - Dangerously low blood pressure (shock), - Decreased urine production. - An infection of the retina and inner parts of the eye can cause blindness. If the infection is severe, several organs may stop functioning, and death can occur. Diagnosis of Candidiasis Diagnostic tests for Candidiasis include the following: - Mucocutaneous candidiasis – For a wet mount, scrapings or smears obtained from skin, nails, or oral or vaginal mucosa are examined under the microscope; a potassium hydroxide smear, Gram stain, or methylene blue is useful for direct demonstration of fungal cells - Cutaneous candidiasis – Using a wet mount, scrapings or smears obtained from skin or nails can be examined under the microscope; potassium hydroxide smears are also useful - Genitourinary candidiasis – A urinalysis should be performed; evidence of white blood cells (WBCs), red blood cells (RBCs), protein, and yeast cells is common; urine fungal cultures are useful - Gastrointestinal candidiasis – Endoscopy with or without biopsy Treatment of Candidiasis - Candidiasis that occurs only on the skin or in the mouth or vagina can be treated with antifungal drugs (such as clotrimazole and nystatin) that are applied directly to the affected area. A doctor may also prescribe the antifungal drug fluconazole to be taken by mouth. - For infections of the esophagus, doctors prescribe antifungal drugs (such as fluconazole, voriconazole, or posaconazole) to be taken by mouth. Rarely, antifungal drugs (such as anidulafungin, caspofungin, micafungin, or amphotericin B) must be given by vein (intravenously). - Candidiasis that has spread throughout the body is usually treated with anidulafungin, caspofungin, or micafungin given intravenously or with fluconazole, which can be given intravenously or by mouth. Amphotericin B, voriconazole, and flucytosine are alternatives but are not commonly used. By : Natural Health News
Hats Off to You! by Judie Haynes Why do people wear hats, caps or bonnets? Teach a unit about occupations, world costumes, sports, or idioms around hats. The study of various types of hats can be a springboard to learn about different cultures in grades 1-4. They can also be used to teach idioms in grades 4-8. Try some of these ideas to welcome Spring. Introducing Hats, Caps and Bonnets in Grades 1-3 I keep a collection of hats in my room. At the beginning of the unit, students are invited to pick a hat they like and put it on the table in front of them. We discuss when each hat is worn and who would wear it. The group brainstorms a list of the other hats in the pile and add any other kind they can think of. Next, I read a fiction book about hats. Younger children love Caps for Sale and Three Hat Day. Then, I read Hats, Hats, Hats by Ann Morris. We review why each hat is worn. Is it for fun? Does it serve as protection? Is it worn at work or play? We also read A World of Hats which is published by Curriculum Associates. This book tells about hats around the world and offers additional information to that presented in "Hats, Hats, Hats." - Have students bring in a hat from home. Allow each student to tell why the hat is special. Younger students can draw a picture to illustrate their story and those who are beginning to read and write in English can write their story. - Ask students to bring pictures from native language magazines and tell classmates about the various hats worn in their countries. Or cut out hats from magazines and newspapers and have students describe the hat and tell when it is worn. Encourage them to use the correct names for different kinds of hats. - Have students in Grades 1-3 complete Why People Wear Different Hats. Use hat pictures to demonstrate each type. If students are not yet reading in English, pictures of hats could be classified. Use the hat pictures from our download Hat Drawings. - Have students in Grades 2-4 complete Hats From Around the World. - I have a file of large outline pictures of different kinds of hats. Students pick one type of hat and write what they have learned about it. The hat shape is traced on construction paper and student writings are attached to the outlines and displayed. I usually cut the lined paper to fit the shape of each student's hat. Hat Idioms for Students in Grades 4-8 To celebrate Spring, I often have older students draw hat patterns of various shapes. Cowboy hats, chef hats, Easter bonnets, baseball caps, beanies, ski caps, clown hats, police hats, visors and even earmuffs are popular choices. Students choose a sheet of colored construction paper and trace their hat pattern on the paper. They cut out two copies of their shapes; one in color and the other one in white. They write their idiom on the front and draw a picture of it inside. Under the picture they write the definition and an original sentence. Here are some of the idioms we use. 1. “Hold onto your hats” means to get ready for a surprise. Example: Hold onto your hats! Here comes my teacher wearing a clown costume. I wonder what we’re going to do in class today. 2. “You’re talking through your hat” means that you are saying something silly or foolish. Example: You’re talking through your hat when you say that you can get an “A” in Math without ever doing your homework. 3. “Keep it under your hat” means to keep a secret. Example: We could both get in trouble if you tell this secret to anyone. You must keep it under your hat. 4. “I’ll eat my hat if you do that” means that you don’t think that another person can do something and that you’d be willing to eat your hat if he or she really could do it. Example: I’ll eat my hat if you can come to school on time every day. 5. “You’re as mad as a hatter” means you’re wrong, or you’re crazy. Example: You’re as mad as a hatter if you think you can finish that report on time. 6. “Put on our thinking caps” means to think carefully about a hard problem and try to figure it out. Example: It’s time to put on our thinking caps. We’re going to do five very difficult math problems and I’d like you to get all of them right. 7. Something that’s “old hat” is old information. Example: If someone told me that school is going to be closed the last week of April, I would tell them that information is old hat. I’ve heard it already. 8. “Pass the hat” means to collect money for something. Example: I’m hungry, but I forgot my lunch money. I might have to pass the hat. 9. “That’s really a feather in your cap” means, “Nice job!” Example: You did a great job on that difficult social studies test. 10. “Hats off to you!” means “We respect you” Example: Hats off to you for getting first place in the music competition. 11. “At the drop of a hat” means to do something right away with question. b Example: If you ask her, she will help you at the drop of a hat. 12. “Wear more than one hat” to have more than one job or hold more than one office. Example: My teacher, Mrs. Green, is also a mother. She wears more than one hat. 13. "Toss one’s hat into the ring” means to announce that you are running for an elective office. Example: My neighbor tossed his hat into the ring and ran for Mayor. 14. "Have a bee in one’s bonnet” means to have an idea or thought that you can’t get out of your mind. Example: Jim has a bee in his bonnet. He can’t stop talking about his birthday party. © 1998-2007 Judie Haynes, www.everythingESL.net
Of all the mineral nutrients needed by plants, nitrogen is unique. The others all come from the mineral fragments that make up soil, formed over millennia from the rock of the Earth’s crust. But nitrogen is different, coming from the vast amount of nitrogen gas in our atmosphere, but unavailable until turned into compounds that dissolve in the soil water, where they can be absorbed and used by plants to make proteins. That process – turning nitrogen gas into ammonium salts in the soil – is what we call Nitrogen Fixation. There are several ways this happens, but one important way involves an extraordinary relationship between plants and bacteria, and this is often what people are thinking about when they ask about nitrogen fixation. Humans have known for a long time that farming takes nutrients from the soil, slowly depleting it so that yields fall steadily. By around 1750 a new method of farming replaced the old system, dating back to Roman times, of each year leaving one-third of the land un-cropped – called fallowing. Although this method kept the land fertile it meant small yields and it kept farmers at subsistence level. This new system grew a crop on the land every year, but in the fourth year the field was planted with clover, a pea-family plant that performs the miracle of nitrogen-fixation, trapping the needed nitrogen back into the soil and restoring the fertility of the land. This new system was essential to produce the extra food needed as the Industrial Revolution took people out of the country and into the cities to work in factories instead of on farms. Natural Nitrogen Fixation Living free in the soil are a number of micro-organisms – bacteria – that are able to supply their needs for nitrogen by taking it directly from the air. When they die the nitrogen they have ‘fixed’ is released into the soil, where it can be used by plants. Eventually one of these bacteria found a way to have a safe home where it could grow. It joined with plants of the pea-family and grew inside special nodules on the roots of these plants. Plants in this family, called Legumes, include alfalfa, clover, peas, beans, soya, peanuts and many wild species as well. The Rhizobium bacteria grew well inside these nodules, getting water, safety and some nutrients from the peas and in turn giving the plants nitrogen so they can grow on poor soil where other plants cannot, avoiding competition and thriving. When the plants die the nitrogen enters the soil, enriching it and allowing other crops to grow. We now know that some other plants also have bacteria in their roots that provide nitrogen. These typically grow on poor soil, using the ‘edge’ the bacteria give them. However the Rhizobium/Legume connection is by far the most important type of nitrogen fixation we find in nature. Industrial Nitrogen Fixation That first revolution in agriculture was followed by a second, also involving nitrogen. As the demand for higher food production grew, farmers turned to supplementary sources of nitrogen. The first was guano, the accumulated excrement of sea-birds. In most places this would be washed away by rain, but in Peru there are areas where rain almost never falls and there it built up into layers many feet thick. This material was treasured by the Incas for fertilizer and when Westerners discovered it a brisk trade developed. The second material also came from South America. In Chile there are vast deposits of saltpeter, a water-soluble nitrogen mineral that can only form where there is no rain. This too became a huge international trade. Saltpeter is also used for gunpowder, so when the First World War broke out the Allies blockaded Germany, preventing supplies of saltpeter reaching them and threatening their war effort. A scientist called Fritz Haber had already built on earlier research and developed a method for making ammonia out of the atmosphere – industrial nitrogen fixation. During WWI that ammonia was at first used to make explosives, keeping the war going for several years, but after the war it began to be used to make fertilizers, just as the supplies of guano and saltpeter began to dwindle. Today this Haber Process is still the main method used to manufacture fertilizers and it produced the Green Revolution of the last century which is the basis of our urban society and wealth today. Nitrogen Fixation in the Garden At a garden level, nitrogen fixation is used in vegetable crop rotation, with smart gardeners being sure to grow peas and beans in different parts of the vegetable garden each year, leaving their roots and those precious nodules behind to keep the soil fertile while we harvest our vegetables. Planting clover in a lawn can similarly reduce the need for fertilizer to keep our turf healthy and green. In farming too, with corn and soya the main crops today, that rotation provides much-needed nitrogen and reduces our dependence on the energy-hungry Haber Process, which consumes about 2% of our global energy every year. So Nitrogen Fixation, at first a gift of nature, now also a gift of science, is perhaps the most fundamental process maintaining and developing our modern lifestyle, as well as a useful technique for home gardening. Either way, we cannot live without it.
The medical term for dry skin, is usually called Xerosis. This disorder can occur in men and women regardless of age. However, those who are elderly are more at risk of experiencing it. This disease, can occur in a short time or occur for a long time. Dry skin, found in many people who live in cold areas with low humidity. This condition, can be avoided by consuming enough water every day. Fluid intake is very necessary, because fluids are needed to moisturize human skin to remain soft and healthy. It only kills bacteria, not kills viruses. Such drugs should not be given to flu sufferers... Read Now : It only kills bacteria, not kills viruses. Such drugs should not be given to flu sufferers... Xerosis or dry skin will appear as follows: 1. Dry, rough and scaly especially in the arms and legs. 2. Pale, dull, and whitish. 3. Become reddish due to irritation. 4. Broken, peeling and prone to bleeding. Dry skin, can cause itching. If the cracked skin is scratched, it can expand and cause skin infections. Dry skin can be handled alone at home, but sufferers must immediately see an expert that is medical if the following symptoms appear: 1. The occurrence of a large peel of skin. 2. The appearance of a ring-shaped rash. 3. Does not improve or even worsen after using dry skin care products. 4. Removing fluid or pus. Xerosis or dry skin, can also be caused by conditions that occur in the human body, such as: - Suffering from thyroid disease. - Suffering from kidney failure. - Experience drastic weight loss - Dry skin genes derived. - Experience drastic weight loss. - Medication for diuretics, retinoids or chemotherapy. Read Now : Gold blood only has 43 people in the world Then, xerosis can also be triggered by several factors from the environment, namely: 1. The use of bath soap with certain chemicals, for example fragrance added. 2. Rub the skin hard and rough, for example when drying the skin with a towel. 3. Bathing too often, especially with hot water. 4. Too long exposure to sunlight. Even though it can happen to everyone, xerosis is more often experienced by people over 40 years old, likes to swim, or has a job that requires soaking body parts into water. Xerosis can be prevented in various ways, ranging from simple skin care methods or by improving daily lifestyle. The goal is to keep the skin moist. Here are a few steps to prevent the appearance of xerosis: 1. Don't take a shower too long. - Natural oil that sticks to the surface of the skin can be lost if you take a shower too long, especially if you use hot water. Therefore, limit the duration of your bath, just take 5-10 minutes to take a shower. That is to say, the natural oil on the surface of the skin is important to always be awake, so that your skin does not dry out. 2. Choose the appropriate soap. - To maintain, choose soap that contains additional oil in it. 3. Using a skin moisturizer. - Skin moisturizer can be used to maintain healthy skin, provided it does not contain alcohol. You can also use baby oil. Moisturizers and baby oil are good to use after bathing, when the skin is still wet. 4. Install a room moisturizer. - A hot and dry room can make the skin more sensitive, itchy, and even peel off. Installing a room moisturizer can be an alternative to keep the skin moist. 5. Protect the skin while in a cold place. - If traveling to an area that is cold or even snowy, it is better to use gloves, scarves and hats to cover the skin so it does not dry quickly. 6. Using sunscreen. - The use of sunscreen when doing outdoor activities can protect the skin from sunburn. 7. Don't scratch the skin excessively. - Scratching and rubbing the skin excessively can make the skin reddish, rough, looks dull, peeling, and damaged. 8. Consume enough water every day. - Adequate fluid intake keeps the skin from drying out. 9. Eat foods that contain omega-3. - Foods that contain omega-3 such as salmon produce fat that helps moisturize the skin. Most cases of xerosis or dry skin, can be overcome by using moisturizers. Oil-based moisturizers are more effective than water-based moisturizers. To deal with dry skin, look for moisturizers that contain lactic acid and urea. If dry skin does not improve after treatment with moisturizer, consult your doctor. The doctor will give a corticosteroid cream, such as hydrocortisone. Other drugs that can be given are creams that affect the skin's immune system, such as pimecrolimus or tacrolimus. These drugs are used to relieve itching, redness, and inflammation.
There are nine breeds of Fruit bats in the Philippines, which mainly live in virgin forests and are highly dependent on plant resources in forests. Therefore, human exploitation of forests as farmland or overuse of natural products of forests will seriously affect habitat.Click Here For More. Utzurrum (1995) studied the patterns of resource utilization of fruit bats in primeval forests of the Philippines to prove the relevance and importance of fruit bats to local forests. The method of this study was to investigate the species, sites and types of plants used by Rousettus leschenault, and then to evaluate the possible results and importance of seed sowing and migration after fruit-eating by Rousettus leschenault through seed dispersal patterns and seed germination tests. The results showed that 54.5% of the fruits were green, 22.7% were orange to bright red, 18.2% were dark red to dark purple, and only one was dark yellow brown. Therefore, it is not difficult to find that many seeds must be eaten by fruit bats, and after they are discharged from the digestive tract, they will have a higher germination rate.Click Here For More. It can be seen from the above that Philippine fruit bat eat a wide range of food, almost all species are generalists as not only eat one or two kinds of fruit.Click Here For More. Growth and Reproduction The researchers found that during the nesting process Rousettus leschenault also occurred mating behavior, and observed oral sex, which is the first time that researchers found similar behavior in addition to human, gorilla and other primate mammals.
Henricus Historical Park is located 80 miles west of colonial-era Jamestown along the historic James River. It consists of the re-created 1611 – 22 community of the Citie of Henricus (an outpost of Jamestown) and the nearby Powhatan Indian community of Arrohateck. Through costumed interpretation and re-created buildings, tools and cultural activities, we serve as a 17th century living history site for both the general public and for school students. How do we re-create the times, the events, the culture and the physical layout of this time period? Our interpreters and educators study what primary sources are available from that time period – both described, written and drawn. Period paintings, maps, journals, letters, etc. are perused to help us re-create a period nearly 400 years ago at the very earliest time in American history. We provide not only school programs for students, but in-school (or distance learning) consultation with students and workshops for teachers regarding the historical information and primary sources that students can use to create projects that help explain life 400 years ago. Using such general themes as cultural comparison and contrasts, levels of technology, natural resources, government and economics, students can create a better understanding of their past and of how it may affect their lives today. Students receive primary source document lists – including 1585 watercolor drawings by Englishman John White – which detail early Indian life and community. Although the paintings reveal Indian life as seen through the eyes of an Englishman, they still reveal details of how they farmed, what their houses looked like, what kind of tools and weapons they used, how they dressed, etc. As the Indians of this era did not have a written language the paintings become the start of a valuable historic resource. Books like the Jamestown Narratives: Eyewitness Accounts of the Virginia Colony provides period letters, directives and journal writings by and to the English colonists during this era. Maps that show the environment and geography include the 1607 Captain John Smith map of the Chesapeake Bay and the Indian communities living along its attendant rivers. Resources like these plus the archaeology of the area helps to provide “primary” information for students to resolve questions like: what was life like for an Indian or English child in the 17th century? What did they eat and how did they prepare it; how did they live in the environment along the river and what natural resources did they have; what was their education like; what technology and tools did they use? We then help students design a project based upon a question or a problem to solve. These projects can include a museum-style exhibit, a play, a mockup of an early community, or perhaps a poem. Henricus Historical Park works with enquiry-based learning and provides materials and consulting for not only a hands-on and 3-D educational program but help with projects that lead to a deeper understanding of the past and also of the present. TENZI - THE WORLD'S FASTEST GAME. IT'S A FUN, FAST FRENZY! Have a question? Contact us! Published By Knight Communications Other Publications: Carolina Fire Rescue EMS Journal \| The Griffon 108 • Our Mission: To Reinvigorate the Spirit of American Education Copyright © 2019 - SeenMagazine.US is the property of the Knight Communications Inc. \| 10150 Mallard Creek., Suite 201. Charlotte, NC 28262 \| Toll Free 866-761-1247 * 704-568-7804 \| FAX 704-563-4286
One-Way Analysis of Variance (ANOVA) is a technique for studying the relationship between a quantitative dependent variable and a single qualitative independent variable. Usually we are interested in whether the level of the dependent variable differs for different values of the qualitative variable. We will use as an example real data from a study reported in 1935 by B. Lowe of the Iowa Agricultural Experiment Station.* Perhaps this originated at coffee break one morning. Donuts are traditionally a fried food and as such absorb some of the fat they are fried in. The amount and type of fat absorbed has implications for the healthfulness of the donuts. This study investigated whether there was any relationship between the quantitative variable "amount of fat absorbed" and a qualitative variable "type of fat". (Unfortunately we do not know just what the fats were. You could think of them as corn oil, soybean oil, lard, and Quaker State.) You can find the data at our site as a plain text file and as an Excel spreadsheet. ANOVA is commonly used with experimental studies and that is the case here. The experiment consists of frying some donuts in each of four fats. Twenty-four batches of donuts were prepared and six randomly assigned to each of the four fats. The results, in grams of fat absorbed for each batch, and as they might commonly be laid out on a page were: We can compare the four fats by performing an analysis of variance or by constructing four parallel boxplots. To construct boxplots for the four types of fats we need to first create the following table: To create boxplots, select Chart Wizard, then in chart type select line, click on Next, choose Data Range as the above entire table, click on Rows, finally press Finish. Next right click on each line of the graph, select format series and choose none option for line. Also clear the gridlines by rightclicking on one of the gridlines and click on clear. Next right click on any point on the graph, choose format data series, then select options, click on high-low lines,and Up-down bars to get the following (simplified) boxplots: It certainly looks like more of Fat 2 gets absorbed while Fat 4 seems least absorbed. But wait a minute! If we repeat the experiment we would most likely get different numbers. Could this change the rankings of the fats? Is it possible that all four fats are absorbed to about the same degree and we are just seeing random fluctuations from one assignment of batches to fats to another? To see if that is likely we do a hypothesis test. The null as usual is backwards: we hypothesize no difference among the fats. As always, the null provides a specific model with which we can play "what if". If the null were true, would such differences be ordinary or extra ordinary? Now we need to perform one way ANOVA using Excel. Select Tools, then Data Analysis, choose Anova:Single Factor, press ok, then select Input range as the whole table given on Excel spreadsheet excluding the column of rows, next tick mark on labels and then press ok to get the following output: Anova: Single Factor SUMMARY Groups Count Sum Average Variance Fat1 6 1032 172 178 Fat2 6 1110 185 60.4 Fat3 6 1056 176 97.6 Fat4 6 972 162 67.6 ANOVA Source of Variation SS df MS F P-value F crit Between Groups 1636.5 3 545.5 5.406342914 0.006875948 3.098392654 Within Groups 2018 20 100.9 Total 3654.5 23 The P-value of 0.0068 is for a test of the hypothesis which says that the mean amount of fat absorbed is the same for all four types of fat. Because it is so small, we reject the hypothesis of equal absorption. Like any statistical test, this one is based on some assumptions. We will only mention the ones we can check with software. These are two: that the numbers for each fat are normally distributed and that they share a common variance. We can check these roughly from the boxplots. There we see roughly similar spreads and no serious departures from normality. *Our source is Chapter 12 of Snedecor and Cochran, Statistical Methods (7th. ed.), 1980, Iowa State University Press, Ames, IA. © 2008 statistics.com, portions © 2007 Robert W. Hayden and used by permission
By Jonathan Kimak A new study by NASA’s Jet Propulsion Laboratory in Pasadena, California, reports that asteroids headed for earth could be deflected by the weak gravitational pull caused by the engines of a nearby spacecraft. The hypothetical spacecraft, known as a gravity tractor, would be able to deflect asteroids as large as 140 metres in length. The tractor would position itself along an asteroids path at an optimal location to deflect the asteroid away from earth’s atmosphere. The study reaffirms previous research into the field of gravity tractors and adds an engineering framework that brings the tractor from being theoretical into something that really could be created. It should only be a matter of time before we go from gravity tractors to tractor beams.
Day rate: winds accelerate the rotation of Venus The planet’s dense atmosphere and steep mountains combine to affect the planet’s speed. Richard A Lovett reports. Strong winds blowing across the tops of mountains on Venus appear to be causing that planet’s rotation rate to speed up by as much as couple of minutes per Venusian “day,” scientists say. “There is a torque from the atmosphere onto the solid body that speeds up the rotation rate of the solid body itself,” says Thomas Navarro, a planetary scientist at the University of California, Los Angeles, in the US. The rotation rate of Venus is difficult to measure because of the planet’s constant cloud cover. Radar soundings from two orbital missions, NASA’s Magellan spacecraft (1990 to 2004) and the Europe’s Venus Express spacecraft (2006 to 2014) have produced intriguingly different results. “We suspect that the rotation rate of Venus constantly varies,” Navarro says. The difference between the two measurements, he adds, was about 7 minutes each Venusian day. One of the oddities of Venus is that that while its solid surface takes 243 Earth days to make a 360-degree revolution, its atmosphere is dominated by winds that blow much faster. The effect is mild at the surface but mounts with altitude, with the cloud tops seeing speeds in excess of 360 kilometres per hour — so fast they circle the entire planet every four Earth days. When these winds hit a mountain range, Navarro says, they rise up and over it, just as winds do across Earth’s mountains. In the process, they push against the surface and change the solid planet’s spin. On Earth, the effect on the length of the day is tiny and transient, changing with the weather. “[It’s] only a few milliseconds,” Navarro says. “It’s not something we can feel, but something we can measure.” Furthermore, as winds rise up and over mountains on Earth, the resulting “mountain waves” break like ocean waves on a beach, creating turbulence that mitigates their impact. On Venus, however, the slow progression of the day allows them to build to enormous proportions, particularly in the planet’s long, slow afternoon. Then, they can rise to altitudes of 70 kilometres and extend into huge, bow-shaped patterns over distances as long as 10,000 kilometres. “That’s almost as big as the planet,” Navarro notes. These waves, he adds, have been seen from space by Japan’s Akatsuki spacecraft, which has been orbiting the planet since late 2015. But it is only now that Navarro and his colleagues attempted to model how airflow in the thick Venusian atmosphere interacts with mountain ranges that can reach heights of 5,000 to 6,000 metres, in the process affecting the planet’s spin. Navarro adds that his work is only the beginning. Scientists don’t yet know why the Venusian atmosphere rotates faster than the planet itself — a process called super-rotation, which creates the conditions conducive to the giant mountain waves affecting its spin. “We have many possible explanations,” he says, “but at the moment we do not understand exactly what causes the super-rotation.” He notes, however, that this seems to be common among slow-rotating bodies. Saturn’s giant moon Titan, with days 16 times as long as Earth’s, also has a super-rotating atmosphere, he says. Nor, he says, do scientists understand what keeps the Venusian atmosphere spinning so rapidly. In theory, wind speeds should slow down as they impart torque to the solid surface, until eventually atmosphere and planet are rotating at the same speed. But since that’s obviously not happened, Navarro says, there must be countervailing processes at work, keeping the atmosphere circulating faster than the planet itself. Another question is whether the rotation rate of Venus is steadily accelerating or changing back and forth, in a tug-of-war between competing forces. Lori Glaze, acting director of NASA’s Planetary Science Division, is intrigued. “We know that Venus’s atmosphere is extremely dense, but it is amazing to think that the atmosphere could actually be contributing to the observed changing rotation rate of the solid planet,” she says. What’s needed now, she adds, are new, long-term observations of the mountain-wave features observed by Akatsuki, as well as detailed observations of the planetary rotation rate and how it changes over time. Navarro agrees that his finding supports the case for a new mission to Venus, as soon as possible. “Oh yes!” he laughs, when asked about the idea. Such an expedition, he adds, would also help scientists figure out the nature of the Venusian core. “We don’t know anything about the interior of Venus,” he says. “This is frustrating because Venus is the closet planet to Earth in terms of size, and yet we don’t know what the interior looks like.” Navarro’s work is published in the journal Nature Geoscience.
ABC Tracing Sheets This multi-page worksheet will help your child with her handwriting skills by having her practice uppercase letter tracing. First, kids trace lines on this prekindergarten writing worksheet to strengthen the fine motor skills needed to form the letter G. Then they trace the letter G! Help your child with her handwriting skills with this preschool worksheet, which will help your child practice writing the uppercase letters L, H, and T. Help your kindergartener or preschooler learn all about finding and writing the lowercase letter x with this worksheet!
Four Favorites for Black History Month - Grades: 1–2, 3–5, 6–8 Feeling the February scramble — the mad dash for the best Black History Web sites, books, and movies? Or are you bombarded by colleagues searching for Black History teaching tools? Read on for five treasured resources, some old favorites, and some fresh faces, that will have kids and adults of any culture begging for more! 1. The Story of Stagecoach Mary Fields by Robert Miller Miller’s tale about a rough and tough heroine who could not be stopped by the Wild West will inspire your students to write their own historical fiction. 2. Slavery and the Underground Railroad How do you get digital natives fully vested in the study of American slavery? Blast Scholastic's The Underground Railroad offerings on your interactive whiteboard. Turn out the lights and have your students listen to real accounts from young and old African Americans of their lives on the plantation and of their heroic escapes. Have students complete a coded letter for the Underground Railroad or partake in a Harriet Tubman Web Hunt. Need something tactile? Velma Maia Thomas' tastefully designed interactive book from the Black Holocaust Exhibit, Lest We Forget: The Passage From Africa to Slavery and Emancipation, will enable children to “hold in their hands an authentic receipt for a woman sold into slavery” or “slide the lid off a tobacco tin and remove the treasure within — a former slave’s freedom papers.” This book is sure to be the most tattered and torn, and, yet, the most appreciated book in your classroom library.
