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Our unique culinary program provides a great opportunity for our children and promotes healthy eating habits and creativity while building and reinforcing basic life skills. This program also allows our children to explore and learn about all five senses (sight, hearing, touch, smell and taste.) Basic knowledge gained in relation to math and language is reinforced during these culinary activities. This program will help improve a child’s attention span and memory. We fully recognize the important role music plays in the child’s development and will be introducing age appropriated music programs to our children. An overwhelming number of research publications have highlighted the beneficial effects of child’s introduction to music in early childhood education. Exposure to music offers many benefits. Music promotes creativity, memory, logical thinking, understanding scientific concepts, math skills (proportional reasoning – ratios, fractions, proportions and thinking in space and time), spatial-temporal reasoning (once ability to see disassembled parts and ability to mentally put it together), language acquisition, listening and motor skills. Musical experiences integrate these different skills simultaneously, resulting in developing multiple brain neural connections. When a child learns to play a musical instrument, not only does he learn how to make music, but also enhances other capabilities of his brain as well. Our math program is based on a very basic principal that is very elegantly stated by Einstein in a simple sentence – “If I can’t picture it, I can’t understand it???. True learning tends to come much more easily when children have hands on experiences with concrete educational materials that show what is taking place in a given mathematical process. Only after a child has a strong storehouse of direct experiences, which includes the ability to visualize, can he or she readily grasp more abstract mathematical concepts. Latest research done in this field has revealed that babies as young as five months old exhibit a strong understanding of basic mathematical principles. Their comprehension continues to grow mainly through hand-on experiences. They learn math first through play, music, arts, dancing, eating and various other everyday activities. Later on they are introduced to Montessori’s famous hands-on learning math materials which make abstract concepts clear and concrete. Using this Montessori material’s a child can literally see and explore what is going on in math. They could see, touch and hold, units of 1, 10, 100, 1000 and so on, reinforcing the idea of – “if I could picture it, I will understand it???. Our approach offers a clear and logical strategy of helping students understand and develop a sound foundation of math and geometry. Our Language Immersion Spanish curriculum balances fun and learning while offering children opportunities to expand their language development. Through thoughtfully designed activities and a strong literature component, your child will learn a second language as their teachers use a combination of different strategies to make learning memorable and enjoyable.
Our surface area of a hemisphere calculator is a handy tool that finds different types of hemisphere surface areas. Are you looking for an answer to the question of how to find the surface area of a hemisphere? Or maybe you just need to estimate it quickly? Whatever you plan to do, try this hemisphere calculator which comprises several various area of a hemisphere formulas. Hemispheres are created by dividing a sphere into two equal halves, as you can see in the picture below. Unlike the full sphere, a hemisphere has two kind of surface areas: the base area (which is a circle) and the cap area. The notation, which we have used in this surface area of a hemisphere calculator, is as follows: - r - radius of a hemisphere, - d - diameter of a hemisphere, - V - volume of a hemisphere, - A - total surface area of a hemisphere, - Ab - base surface area of a hemisphere, - Ac - cap surface area of a hemisphere, - A / V - surface to volume ratio of a hemisphere. The interesting fact is that the total volume of two hemispheres equals the volume of a one full sphere. However, the same is not true with surface areas. The total area of two hemispheres is greater than the area of a sphere. The reason is simple: hemispheres have an additional base area. How to find the surface area of a hemisphere? When we split a sphere in half and take one of the resulting parts, we get a hemisphere. In each hemisphere, we can name two surface areas: base area and cap area (look at the picture above). From the area of a sphere calculator we know that the surface area of a sphere is as below: A(sphere) = 4 * π * r². You can think about it like two times the cap surface area of a hemisphere. Therefore, the hemisphere cap area equals: Ac = A(sphere) / 2, Ac = 2 * π * r². The base surface area is a circle with the same radius as a hemisphere. Thus, it can be expressed as: Ab = π * r². Finally, the total surface area is the sum of those two contributions: A = Ac + Ab, A = 2 * π * r² + π * r², A = 3 * π * r². This area of a hemisphere calculator allows you to find all three types of surface areas of a specific hemisphere. Moreover, you can do every calculation in different units (SI and imperial). If you want to learn more about area unit conversion, check out our area converter! What's the area of a hemisphere formula? Now, after we know what are the surface areas of a hemisphere and how to find them, let's try to derive different area of a hemisphere formulas. They can be useful in situations when we don't have the radius given. First of all, there are some basic hemisphere equations you should know: - Diameter of a hemisphere: d = 2 * r, - Volume of a hemisphere: V = 2/3 * π * r³, - Base surface area of a hemisphere: Ab = π * r², - Cap surface area of a hemisphere: Ac = 2 * π * r², - Total surface area of a hemisphere: A = 3 * π * r², - Surface to volume ratio of a hemisphere: A / V = 9 / (2 * r). The area of a hemisphere formula (for the total area) can be then derived from the above equations. We can obtain even six of them! The equations used by this area of a hemisphere calculator are as follows: - Given radius: A = 3 * π * r², - Given diameter: A = 3/4 * π * d², - Given volume: A = ³√[243/4 * π * V²] - Given base area: A = 3 * Ab, - Given cap area: A = 3/2 * Ac, - Given surface to volume ratio: A = 243 * π / (4 * (A/V)²). As you know, the Earth is approximately a sphere with a radius of almost 6400 km, in which we can specify the northern and the southern hemispheres (specifically speaking, the Earth is a geoid). This division plays an essential role in geography and physics. For example, there is a force called Coriolis effect which acts on you whenever you travel by airplane, causing you to get off the course. When you're on the northern hemisphere, you will deflect to the right, and on the southern hemisphere to the left.
Listening in on an educational topic, do we find any ideas we can import into our type of practice? Lawrence Lyman and Harvey C. Foyle Cooperative learning is a teaching strategy involving children's participation in small group learning activities that promote positive interaction. This report discusses the reasons for using cooperative learning in centers and classrooms, ways to implement the strategy, and the long-term benefits for children's education. Cooperative learning promotes academic achievement, is relatively easy to implement, and is not expensive. Children's improved behavior and attendance, and increased liking of school, are some of the benefits of cooperative learning (Slavin, 1987). Although much of the research on cooperative learning has been done with older students, cooperative learning strategies are effective with younger children in preschool centers and primary classrooms. In addition to the positive outcomes just noted, cooperative learning promotes student motivation, encourages group processes, fosters social and academic interaction among students, and rewards successful group participation. Early childhood classes When a child first comes to a structured educational setting, one of the teacher's goals is to help the child move from being aware only of himself or herself to becoming aware of other children. At this stage of learning, teachers are concerned that children learn to share, take turns, and show caring behaviors for others. Structured activities which promote cooperation can help to bring about these outcomes. One of the most consistent research findings is that cooperative learning activities improve children's relationships with peers, especially those of different social and ethnic groups. When children begin to work on readiness tasks, cooperation can provide opportunities for sharing ideas, learning how others think and react to problems, and practicing oral language skills in small groups. Cooperative learning in early childhood can promote positive feelings toward school, teachers, and peers. These feelings build an important base for further success in school. Advantages for elementary school groups According to Glasser (1986), children's motivation to work in elementary school is dependent on the extent to which their basic psychological needs are met. Cooperative learning increases student motivation by providing peer support. As part of a learning team, students can achieve success by working well with others. Students are also encouraged to learn material in greater depth than they might otherwise have done, and to think of creative ways to convince the teacher that they have mastered the required material. Cooperative learning helps students feel successful at every academic level. In cooperative learning teams, low-achieving students can make contributions to a group and experience success, and all students can increase their understanding of ideas by explaining them to others (Featherstone, 1986). Components of the cooperative learning process as described by Johnson and Johnson (1984) are complimentary to the goals of early childhood education. For example, well-constructed cooperative learning tasks involve positive interdependence on others and individual accountability. To work successfully in a cooperative learning team, however, students must also master interpersonal skills needed for the group to accomplish its tasks. Cooperative learning has also been shown to improve relationships among students from different ethnic backgrounds. Slavin (1980) notes: "Cooperative learning methods sanctioned by the school embody the requirements of cooperative, equal status interaction between students of different ethnic backgrounds..." For older students, teaching has traditionally stressed competition and individual learning. When students are given cooperative tasks, however, learning is assessed individually, and rewards are given on the basis of the group's performance (Featherstone, 1986). When children are taught the skills needed for group participation when they first enter a structured setting, the foundation is laid for later school success. Using cooperative learning strategies Foyle and Lyman (1988) identify the basic steps involved in successful implementation of cooperative learning activities: The content to be taught is identified, and criteria for mastery are determined. The most useful cooperative learning technique is identified, and the group size is determined. Students are assigned to (or may choose to join) groups. The work space is arranged to facilitate group interaction. Group processes are taught or reviewed as needed to assure that the groups run productively. The teacher develops expectations for group learning and makes sure students understand the purpose of the learning that will take place. A time line for activities is made clear to students. The teacher presents initial material as appropriate, using whatever techniques she or he chooses. The teacher monitors student interaction in the groups, and provides assistance and clarification as needed. The teacher reviews group skills and facilitates problem-solving when necessary. Student outcomes are evaluated. Students must individually demonstrate mastery of important skills or concepts of the learning. Evaluation is based on observations of student performance or oral responses to questions; paper and pencil need not be used. Groups' learning and other gains are acknowledged. Early childhood educators can use many of the same strategies and activities currently being used to encourage cooperation and interaction in older children. Effective cooperative learning experiences increase the probability of children's success throughout their school years. Clark, M.L. Gender, race and friendship research. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, Illinois, April 1985. ED 259 053. Cohen, Elizabeth J. Designing group work: Strategies for the heterogeneous classroom. New York: Teachers College Press, 1986. Dishon, Dee, and Pat Wilson O'Leary. A guidebook for cooperative learning: A technique for creating more effective schools. Holmes Beach, FL: Learning Publications. Featherstone, Helen (editor). "Cooperative Learning." Harvard Education Letter (Sept. 1986): 4-6. Foyle, Harvey, and Lawrence Lyman. Interactive learning. Videotape currently in production. (For further information, contact Harvey Foyle or Lawrence Lyman, The Teacher's College, Emporia State University, 1200 Commercial St., Emporia, KS 66801.) Glasser, William. Control theory in the classroom. New York: Harper and Row, 1986. Johnson, David W., Roger T. Johnson, Edythe Holubec Johnson, and Patricia Roy. Circles of learning: Cooperation in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development, 1984. Kickona, Thomas. "Creating the Just Community with Children." Theory-Into-Practice, 16 (1977): 97-104. Lyman, Lawrence, Alfred Wilson, Kent Garhart, Max Heim, and Wynona Winn. Clinical instruction and supervision for accountability (2nd edition). Dubuque, IA: Kendall/Hunt Publishing Company, 1987. Slavin, Robert. "Cooperative Learning: Can Students Help Students Learn?" Instructor (March 1987): 74-78. Slavin, Robert. Cooperative learning: What research says to the teacher. Baltimore, MD: Center for Social Organization of Schools, 1980. Slavin, Robert. Cooperative learning: Student teams. West Haven, CT: NEA Professional Library, 1984. Cooperative Learning Strategies and Children. An ERIC Digest.
Discover the cosmos! Each day a different image or photograph of our fascinating universe is featured, along with a brief explanation written by a professional astronomer. 2019 March 19 Explanation: What are those strange arcs? While imaging the cluster of galaxies Abell 370, astronomers noticed an unusual arc. The arc wasn't understood right away -- not until better images showed that the arc was a previously unseen type of astrophysical artifact of a gravitational lens, where the lens was the center of an entire cluster of galaxies. Today, we know that this arc, the brightest arc in the cluster, actually consists of two distorted images of a fairly normal galaxy that happens to lie far in the distance. Abell 370's gravity caused the background galaxies' light -- and others -- to spread out and come to the observer along multiple paths, not unlike a distant light appears through the stem of a wine glass. Almost all of the yellow images featured here are galaxies in the Abell 370 cluster. An astute eye can pick up many strange arcs and distorted arclets, however, that are actually gravitationally lensed images of distant normal galaxies. Studying Abell 370 and its images gives astronomers a unique window into the distribution of normal and dark matter in galaxy clusters and the universe. Authors & editors: Jerry Bonnell (UMCP) NASA Official: Phillip Newman Specific rights apply. A service of: ASD at NASA / GSFC & Michigan Tech. U.
Although researchers have known for decades that climate change is causing some ice to melt in Antarctica, the reasons behind these changes have been a hot-button issue in scientific, environmentalist and political circles. But recent evidence suggests that global warming is behind the meltdown. "It is very likely that this is a result of global climate change," said Erin Pettit of the Department of Geology and Geophysics at the University of Alaska Fairbanks. "From a number of different data sets, including ice cores, we know that the temperatures in the Antarctic Peninsula and the western half of the Antarctic Continent have been warming over the last several decades faster than in the past." [Got a question? Send us an email and we'll look for an expert who can crack it.] Over the course of the past 50 years, climate records show that while regional air temperatures have decreased in much of the Antarctic, in the Antarctic Peninsula they have increased by 4.5 degrees Fahrenheit (2.5 degrees Celsius), or about five times the rate of warming measured for the rest of the world, according to NASA. NASA uses satellites to measure average global temperatures by monitoring heat-sensitive objects on the ground while also incorporating records from the European Space Agency's Remote Sensing Satellites (ERS) and the Canadian Space Agency's RADARSAT satellite. Using this data, NASA determined that climate warming cause the disintegration of large ice shelves (platforms of ice spanning from the shore into the ocean) in the Antarctic Peninsula in 1995 and 2002. Many of these ice shelves are continuing to crumble. "Ice around the edges of most of Antarctica is melting or calving off into icebergs more than it is snowing inland, as there's not enough snow to replace the ice that is lost around the edges," Pettit told Life's Little Mysteries. "So yes, in total we are losing ice for much of Antarctica, with the most ice being lost in the Antarctic Peninsula." Using data from the German-American satellite mission Gravity Recovery and Climate Experiment (GRACE), scientists at the German Research Centre for Geosciences (GFZ) were able to observe how large-scale ice mass at the Antarctic Peninsula and the Amundsen Sector Field of west Antarctica varies due to fluctuations in precipitation from year to year. Using the GRACE data, researchers were able to track the amount of ice mass lost due to changes in precipitation levels impacted by the climate phenomenon El Niño a cyclical event that features warmer-than-usual waters in the eastern Pacific Ocean. Together, the Antarctic Peninsula and the Amundsen Sea Sector contribute a combined 0.3 millimeters per year to the rising global sea level, Ingo Sasgen, GFZ scientist and lead author of the study, told Life's Little Mysteries. The overall global sea level change is about three millimeters every year, according to the U.S. Environmental Protection Agency. While El Niño likely does influence Antarctic ice melt, many scientists and researchers believe that Antarctica's melting shelves and rising sea levels cannot be completely attributed to El Niño. "El Niño is a climate oscillation that varies over a four- to seven-year period," Pettit said. "It definitely can cause one year to be warmer or colder than others, but it is not possible to contribute the average warming we've seen over the last few decades to El Niño." The loss of ice from west Antarctica is almost certainly related to global warming , said Michael Mann of Penn State University, who co-authored a study on global warming and its effect on Antarctica that was published in the Jan. 21, 2009 issue of the journal Nature. Mann attributes the destabilization and collapse of ice shelves, whose disintegration has been shown to accelerate the loss of the continental ice, to the rising temperature of the southern ocean. "El Niño cannot account for the overall warming of the Southern Ocean, which is almost certainly implicated in the loss of Antarctic ice," Mann told Life's Little Mysteries. "Determining the exact cause is always difficult, but warmer air temperatures combined with warmer ocean waters seem to be the primary culprit," Pettit said. - What's the World's Biggest Glacier? - Top 10 Surprising Results of Global Warming - If Global Warming is Real, Why is it Still Snowing? Follow Remy Melina on Twitter @RemyMelina
Children are learning at a very young age to use the internet to gather information and to connect with friends. It is important to make sure that the information and connections are accurate and healthy. The National Center for Missing and Exploited Children conducted a survey and the following statistics represent the potential dangers of the internet for kids and teens: - Only one in three parents reported using blocking or filtering software on their children’s computer. - Approximately one in four youths had an unwanted exposure online to sexual material. - Approximately one in five youths reported receiving a sexual solicitation over the Internet in the past year. - One in 33 had received a solicitation involving someone asking to meet them somewhere, phone them, or send them something in the mail. - Only about one in four youths who were sexually solicited over the Internet told a parent. - Less than one in ten sexual solicitations were reported to the authorities. - Less than three percent of all unwanted exposures to sexual material online were reported to the authorities. - One in seventeen youths had been threatened or harassed over the Internet. - Only 10 percent of parents surveyed and 17 percent of youths surveyed could name one specific resource or authority to which they could make a report. Keep these numbers in mind when you consider whether you truly know what is happening on your computer. Again, education and communication are key. For more information go to Internet Safety for Kids
May 25, 2016 SQL Injection is the technique of inserting complete or partial SQL commands in user-supplied data fields of web applications and submitting them for execution by the database server. Businesses use fields such as contact forms, feedback forms, checkout forms, and search bars to interact with website users. These fields let users legitimately submit information to the business’s database and retrieve information from it. This “open line” between user and database is prone to a web security threat known as SQL injection. If the field is coded incorrectly, an attacker can use it to insert malicious SQL commands. The injected code can trick the database to run the attacker’s commands that are capable of extracting private information and modifying or ruining database tables. Dynamic content, as well as fields, are susceptible to SQL injection. How SQL Injection Works - Attacker enters manipulated SQL command in form field - An insecure database considers this query valid - Attacker gets response from database containing sensitive information - Attacker gets information (like table name) to understand structure of database - Attacker modifies data in database in a malicious way Example of SQL Injection When a user submits credentials on a login page, the web application uses them in a SQL query that is sent to the database for execution. If the submitted username and password are valid, the user gains access. Assuming the username is ‘user1’ and the password is ‘pass123’, the web application sends the following SQL query to the database for verification: SELECT * FROM Users WHERE name = 'user1' AND password = 'pass123' Instead of using a valid username, an attacker submits “test’ OR “1 = 1–” as the username and anything for the password. This arbitrary SQL query will return a true value. The arbitrary query looks like this: SELECT * FROM Users WHERE name = 'test' OR 1 = 1 --' AND password = 'xxxxx' After entering the query, the hacker gains access to a logged-in session without a password. The hacker then steals data or manipulates website databases. One such attack occurred in 2015 at Vtech, an interactive toy manufacturer. Its servers suffered from a SQL injection attack where the hacker managed to access over 2.3 million pictures and 4.83 million email addresses, usernames, and passwords. An attacker gaining administrative access to a database is an extreme security breach that SQL injection makes possible. Through this type of attack, a hacker can change or delete parts of the entire database. The attacker can also launch attacks from a compromised server and access confidential information stored in the database. Preventing this major security threat is possible by properly coding fields and updating server software with the latest patches.