My Kid's Reading Level is...Now What? August 09, 2012 Reading levels vary from student to student, as well as school district to school district. So, how can you find the correct books to engage a young reader but make sure it is not too difficult for them? This is a common issue that I come across both as a parent and while working for the Library. Parents are excited to hear their child is reading above grade level, but somewhat clueless about finding the correct books. Most likely because, when we were in school we read at grade level or above/below, now there are multiple tiers in each grade level corresponding to how a child comprehends the text. Teacher conferences give us an opportunity to find out what level our child is on and, perhaps, a list of acceptable books in their reading range by using assessments like the Lexile Text Measure, Accelerated Reader (AR), or Developmental Reading Assessment (DRA). The Lexile Text Measure indicates the reading demand of the text in terms of semantic difficulty (word frequency) and syntactic complexity (sentence length). The Lexile scale ranges from below 200 for beginning reader material to above 1700 for advanced text. The Developmental Reading Assessment (DRA) uses a system of numbers from A1 for Kindergarten through 80 for up to sixth grade. Tasks measured by the DRA test are divided into several skill sets. Rhyming, alliteration, segmentation, and phonemic awareness are tested in the phonemic awareness section. Letter naming, word-list reading, spelling, decoding, analogies, structural analysis, and syllabication are tested in the alphabetic principle/phonics portions. Oral reading fluency or words per minute for contextual reading are tested under fluency. Vocabulary, comprehension, and reading engagement skills are also measured in the test. Finally the Accelerated Reader (AR) is a computer program that helps teachers manage and monitor children’s independent reading practice. Your child picks a book at his or her own level and reads at his or her own pace. When finished, your child takes a short quiz on the computer. Passing the quiz indicates that your child understood what was read. AR gives both children and teachers feedback based on the quiz results, which the teacher then uses to help your child set goals and direct ongoing reading practice. Combined with the AR assessment, the ATOS rating on a book helps to choose the appropriate books for your child. ATOS uses a decimal type rating such as 3.5, which would correspond to a third grader in the 5th month of school. The following chart will give you a Lexile reading levels to ATOS comparison. Now that we have a better understanding of reading levels and how they are determined, how can we use these to find books from the library? There are several databases available which use Lexile numbers in advanced search forms. NoveList K-8 Plus is the one I use and recommend to parents for ease of use. Choose the Advanced Search link and enter keywords such as a subject of "video games" and your child’s corresponding Lexile number, 820. The search will pull up a number of books that you may use to search our catalog to find and place a hold on and have sent to your closest library branch. Searchasaurus also uses a Lexile reading level system, just scroll down the page to find the link under Encyclopedias and Magazines. Searchasaurus provides access to a dictionary, an encyclopedia, magazine articles, and an image library for elementary and middle school students. Another site for searchable nonfiction books is Book Collection: Nonfiction-Elementary Edition. Using advanced search, you can enter a Lexile reading level and subject to find titles that would suit your young reader or researcher. Finally, AR Book Finder is accessed through our list of additional websites for kids. This website uses ATOS book levels and interest levels (Elementary, Middle School, etc) to find appropriate books through an advanced search. This site is user friendly in that you can compile a list to print, take to your local library branch, or use it to place holds on your selections through the MCPL online catalog. Kids love to read when they have interesting books that challenge them but do not overwhelm them. Using the above websites to search for books on your child’s reading level will help foster good reading habits and raise their levels the more they read! And if you need any help, we are all happy to assist you in using these websites to find the best books for your child’s reading level. Stop by your local branch today.
What is malaria? Malaria is a potentially fatal tropical disease that's caused by a parasite known as Plasmodium. It's spread through the bite of an infected female mosquito. The infected person may have feverish attacks, influenza-like symptoms, tiredness, diarrhoea or a whole range of other symptoms. Malaria should always be suspected if these symptoms occur within the first year of return from an infected area; a test should be carried out to exclude the possibility of malaria as soon as possible. Malaria is one of the leading causes of disease and death in the world. It is estimated that there are around 200 million new cases every year, with over 500,000 deaths worldwide (91 per cent in Africa). Malaria occurs extensively in tropical and subtropical regions. It used to exist in the UK but fortunately no longer does. In recent years, about 1,500 people have returned to Britain with malaria that they have contracted abroad - and, of these, an average of 12 die. For this reason it's important to prevent malaria in those travelling to and from the tropics. What causes malaria? The malaria parasite, Plasmodium, is a small, single-cell organism (protozoan), which lives as a parasite in man, monkeys and a specific species of mosquito (Anopheles). There are four key types of malaria parasite that affect humans: Plasmodium falciparum is the cause of fatal malaria, while Plasmodium vivax, Plasmodium ovale and Plasmodium malariae cause more benign types of malaria. There are several stages in the life cycle of the parasite, and by and large these are the same for all four types. How do you catch malaria? Malaria is caused on by the female Anopheles mosquito biting a person who has malaria parasites in their blood then passing these on when she takes her next feed on another person. The parasites develop in the intestine and salivary glands of the mosquito and can be passed on to other people the next time the mosquito bites. In man, the parasite travels to the liver via the blood and then out into the bloodstream again, where it invades the red blood corpuscles (the cells which carry oxygen in the blood). Malaria can also be passed on by blood transfusions and the use of infected needles. Where does malaria occur? Malaria occurs where the Anopheles mosquito lives - ie particularly in hot, humid climates. Plasmodium falciparum is by far the most important malaria parasite in Africa. There are also areas in: Latin America, Asia, and Oceania, where fatal malaria still occurs. Plasmodium vivax is the most common in Asia and Latin America, including Central America. What are the symptoms of the disease? Normally, 7 to 30 days go by between being infected and the onset of the disease. On a purely practical level, the most fatal (Plasmodium falciparum) cases develop within three months of leaving the malaria region, while the forms transmitted by Plasmodium vivax and Plasmodium ovale have been recorded to appear up to 22 months later. Malaria malariae (a rare, benign form) can survive in man for up to 30 years, luckily without causing much discomfort. This form can also be treated, provided you get the right medication. The actual attacks of malaria develop when the red blood corpuscles burst, releasing a mass of parasites into the blood. The attacks do not begin until a sufficient number of blood corpuscles have been infected with parasites. What are the characteristics of a malaria attack? The attack may be what is called uncomplicated or severe. Classic symptoms would be: - fever and shivering. The attack begins with fever, with the temperature rising as high as 40ºC and falling again over a period of several hours - a poor general condition, feeling unwell and having headaches like influenza - diarrhoea, nausea and vomiting often occur as well. When the temperature drops, the patient often sweats profusely and feels much better. Then the same day, or one to two days later, further attacks occur with feeling generally unwell, high temperature and so on. The attacks diminish in the course of a number of weeks, if the patient develops the ability to resist the malaria parasite. But if proper treatment is given, the fever and parasites can disappear within a few days. However, malaria can seem just like a mild flu, tiredness may be the only initial symptom or to make diagnosis even more difficult just simple diarrhoea. If a case shifts to severe malaria, the classic symptoms above would be expected with increased drowsiness, leading to coma and associated failure of all the major organ systems. No-one is ever completely immune to malaria, but the concept of semi or partial immunity exists, in which attacks are less severe and less likely to kill. But the price for this is multiple exposures (which kill many children). Many people from Africa and India assume they have full or partial immunity to malaria, and these people who visit friends and relatives abroad (VFRs) compromise the largest numbers of imported malaria cases in the UK. In severe malaria the illness may evolve with a number of complications: - low blood pressure (hypotension) - kidney failure - possible haemorrhage (bleeding) - effects on the liver (eg infectious jaundice) - shock and coma may also develop, and the condition may prove fatal. Severe falciparum malaria can affect the brain and the rest of the central nervous system. It's characterised by changes in the level of consciousness, convulsions and paralysis. In severe falciparum malaria a large number of the red blood corpuscles are destroyed. Haemoglobin (the red pigment) from the blood corpuscles is excreted in the urine, which therefore is dark and almost the colour of cola. If someone with a benign form of malaria is untreated, anaemia and an enlarged spleen may develop after days or weeks. Ability to resist malaria attacks Partial Immunity to malaria develops very slowly and is quickly lost (some estimate within 6 months of leaving the exposure area). On average one child dies every 30 seconds from malaria in these countries. It's important to remember that nationals from malarious areas, who return home for holidays, need the same malaria protection as ordinary travellers because partial immunity develops slowly and is rapidly lost. What can you do yourself? There's no risk of catching malaria in the UK. But if you visit tropical and subtropical countries, it's important to investigate the chances of catching malaria. Check the National Travel Health Network and Centre for up-to-date advice. Because the situation can change rapidly: you should talk to a doctor, travel clinic or pharmacist before planning your trip, both as regards to products for malaria prevention and also for expert advice on avoiding other dangers and diseases. Prevention of malaria is important. If you travel to a region where malaria is prevalent, you should take preventive medication against the parasite and take whatever steps you can to avoid being bitten. How is the disease diagnosed? The symptoms of malaria are similar to those of many other diseases and infections that can cause fever or upset the stomach. Therefore you should always tell your doctor if you have been abroad, especially if you've been to the tropics in the last 12 months. The gold standard actual diagnosis is made by detecting the parasite in the blood. This is done using a special product mixed with one to two drops of the patient's blood and spreading it on a microscope slide. This is then stained and examined carefully under a microscope. But many laboratories in the UK and overseas now use rapid antibody based screening tests. These can give results in 15 minutes. The examination may have to be repeated if the fever has only just begun or preventive medication is to some extent keeping the numbers of the malaria parasite low. The treatment of malaria normally calls for admission to hospital because it may be falciparum malaria that can have a fatal outcome in only a few days or hours. Outpatient treatment or, worse still, self-treatment of malaria is something only to be undertaken when no qualified medical help is available, ie if you develop malaria in a remote area. The same antimalarial agents may be used to treat malaria as to prevent it. But if you have caught malaria in spite of using the correct preventive medication, a different product should be used to combat the possibility of resistant parasites. There are promising results from two separate malaria vaccine trials but it may be several years before these are commercially available.
A mysterious, ancient organism with leaf-like fronds once flourished in shallow waters. Now, after decades of debate as to whether these organisms were fungi, algae, protozoa or even from a lost kingdom of life, new fossils suggest they were animals. If true, these organisms would be among the first animals in the fossil record, dating back to at least 571 million years ago — the age of the oldest frond fossils. That's about 30 million years before the Cambrian explosion, when many of today's animal groups first burst onto the scene. The date is consistent with other evidence that suggests animals appeared more than 635 million years ago. The mysterious frond fossils, which have been found around the world, date to the Ediacaran period, which spanned from 635 million to 542 million years ago. The fossilized imprints suggest that the organisms were soft and squishy and that some sported fronds that branched outward like seaweed, study co-author Jennifer Hoyal Cuthill, a paleobiologist at the University of Cambridge in England, wrote on The Conversation. Even 60 years after the discovery of these organisms, researchers still didn't know what these fronds were. [These Bizarre Sea Monsters Once Ruled the Ocean] Now, in a paper published Aug. 7 in the journal Paleontology, Cuthill and Jian Han, of Northwest University in Xi'an, China, describe the discovery of 206 fossils of a different animal called Stromatoveris psygmoglena that date to about 518 million years ago, during the Cambrian period. The fossils were found in Chengjiang County in southern China, and they add to the existing collection of eight S. psygmoglena fossils first discovered in 2006. S. psygmoglena,which also had leaf-like fronds,looked a lot like the older, mysterious Ediacaran fossils. To see how similar they were, Cuthill and Han used a computer to compare the two groups, analyzing their evolutionary relationships and physical features, based on more than 80 photographs of the fossils. They found that both sets of fossils belonged to the same group on the tree of life called Petalonamae— meaning the Ediacaran organisms also had to be animals. "This means animal species were diversifying well before the Cambrian explosion," Cuthill wrote on The Conversation. Given that these creatures can be found across tens of millions of years of the fossil record, it's likely Petalonamae were evolutionarily successful. Because the fossil record for the Ediacaran organisms had seemed to disappear by the time the Cambrian began, researchers thought the organisms had gone extinct. But by linking them to Stromatoveris psygmoglena, the new analysis suggests they lived at least through the first 20 million years of the Cambrian. And the fact that the researchers found more than 200 fossils means they were common. "This indicates that this species was an important member of its shallow marine ecosystem rather than a rare or marginal survivor," Cuthill said in The Conversation article. Originally published on Live Science.
The Magellanic subpolar forests are a terrestrial ecoregion of southernmost South America, covering parts of southern Chile and Argentina, and are part of the Neotropic ecozone. It is a temperate broadleaf and mixed forests ecoregion and contains the world's southernmost forests. The Magellanic subpolar forests are a terrestrial ecoregion of southernmost South America, covering parts of southern Chile and Argentina, and are part of the Neotropic ecozone. It is a temperate broadleaf and mixed forests ecoregion, and contains the world's southernmost forests. The Magellanic subpolar forests ecoregion lies to the west of the Andes Mountains, which run north-south for most of their length but curve eastward near the southern tip of South America, terminating at the archipelago of Tierra del Fuego. The Magellanic ecoregion was covered by glaciers during the last ice age, and the landscape is deeply dissected by fjords, with numerous islands, inlets, and channels, including the Strait of Magellan, which separates Tierra del Fuego from the South American mainland and is the route taken by Portuguese explorer Ferdinand Magellan from the South Atlantic to the South Pacific. North of roughly 48° south latitude lies the Valdivian temperate rain forests ecoregion, which shares many affinities with the Magellanic ecoregion in plant and animal life. To the east lie the drier temperate grasslands and shrublands ecoregions of Patagonia, which are in the rain shadow of the Andean and Fuegian mountains. The Andean and Fuegan mountains intercept moisture-laden westerly winds, creating temperate rain forest conditions, while the cold oceanic Humboldt Current, which runs up the west coast of South America, and the cold Antarctic Circumpolar Current, which runs from west to east through the Southern Ocean, keep the Magellanic ecoregion cool and wet, and the strong oceanic influence moderates seasonal temperature extremes. Average annual temperatures vary from 6 °C (42.8 °F) in the north to 3 °C (37.4 °F) in the south and annual rainfall from 4,000 mm (157 in) in the west to 450 mm (17.7 in) in the east. Snowfalls can occur even in summer. Fog is very frequent. Very strong winds whip the region and these compel trees to grow in twisted and bent shapes fighting against the wind and people sometimes call them "flag trees."
Borers, insects that develop underneath the bark of woody plants, attack many shade and ornamental trees. Most borers attack trees weakened by drought, mechanical injury, recent transplants, poor soils or root systems. The most important prevention of borers is keeping trees healthy through proper management. Proper management includes watering trees long enough for moisture to reach the root system of the plant, wrapping young trees from November to April to prevent sun scald, and pruning dead or dying branches to discourage insects. Some common tree borers include lilac and ash borers, peach tree borer, mountain pine beetle and ips beetle, pinyon pitch mass borers and Zimmerman pine moth. The most common way to control borers, in addition to proper tree maintenance, is chemical control. But borers live inside trees, and treating them with insecticides is difficult. The best time to control borers is when adult are laying eggs on or under bark. Pheromone traps, available for some borer species, help determine if adults are present. Trunk sprays can be effective when borers are in the early larvae stage before they enter the tree. For more information, see the following Colorado State University Extension fact sheet(s). - Mountain Pine Beetle - Shade Tree Borers - Peach Tree Borer - Insect and Mite Pests of Honeylocust - Zimmerman Pine Moth Do you have a question? Try Ask an Expert! Updated Monday, February 01, 2016
If all the outcomes of a sample space have the same chance of occurrence, then it is known as equally likely outcomes. It is not necessary that the outcomes are equally likely, but during an experiment we shall assume that the outcomes are equally likely outcomes in many cases. Equally Likely Outcomes Cases Equally likely assumptions are applied in the following cases; - Playing a Card: In a deck, there are 52 ordinary playing cards. In this all 52 cards are of the same size and therefore, it is assumed as equally likely outcome of each card i.e., 1/52 - Tossing a Coin: During tossing a single coin, there are two possible outcomes i.e., head and tail. It is always assumed that both are equally likely and each has a chance/probability of occurrence 1/2. If not, then the criteria should be mentioned. In case of tossing more than one coin it is assumed that on all the coins, head and tail are equally likely. - Throwing a Dice: There are six “6” possible outcomes when rolling a single dice. In this case all the six outcomes are assumed to be equally likely outcome. Each has a probability of occurrence 1/6. - Drawing Balls From a Bag: This is the last case in which probability of occurrence is assumed as equally likely. For example a ball is selected randomly from a bag having balls of different colors. In this case it is assumed that each ball in the bag has an equal outcome. Not Equally Likely Outcomes When a sample space consists of outcomes that don’t have an equal chance of occurrence, then the resultant outcomes are said to be not equally likely outcomes. Examples of Not Equally likely outcomes - A matchbox has six “6” face, but all the faces not equally likely. Therefore, probability of occurrence of each face varies. Each face has different occurring value. - A bag is full of balls having different colors and sizes. Now pick up a ball randomly from the bag. The probability of all the balls will not be the same. Probability of occurrence of each ball will vary.
We actively promote inclusion, equality of opportunity, the valuing of diversity and British values. Under the Equality Act 2010, which underpins standards of behaviour and incorporates both British and universal values, we have a legal obligation not to directly or indirectly discriminate against, harass or victimise those with protected characteristics. We make reasonable adjustments to procedures, criteria and practices to ensure that those with protected characteristics are not at a substantial disadvantage. As we are in receipt of public funding we also have a public sector equality duty to eliminate unlawful discrimination, advance equality of opportunity, foster good relations and publish information to show compliance with the duty. Social and emotional development is shaped by early experiences and relationships and incorporates elements of equality and British and universal values. The Early Years Foundation Stage (EYFS) supports children’s earliest skills so that they can become social citizens in an age-appropriate way, that is, so that they are able to listen and attend to instructions; know the difference between right and wrong; recognise similarities and differences between themselves and others; make and maintain friendships; develop empathy and consideration of other people; take turns in play and conversation; avoid risk and take notice of rules and boundaries; learn not to hurt/upset other people with words and actions; understand the consequences of hurtful/discriminatory behaviour. The fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs are already implicitly embedded in the 2014 EYFS and are further clarified below, based on the Fundamental British Values in the Early Years guidance (Foundation Years 2015): - Democracy, or making decisions together (through the prime area of Personal, Social and Emotional Development) - As part of the focus on self-confidence and self-awareness, practitioners encourage children to see their role in the bigger picture, encouraging them to know that their views count, to value each other’s views and values, and talk about their feelings, for example, recognising when they do or do not need help. - Practitioners support the decisions that children make and provide activities that involve turn-taking, sharing and collaboration. Children are given opportunities to develop enquiring minds in an atmosphere where questions are valued. - Rule of law, or understanding that rules matter (through the prime area of Personal, Social and Emotional Development) - Practitioners ensure that children understand their own and others’ behaviour and its consequence. - Practitioners collaborate with children to create rules and the codes of behaviour, for example, the rules about tidying up, and ensure that all children understand rules apply to everyone. - Individual liberty, or freedom for all (through the prime areas of Personal, Social and Emotional Development, and Understanding the World) - Children should develop a positive sense of themselves. Staff provide opportunities for children to develop their self-knowledge, self-esteem and increase their confidence in their own abilities, for example through allowing children to take risks on an obstacle course, mixing colours, talking about their experiences and learning. - Practitioners encourage a range of experiences that allow children to explore the language of feelings and responsibility, reflect on their differences and understand we are free to have different opinions, for example discussing in a small group what they feel about transferring into Reception Class. - Mutual respect and tolerance, or treating others as you want to be treated (through the prime areas of Personal, Social and Emotional Development, and Understanding the World) - Practitioners create an ethos of inclusivity and tolerance where views, faiths, cultures and races are valued and children are engaged with the wider community. - Children should acquire tolerance, appreciation and respect for their own and other cultures; know about similarities and differences between themselves and others, and among families, faiths, communities, cultures and traditions. - Practitioners encourage and explain the importance of tolerant behaviours, such as sharing and respecting other’s opinions. - Practitioners promote diverse attitudes and challenge stereotypes, for example, sharing stories that reflect and value the diversity of children’s experiences and providing resources and activities that challenge gender, cultural or racial stereotyping. - In our setting it is not acceptable to: - actively promote intolerance of other faiths, cultures and races - fail to challenge gender stereotypes and routinely segregate girls and boys - isolate children from their wider community - fail to challenge behaviours (whether of staff, children or parents) that are not in line with the fundamental British values of democracy, rule of law, individual liberty, mutual respect and tolerance for those with different faiths and beliefs Under the Counter-Terrorism and Security Act 2015 we also have a duty “to have due regard to the need to prevent people from being drawn into terrorism” Counter-Terrorism and Security Act 2015 \|This policy was adopted at a meeting of\|\|Clopton Nursery Trust\|\|(name of provider)\| \|Date to be reviewed\|\|23/01/2019\|\|(date)\| \|Signed on behalf of the provider\|\|__________________________________\| \|Name of signatory\|\|Derek Reynolds\| \|Role of signatory (e.g. chair, director or owner)\|\|Chair of Trustees\| Equality Act 2010: Public Sector Equality Duty – What Do I Need to Know? A Quick Start Guide for Public Sector Organisations (Government Equalities Office 2011) Fundamental British Values in the Early Years (Foundation Years 2015) Prevent Duty Guidance: for England and Wales (HMG 2015) The Prevent Duty: Departmental Advice for Schools and Childcare Providers (DfE 2015) Other useful Pre-school Learning Alliance publications - Guide to the Equality Act and Good Practice (2015)
Estimates of the distance to a nearby galaxy orbiting the Milky Way, a key parameter that astronomers use to gauge the scale of the universe, are now more accurate than ever—a feat that may help cosmologists in their search for dark matter. Previous studies calculating the distance to the Large Magellanic Cloud (close-up shown), a group of stars that together weigh about 1% of our galaxy, are accurate only to somewhere within 5% or 10%. Now, astronomers have used observations of eight pairs of binary stars in the distant cluster to develop a new figure. The orbits of these pairs are aligned such that one star passes in front of the other as seen from Earth, which allowed the researchers to approximate the size of each member from the durations of the eclipses. The spectra of these cool, mature stars allowed the team to determine their surface temperatures. Together, those bits of data enabled the astronomers to estimate the amount of energy emitted by the stars, and that, in conjunction with observations of their actual brightness as seen from Earth, allowed the researchers to estimate the distance to each pair. The average of the distances to those eight binary systems, which conveniently are all located near the center of the Large Magellanic Cloud, is a shade under 163,000 light-years—a figure that's accurate to about 2.2%, the team reports online today in Nature. The new, better estimate of distance to the Large Magellanic Cloud , in conjunction with observations of other stars in the cluster, will serve as a yardstick to better approximate a parameter called the Hubble constant, which helps cosmologists estimate how quickly the universe is expanding. A more accurate value for the Hubble constant could also aid researchers who are searching for dark energy and dark matter, the mysterious components of the universe that remain invisible to Earthbound instruments. ScienceShot: A Better Cosmic Yardstick
Many animalssuch as dogs, cats, dolphins,micehave an upper frequency limit that is higher than that of the human ear and thus can hear ultrasound. Bats use ultrasounds to navigate in the darkness. Bats use a variety of ultrasonic ranging techniques to detect their prey. They can detect frequencies beyond 100 kHz, possibly up to 200 kHz. Many insects have good ultrasonic hearing and most of these are nocturnal insects listening for echolocating bats. This includes many groups of mths, beetles etc. Upon hearing a bat Dogs can hear sound at higher frequencies than humans can. A dog whistle xploits this by emitting a high frequency sound to call to a dog. Many dog whistles emit sound in the upper audible range of humans, but some, such as the silent whistle, emit ultrasound at a frequency in the range 1822 kHz.
The massive galaxy M87 is the most spectacular example of an elliptical galaxy we can see from Earth. The most fascinating feature of this galaxy is its jet, which is visible in optical light as well as x-rays and radio emissions. The jet extends from the central supermassive black hole of the galaxy and reaches out about 5,000 light-years. As a true elliptical galaxy, M87 has no obvious dust lanes and very little evidence of star formation. It likely formed from a recent merger between two other galaxies. Messier 87 Galaxy Profile \|Designation:\|\|M87 or NGC 4486\| \|Mass:\|\|2,400 billion M☉\| \|Number of Stars:\|\|1 trillion\| Facts about Messier 87 - The interstellar medium in M87 is filled with gas that has been enriched somewhat by materials from stars that died long ago. There is dust in the galaxy, but far less than the Milky Way contains. - The black hole at M87’s heart has the mass of about 3.5 billion Suns. It is surrounded by a disk of material that is slowly funneling into the black hole, heated by the action of a jet that is moving at very high speed out from the black hole. - It is possible that the core of M87 has more than one supermassive black hole. - The nuclear region of M87 is known as an “active galactic nucleus” due to its brightness in visible, x-ray, radio, and other wavelengths of light. - M87 is surrounded by a corona of hot gas. - Not far from M87 is a collection of galaxies arrayed in a pair of “chain-like” structures called “Markarian’s Chain”. These are visible to amateur observers with good-sized telescopes.
AAA Math: Geometry These pages teach geometry facts covered in K8 math courses. Each page has an explanation, interactive practice and challenge games about geometry. Math Lab: Geometry This site links to a variety of interactive sites that involve shapes, tangrams, tessellations, angles, and geometry word problems. Click on tangrams to solve tangram puzzles online! Cool Math for Kids: Geometry Visit this site to learn about tessellations, congruency, and angles. Each lesson has bright, colorful examples and clear explanations. Perimeter and Area of Polygons from Math Goodies This comprehensive learning module includes examples, diagrams, and exercises. It includes a group of lessons and interactive practice and challenge exercises with feedback. Exploring Geometric Solids: NCTMIlluminations This tool allows you to learn about various geometric solids and their properties. You can manipulate and color each shape to explore the number of faces, edges, and vertices. Be sure to read the directions to see how the tool works. For a challenge, print the activity sheet that goes with the site. Mirror Tool-NCTM IlluminationsMath-let Use this tool to investigate symmetry. Be sure to click on "instructions" to see how each function in the tool works. Shape, Space and Measure from BBC Learn about shapes and angles with the activities, fact sheets and interactive quizzes on this animated site. Shape Tool: NCTM IlluminationsMath-let Explore shapes, slides, flips, turns and symmetry by creating your own picture. Help the turtle find the shortest path to the pond while improving your skills in estimating length and angle measurement.
Hawai'i Space Grant Consortium, Hawai'i Institute of Geophysics and Planetology, University of Hawai'i, 1996 To design and build a model temperature control system for a human settlement on the Moon. "Moon ABCs Fact Sheet" such as cardboard boxes and tubes, blocks, hoses, straws, string, pins, rubber bands, tape, etc. - Review the clothes you and your classmates wear during each season of the year, both indoors and outdoors. You may want to write this information on a chalk board or paper. - How many degrees does the temperature have to change for you to switch from shorts to jeans, from bare hands to gloves, or to add a shirt over a swimming suit? - What effect do Sun, clouds, wind, and your own activity level have on the temperature choices you just made? - What are the coldest and hottest temperatures you ever experienced? - What is the number of degrees between these two extremes you felt? - Besides your selection of clothing, what other precautions did you take to protect your body? - Think back to a severe hot spell or cold snap your town experienced or that you heard about. List the effects of these temperature extremes on soil, plants, animals, buildings, water use, and electrical use. - What different environments on Earth (both indoor and outdoor) could be uncomfortable or actually dangerous to us if we did not control the temperature to which our bodies were exposed? - What different ways do we have of controlling the temperature on Earth? - Review the "Moon ABCs Fact Sheet." How do temperatures on the Moon compare with temperatures on Earth? Will the Moonbase inhabitants be able to exist without special temperature controls on the surface of the Moon? How about in their constructed Moonbase settlement? - Design a temperature control system to protect the Moonbase inhabitants and their possessions/equipment both on the surface of the Moon and in their settlement. You may assume that ample electricity will be available. - Construct a model of this system based on your design. It must include the application of at least four facts from the "Moon ABCs Fact Sheet." For example, how will the Moon's gravity affect the design of your system? Maybe your system will be very heavy but still portable by only a few Moonbase workers because the Moon's gravity is only 1/6th of Earth's gravity. - Make a detailed and labeled sketch of the model. Go to "Moon ABCs Fact Sheet." Return to Lunar Life Support. Return to Hands-On Activities home page.