Target Grade Level / Age Range By the end of this lesson students will be able to: - describe the different fruits they’ve observed. - locate on a U.S. map where the fruits are produced. - Fruit: apples, oranges, grapes, peaches, strawberries (depending on season/availability) - Knife and cutting board (for teacher use only) - Napkins or small plates for serving (one for each student) - Fruit Tasting Lab Worksheet - U.S. map outline to display on board - Farm – area of land used to produce food - Crop – cultivated plant grown as food - Harvest – process or period of gathering crops - Infrastructure – buildings, roads, and power supplies needed to help people buy and sell food and other items between each other - Transport – the movement of humans, animals, or goods from one place to another - Climate – theweather conditions in a certain area - Temperate – not too hot or too cold - Ripe – ready to eat Background – Agricultural Connections Humans began getting food by gathering it as they found it. We eventually devised ways to grow it so that we had a steadier supply. We were dependent on what we could grow around us. Different plant varieties grow better or not at all in some climates. How did we set up a system so that we can eat our favorite foods even if they don’t grow in our climate? Apples: Apples are grown commercially in 32 states. The top apple-producing state is Washington, followed by New York, Michigan, and Pennsylvania. The United States produces an average of 240 million bushels of apples annually. Apple production is valued at $4 billion, with an additional $15 billion related to downstream economic activity each year. There are more than 200 varieties of apples grown, but the top 10 varieties are Red Delicious, Gala, Granny Smith, Fuji, Golden Delicious, Honeycrisp, McIntosh, Rome, Cripps Pink (Pink Lady), and Empire apples. Apple seedlings are planted in the spring in between Hardiness Zones 3-8 (see Hardiness Zone map). The soil must be well-drained and rich to retain moisture and air. To have the best fruiting, an apple tree needs “full sunlight” (six or more hours of Apple harvest begins each year in August and continues until early November. Each apple is handpicked to maintain quality. Farmers want to prevent their apples from bruising. There are no harvest machines to pick apples yet. After the apples are harvested, they are kept in cold storage until they are ready to be consumed. Apple trees can grow in Iowa. It is important to consider the right variety of apple and the adaptability of it for the area. Iowa State Extension’s link shows what varieties of apples grow best in northern, central, and southern Iowa. Oranges: The orange originated in southern China, northeastern India, and southeastern Asia. Now the orange tree has become the world’s most commonly grown fruit tree. The United States leads the world in orange production. Florida is our top producing state followed by California, Texas, and Arizona. Citrus plants like oranges need sunny, well-drained spots to thrive. They need to have warm weather conditions. Freezing temperatures can damage the trees and the fruit. It makes the fruit taste dry and Many citrus varieties are ready to harvest in January. Today, most of the harvesting is done by manual labor. Hand-harvesting techniques have been enhanced by using fiberglass ladders and abscission agents that make it possible to remove the fruits with less force at a greater speed. Mechanized harvesting methods have been explored, such as limb and tree shakers, and air jets, but are not yet implemented due to the high investment cost and the current availability of manual labor. After the oranges are harvested, they can be stored up to 3 months at 52°F and up to 5 months at 36°F. Coating the fruit in a polyethylene/wax emulsion doubles the storage life of the orange by reducing fruit moisture loss. Grapes: Grapes are thought to have been cultivated for the first time more than 7,000 years ago near present-day Iran. During the 1700s, grapes spread across North America as Spanish missions settled around California. California now leads the country in grape production because of its ideal climate. In 2016, 7.67 million tons of grapes were produced. California accounted for 88% of the total U.S. production, followed by Washington and New York. Grapes will grow in most climate zones in the United States, but grapes Grapes can successfully grow in Iowa as well. They can flourish in a backyard garden or vineyard, but some challenges include insects and knowing the proper harvest time. Yard and Garden: Successfully Growing Grapes in Iowa Peaches: Peaches are commercially produced in 23 states. The top four states include California, South Carolina, Georgia, and New Jersey. Peach trees require chilling hours to induce flowering. They can bloom relatively early in the spring, so areas that receive frosts after mid-April should not plant peach orchards. Peach trees also require a fair amount of heat for their fruit to ripen appropriately. The trees are self-pollinating. Peaches are first picked by hand from the tree. Then they are quickly rinsed with cold water to stop further ripening. The next day, the peaches are cleaned, Strawberries: Strawberries are a high market item. The top fresh-market-strawberry- producing state is California, producing more than 80% of the nation’s strawberries. Florida, North Carolina, Wisconsin, and Pennsylvania follow. The United States ranks first in the world in strawberry production. Strawberries can be grown on a variety of soils. However, they should typically be grown on a site that is well-drained and receives plenty of Most of the fruits mentioned do grow in Iowa besides oranges. A lot of the fruit production is done on home gardens or small farms. Most of Iowa’s cropland is used for commercial corn and soybean production, leaving little room for fruit production. Interest Approach or Motivator Display different samples of fruit for students to observe at the front of the room. Ask students if they have ever sampled each fruit. Tell them they will get a chance today during class, but first, they will have to do some detective work. - Ask students what are some of their favorite fruits. Do they know where they come from? How did they get here? How long did it take? - Compile a list of descriptive words that describe fruit. Have students share out words. Write the words on the whiteboard so they are visible to students when they complete the fruit tasting lab worksheet. - Cut up fruit into small sample size pieces and distribute a plate to each student. Only distribute one fruit at a time. Make sure to consider any student allergies when doing this lesson. - Pass out Fruit Tasting Lab Worksheet. - First, have each student observe one piece of fruit. What do they see? They can write or draw what they see in the first column of the Fruit Tasting Lab Worksheet. - After they have observed the fruit, instruct them to smell the fruit. Have students write how the fruit smells in the smell column of the worksheet. - Finally, they can taste the fruit. Have students describe how the food tastes. Describe how the fruit tastes in the taste column. They can mark with a smiley face or a frowny face if they did or did not like the fruit. - Have students guess where the fruit is produced and write it on the guesspart of the state column. - As students are finishing up their worksheet, share with them the fruit facts from the background section. - Repeat for each fruit sample. - Project a map of the United States on the board. As a class, mark on the map where the top fruit-producing state is. Also, draw the weather conditions in that area that promote excellent plant growth (ex: Florida is hot and sunny). Students should write which state the fruit is actually produced in the actual section of the state column. Using the map, discuss how the fruits got from those places to the students. - Talk about the different climates of the states they marked on the map. How cold does it get in Iowa? California? How hot? When do plants go dormant in Iowa? Do you think it’s the same in Florida, etc.? Why? Essential Files (maps, charts, pictures, or documents) Did You Know? (Ag facts) - The average U.S. consumer eats 19 pounds of fresh apples. - The Red Delicious apple began life as a chance seedling (a viable apple variety that grows from a seed) on an Iowa farm. - Grapes grown in California are in season May-January. - Orange trees can’t take any cold at all. - Peaches must be picked unripe for traveling long distances, so they are ready to eat when they reach the consumer. - If you rinse strawberries with water before you are ready to eat them, they will spoil faster. - Go on a field trip to an apple orchard. - Discover how fruitis transported to the grocery store. - Investigate where vegetables are grown. - Give a short news report about one fruit that you conducted more research on. Suggested Companion Resources (books and websites) - Hooray for Orchards, Bobby Kalman - The Fruits We Eat, Gail Gibbons - Time for Cranberries, Lisl Detlefsen - Come and Eat With Us!, Annie Kubler Des Moines Public Schools Iowa Agriculture Literacy Foundation Agriculture Literacy Outcomes - T5.D-2.e. Identify the people and careers involved from production to consumption of agricultural products. - T5. K-2d. Identify plants and animals grown or raised locally that are used for food, clothing, shelter, and landscapes. - T5.K-2.f. Trace the sources of agricultural products (plant or animal) used daily. - 2.K-2.e. Identify the importance of natural resources (e.g. sun, soil, water, minerals) in farming. - T3.K-2.b. Recognize that agriculture provides our most basic necessities: food, fiber, energy, and shelter. Iowa Core Standards - Social Studies: - SS.K.13. Create a route to a specific location using maps, globes, and other simple geographic models. - SS.K.14. Compare environmental characteristics in Iowa with other places. - SS.1.16. Using maps, globes, and other simple geographic models, compare and contrast routes for people or goods that consider environmental characteristics. - SS.1.17. Describe how environmental characteristics and cultural characteristics impact each other in different regions of the U.S. - SS.1.18. Use a map to detail the journey of particular people, goods, or ideas as they move from place to place. - SS.1.19. Compare how people in different types of communities use goods from local and distant places to meet their daily needs. - SS.2.16. Using maps, globes, and other simple geographic models, evaluate routes for people or goods that consider environmental characteristics. - SS.2.17. Explain how environmental characteristics impact the location of particular places. This work is licensed under a Creative Commons Attribution 4.0 International License.
Grade School / Elementary At Shepherd Valley Waldorf School, it is not simply the acquisition of knowledge that is important. The process by which this knowledge is acquired is equally important.When the child is ready for first grade, the powers of understanding are expanded to include writing, reading, and arithmetic. Here at Shepherd Valley each Class Teacher is the key authority for the time between First Grade and the onset of puberty. Ideally, this teacher accompanies the children through all eight grades of elementary school. While a wide array of other subject teachers also interact with the class, the Class Teacher's task is to guide the group of children during these important and impressionable years and to teach the class many of the curriculum subjects. During these years—grades one through eight—the basic skills of literacy and numeracy are acquired. The children engage in a variety of cultural activities that cultivate the imaginative faculties—drawing, painting, poetry recitation, drama, singing, playing a musical instrument are a few examples. During all activities, the essence of the teacher's task is to work with his students with the imagination of an artist. The children are not simply taught to do artistic activities and manual skills, but they are taught so-called "non-artistic" subjects imaginatively and artistically as well. This is true, though in widely different ways, in mathematics and grammar, carpentry and knitting, sports and foreign languages, all of which are part of the Waldorf curriculum. These cultural activities help the children build academic skills slowly, fortified with deep comprehension and understanding. For example, in geography, the reality of the climatic zones of North America will be clearer to the child if the teacher can convey—artistically, descriptively, dramatically—the fresh, oxygen-rich air of the boreal forest of the North; the clammy, fetid thick air of the Everglades and the swamps of Louisiana; the rainy and snowy seasonal swings of the vast prairies of the Midwestern plains; the burning dry, mineral-rich deserts to the west of the Rocky Mountains; and the magnificence of the sequoias and redwoods standing tall in the saturating fog of the forests in the rainy Pacific Northwest. In the natural sciences, a sense of awe and wonder is cultivated from early childhood. Such a mood can arise, for example, when, while studying the human body, the children discover the vital relationship between the substance in the body—the bones—and the quickest of the cells—the red corpuscles—produced in the bones. It may arise when, in examining the modes of seed production in lower and higher plants, the children realize that there is an evolutionary sequence, a connected progression. This sense of awe and wonder will develop into a feeling of reverence, laying a firm foundation for a respectful treatment of the natural environment in later life. And it will underlie, yet never undermine, the critical faculties which the study of science in the later stages of education both requires and develops. The teacher appeals primarily to the feelings of the child between seven and fourteen. Indeed, the child is shaped more and led to deeper comprehension by the teacher's power and efforts as an "artist" than by the subject matter itself. To support such an approach, all aspects at Shepherd Valley Waldorf School – from the classroom furnishings to the way a poem is recited, from the pen a student uses to the exercises done in a Games Class – are considered with two criteria in mind: they should be functional and they should be beautiful. For the child this guarantees a caring authority that produces a stimulating effect on all his inner and outer senses. For more detailed curriculum in the grades, please visit these pages:
Classification of Rolling mills Classification of Rolling mills Rolling is the process of plastically deforming metal by passing it between rolls. It is the most widely used forming process, which provides high production and close control of final product. Leonardo da Vinci invented the first rolling mills but only after a few centuries rolling mills became important for the steel industry. In its simplest form, a rolling mill (Fig 1) consists of two driven rolls in a mill stand with a screw down. The work piece to be rolled is passed through the rotating rolls to get the desired shape. Fig 1 A simple rolling mill But in practice rolling mills are not that simple. They are quite complicated and they are of several types. Though all the rolling mills utilize the same principle of rolling but they differ in many ways. The classification of mills can be done in many ways. These are described below. Classification based on temperature of rolling Under this classification, rolling mills are classified according to the temperature of the metal to be rolled. Based on this classification rolling mills are basically of two types: (i) hot rolling mill (ii) cold rolling mill. - Hot rolling mills – In these mills, rolling is done above the recrystallization temperature of the metal. During rolling in these mills the grains, which deform during the process of rolling, recrystallize, maintain an equiaxed microstructure and prevent the metal from work hardening. In this type of rolling hot rolled metals have very little directionality in the mechanical properties and deformation induced residual stresses. - Cold rolling mills – In these mills, rolling is done below the recrystallization temperature of the metal. Rolling in these mills which is normally done at the room temperature, increases the strength of the metal through strain hardening. It improves surface finish and holds tighter tolerance when compared with hot rolling. Classification based on the mill product This classification is usually done in three ways. The first way of classification is by the type of the product. These are: - Flat mills – These mills rolls plates, sheets and strips. - Long product mills – These mills rolls rounds, rods and shapes. The second way of classifying mills on products is based on the nature of the product. These are - Finishing mills – These mills produced saleable products. - Semi finishing mills – These mills produce semi finished products which need further rolling in the finishing mills. The third way classifying rolling mills based on products is the historical way of classifying the rolling mills. In this classification rolling mills are known by the product they produce after rolling. Under this classification mills are of the following types - Blooming, cogging and slabbing mills – These are the preparatory mills to roll blooms and slabs from ingots. With the wide spread acceptance of slab and bloom continuous castings these mills are no more required. - Billet mills – These mills produce billets from the blooms. - Beam mills – These mills are used for the production of heavy beams and large channels. - Rail mills – As the name suggest rails mills are used for rolling of rails from the blooms. - Shape or structure mills – In these mills medium and smaller sizes of beams and channels and other structural shapes are rolled usually from billets. - Merchant bar mills – These mills rolls merchant grades of rounds and reinforcement bars. - SBQ mills – These mills are used for rolling special bar quality rounds. - Wire rod mills – These mills produces wire rods from billets. Usually these mills are provided with no twist rolling in the blocks and controlled cooling of the rods after rolling. - Plate mills – These are flat mills to produce heavy plates. - Hot strip mill – These are also flat mills and rolls hot strips from slabs. - Cold strip mills – These mills rolls cold strips from hot strips by cold rolling. - Universal mills – These mills are for the production of various wide flanged shapes by a system of vertical and horizontal rolls. Classification based on rolling process Under this classification, the rolling mills can be classified as follows: - Reversing mills – In this type of mills the rolling direction changes after each pass. In these mills the rolls are stopped, reversed, and then brought back up to rolling speed after each pass. In these materials the material being rolled moves in to and fro directions. - Continuous mills – In this type of mills the material to be rolled moves only in one direction and all the mill rolls rotates only in single direction. There are number of stands provided in the mill for giving total reduction to the material being rolled and for giving final shape to the rolled product. - Semi continuous mills – In this type of mills some roll stands (usually roughing stands) are reversing type while other rolling stands (usually finishing stands) constitutes continuous rolling. - Tandem mills – A tandem mill is a type of rolling mill where rolling is done in one pass. In a traditional rolling mill rolling is done in several passes, but in tandem mill there are several stands (>/=2 stands) and reductions take place successively. The number of stands ranges from 2 to 18. Tandem mills can be either of hot or cold rolling mill types. Classification based on stand arrangements Under this classification there are two types of rolling mills as given below. - Cross country mills – In these types of the mills the centre lines of initial rolling stands are parallel to each other and the material being rolled is shifted perpendicular to the rolling directions. Most of the cross country mills are reversing mills. - Straight line mills – In these mills all the roll stands have a common centre line and material being rolled moves only in forward or forward/backward direction. Classification based on roll configuration Rolling mills are also classified based on the roll configurations. The types of mills based on roll configurations are given below. - Two high mills – In this type of mills the rolling stands have two rolls (top and bottom). - Three high mills – In these types of mills the rolling stands have three rolls which rotate in one direction. The metal is fed in one direction through two of the rolls and then reversed through other pair. The middle roll is common in each feeding. The upper and the lower rolls are driven while the middle roll rotates by friction. - Four high mills – In these types of the mills two smaller diameter rolls (lesser strength and rigidity) are supported by two back up rolls with larger diameters. - Cluster mills – In this type of mills each set of the work rolls is supported by two back up rolls. These back up rolls have a further set of backing rolls in the third tier. Sendzimir mill is having this type of mill. - Planetary mill – This mill consists of a pair of heavy back up rolls surrounded by a large number of planetary rolls. Each planetary roll gives an almost constant reduction to the feed material as it sweeps out of a circular path between the backup roll and the feed material. As each pair of planetary rolls ceases to have contact with the work piece, another pair of rolls makes contact and repeat the reduction. Specialized rolling mills These rolling mills produce specialized products by combining rolling process with other processes. Under this classification the following are the major types of mills. - Pipe mills – Under this category, mills for producing different type of pipes (such as ERW, SAW, Seamless etc.) comes. - Ring mills – These mills are used for rolling rings - Thread rolling mills – These mills are used for threading of rods or pipes. - Transverse rolling mills – These mills are used for rolling in transverse direction.
24 SES 11, ICT and Mathematics Education Part 1 Paper/Poster Session to be continued in 24 SES 14 JS Technology is an integral part of almost every human activity in the current information age. It affects how people live, work, and, most importantly, how they learn and teach. The National Council of Teachers of Mathematics [NCTM] (2000) support that teachers’ knowledge about technology integration in the classroom is an important component of enhancing students’ knowledge in mathematics. Considering the significance of teaching with technology, researchers have concentrated on the consolidation of technology, content, and pedagogy. Based on Shulman’s pedagogical content knowledge, Mishra and Koehler (2006) established a theoretical framework called “Technological Pedagogical Content Knowledge (TPACK)” which combines three types of knowledge: pedagogical knowledge, content knowledge and technological knowledge. This framework −TPACK− explains how teachers understand technology and pedagogical content knowledge, and how they interact with each other to teach effectively via technology. TPACK is not just an awareness of technology, pedagogy and content separately; it focuses on “the connections, interactions, affordances and constraints between and among the three components” (Mishra & Koehler, 2006, p. 1025). Niess, Sadri, and Lee (2007) suggested a model to identify how to develop mathematics teachers’ TPACK. According to this developmental model, TPACK moves through the stages of recognizing, accepting, adapting, exploring, and advancing. In the Recognizing stage, mathematics teachers are able to utilize technology and realize the potential of its use in mathematics, but they cannot integrate technology in their mathematics lessons (Niess et al., 2010). In the Accepting stage, teachers embark on a positive or negative attitude toward teaching and learning mathematics via technology (Niess et al., 2009). In the Adapting stage, they start to understand some advantages of using appropriate technologies as teaching tools (Niess et al., 2009). In the Exploring stage, teachers actively integrate technology in teaching and learning of mathematics and they redesign activities to align with the mathematics curriculum (Niess et al., 2010). Lastly, in the Advancing stage, teachers appraise the results of integration of appropriate technology in teaching and learning and make changes in the curriculum to benefit from technology affordances. In addition, this TPACK development model includes four major themes (curriculum and assessment, learning, teaching, and access) and eleven descriptors. One of these descriptors is barrier, which emphasizes how the teacher overcomes possible problems related to technology integration. In the present study, the aim is to analyze the development of middle school mathematics teachers’ TPACK according to levels of the TPACK Development Model of Niess et al. (2007) regarding the barrier descriptor of the access theme. To improve teachers’ TPACK, teachers should be trained on how to use technology in the classroom. From this perspective, teacher professional development is crucial for improvement of TPACK. Teachers’ professional development programs should be well prepared to integrate technology in their classes. Since traditional professional development programs are kept independent of and disconnected from the classroom (Ball & Cohen, 1999, Knight, 2007), they are inadequate in improving teachers’ teaching knowledge and ability (Knight, 2007). For effective professional development, teachers should be provided with support and assistance in building their content and pedagogical content knowledge and it putting this into practice. According to Loucks-Horsley et al. (2003), coaching is an effective professional development strategy that provides one-on-one learning opportunities for teachers who are interested in improving their knowledge by means of self-reflection and by implementing their reflection in classroom practices. From this point of view, the current study investigated the development of teacher’s technological pedagogical content knowledge about how to address the barriers during coaching, which is regarded as a professional development. In this study, researchers collected qualitative data from a middle school mathematics teacher to determine the development of his TPACK in geometry before, during and after the coaching sessions. The in-service teacher is determined as the case of the study. The mathematics teacher’s TPACK constitutes the unit of analysis. The participant of the study, Esen (Pseudonym), was in her sixth year of teaching, and she had graduated from the department of mathematics education. In her mathematics class there were 28 students. She was not good at integrating technology effectively into her mathematics classroom. Mathematics coaching sessions, based on an actual lessons, allow content-focused coaches to meet with individual teachers or small groups of teachers to plan for, teach, and debrief a lesson (West & Staub, 2003). According to mathematics coaching, there are three phases in a coaching session: pre-conferencing, teaching the lesson (observation), and post-conferencing. In the present study, the teacher designed mathematics lessons with the guidance of a coach (the first author) at the pre-conference. Additionally, the coached helped teacher to show how to use dynamic geometry environments, how to address the barriers and how to deal with management issues in technology-enhanced classrooms. In the observation session, the researcher observed the teacher to determine how the teacher integrated technology and how the problems faced in the technology-enhanced lesson were handled. Furthermore, the researcher took some notes to discuss in the post-conference. In the post conference, the teacher reflected on himself, identifying the strengths and weaknesses of the lessons. Every week researchers identified the teacher’s technological pedagogical content knowledge during mathematics coaching –the preconference-observation-post conference cycle- to assess the development of the teacher’s technological pedagogical content knowledge, and this coaching cycle was repeated four times. The progress in the teacher’s knowledge about barriers in technology-enhanced lessons was determined by means of the barrier descriptor in the TPACK Development Model by Niess et al. (2007). The barrier descriptor in this model entails teachers’ worries about access and management issues in a technology-enhanced lesson, recognizing challenges with technology in the mathematics classroom and resolving the challenges through extended planning with enrichment of technological resources and tools. As for data analysis, the deductive analysis method was utilized to analyze the data by considering the barrier descriptor of the TPACK Development Model. Deductive analysis is appropriate “where the data are analyzed according to an existing framework” (Patton, 2002, p. 453). In the lesson before mathematics coaching, Esen implemented technology as a supplement to regular classroom activities. Thus, she had concerns about the usage of technology. In the pre-conference, Esen remarked that some students would fall behind due to technology. Furthermore, she stated that she had concerns regarding management issues while integrating Geogebra. To control student behavior, she wanted to access and use Geogebra in limited time period after teaching geometrical concepts as indicated in the lowest level (recognizing) of TPACK for the barriers descriptor. At the beginning of mathematics coaching, Esen started to make use of technology for the students’ exploration; however, she was worried about classroom management. Subsequently, Esen sought for ways to obtain technology for classroom use and began creating methods for technology management issues. Through mathematics coaching, Esen made progress in the barrier descriptor in the TPACK Development Model. She viewed technology as an opportunity for the students to master geometrical concepts in an innovative way. This situation also helped management issues. After mathematics coaching, she emphasized the importance of preparing and planning lessons to expand the use of available resources and tools, such as using different activities with different perspectives. She recognized challenges in teaching geometry via technology and resolved the challenges through the technological resources as indicated in the highest level (advancing) of the barrier descriptor. To sum up, Esen faced the challenges that emerged in her implementation of a technology-enhanced lesson and then she resolved these challenges during this study. Mathematics coaching based on the process of the teacher’s implementations might have helped the teacher to face and realize her strengths and weaknesses. In other words, this professional development program might have helped her to transform her ideas and teaching ability via technology and allowed her time to practice it. Ball, D. L., & Cohen, D. K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional educa-tion. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey-Bass. Knight, J. (2007). Instructional coaching: A partnership approach to improving instruction. Thousand Oaks, CA: Corwin Press. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S., & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics (2nd ed.). Thousand Oaks, CA: Corwin Press. Mishra, P., & Koehler, M. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108 (6), 1017–1054. National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author. Niess, M. L., Sadri, P., & Lee, K. (2007). Dynamic spreadsheets as learning technology tools: Developing teachers’ technology pedagogical content knowledge (TPCK) . Paper presentation at the annual meeting of the American Education Research Association, Chicago. Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications. West, L., & Staub, F. (2003). Content focused coaching: transforming mathematics lessons. Portsmouth: Heinemann. 00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions) Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations Network 2. Vocational Education and Training (VETNET) Network 3. Curriculum Innovation Network 4. Inclusive Education Network 5. Children and Youth at Risk and Urban Education Network 6. Open Learning: Media, Environments and Cultures Network 7. Social Justice and Intercultural Education Network 8. Research on Health Education Network 9. Assessment, Evaluation, Testing and Measurement Network 10. Teacher Education Research Network 11. Educational Effectiveness and Quality Assurance Network 12. LISnet - Library and Information Science Network Network 13. Philosophy of Education Network 14. Communities, Families and Schooling in Educational Research Network 15. Research Partnerships in Education Network 16. ICT in Education and Training Network 17. Histories of Education Network 18. Research in Sport Pedagogy Network 19. Ethnography Network 20. Research in Innovative Intercultural Learning Environments Network 22. Research in Higher Education Network 23. Policy Studies and Politics of Education Network 24. Mathematics Education Research Network 25. Research on Children's Rights in Education Network 26. Educational Leadership Network 27. Didactics – Learning and Teaching The programme is updated regularly (each day in the morning) - Search for keywords and phrases in "Text Search" - Restrict in which part of the abstracts to search in "Where to search" - Search for authors and in the respective field. - For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference - If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.
Giant, waterlogged "hot Saturn" hints at breadth of exoplanet diversity Water is not only a key ingredient in supporting life, it's also a major clue as to how planets form, and NASA has found a lot of the stuff in the atmosphere of a giant exoplanet called Wasp-39b. The planet is as massive as Saturn but has three times as much water as the famous ringed planet. Although this "hot Saturn" is far from habitable, it does provide insights into the wide variety of planets in the universe. Located 700 light years from Earth in the constellation of Virgo, Wasp-39b is not what one would call a garden spot. Its mass is only 0.28 that of Jupiter, but it's radius is 1.27 greater than the largest planet in our solar system. It's also 20 times closer to its star, Wasp-39, than the Earth is to the Sun, which it orbits once every four days. The planet is tidally locked with one side always facing its parent star, with a dayside temperature of a scorching 1,430° F (776.7° C). Powerful winds circulate this heat from the day to the night side, which means both hemispheres are just as hot. In addition, it probably lacks Saturn's characteristic rings. But it's the amount of water on Wasp-39b that interests a team of scientists led by Hannah Wakeford of the Space Telescope Science Institute in Baltimore, and the University of Exeter. They were confident that traces of water would be found on the exoplanet as such signs have been found in the gas giants of the Solar System, but finding three times as much was a surprise – and a very informative one at that. The presence of water was detected by the Hubble and Spitzer space telescopes using spectrographs to break up the light from its star as it passed through the unusually high, clear, cloudless atmosphere of Wasp-39b. The discovery of its atmosphere having three times the amount of water of Saturn indicates that the exoplanet had its origins much farther out than its present orbit, where it would have been bombarded by comets and other icy objects before spiraling in the inner part of its system. NASA says that it may even have destroyed other planetary bodies in its wanderings. "WASP-39b shows exoplanets can have much different compositions than those of our solar system," team member David Sing of the University of Exeter. "Hopefully, this diversity we see in exoplanets will give us clues in figuring out all the different ways a planet can form and evolve." Wakeford plans to book time on NASA's James Webb Space Telescope, which is due to launch later this year, to record a more complete spectrogram of the exoplanet's atmosphere with an emphasis on how much carbon and oxygen is there so as to gain a better understanding of its formation.
External Web sites Britannica Web sites Articles from Britannica encyclopedias for elementary and high school students. - firefighting - Children's Encyclopedia (Ages 8-11) Fire is useful to humans, but it is dangerous as well. Fires kill thousands of people each year and destroy much property. The people who put out fires are called firefighters. Firefighters also work to prevent fires and teach fire safety. - fire fighting - Student Encyclopedia (Ages 11 and up) Fires must be fought every day in most countries. Millions of fires start each year and cause great destruction of property and much human suffering. In the United States alone, in 1981, 6,800 people died in some of the almost 3 million fires that occurred and the cost of damaged or destroyed property was estimated at nearly 7 billion dollars.
Bullying is behavior that is disrespectful, persistent, negative, destructive, and demoralizing. Its purpose is often to show or gain control and power. Bullies tend to verbally assault others. Imagine bullies wearing a sign that says “I’m everything and you’re nothing,” and then making you kneel down to them every day as a reminder of who’s pulling the strings. Bullying is aimed at humiliating and embarrassing the recipient of the behavior; it emphasizes the bully’s one-up position and may serve to protect the bully’s territory. A bully’s behaviors can be physical or psychological. Male bullies often use physical and psychological tactics, while female bullies often use a psychological approach. Bully behaviors may include teasing, badgering, poking fun, laughing, screaming, mocking, insulting, isolating, using continuous profanity, withholding job information, giving the silent treatment, shunning, doling out impossible assignments, backstabbing, gossiping, shoving, sending rude e-mails (cyberbullies), spreading rumors, sabotaging, belittling, and controlling. A man who is loud, forceful, aggressive, pushy, and a take-charge person is generally viewed as a man, not necessarily as a difficult person or a bully. When he uses these types of behaviors, he is living up to male stereotypes. A woman displaying those same behaviors is often considered a difficult person and/or potential bitch or even a bully. Recipients of bullying often say that the behavior went on for several months, even years, before they were able to tell someone about it, demand that it stop, or quit and find work elsewhere. Over a period of time, bullying can cause recipients to develop physical ailments, such as headaches, stomach and digestion problems, high blood pressure, depression, and other stress-related problems. Recipients take off more sick days than normal. Not focusing on the job and missing work days impacts productivity. Chances are, some coworkers have witnessed the bullying, have spent time talking about it, and may even be participating in the bullying. Therefore, the employer is losing even more work time from its employees. Employers should take bullying seriously. Adapted from Audrey's book (co-author), Code Switching: How to Talk so Men will Listen.
Some posts take quite a long time to produce, but this one was an extreme case. Four people participated on it and I think we have produced a great material to teach vocabulary connected with sports. Sports vocabulary – VIDEO Sports vocabulary – MIND MAP The second mind map can serve as a worksheet. Your task is to complete it with the right words. Sports vocabulary – Games and quizzes The first quiz is a way to learn the words. Listen and repeat the words. Then complete the quiz and go on. There will appear another set of words and a quiz. And so on. The second game is called Kim’s game. You will see a set of pictures and then three of them will vanish. Your task is to write the words for the given missing words. However, you have just one minute to remember. And then three more pictures will vanish. Are you able to recall all the words? The third quiz is a dictation. In the first phase you will listen to several sentences and you have to click on the words you hear in the sentences. In the second phase you have to listen to the sentences and write them. Good luck.
CoRoT-2a: A star with a planet in very close orbit around it, about 880 light years from Earth. Caption: This graphic contains an image (left) and illustration (right) of a nearby star, named CoRoT-2a, and an orbiting planet known as CoRoT-2b. The image contains X-rays from Chandra (purple) of CoRoT-2a along with optical and infrared data of the field of view in which it is found. CoRoT-2b, which is not seen in this image, orbits extremely closely to the star. In fact, the separation between the star and planet is only about 3 percent of the distance between the Earth and the Sun. The Chandra data indicate that the planet is being blasted by X-rays with such intensity that some 5 million tons of material are being eroded from the planet every second. Scale: Image is 4.5 arcmin across (1.15 light years). Chandra X-ray Observatory
This activity is ideal for teaching there is / there are to young children and then practicing it with them. In English to say that something “exists” or is in a certain location we use the phrase there is or there are according to whether we are talking about one or more items (i.e. whether it’s singular or plural). To help young students learn and use these correctly you can try this activity and as an added bonus, it’s also useful to practice everyday vocabulary the students might need. Collect various small items: a coloring pen, a hat, a soft toy, a ball, etc. – items relevant to your students’ age are preferable. The only restriction here is that they should be Countable nouns. Get a big bag of them and take it to class. Then, before you begin the activity, clear your desk completely and set the stage by hamming it up: opening the bag carefully, gasping at the contents of your bag, looking surprised at what is about to happen and so on. You will also need to take a sheet with you – more on that later. Go around the class asking each student to take one item out of your bag (or maybe you take one out of the bag and hold it aloft). When they do, encourage them to say what that item is: hat, pencil, ball, and so on giving simple nouns. Ask each student to place the item on your desk. When they do, say: Look, there is a ball! Look, there is a pen! Look there is a bag! Once all the items have been picked out of your bag, go through them by saying: Look at my desk! There is a pen! There is a teddy bear! There is an apple… Have the students repeat after you, and when they are happy with that get them to tell you what the item it when you hold it up. Do this with every item and make sure you have more items than students. Of course you have prepared more than one of some items and once the class is happy with there is, you leap over to your desk, pick up 2 apples and cry: There are two apples! Make sure you give the class plenty of practice. Pick up one item and have a student tell you what it is and then pick up two of the same item and have a student tell you using, obviously, there is or there are as appropriate. Once you feel confident your students know the vocabulary get a sheet and lay it over your desk, covering everything from view. Give the students a few moments to talk to each other about what’s under the sheet. Then start asking (ideally choosing a student at random for this): What is there on my desk? Elicit a simple answer for each object, like: There is a card. There is a book. The guessing element of this activity gets the children more involved and allows them to produce correct sentences almost without realizing they are doing so. So, for best effect do not tell the students they are supposed to remember what is on the desk! And then start in on the plural items. If there are two apples then the student has to say: There are 2 apples. For older or more proficient students you can increase the difficulty of this game by placing the objects around the class and eliciting answers that use prepositions of place like: There is a teddy bear next to Jeremy’s chair. There is a book under the desk. You can also turn this into a team game by awarding points for remembering items and getting the there is or there are correct.Image © Liedman
Learn something new every day More Info... by email Calculi is a medical term used to describe different stones that can develop in the body. The singular form of this term is calculus. Calculi can form in the kidneys, bladder, gallbladder, gastrointestinal system, and salivary glands. In some cases, these acquired stones do not cause any symptoms. Sometimes, however, they can cause inflammation or obstruction. Renal calculi, otherwise known as kidney stones, can be found in many people. They develop in the kidney and cause a significant amount of pain and distress when they pass through the body. The pain is worst when they travel from the kidney to the bladder through the ureters, and then pass from the bladder through the urethra to the outside of the body. Symptoms of passing a kidney stone include blood in the urine, groin pain, and pus in the urine. A related type of calculi is bladder stones, which are rarer than kidney stones but are composed of similar substances. Instead of developing in the kidney, they develop directly in the bladder. Often these stones are larger than kidney stones, and are unable to exit the body through the urethra. They can still cause problems, however, by irritating the bladder and making affected patients have to urinate more frequently and with more urgency than normal. Calculi can also be found in the gallbladder. These gallstones are very common, and can result from of a number of different diseases. Some gallstones are asymptomatic and do not cause any problems. Other patients may develop cholecystitis, which is the medical term for inflammation of the gallbladder. Acute cholecystitis results in symptoms such as pain in the upper right part of the abdomen, and the treatment of this condition might require surgery to remove the gallbladder. The gastrointestinal tract is another site for the formation of calculi. These stones are referred to as enteroliths, and they can develop in various parts of the gastrointestinal system. One common place to find enteroliths is in the appendix; patients with stones in this structure can develop appendicitis, which is an inflammatory condition that causes pain in the lower abdomen. Diverticuli, which are acquired outpouchings of the wall of the intestines, can also accumulate stones. Inflammation caused by diverticular enteroliths can cause pain and fever. Sialoliths, which is a term for calculi present in the salivary glands, can also occur in certain people. They can develop either in the salivary glands or the salivary ducts connecting the glands to the inside of the mouth. As with other stones, they can cause localized irritation and inflammation. Additionally, the sialoliths can sometimes plug the flow of saliva from the glands into the mouth, causing a backup of saliva into the glands, resulting in swelling. One of our editors will review your suggestion and make changes if warranted. Note that depending on the number of suggestions we receive, this can take anywhere from a few hours to a few days. Thank you for helping to improve wiseGEEK!