Capitalist Britain was formed by the political revolution in the middle of the seventeenth century and the so-called “industrial revolution” at the end of the eighteenth century. Britain emerged from her civil war and Cromwell’s dictatorship as a small nation numbering hardly 1,500,000 families. She entered the 1914 imperialist war as an empire containing within its frontiers a fifth of humanity. The English revolution of the seventeenth century, the school of puritanism , Cromwell’s harsh school, prepared the British nation, and its middle classes in particular, for their subsequent world role. From the middle of the eighteenth century Britain’s world power was undisputed. Britain ruled the ocean and in the process created a world market. In 1826 a British Conservative publicist depicted the age of industry in the following terms: The age which now discloses itself to our view promises to be the age of industry ... By industry, alliances shall be dictated and national friendships shall be formed ... The prospects which are now opening to England almost exceed the boundaries of thought; and can be measured by no standard found in history ... The manufacturing industry of England maybe fairly computed as four times greater than that of all the other continents taken collectively, and sixteen such continents as Europe could not manufacture so much cotton as England does ... Great Britain’s colossal industrial domination over the rest of Europe and the whole of the world laid the foundations of her wealth and her unequalled world position. The age of industry was at the same time the age of Britain’s world hegemony. From 1850 to 1880 Britain became the industrial school for Europe and America. But her own monopoly position was undermined by this very fact. From the 1880s Britain visibly began to weaken. Onto the world stage came new states, with Germany in the front rank. At the same time the fact that Britain was the first-born of capitalist states began to reveal its pernicious, conservative aspects. The doctrine of free trade was dealt a heavy blow by German competition. It became clear during the final quarter of the last century that Britain was being elbowed out of her position of world domination: and by the beginning of the present century this had produced an internal uncertainty and ferment among the upper classes, and a deep molecular process of an essentially revolutionary character in the working class. At the centre of these processes were mighty conflicts between labour and capital. It was not only the aristocratic status of British industry in the world, but also the privileged position of the “aristocracy of labour” within Britain that was shaken. 1911 to 1913 were years of unparalleled class battles by miners, railwaymen and other transport workers. In August 1911 a national, in other words a general strike developed on the railways. During those days a dim spectre of revolution hung over Britain. The leaders made every effort to paralyze the movement. Their motive was “patriotism”: the strike was on at the time of the Agadir incident which threatened to lead to war with Germany. Today it is well known that the Prime Minister invited the workers’ leaders to a secret meeting, and called on them to “save the nation”. And the leaders did all they could to strengthen the bourgeoisie, and thereby to prepare for the imperialist slaughter. The 1914-1918 war seemed to cut the revolutionary process short. It put a stop to the development of the strike movements. By bringing about the break-up of Germany it had apparently restored Britain to her role of world hegemony. But it was soon to be revealed that Britain’s decline, while temporarily checked, had in reality only been deepened by the war. In the years of 1917 to 1920 the British labour movement again passed through an extremely stormy period. Strikes took place on a broad scale. MacDonald signed manifestoes from which, today, he would recoil in horror. Only after 1920 did the movement return within bounds; after “Black Friday”, when the Triple Alliance of miners’, railwaymen’s and transport workers’ leaders betrayed the general strike. Paralyzed in the sphere of economic action, the energy of the masses was directed on to the political plane. The Labour Party grew as if out of the earth itself. In what does the change in the external and internal situation of Britain consist? During the war the gigantic economic domination of the United States had demonstrated itself wholly and completely. The United States’ emergence from overseas provincialism at once shifted Britain into a secondary position. The “co-operation” between America and Britain is the momentarily peaceful form within which Britain’s continuing retreat will proceed. This “co-operation” may at this or that moment be directed against a third power; nonetheless, the fundamental antagonism in the world is that between Britain and America, and all the other antagonisms which seem more acute and more immediately threatening at a given moment can be understood and assessed only on the basis of this conflict of Britain with America. Anglo-American co-operation is preparing the way for a war just as a period of reforms prepares a revolution. The very fact that, by taking the path of “reforms” (i.e., compulsory “deals” with America) Britain will abandon one position after another, must force her in the end to resist” Great Britain’s productive forces, and most of all her living productive forces, the proletariat, no longer correspond to her place in the world market. Hence the chronic unemployment. The commercial and industrial (and the military and naval) pre-eminence of Britain has, in the past, almost safeguarded the links between the parts of the empire” As early as the end of the last century Reeves, the Prime Minister of New Zealand, wrote: “Two things maintain the present relations between the colonies and Britain: 1) their belief that Britain’s policy is in the main a policy of peace, and 2) their belief that Britain rules the waves.” The second condition was, of course, the main one. This loss of the “rule of the waves” goes hand-in-hand with the build-up of centrifugal forces within the empire. Imperial unity is increasingly threatened by the diverging interests of the dominions and the struggles of the colonies. The development of military technique militates against Great Britain’s security. Aviation and chemical warfare is reducing the tremendous historical advantages of an island position to zero. America, that gigantic “island” walled off on both sides by oceans, remains invulnerable. But Britain’s greatest centres of population, and London above all, can face a murderous air attack from the continent of Europe in the course of a few hours. Having lost the advantages of inaccessibility, the British government is compelled to take an increasingly direct part in purely European matters and in European military pacts. Britain’s overseas possessions, her dominions, have no interest in this policy. They are interested in the Pacific Ocean, the Indian Ocean and to some extent in the Atlantic but not in the slightest in the English Channel. At the first world clash this divergence of interests will turn into a gaping abyss in which imperial links will be buried. The political life of Great Britain is, in anticipation of this, paralyzed by internal frictions and is doomed to be essentially a policy of passivity, with a consequent worsening of the empire’s world position. Meantime, military spending must form an ever-growing share of Great Britain’s shrinking national income. One of the conditions of Britain’s “co-operation” with America is the repayment of the gigantic British debt to America, without any hope of ever receiving repayment of the debt owed her by the continental states. The balance of economic power will thereby swing still further in America’s favour. On 5th March this year the Bank of England raised the Bank Rate from 4 to 5 per cent following the example of the New York Federal Reserve Bank, which had raised its rate from 3 to 3½ per cent. In the City of London this sharp reminder of financial dependence on their cousins from across the Atlantic was felt very painfully. But what were they to do? The American gold reserve is approximately $4,500 million, while the British is approximately $750 million, six times less. America has a gold currency, while Great Britain can only make desperate efforts to re-establish one. It is natural that, when the rate is raised from 3 to 3½ per cent in America Britain is compelled to reply by raising her rate from 4 to 5 per cent. Such a measure strikes at British industry and commerce by raising the cost of essential materials. In this way America at every step shows Britain her place: in one case by the methods of diplomatic pressure, in another by a banking decision, and always and everywhere by the pressure of her colossal economic domination. [1] At the same time the British press notes with alarm the “striking progress” of various branches of German industry, and of German shipbuilding in particular. Arising from the latter, The Times of 10th March wrote: It is probable that one of the factors which makes for the ability of the German yards to compete is the complete “trustification” of the material, from the mine to the fitted plate, from the financing bank to the sale of tickets. This system is not without its effects on wages and the cost of living. When all these forces are turned in the same direction the margin for reduction in costs becomes very considerable. In other words The Times here states that the organic superiority of the more up-to-date German industry will once again be fully demonstrated as soon as other countries give Germany the possibility of displaying signs of life. There are indications, it is true, that the order for ships had been placed with the Hamburg yard with the object of frightening the trade unions, and thus preparing the ground for reducing wages and lengthening working hours. Needless to say, such a manoeuvre is more than likely. But that does not weaken the force of our general contention regarding the irrational organization of British industry and the overheads resulting from it. It is now four years since the number of officially registered unemployed in Britain fell below 1,135,000; it has fluctuated between 1½ and 1¾ million. This chronic unemployment is the sharpest revelation of the system’s insolvency; it is also its Achilles’ heel. The Unemployed Insurance Act introduced in 1920 was designed to meet exceptional circumstances which, supposedly, would quickly pass. But meanwhile unemployment was becoming permanent, insurance ceased to be insurance, since spending on the unemployed was not covered by the payments of contributors. The British unemployed can no longer be regarded as a “normal” reserve army, contracting and expanding and constantly changing its composition, but must be seen as a permanent social layer created by industry during the period of growth and discharged in a period of recession. It is a gouty growth on the social organism, stemming from a weak metabolism. The President of the Federation of British Industries, Colonel Willey, declared at the beginning of April that the return on industrial capital had been so insignificant during the last two years that it could not stimulate businessmen to develop industry” Business enterprises do not yield any higher return than fixed-interest paper values (gilt-edged securities and so on). “Our national problem is not a problem of production but a market problem.” But how do you resolve a market problem? It is necessary to produce more cheaply than others. Yet to do this it is necessary either radically to re-organize industry, to reduce taxes, to cut workers’ wages or to combine all three methods. Cutting wages, which can give only an insignificant result in terms of reducing production costs, will produce firm opposition since the workers are today fighting for wage rises. It is impossible to reduce taxes since it is necessary to pay off debts, to establish a gold-based currency, and to maintain the apparatus of empire and 1½ million unemployed to boot. All these items enter into the cost of production. Industry could only be reorganized by investing new capital; meanwhile low profits drive free capital towards state and other loans. Stanley Machin, the President of the Association of British Chambers of Commerce, recently declared that the solution to unemployment was emigration” The benevolent fatherland tells a million or so workers who, together with their families, make up several million citizens: “Stuff yourselves in the hold and clear off somewhere overseas!” The utter bankruptcy of the capitalist regime is stated here without the least equivocation. We must examine Britain’s internal life from the standpoint of the abrupt and continuously declining world role of Great Britain which, while holding on to her possessions, and the apparatus and tradition of world domination, is in actual fact being relegated increasingly to a secondary position. The break-up of the Liberal Party crowns a century of development of capitalist economy and bourgeois society” The loss of world domination has brought whole branches of British industry to a dead end and has struck a lethal blow at self-sufficient medium-sized industrial and commercial capital – the basis of Liberalism. Free trade has reached an impasse. In the past the internal stability of the capitalist regime was in large measure assured by a division of labour and responsibility between Conservatism and Liberalism. The break-up of Liberalism exposes all the other contradictions in the world position of bourgeois Britain at the same time as it reveals the internal crisis of the regime. The upper circles of the Labour Party are politically very close to the Liberals; but they are incapable of restoring stability to British parliamentarism since the Labour Party, in its present form, itself expresses a temporary stage in the revolutionary development of the working class. MacDonald’s seat is even shakier than Lloyd George’s. At the beginning of the 1850s Marx thought that the Conservative Party would soon quit the scene and that political development would follow the line of a struggle between Liberalism and socialism. This perspective presupposed a rapid revolutionary development in Britain and in Europe. Just as, for example, our own Cadet Party (Constitutional-Democrats) became, under the pressure of the revolution, the sole party of the landowners and the bourgeoisie, so British Liberalism would have absorbed the Conservative Party and become the sole party of property, if a revolutionary onslaught by the proletariat had developed in the course of the latter half of the nineteenth century. But Marx’s prophecy was made on the very eve of a new period of rapid capitalist development (1851-1873). Chartism finally disappeared. The workers’ movement took the path of trade unionism. The inner contradictions of the ruling class took on the appearance of a struggle between the Liberal and the Conservative Parties. By rocking the parliamentary swing from right to left and from left to right, the bourgeoisie found a vent for the opposition feelings of the working masses. German competition was the first serious threat to British world hegemony, and dealt it the first serious blow. Free Trade ran up against the superiority of German productive technique and organization. British Liberalism was only the political generalization of Free Trade. The Manchester School had occupied a dominant position from the time of the bourgeois, property-qualified, electoral reforms of 1832 and the repeal of the Corn Laws in 1846. Over the course of the next half-century the doctrine of Free Trade seemed to be an immutable programme. Accordingly the leading role belonged to the Liberals. The workers tailed behind them. From the beginning of the 1870s the pattern was upset: Free Trade was discredited; a protectionist movement set in; the bourgeoisie was increasingly seized by imperialist tendencies. Symptoms of the Liberal Party’s decay appeared as early as Gladstone’s time, when a group of Liberals and Radicals led by Chamberlain raised the banner of protectionism and joined with the Conservatives. From the middle of the 1890s trade took a turn for the better. This delayed Britain’s political transformation. But by the beginning of the twentieth century Liberalism, as the party of the middle classes, had cracked. Its leader, Lord Rosebery, placed himself openly behind the banner of imperialism. However, the Liberal Party was destined for one more upsurge before leaving the scene. Under the influence of the evident decline of British capital on the one hand, and of the mighty revolutionary movement in Russia on the other, there developed a political re-awakening of the working class which, in applying itself to the creation of a parliamentary Labour Party, also poured flood-water into the mill of the Liberal opposition” Liberalism came to power again in 1906. But this upsurge could not, by its very nature, last for long. The political movement of the proletariat led to the further growth of the Labour Party. Before 1906 the Labour Party’s representation had grown more or less in step with the Liberals’; after 1906 the Labour Party was clearly growing at the expense of the Liberals. It was formally the Liberal Party which, through Lloyd George, led the war. In fact, the imperialist war, from which even the sacred regime of Free Trade could not save Britain, inevitably strengthened the Conservatives as the most consistent party of imperialism. Thus the conditions were finally prepared for the Labour Party’s entrance onto the scene. While impotently hovering over the question of unemployment the Labour Party daily newspaper, the Daily Herald, draws from capitalist admissions such as we quoted above, the general conclusion that, since British capitalists prefer to give financial loans to foreign governments rather than for domestic industrial expansion, there is nothing left for the British workers to do but to produce without the capitalists. In a very general sense, this conclusion is perfectly correct, only here it is drawn not at all with the intention of arousing the workers to drive the capitalists out, but merely to urge the capitalists along the road of “progressive efforts”. As we shall see, the whole of the Labour Party’s policy turns on this. To this end the Webbs write a whole book, MacDonald delivers his speeches and the editors of the Daily Herald supply daily articles. Meanwhile if this pathetic scaremongering has any effect at all on the capitalists, it is in the opposite direction. Every serious British bourgeois understands that behind the mock-heroic threats of the Labour Party leaders there lies concealed a real danger from the deeply stirring proletarian masses. It is precisely because of this that the shrewd bourgeoisie concludes that it is better not to tie up fresh resources in industry. The bourgeois fear of revolution is not always and under all circumstances a “progressive” factor. For there can be no doubt that the British economy would derive great benefits from the co-operation of Britain and Russia” But this presupposes a comprehensive plan, large credits and adaptating a considerable section of British industry to the needs of Russia. The obstacle to this is the bourgeoisie’s dread of revolution, and their uncertainty about the future. The fear of revolution drove the British capitalists along the path of concessions and re-organization as long as the material opportunities for British capitalism were, or seemed, limitless. The shocks of the European revolutions have always found a clear reflection in Britain’s social development; they led to reforms as long as the British bourgeoisie, through their world position, retained in their own hands gigantic resources for manoeuvre. They could legalise trade unions, repeal the Corn Laws, increase wages, extend the franchise, institute social reforms and so on. But in Britain’s present radically altered position in the world the threat of revolution is no longer capable of pushing the bourgeoisie forward: on the contrary, it now paralyzes the last remnants of their industrial initiative. What is necessary now is not threats of revolution but revolution itself. The factors and circumstances set out above are not of a chance and transient character. They are developing in one and the same direction, systematically aggravating Britain’s international and domestic situation and making it historically intractable. The contradictions undermining British society will inevitably intensify. We do not intend to predict the exact tempo of this process, but it will be measurable in terms of years, or in terms of five years at the most; certainly not in decades. This general prospect requires us to ask above all the question: will a Communist Party be built in Britain in time with the strength and the links with the masses to be able to thaw out at the right moment all the necessary practical conclusions from the sharpening crisis? It is in this question that Great Britain’s fate is today contained. 1. Since this was written the British government has taken a series of legislative measures in the fields of banking and finance to guarantee the change to the Gold Standard. Here we seem to have a “great victory” for British capitalism actual fact Britain’s decline is nowhere expressed more clearly than in this financial achievement. Britain was compelled to carry out this expensive operation through the pressure of the gold-backed American dollar, and the financial policy of her own dominions which were orientating themselves increasingly towards the dollar and turning their backs on the pound sterling. Britain could not have accomplished this recent step towards gold currency without extensive financial “aid” from the United States. Bur that means that the fate of the pound sterling is becoming directly dependent on New York” The United States is taking into its own hands a mighty weapon of financial impression. Britain is being compelled to pay a high interest rate for this dependence. The dividends will be charged against an already ailing industry. In order to hinder the export of her own gold she is forced to cut back the export of her own goods” At the same time she cannot refuse to transfer to gold currency without hastening her own decline in the world capital market” This fatal combination of circumstances brings on a feeling of severe malaise among the British ruling classes and gives rise to malevolent but impotent grumbling in the Conservative press itself. The Daily Mail writes: “By accepting the Gold Standard the British government is giving the Federal Reserve Bank (which is in practice in the power of the United States government) the possibility of creating a monetary crisis in Britain at any moment it chooses. The British government is bringing the whole financial policy of its own country into submission to a foreign nation ... The British Empire is being mortgaged to the United States”. “Thanks to Churchill”, writes the Conservative newspaper, the Daily Express, “Britain is falling under the heel of the American bankers”. The Daily Chronicle expresses itself more decidedly: “Britain is in fact demoted to the position of being the forty-ninth state of America”. It could not be put more clearly or vividly! To all these reproaches (which lack conclusions or perspectives) Churchill, the Chancellor of the Exchequer, replies to the effect that there is nothing else for Britain to do but to bring her financial system into conformity “with reality’. Churchill’s words signify: we have become immeasurably poorer, the United States immeasurably richer; we must either fight America or submit to her; in making the pound sterling dependent on American banks we simply translate our general economic decline into the language of currency; we cannot leap over our own heads; we must conform “with reality”. – L.D.T. 1. The Puritans were those sections of English Protestants in the 16th and 17th centuries who considered that the Protestant reformation had not gone far enough. They wanted less ritual and more democratic forms of church organization. Their opposition to bishops was of a piece with their political opposition to the rule of monarchy, an intellectual opposition to reliance on tradition and superstition, and a social ethic which combined a belief in the virtues of work and individual small-ownership. They were in effect the English bourgeoisie and provided the ideology of the various opposition groups in the 1640 Revolution. 2. Quoted in M. Beer, A History of British Socialism (1919), Vol.1, p.283, from Quarterly Review, June-August 1826, pp.92-9 3. On July 1 1911 a German warship visited the Moroccan port of Agadir allegedly to protect German interests against French expansion. The British government threatened action against a German presence so close to Gibraltar, and the threat of imperialist war was averted by a deal under which Germany was conceded part of French Congo to compensate for her withdrawal from Morocco. 4. The first political movement of the British working class. Chartism took up the traditional demands of universal manhood suffrage and other Parliamentary reforms, and tried to achieve them by methods including petitions, strikes and armed insurrection during the period from 1837 to 1848. The strikers were beaten back to work and the insurrectionists were transported to Australia. The three petitions presented to Parliament in the period had enormous working class support, but were contemptuously rejected with large displays of force and arguments about the sanctity of property and the constitution. 5. The Manchester school of economics represented the interests of the industrial bourgeoisie at the height of British economic supremacy in the mid-19th century. It comprised an extreme form of laissez-faire, considering that prosperity would follow the lifting of all barriers to capitalist enterprise. Its most famous exponents were the Liberal politicians Richard Cobden, a calico printer, and John Bright, partner in a firm of cotton spinners. Its policies triumphed with the lifting of virtually all British tariff barriers in the 1840s, culminating in the repeal of the Corn Laws in 1846. 6. The demand to put an end to the system whereby seats in Parliament could be bought and tiny groups could elect MPs came to a head with the election of a reforming Whig government in 1830. Under intense popular pressure, and the threat to flood the House of Lords with new peers, a measure was passed abolishing the worst of the “rotten boroughs” and extending the franchise to some of the middle class. 7. The issue of Irish Home Rule and the support for it by the Liberal Party leadership, especially Gladstone, resulted in this break-away by the more pro-imperialist Liberals led by Joseph Chamberlain, who set up the Unionist Party and ultimately united with the Conservatives. Last updated on: 2.7.2007
IEL Tip Sheet: Understanding and Accepting Differences: Why Can't Maria Walk? About All children can benefit when those with special needs are included in classrooms and activities. Teachers and parents can use these suggestions to foster understanding between children who have disabilities and those who do not. Model positive interaction with children who have special needs. - Interact directly with the child rather than with aides or helpers. Smile, laugh, and talk with the child often, just as with other children. Show the class that you will not rush a child who needs a slower pace. Share information with the class about a child’s particular disability. - Find out about the child’s disability from books, articles, or videos. The child’s parents may welcome a chance to help you and his classmates understand him and his special needs. Maybe the child will want to explain her situation. - Provide a simple but accurate explanation. “Maria uses a wheelchair because she was born with a condition called cerebral palsy. It keeps her from walking, but she can think just fine.” “The muscles in Jamal’s throat don’t always do what he wants them to.” - Help children understand what it is like to have special needs. For example, “Children with special needs play, go to school, and have fun. They like to have friends. Sometimes they need special teachers or assistants to help them learn and keep them safe. Sometimes they need medicine or special equipment. The equipment won’t hurt them, or you. They get to decide if someone else can touch it.” - Clear up mistaken ideas as soon as you notice them. Does a child think that a classmate with a disability is simply not trying, that someone forgot to show her how to do things, or that the disability is contagious? You might say, “Maria was born with cerebral palsy. It affects what her body can do. We won’t catch it like we catch colds.” Suggest ways for preschoolers of various abilities to relate to one another. - "It's okay to offer to help Katie. But it's also okay for her to say, 'No, thanks.'" - "It's okay for you to ask Maria why she can't walk. But it's also okay for her to say that she doesn't want to talk about it." - "It's okay to use words like 'listen' or 'see' or 'walk', even around children who can't hear or see or walk." - "You can ask Jamal politely to repeat his words if you didn't understand him." - “Please give Jamal time to speak for himself.” - “Maria’s service dog is working right now. It’s not okay to pet him.” - “Remember that Katie said she likes to play bounce and catch? You can invite her to play—here’s the ball!” The opinions, resources, and referrals provided on the IEL Web site are intended for informational purposes only and are not intended to take the place of medical or legal advice, or of other appropriate services. We encourage you to seek direct local assistance from a qualified professional if necessary before taking action. The content of the IEL Web site does not necessarily reflect the views or policies of the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education; nor does the mention of trade names, commercial products, or organizations imply endorsement by the Illinois Early Learning Project, the University of Illinois at Urbana-Champaign, or the Illinois State Board of Education.
We know of the mysteries of the Antarctica plates that hide an unseen world below. Behind these massive slabs there are incredible canyons and caves that are continually carving water. Ice cracks and tides flow through all edges, and hot and cold water mixes in this submarine world that exists below as the ice ridge on the seabed. Seven underwater robots will dive and explore everything as part of new efforts to predict possible sea level rise. These robots, otherwise made at the Washington University (UW) in Seattle, will spend a year watching the melting process under the Pine Island ice sheet stretching more than 50 square meters to help scientists predict the future of these ice plates more accurately. Given that the physics of these unique locations is very complex, there is a permanent difficulty in predicting this change correctly. It is important to understand these processes, especially those who live in or near coastal areas, as they will be the first to face the greatest impact of sea level rise. Knut Christianson, the glacial mission and leader of U.W.'s Future of Ice Initiative, said: "For about 40 years now we know that ice sheets are mostly unstable. But we do not really understand the variability of these systems, let alone how they react to a great external influence such as warming the sea temperature. " Originally designed to explore in open water, these diving robots will go for a risk investigation: "There is a real danger that some of these instruments will no longer come back," admitted Jason Gobat, an oceanographer at UW's Applied Physics Laboratory to distribute banners from Antarctica Over the past 40 years, the rate of melting on the Pine Island glaze increased by almost 75%, and if only one plate dissolved – so would each coastal city flood on the planet Earth Although this mission is dangerous for precious instruments, the only way to accurately measure key temperature, pressure, water chemistry, and turbulence is to put these drones into the water below the board. In previous missions, robots slammed underneath the ice for much shorter missions through small holes drilled on the Antarctic plate. These efforts, however, were short in limited areas, so the data could not correctly indicate a larger region or melting ice in a more general sense. This new robotic fleet consists of three Seagliders – self-propelled drones and four floating floats. By "swimming" by adjusting their craftiness, these robots will slide through the water with mechanical wings. Orbit satellites above Antarctica can additionally send instructions and bots will send data after the mission is completed. Scales are less capable when it comes to movement, moving only up and down by adjusting swing. It makes them so susceptible to sea currents. The aforementioned robot team will drastically improve the current understanding of sea level rise and enable scientists to predict more precisely all future dissolution. Let's hope the mission with useful data will succeed and the diving drones will "survive" the journey.
This Month in Physics History March 21, 1768: Birth of Jean-Baptiste Joseph Fourier Born on March 21, 1768, Fourier was the son of a tailor in the village of Auxerre. Orphaned by age 10, the young Joseph received an early rudimentary education at a local convent, thanks to a recommendation by the local bishop, and he proved such an apt pupil he went on to study at the École Royale Militaire of Auxerre. There he fell in love with mathematics. By 1790 Fourier was teaching at his alma mater. Revolution was brewing in France. Fourier was sympathetic at first to the cause, drawn by “the natural ideas of equality,” and a hope “of establishing among us a free government exempt from kings and priests.” He joined his local Revolutionary Committee, but soon regretted it, as the ultra-violent Reign of Terror gripped France and thousands of nobles and intellectuals fell victim to the guillotine. Fourier made the mistake of defending the stance of his own Auxerre faction before a rival sect while on a trip to Orléans. In July 1794, he was arrested and imprisoned for the views he’d expressed on that trip, and found himself facing the guillotine. But with the death of Maximilien Robespierre, the Revolution lost steam and Fourier and his fellow prisoners were freed. Fourier was selected for a new teacher-training school to help rebuild France, where he studied under three of the most prominent French mathematicians: Joseph-Louis Lagrange, Pierre-Simon Laplace, and Gaspard Monge. By September 1795, Fourier was teaching at the prestigious École Polytechnique. A few years after his academic appointment, he joined Napoleon’s army as a scientific advisor when Napoleon invaded Egypt, engaging in archaeological expeditions and helping found the Cairo Institute as Napoleon’s military fortunes waxed and waned. By 1801, Fourier was back in France, teaching, until Napoleon appointed him prefect in Grenoble. He promptly stirred up a mathematical controversy with his conclusions about his experiments on the propagation of heat. The culprit was an equation describing how heat traveled through certain materials as a wave. He based his reasoning in part on Newton’s law of cooling: the flow of heat between two adjacent molecules is proportional to the difference of their temperatures. Fourier concluded that every wave-like “signal,” no matter how complex, can be represented by adding together many different waves. In other words, complicated periodic functions–whether continuous or discontinuous–can be expanded and written out as simple waves mathematically represented by sines and cosines. Fourier completed his memoir, On the Propagation of Heat in Solid Bodies, in 1807 and read it to the Paris Institute on December 21 of that year. The reception was mixed. Both Lagrange and Laplace objected to the notion of what we now call Fourier series: the expansions of functions as trigonometrical series. Along with another scientist, Jean-Baptiste Biot, they also objected to Fourier’s derivation of the equations of transfer of heat. (Biot had written an earlier paper on the topic in 1804, although that paper proved incorrect.) Nonetheless, when the Paris Institute held a competition on the topic of how heat propagates in solid bodies in 1811, Fourier submitted his memoir for consideration. He won the prize, in part because only one other entry was received. The selection committee (which included Lagrange and Laplace) recorded their reservations in their report: “The manner in which the author arrives at these equations is not exempt of difficulties and… his analysis to integrate them still leaves something to be desired on the score of generality and even rigor.” Because of the controversy, Fourier’s memoir was not published until 1822, after his election to the Académie des Sciences in 1817, and the same year he became the Académie’s secretary. His work did contain flaws, but it also provided the basis for later work on trigonometric series and the theory of functions of a real variable, most notably the Fourier transform, an operation that turns one function of a real variable into another. It is widely used in digital signal processing, as well as in the physical study of wave motion and optics. Fourier’s other claim to fame is the discovery in 1824 of the “greenhouse effect”: namely, that certain gases in Earth’s atmosphere could trap heat from the sun instead of having it radiate back into space, thereby increasing the surface temperature of Earth. He was inspired by an earlier experiment with so-called “hot boxes” by Horace-Bénédict de Saussure, in which a wooden box lined with black cork was exposed to sunlight. De Saussure then inserted three small panes of glass into the cork, and noted that the temperature rose in those compartments closer to the center of the box. However, de Saussure did not have a solid theory for this observed effect. Fourier rightly surmised that Earth gains energy from numerous sources, most notably solar radiation causing an increase in temperature, and that Earth also radiates energy via infrared radiation (which he called chaleur obscure, or “dark heat”), and that a balance must be maintained between heat gain and heat loss. He incorrectly assumed that a significant amount of radiation from interplanetary space contributed to the greenhouse effect, but grasped that the rate of infrared radiation increased with Earth’s temperature. This latter insight was mathematically defined 50 years later with the Stefan-Boltzmann law, further refined by Planck’s law 20 years after that. Fourier continued to publish papers on mathematics until his death in 1830, when he tripped and fell down the stairs at home. His tomb is in the Père Lachaise Cemetery in Paris, decorated with an Egyptian motif in honor of his position as secretary of the Cairo Institute. More Physics History This Month in Physics History APS News Archives Historic Sites Initiative Locations and details of historic physics events ©1995 - 2015, AMERICAN PHYSICAL SOCIETY APS encourages the redistribution of the materials included in this newspaper provided that attribution to the source is noted and the materials are not truncated or changed. Editor: Alan Chodos
WASTE REDUCTION -- Waste is the ultimate externality or pollution produced by humans and all other living organisms. In the past, humans have dealt with waste primarily by simply discarding it upon the land. As the world becomes increasingly urbanized, however, waste that is simply thrown away upon the land becomes a primary cause of disease and water pollution. Also, landfills generate methane, a gas that contributes more to global warming than carbon dioxide. Also, we have to use carbon fuels to transport garbage to more and more distant landfill locations from our urban cities. Finally, the more technologically advanced we become as a society, the greater percentage of our wastes that come from chemicals and thus are hazardous wastes. All of this requires a new concept where we need to learn to design our built environment in ways that eliminate waste (or that starts to look at what were traditionally wastes as renewable resources). Because of tough pollution control laws in developed nations, many companies are already doing this with their wastes. But we need to do a better job of waste reduction where we incorporate this as a "sustainability" criterion in everything we do.
The term Indian means many things in many contexts. Historically the term Indian refers mainly to people living within the boundary of Indian sub-continent that used to encompass toady’s India, Pakistan, Bangladesh, Nepal, Bhutan, and Afghanistan, and loosely in some countries like America and Australia, the aborigines are referred to as Indians. The emergence of sovereign India changed the definition and made it more focused on Indian as a political in addition to cultural identity. As such, political India is much younger to cultural India. In today’s context, the term refers to a conglomeration of people, who are citizens by birth, citizens by marriage, citizens by honorary citizenship and citizens by political consideration by the government, without any consideration to religious faith of the person. Hindu, on the other hand, means anybody, who irrespective of his/her citizenship or place of residence believes in Hinduism and indulges in and approves Hindu traditional customs. Hinduism, though the biggest organized non-Abrahamic and oldest religion of the world, was never institutionally organized and regimented religion like Judaism, Christianity, Buddhism, and Islam. Hinduism is rather a philosophy of life based on the concept of “Truth prevails”. The philosophy grew in India and practiced by people living in India for more than 5000 years, before any organized religion came into existence. It a historical fact that before the Muslim invaders from Mongolia and Persia founded empires in India, the people of India was 100% Hindus. It also astonishes that in spite of 800 years of Muslim rules followed by 200 years of British colonialism, as on today 85% of Indian population is officially Hindu. This is the reason why historically Indian and Hindu are perceived as synonymous. But there exist some differences between an Indian and a Hindu. This article is an attempt to highlight some of the major differences between the two. The term Hindu or for that matter Hinduism finds no reference in the ancient Hindu literature. Sanatana Dharma meaning eternal religion was the commonly used term, as evidenced by ancient scriptures, to mean Hinduism as we see it today. The term was coined either by Alexander, the great Greek invader or somebody from his force, to mean people living beside the river Shindhu, as a matter of convenience in pronunciation. Since that time till the beginning of 18th century the term Hindu was used to mean any person living in Indian subcontinent with no allusion to religion. On the other hand, the term Indian is relatively newer concept and became popular during the anti-imperialist movement during early 19th century. Before this movement India was never united as a nation, and the concept of Indian identity was nowhere in the socio-political landscape. People of different kingdoms identified themselves as citizens of respective kingdoms. Indian National Congress led by nationalistic leaders like Bal Gangadhar Tilak and B. C. Pal spearheaded the anti British movement and the concept of political Indian as a member of a united India was born. Conceptually Indian means any person who is a citizen of India and minor children of such persons. More precisely a person is called an Indian if s/he has been conferred voting right or will be conferred voting right with attainment of majority, by the constitution of India. India is a secular democracy and the constitution of India views religion as a matter of personal choice. Thus anybody irrespective of his/her religious affiliation is termed as an Indian provided s/he fulfills other criteria for being Indian as postulated by the Constitution. As such an Indian can be a Hindu, or a Christian, Muslim, Buddhist, Sikh, Jew or an atheist. A Hindu is a person who follows Hinduism and must have a name succeeded by a Hindu title. A person need not be an Indian to be a Hindu or in other way, a person with non-Indian mother tongue can be called a Hindu if s/he is born to Hindu parents or chooses Hinduism as religion of faith, though born to non Hindu parents. The term Hindu has more powerful political connotation than the term Indian. The Muslim invasion was viewed by many kings of Indian princely states as affront to Hinduism and the wars between Indian kings and Muslim invaders were for all practical purposes wars between Hindus and Muslims. The leaders of Indian impendence movement too used the ‘Hindu sentiment’ to garner support for the movement. - The term Hindu is much older than the term Indian. - A Hindu can be either Indian or non-Indian. - An Indian can be either a Hindu or a non-Hindu. - The term Hindu has more powerful political connotation than the term Indian has. - The constitution Of India clearly differentiates between a Hindu and an Indian. - Hindu is a religious concept, Indian is a national concept.
One doesn't have to be hiking to come in contact with an itch-producing plant. Plants that transmit poison by contact can show up in backyards as well as in lakes and oceans. To protect yourself from a painful and irritating itch, it is a good idea to know what to look for before you venture outside. Poison Ivy, Oak and Sumac Probably the most well-known plants that cause itching are poison ivy, poison oak and poison sumac. They are all members of the same family and contain an oil called urushiol that causes an itchy skin rash in about 50 to 70 percent of the population. Poison ivy (Toxicodendron radicans) grows throughout the continental United States except the Southwest, usually along riverbanks. It has three shiny green leaves and a red stem. Poison sumac (Toxicodendron vernix) is a woody shrub that grows along the Mississippi River. Sumac has long stems with 7 to 13 oval leaves that are arranged in pairs on a red stem and topped with a single leaf. There are several different species of poison oak, all of which have three leaves that usually resemble that of an oak tree (hence the name). Species of poison oak are generally named by location: Western poison oak (Toxicodendron diversilobum) and Rocky Mountain poison oak (Toxicodendron rydbergii) grow in the western United States and Canada, Atlantic poison oak (Toxicodendron pubescens) and Eastern poison oak (Toxicodendron quercifolium) grow in the East. Nettle is the common name for approximately 40 different species of plants of the genus Urtica. Most, but not all, have special needle-like hairs that break off and release a poison when touched. The poison can cause itching and pain. The most commonly found is stinging nettles (Urtica dioica and Urtica urens). Stinging nettles are tall and slender. The stems have four sides, and its leaves are egg-shaped with jagged edges. The wood nettle (Laportea canadensis) is a cousin to the stinging nettle and can produce the same effect as a stinging nettle. However, the stinging hairs are found only on the stem and not on the egg-shaped leaves. The spurge nettle or bull nettle (Cnidoscolus stimulosus) is not a true nettle nor a relation to them. It gets its name because it is covered with stinging hairs. It has leaves with three to five lobes and produces a small white flower. Itch-producing plants are not constricted to land, they also reside in both salt water and freshwater. Cyanobacteria, or blue-green algae, has been known to cause "swimmers itch" or "seaweed dermatitis." Several different species can cause itching, but the most common are Lyngbya majuscula, Schizothrix calcicola and Oscillatoria nigroviridis. All three of these live in tropical and subtropical waters. They are usually seen in the water when they are in bloom, and they will make the water appear like green paint or form a thick mat or foam on the shore.
Microbiome can be defined as the sum of microbes, their genetic genomes and their environmental interactions in a particular environment. The word Microbiome was inverted by Joshua Lederberg, one of the giants of molecular biology to designate all microbes. He emphasized that microorganisms inhabiting the human body should be included as part of the human genome, reason on the influence on human body physiology (Predator, 2012). However, microbes are seen to be the dominant life form of Earth. Its bacteria organisms which live on the plant are outnumbering all other bacteria combined. According to Joshua Lederberg, Microbiome bacteria dominate not only the planet, but also new people. However, the body of each one of us is ten (10) times more microbial cells than other cells which are contained in the human body (Predators, 2012). Therefore, the number of microbial genes in the human body is one hundred and fifty (150) times than that of human being genes (Predators 2012). In addition, it's clear all these are living in the human being body and its out cover forms an ecosystem which is "Microbiome" and therefore symbiosis of these small human being with cells normally do create a true "super-organism." Besides, Microbiome do exist in many other environments such as soil, seawater and freshwater system. This therefore, makes it the most densely existing bacteria on earth. Its however, these bacteria that form our digestive tract known as "Microbiome" normally colonized as early as twenty four (24) hours after we are born, stabilized probably when we are two years old, and therefore they become permanent in our lives and form a true body. Again, scientists have discovered that babies are covered with microbes which are naturally present in the birth canal, while those who are born by Cesarean section are covered with germs that are normally on the skin of the adult (Predators, 2012). Microbiome link to mammalian Our bodies are compost with the largest component of Microbiome bacteria than any other bacteria on earth. However, that includes the mouth, hair, nose, ears, lungs and skin which have their own unique Microbiome. This is because Microbiome is mostly transferred from one human being to other especially at birth from mother to child (Kellyn S. Betts, 2011). More recent, scientist documented those differences in the Microbiome of infants who are born vaginally and by caesarean section, as dominant. They said that the Microbiome pass through several processes during the initial years of life after birth and after that remain relatively constant throughout the entire life of the person until he or she get to the age of sixty five (65) (Kellyn S. Betts, 2011). Moreover, in adulthood the composition of microbiomes is influenced with various factors not only by host genetics but also by the environment, diet and genes. If the composition of a microbiome changes, the range of services it provides its human host also may shift. However, Lita Proctor, a coordinator for the National Institutes of Health's Human Microbiome Project,8 says the key bacterial organ is the intestinal microbiome; variability in this microbiome may be an important source of individual variability in human health and disease (Kellyn S. Betts, 2011). In addition, our relationship with bacteria such as microbiomes that live in us is symbiotic, human contact them in exchange for food, and they assist in food digestion, production of vitamins that our body need to strengthen the immune system. To coexist with our microbiome, the immune system must tolerate thousands of species of bacteria harmless. Instead, these bacteria play an important role in the fight against pathogens, bacteria that we contact in our daily activities (Jeffrey Gordon, 2010). Microbes are so successful on the planet because they don't limit their gene exchange to reproduction. The do share genes across all kinds of habitants and under all kind of conditions. They make this successful by sharing snippets of DNA known as plasmids, a process which is known as horizontal gene transfer, this therefore has nothing to do with reproduction. However, Microbes normally operates it very well and microbes do it a lot (Proctor, 2012). However, plasmid sharing is one way that bacteria develop to resist antibiotics and to agents that threatens their survival, including metals. In a situation where small intestinal bacteria are continuously exposed to a metal such as mercury, those bacteria with genetic machinery that enable them to tolerate the metal are more likely to survive and reproduce (Proctor, 2012). In analyzing Microbiome cells as human cells in our bodies. There are 10X many microbial cells in the body. However, we constantly learn several about how changes in the composition of these communities of organizations such as Microbiome which are correlate with human health. Furthermore, studies have shown that disruptions in our Microbiome may influence the course of particular disease states. Large variation in bacterial lineages between people It's analyzed by scientist that the rate of decrease cost and increase speed of DNA sequencing, coupled with advances in the computational approaches used to analyze complex data sets which are used for DNA analysis. This has prompted several research groups to embark on small-subunit that is ribosomal RNA gene-sequence-based surveys of bacterial communities that reside on or in the human body, which includes on the skin and in the mouth, oesophagus, stomach, colon and vagina (Peter Turbugh, 2010). The concept of a core human microbiome The core human microbiome (red) is the set of genes present in a given habitat in all or the vast majority of humans. Habitat can be defined over a range of scales, from the entire body to a specific surface area, such as the gut or a region within the gut. The variable human microbiome (blue) is the set of genes present in a given habitat in a smaller subset of humans. This variation could result from a combination of factors such as host genotype, host physiological status (including the properties of the innate and adaptive immune systems), host pathobiology (disease status), host lifestyle (including diet), host environment (at home and/or work) and the presence of transient populations of microorganisms that cannot persistently colonize a habitat. The gradation in colour of the core indicates the possibility that, during human micro-evolution, new genes might be included in the core microbiome, whereas other genes might be excluded (Joseph, 2010). Humans as Microbial Depots However, virtually all multicellular organisms live in close association with surrounding microbes, and humans are no exception. The human body is inhabited by a vast number of bacteria, archaea, viruses, and unicellular eukaryotes. The collection of microorganisms that live in peaceful coexistence with their hosts has been referred to as the microbiota, microflora, or normal flora. The composition and roles of the bacteria that are part of this community have been intensely studied in the past few years. However, the roles of viruses, archaea, and unicellular eukaryotes that inhabit the mammalian body are less well-known. It is estimated that the human microbiota contains as many as 1014 bacterial cells, a number that is 10 times greater than the number of human cells present in our bodies (Joseph Gordon, 2010). The microbiota colonizes virtually every surface of the human body that is exposed to the external environment. Microbes flourish on our skin and in the genitourinary, gastrointestinal, and respiratory tracts. By far the most heavily colonized organ is the gastrointestinal tract (GIT); the colon alone is estimated to contain over 70% of all the microbes in the human body. The human gut has an estimated surface area of a tennis court (200 m2) and, as such a large organ, represents a major surface for microbial colonization. Additionally, the GIT is rich in molecules that can be used as nutrients by microbes, making it a preferred site for colonization (Predators, 2012).
A Hole in the Genome A small chunk of DNA linked to schizophrenia, mental retardation, and autism may change the way we think about disease. Go about 145,000,000 bases (or “letters”) down the long arm of chromosome 1 and you’ll come to 1q21.1, the genetic address of a small but important piece of DNA that is particularly prone to mistakes. When chromosome 1 is duplicated during normal cell division (say, in creating sperm or eggs), short, repetitive bits of DNA within this stretch are all too likely to mistakenly pair up, raising the chances that the new cells will have extra or missing copies of specific pieces of DNA. Those small mistakes can have a big impact on people who carry them. Several studies in the last year have found that missing or extra pieces of DNA in the 1q21.1 region put the bearer at risk for a surprisingly broad range of psychiatric and neurological disorders, including autism, schizophrenia, and mental retardation. The discovery that one piece of DNA can lead to such diverse outcomes is opening new avenues in the study of disease. Rather than focusing solely on finding a common genetic flaw in everyone with a particular disease, researchers have begun to examine the various consequences that the same genetic flaw may have in different people. These studies suggest that even patients with different diagnoses may share common biological problems. “It’s been eye-opening,” says Mark Daly, a geneticist at the Broad Institute in Cambridge, MA, “because it’s made us realize that in searching for the molecular basis of disease, it may be profitable to search for connections between seemingly unrelated phenotypes.” Last year, Daly and his colleagues identified a section of DNA on chromosome 16 that also raises the risk of several different brain disorders, suggesting that this pattern may be common in the genetics of disease. Physicians have long known that structural abnormalities in our genomes–deletions, duplications, and rearrangements of large stretches of DNA–trigger developmental problems and disease. Down syndrome, for example, results from an extra copy of chromosome 21. But over the last few years, new kinds of microarrays–small slides dotted with specific sequences of DNA–have begun allowing scientists to efficiently search the genome for architectural flaws too small to be visible with a microscope. These errors, called copy number variations, are distinct from the single-letter changes that until recently have been the focus of most research into genetic variation. Ranging in size from one thousand to more than one million base pairs, they can encompass part of a gene or one or more entire genes. The far end of region 1q21.1, which at about one million bases long constitutes a tiny percentage of the roughly 3.2 billion pairs of letters that make up human DNA, harbors just one of the genome’s many “hot spots”–so called for their tendency toward structural instability. But in this region, structural abnormalities–especially missing sequences–seem particularly troublesome. Intrigued by this mysterious morsel of DNA, Heather Mefford, a pediatric geneticist at the University of Washington in Seattle, compiled data on variations in 1q21.1 from clinical genetics labs around the world. She found that 25 patients in a sample of more than 5,000 people with autism, mental retardation, or other congenital abnormalities were missing the same chunk within the region. While that is a small percentage, no one in a similar-sized group of healthy people carried that particular mistake, meaning that the deletion is the likely cause–or at least partial cause–of the patients’ problems. Studies by other researchers have linked similar changes in the region to schizophrenia, as well as to abnormal head size and accompanying developmental delays. Different studies linking 1q21.1 to mental retardation, autism, and schizophrenia all identified deletions or duplications in approximately the same region. That’s because this particular stretch is flanked by repetitive sequences prone to rearrangement. It contains at least eight known genes, the functions of which are mostly unknown. “This region of the genome must clearly have one or more genes that are important for normal cognitive development,” says Mefford, whose research was published in the New England Journal of Medicine in October. Scientists hope that identifying the underlying mechanisms affected by the missing or duplicated piece of DNA will provide new targets for drug development. But at this point, it’s not clear whether it’s one gene or several that raise the risk of disease, or how deletions and duplications of the same piece of DNA can trigger outcomes as different as schizophrenia and mental retardation. The findings do hint that autism, schizophrenia, and mental retardation have common biological underpinnings, a conclusion that has some precedent. Children with mental retardation often have psychiatric and behavioral problems as well, although these may be undiagnosed or underappreciated in the face of their cognitive deficits. And some families may have a history of mental illness, but not of a specific illness. Mental retardation, autism, and (to some extent) schizophrenia are developmental diseases, diagnosed in childhood or adolescence. So identifying a common biological flaw may shed light on the crucial components of neural development and suggest ways to help when that development goes awry. Perhaps a disruption in the 1q21.1 region of the chromosome inherited from one parent can send some fundamental developmental process off course. The ultimate impact might depend on environmental factors, variations in other parts of the genome, or the version of the gene inherited from the other parent. Someone whose genome has mistakes in other regions that are important for brain development and cognitive function might end up with mental retardation. Someone whose genome is largely intact, but who has a mutation in a gene linked to autism, may end up with high-functioning autism. A better understanding of the molecular consequences of errors in 1q21.1 and other recently identified hot spots may help redefine autism and schizophrenia and even change the way they are diagnosed. Both disorders cause a wide range of symptoms, and they are currently identified through behavioral and cognitive tests. Physicians may now be able to augment that diagnosis with the results of genetic testing. Only a small percentage of people with autism or schizophrenia will carry a particular genetic variation. But researchers hope that as more copy number variations are linked to these disorders, such genetic characterizations will become useful tools for predicting the best treatment for a given patient. “At one time in the history of medicine, when you had a cough and an infection of the lungs, they called it pneumonia,” says James Lupski, a physician and scientist at Baylor College of Medicine. Now we know that pneumonia is actually a group of different diseases, both bacterial and viral, that must each be treated differently. Eventually, someone developed a way to distinguish bacterial pneumonia from other forms, Lupski says, and that set the stage for the development of different treatments. A diagnostic test that can detect copy number variations already exists: array CGH, the same test scientists use in research studies. It is currently used in clinical genetics labs to diagnose unexplained cases of mental retardation, developmental delay, and, increasingly, autism as well. It’s not yet clear how to use the results to guide treatment–especially in disorders such as autism, for which no drugs are available to treat the root cause. But when it comes to other disorders, scientists are optimistic. “We have lots of effective psychiatric drugs, but it often takes weeks to find the right one,” says Lupski. “Could this simple characterization predict the one that works best? That alone would be of tremendous benefit to patients.” Become an MIT Technology Review Insider for in-depth analysis and unparalleled perspective.Subscribe today
Power factor is the relationship between working (active) power and total power consumed (apparent power). Essentially, power factor is a measurement of how effectively electrical power is being used. The higher the power factor, the more effectively electrical power is being used. A distribution system's operating power is composed of two parts: Active (working) power and reactive (non-working magnetizing) power. The ACTIVE power performs the useful work - the REACTIVE power does not. It's only function is to develop magnetic fields required by inductive devices. \|Initial PF Target PF\| How Power Factor Correction Capacitors Solve the Problem of Low Power Factor. Low power factor is a problem that can be solved by adding power factor correction capacitors to the plant distribution system. Correction capacitors work as reactive current generators “providing” needed reactive power (kvar) into the power supply. By supplying their own source of reactive power, the industrial user frees the utility from having to supply it, therefore, the total amount of apparent power supplied by the utility will be less. Power factor correction capacitors reduce the total current drawn from the distribution system and subsequently increase system capacity by raising the power factor level. Power factor correction capacitors are rated in electrical units called “Vars”. One Var is equivalent to one volt-ampere of reactive power. Vars, then, are units of measurement for indicating just how much reactive power the capacitor will supply. As reactive power is usually measured in the thousands of Vars, the letter “k” (abbreviation for kilo”, meaning thousands) precedes the Var creating the more familiar “kVAR” term.The capacitor kVAR rating, then, shows how much reactive power the capacitor will supply. Each unit of the capacitor’s kVAR will decrease the inductive reactive power demand (magnetizing demand) by the same amount A low voltage network requires 410 kW active powers at full load, and the power factor is measured to be .70. Therefore, the system’s full load consumption of apparent power is 579.5 kVA. If 300 kvar of capacitive reactive power is installed, the power factor will rise to .96 and the kVA demand will be reduced from 579.5 to 424.3 kVA. Causes Of Low Power Factor Disadvantages Of Low Power Factor The Power Factor plays an important role in A.C. Circuit since power consumed depends upon this factor. P = VL x IL x COS(Ф) (For Single Phase) IL = P/ VL COS(Ø) P = 1.73 x VL x IL x COS(Ø) (For Three Phase) IL = P/ 1.73 x VL x COS(Ø) It is clear from above that for fixed power & voltage the load current is inversely proportional to the power factor. Lower the power factor, higher the load current & vice-versa. The above discussion indicates that the low power factor is an objective feature in the supply system. The Principle Of Power Factor Compensation While the ideal Power Factor (PF) is Unity or 1, most Industrial loads have a PF lower than 1. Moreover, this lower PF is usually Inductive, arising out of the windings of Transformers, Motors, etc. These loads consume KVARs (the Watt less component) from the supply line. The principle of PF Compensation is to supply these KVARs via a capacitor located close to the load, reducing the current drawn from the supply line. The low lagging power factor is mainly due to the fact that most of the power load is inductive in nature & therefore, take lagging current. In order to improve the power factor, some drive taking leading power factor should be a capacitor. The capacitor draws a leading current & partly neutralizes the lagging reactive power of load current. This raises the power factor of the load. The devices of Power Factor improvement are as below Power factor Correction is achieved now a days by installing power capacitors . Under fixed load conditions it is possible to put power capacitors in the system which will compensate completely for the wattles component and power factor can be improved to its maximum value. This obviously will not be an exact compensation for loads which are varying in value. Power factor can be controlled manually or by automatic control systems. In manual control the operator has to go on making adjustment all the time, which is very tricky and human error cannot be ruled out. In automatic control, power factor control relay keeps on sensing the power factor all the time and gives suitable signals to contactors connected to it to energize required capacitors. Power capacitors have been used in many & wide ways in industry from last 40-50 years but its continuous use is often limited by apparent lack of practical application information. The various applications of capacitors are capacitors for power factor improvement, Series Capacitors in power supply system, surge protection capacitors, Voltage divider Capacitors, Energy Storage Capacitors, Motor Start/Run Capacitors, Fluorescent lighting capacitors, harmonic filter capacitors ,water cooled capacitors etc.
Cold Boiling Water One difference you'd notice on Mars is that water would boil at a much lower temperature. This is because the pressure of the martian atmosphere is much less than that on Earth. In this activity, you'll create a vacuum by covering the end of a syringe containing water and then pulling on the plunger. This lowers the pressure and makes the water bubble like water in a hot pot on the stove. What You'll Need - a clear plastic syringe (The type for giving measured doses of medicine will work fine, or you can remove the tip from a medical syringe so that it can't accept a needle.) - tap water Fill a syringe 1/4 full of water. Try to fill it so that there's as little air as possible in the syringe. To do this, point the tip of the syringe upward, flick the tip with a fingernail to dislodge bubbles, then push the air out by pushing inward on the plunger (like nurses and doctors do on medical shows on TV). Cover the tip with a finger. Slowly pull on the plunger. Notice that as you pull on the plunger, it pulls back in the opposite direction. When you pull, the pressure inside the syringe is reduced below atmospheric pressure (the air outside the syringe). This results in a net force being exerted by the outside air pushing the plunger back into the syringe and the gas inside the syringe pushing outward less strongly. Notice also that a space appears inside the syringe that isn't filled by water. Allow the plunger to slide slowly back into the syringe. Notice if there are any air bubbles. Slowly pull the plunger out again. Release the plunger suddenly. Notice that it snaps back quickly. Pull on the plunger a third time. Notice that this time bubbles form in the water. The water appears to be boiling. What's Going On? When you pull on the plunger, you increase the volume inside the syringe and decrease the pressure on the water. A space appears above the water, and in this space there's a partial vacuum. It's not a perfect vacuum because it has some water vapor in it as well as some air. Tap water has air dissolved in it. When you reduce the pressure in the syringe, the dissolved air comes out of solution, forming bubbles. When you slowly allow the plunger to slide back into the syringe, the air that has come out of solution stays out of solution. Water vapor changes from a gas to a liquid very quickly. Any gas bubbles that form when you pull out the plunger and then go away when you allow it to return are bubbles made of low-pressure water vapor. When these bubbles form inside the liquid, we say that the liquid boils. It's difficult for small bubbles to form so that boiling can start in a clean liquid. However, when you pull out the plunger and allow it to snap back, you create small "seed" bubbles throughout the water. The next time the pressure is reduced, boiling happens at these seed bubbles. The Martian Connection The water in the syringe is actually boiling at room temperature. If you reduce the atmospheric pressure even further using a vacuum pump, the water can boil at the freezing point. It's therefore possible for liquid water, solid ice, and gas bubbles to coexist indefinitely. This is called the triple point of water, where all three phases exist in equilibrium. The triple point of water is 32°F (0°C) and 6 millibars (a bar is one atmosphere of pressure). The triple point of water exists on the surface of Mars: You could hold a beaker of boiling water on the martian surface that had ice cubes floating in it, and the ice cubes wouldn't melt because the liquid water would be at the freezing point. Thinking about the activity you just did, imagine you'll be making a spaghetti dinner on Mars. Would the pasta cook more quickly or more slowly than on Earth? Why? If you were to cook spaghetti on top of a high mountain on Earth, how would the elevation affect your boiling of the pasta water (Hint: Compared to sea level, is the atmospheric pressure higher, lower, or the same on a mountaintop?) The difficulty of getting bubbles to form explains why it's dangerous to boil water in a microwave oven. If you're heating water in a clean ceramic or glass cup, it's possible that the water can be heated above the boiling point and yet be unable to form bubbles. In this case, the water is superheated. When you remove the cup of water from the microwave, you might jiggle it and shake loose seed bubbles, causing the water to suddenly boil vigorously and splatter hot water around.