In 1600, southern New England was home to approximately 90,000 Indians. Approximately 12,000 were Pokanokets, a tribe living at the head of Narragansett Bay. From 1616 to 1619, bubonic plague, introduced by European fishermen in Maine, killed up to 90 percent of the Indians in some areas along the New England coastline. Massasoit, sachem (leader) of the Pokanokets, was succeeded by two of his sons: Wamsutta, who changed his name to Alexander, and Metacom, whose English name was Philip. Thirteen years after becoming sachem, Philip initiated a regionwide attack by several tribes on English settlements in southern New England and coastal Maine. Called King Philip’s War, it lasted 14 months, from June 1675 through August 1676. Before King Philip’s War, the overall population of southern New England was approximately 70,000: 50,000 English settlers and 20,000 Indians. By the end of the war, 5,000 to 6,000 people were dead. Some 800 English men, women, and children perished in King Philip’s War; Plymouth Colony alone lost 8 percent of its adult male population in 14 months. (By comparison, adult male casualties were 4 to 5 percent during the four years of the Civil War.) Among the Indians, 2,000 died of battle wounds, 3,000 died of disease or starvation, 1,000 were sold into slavery (500 from Plymouth alone), and 2,000 fled west or north. By the end of the war, one-third of New England’s approximately 100 English towns had been burned and abandoned. Source: Mayflower (Viking, $29.95), by Nathaniel Philbrick
Tinnitus and Hyperacusis What is tinnitus? Tinnitus is a problem that affects about 10% to 15% of the population. It is often described as a ringing, buzzing or pulsating sound in the ear, but is defined as a phantom auditory sound (i.e. perceived sound in the absence of an external noise). Many people who suffer from tinnitus also experience tension in their head, neck and jaw, tiredness, irritability, poor concentration, anxiety and depression that can be severe. About 5% of the population reports severely intrusive tinnitus affecting day-to-day activities. What causes tinnitus? Most cases of chronic tinnitus are thought to be a result of damage to the microscopic nerve endings in the inner ear. However, current research now suggests that a more central region of the brain (i.e. dorsal cochlear nucleus) has been identified as a potential culprit especially when it is accompanied with a loss of hearing (i.e. auditory input reduction). Tinnitus is a symptom and not a disease and is often the result of an injury to the peripheral auditory system, hearing nerve and/or auditory centres in the brain. Wax buildup, eardrum perforation, ear infection, barotitis (i.e. ear blockage after a flight), noise exposure, advancing age, head injury, teeth grinding, intense period of stress, certain medications (i.e. aspirin in high doses) and medical conditions (i.e. otosclerosis or abnormal bone growth in the middle ear) are risk factors that have been associated with the onset of tinnitus. What is hyperacusis? Hyperacusis is a problem that affects about 5% of the population and 50% of patients with troublesome tinnitus. It is defined as a reduced tolerance to everyday environmental sounds. The decreased tolerance to sound is usually noticed with sudden high-pitched noises like alarms, bus brakes, silverware and dishes, children’s crying, and clapping. What causes hyperacusis? The most common causes of hyperacusis are hearing loss, noise trauma (i.e. airbag explosion, gun shot from firearm), head injury, adverse reaction to some medications or surgeries, chronic ear infections and posttraumatic stress disorder. Hyperacusis can come on suddenly or gradually. What are the treatment options for tinnitus and hyperacusis? Although there are no cures for tinnitus and hyperacusis, there are a number of therapeutic approaches that provide relief and help manage the condition. Audiological solutions include directive counselling, such as Tinnitus Retraining Therapy, in conjunction with sound therapy (i.e. table-top or ear level sound generators and/or hearing aids) to help individuals not only habituate to tinnitus but also improve sound tolerance. What is Tinnitus Retraining Therapy? Tinnitus Retraining Therapy (TRT) is a treatment program for tinnitus and hyperacusis using both directive counselling and sound therapy. Developed by Dr. P.J. Jastreboff in the mid-1980s, TRT is used to retrain the subconscious part of the tinnitus sufferer’s brain to ignore the sound of tinnitus. For individuals who suffer from hyperacusis, TRT is used to retrain the auditory nerve through desensitization to once again tolerate normal environmental sounds. Treatment usually takes 18 to 24 months. If the protocol is followed carefully, some may see improvement by six months. Upon completion of the program, the tinnitus should no longer be bothersome, but if listened for, it will be heard. Continuity of care is essential for achieving results. What are sound conditioners? Many tinnitus sufferers find that head and ear noises are not as disruptive in the presence of some pleasing or neutral external sound. Sound conditioners create a variety of soothing sounds that can offer relief, particularly when you are struggling to fall asleep. Consult with your audiologist to find out what might be right for you. Other approaches for tinnitus and hyperacusis relief For some people living with tinnitus, relief may be found by lifestyle changes such as: limiting your intake of caffeine, cigarettes, alcohol and aspirin; eliminating salt from your diet; reducing stress; reducing exposure to loud sounds; and, addressing allergens in the environment. For severe and debilitating tinnitus, some medications may provide relief by helping to reduce the effects of sleep loss, difficulties with concentration, fatigue, depression and anxiety which may contribute to the intensity of the tinnitus. These medications must be prescribed by a physician and their suitability and effectiveness will depend on overall health and other medical considerations. Lastly, some have found relief from tinnitus using alternative treatments such as acupuncture, chiropractic care, shiatsu massage, biofeedback, breath training, self-hypnosis, melatonin, gingko biloba, vitamin B12 injections and a personalized diet. How CHS can help people with tinnitus and hyperacusis CHS offers a number of services for people living with tinnitus and hyperacusis, including: • Tinnitus Retraining Therapy (TRT) at our Toronto office Frequently Asked Questions What kind of audiological tests are performed? Will it hurt my ears? What if I’m not experiencing tinnitus symptoms when I am tested? The audiological evaluation for bothersome tinnitus includes a hearing test and several other specific tests which allow your audiologist to evaluate whether you have tinnitus and/or hyperacusis (i.e. a sensitivity to certain sound frequencies) and to what degree. None of the tests are painful and whether or not you are experiencing tinnitus symptoms will not influence the test results. I recently had audiological tests done. Do they have to be repeated? If you are visiting a different audiologist from the one who did your original hearing test, the new audiologist will likely want to perform the tests again. Equipment calibrations may vary and an audiologist will want the most accurate and up-to-date information before discussing treatment options. At CHS, we will always perform our own series of tests if you are a new client. What should I do if I am experiencing tinnitus symptoms? If you are experiencing on-going sound sensations, there are a number of ways in which tinnitus can be identified and/or treated. Family Doctor Assessment Contact your family doctor to schedule a complete history and physical examination. The important details you will want to share with your doctor are: • When did you first notice the tinnitus? • What precipitating factors, if any, were involved (i.e. noise exposure, medication, infection, intense stress, etc.)? • Description of the tinnitus (i.e. intermittent, pulsing, frequency, etc.) and the nature of the sound itself (i.e. ringing, buzzing, high-pitched squeal, etc.) • How severe you feel the tinnitus is and what kind of impact it is having on your concentration and ability to sleep Depending on the results of the examination, your doctor may refer you to an audiologist to have your hearing tested and to discuss potential treatment options. You may also be referred to an otolaryngologist (i.e. ear, nose and throat specialist) or other relevant specialties to rule out any potential underlying medical conditions. If you choose to visit your audiologist for a hearing test, indicate that you are booking the test because of your experience with tinnitus and hyperacusis. After a full audiological examination, the audiologist will discuss the results with you as well as any treatment options that may be appropriate. All your test results will be sent to your family doctor on your request. Your visit to the audiologist is also a good opportunity to ask questions about your tinnitus and hyperacusis and possible coping strategies. Where can I find more information on tinnitus? You can check out these websites:
Kidney disease: how could stem cells help? Demand for kidney transplants is increasing. In the western world, high blood pressure and type II diabetes are on the rise and are contributing to higher rates of kidney disease. But there are not enough donor organs to meet this growing need. Stem cell based therapies may offer an alternative solution. Our kidneys help establish the correct balance of salts and minerals in our blood. They also filter out toxins and generate several important hormones. Nephrons are the key working components of the kidney. Kidney diseases are caused by damage to nephrons, which can be sudden and short lived (acute kidney disease) or slow and progressive (chronic kidney disease). Chronic kidney disease can lead to kidney failure, which is fatal unless treated by blood dialysis or a kidney transplant. Researchers are studying how stem cells might help kidneys to repair damaged nephrons and restore kidney function. Scientists are studying how the kidney can regenerate itself and what types of kidney cells are involved in this process. It is still not clear which type of cells are involved in kidney regeneration. There are several groups of cells around nephrons that have ‘stem cell like’ characteristics. One type is called Renal Progenitor Cells (RPC), Another group has features similar to mesenchymal stem cells (MSCs), cells typically found in bone marrow. Scientists are also using induced pluripotent stem cells (iPSCs) to produce 3D nephron-like structures that are being used to study how kidneys form in embryos as well as develop and test new drugs and therapies. Eventually it may be possible to use these cells to create new nephrons in damaged kidneys. Studying kidney development, kidney disease and the natural repair process is very difficult because of the complex structures and large diversity of cells in a kidney. Kidney diseases can be caused by damage to different types of cells in the kidney. Stem cell treatments will only be effective if they consider which cells are damaged and must be replaced. Cell treatments that promote natural repair pathways could happen sooner than cell replacement therapies, but researchers still need a better understanding of how the natural repair processes works before treatments can be developed. The kidneys are towards the back of the body, roughly 10 cm above the hipbones and just below the ribcage. They are the body’s filtering units, maintaining a safe balance of fluid, minerals, salts and other substances in the blood. They produce urine to remove waste and harmful substances from the body. They also produce several hormones: erythropoietin (EPO), which acts on the bone marrow to increase the production of red blood cells; calcitriol (active Vitamin D3), which promotes absorption and use of calcium and phosphate for healthy bones and teeth; and the enzyme renin, which is involved in monitoring and controlling blood pressure. The key working component of the kidney is the nephron. The nephron is made up of: - The glomerulus - a dense network of capillaries that filters the blood - The Bowman capsule – surrounds the glomerulus, captures the fluid that has been filtered out of the bloodstream and empties it into the tubules - The tubules – tiny tubes lined with a single layer of specialised cells whose job is mainly to reabsorb water and electrolytes (e.g. sodium, potassium, chloride, and bicarbonate) into the blood before the remaining waste fluid leaves the body as urine. Kidney diseases usually involve damage to the nephrons and can be acute or chronic. In acute kidney disease there is a sudden drop in kidney function. It is usually caused by loss of large amounts of blood or an accident and is often short lived, though it can occasionally lead to lasting kidney damage. Chronic kidney disease (CKD) is defined as loss of a third or more of kidney function for at least three months. In CKD kidney function worsens over a number of years and the problem often goes undetected for many years because its effects are relatively mild. Some of the symptoms associated with CKD are: headache, fatigue, high blood pressure, itching, fluid retention, shortness of breath. However, kidney disease can lead to kidney failure (less than 10% kidney function). Once this happens, patients need dialysis or a kidney transplant to stay alive. The risk of developing CKD is increased by old age, diabetes, high blood pressure, obesity and smoking. At least 8% of the European population (40 million individuals) currently has a degree of CKD, putting them at risk of developing kidney failure. This figure is increasing every year and there are not enough organ donors to provide transplants for so many patients. This makes the development of new therapeutic options for treating CKD increasingly important. Scientists are still debating which kidney stem cells exist in the adult body and what role theyplay in the natural repair process of the kidney. . Cells found in a number of places within the nephrons have been proposed as candidates for kidney stem cells. The most convincing evidence for the existence of such stem cells is the discovery of Renal Progenitor Cells (RPC) at the urinary pole of the Bowman’s capsule of the nephron (marked in blue in the diagram above). These cells have some of the key features of stem cells and researchers have shown them to be responsible for production of podocytes – specialised cells involved in the filtration work of the nephron and that need to be replaced continuously throughout our lifetime. Studies also suggest that these same RPC might be able to generate a second type of specialised cell found in the nephron lining. As well as kidney stem cells, cells with some of the characteristics of mesenchymal stem cells have been isolated from the kidney. A number of different types of cells from the bone marrow have been tested in animals and in clinical studies for potential use in kidney disease. Amongst all the cells under investigation, a type of cell commonly named mesenchymal stem cells (MSCs) have shown the most promising results to date. Studies suggest that MSCs may be able to enhance the intrinsic ability of the kidney to repair itself. Researchers investigating the therapeutic effects of these bone marrow derived MSCs (bmMSC)in the kidney disease setting have suggested these cells may release proteins that can help kidney cells to grow, inhibit cell death and could encourage the kidney’s own stem cells to repair kidney damage. Further research is needed to establish whether these ideas are correct. Clinical trials using bmMSCs are ongoing to test the effectiveness of these cellsin treating patients with kidney disease (ClinicalTrials.gov NCT02057965, NCT02387151). Cells with some of the features of MSCs appear to exist in many other organs besides the bone marrow, though there is some controversy amongst scientists about the exact nature of such cells and their roles in the body. Recently, cells with MSC-like features have been isolated from the kidney. These so-called kidney MSCs (kMSC) are distinctly different from bmMSCs. More research is needed to identify their precise role in normal kidney maintenance and to investigate their potential to enhance the kidney’s ability to regenerate or repair itself after damage. Another type of stem cell that scientists are using in kidney research is the induced pluripotent stem cell (iPSC). Induced pluripotent stem cells are made by reprogramming adult, specialised cells of the body to act like embryonic stem cells. They have the ability to develop into any cell or tissue in the body. Recently researchers have been able to use iPSCs to produce kidney cells in a very early stage of development. These very early kidney cells resemble cells found in the embryo that will turn into the cells that eventually make up the kidney in foetal development. These cells could have the potential to make the glomerulus and tubules, the building blocks of the nephron. However, a lot of research needs to be done before such cells can be used in patients to treat CKD. An alternative approach to organ replacement is also under investigation and may help kidney disease patients in the future: The use of organ scaffolds to produce whole, transplantable organs. Organ scaffolds are organs from which all the cells have been removed. What remains is the extracellular matrix – the part of the organ that supports its shape. This matrix can be seeded with a patient’s own cells, which can be carefully nurtured to grow and multiply to re-cover the scaffold. By using the patient’s own cells, the complications of immune rejection that can occur with organ transplantations are drastically reduced. The challenge with this approach is identifying and obtaining the right types of cells to seed the scaffold, especially in organs with complex structures made up of many different cells. IPSCs will be useful candidate cells for seeding kidney organ scaffolds. Experiments in rats have shown the feasibility of this approach. Apart from the use of bmMSCs in clinical trials to treat patients with kidney disease (ClinicalTrials.gov NCT02057965, NCT02387151) , stem cell treatments for kidney disease have not yet been developed. The kidney is a very complex organ consisting of a large number of different types of cells. To make a new kidney in the lab, all these different cells would need to be produced in a different way and mixed together in the hope that they would eventually recreate a functional kidney. What's more, kidney disease comes in many flavours with different cells affected and so treatments aiming to replace damaged cells within a patient's kidney would need to supply different types of cells for different patients. Research on organ or cell replacement therapies is ongoing, but this is likely to be a long-term goal. In the meantime, stem cells may benefit patients in other ways. For example, stem cells can be used to help progress our understanding of the disease through studies on the development and behaviour of kidney cells grown in large numbers in the laboratory. Stem cell research may also enable us to utilise the body's own repair mechanisms to find treatments for kidney disease. In acute kidney disease, the body can often repair kidney damage itself, but it is unable to do this well enough to tackle the progressive damage that occurs in chronic kidney disease. The recent identification of mesenchymal-stem-cell-like cells in the kidney may open up new possibilities for enhancing the body's own capacity for regeneration and repair of damaged kidneys. Investigating these possibilities by studying how these newly discovered cells work is currently an important area of research. Researchers also continue to explore new ideas using emerging technologies in stem cell research, such as reprogramming cells to change their behaviour. Lead image and diagram of the nephron created by EuroStemCell using Servier Medical Art. Kidney stem cell image by Brigitte Wieles. Microscope image of kidney tubules by JWSchmidt. Grandmother and grandchild © iStock/grandriver.
Free Online Alphabetization Exercises. Knowing how to put words into alphabetical order is important. Many lists used in today's world are organized in this way. This page contains free online alphabetization lessons and exercises with explanations, examples, and practice putting words into alphabetical order. These exercises are colorful, organized, and contains easy-to-understand rules that students of all levels can grasp. Beginning Level Exercises Intermediate Level Exercises Advanced Level Exercises Alphabetization is putting words into alphabetical order. The order is always the same. Here is the order: Aa Bb Cc Dd Ee Ff Gg Hh Ii Jj Kk Ll Mm Nn Oo Pp Qq Rr Ss Tt Uu Vv Ww Xx Yy Zz 1. The list of English letters is always arranged in the same order. 2. The list goes from left to right or from top to bottom. 3. The arrangement of the letters is the alphabet. 4. Many lists are arranged in alphabetical order. How to alphabetize: Step 1: Arrange words according to the first letter in the word. Example: apple, banana, cream Step 2: If the first letters of the words are the same, arrange words according to the second letter. If the second letters of the words are the same, use the third letter. Example: sack, send, sing Example: suit, sunny, supper Step 3: If one of two words with the same letters runs out of letters, then it comes before the longer word. Example: butter, butterfly
Emergent Literacy Design v To learn to read and spell words, children need the alphabetic insight that letters stand for phonemes and spellings map out the phonemes in spoken words. v Chart paper v Cards of the letter f v Four Fur Feet by Margaret Wise Brown v Worksheet with pictures v Letter f to display v Introduce the lesson by explaining to the students that our language is a secret code. " HAVE YOU EVER SEEN AND ANGRY CAT? WHAT KIND OF SOUND DOES AN ANGRY CAT MAKE?" Have the students raise their hands and give their answer. v Hold up a lowercase f that has been cut out of using the dye cutter. "TODAY, WE ARE GOING TO LEARN ABOUT THE LETTER F. THE LETTER F MAKES THE SAME SOUND THAT AN ANGRY CAT MAKES. TO SAY THE LETTER F, PUT YOUR TOP TEETH AGAINST YOUR BOTTOM LIP, AND BLOW. NOW LET’S ALL TRY TO MAKE THE SOUND THAT THE LETTER F MAKES. WHEN YOU MAKE THE SOUND, PUT YOUR HANDS UP AND PRETEND THAT YOU ARE SCRATCHING AT SOMETHING LIKE AN ANGRY CAT WOULD DO. " v Write a tongue twister on chart paper. "NOW I’M GOING TO SAY THE TONGUE TWISTER “FREDDY’S FOUR FURRY FEET ARE FREEZING.” NOW I WANT YOU TO SAY IT WITH ME. LET’S SAY IT AGAIN. OKAY THIS TIME LET’S STRETCH THE /f/ SOUND AT THE BEGINNING OF EACH WORD: “FFFREDDY’S FFFOUR FFFURY FFFEET ARE FFFREEZING.” THIS TIME WE ARE GOING TO SAY THE /f/ SOUND BY ITSELF AND THEN SAY THE REST OF THE WORD. READY? HERE WE GO…”/f/ REDDY’S /f/ OUR /f/ URRY /f/ EET ARE /f/ REEZING. “ v "WE USE THE LETTER F TO SPELL /f/. Have the students take out a sheet of primary paper. NOW TO MAKE THE LETTER f START TO MAKE A LITTLE C AT THE TOP OF YOUR PAPER. COME STRAIGHT DOWN AND TOUCH THE SIDEWALK. CROSS YOUR f AT THE FENCE. AFTER I GIVE YOU A SMILY FACE ON YOUR LETTER f, I WANT YOU TO MAKE TEN MORE JUST LIKE IT. " v "LET ME SHOW YOU HOW TO FIND THE /f/ IN FEET. IM GOING TO SAY THE WORD IN SLOW MOTION. F-E-E-T. F-F-F-F, THERE IT IS, I FOUND IT! " v Call on students to answer and tell how they knew: "DO YOU HEAR /f/ IN FRANK OR IN BANK? IN KIND OR IN FIND? IN DAD OR IN FAD? IN FAT OR IN CAT? Pass out a card with the letter f on it to each student. SCRATCH LIKE THE ANGRY CAT WHEN YOU HEAR /f/. FREDDY’S FOUR FURRY FEET ARE FREEZING. " v Read Four Fur Feet by Margaret Wise Brown. Talk about the story. Read it again and have the students raise their letter cards when they hear /f/. Write the student’s words on the board. Have the students trace their feet onto a sheet of paper and write a message about them using invented spelling. Display their work. v For assessment, distribute the picture page and help students name each picture. Ask each student to circle the pictures whose names have /f/. Brown, Margarte Wise. Four Fur Feet. Hyperion Books for Children. 1994. New York. Click here to return to Innovations.
Nearly 10,000 bird species live on Earth, most of which are doing OK. But many also face threats like deforestation, hunting, invasive species and climate change, and about 12 percent are now on the worst perch of all: the brink of extinction. Hundreds of rare birds may vanish within a century, which isn't just bad news for them. Birds offer an array of ecological services to keep habitats humming, and often act as sentinel species, hinting at an ecosystem's health like canaries in a coal mine. That's the motivation for National Bird Day, held annually on Jan. 5 to rally support for endangered birds around the world. Organized by California nonprofit Born Free USA, the day focuses mainly on ethical and ecological issues with the pet-bird trade, but also covers other dangers such as habitat loss and exotic predators. "On January 5, we will reaffirm our commitment to birds everywhere and acknowledge that the fight for their freedom and survival is not over," Born Free CEO Will Travers says in a statement. "With 46 million birdwatchers in America, the market is ripe for respecting and appreciating birds in their natural habitat. National Bird Day is a chance to consider the welfare of all birds — from the cage to the back yard to the skies across the globe." In honor of National Bird Day, here's a look at 14 endangered birds whose existential dilemmas warrant at least a tweet in the year ahead: Photo: Rick Simpson/Wikimedia Commons The striking, critically endangered Araripe manakin was unknown to science until 1998, when it was first reported in northeastern Brazil. Only about 800 exist in the wild, all within roughly 11 square miles of forest. Much of their habitat has been cleared for a variety of human uses, including cattle pastures, banana plantations, homes and a water park. Photo: Frank Vassen/Flickr The Madagascar pochard was thought to be extinct after fruitless searches in the 1990s, but it miraculously reappeared in 2006 when scientists found 29 adults living at a volcanic lake. Although the diving ducks are among Earth's rarest birds, their wild population is now supported by a captive breeding program and protected by permanent guards. Photo: Steve Wilson/Flickr Bolivia's blue-throated macaw has suffered mightily for the international pet trade, which caused its wild population to plummet in the 1970s and '80s. Bolivia banned live exports of the critically endangered parrots in 1984, but deforestation still threatens the roughly 120 wild survivors — a total many times smaller than the global number kept as pets. Photo: Brian Jelonek/Flickr Also known as the Bali starling or Jalak Bali, this majestic mynah serves as the official mascot of Bali, Indonesia. It's a critically endangered species due to decades of illegal trapping for the pet trade, with only about 115 wild specimens confined to three small habitats. Meanwhile, an estimated 1,000 Bali mynahs live in captivity around the world. Photo: Shankar S./Flickr The Philippine eagle (aka monkey-eating eagle) can live for 60 years and grow nearly 3.5 feet long, making it the largest eagle species alive today. It's critically endangered despite its role as the Philippines' national bird, losing swaths of habitat over the past 50 years to widespread deforestation. Recent surveys suggest 90 to 250 mating pairs still exist. Photo: R. Kohley/U.S. Fish and Wildlife Service The millerbird is a Hawaiian warbler split into two subspecies, each from its own tiny island. One, the Laysan millerbird, has been extinct since 1923 due to non-native rabbits and livestock overeating local vegetation. That leaves just the critically endangered Nihoa millerbird, whose population on 173-acre Nihoa fluctuates between 50 and 800. Golden white-eyes live on two of the Northern Mariana Islands, Aguijan and Saipan, but the latter is home to 98 percent of them. Despite a total population of 73,000, the species is deemed critically endangered due to Saipan's recent invasion of brown tree snakes, exotic predators that have a history of decimating native birds on small islands. Trinidad piping guan Photo: Heather Paul/Flickr Known locally as "pawi," this turkeylike curassow cousin haunts the rainforest canopy in Trinidad. Both its range and population have shrunk in recent decades, due to poaching (it's been legally protected since 1963) as well as habitat loss to logging and farming. Between 70 and 200 Trinidad piping guans are now thought to exist in the wild. Northern bald ibis Photo: Richard Bartz/Wikimedia Commons Once common across the Middle East, North Africa and southern Europe, the northern bald ibis has been in a slow, mysterious decline for centuries, leaving just a few hundred in Morocco, Turkey and Syria. Scientists think unidentified natural factors are behind the long-term decline, but the faster pace of recent losses is also blamed on human activities. Photo: John Noll/U.S. Department of Agriculture Whooping cranes, the tallest birds in North America, are still in the early stages of an unlikely comeback. Overhunting and habitat loss had reduced the species to just 15 birds by the 1940s, but thanks to intensive conservation efforts — including the use of ultralight aircraft to teach young cranes how to migrate — the population is now up to about 600. Photo: Jason Crotty/Flickr All golden-cheeked warblers nest in the old-growth, oak-juniper woodlands of central Texas, then spend winter in various parts of Mexico and Central America. The endangered birds are being squeezed in both habitats, mainly by construction, agriculture and reservoir development in Texas and by logging, burning, mining and cattle grazing elsewhere. Photo: Ross Land/Getty Images The yellow-eyed penguin eschews the close-knit communities and frigid environments of many penguin species, opting for a more spread-out, less sociable life in New Zealand's coastal forests. It's also one of the world's rarest penguins, although conservation efforts have recently helped it rebound to more than 400 pairs on mainland New Zealand. Photo: Vincent Legendre/Wikimedia Commons The Amsterdam albatross is a broad-winged seabird that breeds nowhere but Amsterdam Island in the southern Indian Ocean. It relies on just a dozen or two mating pairs, and their ability to raise chicks is hindered lately by grazing cattle, feral cats and longline fishing as well as naturally occuring diseases like avian cholera and E. rhusiopathidae. Puerto Rican nightjar Photo: Mike Morel/U.S. Fish and Wildlife Service The mottled, 8-inch Puerto Rican nightjar easily blends into the forest floors and scrublands of its namesake island, but those habitats are increasingly fragmented by residential, industrial and recreational development. The species is endangered, but still has several hundred mating pairs, each of which can raise one or two chicks at a time. Related bird stories on MNN: - Bird-watching: How to get started - 10 fascinating flightless birds - Swifts fly nonstop for 6 months - Can bird songs boost your brain?
Early in the week grade 7 students were lucky to participate in a science symposium where ecologists with a variety of ecological specializations met with small groups of students to discuss environmental concerns in Malaysia. As students prepared for this gathering, discussion in humanities inevitably centred on the word symposium. We do not carry out lengthy word investigations every day (sadly) not even every week, but every day we examine a word. Sometimes we devote half a period (45 minutes) to this, sometimes we spend five minutes, sometimes ten to fifteen minutes, sometimes students work independently and follow up what has been a tentative hypothesis in class. The result of these brief but regular forays into morphology and etymology is that the knowledge and analytic skills involved in identifying morphemes are constantly practised, so much so that it is just as often a student who will now ask, ‘How would we analyze this word?’ or ‘What is the base in this word?’- all music to my ears. Now, part way through our second trimester, I notice that students have become more patient. They are prepared to justify their thinking and recognize that to begin research with a hypothesis and a question is so much more helpful than resorting instantly to the Online Etymology Dictionary expecting to find the answer leaping out at them. They won’t. This is an important point for both students and teachers. The brilliance of the Online Etymology Dictionary entry is the story it tells of a word’s development. It tells us when the word entered the English language, it’s journey to English, and the language of its origin. It helps to uncover related words- words sharing the same base element or other base elements that have come from the same root. However, you have to make those morpheme connections and prove these yourself. It will not serve up the morphemes all neatly analyzed. The role of the etymological dictionary is, as the name implies, etymological. This reference will help you to unearth a root with careful digging. And digging it is, as is appropriate with roots! One root may have radicles ( to continue the botanical metaphor) that can lead through long twisting strands back to a root in the Proto Indo European language, a hypothesised language, of approximately 5, 500 years ago. These ancient roots can be found when you follow the links through an entry. It will not provide the morphological elements- for this you need to use the evidence of the root and think what has been removed from the etymon. For example if the Latin root is in the infinitive form, it is the elements <-are> <-ire>, <-ere> that indicate this. These are the elements that are not present in an English base element . You also need to see what graphemic changes have been made to the English base as the word adapts to the new language or languages in its journey into English. So looking for the root is etymological and searching for related words and identifying morphemes is morphological. The etymology informs the morphology. You’ll note the process of slowly forming a hypothesis supported by evidence as the students below discuss their thinking and justify the morphemes in symposium. Rather than the base capturing the majority of our attention and time as it usually does, this day it was the suffix that stole the show and caused puzzlement. Where were the morpheme boundaries in this word? What makes sense in Present Day English? A day later, one student capably summarized the class thinking and research so far. The discussion over the suffix in symposium proved intriguing. Some students identified the base element as <posium>. Some argued for <-ium> with others in favour of <i+um>. It was the evidence they brought to this discussion that was pleasing. At this point we are arguing for <sym+pose+i+um> as we feel the words planetarium, delirium and tedium provide compelling reasons as to the existence of a connecting vowel letter <i> and the suffix <-um>. With the discovery of the word <planetary> we were able to analyze planetarium as <planet+ary+um> with the final <y> of the suffix<-ary> changed to an <i> with the addition of the Latin vowel suffix <-um>. (Go to Real Spelling tool kits to discover more about this critical orthographic convention:see Kit 1 A and Kit 3F). As the recordings above indicate, we hypothesized that delirium was comprised of the morphemes<de+lire+i+um>. We knew that the <-um> could be replaced by <-ous>. Here’s what we discovered about the etymology of symposium. Symposium entered English in 1580 from Latin as symposium remaining unchanged in its morphemic structure since its entry. However, its roots trail beyond Latin. We had sensed the Latin influence with <-um> seen in words such as dictum, optimum, decorum, maximum, minimum,rostrum. Yet there was also the internal <y> in the prefix <sym-> which we knew from words of Greek origin such as sympathy, symbol, symbiosis. The Greek συμπόσιον : symposion which had come from συμπότης : sympotes: fellow-drinker, the root of which was πότης :potes drinker. This Greek base had ultimately derived from the Proto Indo European root po(i)- to drink which is also the source for the Latin infinitive potare: to drink. Latin potare has provided English with words such as poison and potion and potable! Today symposium has altered somewhat in meaning. In Ancient Greece the anticipation at such an occasion was the after dinner entertainment of dancing, music, games and intellectual discussion conducted by aristocratic male Greeks accompanied by alcohol mixed by the symposiarch.Today, as in ancient Greece, we still anticipate a convivial atmosphere and hope for the intellectual exchange of ideas. This word inquiry however, unearthed another etymological discovery in the word delirium. As you heard in the video clips above, we had used this word as part of the evidence to prove <-um> as a suffix. We checked that everyone understood the meaning- some thought that delirium occurred with high fevers, your mind wandered so that you were delirious. We hypothesized that the morphemes were <de+lire+i+ous>. We could list words in evidence to prove the prefix <de-> such as describe, defeat, delight. We could provide evidence for the suffix <-ous> such as famous, delicious, malicious. The connecting vowel letter <i> was familiar from words such as malicious , delicious and insidious. However, we were stumped as to other possible words sharing this proposed base. Perhaps a base with only a very small family. Two students discovered in the OED that there was once a word ‘delire’ now faded from regular use. This was verbal and meant to go astray, to go wrong and had entered English in 1400. It joined the rank of other words available to metaphorically describe this moral confusion and rambling from paths of righteousness such as misfare(OE), miswend (OE) misnim (1225), crook (1325),wry (1369), forloin (1400) even the phrase ‘to tread the shoe awry’ (1542). All these words are used verbally and have a sense of stepping away from, being bent or veering off a path. And this is what we discovered also in the root leading to delire and delirious. Delirium is from an agricultural metaphor of breaking away from the ploughed straightness of the furrow. It entered English from the Latin word dēlīrāre which in Latin had taken a metaphorical turn, denoted ‘deranged, crazy out of one’s wits’. (OED) Earlier in Latin the phrase de lira had referred to ploughing and to deviate from the furrow. Latin līra is furrow or ridge. Yet the story does not stop there- we have not come to the end of the track! Lira can be traced back to Proto Indo European leis- track or furrow. We continued following this track through the Online Etymology Dictionary which, within the delirium entry, gave a link to learn. I hear your gasps of astonishment! And yes the track continues! Learn is Old English but has derived from the same Proto Germanic root *liznêjan , liznôjan which has a ‘base sense of to follow or find the track’ and too progeny of Indo European root of *leis-. And last the distance dear readers, the story gets even more exciting!! We discovered that last too is part of this tale of furrows and tracks. Last is a homonym and the last of our focus on this winding trail is the noun last which survives today as in the shoe last denoting the wooden or metal model of a foot that cobblers used to make shoes. We also discovered another obsolete noun last of Old English origin, which once meant ‘a mark or trace left on the ground by the foot; a footprint, a track; a footstep; (also) the sole or lower part of the foot’.(OED) As a verb last also once meant to follow a leader, to serve or help and is of the same Proto Germanic and Indo European roots. You can see the echoes of tracks and footprints here. It also has a current sense of enduring- to last the distance. And of course that metaphorically suggests putting one foot in front of the other, following the track until the end! What a track we’ve followed in pursuit of delirium. It has led us through furrows to tracks and footprints and the etymologically related words: last, learn and delirium. It’s the pleasure of thinking that word inquiry provides, not fast answers to confirm rightness or wrongness, a test, or instructions to use the word in a sentence to prove your understanding, but a luxuriating in the past, a drift to other words to unearth curiosities, the interconnections of words and the images conjured through surprising metaphors that help us to see the world, and text differently. If the ploughing and furrow metaphor is intriguing for you as it was for me and my students (!!) read this article Straight Furrows from The Telegraph UK and see images of ploughing competitions where you are penalized if deviating from the straight and narrow. I wouldn’t last and that’s my last word!
Kidney stones are hard masses of crystals, and can be made up of various substances, such as calcium or uric acid. The mass generally forms when the urine has high levels of a certain substance, which crystallizes to form the stone. Dehydration is often the culprit, because there is not enough water in the urine to dilute the offending substance. Increase Water Intake to Prevent or Reduce Kidney Stones - Drink 6-8 glasses of water daily. Why It Works When there is plenty of water to pass into the urine, the urine is not as concentrated and substances that form kidney stones are more dilute. This helps keep stones from forming, and helps keep small stones from getting larger. It also makes it easier to pass the tiny stones and normal deposits of these substances before they have the chance to grow larger. Always see your health care provider if you think you have kidney stones.
Next year, NASA will launch an unmanned spacecraft to get within 4 million miles of the sun. NASA announced today that they are renaming the probe, initially the Solar Probe Plus, to the Parker Solar Probe, after Gene Parker whose research 60 years ago revolutionized heliophysics. Why it matters: Assuming a successful launch, this will be the closest a man-made object has come to the sun. The Earth sits about 93 million miles away and scientists say that we are too far away to answer three outstanding questions: - Why is the sun's surface (the photosphere) cooler than its atmosphere (the corona)? - How does solar wind gets its speed? - Why does the sun emit solar energetic particles that are dangerous to unprotected space travelers? The spacecraft: In order to withstand the sun's heat, NASA scientists designed a 4.5 inch think carbon-composite shield, which can survive temperatures of 2,500-degrees Fahrenheit. The ship is also equipped with thermal radiators, which will act as tubes to radiate heat back into open space. The probe will travel at about 430,000 mph. What's next: The probe is undergoing its final thermal testing and integration research, and will be moved by the end of the year to its launching point in Florida. In July 2018, the probe will launch into space, it will loop Venus seven times eventually through surfing closer and closer to the surface.
In ABAP OVERLAY statement is used for overlaying the characters of string on another string. Overlayed string characters will be replaced by the other string characters according to the position. Dont be confused, you will get more idea after seeing one examples. - Take two strings , - Command for OVERLAY is “OVERLAY string1 WITH string2.” - After this, string1 will becomes 12345F. - The first 5 characters of string1 have replaced by the string2. - string1=A B C D E F - string2=12 3 4 5 - After the command OVERLAY string1 WITH string2. - string1 will becomes 12B3C4D5 - Each character is replaced with the characters of string2 as per the position. - In this example blank spaces of string1 also replaced. If we need to replace only characters ( not blank spaces ),we need to used an additional parameter “ONLY str” with OVERLAY statement. The complete syntax will be : OVERLAY string1 WITH string2 [ONLY str].
Blowing Bubbles with B By: Ashley Cooke Rationale: This lesson will help children practice identify the phoneme /b/, represented by the letter B. Students will learn to recognize /b/ in spoken words by learning a meaningful representation, (blowing bubbles in your milk) and the letter symbol B, practice finding /b/ in words, and apply phoneme awareness with/b/ in phonetic cue reading distinguished rhyming words from beginning letters. Materials: Primary paper and pencil, chart with ćBob bakes blueberry bagels bestä; word cards with BOB, BELL,BAKE, BOX, and BIKE, assessment worksheet identifying pictures with /b/, (URL at the bottom). Procedures: 1. Say: The English language is a tricky language to learn. It is hard to learn how to say these letters and what these letters stand for. The mouth moves different ways with each new letter we say. Today we are going to work on saying the letter ćbä and moving our mouth as we say the letter. We spell /b/ with the letter B. B looks like a bubble and sounds like youāre blowing bubbles in your milk. 2. Letās pretend to blow bubbles in our milk, /b/, /b/, /b/, (model blowing bubbles in your milk). Notice where our lips are when we say /b/? When you say /b/ your lips press together. 3. Let me show you how to find the letter B in the word box. Iām going to stretch the word box out in slow motion and I want you to look for my lips blowing bubbles; bb-oo-x. Now Iām going to stretch it out even slower; bbb-ooo-x. There it was! I felt my lips pressing together in the beginning of the word box! Now letās try something a little harder. I want you to listen for the sound /b/ in the middle of these words: rabbit·/r//a//b//b//i//t/. Did you see my lips press together to blow bubbles? Now look for it in this word: rabbit·/r//a//b//b//i//t/. 4. Letās try a tongue twister (on chart). ćBob bakes blueberry bagels bestä. Letās say it three times together. Now this time say it again but this time say the letter B three times at the beginning of each word;ä Bbbob bbbakes bbblueberry bbbagels bbbest.ä Now say it again and this time break the /b/ sound off the word; /b/ ob /b/ akes /b/ lueberry /b/ agels /b/ est. 5. (Have students take out the primary paper and a pencil). We use letter B to spell /b/. Capital b looks like two bubbles on top of each other. Letās write the lower case letter b. Start at the rooftop and drag your pencil all the way down to the sidewalk. Go back up to the fence and make a loop around back down to the sidewalk. I want to see everyoneās b and after I put a smile on it make 7 more just like them! 6. Call on students to answer how they knew: Did you hear /b/ in bake or lake? Box or fox? Ball or fall? Cab or mad? Letās see if you can spot the mouth movement /b/. Blow bubbles in your milk if you hear it in these words; bob, cake, ball, build, rabbit, bubble, light, frog, bake, and book. 7. Say: ćLetās look at a book called Brown Bear, Brown Bear, What do you see? This book is written by Eric Carle and he tells us about a brown bear that sees a bunch of different animals that are different colors that begin with the letter b. Can anyone guess what colors are in this book that begins with the letter b?ä Read the title page, drawing out /b/. Look at the other pages in the book with /b/ on it, having the children look at these spellings and looking at what the letter b looks like. Have the children see if they can think of other words that begin the letter b. Then ask them to pick a character from the book whose name begins with the letter b. Have them write out the name and draw their animal. 8. Show BOX and model how to decide if it is box or fox: The B tells me to blow bubbles, /b/, so it is bbb-ox, box. Now itās your turn: BAG: bag or rag? BIKE: bike or like? BAKE: bake or cake? BELL: bell or fell? 9. For assessment give each student a worksheet. Students are to complete the partial spellings and color the pictures that begin with F. Call students individually to read the phonetic cue words from step #8. Assessment website: http://www.kidzone.ws/kindergarten/b-begins2.htm Return to projects index
Whenever you're working with a spreadsheet, it's a good idea to use appropriate number formats for your data. Number formats tell your spreadsheet exactly what type of data you're using, like percentages (%), currency ($), times, dates, and so on. Number formats don't just make your spreadsheet easier to read—they also make it easier to use. When you apply a number format, you're telling your spreadsheet exactly what types of values are stored in a cell. For example, the date format tells the spreadsheet that you're entering specific calendar dates. This allows the spreadsheet to better understand your data, which can help ensure that your data remains consistent and that your formulas are calculated correctly. If you don't need to use a specific number format, the spreadsheet will usually apply the automatic format by default. However, the automatic format may apply some small formatting changes to your data. Just like other types of formatting, such as changing the font color, you'll apply number formats by selecting cells and choosing the desired formatting option. There are two main ways to choose a number format: In this example, we've applied the Currency format, which adds currency symbols ($) and displays two decimal places for any numerical values. If you select any cells with number formatting, you can see the actual value of the cell in the formula bar. The spreadsheet will use this value for formulas and other calculations. There's more to number formatting than selecting cells and applying a format. Spreadsheets can actually apply a lot of number formatting automatically based on the way you enter data. This means you'll need to enter data in a way the program can understand, then ensure that these cells are using the proper number format. For example, the image below shows how to use number formats correctly for dates, percentages, and times: Now that you know more about how number formats work, we'll look at a few number formats in action. One of the most helpful number formats is the percentage (%) format. It displays values as percentages, like 20% or 55%. This is especially helpful when calculating things like the cost of sales tax or a tip. When you type a percent sign (%) after a number, the percentage number format will be be applied to that cell automatically. As you may remember from math class, a percentage can also be written as a decimal. So 15% is the same thing as 0.15, 7.5% is 0.075, 20% is 0.20, 55% is 0.55, and so on. You can review this lesson from our Math tutorials to learn more about converting percentages to decimals. There are many times when percentage formatting will be useful. For example, in the images below, notice how the sales tax rate is formatted differently for each spreadsheet (5, 5%, and 0.05): As you can see, the calculation in the spreadsheet on the left didn't work correctly. Without the percentage number format, our spreadsheet thinks we want to multiply $22.50 by 5, not 5%. And while the spreadsheet on the right still works without percentage formatting, the spreadsheet in the middle is easier to read. Whenever you're working with dates, you'll want to use a date format to tell the spreadsheet that you're referring to specific calendar dates, such as July 15, 2016. Date formats also allow you to work with a powerful set of date functions that use time and date information to calculate an answer. Spreadsheets don't understand information the same way a person would. For instance, if you type October into a cell, the spreadsheet won't know you're entering a date so it will treat it like any other text. Instead, when you enter a date, you'll need to use a specific format your spreadsheet understands, such as month/day/year (or day/month/year depending on which country you're in). In the example below, we'll type 10/12/2016 for October 12, 2016. Our spreadsheet will then automatically apply the date number format for the cell. Now that we have our date correctly formatted, we can do different things with this data. For example, we could use the fill handle to continue the dates through the column, so a different day appears in each cell: If the date formatting isn't applied automatically, it means the spreadsheet did not understand the data you entered. In the example below, we've typed March 15th. The spreadsheet did not understand that we were referring to a date, so the automatic format is treating this cell as text. On the other hand, if we type March 15 (without the "th"), the spreadsheet will recognize it as a date. Because it doesn't include a year, the spreadsheet will automatically add the current year so the date will have all of the necessary information. We could also type the date several other ways, such as 3/15, 3/15/2016, or March 15 2016, and the spreadsheet would still recognize it as a date. To check if Google Sheets recognizes your entry as a date, look in the formula bar. The value of the cell in the formula bar will be converted to a numeric format like 3/15/2016 but will display in the sheet in the format which you originally entered. Try entering the dates below into a spreadsheet and see if the date format is applied automatically: To access other date-formatting options, select the More formats drop-down menu on the toolbar and choose More Formats at the bottom, then select More date and time formats. The Custom date and time formats dialog box will appear. From here, you can choose the desired date-formatting option. These are options to display the date differently, like including the day of the week or omitting the year. As you can see in the formula bar, a custom date format doesn't change the actual date in our cell—it just changes the way it's displayed. Here are a few tips for getting the best results with number formatting. The Increase decimal places and Decrease decimal places commands allow you to control how many decimal places are displayed in a cell. These commands don't change the value of the cell; instead, they display the value to a set number of decimal places. Decreasing the decimal will display the value rounded to that decimal place, but the actual value in the cell will still be displayed in the formula bar. The Increase/Decrease decimal places commands don't work with some number formats, like Date and Fraction.