Students learn the value of respect. In this Clifford the Big Red Dog lesson plan, students read the story, discuss respect, and experience a mini-international festival. K - 2nd English Language Arts 9 Views 24 Downloads The Archer and the Sun Reinforce reading comprehension with a lesson about The Archer and the Sun, a Chinese folktale. Kids learn some background information about Chinese culture before reading the story, and answer literacy questions as they read. Next, they... 1st - 2nd English Language Arts CCSS: Adaptable Treating Others with Respect One of the most important things children learn in school has nothing to do with academics; it's the ability to treat others with respect. Engage your class in a dialogue about this crucial life skill with the discussion questions and... 2nd - 6th English Language Arts CCSS: Adaptable Alphabetic Understanding, Phonics, and Spelling Have your youngsters reading in no time with with collection of literacy activities and lessons. Starting with a basic understanding of the alphabet, this unit progressively builds students' phonemic awareness and ability to decode and... Pre-K - 1st English Language Arts CCSS: Adaptable Library Skills and Literature The library is such a valuable resource for kids of all ages. Help elementary readers learn all about parts of the library, text features for both fiction and nonfiction text, and different ways to find books that they want to read. K - 5th English Language Arts CCSS: Adaptable Go, Clifford, Go! Let Clifford the Big Red Dog carry your children toward reading fluency with an engaging digital resource. Offering a simple story line that teaches children about different types of transportation, this resource would make a nice... Pre-K - 3rd English Language Arts CCSS: Adaptable Piggybook: A Read4Health Lesson Plan "You are pigs." With those three simple words, the lives of the Piggott family were changed forever. Read aloud the children's story Piggybook by Anthony Browne and teach your class the importance of personal responsibility, learning... K - 2nd English Language Arts CCSS: Adaptable
This paper, with Jens Turowski and Bob Hilton, was recently published as an open-access article in Geology and is available from the journal website and via the MMU e-space repository. In it we show that erosion and transport of large woody material (coarse particulate organic carbon; CPOC) is very important in terms of the overall carbon cycle, but is concentrated in very extreme events. The research is based in the Erlenbach, a small river in the Alps that has been studied by Swiss researchers for several years. They have built a very sophisticated stream sampling station, which can capture everything that flows down past a gauging station. There is a large retention pond that catches the logs/pebbles/sediments and a shopping-trolley sized wire basket that can be moved into the middle of the stream to catch a particular time point (for example the middle of a large storm). The photo below was taken during winter when the river was frozen over, but you can see the v-shaped river channel, the three wire baskets ready to move into position to catch material, and the snow in the foreground covering the retention pond. This sampling system led to Jens observing that there was a lot of CPOC coming down the river and piling up in the retention pond. A quick calculation suggested that this was a significant portion of the total carbon coming out of the river catchment, but the scientific consensus was that actually more carbon came through as fine particles than CPOC. An experiment was designed to test this. Across a wide range of river flow speeds, the amount and size of woody debris flowing down the river was measured, both waterlogged and dry material. This allowed a rating curve to be defined – that is for a given river flow speed, how much organic carbon would be expected to flow down the river? The rating curve was very biased towards the high-flow end for CPOC, much more so than for fine carbon (FPOC) or dissolved carbon (DOC). At low flow rates, very little CPOC is moved, but at high flow rates a very large amount is mobilised. During the 31 years of data collection there were four particularly large storms. Integrating over the rating curve shows two things. Firstly, if the large storms are ignored then the Erlenbach is already a major source of CPOC, about 35% of the total carbon, with CPOC being roughly equal to the FPOC estimate. Thus it is much more important than might previously have been imagined. If the extreme events are included, the CPOC becomes ~80% of the total organic carbon transported by the river. A majority of the CPOC transported by the river was waterlogged, having sat on the river bank or behind a log jam while waiting for a large storm to wash it downstream. Waterlogging increases the density of the wood and makes it more likely to sink when it reaches a lake or the sea. My contribution to the paper was to provide evidence of this process. My PhD work in the Italian Apennines found CPOC, from millimetre scale up to large tree trunks, that had been preserved in ocean sediments for millions of years. Again, a lot of this CPOC is too large to measure using standard techniques, and suggests that rivers can deliver organic carbon from mountains to the ocean far more efficiently than previously thought.
For virtual learning, online science projects are the best way for students to learn science and math. Building a simple space project is a great way to get started. To prepare for such projects, students can take virtual lessons on building and designing. With the right guidance, students can easily complete their projects and communicate their findings effectively. These virtual projects also provide a great opportunity for students to learn in a fun and engaging way while staying safe at home. So, if you're looking for a simple and effective way to learn science and math, consider trying some virtual building projects today! Step 1: Identify the Purpose and Audience The first step in writing a technical report is identifying the purpose and audience. The report's purpose will help you determine what information to include and how to structure the report. The report's audience will help you determine how to present the information and what level of technical detail to include. For example, if you are writing a technical report on a physics project for an elementary school class, the report may be to explain the project to the teacher and classmates. The audience may be other students who are not familiar with the project. To identify the purpose and audience of your technical report, start by asking yourself the following questions: - What is the purpose of the report? Is it to inform, persuade, or recommend? - Who is the intended audience? Is it a teacher, classmates, or a wider audience? - What level of technical detail is required? Is the report for an elementary school class or a college-level course? By answering these questions, you can clarify the purpose and audience of your report and create a focused and effective document. Step 2: Gather and Analyze the Information The second step in writing a technical report is to gather and analyze information. This step is important because it ensures the report is accurate and credible. Gathering information from reliable sources will help you avoid errors and inconsistencies in your report. Analyzing the information will help you determine what is relevant and how it should be presented in the report. To gather and analyze information for your technical report, follow these steps: - Identify your sources. Look for reputable sources such as scientific journals, textbooks, and government websites. - Collect your data. Record and organize your data in a spreadsheet or other tool. - Analyze your data. Determine what is relevant and what can be left out of the report. - Use graphics. Use tables, charts, and graphs to present the data in an easy-to-understand format. By following these steps, you can ensure that your technical report is accurate, credible, and easy to understand. Step 3: Organize and Outline the Report The third step in writing a technical report is to organize and outline the report. This step is important because it ensures the report is structured logically and coherently. Organizing the report into sections and subsections will make it easier for the reader to follow and understand. To organize and outline your technical report, follow these steps: - Create an outline. Create an outline of the report that includes the main sections and subsections. - Group similar information. Group similar information together under each section or subsection. - Use headings and subheadings. Use headings and subheadings to make the report easy to navigate. - Use bullet points. Use bullet points to break up long paragraphs and make the report more readable. By following these steps, you can create a well-organized technical report that is easy to understand. Step 4: Write the Report Once you have gathered and analyzed all the necessary information, it's time to start writing your technical report. This is where you will combine all the research and data you have collected and present it clearly and concisely. To begin, start with the introduction. In this section, you should provide some background information on the topic and clearly state the purpose and objectives of your report. Next, move on to the body of the report, where you will present your findings and analysis in detail. Use clear and concise language, and break up large blocks of text with headings and subheadings for easier reading. Finally, end with a conclusion that summarizes your findings and provides recommendations or suggestions for future research or action. Step 5: Review and Revise the Report After you have written your technical report, reviewing and revising it carefully is important. This step ensures that your report is clear, concise, and error-free, making it easier for your audience to understand and follow. Reviewing and revising your report ensures that it is accurate, well-organized, and easy to read. It also allows you to catch any errors or inconsistencies that may have been missed during the writing process. By taking the time to review and revise your report, you can improve the quality of your work and increase the chances of it being well-received by your audience. To begin, read through your report carefully and look for any errors in grammar, spelling, or punctuation. Next, ensure that your report is well-organized and easy to follow by checking that your ideas flow logically and that you have used headings and subheadings to break up large blocks of text. Finally, consider having someone else review your report to get a fresh perspective and catch any errors or inconsistencies you may have missed. This could be a classmate, friend, or even a tutor from CW assignments. CW assignments can do your STEM projects and activities, including technical report writing. Their online lessons and simple math and science-building prep can help you produce the best virtual projects, even in space! Following these five steps and reviewing your work carefully, you can write a successful technical report that effectively communicates your research and analysis to your intended audience.
Most of us know eating fruit daily is a great way to try to stay healthy, with the Australian Guide to Healthy Eating encouraging us to eat two serves a day. This is because they are relatively low in energy content and rich in fibre, antioxidants and some phytochemicals that may have beneficial health effects. Eating fruits regularly helps to prevent major diseases such as heart diseases, certain cancers, diabetes and obesity. It can also improve brain health. Despite the benefits, less than half of Australians eat enough fruit. To try to make eating fruit easier, get the most nutritionally from what we eat and avoid wastage, it is important to consider the best stage to eat fruits from harvesting to over-ripening. Fruits vary in nutritional quality Fruits contain a range of nutrients essential for health, from energy-producing nutrients (mostly carbohydrates with some fat and protein) through to vitamins, minerals and fibre. The amounts of these nutrients vary, however, from one fruit to another. Predominant sugars vary. In peaches, plums and apricots, there is more glucose than fructose. The opposite is the case in apples and pears. Fruits vary greatly in terms of their glycaemic index and the effect on our blood sugar (glucose). If we look at vitamin C, relatively high amounts are found in strawberries and citrus fruits compared to bananas, apples, peaches or pears. Passionfruit contains more phosphorus, an essential mineral used in releasing energy, than papaya. However, the opposite occurs in the case of calcium, the most common mineral in the human body. According to a recent study, higher consumption of some whole fruits, especially blueberries, grapes and apples, significantly reduced the risk of developing type-2 diabetes. But eating oranges, peaches, plums and apricots had no significant effect. However, this does not mean the latter ones are bad fruits. Sometimes, combinations of fruits work better than each individual fruit. Mixtures of orange and star fruit juices had higher antioxidant capacity than pure juices. Even certain stages in fruit maturation showed better health effects. Bioactive compounds are chemicals that occur naturally in fruit and are not technically nutrients but appear to result in health benefits. These are found in higher levels in green (unripened) jujube fruit (red date) than in the ripe fruit. Green or yellow bananas, does ripeness matter? Fruit ripening involves a range of complex chemical processes. These cause changes in colour, taste, smell and texture. Generally fruits are more tasty when fully ripened, but this is not always the case. Guava, for example, tends to be more appealing when partially ripe. Unripe fruits typically contain more complex carbohydrates, which can behave like dietary fibre and break down into sugars upon ripening. Unripe bananas contain higher levels of resistant starch (which we cannot digest, but can be a prebiotic acting as a food supply to the microbes in our gut), which is linked to lower risks of bowel cancer. This decreases during the ripening process. With respect to vitamins and phytochemicals, researchers found the opposite is the case. The level of vitamin C decreases during the early stages of sweet cherry development but increases at the beginning of fruit darkening and accumulation of the pigment anthocyanin. Levels of glucose and fructose, the main sugars found in cherry fruit development, increase during ripening. However, over-ripening leads to a loss of nutrients following harvest. It’s also linked to fruit darkening, softening and a general loss of sensory acceptability. Impact of processing Fruit can be processed by canning, freezing, drying, chopping, mashing, pureeing or juicing. Processing fruits can improve shelf life, but it can also lead to losses in nutrition due to physical damage, long storage, heating and chilling injury. Usually, minimally processed fresh-cut fruits such as fresh fruit salad have the same nutritional qualities as the individual fruits. However, tinned fruit salad may contain added sugar as syrup and preservatives, which may be a less healthy option. Eating whole fruit rather than drinking juice appears to be linked to better health. A study that gave participants whole fruit before a meal found it led to people eating less than if they drank juice. Additionally, those eating whole fruit appeared to have a lower risk of developing type 2 diabetes, although other studies suggest juices with added sugar may be the real problem. It is also likely some processing such as juicing may help increase availability and quicker absorption of the beneficial nutrients in fruit. The benefits of this need to be weighed against the sugar being more available too. So which to eat? Nutritional qualities of fruits vary and it is hard to predict which fruit might be best. Generally, the more different types of fruits you can include in your diet, the better. For many fruits, eating fresh at its correct ripening stage may be more beneficial, perhaps more for taste than nutrition. Overripe fruits may be still good to eat or easily convert into smoothie, juice or used as an ingredient such as in banana bread. Eating an over-ripe fruit such as a banana does not mean that you are putting more sugars into your body as the total amount of carbohydrates in the fruit does not increase after harvesting. While fruit products (juice, dried or tinned products) that are higher in sugars and also preservatives in some cases are not as good as whole fruit, consuming fruit in this form is better than consuming no fruit at all. But fruits alone cannot do all the work. It is important to choose foods from all the core food groups within the Australian Guide to Healthy Eating to reap the maximum health benefits of fruits. Senaka Ranadheera, Early Career Research Fellow, Advanced Food Systems Research Unit, College of Health and Biomedicine, Victoria University; Duane Mellor, Associate Professor in Nutrition and Dietetics, University of Canberra, and Nenad Naumovski, Asistant Professor in Food Science and Human Nutrition, University of Canberra This article was originally published on The Conversation and republished here with permission. Read the original article. Originally published by Cosmos as Which fruits are healthier? The Conversation is an independent, not-for-profit media outlet that uses content sourced from the academic and research community. Read science facts, not fiction... There’s never been a more important time to explain the facts, cherish evidence-based knowledge and to showcase the latest scientific, technological and engineering breakthroughs. Cosmos is published by The Royal Institution of Australia, a charity dedicated to connecting people with the world of science. Financial contributions, however big or small, help us provide access to trusted science information at a time when the world needs it most. Please support us by making a donation or purchasing a subscription today.
Why are trees so important for climate change? Can planting trees help fight the climate crisis? How many do we need to plant? And how do you decide whether you should plant a tree or do something else? Let’s start with the basics! How trees reduce global warming and fight climate change Trees are nature’s greatest carbon sink. They absorb it from the atmosphere, convert it into glucose for their cells, and store it in their leaves, branches and roots as they grow. (And then they ‘exhale’ oxygen for us to use – bonus!). That’s how they help regulate the climate (and clean the air) – among many other things… The other benefits that trees provide They also do much more than just absorb CO2. They are a renewable resource, and they provide many benefits for humans – including food production, fuel, medicine, building materials, recreation, shade, beauty, wildlife habitat, clean water and air, soil conservation, erosion control, flood protection, windbreaks, and much more. They also play a vital role in protecting our planet from extreme weather events such as hurricanes, tornadoes, drought, flooding, wildfires, heat waves, and cold snaps. They act as barriers between land and sea, helping to slow storm surges during coastal storms. And they help stabilize soils, preventing them from eroding into rivers and streams. When it comes to reducing risks associated with severe weather, trees are critical! Especially since the effects of climate change are expected to make all of these worse. All of these are called ecosystem services, and they’re critical to life on Earth. Yes, there are other options, both for reducing emissions and for removing carbon from the atmosphere. But only trees (and forests) provide all these other benefits at the same time. How do we use trees to stop climate change? There are two ways: stopping deforestation and planting new trees. Deforestation is actually one of the biggest sources of emissions – around 10%, more than all cars and trucks combined! In addition, it has been estimated that deforestation accounts for up to 20 percent of all greenhouse gas emissions in tropical countries. So, one way of stopping climate change is protecting existing rainforests and preventing further destruction of natural habitats. In turn, that means preserving old-growth forest ecosystems, which contain large numbers of species and high levels of biodiversity. It also means conserving areas where people live, work, and recreate. Some say this can’t be used to reach net-zero emissions, because it’s preventative, and doesn’t actually remove anything from the atmosphere. But removing CO2 won’t help us if we keep putting more in. (Aside: This is one of the reasons that some say we should focus on cutting fossil fuels first. That’s true! But deforestation is still a huge source of annual emissions; it’s easier for a regular person to punch above their weight by helping to stop it; and it gives you the biggest bang for your buck – you help biodiversity, wildlife, people, and all the other things we talked about above.) The other way is to plant trees. It seems like a great, simple solution, but not everyone agrees. Some say that it doesn’t help climate change mitigation as much as people think it will. And others say that it is the best thing we can do. So who is right? Let’s look into this below. Is planting trees the best way to combat climate change? To answer that, we have to figure out what we mean by ‘best’. That’s a complicated question, but we can definitely say that any climate change solution needs to have a major impact and work fast. And finally, we should probably look at whether there are any downsides. How much potential do trees have to address the climate crisis? Theoretically, a lot. Some estimates suggest that a global reforestation effort in which we replant up to 800 million hectares worldwide could give us 300 billion tonnes of carbon absorption over 25 years . Others suggest that 900 million hectares could absorb around 200 billion tonnes . Overall, this would be about a quarter of atmospheric carbon. The devil lies in the details, as they say. Those estimates require the new trees to grow into a mature forest. That takes time – decades at least. And it will only happen if the saplings are cared for immediately after planting, and then allowed to mature naturally. That often doesn’t happen. Many tree planting initiatives don’t plan for any sort of care – so trees often don’t survive. And some countries are reforesting now with the intention of harvesting and replanting later. This means that many of these ecosystems will never reach maturity – and that planting trees won’t have as big of an effect as we think it might. Aside: How many trees does it take to offset one person? Let’s bring the estimates down to something real. Some estimates suggest that the average mature tree can absorb around 50 pounds of CO2 a year. That means 20 would absorb 1000 pounds, or about half a tonne, once fully grown. (Until then, it’s even less.) People in the United States produce around 15.5 tonnes a year, so you’d need 620 fully grown trees. How many trees could be planted on Earth? As you probably noticed, the above estimates require land – a lot of it. It’s one thing to say that the planet has this enormous tree restoration potential, but it’s another to figure out whether we can actually plant the trillions of trees that would be needed to realize that potential. Unfortunately, the planet doesn’t really have a spare billion or two hectares lying around unused. If people aren’t living on the lands, they’re being used for agricultural production. Or they’re grassland or some other biome which can’t be converted without losing biodiversity. If we stuck to only non-croplands, reforestation could sequester up to 100 gigatons (1 billion tonnes) of carbon. That’s a far smaller number, and it’s only worth about 10 years of current annual emissions. What’s more, it would take about a century to capture that much . How quickly can tree planting make a difference to climate change? Small, newly planted trees can only absorb so much carbon, so it usually takes several years before they begin making a difference. According to the UK’s Royal Society, it takes them at least 10 years to reach their maximum sequestration rate. They’ll continue at that rate until they mature, which, depending on the species, will happen after around 20 to 100 years. Which means that in the short term, they won’t do much. But don’t take our word for it. Here’s William Moomaw, lead author for five reports of the Intergovernmental Panel on Climate Change (IPCC): [Tree planting is a great thing] to do, but [it] will not make much of a difference in the next two or three decades because little trees just don’t store much carbon. Letting existing natural forests grow is essential to any climate goal we have. There’s also the problem of how long it takes to actually get trees in the ground. One NASA climate scientist, Sassan Saatchi, suggested that “reforesting an area the size of the United States and Canada [1-2 billion hectares]… could take between one and two thousand years”. We definitely don’t have that long! Plus, that would mean planting a million hectares a year, at Saatchi’s suggested density of 50-100 per hectare (to create appropriate canopy cover). And that would require us to really ramp up investments, for example for seedling production. Which also takes time. So if your aim is to cut down on carbon emissions, then planting trees probably won’t get you there quickly enough. And if cutting emissions is our priority, then let’s ask the following question. What is better for storing CO2: young or old trees? As it turns out, the answer might just be old trees. A study of 403 tropical and temperate species found that for 97% of the species, trees grew faster as time went on. Which meant that older trees absorbed more CO2 from the atmosphere. The paper says: “At the extreme, a single big tree can add the same amount of carbon … within a year as is contained in an entire mid-sized [one].” And another study – of 5 million trunks! – showed that the largest 1% stored about 50 percent of the biomass. So now you know that old trees are more important for CO2 – because they store it more quickly, and because they already hold more. But nobody ever just plants one seedling – most reforestation goals involve millions of trees. That almost turns it into a forest. Do planted trees hold as much carbon as an existing forest? Generally, the answer is also no. Scientists have estimated that regrowing tropical forests can store around 6 tonnes of carbon per hectare per year in the first 20 years. After that, they slow down, and the final average is ~3 tonnes per hectare per year over 80 years. That adds up to 240 tonnes per hectare. On the other hand, old-growth tropical forests hold up to 418 tonnes per hectare – today. Some estimates have suggested that even after 85 years, replanted trees store only around 83% as much as an undisturbed forest, and their roots only store about 50-75% as much . Restored natural forests are probably the best option – they can be up to 40% more effective than single-species tree plantations – but they will still take up to 70 years to store as much as the original ecosystem. And that’s assuming they are protected from disturbances[5,4]. Another study found that secondary forests in the Amazon have offset less than 10% of the emissions caused by rainforest destruction, even though they cover 30% of the total deforested area. So, imagine if we cut down that old-growth. We’d release 418 tonnes immediately. If we replanted, we’d get 6 tonnes back this year. And, after 80+ years, if it survives, we’d finally get most of the rest of it back. The risks of planting billions of trees to slow climate change We’ve explained above why it could be too slow, or too uncertain. Here, we’ll cover some of the reasons it could go wrong after the fact. Seedlings can die too easily Trees suffer all sorts of stresses in their lifetimes (which, unlike ours, can be multiple centuries long). There are natural disasters like fires, droughts, or floods, plus other disturbances like pests, diseases, or animals eating branches or leaves. Normally, old, healthy forests develop resilience and resistance to deal with both of these. Resilience is the ability to recover from a major disturbance, like a fire, while resistance is ability to recover from minor, long-term disturbances, like animals eating leaves. Plus, old trees have huge trunks, their roots extend deep into the ground, and they can’t be pushed around very easily. And there’s a lot of different species in the forest, each of which play a different role and which help support the entire ecosystem. But a tree seedling isn’t like that. They’re light, thin, and short, and they can be moved easily. (Else, you wouldn’t be able to plant it in the first place!) Unfortunately, this also means they’re weak. They have few leaves and branches, they are thin, and their root systems are quite shallow. And quite often, they have little diversity around them. What does that mean? Pests, diseases, and natural disasters Seedlings have a higher risk of dying from pests or diseases or natural disasters – they simply haven’t developed the ability to cope with stress. For example, in the Amazon, areas with tall, older trees are three times less sensitive to variations in precipitation (generally rainfall) than ones with shorter, younger trees. This is because older roots go deeper, which lets them access more soil moisture. So they can keep growing during droughts– which will become worse as the climate emergency worsens. Young trees are often easier to cut down than old ones. It’s only natural: think how much stronger a fully grown adult is compared to a baby or child. In the Amazon, new forests only last 5-8 years on average. Even in Costa Rica, which has doubled its forest cover in the last years, half of them disappear within 20 years after being planted – along with the CO2 they were supposed to store. (‘Trees, we hardly knew ye!’) Reversing carbon absorption When reforestation goals fail – i.e. when seedlings don’t survive – it can cause a multitude of problems. Yes, the expected sequestration is gone, but that’s just the beginning. If anyone has used it to offset their carbon footprint, it’s actually become a carbon source. Luckily, there are some safeguards built into the offsetting mechanisms, but it’s obviously not ideal. Meanwhile, if an existing forest got chopped down, it’s a double whammy. Not only did we lose the potential sequestration from the seedling(s) that died, but we also have higher emissions of greenhouse gases, because we released everything that was already stored. Is planting trees bad for the environment? Yes – in some cases. For example, monocultures. Too many of the same type of tree planted too close together can cause poor growth and low survival. They also probably won’t provide adequate habitat for wildlife or biodiversity. And since there won’t be any diversity, they won’t be very resilient. If the trees are not native, it might be even worse: they might introduce non-native pests or diseases. Or when tree planting programmes replace native ecosystems, like grasslands, savannas, or wetlands. These are already rich ecosystems in their own right, and shouldn’t be converted to forest. Another example is when they’re actually plantations that will be repeatedly regrown and harvested, or when they use non-native trees. These often go hand-in-hand: many projects use fast-growing foreign species like eucalyptus, because they can theoretically sequester large amounts of carbon dioxide very quickly. But these plantations store much less than they would if they were allowed to regrow naturally. They also do nothing for biodiversity, and in the worst case, negatively impact it. So if you want to be sure that you’ve made a positive impact on the environment, consider investing in forest conservation instead of just planting trees. Should you plant trees to fight climate change? It depends where, and how. Many projects focus on smallholder agroforestry in the tropics. These often improve ecological conditions on farms, create alternate livelihoods, give people alternatives to using wood for fuel, and so forth. And these are great – assuming they plant native species, don’t displace people, don’t affect local crops, and so forth. Similarly, if you are restoring original forest cover, encouraging natural regrowth, and thus truly reforesting, then it’s excellent. Obviously, the best way to do this is by using native plants, which will naturally attract wildlife back into the area. These are just some good options. But no matter which you choose, remember that it’s a long-term thing. And we’re trying to stop climate change today. To save animals and ecosystems. And to support local and indigenous people and communities. Which is better: planting new trees or protecting existing forests? Really, we should do both. But if we have to pick one, we’d say our first priority should be preserving existing, old forests. Forest carbon storage is exceptional – right now. Not only do forests continue to remove carbon every year; they also store huge amounts in their trunks and roots as well as in the undisturbed soil beneath. They are one of the world’s largest carbon sinks – in fact, they store more than the atmosphere! To understand more about why they’re so important for climate change, see here. Forests house immense, irreplaceable biodiversity. Forests are important and intricate ecosystems. They are home to incredible biodiversity and provide sanctuary and habitat for thousands of species. In fact, they are linked to an estimated 80% of animal and plant life . And half of the world’s known terrestrial species can be found in tropical rainforests – that take up only 6% of the planet’s land . We are in the midst of a sixth mass extinction. Deforestation is likely the biggest contributor. And all that biodiversity typically doesn’t come back, even after restoration. (We have a lot more about this coming soon. To be the first to hear about it, click here.) Protecting forests also benefits people Many indigenous peoples and forest communities are deeply connected to their lands. Their cultural identities are often closely linked to intact forests and local plant and animal species. They also often rely heavily on resources for basic needs. When we lose these old forests, these communities lose their livelihoods and cultures, and a source of resilience. Traditional ways of life also become impossible. This drives people off their lands, and results in a loss of cultural identity. By now, you can probably guess where we’re going with this. Young forests made up of newly planted trees don’t have the size, diversity, or density to provide everything people might need, like tree bark, timber, fruits, berries, medicinal plants, cultural importance, or species that are important for food and cultural reasons. Only the old ones can do that. Now you know why tree planting can’t replace forest conservation – whether for climate, biodiversity, wildlife, or people. So next time you see someone claim that they’re saving forests by planting trees… think twice. If you want to have the biggest impact on climate change now, it’s best to protect an existing forest. Not only do they absorb more carbon every year than a young one, but they also already store massive amounts – which we are at risk of losing because of deforestation. Once these ancient ecosystems are gone, they’re not coming back. And if we don’t save them for future generations, what will we be leaving them? That’s why we at Stand For Trees put all our efforts into protecting existing forests. Our projects prevent 700 million tonnes of carbon emissions in 4.5 million hectares of tropical forests. (To make that up with tree planting, you’d need to plant 32 million hectares – today.) Click here to support one of our projects and save forests – so we don’t need to plant trees.