Historical Context for Leviathan John Rawls said in his lectures on Hobbes that, “in [his] own view and that of many others, Hobbes’s Leviathan is the greatest single work of political thought in the English language.” Central to his justification for this acclaim is the extraordinary scope of the Leviathan. This short introduction to the Leviathan will focus on following three core topics of Hobbes’s Social Contract Theory, as presented in the Leviathan: the Contractual Agreement, the State of Nature, and Absolute Sovereignty. Hobbes is generally recognized as the modern father of Social Contract Theory, which was also central to the political and moral theories of John Locke, Jean-Jacques Rousseau, Immanuel Kant, and more recently John Rawls. At its basis in political theory, Social among the individuals of a political state confers legitimacy on the authority of the state to promulgate, to interpret, and to execute the civil laws to which these individual bind and obligate themselves. According to Hobbes, “A commonwealth is said to be instituted, when a multitude of men do agree, and covenant, every one, with every one, that to whatsoever man, or assembly of men, shall be given by the major part, the right to present the person of them all (that is to say, to be their representative;) every one, as well he that voted for it, as he that voted against it, shall authorize all the actions and judgments, of that man, or assembly of men, in the same manner, as if they were his own, to the end, to live peaceably amongst themselves, and be protected against other men” (Leviathan 2.XVIII.1). Hobbes argues that it is rational for individuals existing outside of a political state to divest themselves of their natural right to pursue their rational interests without limit and to bind themselves to the will of a sovereign political authority. For Hobbes, it is the rationality of living within a political state that ultimately justifies both the legitimacy of sovereign authority and the legitimacy of the contractual agreement itself. As Part I of the Leviathan argues, the inevitable dreadfulness of the state of nature (more on which below) renders it rational for individuals to relinquish most of their basic freedoms in order to obtain the valuable security provided by a political state, even one with absolute power. On this point, Hobbes parts ways with later social contract theorists, like Locke and Rousseau, who aim to ensure that a state instituted by a social contract preserves the freedom of individuals while also providing for their security and the conditions for cooperative living. Importantly, Hobbes, Locke, and Rousseau all concur that the social contract is a sort of hypothetical justificatory device. For a political authority to have legitimacy, it need not be the case that there ever was an actual, historical contractual agreement. The social contract serves as a sort of thought experiment: given the threat of political society falling into war and dissolution (salient in Hobbes’s mind given the English Civil War), all individuals should reflect that they have a rational interest in supporting an effective sovereign authority, and thus that they would consensually agree to support such an authority when faced with the alternative of devolving into a State of Nature. Within Social Contract Theory, the State of Nature is understood as the condition of human life outside of any sovereign authority or political state. Often, it is illustrated by an imaginative reconstruction of what life and human interactions would have been like before the institution of political states. Crucially, for Hobbes, the state of nature is tantamount to a State of War, wherein he famously describes human life as being “solitary, poor, nasty, brutish, and short” (Leviathan 1.XIII.9). While this state of nature need not consist of a constant, violent struggle, it is marked by the ever-present threat of violence. It is important to understand that Hobbes’s state of nature is not a state of war because human beings are naturally bloodthirsty, evil, or even dispositionally aggressive towards each other. Rather, the state of nature is a state of perpetual unrest simply as a result of individuals—relatively equal in strength of body and mind—rationally pursuing their fundamental interest in obtaining a secure and commodious life. By rationally pursuing the means to subsisting with moderate comfort, individuals enter into competition with each other over scarce and indivisible resources. Such competition results in a world of mutual distrust and enmity, which may be augmented by the disposition for glory—the desire to be recognized as having preeminent standing over others. Hobbes’s argument that the state of nature is tantamount to a state of war sets him somewhat apart from Locke and Rousseau. Although these latter two social contract theorists both admit that a state of nature may eventually devolve into a state of conflict and war, their distinct conceptions of human nature allow them to argue that the state of nature may also provide for a much more peaceable state of human coexistence than does Hobbes. Because the state of nature is tantamount to a state of war, Hobbes argues that it is rational for individuals to exit or avoid the state of nature by relinquishing their natural rights to pursue their fundamental interests without limit and to transfer these rights to a effective Sovereign Political Authority. This transfer of rights is rational insofar as a sovereign authority is more effective at satisfying all individuals’ fundamental interests (e.g. subsistence, security, and comfort) than were these individuals to attempt to satisfy these interests on their own, without the binding legal framework of a state. According to Hobbes, the only such effective sovereign is one with absolute authority, where the absoluteness entails that this authority has total and unchecked powers of legislation, enforcement, and adjudication. Hobbes argues that were there to exist a division of sovereign authority (as we find in many contemporary democratic states, such as the US), this itself would provide the conditions for a state of war. For were these different sovereign factions to disagree and to conflict with each other (such as was the case with the Royalists and Parliamentarian factions of the English Civil War), there would be no further authority to resolve effectively the dispute so as to avoid conflict and war between the disagreeing factions. Thus for Hobbes, and in contrast to Locke and Rousseau who support versions of divided and popular sovereignty, the only legitimate form of sovereignty is one with absolute power. While Hobbes is inclined to argue that monarchy is the most effective form of absolute sovereignty, he does allow for the legitimacy of absolute sovereign rule by assembly. Written by Jon Rick, Department of Philosophy, Columbia University John Aubrey, Brief Lives Noel Malcolm, Aspects of Hobbes
I. What is El Nino--Southern Oscillation phenomonologically? \|El Nino refers to the warm phase of a natural mode of swing of the coupled tropical ocean-atmosphere system—the El Nino-Southern Oscillation, or for short, ENSO. The cold phase of ENSO is called La Nina. The atmospheric and upper oceanic conditions of the two phases are schematically shown here. The cold phase is characterized by a more contracted warm-pool, a more westward positioned deep convection, and a stronger zonal SST contrast. The zonal wind in the tropics generally increases its strength with the zonal SST contrast, so the zonal wind is stronger in the cold phase. The stronger wind also result in a larger zonal slope of the equatorial thermocline and more intense equatorial upwelling in the eastern Pacific which in turn augments the zonal SST contrast. The loop that links the zonal SST contrast, the zonal winds, equatorial upwelling is called the Bjerknes feedback. The warm phase is characterized by an eastward extension of the warm-pool. Following the warm water, deep convection is also shifted eastward. The zonal SST contrast is weak or nonexistent as it is observed in the strongest El Nino events. The bottom figure shows the variability of the SST in the east equatorial Pacific associated with ENSO over the last hundred years. The figures shows that El Nino events occurs every 2 to 7 years with varying magnitudes. On average or measured by its maximum magnitude, El Nino events tend to be stronger than La Nina. This asymmetry is particularly obvious in the later period of the record. For example, the 1982-83 El Nino and the 1997-98 El Nino reaches the magnitude of 3 oC while La Nina’s magnitude never exceeded 2 oC.\| II. Why Do We Have El Nino? \|Full Text (pdf)\|\|Abstract\| \|Wyrtki, K., 1975: El Nino- The Dynamical Response of the Equatorial Upper Ocean to Atmospheric Forcing\|\|El Niño is the occasional appearance of warm water off the coast of Peru; its presence results in catastrophic consequences in the fishing industry. A new theory for the occurrence of El Niño is presented.It is shown that El Niño is not due to a weakening of the southeast trades over the waters off Peru, but that during the two years preceding El Niño, excessively strong southeast trades are present in the central Pacific. These strong southeast trades intensify the subtropical gyre of the South Pacific, strengthening the South Equatorial Current, and increase the east-west slope of sea level by building up water in the western equatorial Pacific. As soon as the wind stress in the central Pacific relaxes, the accumulated water flows eastward, probably in the form an internal equatorial Kelvin wave. This wave leads to the accumulation of warm water off Ecuador and Peru and to a depression of th usually shallow thermocline. In total, El Nino is the results of the response of the equatorial pacific ocean to atmospheric forcing by trade winds.\| \|Wyrtki, K., 1985: Water displacements in the Pacific and the genesis of El Niño cycles. J. Geophys. Res., 90, 7129-7132.\|\|Sea level observations are used to estimate the amounts of warm water exchanged during the 1982- 1983 El Nino event, indicating an eastward flux of about 40 x 106 m 3 s. At the end of El Nino the equatorial Pacific is depleted of warm water which is lost toward higher latitudes. The duration of a complete El Nine cycle is determined by the time required for the slow accumulation of warm water in the western Pacific. The cycle constitutes an energy relaxation of the ocean-atmosphere system\| \|Cane, M. A., and S. E. Zebiak, 1985: A theory for El Niño and the Southern Oscillation. Science, 228, 1085-1087.\|\|A coupled atmosphere-ocean model is presented for El Niño and the Southern Oscillation that reproduces its major features, including its recurrence at irregular intervals. The interannual El Niño-Southern Oscillation cycle is maintained by deterministic interactions in the tropical Pacific region. Ocean dynamics alter sea-surface temperature, changing the atmospheric heating; the resulting changes in surface wind alter the ocean dynamics. Annually varying mean conditions largely determine the spatial pattern and temporal evolution of El Niño events.\| \|Zebiak, S. E., and M. A. Cane, 1987: A model El Niño-Southern Oscillation. Mon. Wea. Rev., 115, 2262-2278.\|\|A coupled atmosphere-ocean model is developed and used to study the ENSO (El Niñ/Southern Oscillation) phenomenon. With no anomalous external forcing, the coupled model reproduces certain key features of the observed phenomenon. including the recurrence of warm events at irregular intervals with a preference for three to four years. It is shown that the mean sea surface temperature, wind and ocean current fields determine the characteristic spatial structure of ENSO anomalies. The tendency for phase-locking of anomalies is explained in terms of a variation in coupling strength associated with the annual cycle in the mean fields. Sensitivity studies reveal that both the amplitude and the time of scale of the oscillation are sensitive to several parameters that affect the strength of the atmosphere–ocean coupling. Stronger coupling implies larger oscillations with a longer time scale. A critical element of the model oscilliation is the variability in the equatorial heat content of the upper ocean. Equatorial heat content increases prior to warm events and decreases sharply during the events. A theory for this variability and the associated transitions between the non-El Niño and El Niño states is presented. Implications of the model results for the prediction of El Niño events are discussed.\| \|Battisti, D. S. 1988: Dynamics and Thermodynamics of a Warming Event in a Coupled Tropical Ocean-Atmosphere System Model. J. Atmos. Sci., 45, 2889-2919.\|\|A simple coupled ocean–atmosphere model, similar to that of Zebiak and Cane, is used to examine the dynamic and thermodynamic processes associated with El Niño/Southern Oscillation (ENSO). The model is run for 300 years. The interannual variability which results is regular, with a period of either 3 or 4 years, quantized by the annual cycle. The amplitude (∼1.5 m s−1 wind and 2°C SST anomalies), period and structure of the interannual variability compare well with observations. The model warm event is initiated in the spring prior to the event peak, and is well described as an instability of the coupled system. During instability growth, the sea surface temperature (SST) anomaly is primarily generated by vertical upwelling processes. The SST anomaly can be approximately described by the expression ∂T/∂t = KTh − αT, where T is the SST anomaly, t time, h the upper layer thickness (pycnocline) perturbation and α an effective damping time which includes heat loss to the atmosphere. KT parameterizes vertical upwelling and mixed layer processes. Oceanic wave dynamics determines the fate of the growing instability. The warming of the SST produces westerly wind anomalies in the equator central Pacific, forcing equatorially trapped Rossby waves that propagate freely to the western boundary. These waves reflect at the western boundary, sending upwelling equatorial Kelvin waves back to the central basin. These cooling Kelvin waves act to terminate instability growth and rapidly plunge the coupled system into a cold regime. The western boundary reflection is necessary for event termination. The system returns from a cold regime via reduced heat flux to the atmosphere and, to a lesser extent, by wave induced processes like that which lead to the warm event termination. The interannual variability is not produced by vacillation between two equilibrium states: a cold and a warm state. The growth rate to either the cold or warm state is too slow for the system to achieve equilibrium, even for a basin the size of the Pacific. The model results indicate that shortly after the initial set of gravest mode Rossby reflections on the western boundary, the instability growth is already being substantially moderated by the equatorial wave processes in the ocean. Thus the system is oscillatory around a single basic state. Of the Rossby waves produced in the central Pacific by the warm event, only the two gravest mode symmetric modes are important in the reflection process, which produce the Kelvin waves that terminate the warm event. In nature, the actual western boundary for the equatorial Pacific wave guide is very ambiguous. Calculations indicate, however, that efficient reflection of the gravest symmetric Rossby waves from a more realistic boundary than the meridional wall in the model is possible. Finally, if the model is indeed simulating the correct processes controlling ENSO events, the nature of the instability mechanism that leads to growth and the wave-induced termination of the model warm event suggests that, for realistic instability growth rates for the coupled equatorial ocean-atmosphere system, interannual variability analogous to ENSO should not be possible in equatorial basins significantly smaller than the Pacific. \|Suarez, M. J., and P. S. Schopf, 1988: A delayed action oscillator for ENSO. J. Atmos. Sci., 45, 3283-3287.\|\|A simple nonlinear model is proposed for the El Niño/Southern Oscillation (ENSO) phenomenon. Its key feature is the inclusion of oceanic wave transit effects through a negative, delayed feedback. A linear stability analysis and numerical results are presented to show that the period of the oscillation is typically several times the delay. It is argued such an effect can account for the long time scale of ENSO.\| \|Jin, F.-F., 1996: Tropical ocean-atmosphere interaction, the pacific cold tongue, and the El Niño Southern Oscillation. Science, 274, 76-78.\|\|ABSTRACT The tropical Pacific basin allows strong feedbacks among the trade winds, equatorial zonal sea surface temperature contrast, and upper ocean heat content. Coupled atmosphere-ocean dynamics produce both the strong Pacific cold tongue climate state and the El Niño-Southern Oscillation phenomenon. A simple paradigm of the tropical climate system is presented, capturing the basic physics of these two important aspects of the tropic Pacific and basic features of the climate states of the Atlantic and Indian ocean basins.\| \|Sun, D.-Z., 1997: El Niño: a coupled response to radiative heating? Geophys. Res. Lett., 24, 2031-2034.\|\|The very existence of El Niño— the oscillatory behavior of the tropical Pacific climate—may be due to the warmth of the tropics (relative to the coldness of the high latitudes). This is elucidated by subjecting a mathematical model for the coupled tropical ocean-atmosphere system to a varying radiative heating. The temperature of the deep ocean is kept fixed. In response to an increasing radiative heating, the coupled system first experiences a pitch-fork bifurcation that breaks the zonal symmetry imposed by the solar radiation. The resulting zonal sea surface temperature (SST) gradients increase with increases in the radiative heating. When the zonal SST gradients exceed a critical value, a Hopf bifurcation takes place which brings this system to an oscillatory state, a state that closely resembles the observed tropical Pacific climate. Further increases in the radiative heating result in increases in the magnitude of the oscillation. The results shed new light on the physics of El Niño and suggest that climate change due to anthropogenic forcing may occur through the same dynamic modes that sustain natural variability.\| \|Sun, D.-Z. and T. Zhang 2006: A Regulatory Effect of ENSO on the Time-Mean Thermal Stratification of the Equatorial Upper Ocean. Geophys. Res. Lett., Vol. 33, L07710, doi:10.1029/2005GL025296.\|\|To investigate the role of ENSO in regulating the time-mean thermal stratification of the equatorial Pacific, perturbation experiments are conducted in pairs with a coupled model. In one experiment, ENSO is turned off while in the other experiment ENSO is kept on. Perturbations are introduced through either enhancing tropical heating or increasing subtropical cooling. In the absence of ENSO, the time-mean difference between the warm-pool SST (Tw) and the characteristic temperature of the equatorial thermocline (Tc) responds sensitively to either enhanced tropical heating or enhanced subtropical cooling. In the presence of ENSO, such a sensitivity to destabilizing forcing disappears. The lack of sensitivity in the response of Tw-Tc is linked to a stronger ENSO in response to the destabilizing forcing. ENSO in the model acts as a basin-scale heat “mixer” that enables surface heat to be transported to the depths of the equatorial thermocline. The study raises the question whether models with poor simulations of ENSO can give reliable predictions of the response of the time-mean climate to global warming.\| Abstract / PDF © 2015 De-Zheng Sun. All rights reserved
Warming on the Antarctic Peninsula The Antarctic Peninsula, the part of Antarctica furthest from the South Pole, has been warming rapidly, five times faster than the global average. Since 1945, the Antarctic Peninsula has warmed about 4.5°F (2.5°C). Some of the most dramatic impacts of the warming in Antarctica have been the break up of ice shelves. 6760 square miles (17,500 square kilometers) of ice have collapsed into the Southern Ocean since 1974. The animation at the left shows the time-lapse breakup of the Larsen B ice shelf. Ice shelves are melting and collapsing into the ocean where summer temperatures have become warmer. When an ice shelf collapses into the ocean, there is less to support the glacier it was connected to on shore. Scientists are finding that Antarctic glaciers are moving more quickly towards the ocean once an ice shelf is gone. The waters of the surrounding Southern Ocean are also getting warmer. While ocean temperature does not change as rapidly as air temperature, between the 1950s and 1980s the Southern Ocean warmed 0.3°F (0.17°C). Warmer ocean water speeds the melting of ice shelves and it is having an impact on the sensitive marine ecosystem of the Southern Ocean. Antarctic krill, an important species near the base of the Southern Ocean food chain, may be declining in numbers because of warming and decreasing sea ice. The decline in winter sea ice has also affected penguins in the region. Adelie penguin populations have shrunk by 33% in the past 25 years. Areas of the Antarctic Peninsula that were once lively Adelie penguin colonies are now abandoned, and the remains of their simple rock nests litter the landscape. (To take a look at an abandoned colony, click here.) These penguins have moved south to areas that are colder. Unlike the rapidly warming Antarctic Peninsula, temperatures in the interior of the Antarctic continent do not appear to be rising yet. However, global climate models indicate that Antarctica will become warmer in future decades.
The scientists looked at the data from more than 24,000 stars in 40 different star-forming regions in space. When scientists studied the flares sent by over a thousand stars, they found that the “mega” flares fired by the young stars were up to 10 million times more energetic than the Solar Carrington Event – a very powerful storm of solar flares that was followed by solar plasma hitting the earth’s magnetic shield in 1859. The solar storm, if it happens today, could cause widespread blackouts and electrical disruption across the planet. The “super” flares of the young stars, which occur as often as several a week, are at least one hundred thousand times stronger than the solar storm. As far as scientists know now, these flares can also help form planets by pushing has away from discs of space dust and allowing them to settle. However, these star flares can also do the opposite – blast their atmosphere with powerful star storms containing radiation, ultimately destabilising or destroying them. Read all the Latest News, Breaking News and Coronavirus News here News Highlights Space - Headline: NASA’s Chandra Telescope Finds Young Stars That Regularly Trigger ‘Superbright’ - Check all news and articles from the Space news information updates.