Dissociation refers to the natural mechanism our brain has to disconnect us from our surroundings and ourselves. This is sometimes as a benign reaction but severe dissociation is associated with trauma and other mental illnesses. Every Person has the capacity for dissociation and many experiences some degree of the skill like when you drive home but don’t remember it. Even people who do not develop severe mental illness will dissociate during stress. Like someone who has a medical procedure might dissociate in their body as to not feel pain or during something like a funeral someone might say it was “an out of body experience” to disconnect from emotional pain. Also remember: there are also physiological conditions that cause and/or mimic dissociation, like seizures and migraines Clinical and harmful dissociation is almost always linked to trauma. Because dissociation is an involuntary protective mechanism for stress trauma is the situation most likely to trigger maladaptive dissociation. The other mental effects of trauma on survivors also lend to further dissociation. Sometimes dissociation can present separate from trauma but the more severe forms cannot exist without trauma. Clinical level dissociation is primarily associated with Dissociative Identity Disorder (DID) and Other Specified Dissociative Disorder (OSDD, Depersonalization. But can also be a symptom of Post Traumatic Stress Disorder (PTSD), Complex Post Traumatic Stress Disorder (C-PTSD), Borderline Personality Disorder (BPD), and some forms of psychosis. Structural dissociation is the way long term dissociation and trauma alters brain function and can cause schisms in the consciousness states and memories in the brain. This can just affect the connection of emotion and stressor or memories or entire splits seen in DID. This has been seen to only happen with trauma. Dissociation & CSA Dissociation is incredibly common in CSA survivors. Abuse is extremely traumatic and many kids brains use dissociation to cope with the abuse. The stress responses most common in kids are “freeze” and “feign/submit”. Dissociation often accompanies those type of responses. Childhood sexual abuse has been shown to be one of the most common types of trauma that causes the most severe dissociative/trauma-based disorders. Dissociation in Kids: In singular events of assault dissociation often has effects on memory of the trauma and is part of how flashbacks and triggers form. Dissociation also influences: loss of sense of self, emotional dysregulation, ability to focus and interpersonal issues. Dissociation is something that often accompanies other signs of sexual trauma. These singular events tend to have more extreme effects on children because it is disrupting the formation of the ability to regulate and attach in minors. Long-term sexual abuse has the same effects from above but kids will sometimes develop chronic dissociation and in some cases a dissociative disorder (DID, OSDD, DPDR). Chronic trauma is necessary to form secondary and tertiary structural dissociation the most extreme form witch leaves these children with a fractured consciousness. Some effects of chronic dissociation on kids: - Amnesia, though this is likely to be missed. It can last up to years around the trauma. Sometimes experienced around triggers in dissociative disorders. - Can be easily absorbed into media or their own thoughts to the point of losing time. Connected with the idea of “maladaptive daydreaming” - Developing triggers that they don’t understand as they can’t connect it to what happened - Disconnection from emotions, lacking the ability to name their emotions or connect it with why they are feeling what they are. Connected to emotional dysregulation. - Disrupted ability to have healthy attachments - Experience a disrupted the ability to form an identity. Causes confusion within the kid but not easily seen from the outside. In the most extreme developing dissociated multiple identities - Consistent depersonalization: Feeling as if they do not exist - Consistent derealisation: Feelings as if reality is not real - Long term memory and short term memory disruption. Visible but many other things can be blamed - Sensory issues: Sometimes acting self-harming behaviours seeking stimuli - Trouble concentrating may seem “spacy” - Somatoform disorders may happen - Struggling to feel connected to others or experiencing apathy Chronic trauma, of course, has many changes to people on multiple levels and many effects of dissociation overlap with other effects of abuse. If there is not a lot of intervention and support given to the victimized kid then many of the dissociative effects we see in kids. You can also have more of what we think of like a triggered dissociative episode, something happening and we go blank and dissociate immediately at the stimulus. And to some extent, the dissociation is often even more disruptive as an adult. Dissociation is like i side an involuntary coping skill and as a little kid when we dissociate during abuse it makes sense. but it does become part of the stunting of the brain development and then when that is our learned stress response we do it way too much as an adult, and the chronic dissociative states we may have are more pronounced in adults as different levels of functioning from an eight to twenty-eight-year-old. Dissociation is highly common in survivors. It’s hard and confusing if we or a loved one is struggling with dissociative symptoms. But we can recover! The main way people start to handle these symptoms are grounding skills. And reaching out for support in working through trauma is also very important!
This activity is used to select ideas or concepts based on weighted criteria. This way a dialogue is created within the group work about the development and prioritization of criteria. 15-30 min / 30 min To acheive social impact, discussing and agreeing on the value of different ideas is crucial. Weighting of criteria for idea selection can help with this. Best done with an excel sheet or similar. 1 The students decide on a minimum of five criteria that the solution needs to live up to. Here, criteria should be understood as properties/qualities that the solution can fulfill to a greater or lesser degree, and not as requirements that either can be fulfilled or not. 2 Thereafter each of the criteria are weighed on a scale from 1 (least important) to 5 (most important). 3 The students then create a chart or excel where they fill in their weighted criteria with each idea being given between 1-10 points on each of the criteria. 4 When all of the ideas have received points, the points are then multiplied with their allocated weighting. Finally, the total, weighted score per idea is calculated. 5 At this point it is important to reflect whether the idea that has received the most points, is in fact the best idea. This can be a good basis for a discussion about rating criteria and their weighting 6 After having selected 1-3 ideas the students continue with the development and detailing of these ideas.
Sin Cos Tan – Formula, Definition with Examples Welcome to Brighterly, your digital learning platform where math becomes an exciting adventure! Today we will delve into an intriguing concept of mathematics – trigonometry, through the lenses of Sin, Cos, and Tan. These are the fundamental building blocks that make understanding complex mathematical phenomena as easy as pie. Our mission at Brighterly is to illuminate your path of learning, so we promise to explain these concepts with simplicity, real-life examples, and engaging visuals. Have you ever wondered how engineers construct skyscrapers or how pilots navigate their flights accurately? The magic lies within trigonometry and, more specifically, the Sin, Cos, and Tan functions. These trigonometric functions help decipher the relationships between angles and distances, thereby providing a bridge that connects the angles of a triangle to the lengths of its sides. Buckle up for an enlightening journey as we decipher the magic of Sin Cos Tan! What is Sin Cos Tan in Trigonometry? Welcome to the enchanting world of trigonometry, the branch of mathematics that studies relationships involving lengths and angles of triangles. At the heart of this intriguing subject are three primary functions: Sine (sin), Cosine (cos), and Tangent (tan). These trigonometric functions create a connection between the angles of a triangle and the lengths of its sides. Let’s journey into this mathematical realm and uncover the beauty of Sin Cos Tan! When we talk about right-angled triangles, we see they consist of a right angle (90 degrees), a hypotenuse (the longest side), and two other sides. The functions Sin, Cos, and Tan are ratios that relate the lengths of these sides to each other. Simply put, they serve as a bridge, connecting the realm of angles to the world of lengths. So, whenever you hear the terms Sin, Cos, or Tan, know that they help us decipher the hidden relationships within a right-angled triangle! These functions are extensively used in a range of fields, including physics, engineering, computer science, and more. They form the basis for understanding waveforms, oscillations, rotations, and many other phenomena that rely on periodicity or circular motion. However, our focus at Brighterly is to provide an easy-to-understand introduction to these magical mathematical terms for our young learners. So, let’s dive deeper! Sin Cos Tan Values Imagine standing on top of a hill and gazing at the horizon. The steepness of the hillside, the height you’ve climbed, and the distance to the horizon form a right-angled triangle. The angles at which you gaze represent the functions Sin, Cos, and Tan. For any given angle in a right-angled triangle: The Sine of the angle is the ratio of the length of the side opposite the angle to the length of the hypotenuse. The Cosine of the angle is the ratio of the length of the side adjacent to the angle to the length of the hypotenuse. The Tangent of the angle is the ratio of the length of the side opposite the angle to the length of the side adjacent to the angle. The values of these functions can be determined using trigonometric ratios, the unit circle, or the sine, cosine, and tangent tables. These are tools that are going to help us reveal the world of Sin Cos Tan! Sin Cos Tan Formulas Understanding the formulas of Sin, Cos, and Tan is like learning the secret spells of the mathematical world! Here are those magical formulas: - Sin θ = Opposite/Hypotenuse - Cos θ = Adjacent/Hypotenuse - Tan θ = Opposite/Adjacent These formulas hold the key to solving a multitude of problems involving right-angled triangles. Remember that ‘θ’ represents the angle you’re investigating, and the terms ‘opposite,’ ‘adjacent,’ and ‘hypotenuse’ are in relation to this angle. If you remember these formulas, you will be able to solve almost any trigonometry problem you encounter! Sin Cos Tan Table The Sin Cos Tan Table, also known as Trigonometric Table, is like a magic mirror reflecting the values of Sin, Cos, and Tan for various angles. It’s an incredibly handy tool for solving trigonometry problems. Usually, the table includes the angles from 0 to 90 degrees, but you can calculate the functions for any angle using the principles of periodicity and symmetry. Sin Cos Tan Chart A Sin Cos Tan Chart is another enchanting tool in trigonometry, illustrating how the values of these functions vary with the angle. The chart usually depicts the values from 0 to 360 degrees, exhibiting the periodic nature of these functions. It’s a beautiful graphical representation that can help you visualize the changes in Sin, Cos, and Tan as the angle increases or decreases. How to find Sin Cos Tan Values? To find Sin, Cos, and Tan values, you can use the aforementioned formulas, the Sin Cos Tan Table, or the Unit Circle. However, it’s also possible to find these values using a scientific calculator. The key to accurately determining these values is to remember the basic principles of each function and their relation to the angles and sides of a right-angled triangle. Tips to Remember Sin Cos Tan Table An easy way to remember the Sin Cos Tan Table is by using the SOH-CAH-TOA method. This simple mnemonic reminds us that: - SOH: Sin = Opposite/Hypotenuse - CAH: Cos = Adjacent/Hypotenuse - TOA: Tan = Opposite/Adjacent It’s a quick and clever way to remember the formulas and their respective functions! Sin Cos Tan on Unit Circle The Unit Circle, a circle with a radius of 1, is like a map for the trigonometric functions. It beautifully depicts how Sin, Cos, and Tan vary with angles and provides an intuitive way to understand and calculate these values. In the Unit Circle, Cos represents the x-coordinate, and Sin represents the y-coordinate of a point on the circle. Tan, being Sin/Cos, gives the slope of the line joining the origin to the point. Examples on Sin Cos Tan Let’s take a few examples to understand the application of Sin, Cos, and Tan better: Suppose in a right-angled triangle, the angle is 30 degrees, and the hypotenuse is 2 units. Then, the opposite side (Sin 30) would be 1 unit, and the adjacent side (Cos 30) would be √3 units. In another example, if the angle is 45 degrees, the lengths of the opposite side (Sin 45) and the adjacent side (Cos 45) would be equal, both being 1/√2 units for a unit hypotenuse. The more examples you practice, the more comfortable you will become with these functions! Practice Questions on Sin Cos Tan After understanding the basics of Sin, Cos, and Tan, it’s time for some practice. Try to solve these questions: - In a right-angled triangle with a 60-degree angle and hypotenuse of 10 units, what are the lengths of the opposite and adjacent sides? - Find the Sin, Cos, and Tan values for an angle of 90 degrees. - If in a right-angled triangle, the lengths of the opposite and adjacent sides are 3 and 4 units respectively, what would be the angle? We hope this fascinating exploration into the world of Sin, Cos, and Tan has shed light on the captivating subject of trigonometry. It is important to remember that these mathematical tools are not just theoretical constructs but real-world enablers, from designing video games to predicting astronomical events. At Brighterly, we strive to make complex concepts accessible and exciting. Just as we’ve demystified Sin, Cos, and Tan today, our vision is to help you unravel the mysteries of all mathematical concepts. Practice, curiosity, and a bit of creativity are the stepping stones on this beautiful journey of learning. And remember, every mathematical concept you master is another light turned on in the grand hallway of knowledge. So, keep those lights turning on! Frequently Asked Questions on Sin Cos Tan What are Sin, Cos, and Tan? Sin, Cos, and Tan are three fundamental trigonometric functions that define the relationship between the angles of a triangle and the lengths of its sides. Sin, or Sine, corresponds to the ratio of the length of the side opposite to an angle to the length of the hypotenuse. Cos, or Cosine, corresponds to the ratio of the length of the side adjacent to an angle to the length of the hypotenuse. Tan, or Tangent, corresponds to the ratio of the length of the side opposite an angle to the length of the side adjacent to it. What is the Sin Cos Tan Table? The Sin Cos Tan Table is an extremely valuable tool in trigonometry. It is a tabular representation that gives the values of Sin, Cos, and Tan functions for different angles. This table usually lists the angles from 0 to 90 degrees and can help in quickly solving trigonometry problems without the need for a calculator. What are the formulas for Sin, Cos, and Tan? The formulas for Sin, Cos, and Tan in a right-angled triangle are defined in relation to an angle ‘θ’: Sin θ = Opposite/Hypotenuse: This formula tells us that the Sine of an angle is the ratio of the length of the side opposite to that angle to the length of the hypotenuse. Cos θ = Adjacent/Hypotenuse: This formula signifies that the Cosine of an angle is the ratio of the length of the side adjacent to that angle to the length of the hypotenuse. Tan θ = Opposite/Adjacent: This formula conveys that the Tangent of an angle is the ratio of the length of the side opposite to that angle to the length of the side adjacent to it. Math Catch Up Program - Learn Math Simple - Fast - Effective - Overcome math obstacles and reach new heights with Brighterly. Simple - Fast - Effective Overcome math obstacles and reach new heights with Brighterly.
What is Milling Machine \| Principle,Process,Type, Parts name Milling Machine is a versatile machine tool. Through which many types of operations are done with the help of a multi-point cutter. These cutters are run by holding the milling machine spindle with an arbor, adapter or collet chuck. And under the rotating cutter, the bottom of the job is made by forming the bottom of the job. These cutters are manufactured in different sizes and shapes. Through which every kind of work becomes easy. The first milling machine was invented in France in 1770. Then this machine was developed by Jock D. Baukanson in 1782. After this, the design of the Plane Milling Machine was designed by Alibit in 1818. And in order to use this machine properly, different types of cutters, cutting and feed speeds were fully introduced and proved that this machine is also like Lathe Machines. Also this machine is useful for mass production works. And for metal cutting, it is more useful than machines like Shaper Machine and Planer Machine. With this introduction, in 1861, an engineer named Joseph R Brown first designed the improved design of the milling machine. The job is clamped firmly to the machine table to perform any work on the milling machine. And the cutter is applied to the arbor or spindle. The cutter rotates at a fixed speed and the job is passed slowly under the cutter. Therefore, when the job comes in contact with the moving cutter, the cutter’s teeth (Teeth) cut the metal in the form of chips from it. The jobs on the table can be fed in longitudinal, cross-wise and vertical in all three directions. Milling machine parts name Main parts of the milling machine 1. Column and base The column is the base of the milling machine. It is mounted vertically on the base. Supports the knee, table, arm, etc. It works as accommodation for all other booster members. It is a hollow member consisting of a drive gear and sometimes a motor for the shaft and table. The knee is the moving part of the router. The chair and table support the casting. The gear device is included within the knee. The knee is attached to the abutment using the Dowell methods. 3. Saddle and rotary table The saddle is at knee height and supports the table. The saddle slides on the horizontal dovetail at the knee and the dovetail is parallel to the axis of the axle. A turntable is attached to the saddle that rotates horizontally in both directions. 4. Power Feed mechanism The power feed mechanism is in the knee. It is used to control longitudinal, transverse, and vertical feeds. For the desired rate of feed on the machine, the feed selection lever is positioned to point at the feed selection plates. The table is a rectangular casting that is present in the upper part of the saddle. The table is used to hold a task or for workpiece clamping devices. There are several T-slots to hold the workpiece and hold the equipment. It can be done by hand or with a motor. To move the table by hand, turn and turn the crank on the longitudinal arm. Se coloca entre la mesa y la rodilla y actúa como pieza intermedia entre ellas. Esta columna puede moverse transversalmente sobre la cara. Se desliza sobre guías que se ubican en la rodilla que son perpendiculares a la cara de la columna. Su función principal es mover la pieza de trabajo en dirección horizontal. También está hecho de hierro fundido. 7. Over arm / Overhang arm It is a cantilever on the surface of the column and the other end supports the arbor. It can be a single pour and slide that sits at the top of the column as a block. It is located on top of the column on a horizontal milling machine. It is made of cast iron. 8. Arbor support The axle bracket is cast with a bearing that supports the outer end of the axle. It also helps align the outer end of the tree with the axle. The tree support prevents the outer end of the tree from popping out in a cutting operation. Rams serve as the upper arm on a vertical mill. One end of the ram is placed on top of the abutment and the router head is attached to the other. One end of the arm is attached to the abutment and the other end is attached to the milling head. The milling machine can be classified as follows: 1. By Position of Milling Spindle – (i) Horizontal Spindle (ii) Vertical Spindle (iii) Horizontal and Vertical spindle. 2. By number of milling spindles – One, two or more milling spindles According to the work, the milling machine is classified in many ways. Mainly this machine is selected according to the nature of the work and attention is also given to the size of the work. Generally, it is prepared in many forms and sizes depending on the design. 3. Based on design Types of Milling Machine 1. Column and knee type milling machine – This type of milling machine is often the most used in machine shop. The table of this machine is placed on the knee. It is fitted on the steep passages above the Column. By speeding up this part, the table can be raised anywhere at different heights up and down. The instruments giving different speeds to the table are also fitted in this part. The pillar and knee type milling machines are classified as follows (A) Hand Milling Machine This milling machine is of the simplest type and this machine is used to perform small and simple operations. All three feed speeds of this machine are given by hand. This machine is very useful for cutting slots, especially the small slots. (B) Plain Milling Machine This machine is stronger and larger in size and design than a hand milling machine. The arbor of this machine is also Horizontal. This machine can be given speed both by hand and automatic. The table of this machine is situated at right angles so that all plain milling operations can be done easily by the machine. (C) Universal Milling Machine This machine is also similar to a plane milling machine. But the difference is that the table of this machine can be set anywhere between 0 ° to 45 ° by turning left, right. Due to this angular momentum of the table, helix can be easily cut, such as helical gear, slot and groove. The working capacity of this machine has been increased by a number of attachments. All types of gears, cutters, cams, drills, reamers, die and punch, jig and fixtures with the help of attachments, jig and fixtures Fixture) can be prepared. Often this machine is used in the tool room. (D) Omniversal Milling Machine – The table of this machine can also be tied to the vertical floor by rotating it at any angle from the bottom to the top and bottom to the top of the table of the universal milling machine, thus the table of this machine can be given relatively more speed. . That is, five types of feed movements can be given. like 2. Inward and outward i.e. crosswise 3. Up and Down 4. Horizontal Angular 5. Vertical Angular. Due to the arrangement of this additional motion of the table, the machining can be done easily by using helical or bevel gears, cams special dies and profile of tools. This machine can be used natively in experimental shops, labs and tool rooms. (E) Vertical Milling Machine – The spindle of this machine is vertically vertical and the spindle head can be clamped on either side by rotating it at any angle from 0 ° to 90 °. The spindle of this machine can also be lowered up and down like a drilling machine.Drills, End Mill, Shell End Mills, Facing Cutters and some similar Shank cutters can also be clamped on this machine. By which T-slot, Dove Tail, Segment, Grooving, Boring, Drilling, Recessing, Cam Milling, Profiling (Profiling), Die Sinking, etc. milling operations can be done (F) Ram Type Milling Machine – In this machine, the cutter head is mounted on the face of a ram. By which the cutter head can be set on both sides by rotating at any angle in the Vertical and Horizontal Plain and the ram which has a spindle which is inward and outward cross feedment. Can be given.In this type of machine, the work-table is fitted on the saddle with the help of a nut bolt over the standing side passages above the column ie the length of the work-table on the saddle. There is also a provision of upward and downward motion. This machine is equipped with a lot of equipment (with the help of which the cutting operations of this machine can be increased). It is also a very useful machine for the experimental shop. 2. Manufacturing or Fixed Bed Type Milling Machine – As these names suggest, the tables of these machines are fixed above the bed and can be given only by attachment ie their tables are neither moving up or down in cross direction. Can. Due to the bad fix of these machines, heavy cuts can be made on them. These machines have a vertical column. On which routes are made to run spindle head. This spindle consists of Arbor. To cut the work, the spindle head is moved up and down along the routes on the column and the work is clamped to the table in such a way that the machining of the work is completed only once from the bottom of the cutter. These machines, being relatively heavy and robust, are used for multi-product operations. These machines are classified as follows. (A) Simplex Milling Machine – This machine has only one spindle head in which the cutter is held by applying arbor. These spindle heads can be tightened up or down anywhere on the column according to the height of the work. B) Duplex Milling Machine – This machine is fitted with two different cuttter heads. These cutters are adjusted by sliding up and down on two columns fitted on the sides of the head bed. These cutter heads can also be used simultaneously or separately. Thus on this machine two floors can be machined simultaneously. (C) Triplex Milling Machine – In this machine, two cutter heads are fitted like a duplex milling machine. The third cutter is mounted on a cross-rail fitted above the head column. This cutter can be run at different speeds for head harvesting. These cutter heads can be quickly moved from one place to another for harvesting operations. 3. Planer type Milling Machine – It is also called Plano milling machine. It is similar in appearance to a planning machine. It is a heavy machine. The cross-rail of this machine is replaced by a cutter head in place of the tool head.According to the work height, the height of the cross-rail can be adjusted anywhere above or below the housing. This cutter head can be more than one. Some machines have one or two side cutter heads on the side of the housing like a planer. By which all the three floors of work are created at the same time. These cutter heads can also be used independently. As a result, there is a lot of savings in production time. The main difference in Miller is in his table motion. Table speed in plane milling machine is much slower than in planer machine. This machine is designed for very heavy work and machining of large size planks. Usually, 20 to 70 horse power motors are used to run such machines, due to which these machines are used for large production. 4. Special Purpose Milling Machine – These machines are designed to serve a particular purpose. Use of these has given a boost to production and quality has also improved. By using these machines, there is very less chance of the work getting spoiled. All the parts manufactured by them are made in the same size and shape, which maintains interchangability in the parts. These machines have been classified according to work. (A) Rotary table milling machine – The table of this machine is round. This table passes the job under the rotating cutter. More than one cutter can also be used on this machine. The loading and unloading of the job can be done to perform continuous cutting process on this machine. This machine is often used specially for the facing process. (D) Profiling Machine – This machine is similar to a bad type vertical milling machine. In which the spindle can be moved up and down and back and forth in the lying floor. This machine is used to prepare a full-size template over the job. This machine has one to four spindle heads in which end mill cutters are caught.. In this machine, the movement of the cutter head is controlled by a tracer or guide pin. Which moves touching the outer surface of the template and thus the tracer follows the same path as the shape of the template. This template is fitted on the table on one side of the job. This machine is also called Die Sinking Machine. This machine is used to prepare special die or tool etc. (C) Planetary Milling Machine The machine derives its name from the cutter following its planetary path. These machines are available in Vertical Spindle or Horizontal Spindle. On this machine both external and internal round planks can be constructed separately or together.In this, the work is constant and the cutting or feed speeds are given to both the cutters ie in this the cutter cuts around the job moving like the planetary path and moves along. Generally this machine is used for cutting internal and external bangles of different pitch. (D) Panto Graph Milling Machine – This machine is available in two or three Dimensional models. Two dimensional pantographs are used to mimic letters or other designs. Three dimensional pantographs are used to mimic each type of shape or contour, and the size can be reduced or increased in proportion.A pantograph is a mechanism that consists of four rods or links and lives in the shape of a parallelogram. With the help of this mechanism, you can make the size of the shape on the job by decreasing or increasing the proportion according to the shape of the template or model. This machine is often used exclusively for digging. (E) Drum type milling machine – This machine is similar to a rotary table milling machine. The table of this machine, called a drum, rotates under four spindles simultaneously in a rounding. On which the machine poons are removed when a round of drums is completed. And new parts are clamped in their place. (F) Tracer Control Milling Machine – This machine is used for the manufacture of special types of soils in die and molds. Whether those floors are regular or the feed to irregular jobs is controlled by a special type of method called Servo Mechanism. It revolves around a job made according to the profile of the template or contour made in Stylus.This move of the stylus drives an Oil Relay System and thus the table starts to move through a fluid driven system, which automatically cuts the work segment tied to the table. (G) Gear Hobbing Machine – As its name suggests, this machine is used only to cut down on the production rate. In this, all types of gargles such as Spur can be cut accurately. Hob cutter is used to cut teeth in it. In this, along with the hob cutter, the job keeps on kissing and the indexing is done by the machine itself for the cutting of teeth. In this way, many garrisons can be cut at one time. Under this class, there is also another machine for cutting gears, which is called gear. Its function is also similar to hobbing. (H) Thread Milling Machine This machine is used by cutting milling cutters to cut acmi or worm chicks etc. as the bangles are cut with more precision and cleanliness by this operation. Commonly, cutters are used to cut bangles of course pitch and multi-tooth cutters are used to cut bangles on less elongated parts. (I) N.C. and C.N.C. Milling Machines – Nowadays in modern shops, N. C. and C.N.C. milling machines are used. These are very modern machines. The program is designed and fed to the control unit according to the job drawing.
Claudia Wascher, Anglia Ruskin University It’s not only humans who feel emotions. In his 1872 book, The Expression of the Emotions in Man and Animals, Charles Darwin described a range of “innate” and “evolved” emotions in dogs, cats, chimpanzees, swans and other non-human animals. But animals can’t verbally report their emotions, and humans often misread how an animal’s feeling, which can lead us to make them feel worse despite the best of intentions. That’s because we tend to anthropomorphise animals, seeing in them human expressions and emotions which cloud our understanding of how they’re really feeling. Learning how animals perceive emotions is important. Understanding what makes them stressed or unhappy can inform how we approach animal welfare in zoos, sea life centres and farms, as well as helping us treat our pets with more compassion. Perhaps poetically, researchers have turned to animals’ hearts to learn more about their emotions, as detailed in my recent paper. By measuring how animal heart rates fluctuate in response to different situations, we’re getting closer to understanding how and when animals feel. In both humans and animals, an increase in emotional arousal from low to high can be quantified by an increase in heart rate, measured in beats per minute (bpm). Taking these measurements – with wearable heart rate belts, implanted transmitters or artificial eggs – provides a rare window into the emotional worlds of animals. The heart rate of animals increases rapidly when they have aggressive encounters such as fights, and decreases during friendly interactions such as grooming. For example, in greylag geese, the mean heart rate during aggressive interactions increases from 84 bpm during rest to 157 bpm. Heart rate increases more when geese are interacting with a more dominant opponent, showing that geese are more emotionally aroused during a confrontation they’re more likely to lose. This might be simply explained by an increase in physical activity during fights, except that we see the same effect in geese that are merely observing events in their environment, for example when they’re watching other geese fighting. This heart rate increase reflects emotional arousal, not physical activity. Most remarkably, my research has shown that geese’s heart rate increased more when their partner or a family member was involved in aggressive encounters, compared to unrelated individuals. This suggests that greylag geese are capable of what’s called emotional contagion – when an individual is affected by the emotions of other individuals. Read more: Pain is more than a physical process – now a study in mice suggests it may even be socially transferable A similar effect has even been observed in dogs and their owners. A study found that heart rate in dogs increases when it increases in their owners, and that this effect was stronger the longer the human had owned the dog. This suggests that their emotional states are synchronised, despite belonging to different species. Hearts and minds Heart rate also provides insights into the cognitive abilities of animals. Chimpanzees, for example, have different mean heart rates, depending on whether they’re shown pictures of aggressive, friendly or unfamiliar chimps. This suggests that they recognise different emotional expressions. Other studies have found that a number of species – for example goats, horses, cattle and European starlings – show increased heart rate when engaging in a learning task, revealing that they’re emotionally aroused by the task. Read more: Horses can recognise themselves in a mirror — new study Heart rate is a particularly revealing measure when animals don’t express their emotions through any behavioural response. American black bears, for instance, don’t behave differently when drones are flying over them. But scientists have found the presence of a drone does increase their heart rate, which shows that the bears are disturbed – even if they’re not showing it. And that’s the key reason why monitoring animal heart rates can help improve their welfare: by showing us when they’re stressed. This could help pet owners to understand when certain situations stress their pets, and what they can do to reduce it. We know for instance that many pet dogs are stressed by fireworks. Heart rate studies have found that the presence of the dog’s owner helps offset some of this stress. We’re less aware that cats, according to one study, actually feel more stressed when they’re stroked. By looking at cats’ heart rates, we could understand which types of strokes they’re most and least fond of. In kennelled dogs, meanwhile, a study has shown that auditory and olfactory stimulation (playing music and smelling lavender) decreased their heart rate, indicating stress reduction. The same could be true of animals in zoos. And developing an understanding of how wild animals like black bears react to human disturbances could help us to minimise the effect of human activity on wildlife. Wild at heart Although heart rate allows us to quantify the level of emotional arousal in animals, it doesn’t provide information about whether this emotional arousal is received as positive or negative. We can only assume that a fight is perceived negatively, and courtship positively. Still, we can use heart rate as a measure to understand how excited our pets are in certain situations. We can learn how they feel about different styles of music or different flavours of food. Given that owners appear to accrue cardiovascular benefits from their pets – in reduced blood pressure, for example – we owe it to our animals, and those in the wild, to listen to their hearts, helping foster a more compassionate relationship between humans and animals. Claudia Wascher, Senior Lecturer, Animal and Environmental Biology, Anglia Ruskin University This article is republished from The Conversation under a Creative Commons license. Read the original article.