Impact of Direct Mail In 1835, the American Anti-Slavery Society (AAS) took their campaign to a new level with what has been called the first use of a direct mail campaign. [Deeper Learning: Direct Mail Campaign] The Society, founded two years earlier by Arthur and Lewis Tappan of New York, mailed a number of anti-slavery newspapers and printed materials to religious and civic leaders in the south. They selected names from newspapers, city directories, and other published lists. The reception for these unordered and mostly unwelcomed publications was swift, widespread, and hostile. Direct mailing grew in use over the next decades and would grow to become a critical advertising tool in the United States. By the 1860s, retailers and service providers were using circulars to create awareness, provide information, and generate sales. Today, businesses have many different ways to advertise, and direct mail continues to be an effective part of the “marketing mix.” Research suggests that people spend more time looking at print than digital content, and that print is more likely to generate an emotional response. People were able to both recall information faster and be more confident in their knowledge when they had read content in print. People often prefer printed products to digital ones for a variety of reasons, not the least of which is the relative clutter of the digital mailbox. Overall, print content is seen as having a higher value and generates higher response rates than online marketing. Direct Mail Began as a Business Tool Direct mail did not really take off until the use of the typewriter became widespread after 1867, and an organizational system of marketers came into being in the early 20th century. The term “direct mail” came into use about 1905 and the Direct Mail Association (now the Direct Marketing Association) was established in 1917. The first direct mail agency was created in 1921, and a special class of advertising mail was created in 1928. In the late 19th century, direct mail was seen as a way to generate leads for salesmen. Among the early users were the National Cash Register Company (NCR), founded in 1884, and the Burroughs Adding Machine Company, established in 1885. In 1891, it was reported that the National Cash Register Company mailed almost four million pieces of printed material to prospects. Book Clubs Lead the Mass Market Way As the educational and literacy rates increased, so did the demand for books. The Book-of-the-Club was founded in 1926 to fill that need. The owners developed the sales concept called the negative option, in which customers would automatically be sent a book at regular intervals unless they opted out of a particular selection in advance. Other mail order book companies followed, including the Literary Guild in 1927. These companies flourished even during the Great Depression. Later, inexpensive and lightweight paperbacks became popular, especially for military personal serving overseas in World War II. After the war, Time-Life Books and Reader’s Digest capitalized on the growing education and affluence of the American population. These companies also pioneered analyzing their lists to see which books were selling and who was buying them. Other retail segments looked to capitalize on the concept of sales through the mail. Columbia House entered the market selling records, while the magazine industry benefitted from subscription services such as Publishers Clearing House and American Family Publishers. The growth of local retail outlets for books, records and other goods put a dent in the mail club approach. As retail strategies shifted, so did the use of direct mail. More retailers and service providers started using direct mail and the object shifted to encouraging people to visit nearby stores. . The creation of the Internet and the emergence of online superstores such as Amazon changed the market yet again by reducing the need for retail stores for some products and changing how marketers talked to their customers. The Changing Retail Market While some retail segments reduced or eliminated their use of mail, other segments found ways to use it to bring customers to their stores and, later, their websites. Large regional or national retail chains and franchises advertised promotions and sales, provided coupons, and combined direct mail programs with radio, television, and newspaper ads. Smaller, local firms used First-Class mail with existing customers and often used post cards to remind people of appointments or announce special sales or discounts. In 2011 the Postal Service introduced their “Every Door Direct Mail” service for local businesses, allowing retailers to reach customers by geographic area without requiring an actual mailing address. Relevant Direct Mail Works Most people at least look at their direct mail. Many find it very useful in planning their routine shopping. The challenge for direct mailers is to develop carefully targeted and relevant messages. Good marketers have become experts at collecting and analyzing data from different sources, including customers, about their preferences and behaviors. The next challenge for direct mailers is to design attractive campaigns that catch and hold the reader’s attention amid other distractions and to get them to respond. The formula for direct mail success is well known, but difficult to implement effectively. It is said that there is no such thing as “junk mail” – only poorly designed and implemented campaigns.
1.Graphics Pipeline Rasterization CMSC 435/634 2.Drawing Terms Primitive Basic shape, drawn directly Compare to building from simpler shapes Rasterization or Scan Conversion Find pixels for a primitive Usually for algorithms that generate all pixels for one primitive at a time Compare to ray tracing: all primitives for one pixel 3.Line Drawing Given endpoints of line, which pixels to draw? 4.Line Drawing Given endpoints of line, which pixels to draw? 5.Line Drawing Given endpoints of line, which pixels to draw? Assume one pixel per x. Which y? Look at midpoint between candidate pixels ? ? ? ? ? ? ? ? 6.Line Drawing Plug midpoint into implicit line equation Sign decides: called a decision variable Incremental update 7.Line Drawing Implicit line equation Midpoint algorithm y = y 0 d = f(x 0 +1, y 0 +0.5) for x = x 0 to x 1 draw( x,y ) if (d < 0) then y = y+1 d = d + (x 1 - x 0 ) + (y 0 - y 1 ) else d = d + (y 0 - y 1 ) 8.Polygon Rasterization Problem How to generate filled polygons (by determining which pixel positions are inside the polygon) Conversion from continuous to discrete domain Concepts Spatial coherence Span coherence Edge coherence 9.Scanning Rectangles for ( y from y 0 to y 1 ) for ( x from x 0 to x 1 ) Write Pixel (x, y) 10.Scanning Rectangles (2) for ( y from y 0 to y 1 ) for ( x from x 0 to x 1 ) Write Pixel (x, y) 11.Scanning Rectangles (3) for ( y from y 0 to y 1 ) for ( x from x 0 to x 1 ) Write Pixel (x, y) 12.Triangle Rasterization Barycentric coordinates are decision variables 13.Barycentric Triangle Rasterization For all y in y min to y max do For all x in x min to x max do Compute ( a , b , g ) for ( x,y ) If ( a ≥ 0 and b ≥ 0 and g ≥ 0) then c = a c 0 + b c 1 + g c 2 Draw pixel( x,y ) with color c 14.Incremental Computation a , b , and g are linear in X and Y What about pixel-to-pixel updates? 15.“ Clipless ” Homogeneous Rasterization Compute barycentrics using homogeneous coordinates Extra edge equations for clip edges Compute t for clip plane at each vertex Only visible (w>near) pixels will be drawn Adds computation Divide by w per pixel instead of per vertex But avoids branching and extra triangles Good for hardware 16.Homogeneous Barycentrics Each barycentric is Equal to 1 at one vertex Equal to 0 at the other two 17.Homogeneous Barycentrics Write formula for barycentric coordinate in homogeneous form 18.Homogeneous Barycentrics This defines a system of three equations or 19.Homogeneous Barycentrics Equation (again) Which we can solve: 20.Homogeneous Barycentrics Coefficients for all three: 21.Changes to Rasterization NONE! Coefficients computed with homogeneous coords But they’re the same coefficients! 22.Homogenous Clip Plane Clip parameter at each vertex Clipping decision variable coefficients
Level A1 - Practice Cards - Adding Interrogative Words to Questions Practice adding question words to questions formed with est-ce que and inversion Level A1: 100 Practice Cards - Adding Interrogative Words to Questions This is a set of 100 cards for practicing forming French questions using est-ce que and inversion. All of the cards prompt you to transform a sentence into a question using an interrogative word: qui, que, quand, où, comment, pourquoi, à quelle heure, combien de, de quoi, avec qui, à qui. All of the cards are written in the present tense, and some include negation. Here are the verbs used in this set of practice cards: aimer, préférer, aller, commencer, apprendre, regarder, acheter, avoir, partir, faire, manger, finir, vouloir, parler, étudier, savoir, déjeuner, adorer, travailler, appeler, être, prendre, donner, arriver, et ranger. - 100 practice cards - Answer key This French resource is included in my money saving FRENCH COURSE FOR SELF-LEARNERS. Jennifer is originally from Louisiana, and has been teaching French for over 20 years. She has been living in France with her husband and children since 2013, and continues to teach French both online and locally. She completed a BA in French and English, and taught French and moved to France for a year before completing an MA degree in French literature and language. While living in the US, she taught French for 15 years at Saint Louis University High School, a Jesuit college preparatory school for young men.
To make Arabic more accessible, this book uses transliteration along with Arabic written in Arabic letters. The system used in this book is based on the loose conventions used to chat in Arabic when the Arabic alphabet is not supported. - The following numerals are used to represent Arabic letters not having a Latin equivalent: 2, 3, 6, 7, 9. - 2 represents hamza ء (original alif sound), the sound that separates vowels as if "Martin" were written in Arabic. It would most likely not be written with a hamza because that is not how it is usually pronounced in English. If you find that someone pronounces "Martin" as "Mart-in" rather than "Mar-tin", that pronunciation would be written with a hamza in Arabic (in transliteration, mart2in). - 3 represents 3ain. 3ain is an important Arabic sound but is difficult to people unfamiliar with Arabic. - 6 is the "emphatic" "t" sound. It is a "t" sound pronounced with more of the tongue touching the roof of the mouth. - 7 is a special "h" sound. It is pronounced far deeper in the throat the normal "h". - 9 is the emphatic "s" sound. Unlike the normal Arabic "s" sound, this "s" sound is pronounced with the tongue near the place behind the upper teeth. It is not that important to master. - The apostrophe is used to indicate modify consonants to represent different consonants. For example: t', d', 7', 3' represent the more frictive versions: the th in think, the th in "the", the throaty "ch" in Munich, the throaty Parisian French "r" (approximately)). - The apostrophe is used after a vowel to lengthen it. The orthography or spelling conventions used with the transliteration are a compromise between transcribing actual pronunciation and spelling (although in Arabic, they do not significantly differ). Keep the following in mind: - tilde (~) indicates that the letter before must be pronounced like the letter after it so eL~Da'r must be pronounced ed-da'r. - The definite article in Arabic will be spelt and is pronounced as (L) - Anything in parentheses after a word is pronounced in some registers and not others. You should be capable of understanding Arabic pronounced either way. - L kalime(tu) huna'k(a) - L kita'b(u) huna'k(a) - L kursiy(yu) huna'k(a) - L madrase(tu) huna'k(a) - L mu3allim(u) huna'k(a) - L~tilmi'd'(u) huna'k(a) - L qalam(u) huna'k(a) - L ma77a'ye(tu) huna'k(a) - L~daftar(u) huna'k(a) - L kita'b(u) huna'lik(a)
You are going to write a short story about Wilfred the Water Droplet’s journey through the water cycle: What super powers does he use? Where does he go? Who does he meet along the way? Your story must show your understanding of the water cycle (use each term and underline them) but just as importantly, use your imagination and be creative! It must be in for next lesson. This geography assignment on the water cycle would be appropriate for seven-year-olds. I recall teaching it to children of that age and linking it to a day out at a reservoir. It included a visit to an excellent education centre and a guided tour of the dam. With plenty of walking and wading in wellington boots, it was ‘active learning’ in a literal sense. The homework quoted above, however, was set not for younger primary school pupils but for a bright 14-year-old boy who will be starting his GCSE courses in September. He attends a comprehensive school that has an Ofsted rating of ‘outstanding’. It is, therefore, amongst the crème de la crème of our maintained schools and is regarded as the best in its region.The child’s parent sent the assignment to me to me as a typical example of the lack of academic challenge for able pupils, even in the top-rated state schools. What you see in the Key Stage 3 Geography National Curriculum document appears convincing enough: Human and physical geography: Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in: physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts. Sadly, the story of Wilfred the Water Droplet demonstrates how our new and supposedly more rigorous National Curriculum translates into classroom best practice these days. The parent who contacted me is so concerned about the squandering of his son’s education that he has felt obliged to teach the child himself at the end of each school day. This has placed the boy around three years ahead of his peers and made school redundant, except for social interactions. No one can help, it seems – not the school, not the local authority, not the MP, not the Department for Education. The absence of any grammar school provision in his locality, or a rigorous academic examination in place of GCSE, is preventing this child from fulfilling his potential. There are many, many, others in the same position. What a waste of our country’s talent! The only advice I could offer my correspondent was that he seek educational asylum in a country that achieves much more highly than us – such as Estonia or Vietnam. Yes, for all the self-congratulation from the government and from the educational establishment, ‘the Blob’, things really are that bad.
Social stratification is about inequality between different groups of people. Inequality exists in all kinds of societies and cultures. Societies consist of hierarchical layers The four basic stratification systems are: 3) Real Estate Slavery, Cast and Cast it was demolished in modern societies, with the exception of some tribal societies. The social class system primarily describes how the scarce resources (wealth, income, education and occupation) are distributed in society. In other words, the class could be explained to indicate a situation that a person can occupy in society, not equal positions. Thus, in order to analyze the social classes of a society, it is necessary to explain how these resources are distributed and Although some scientists claim that inequalities in developed countries have decreased rather than previous societies, but social stratification, inequality and the class conflict is growing. In the United States, the inequality between the rich and the poor has grown to such an extent that the difference between them is greater than any point in the last 75 years. In the United States, every industrialized nation in the world has the greatest wealth difference, and this difference is increasing every year. In the United States, income is obviously a scarce resource. Obviously, this profession provides income and this education determines the occupation. In the future, income will be linked to the consequences of life, such as the quality and quantity of education, health care and housing, and even life expectancy. Thus, there is an interaction between access to individual resources in the United States, individual income depends on educational characteristics; In 2005, the majority of people with a doctorate and professional qualification were in 15% of income generators. College graduates were significantly above the national average, and earnings were lower for college graduates. The noticeable point is that while the population of the United States is increasingly trained at all levels, there is a striking link between income and income. education is still in place. Another point is that higher education is rarely free; Elite private education costs around $ 120,000 for a four-year program. While public colleges and universities are much less expensive, they are not free. Public and university scholarships and low-interest loans are also available, but the cost of education is high for many people Overall, educational performance is one of the most important class functions of Americans directly related to On the one hand, occupational status is a qualification, personal or family income, and access to other resources, including income and health. Low-income jobs are related to people who are less educated. In these areas, workers are unskilled because they do not require training to carry out such work. However, white collar jobs require more human capital, skill and knowledge, and therefore generate higher income. Higher education is more likely to occupy a professional job where you can earn higher salaries. Therefore, they are less likely to work in low-wage jobs than the less skilled. Every workplace effect affects lifestyle; Workplace income and prestige determine living conditions, type of food, medical care, social networks, entertainment, leisure and behavior. Upper secondary, middle and lower secondary education are occupational spectrum scores; unskilled employees, with less than seven years of schooling, high school graduates, college graduates, licensees, MS owners, professionals and professionals with specialized scores. So while all the functions and positions of society do not determine the occupation, the role of the workplace is one of the most important status functions in the United States. Another feature that determines the position of individuals in society is wealth. Wealth is what people find in tools such as houses, cars, stocks, stocks, saved money and lands. While the United States is the second rich county in the world, the distribution of wealth is too unfair. 1% of the total population owned 38% of the property, 10% of the population owned 71% of the property, and the other 40% had less than 1% of the nation's wealth . wealth is much more unequal than income distribution (which people get work in a year.) According to these basic elements (income, wealth, occupation and education), which determine the social class of individuals and households, Americans believe in the three-class model, which includes the rich, the middle class and the poor, while in reality American society is more diverse, economically and sociologically diverse. This means that there is no clear difference between the socio-economic strata. The most important concept in the stratification class system is social mobility. Social stratification based on birth and individual performance in the class system; personal merit is becoming more and more important. Indeed, industrial societies are moving towards meritocracy, and in such societies, status consistency is lower than in other societies. Because societies have become more competitive and meritocratic, such as energy, social skills, character, ambition, physical attractiveness, talent and luck, they have played a major role in social mobility and the changing social situation . Americans have experienced their lives? Social mobility refers to changes in social situations that occur in a person's life. There are two ways to study social mobility; Intragenerational mobility and intergenerational mobility. According to the first concept, we mean upward and downward movement in social ladders, and the second is the upward and downward movement of the social hierarchy compared to the previous generation . focus on the occupational endurance of the father-child or the household (intergenerational mobility). If we distinguish six general occupational categories, including senior professionals or managers, lower professional or office, self-employed, technical or skilled trade, economy, unskilled and service providers, in the United States, 32 percent of men born after 1950 were motionless (their occupation was in the same category as their father), 37 per cent moving up and 32 per cent moving down. Data on women show that 27 percent are immobile, 46 percent are moving upwards, and 28 percent are moving down. Then, in the profession, upward mobility was more frequent than downward mobility, and comparison with occupational mobility in other industrialized countries in the United States is quite high. According to studies, intergenerational flexibility (IGE) was 0.4 or 0.4 in the income between fathers and children. higher. The actual relationship between parents' and children's income is high. The mobility of wealth is completely different from occupational and income mobility; firstly, wealth is important because its distribution is more unequal than the distribution of income and on other aspects of family welfare, especially investment in home ownership and child education. There is also significant intergenerational durability in family property, and the correlation in the neighborhood is 0.50. The differences in wealth between generations persist. So people who do not have assets are loose. For example, inherited wealth can place families in better families and school districts than they can afford if they rely on their income. education and income can be gained and increased over a lifetime, but it is beyond doubt that the rich have more money, more education, better employment, better health and more consumption . the concept of social stratification, people's behavior cannot be understood because the social class determines all aspects of our lives…, our happiness, our religious beliefs, our habits, our interests and our hobbies in our health, and how long we live and our lifestyle.
What is PBIS and how does it work? PBIS is a proactive approach that schools use to improve school safety and promote positive behavior. In these schools, all students learn about behavior, including those with IEPs and 504 plans. PBIS recognizes that students can only meet behavioral expectations if they know what the expectations are. What are the basic principles of PBIS? The core principles guiding Tier 1 PBIS include the understanding that we can and should: Effectively teach appropriate behavior to all children. Intervene early before unwanted behaviors escalate. Use research-based, scientifically validated interventions whenever possible. Monitor student progress. What does PBIS stand for in school? Positive Behavioral Interventions and Supports (PBIS) is an evidence-based three-tiered framework to improve and integrate all of the data, systems, and practices affecting student outcomes every day. PBIS creates schools where all students succeed. What are examples of PBIS? 9 Examples of Positive Behavior Support & Interventions Routines. Set clear routines for everything you would like students to do in your classroom. Silent signals. Create silent signals to remind your students to pay attention and remain on task. Proximity. Quiet Corrections. Give students a task. Take a break. Positive phrasing. State the behavior you want to see. What are the 3 tiers of PBIS? Three Tiers of Support Tier 1: Universal Prevention (All) Tier 1 supports serve as the foundation for behavior and academics. Tier 2: Targeted Prevention (Some) This level of support focuses on improving specific skill deficits students have. Tier 3: Intensive, Individualized Prevention (Few) What are some PBIS strategies? 8 PBIS strategies you can use in your classroom Thoughtfully designing the classroom environment. Developing and teaching classroom routines. Posting, defining, and teaching classroom expectations. Using active supervision and proximity. Providing plenty of opportunities for students to respond. Use of effective praise. What is the goal of PBIS? The goal of PBIS is to create a positive school climate, in which students learn and grow. However, school climate can vary widely from school to school. A number of factors affect school climate, including school location, neighborhood culture, instructional methods, student diversity, and school administration. What are the components of PBIS? Foundational Elements of PBIS Locally-meaningful and culturally-relevant outcomes. Empirically-supported practices. Systems to support implementation. Data to monitor effective and equitable implementation and to guide decision making. What elements does PBIS emphasize? The PBIS process emphasizes four integrated elements: data for decision making, evidence based interventions and practices that support varying student needs (multi-tiered), systems that efficiently and effectively support implementation of these practices, and continual progress monitoring to ensure outcomes are met. Is PBIS evidence-based? PBIS is a multi-tiered, evidence – based model that seeks to support and enhance both academic and behavioral outcomes for all students. How effective is PBIS? PBIS has a proven record for improving school climate at schools across the country. Still, introducing PBIS to a school can produce a fair share of resistance. Educators may fear that PBIS will leave them with no effective means of behavior management. What are examples of interventions? Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. What is a good Behaviour? : proper or correct conduct or deportment his sentence was reduced for good behavior — New York Times shall hold their offices during good behavior — U.S. Constitution. on one’s good behavior or upon one’s good behavior.
With such a common tech word like Bluetooth, have you ever thought to yourself where it actually came from? Bluetooth is a technological term that refers to a standard used for exchanging data between a number of devices, both fixed and mobile over relatively short distances. It works by using UHF radio waves, with frequencies ranging from 2.402 GHz to 2.480 GHz. Bluetooth originates far back in time, a time way before any mobile phone or portable device. In fact, far before electricity! In the year 920AD, a ruthless Viking ruler by the name Harold I of Denmark, who was also nicknamed Bluetooth, parted with his wicked ways and later converted to Christianity. At the time, Denmark was split into different lands and territories, each under the power of their respective rulers. It was Harold's exceptional skills of both military and diplomatic campaigns that crowned him King. Harold "Bluetooth" would inevitably go down in history as the king who united the separate states of Denmark into a unified territory. In the late 1990s, mobile engineers developed a system that would also unite the connectivity of computer and cellular industries. Bluetooth was the codename given. Take a look at the video below by the YouTube channel, The Infographics Show, on Bluetooth - Where Does THe Name COme From? The Story Of "Bluetooth" Harald I Of Denmark.