Learn how to draw a dinosaur with two different dinosaur species to choose from. The first is a 6-step drawing tutorial of the famous T-Rex. The second tutorial is a 6-step tutorial of a large Diplodocus, a dinosaur with a long neck and and tail. Tutorial 1: T-Rex Tutorial steps: 8 Tutorial 2: Diplodocus Tutorial steps: 6 Did you know? - Tyrannosaurus Rex - Pronounced: Ti-ran-o-saw-rus Rex - Average length: 40 feet (12.4m) long - Average height: 15 feet (4.6m) tall - Average weight: 6 tonnes - Diet: meat - T-rex was carnivore which primarily ate herbivorous dinosaurs (leaf eaters) - This king of the dinosaurs had powerful jaws and lived 70 million years ago - Pronounced: di-plod-o-kus - Average length: 90 feet (27 m) long - Average height: 16 ft (5 m) tall at the hips - Average weight: 15 tons - Fossils have been found in the USA, in Colorado, Montana and Utah. - Lived about 150 million years ago during the late Jurassic period. How to draw a dinosaur: T-Rex First draw a guide line to form the shape of the body. Then draw two guide oval shapes, a smaller one for the head and a second larger one for the body shape. See image for placement. Now draw a small oval shape for the small front arm position. Then draw a larger oval shape for the rear leg hip section. Now draw the lower leg shape connected to the hip oval shape. Now draw three small circle shapes for the starting point of the toes. See image above for placement and shape. Using the original two oval shapes and guide line, draw the outside body line from the top of the head down to the tip of the tail. Then draw from the tip of the tail up towards the main rear leg, and then upwards to form the neck and jaw line. Draw four circle shapes for placement of the fingers, then two more circles for the other toe on the back leg. Follow the image above for placement. Draw the head shape including the lower jaw line. Then draw the eye. See image for shape reference. Now draw the small arm using the oval guide. Then draw the rear main leg shape following the leg guide shapes drawn in the previous steps. First draw the head details such as the eye socket, a line for the nose ridge and then an arc for the skin joing the upper and lower jaw. Now draw the claws on the front arm, then draw the outline for the front arm behind the body. Draw the lines for the toes and finally draw the rear leg shape behind the body. Now it’s time to draw the teeth, nose and another line for the bottom of the eye socket. Then draw the remaining claws for the small front arm. Then draw the claws on the feet of the rear legs. See image above. Finally let’s add a few extra lines for skin details. An arc around the bottom of the eye. Some lines for the skin around the neck, and a line for the belly up behind the rear leg. Our T-rex is now complete! You can add some extra skin lines and patterns, perhaps even some claw marks on the head or body from a past fight with another dinosaur. Have fun! How to draw a dinosaur: Diplodocus First, let’s draw our guide lines. Draw a long line starting from the left as guide for the general shape and length of our dinosaur. Refer to image for the shape of this line. Then draw a small oval guide shape on its side at the start of this line. Draw a second, larger oval guide shape in the middle of the guide line so that the hump passes through the middle of this larger oval guide shape. Refer to image closely for placement. Now draw the body lines around our guide shapes. Start at the base of the small oval shape and draw a line down following the guide shape, up and around the large oval shape to form the back of the dinosaur, then down and along the guide line to the end to form the tail. Now continue the line from the point of the tail back towards the base of the large oval shape forming the bottom of the tail. Draw a second line starting from the base of the small oval, which is our head, and continue the line down and around to the base of the large oval shape. This forms the bottom of our neck. Refer to the image for guidance. Finish the head using the guide shape as a guide. Draw a line for the mouth and a dot for the eye. See image. Now draw the front leg from the base of the large oval body shape. Then draw the back leg starting from in the middle of the oval body shape down with a bend in the knew. Finally draw an arc from one leg to the other using the oval guide shape. See reference image above. Now let’s draw the rear front leg starting where the base of the nect and body meet just in front of our first leg. Now draw the rear back leg starting from the base of the tail and body downwards behind the first rear leg. See image above. Now draw the tail nails on the front and back legs. Finally, add small lines showing creases in the skin as indicated by the reference image above. Now it’s time to add some extra details. Using the reference image above, draw a few lines along the top of the body. Then draw some small lines showing the elbow on the front leg, and a couple of small lines showing the knee on the back leg. Now draw the remaining toe nails on the other legs. Now we are complete! You can draw more detail to show the thick skin the dinosaur has, or perhaps some claw marks or scars on the body to show where the animal has been attacked in the past.
The best educational environments are those that are fair to all students, male or female. Gender messages are all around us. From images in school books to those on bus ads, from conversations on the train or the big screen, from clothing stores in malls or any plush office. Everywhere we turn, we are submerged in messages about what it means to be a “correct” or “normal” woman or man. Gender is everywhere. The Annual Review of Psychology says that children develop a sense of self around 18 months, and then “begin to actively engage in seeking information about what things men and how they should behave”. Part of this process means adopting gender-normative behaviour and associating gender with basic stereotypes. For example, girls liking dolls or boys having short hair. It’s between three to five years of age, when children attend preschool during which these ideas tend to solidify. School teachers play a pivotal role in promoting gender disparity in school, as we start building habits and opinions from a younger age. Creating equal educational opportunities for students begins in the classroom and with the teacher. A strong teacher is one who treats their students fairly creating an environment where students feel equally about taking part. As children enter adolescence, they start taking note of the differences amongst themselves and their peers. During this stage a teacher plays a very important role in constructing social expectations of gender roles. These interactions also create long-lasting effects on their self-image and their perception of the opportunities that are available or appropriate for them. Suggestions for teachers to promote gender equality within a classroom. - Be Reflective and Be Objective Pay attention to new trends coming up and try to give gender-neutral responses about these trends to your students. - Use gender-neutral language when referring to children E.g. instead of saying, ‘Choose a boy to go with you’ say, ‘Choose a friend to go with you’. Similarly avoid organizing children according to gender, E.g. ‘Boys line up here and girls here.’ This only reinforces gender segregation. - Avoid stereotyping children E.g. boys are noisy and loud, girls are calm and sweet or boys show less emotion and girls cry more readily. - Self-regulate your interaction with the children We tend to comfort girls more and send boys on their way earlier. Encourage all children to share feelings and emotions equally. - Ask all students to participate in a variety of classroom chores - Seat and Group Students Intentionally Encourage boys and girls to sit together by making a seating chart. - Use Project Based Learning - Avoid asking students to speak on behalf of their gender Ask students to speak for themselves rather than a larger group. Avoid asking questions with leading intros such as, “How do you think most boys would feel about this story?” a. You might rephrase the question, “How did you feel about the representation of men in this story?” b. Let both boys and girls weigh in about how gender is portrayed in a given text or work. - Choose course materials by both men and women - Avoid separating supplies or materials by gender Mix costumes and art supplies for younger students rather than dividing them into sections for boys and girls. This will enable students to express themselves creatively without anxiety about adhering to traditional gender roles. - Be a role model Children learn by imitation. Behave appropriately with other teachers and students and be coherent with your discourse. Make your own behaviour a role model for others to follow. - Ask children to draw their idea Of a fire-fighter, police officer and nurse. Then invite a female fire-fighter and police officer, and a male nurse into the classroom. Invite them to talk about their jobs and unpack the children’s drawings and expectations about the visitors. Always use non-gender specific terms when referring to occupations. - Woman visibility Invite women as guest lecturers who can speak about their career and experience to set an example for students. - Videotape your class to examine your own teaching methods Review to see if you call on students of both genders, listen as intently to girls as you do to boys, and assess what types of questions you ask to students of each gender. - Feedback from Colleagues and Students Get feedback from colleagues on any differences that they might notice and you don’t. Try getting feedback from students through an anonymous comment box. Such efforts earnestly made in the classrooms will enable us to turn the age-old promises of GENDER EQUALITY into action along with ensuring that we adhere to the agenda of sustainable development goals by 2030 .
Thin films for more efficient solar cells The efficiency of solar cells can be increased by thin-film contacts developed by researchers at KAUST. Improving the performance of solar cells requires scrutinizing every aspect of their design. First, this means improving the crystalline quality of the absorbing material to maximize the conversion of photons to negatively charged electrons and positively charged holes. Next, the device's architecture must be optimized to ensure these charge carriers can move efficiently through the material. Finally, the electrical contacts that extract the carriers from the device and into an external circuit need to be perfected. Xinbo Yang and his colleagues from the KAUST Solar Center and the KAUST Core Lab, together with coworkers from the Australian National University, focus on this third step by developing electron-selective tantalum-nitride thin-film contacts for silicon solar cells. The interface between a silicon and a metal contact can create a high-resistance barrier that disrupts current flow. Additionally, the metal-induced electronic states at the surface of silicon enable the charge carrier to recombine, which reduces the conversion efficiency. Traditionally, high-cost processes, such as diffusion and chemical-vapor deposition of additional layers were adopted to reduce the contact resistance and carrier recombination. Yang and the team combat these problems by placing tantalum nitride on silicon using a method known as atomic-layer deposition: they do this by exposing the surface to a gas, causing a high-quality thin film to build up one atom at a time. "Electron-selective tantalum-nitride contacts can simultaneously reduce the charge carrier recombination and contact resistance," explains Yang. "This can simplify the complexity of fabricating the device and lower the production cost." By experimentally investigating the electrical properties of the tantalum nitride–silicon interface, the researchers showed that the tantalum nitride interlayer was able to reduce the contact resistance to the flow of electrons from silicon and metal contacts made of silver or aluminum. But, it simultaneously blocked the flow of holes, reducing the carrier recombination. The team created a silicon solar cell that used an electron-selective tantalum-nitride-metal contact. They showed that this improved the power conversion efficiency—the ratio between electrical power out to optical power in—by more than 20 percent over a control device built without the tantalum nitride. They also found that it simplified the device fabrication sequence, and cost, by eliminating doping and contact opening processes. "We are also investigating the potential application of tantalum nitride electron transport layers for organic and perovskite solar cells," explain KAUST scientist and principal investigator, Stefaan De Wolf.
Human beings have known for quite some time that our behavior has a significant influence on our planet. In fact, during the 20th century, humanity’s impact on the natural environment and climate has become so profound that some geologists began to refer to the modern era as the “Anthropocene”. In this age, human agency is the most deterministic force on the planet. But according to a comprehensive new study by an Anglo-American team of researchers, human beings might be shaping the near-space environment as well. According to the study, radio communications, EM radiation from nuclear testing and other human actions have led to the creation of a barrier around Earth that is shielding it against high-energy space radiation. The study, which was published in the journal Space Science Reviews, the team reviewed the impact anthropogenic processes have on Earth’s near-space environment. These processes include VLF and radio-frequency (RF) radio communications, which began in earnest during the 19th century and grew considerably during the 20th century. Things became more intense during the 1960s when the United States and the Soviet Union began conducting high-altitude nuclear tests, which resulted in massive electromagnetic pulses (EMP) in Earth’s atmosphere. To top it off, the creation of large-scale power grids has also had an impact on the near-space environment. As they state in their study: “The permanent existence, and growth, of power grids and of VLF transmitters around the globe means that it is unlikely that Earth’s present-day space environment is entirely “natural” – that is, that the environment today is the environment that existed at the onset of the 19th century. This can be concluded even though there continue to exist major uncertainties as to the nature of the physical processes that operate under the influence of both the natural environment and the anthropogenically-produced waves.” The existence of radiation belts (or “toroids”) around Earth has been a well-known fact since the late 1950s. These belts were found to be the result of charged particles coming from the Sun (i.e. “solar wind”) that were captured by and held around Earth by it’s magnetic field. They were named Van Allen Radiation Belts after their discover, the American space scientist James Van Allen. The extent of these belts, their energy distribution and particle makeup has been the subject of multiple space missions since then. Similarly, studies began to be mounted around the same time to discover how human-generated charged particles, which would interact with Earth’s magnetic fields once they reached near-space, could contribute to artificial radiation belts. However, it has been with the deployment of orbital missions like the Van Allen Probes (formerly the Radiation Belt Storm Probes) that scientists have been truly able to study these belts. In addition to the aforementioned Van Allen Belts, they have also taken note of the VLF bubble that radio transmissions have surrounded Earth with. As Phil Erickson, the assistant director at the MIT Haystack Observatory, said in a NASA press release: “A number of experiments and observations have figured out that, under the right conditions, radio communications signals in the VLF frequency range can in fact affect the properties of the high-energy radiation environment around the Earth.” One thing that the probes have noticed was the interesting way that the outward extent of the VLF bubble corresponds almost exactly to the inner and outer Van Allen radiation belts. What’s more, comparisons between the modern extent of the radiations belts from the Van Allen Probe data shows that the inner boundary is much farther away than it appeared to be during the 1960s (when VLF transmissions were lower). What this could mean is that the VLF bubble we humans have been creating for over a century and half has been removing excess radiation from the near-Earth environment. This could be good news for us, since the effects of charged particles on electronics and human health is well-documented. And during periods of intense space weather – aka. solar flares – the effects can be downright devastating. Given the opportunity for further study, we may find ways to predictably and reliably use VLF transmissions to make the near-Earth environment more human and electronics-friendly. And with companies like SpaceX planning on bringing internet access to the world through broadband internet-providing satellites, and even larger plans for the commercialization of Near-Earth Orbit, anything that can mitigate the risk posed by radiation is welcome. And be sure to check this video that illustrates the Van Allen Probes findings, courtesy of NASA:
This assessment concludes, based on extensive evidence, that it is extremely likely that human activities – especially emissions of greenhouse gases – are the dominant cause of the observed warming since the mid-20th century. For the warming over the last century, there is no convincing alternative explanation supported by the extent of the observational evidence. In addition to warming, many other aspects of global climate are changing, primarily in response to human activities. Thousands of studies conducted by researchers around the world have documented changes in surface, atmospheric, and oceanic temperatures; melting glaciers; diminishing snow cover; shrinking sea ice; rising sea levels; ocean acidification; and increasing atmospheric water vapor. The Global Change Research Act of 1990 mandates that the U.S. Global Change Research Program (USGCRP) deliver a report to Congress and the President (National Climate Assessment) no less than every four years that 1) integrates, evaluates, and interprets the findings of the Program…; 2) analyzes the effects of global change on the natural environment, agriculture, energy production and use, land and water resources, transportation, human health and welfare, human social systems, and biological diversity; and 3) analyzes current trends in global change, both human-induced and natural, and projects major trends for the subsequent 25 to 100 years. This assessment was written to help inform decision-makers, utility and natural resource managers, public health officials, emergency planners, and other stakeholders by providing a thorough examination of the effects of climate change on the United States.
Picture: Material is shattered in high-velocity impacts of meteoroids on Saturn's rings. The elongated bright streaks (marked by arrows) are formed by spreading debris ejected above the ring plane. Image Credit: NASA/JPL-Caltech/Space Science Institute/Cornell Scientists observed small, bright clouds of material spreading out over Saturn's rings. The elongated clouds are seen in images from the CASSINI (NASA/ESA) mission to Saturn and they consist of debris ejected when meteoroids strike the rings. The article by Tiscareno et al., with contributions by J. Schmidt from the University of Oulu, appears this week in the Journal Science on Friday 26th April. Meteoroids, for instance visible as bright meteors in earths atmosphere, exist all over the Solar System and it has long been anticipated that they constantly erode Saturn's rings. The rings are made of water ice particles that are partly pulverized when struck by an impact of several tens of km/s. The erosion rate of the rings, and also their pollution with external material provided by the meteoroids, is of ultimate importance for the ongoing controversial scientific debate on the age of Saturn's ring system and how it has been created. These debris clouds, providing direct evidence for the meteoritic ring erosion, were observed now for the first time. This was possible in images taken at a very special geometry, when in 2009 the sun was illuminating the Saturn system edge on, which happens only every 15 years. In this geometry the rings remain relatively dark, while the debris still stands out in full sunshine above the ring plane, making the detection possible. Last updated: 26.4.2013
🤓 Based on our data, we think this question is relevant for Professor Blue's class at UK. Recall that Graham's Law of Effusion allows us to compare the rate of effusion of two gases. Graham's Law states that the rate of effusion of a gas is inversely proportional to its molar mass. This means that when comparing two gases: Since time is given: Let's designate He as gas 1 and H2 as gas 2. Recall that rate = volume/time. This means: Since the volume of He = volume of H2, the equation simplifies to: Plugging this into Graham’s Law: A balloon filled with helium gas is found to take 6 hours to deflate to 50% of its original volume. How long will it take for an identical balloon filled with the same volume of hydrogen gas (instead of helium) to decrease its volume by 50%? Frequently Asked Questions What scientific concept do you need to know in order to solve this problem? Our tutors have indicated that to solve this problem you will need to apply the Effusion concept. You can view video lessons to learn Effusion. Or if you need more Effusion practice, you can also practice Effusion practice problems. What professor is this problem relevant for? Based on our data, we think this problem is relevant for Professor Blue's class at UK. What textbook is this problem found in? Our data indicates that this problem or a close variation was asked in Chemistry - OpenStax 2015th Edition. You can also practice Chemistry - OpenStax 2015th Edition practice problems.
Why Is Andromeda Coming Towards Us? As you may have heard, here in about 5 billion years, the Milky Way won’t exist as a singular entity anymore. Rather, as we speak, the Andromeda Galaxy — the Milky Way’s largest neighbor, which currently lurks more than 1,500,000 light-years away from Earth — is slowly inching its way toward us, and the two will eventually become one. Once that day arrives, Earth will probably be a smoldering pile of ash — having been gobbled up by the Sun a billion years (or so) before — but if humanity manages to survive by relocating elsewhere, the view will be rather fantastic. On the surface, Andromeda’s current flight path toward our home galaxy poses a bit of a conundrum: if the universe is expanding as astronomers say, surely Andromeda, like everything else (the Moon included) would be moving away from us. Why is the opposite true?
CHEM - Calculating Reacting Masses Chemistry, reacting mass - IGCSE \| IBDP \| DSE \| GCE \| IAL \| AP Chemistry Using a balanced chemical equation, we can calculate the mass or moles of reactants and products of a chemical reaction!! 👇 You can follow these steps to work out the mass of products or reactants of a chemical reaction 👇 Let's take a look at some examples from IGCSE Chemistry The equation for the reaction between lithium nitride and water is Li3N(s) + 3H2O(l) → 3LiOH(aq) + NH3(g) A sample of 1.40 g of lithium nitride is added to an excess of water. Calculate the mass of lithium hydroxide formed in the reaction. Step 1. Balanced chemical equation is: Step 2. Calculate moles of lithium nitride added. Mr of Li3N = 6.9 x 3 + 14.0 = 34.7 g/mol moles of Li3N = 1.40 / 34.7 = 0.0403 mol Step 3. Calculate moles of lithium hydroxide produced. The molar ratio of lithium nitride and lithium hydroxide is 1 : 3. moles of lithium hydroxide = 3 x 0.0403 = 0.121 mol Step 4. Convert moles of lithium hydroxide to mass. Mr of LiOH = 6.9 + 16.0 + 1.0 = 23.9 g/mol mass of LiOH = 0.121 x 23.9 = 2.89 mol Slaked lime is often added to soil to raise the pH of the soil. A chemist neutralises 25.0 cm3 of 0.500 mol/dm3 hydrochloric acid with slaked lime. Ca(OH)2 + 2HCl → CaCl2 + 2H2O Calculate the minimum mass, in grams, of Ca(OH)2 required to neutralise the HCl. Step 1. The balanced chemical equation is: Step 2. Calculate moles of hydrochloric acid that is neutralized. moles of HCl = 25.0 x 0.500 / 1000 = 0.0125 mol Step 3. Calculate moles of Ca(OH)2 needed to neutralize hydrochloric acid. From the balanced equation, you can see that one mole of Ca(OH)2 reacts with two moles of HCl. Thus, the moles of Ca(OH)2 needed is half of the moles of HCl. moles of Ca(OH)2 = 0.5 x 0.0125 = 0.00625 mol Step 4. Convert moles of calcium hydroxide into mass. Mr of Ca(OH)2 = 74 g/mol mass of Ca(OH)2 = 0.00625 x 74 = 0.4625 g Submarines that spend a long time underwater use sodium peroxide (Na2O2) to absorb carbon dioxide (CO2) from the air in the submarine. The equation for the reaction is 2Na2O2 + 2CO2 → 2Na2CO3 + O2 There are 140 people on the submarine. Each person produces 480 dm3 of carbon dioxide per day. (Assume 1 mol of CO2 occupies 24.0 dm3). Calculate the mass, in kilograms, of sodium peroxide required to absorb all of the carbon dioxide produced in the submarine in one day. Step 2. Calculate moles of carbon dioxide produced in one day. volume of carbon dioxide produced per day = 140 x 480 = 67200 dm3. moles of carbon dioxide produced per day = 67200 / 24.0 = 2800 mol Step 3. Calculate moles of sodium peroxide required. From the chemical equation, we can see that the molar ratio of sodium peroxide and carbon dioxide is 2:2, or 1:1. That is, you need 1 mole of sodium peroxide to absorb 1 mole of carbon dioxide produced. Therefore, 2800 moles of sodium peroxide is required to absorb carbon dioxide produced in one day. Step 4. Convert moles of sodium peroxide into mass. Mr of Na2O2 = 23.0 x 2 + 16.0 x 2 = 78.0 g/mol mass of Na2O2 = 2800 x 78.0 = 218400 g = 218.4 kg Wanna Boost Up Your IGCSE Chemistry? We just sent you an email. Please click the link in the email to confirm your subscription!
One of the features most commonly associated with malaria is recurring episodes of disease, months or years after the infection, yet not all species of the malaria parasite that infect humans cause these relapses. The majority of cases of relapsing malaria are caused by Plasmodium vivax. This is one of several ways in which vivax malaria differs from the disease caused by the much deadlier species, Plasmodium falciparum. This recurrence of symptoms occurs because some of the parasites can stay dormant within liver cells for long periods; a strategy that prolongs the parasite’s life cycle if there are no mosquitoes around to transmit it to another person. This, plus its ability to multiply in mosquitoes at lower temperatures than P. falciparum, enables its distribution to stretch to temperate climes. Vivax malaria accounts for 65% of the malaria cases in Asia and South America but it is absent from most of the African continent. Red blood cell invasion Another major difference between P. vivax and P. falciparum concerns the type of red blood cell that the parasite invades. The stage of the parasite that undergoes this invasion is the merozoite. Invasion is a multistage process, initiated by recognition of, and attachment to, the red blood cell membrane. This is followed by orientation and the formation of a tight junction between parasite and host membranes before invasion. Rather than using mature red blood cells, vivax merozoites preferentially invade immature red blood cells, known as reticulocytes. Attachment to the reticulocyte surface occurs via one of its surface proteins known as the Duffy antigen (DARC) , a receptor for several chemokines. Most of the indigenous African population carry a silent allele for this gene and do not express DARC, thus protecting their reticulocytes from invasion by P. vivax and explaining the absence of vivax malaria on the continent. Merozoites produce a molecule that binds to DARC called Duffy binding protein. It is located at the apical pole of the merozoite in organelles called micronemes and released just prior to the binding of the merozoite to the reticulocyte surface. Duffy-binding protein has been highlighted as a possible vaccine target as antibodies directed against it could block reticulocyte invasion. Two observations suggested the DARC / Duffy binding protein interaction is not the only one involved in the binding of merozoites to reticulocytes as some DARC-negative people are infected with P. vivax and DARC is also present on the surface of mature red blood cells, yet these are not invaded by P. vivax. Additional receptor / ligand interactions were thought to be involved. As their name suggests, a family of proteins called the P. vivax reticulocyte-binding protein family (PvRBP) have also been shown to be involved in the binding of merozoites to reticulocytes, but the receptor that they bind to had not, until recently, been identified. Identification of an additional receptor/ligand system Transferrin receptor 1 (TfR1) is a surface protein involved in the uptake of iron into red blood cells by acting as a receptor for iron-loaded transferrin. It is present on the surface of reticulocytes but is lost as they mature. P. vivax preferentially invades reticulocytes that express high levels of this receptor. One of the reticulocyte binding protein family, PvRBP2b, had been shown to preferentially bind to reticulocyte expressing TfR1. A multinational group of researchers have confirmed the nature and importance of the TfR1/PvRBP2b receptor/ligand in the invasion of reticulocytes and their findings have recently been published in Science. Initially, they showed that the binding of recombinant PvRBP2b to reticulocytes was abolished if the TfR1 receptor was removed from the surface of reticulocytes using enzymes, or if anti-TfR1 monoclonal antibodies were used to block the receptor site. Furthermore, immunoprecipitation experiments showed that binding of PvRBP2b to TfR1 is direct and specific; other members of the P. vivax reticulate binding protein family did not form a complex with it. The TfR1 receptor Using competitive binding assays the researchers demonstrated that the apical domain of TfR1 was the binding site for PvRBP2b. Furthermore, using recombinant TfR1 lacking a single glycine on the lateral surface of the terminal domain, the importance of this amino acid to the binding site was demonstrated as the ability of PvRBP2b to bind to this recombinant was completely abolished. The binding protein The importance of the N-terminal domain of PfRBP2b for binding to the receptor TfR1 was established using recombinant fragments of the molecule. However, structural analysis combined with functional studies revealed that the C-terminal fragment was also required to form a functional binding site. Monoclonal antibodies raised against 3 epitopes in the N-terminal domain inhibited binding of PvRBP2b to TfR1. In addition to assays investigating the binding of ligand to receptor molecules, the investigators performed experiments to determine whether this binding was involved in the process of invasion of the reticulocytes. Mutant clones of jkRBCs expressing lower surface levels of TfR1 were generated and P. vivax and P. falciparum merozoites incubated with them. A 10-fold reduction in invasion of P. vivax occurred in the mutant cells, establishing the importance of the transferrin receptor TfR1 in the invasion process. In contrast, invasion by P. falciparum was not affected by the reduction in available TfR1. Finally, when the monoclonal antibodies raised against the 3 epitopes of the N-terminal domain of PvRBP2b were added to P. vivax isolates from Brazil and Thailand, they inhibited invasion of erythrocytes. Thus, no invasion occurred if TfR1 was unavailable or if essential epitopes on the PvRBP2b molecule were blocked. This comprehensive study has elegantly revealed the essential role of an additional element in the process of invasion of erythrocytes by P. vivax merozoites. The authors of this paper propose that PvRBP2b/TR1 binding is important for the initial recognition of an erythrocyte and commitment to invasion. It is then followed by the interaction between PvDBP and the DARC receptor, tight junction formation and invasion. The identification of the importance of this second receptor / ligand interaction highlights the possibility that further molecular interaction may be involved and identifies more putative vaccine targets.
In Key Stage 2, the children are taught reading using a ‘whole class’ shared reading approach. The purpose of a shared reading session is to allow children to learn and apply a range of reading strategies with teacher support. It includes explicit teaching and demonstration of reading strategies. These whole-class sessions are short, sharp and focused. Motivating, attractive texts are chosen to support specific reading objective/s, based around 12 key comprehension skills (see document below). With regards to this approach, texts are usually pitched above the pupils’ word reading level but within their comprehension level. The text/s will be clearly visible to all children. The teacher takes the lead, reading aloud so there is a high level of support where children can actively participate, explore and try out reading strategies in a supportive context. Shared reading should prepare pupils for independent tasks which require them to use strategies more independently and in wider contexts.
By Dina Castro, PhD, MPH The goal of education is to give all children the opportunity to develop their potential, and that begins from early childhood. For children of immigrant families who are developing in two languages, a quality education is one that celebrates both their bilingualism and their culture, and incorporates them into the teaching. Bilingualism in immigrant families Bilingual children think and learn different things in each language, some at home with their families and others at school or in their community. When children are asked to speak only English, whether at school or at home, they can lose verbal skills in their first language and the advantages that being bilingual provides them in the learning process. When they are not allowed to use their first language, communication with their parents and other relatives who speak only Spanish may diminish. In the long term, this can distance them from their family and culture, affecting their identity, self-esteem and the attachments they need to grow up healthy and happy. “It doesn’t bother me that my son doesn’t speak to me in Spanish, because I know he understands what I say to him.” I have heard this comment from some immigrant parents who decide not to insist that their children speak Spanish. Though children may understand what we tell them, it is very important for them to speak Spanish too, because if they don’t, little by little, they might gradually lose it, especially when they’re young and their Spanish fluency is limited. Talking and reading in Spanish, children will learn new words and ways to use them. Parents may sometimes decide not to support their children in speaking Spanish because they want them to be successful in the United States or because they want to prevent their children from being discriminated against. These ideas may be related to their own negative experiences. It’s unfortunate that some people have gone through these kinds of experiences, but the decision to discourage bilingualism in their children is not the solution. On the contrary, we need to strengthen our community and make our children feel proud of their culture and their Spanish language. With this strength, they can become bilingual and bicultural people capable of developing all of their talents and fulfilling their potential. “What if the day comes when I can’t talk with my grandchildren?” My mother asked me this question with tears in her eyes, when my five-year-old, whom she had raised, was starting to have difficulty speaking in Spanish when we would call her on the phone in Peru. By the end of kindergarten, in a school where only English was spoken, my son had started to forget Spanish. After this incident it took years of dedication and discipline at home and in collaboration with his teachers for my son to finish elementary school able to read and write in Spanish. Afterwards, in high school he took advanced grammar and Latin American and Spanish literature classes. At the same time we were trying to get him to learn Spanish, he took French courses at school and eventually became trilingual. We were able to do this even though at that time there were no bilingual education programs in our community. Today the number of Spanish/English bilingual education programs is on the rise, which is a great opportunity for immigrant families who want their children to be bilingual. From research on bilingualism, we know that: - Bilingual children’s development is different from development in children who speak only one language (monolingual). Their brains work differently because they use both languages all the time. - From birth, children have the capacity to learn more than one language; it doesn’t confuse them or hinder their learning of English. - Bilingualism has no negative consequences for child development. On the contrary, it’s beneficial to cognitive, linguistic, social and emotional development. - Advanced Spanish skills make it easier to learn English. When development of the Spanish language is interrupted, it becomes harder to learn English. - Bilingual children who attend bilingual schools usually have better grades than those who live in bilingual families and communities but attend English-only schools. What does this mean for early childhood education? School programs should support the development of children who are bilingual. Since these children are learning in two languages, it’s important to ask for all of their evaluations to be done in both Spanish and English. It’s also important for us to seek out preschool programs with bilingual teachers who teach in Spanish and English. If there are no bilingual preschool programs in our communities, we can look for schools that teach in English using Spanish as a backup. In those cases, the participation of parents and other family members takes on even greater importance in our children’s learning of Spanish. For example, we might collaborate as volunteers at school to read or tell stories in Spanish. Your children will love seeing you at school and it will make them feel important. And of course, we need to keep on reading, singing and talking a lot of Spanish at home. - There’s no reason to believe that children who grow up with two languages will fall behind at school or in language development. They really just need constant support in order to take advantage of the opportunity to be bilingual. - Children need to practice Spanish by talking, reading and writing it, in addition to hearing Spanish, so that they can become competent in managing the language. - Being born into a family where a language other than English is spoken is ideal for becoming bilingual. Moreover, the mother tongue – the one we hear from our mothers before we’re born, is the one babies use to establish their first emotional bonds. - Being aware of the enormous benefit of being bilingual, we should advocate for more bilingual programs and foster bilingualism at home and in our communities.
With the Python membership operators, we can check if an item exists in another item like a string, list, tuple, or dictionary. These operators are one of the Python operator types. There are two operators: - IN: Returns true if the item exists, otherwise returns false. - NOT IN: Returns true if the item does not exist, otherwise returns false. Let’s try some examples. The IN operator returns True if the item exists. For example, we can check if a string exists in a string: Or if a string exists in a list: Or whether a number exists in a list: Or if a certain key exists in a dictionary: NOT IN Operator The NOT IN operator returns True if an item doesn’t exist in another item. For example, we can check if a string doesn’t exist in another string: Or whether a string doesn’t exist in a list: You have learned how to use the IN and NOT IN membership operators to check whether an item exists in another item. I hope you enjoyed this lesson. If you have any questions, please leave a comment.
In Mine water and the environment Simply monitoring movement of the tailings dam wall does not address the cause of tailings dam failures and will therefore never be an effective method to reduce or prevent failures. Monitoring the causes of failures is more effective. The main cause of tailings dam failure is slope instability, which is caused by too much water in the wrong place. Accurate pore pressure monitoring of the pressure (weight) of water in the tailings storage facility (TSF) slopes and plotting of flow lines beneath and upstream of the TSF can guide and enable early intervention to prevent or delay failure. Remote monitoring linked to artificial intelligence and robotics to turn on pumps and open drains to address and remove the cause of failure can help reduce risk. Installation of multiple point piezometers in an accurate pattern allows the plotting of equipotentials and flow lines in three dimensions. Each TSF is unique and requires its own monitoring design, which should be tailored to match the age, structure, and specific causes of risk. Once understood, the monitoring system can be coupled to a reporting system to significantly reduce the risk of failure at both legacy and active sites. Morton Kym Lesley Artificial intelligence, Equipotentials, Piezometers, Robotics, Satellite tracking, TSF
Pink eye is an infection or inflammation that has developed in the conjunctiva, the thin, clear membrane that covers the inside of the eyelids and white part of the eye (sclera). The medical term for pink eye is “conjunctivitis.” Pink eye and conjunctivitis are general terms that refer to the common signs and symptoms experienced in the several different forms of pink eye that can occur. The most common symptoms and signs of pink eye include redness of the eye or inner eyelid (caused by dilation of the blood vessels within the conjunctiva), increased tearing, mucous or development of pus, irritation or foreign body sensation (“sand in the eyes”), itching, mild eyelid swelling, blurred vision, and crusting of the eyelids upon awakening. The treatment of pink eye depends on the cause. The primary causes of pink eye are infections (viral or bacterial), allergies, and irritants in the environment. Viral infections are the most common, and they are caused by the same viruses that lead to the common cold. Symptoms usually include redness, watery discharge or mild mucous discharge, and crusting and can last anywhere from a few days to a few weeks. These infections are very contagious, and it is important to maintain good hygiene so as not to spread the infection to others (see below). While one eye may be affected, it is very common for the infection to spread to the fellow eye. Aside from viral infections that may be caused by herpes viruses, there are no eye drops that will cure the infection, just as there are no medications to cure the common cold. Therefore, emphasis is placed on maximizing comfort as much as possible with cold compresses or artificial tears and using gentle lid scrubs to clear crusting. If symptoms are severe, anti-inflammatory drops can be prescribed by an eye care practitioner to help improve comfort and sometimes to help improve vision. Bacterial infections are highly contagious and cause red eyes, pus, and crusting of the eyelids. Staphylococcus and Streptococcus are bacteria that commonly cause pink eye. These infections often respond nicely to antibiotic drops, and drops are given to quicken the resolution of the infection, prevent eye damage, and reduce the risk of spreading the infection. It may be hard to distinguish, based on the eye examination, between viral and bacterial infections, and sometimes a culture using a sterile swab technique is performed to help in diagnosis and treatment. Allergic conjunctivitis is caused by the body’s reaction to an allergen or irritant, including pollen or other environmental allergens and pet dander. The primary symptoms are itching, redness, and tearing. Sometimes the eyelids can become mildly swollen, as can the conjunctiva itself. Cool compresses, refrigerated artificial tears, and allergy eyedrops can be effective in treating the allergy symptoms. Avoidance of the causative allergens, when possible, is also helpful. Sometimes oral allergy medications can reduce symptoms, although use of these medications can sometimes lead to dry eye. Environmental irritants (smoke, fumes, dust, chemicals, etc.) can also lead to redness, burning, irritation, and tearing. Reducing exposure to these irritants is the primary treatment; protective eye wear can often be helpful. The key to preventing the spread of infection is practicing good hygiene. Patients with contagious infections need to wash their hands often and avoid touching their eyes with their hands, avoid reusing or sharing towels, washcloths, and tissues, change bed linens frequently, and throw away any used make up or contact lens materials. A special note for contact lens wearers: contact lenses do carry a risk of eye infection, and this risk can be reduced by following professional lens care guidelines. Extended wear of lenses, dryness, dusty/dirty environments, and poor hygiene all contribute to an increased risk of infection, which, if serious enough, can cause permanent vision problems or an inability to wear contact lenses in the future. Make sure to replace lenses and storage cases frequently, do not reuse solution or use expired solution, store contacts in disinfecting solutions, not saline, and avoid contact with water while wearing your lenses. Never wear contact lenses that were not prescribed by an eye care professional. Click here to read more about contact lens-related eye infections from the Academy of Ophthalmology’s EyeSmart website.
In this quick tutorial you'll learn how to draw a Turtle Dove in 7 easy steps - great for kids and novice artists. The images above represents how your finished drawing is going to look and the steps involved. Below are the individual steps - you can click on each one for a High Resolution printable PDF version. At the bottom you can read some interesting facts about the Turtle Dove. Make sure you also check out any of the hundreds of drawing tutorials grouped by category. How to Draw a Turtle Dove - Step-by-Step Tutorial Step 1: To start the Turtle Dove, draw a curved shape for the top of the head with a point sticking out of the right side for the beak. Step 2: Draw a small circle for the eye, and then add a small line in the beak for the mouth. Step 3: To draw the body, draw a smooth line down the back. For the front, add a long curved line, leaving space open in the back for the ail. Step 4: Now, draw the wing by making an ice cream cone shape. Draw several curved lines at the back for feathers. Turtledoves have a wingspan of about two feet! Step 5: Draw the tail feather by adding two lines down connected by a round tip. Step 6: Add the front leg by drawing two lines going downward with a few small pointed toes. Draw two toes forward, and one toe in the back of the foot. Step 7: Now, add the second leg to match the first. Color the Turtledove's body gray, with the wings being yellow and black. This dove gets it's name because the pattern on it is like a turtle's shell pattern. Interesting Facts about the TURTLE DOVE The Turtle Dove is a member of the bird family and the scientific term for them is Streptopelia turtur. Another common name for this species is the European Turtle Dove. This animal gets its name from the turtle shell pattern that they have on their back. They are a member of the Columbidae family that includes the dove and pigeon relatives. Did you know? - The animal was first documented in 1758. - They can reach up to almost 1 foot long. - The bird can have a wingspan that is almost 2 feet wide. - This species weighs up to almost .5 pounds. - The animal lost 62 percent of its population by 2007. They inhabit the woodlands of Europe and Asia to feed on seeds from the ground, but migrate to northern Africa in the winter, where it nests in large gardens. Since they mate for life, and make a mournful sound, they are regarded as a symbol of loving devotion. Many popular works of literature therefore, make references to this species, such as Shakespeare, the Christian bible, and many famous songs. There are not many of these creatures, but they are the least concern for a possibility of extinction.
Authentic assessment methods assess, among other things, students' abilities to use higher-order thinking skills to express content knowledge. Open-ended questioning is a form of authentic assessment, and allows students to use higher-order thinking skills through a variety of content areas. By their nature, open-ended questions assess writing, conceptual understanding, and thinking skills - especially students' abilities to analyze, to evaluate, and to solve problems. When I was in the classroom I found using questioning strategies designed for each level of Bloom's Taxonomy to be the most effective. Lower Order Thinking Skills typically only require rote knowledge and basic comprehension to answer. In order for students to think critically about information they must master the basics of these skills. Some questions might be: How would you identify? Describe what happens when __________? How would you clarify the meaning ________? What can you infer from _________? What would the result be if __________? How would you change _________? Higher Order Thinking Skills typically require students to problem solve, organize and identify patterns, define relationships and create new ideas from known information, and recognize there are various viewpoints. Some questions might be: How could you verify __________? What data was used to evaluate __________? Discuss the pros and cons of __________? How can you classify _________ according to ________? What alternative would you suggest for _________? What could you invent _________?
Please click here to view our Dyslexia brochure with information about the strategies and supports we use with students in the MCCSC. Please click here to view the MCCSC Parent Talk on Serving Students with Dyslexia in Public Schools video from November 2018. Please click here to see a PowerPoint presentation (May 2019) about Indiana's New Dyslexia Legislation and its Implications and Implementation in the MCCSC. Definition of Dyslexia “A Specific Learning Disability that is neurobiological in origin. It is characterized by difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities. These difficulties result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.” In other words… An unexpected difficulty learning to read despite intelligence, motivation, and appropriate education. Indiana Dyslexia Law (beginning 2019-20 school year) Main components include: - Universal Screening for dyslexia risk factors - Use of Response to Intervention (RtI) process to address needs of students who have characteristics of dyslexia - Annual reporting to the Indiana Department of Education (IDOE) - District reading specialist trained in dyslexia - All teachers receive dyslexia awareness information Supports for Students The current framework for providing supports for dyslexia include general education tiers of support monitored by building teams, special education services and IEP provisions, and 504 plan supports and accommodations. We provide explicit instruction through small group and individual intervention, intentional and systematic progress monitoring, and accommodations such as extended time, text-to-speech, highlighting important text, and chunking assignments into smaller segments. Contact us if you have additional questions or would like more information regarding dyslexia.
Resources › For Educators Shark Printables Share Flipboard Email Print Ken Kiefer 2 / Getty Images For Educators Homeschooling Spelling Geography Becoming A Teacher Assessments & Tests Elementary Education Secondary Education Special Education Teaching By Beverly Hernandez Homeschooling Expert Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. our editorial process Beverly Hernandez Updated July 28, 2019 Sharks have a bad reputation as scary, man-eating creatures, but the reputation is undeserved for the most part. On average, there are less than 100 fatal shark attacks worldwide each year. A person is more likely to be struck by lightning than attacked by a shark. When we hear the word shark, most of us think of ferocious predators like the Great White shark is portrayed in like Jaws. However, there are more than 450 species of sharks. They range in size from the tiny Dwarf Lanternshark, which is only about 8 inches long, to the huge whale shark, which can grow up to 60 feet in length. Most sharks live in the ocean, but some, such as the bull shark, can survive in freshwater lakes and rivers. A shark's offspring is called a pup. The young sharks are born with a full set of teeth and are ready to be on their own soon after birth - which is good since some fall prey to their own mothers! Although some sharks lay eggs, most species give birth to live pups, usually one or two at a time. However, sharks are fish, not mammals. They breathe through gills rather than lungs, and they don't have bones. Instead, their skeleton is made up of a firm, flexible material called cartilage (like a person's ears or nose) which is covered by scales. They have several rows of teeth. When they lose a tooth, another grows back to take its place. Some sharks, like the Great White, never sleep. They must swim constantly to pump water through their gills in order to survive. Sharks are carnivores (meat-eaters) that feed on fish, crustaceans, seals, and other sharks. It is thought that most sharks live 20-30 years, though the actual lifespan depends on the breed. Teach your students more about sharks with these free printables. Shark Vocabulary Beverly Hernandez Print the pdf: Shark Vocabulary Sheet Introduce your students to sharks with this vocabulary worksheet. Use a dictionary, the Internet, or a reference book about sharks to look up and define each term from the word bank. Then, write each word on the blank line next to its correct definition. Shark Wordsearch Beverly Hernandez Print the pdf: Shark Word Search Review shark vocabulary in a fun way with this word search puzzle. Each shark-related word can be found among the jumbled letters in the puzzle. Shark Crossword Puzzle Beverly Hernandez Print the pdf: Shark Crossword Puzzle A crossword puzzle is much more fun than a quiz and still allows you to see how well your students remember the terms associated with sharks. Each clue describes a word from the word bank. Shark Challenge Beverly Hernandez Print the pdf: Shark Challenge Check your students' understanding of shark vocabulary with this challenging worksheet. Each definition is followed by four multiple-choice options. Shark Alphabetizing Activity Beverly Hernandez Print the pdf: Shark Alphabet Activity Young students can practice their thinking and alphabetizing skills with this alphabet activity. Children should write each shark-related word in correct alphabetical order on the blank lines provided. Shark Reading Comprehension Beverly Hernandez Print the pdf: Shark Reading Comprehension Page Check your students' reading comprehension skills with this activity. Students should read the sentences about sharks, then fill in the blanks with the correct answers. Shark Theme Paper Beverly Hernandez Print the pdf: Shark Theme Paper Let your students use this shark theme paper to write a story, poem or essay about sharks. Encourage them to do some research on their favorite shark (or do some research to choose a favorite). Shark Door Hangers Beverly Hernandez Print the pdf: Shark Door Hangers Young children can practice their fine motor skills by cutting out these door hangers. They should cut out along the solid line. Then, cut along the dotted line and cut out the small circle. They can hang the door hangers on the door and cabinet knobs around their home. For best results, print on card stock. Shark Puzzle - Hammerhead Shark Beverly Hernandez Print the pdf: Shark Puzzle Page Puzzles allow children to practice critical thinking and fine motor skills. Print the shark puzzle and let your child cut the pieces apart, then have fun doing the puzzle. For best results, print on card stock. Shark Coloring Page - Great White Shark Beverly Hernandez Print the pdf: Shark Coloring Page The Great White Shark is probably the best known of the shark family. Grey with a white underbelly, these sharks are found throughout the oceans of the world. Sadly, the species is endangered. The Great White Shark grows to about 15 feet long and weighs 1,500-2,400 pounds, on average. Print this coloring page and encourage your students to research and see what else they can learn about Great White Sharks. Updated by Kris Bales.
Philosophy for Children (P4C) is a powerful educational approach which has been found through research studies to have cognitive and social benefits for children and schools. It is more effective, and less expensive, than any comparable approach. Attainment and happiness are increased. It is centred on philosophical enquiry, where a trained teacher encourages children to think and reason as a group. It supports Personal, Social and Health Education and complements many government initiatives and education strategies. P4C is short for Philosophy for Children. P4C is an approach to learning and teaching, now a recognised worldwide movement and practice, that was founded by Professor Matthew Lipman. P4C has developed over 35 years, and is practised in approximately 60 countries. Children are taught how to create their own philosophical questions. They then choose one question that is the focus of a philosophical enquiry, or dialogue. For example the question might be ‘is it ever ok to steal? The teacher, as facilitator, supports the children in their thinking, reasoning and questioning, as well as the way the children speak and listen to each other in the dialogue. After the enquiry the children and facilitator reflect on the quality of the thinking, reasoning and participation, and suggest how they could improve; either as individuals or as a group (community). P4C is intended to be a regular activity so that the children develop their skills and understanding over time. The role of the facilitator is crucial to ensuring quality dialogue and progress, as well as integration with the curriculum. It is well documented that P4C has an impact on children’s cognitive, social and emotional development. P4C is about getting children to think and communicate well; to think better for themselves. P4C is a thorough pedagogy with considerable academic pedigree. Professor Matthew Lipman, frustrated by his students lack of engagement with learning and thinking, was influenced by educationalists and philosophers such as Vygotsky, Piaget, Dewey as well as the tradition of Socratic dialogue.
By Hanneke Weitering – space.com Crisscrossed grooves and chains of small craters cover the Martian moon Phobos. Astronomers have disagreed about what caused this strange-looking landscape for decades, but new research may help settle the debate. Phobos, the largest and closest of Mars’ two moons, is more like a gravitationally bound pile of rubble than a solid, spherical satellite like Earth’s moon. New simulations show that some of the grooves likely came from impactors like asteroids and comets striking the moon, knocking bits and pieces of its surface into space before they landed back onto the surface. “All this dirt is kicked up, and it falls nearby very ballistically, creating dimples in the surface,” said Michael Nayak, co-author of the new study and graduate student at the University of California, Santa Cruz. “Imagine a golf ball rolling along the sand and it suddenly bounces, leaving a dimple here and a dimple there until at some point it just peters out.” This is how crater chains appeared on Phobos, the study suggests. [The Grooves of Phobos in Pictures] First Phobos photos spark debate NASA’s Viking orbiters first photographed the grooves on Phobos in the 1970s. Since then, astronomers have widely believed that the long, parallel lines seen on the satellite’s surface are “stretch marks” caused by tidal stress from Mars’ gravity, But later images, from NASA’s Mars Global Surveyor and the European Space Agency’s Mars Express revealed another set of grooves on Phobos that didn’t fit the profile for tide-induced marks. The newfound grooves were smaller and superficial, and they didn’t line up with the moon’s main tidal grooves. “More detailed imagery started uncovering a second family of grooves, and it turns out that they don’t match the tidal patterns at all,” said Nayak. Astronomers needed another explanation, he said. Simulating impact craters Nayak as his colleague Erik Asphaug, a planetary scientist at Arizona State University and professor emeritus at UC Santa Cruz, used numerical simulations to determine where these so-called “anomalous grooves” came from. To do this, the researchers simulated collisions on the moon that were responsible for existing craters. Then they modeled the ejecta, or dirt and rocks that are catapulted into space after a collision. The astronomers’ research suggests that these unexplained lines on Phobos resulted from things in space, called impactors, hitting the satellite and knocking some of its rubble into short-lived orbits. “Because the gravity on Phobos is so low, ejecta starts escaping the surface,” said Nayak. But this material can’t escape Mars’ gravity, becoming “almost like a new Martian satellite,” Nayak explained. “It doesn’t stray far from Phobos, and it falls back down” after a period of weeks, days — even hours, he said. “If we model that ejecta, it comes back and hits in this very definitive pattern,” Nayak said. The researchers modeled several craters on Phobos and found that the models were accurate for many chains of craters, but not all of them. That was expected, though, because, the researchers said, they already suspected that there could be multiple reasons for the existence of these grooves. —Read more here: http://www.space.com/33895-phobos-grooves-mars-mystery-solved.html
1. What is the main function of the respiratory system? To bring oxygen into the body and eliminate carbon dioxide from the body. 2. Trace the pathway of air from the outside of the body into the body. Air enters the nose through the external nares. Then the air passes through the nasal cavity, pharynx, larynx, trachea, primary bronchus, and into the lungs. 3-4. Describe the location of the visceral and parietal pleura. Visceral pleura covers the surface of the lungs. Parietal lines the mediastinum, the diaphragm, and the thoracic wall. 5. What is the function of pleural fluid? Assists in breathing movements by acting as a lubricant. 6. Trace the pathway of air from the trachea to the respiratory zone. Trachea, to primary bronchi, to secondary bronchi, to tertiary bronchi, to smaller bronchi, to bronchioles, to terminal bronchioles, to respiratory zone. 7. Describe the difference between bronchi and bronchioles in terms of smooth muscle and cartilage. Bronchi have rings of cartilage that keep them open. Bronchioles have no cartilage, but they do have smooth muscle in their walls. 8. What is the function of the smooth muscle of the bronchioles? To allow airflow regulation by altering the diameter of the bronchioles. 9. Where is the conducting zone and what is its function? The conducting zone is the airway from the nasal cavity through the terminal bronchioles. Its function is to moisten, warm, and filter the air. 10. Where are three places alveoli are found? (1) In respiratory bronchioles where they are scattered in the walls. (2) In alveolar ducts, which are completely lined by alveoli. (3) In alveolar sacs, where they are found in clusters. 11. What are the names of the blood vessels that carry blood to the lungs? The pulmonary arteries and branches of the pulmonary arteries. 12. What are the names of the blood vessels that carry blood away from the lungs? The pulmonary veins and branches of the pulmonary veins. 13. Which contain blood that is higher in oxygen, the pulmonary arteries or the pulmonary veins? The pulmonary veins. 14. Where are the pulmonary capillaries found within the lung? They surround each alveolus. 15. What three cell types are found within alveoli? (1) simple squamous epithelium, (2) alveolar macrophages, (3) surfactant-secreting cells 16. What is the function of the alveolar macrophages, or dust cells, within alveoli? They creep along the inner surface of the alveoli, removing debris and microbes. 17. What is the function of the surfactant-secreting, or Type II cells, within alveoli? They secrete surfactant. 18. What is present on the inside surface of alveoli? Alveolar fluid, which is composed of water and surfactant. 19. What would happen if there were no surfactant in alveolar fluid? The alveoli would collapse due to the surface tension of the water. 20. Why is there no interstitial fluid in between the two layers of simple squamous epithelium in the respiratory membrane? Because pulmonary blood pressure is so low that little fluid filters out of the capillaries into the interstitial space. 21. What two important gases diffuse across the respiratory membrane? In which direction does each gas flow? Oxygen gas diffuses from the alveoli to the pulmonary capillaries. Carbon dioxide diffuses from the pulmonary capillaries to the alveoli. Control of Respiration 22. What controls the basic rhythm of breathing? Respiratory centers located in the brainstem. 23. What monitors changes in arterial PCO2, PO2 and pH? Sensory receptors called chemoreceptors. 24. Explain how the inspiratory center initiates inspiration. The inspiratory center sends nerve impulses along the phrenic nerve to the diaphragm and along the intercostal nerves to the external intercostal muscles which continue for a period of about 2 seconds. This stimulates the inspiratory muscles to contract, initiating inspiration. 25. Explain how the inspiratory center initiates expiration The inspiratory center causes the phrenic nerve to stop firing for about 3 seconds, which allows the muscles of respiration to relax. The elastic recoil of the lungs and chest wall leads to expiration. 26-35. In each of these blanks, put "increase(s)" or "decrease(s)": If the arterial PCO2 increases, there is a(an) a. __increase__ in the PCO2 in the fourth ventricle. This causes a(an) b. __ increase___ in hydrogen ions in the cerebrospinal fluid, which c. _decreases_ the pH of the cerebrospinal fluid. The hydrogen ions stimulate the central chemoreceptors to d. _ increase__ their rate of firing, which e. _ increases_ the nerve impulses to the respiratory centers. This f. _ increases_ the rate of nerve impulses to the respiratory muscles, resulting in a(an) g. _ increase _ in breathing rate and depth. As a result, there is a(an) h. __ increase __ in carbon dioxide exhalation which i. _ decreases_ the blood PCO2 to normal levels. 36. Do peripheral chemoreceptors directly respond to changes in the arterial blood, venous blood, or cerebrospinal fluid? 37-41. In each of these blanks, put "increase(s)" or "decrease(s)": An increase in carbon dioxide levels in the arterial blood result in a(an) a. __ decrease __ in blood pH. There is a(an) b. _ increase __ in the rate of firing of the peripheral chemoreceptors, which c, __ increases__ the rate of respiration. As a result there is a(an) d. __ increase__ in carbon dioxide exhalation, which drives the chemical reaction to the left and e. _ decreases__ PCO2 and pH returns to normal levels. 42-50. In each of these blanks, put "increase(s)" or "decrease(s)": The peripheral chemoreceptors also respond to acids such as lactic acid, which a. _ increases _ during strenuous exercise. The lactic acid enters the blood and b. _ increases _ the concentration of hydrogen ions which c. _ decreases _ the pH which d. _ increases _ the firing rate of the peripheral chemoreceptors. There is a(an) e. __ increase_ in nerve impulses to the respiratory centers, which f. _ increases _ the breathing rate and depth. There is a(an) g. _ increases_ in carbon dioxide is exhalation which h. __ decreases __ the PCO2 in blood, driving the chemical reaction to the left, and i. _ decreases _ hydrogen ion levels. 51. What is the Hering-Breuer reflex? Stretch receptors in the visceral pleura and large airways send inhibitory signals to the inspiratory center during very deep inspirations, protecting against excessive stretching of the lungs. 52. Do changes in PCO2 and PO2 play a significant role in stimulating increased ventilation due to exercise? No they do not play a significant role. 53. What are the factors that stimulate increased ventilation during exercise? Learned responses, Neural input from the motor cortex, Receptors in muscles and joints, Increased body temperature, Circulating epinephrine and norepinephrine and pH changes due to lactic acid. 54. How is the volume of the thoracic cavity changed? By muscle contraction and relaxation. 55. What two muscles contract during quiet inspiration? What is the effect of their contraction? The diaphragm and the external intercostals. As a result the thoracic cavity enlarges in all dimensions. 56. What happens to pressure when we increase the volume within the thoracic cavity and the lungs? 57. Explain what happens in quiet expiration. The diaphragm and the external intercostal muscles relax, and the elastic lungs and thoracic wall recoil inward. 58. What effect does quiet expiration have on the volume of the thoracic cavity? How does this effect the pressure within the cavity? The volume is decreased and therefore the pressure increases within the thoracic cavity. 59-61. What three factors cause the intrapleural pressure to be less than intrapulmonary (alveolar) pressure? (1) The surface tension of the alveolar fluid. (2) The elasticity of the lungs. (3) The elasticity of the thoracic wall. 62. Why does a lung collapse if you cut into the pleural cavity? Because the pressure of the intrapleural cavity becomes equal to atmospheric pressure. There is no longer less pressure in the intrapleural cavity compared to within the alveoli so the lung collapses. 63. If a pneumothorax occurs in one lung, why doesn't it also occur in the other lung? Each lung has its own pleural cavity and pleural membranes so that changes in the intrapleural pressure of one lung do not affect the other lung. 64. Does histamine constrict or dilate bronchioles? 65. Does epinephrine constrict or dilate bronchioles? 66. What two factors is lung compliance dependent upon? (1) The stretchability of the elastic fibers within the lungs. (2) The surface tension within the alveoli.

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