Of all the diseases which we face today, bloodborne pathogens are some of the deadliest. Many can remain in your blood and bodily fluids for years, even for life, and can cause severe illness and potential death. For people who are regularly exposed to blood, contracting bloodborne pathogens is a real fear, so taking a bloodborne pathogen training course is crucial for them to protect themselves and everyone around them. This article is a guide to everything you need to know about bloodborne pathogens and the fundamentals of the training process. “Bloodborne pathogens” is a term that is used to refer to microorganisms that are in contaminated human blood and blood-containing body fluids (such as saliva, vaginal secretion, or semen) that can potentially lead to numerous bloodborne diseases such as Hepatitis B (HBV), Hepatitis C (HCV), Human Immunodeficiency Virus (HIV) and many other types of hemorrhagic fevers. There are many ways that bloodborne pathogens are transmitted – but it is mainly through contact with infected blood or bodily fluids. It is essential to identify potential sources of contamination in order to figure out an effective procedure to prevent transmission. Bloodborne diseases vary in severity, but it is still vital to minimize the risk of infection, as many are potentially deadly. Bloodborne pathogens training has never been more widely available since the introduction of online courses. Employees are now able to learn at their own pace – and customize the training process in a way that is suitable for their schedule. According to OSHA requirements – the bloodborne pathogens training process should be based on the employee’s literacy, education level, and language for it to be effective. You can read more online about OSHA’s Bloodborne Pathogens Standard, but it is in place to protect everyone involved. To keep up with OSHA’s requirements, employers have the responsibility to ensure that their employees receive adequate instruction and training from a reliable source. Here are some of the fundamental components of an effective training program: - Information on bloodborne diseases – such as hepatitis B and C, AIDS, syphilis, malaria, and brucellosis. - Information on how blood pathogens are transmitted, such as when an infected patient’s blood comes into contact with broken skin or mucous membranes or when a cut is created by a contaminated object. The training course will cover some of the most common transmission routes in the workplace. - A detailed explanation of the bloodborne pathogens standards – from definitions to compliance methods, record keeping, communication with employees, and other OSHA requirements. - Information on exposure control plans – preferably in writing so that employers can easily make them available to all employees. - Exposure control process – from immunizations to labeling containers, disposing of contaminated waste, and various others. - Information about personal protective equipment and safe practices – those are the gears and procedures required for employees to use and follow to minimize their exposure to bloodborne pathogens. - Post-exposure steps – a systematic order of steps for employees to take after a certain or suspected exposure to blood or other potentially infectious materials. Everyone should be aware of bloodborne pathogens and how transmissions occur as anyone can be exposed to them in our daily lives. However, some people are at a higher risk of exposure than others because of their occupations. Here is a list of tasks and job classifications that are considered to have an anticipated risk of exposure and which fall under the bloodborne pathogens standard: - Emergency responders and healthcare workers, including those who perform first-aid only as a workplace duty. - Cleaning professionals like housekeepers and janitors, whose work revolves around cleaning and decontaminating surfaces contaminated with blood or other potentially infectious materials. - People who provide healthcare, medical, and medical research services such as doctors, nurses, dentists, or lab technicians. - Artists whose work is closely related to people’s skin, like tattoo artists and permanent makeup artists. These people will need extra protection from bloodborne pathogens, so they should consider doing a specialized training course to minimize the risk. Employees who work in environments where they are regularly exposed to blood and other infectious materials should always be mindful of their working conditions and the associated risks. It is vital that they take the important steps to protect themselves and everybody around them and that they are educated and are taking all the necessary precautions to prevent the spread of these harmful diseases. If you are an employee who works in a high-risk environment and is yet to receive bloodborne pathogens training, speak to your employer to ensure that you get the training you need.
The students and teachers are off to a quick start here at VAMPY 2014 in the Advanced Investigations in Chemistry class. The goal of our class is to cover concepts that are not typically taught in an introductory chemistry class and to use an investigative approach where students will experience what chemists do in a research setting. The class is heavily lab based, counting for over 50% of daily activities, where students use a heavy amount of problem-solving skills. The students have been reviewing basic chemistry skills and getting familiar with some of the lab equipment. To understand these concepts the students opened up with two labs that included using Lab Quest probes and Antifreeze. By using the Lab Quest probes the students were able to investigate and track the temperature of water as it was heated and cooled. This was a basic lab that helped get students introduced into the lab environment. It was also the introduction to our investigative approach in which students are given a researchable question. Each group must then come up with their own procedures and lab techniques to test their researchable question and analyze data obtained from the experiments. The second lab included a more advanced approach in which students used their “investigative” approach to determine the molar mass of Antifreeze. Today, we introduced a chemical reaction lab in which students were able to combine many different reagents. When these reagents were combined, the students were able to make observations and were able to make connections between concepts and laboratory practice. One reaction that many students found interesting was the heating of Ammonium Dichromate. When heat was applied, the bright orange solid goes through a spontaneous expansion and turns into a larger volume of a green solid. The second lab of the day dealt with students combining various aqueous reagents and observing precipitation reactions. In total, students were able to perform a minimum of 25 chemical reactions along with completing various problems and worksheets. We have gotten off to a great start and look forward to the upcoming weeks at VAMPY!
DK Science: Movement All animals are mobile for at least some part of their lives because they need to find food. Most movement is controlled by a nervous system that causes MUSCLES to contract and relax in a co-ordinated way. The SKELETON provides anchorage for these muscles. To move efficiently through water, land, and air, animals have special adaptations, such as fins, legs, and wings. Ungulates (animals with hooves) are hunted by many predators. Gazelles use their speed and endurance to escape capture. Their lower legs are very long, which lengthens their stride. They also have two toes instead of five, which needs less muscle and so saves energy. Several tree-living animals glide from tree to tree using flaps of skin like parachutes. Flying frogs have large, webbed feet that they hold out when they leap so they can fly further without falling to the ground. They can glide up to 15 m (50 ft). Although fish are strong swimmers, many other marine animals drift along at the mercy of the ocean currents. Jellyfish are able to control their movement to a limited extent. They have a ring of muscle around the edge of their bell-shaped body, which can be contracted and relaxed, like an umbrella opening and closing. This pushes the water backwards, making the jellyfish move in the opposite direction. Insects are the smallest animals capable of powered flight. Four-winged insects, such as butterflies, use muscles directly attached to the base of their wings to move the wings up and down. Bees fly by using muscles attached to the top and bottom of their body. When the muscles contract, the wings move upward; when they relax, the wings drop down. Muscles are bundles of fibres that provide the power for animals to move. When a nerve stimulates a muscle into action, the muscles contract (pull back), causing movement. In simple animals, such as snails, muscles contract in waves from one end of the body to the other, pushing the animal along. In vertebrates, such as the horse, muscles work in pairs and pull against bones. The area where different bones meet is called a joint. Fleas need to jump around in order to find an animal from which to suck blood. They can leap an amazing 33 cm (13 in), using muscle energy that is stored in a pad of springy material, called resilin, in their legs. When the leg muscles are triggered to jump, the flea is catapulted into the air. Many animals have a rigid skeleton to support their bodies and some have jointed legs, which allow them to move rapidly. Mammals have the most complex skeletons of all animals. They have backbones made up of many small bones called vertebrae and limbs with several joint types. This complicated skeleton enables them to make lots of different movements. Sharks bodies are specialized for moving fast through water. They have skeletons made from a firm elastic substance called cartilage. Cartilage is lighter than bone, enabling sharks to swim efficiently. Using rhythmic contractions of their body muscle, and with additional push from their tail, they reach speeds of 30?50 kph (19?31 mph).
Invite a librarian into your class to teach Information Literacy. What is Information Literacy? It is the ability of a person to find and use information. This encompasses the ability to recognize a need for information and the capability to find and evaluate sources. But it does not stop there. It also means knowing how to use sources to create and effectively communicate knowledge. Librarians have special training in teaching these concepts. Some of the things that a class session can do is: - Enable students to find library resources for class assignments. - Develop students’ critical thinking and evaluative abilities. - Acquaint students with whom to ask for help in the library and encourage them to do so. - Integrate course content with information literacy skills. The librarian will connect the objectives for the class to the professor’s assigned coursework. How to make the instruction session successful - Discuss your assignment and course objectives with the librarian. - Have students working on topics so that they can apply the new concepts right away. - Attend the session yourself so you know what they have been taught. Your presence also underscores the importance of the concepts covered. To schedule library instruction: - Contact Annette Melgosa at least one week in advance. - Contact Ray Betz to schedule a computer lab for the instruction if the class is to meet in a lab. Large group instruction is not available in the library. Meeting in a computer lab allows students to see search demonstrations performed and then immediately apply the skills to their own searches.
Lakes have many sources of both inflow and outflow. The main sources of inflow are: - precipitation onto the lake surface - ground water The main sources of out flow from a lake are: - evaporation from the lake surface Various configurations of streams are possible: - Stream or streams flow in, stream flows out (Figure 4-3A). Usually only one stream flows out. In this kind of configuration the stream can be viewed as simply a fat place along a river. This is the most common kind of lake. - Stream or streams flow in, no stream flows out (Figure 4-3B). The loss is made up by groundwater outflow and/or net evaporation. This is common in arid and semiarid regions; the streams are usually ephemeral. Lakes like this tend to be playa lakes. The Great Salt Lake is a good (and large) example. - Stream flows out, no stream flows in (Figure 4-3C). The lake is fed by groundwater, usually not just by precipitation. - No stream flows in, no stream flows out (Figure 4-3D). The lake is both fed and drained by groundwater movement. Lakes like this are common in glaciated areas underlain by a thick mantle of highly permeable glacial sediment, as on Cape Cod. Figure 4-3. Configurations of streams flowing into and out of lakes.
Your child's ability to see the world relies on healthy eyes. By teaching them how to care for their eyes, you help protect them from injury and ensure their eyes and vision remain healthy in the long run. Here are our 5 top eye care tips for kids. Good Eye Care Habits for Children 1. Maintain a Healthy Diet and Drink Plenty of Water A nutritious diet and healthy eyes go hand in hand. Encourage your child to eat healthy foods like fresh fruits and vegetables, and prioritize foods rich in vitamin A found in green leafy and yellow vegetables. Eggs are also rich in important nutrients, containing vitamin A, lutein, zeaxanthin, and zinc, all vital for eye health. Another thing to look out for is hydration. Proper hydration plays a key role in maintaining healthy eyes and a healthy body, so make sure your child drinks plenty of water (the appropriate amount will vary according to your child's age, level of physical activity and weather conditions). 2. Wear Eye Protection Physical activity is enjoyable and healthy, but make sure your child is wearing the right protective eyewear, like safety goggles, anytime they participate in sports or activities that could cause an eye injury (i.e. playing ball, hockey, carpentry). Wearing a helmet for sports like riding a bicycle protects against concussions, which can result in lingering vision problems, and are usually preventable. Furthermore, provide your child with good UV-blocking sunglasses to protect their eyes from the sun’s UV radiation. Staring directly at the sun, or the light rays reflecting off water and snow, can potentially cause retinal burns, in addition to long term damage. 3. Give The Eyes a Rest Staring at the school board and school books all day, followed by playing video games or watching TV in the evening can cause eye strain. Be sure your child gets sufficient sleep to allow their eyes to rest. Replace evening activities with those that don't require intense eye focusing: going to the park, playing outdoors with friends, or simply lying down with their eyes closed while listening to music or an audiobook. 4. Reduce Time Spent on Digital Devices Spending time on digital devices and staring at screens is an integral part of our lives. Playing video games, watching videos on their smartphones and playing computer games, all require the eyes to fixate for extended periods of time, which can lead to digital eye strain, headaches and even dry eyes. Experts believe that the number of hours spent on screens is the driving force behind the myopia pandemic. Try to reduce the amount of time your child spends on the screen by getting your child to participate in other activities, such as sports. If you are worried about the hours your child is spending on a screen myopia management can mitigate their risk of developing future eye problems. 5. Get Their Eyes Checked Regularly School-aged children's vision can change often, and unexpectedly, until the late teenage years. Left uncorrected, poor eyesight can interfere with learning, and cause behavioral and attention issues. Getting a routine eye exam is important as it can uncover vision problems, detect eye conditions early on, and significantly increase the odds of preserving long-term eye health. For those who wear glasses or contacts, it's important to check for any changes and update the prescription as needed. Ensure your child’s eyes are being cared for properly by scheduling an eye exam with Complete Family Vision Care in San Diego today. Your child’s eye doctor can further educate them on eye safety and answer any questions you or your child may have. My kid frequently rubs their eyes. Is that bad? Kids often rub their eyes, especially if they have allergies, irritated eyes, or they feel like something is stuck in their peepers. Rubbing can scratch the cornea, and transfer bacteria from the child’s hands to their eyes, causing an eye infection. Instead of rubbing, have them wash their eyes with cool water to flush out any foreign body or irritant, and ease inflammation. If the problem persists, contact your child’s optometrist. Other than reducing screen time, is there anything else I can do to maintain eye health & safety? When you're at home, keep an eye on your children's playtime and make sure that none of their toys — or the toys at their friends’ homes — are sharp. Sharp plastic swords and toys with jagged edges can cause serious eye injuries.
Promote listening, and taking on the other person's perspective when disagreement occurs. Ideal Group Size Any group size since the exercise is done in pairs. Time For Exercise 15 - 30 minutes Conflict, communication, listening, perspective taking, understanding others, managing disagreement Detailed Instructions If Needed Have participants pick partners and choose a topic from a topic list which you've prepared in advance Encourage participants to choose a pair of topics where they have preexisting and opposite viewpoints. One person takes one viewpoint regarding the topic; the other person takes the opposing viewpoint. For example, one person believes the toilet paper should roll over the top while the other believes the paper should roll from the bottom. Once a topic is agreed upon and it has been decided which partner will take which side of the argument, give them their objective. Let participants know they will need to gain a thorough understanding of each other’s viewpoint because eventually each partner will take on the other person’s role—the role that is opposite from his or her own position. To play the other role convincingly, have participants interview each other so they can really get into character when it comes time to play the role of the opposing viewpoint. Emphasize that you will be expecting them to make us believe their character. Additional Information if Available Here are some possible debrief questions: 1. When you were asking questions to research your part, how well did you listen? 2. What listening skills did you use? 3. How was this listening different from the way we usually listen? 4. What kind of feedback did you provide when listening? 5. When we have opposite beliefs, do we usually take the time to understand the other person’s viewpoint? Why not? 6. What did it feel like to engage in dialogue? Where can we use this skill? 7. In what ways might dialogue transform conflict?
The more scientists learn about the novel coronavirus the more complicated the disease it causes appears to be. COVID-19 traditionally presents as a respiratory illness with varying degrees of severity, but a number of unusual cases have prompted medical professionals to think about the deadly virus in a completely different way. Consider the recent case of a 46-year-old man who presented to ER doctors with complaints of abdominal pain. The patient, whose case was published in the medical journal Cureus, had already been diagnosed with hepatitis C and stage IV mesothelioma, an incurable cancer that primarily affects the lungs. A test was administered and came back positive for COVID-19. Despite his pre-existing respiratory illness, the patient showed none of the traditional respiratory symptoms of COVID-19, such as cough, fever, shortness of breath, or difficulty breathing. The patient’s primary complaint was abdominal pain. A CT scan showed swollen lymph nodes and an enlarged mass on the left side of the patient’s chest, but none of these symptoms were consistent with the patient’s pre-existing conditions. Through routine follow-ups prior to the COVID-19 diagnosis, he had shown no signs of worsening cancer or hepatitis symptoms. The patient was prescribed a drug regimen and eventually discharged, without ever requiring ventilation or oxygenation. He remains well. A Mysterious Disease Common sense would tell anyone that a cancer that attacks the lungs would probably worsen any case of COVID-19. In fact, most lung cancer patients who have contracted COVID-19 report serious respiratory problems. Tumors are known to compromise immune systems, and cancer treatments like chemotherapy and radiation similarly render patients more vulnerable to severe infections. One study of cancer patients who contracted COVID-19 in China showed more than half suffered serious symptoms, and more than a quarter of them eventually died of the illness. Mesothelioma, too, has been known to complicate outcomes. Past studies have shown that mesothelioma patients who develop COVID-19 often experience lung swelling, water in the lungs, and cellular growth in the lining of the air sacs, all of which can lead to deadly cases of pneumonia. That this 46-year-old patient with pre-existing conditions did not develop any of the traditional COVID-19 symptoms, especially those common to cancer patients, speaks to how much is still not known about the novel coronavirus. The authors of the study detailing this unusual case urged doctors to be cognizant of atypical symptoms in patients presenting to emergency rooms. Have Cancer Cases Really Decreased During the Pandemic? Cancer patients need to be diligent about protecting themselves from infection by wearing facemasks and practicing social distancing. Moreover, those who are experiencing symptoms — be it for cancer or COVID-19 — should never ignore them. Fighting cancer is all about early discovery, and doctors remain concerned about undiagnosed individuals not receiving necessary medical care due to fears of coronavirus in hospitals and medical centers. Recent studies have shown a drop in cancer cases, including mesothelioma, since the beginning of the pandemic. According to one study published in the Journal of the American Medical Association, diagnoses of 6 major types of cancer in the U.S. fell by as much as 46% in the early weeks of the pandemic. It’s extremely unlikely that this is due to fewer people having cancer. Accordingly, medical experts expect a rise in cancer deaths as a result of patients not seeking medical help sooner. “While residents have taken to social distancing, cancer does not pause,” Dr. Harvey Kaufman, senior medical director at Quest Diagnostics and the study’s lead author, said in a statement. “The delay in diagnosis will likely lead to presentation at more advanced stages and poorer clinical outcomes.”
Social Thinking at The Moore Center The process of navigating social situations comes naturally to many of us, but it can be very difficult for some. Social Thinking® – a social skills curriculum created by Michelle Garcia Winner – is the process of teaching the nuances of social relationships, including understanding that how we act influences how people view and treat us. The Moore Center has two Master’s level staff, Barbara Didona and Donna Raiche, who receive ongoing, targeted training in Social Thinking, in addition to their many years of experience in the human services field. Barbara and Donna lead small, focused, 10-week groups to help individuals understand the concepts of social interaction. The 3 Step Process The Moore Center uses Social Thinking is an effective tool to help many of our individuals with autism and other developmental disabilities. We’ve had wonderful success using the ideas created by Michelle Garcia Winner and below you can read an excerpt from an article she wrote on her 3-step process to teach social thinking and related social skills. To read the article in full, click here. 1. Engage in social thinking Social thinking is the ability to consider your own and others thoughts, emotions, beliefs, intentions, knowledge, etc. In other terms, it is the culmination of executive functioning, perspective taking, and self-awareness that enables you to interpret and understand the social situation and what behaviors are expected of you. Remember that your behavioral-response is directly influenced by your social thinking. Social behaviors that align or fail to align with what other people expect in that situation determines how others judge your “social skills”. Improving your social thinking ability is a life-long learning process, and the key to developing chameleon-like social skills. 2. Adapt your behavior effectively (social skills) Based on the results of your social thinking, adapt your behavior to consider the thoughts and feelings of others, as well as to communicate your intentions in the situation. By doing so, people are more likely to react and respond to you in the manner you had hoped (see below) 3. Be aware of others' reactions People emotionally respond to our behaviors very quickly. If we feel a person has good social skills we may describe them as “polite” and “friendly”; if person has weak, awkward, or poor social skills we often describe them as “rude”, “odd” or “impolite”. The terms “polite”, “rude”, “friendly”, “impolite”, etc., represent how we emotionally perceive another’s behavior. We are far better at summarizing our feelings (emotional response) than we are at describing intellectually the behaviors a person produced that swayed how we felt. How people respond to our behavior often leads to how they treat us in return. Join Our Program If your family member struggles with social skills that affect their ability to secure and maintain employment or have positive social interactions, this small-group forum may be a perfect fit! Your cost for this program may be covered by Medicaid for those approved for services through an Area Agency (talk with your case manager), and it’s also available on a private-pay basis. Session Topics Include: - Why is Social Thinking important? - What does body language tell us? How do we decide how and when to approach someone? - What are expected and unexpected social behaviors at work? What about those unwritten rules that everyone else seems to know about? - How do we use flexible thinking®? Specifically, how can it help us respond to a change in routine? - How do we evaluate if a problem is a big problem or a little problem? - How do we enter a room and assess what the social expectations are? How to Get Involved New groups start regularly and run for 10 weeks. Please contact one of our Social Thinking professionals with any questions or to register: For more information visit the Social Thinking website.
What does inquiry teaching mean to you? Which of the following scenarios would best describe your approach in presenting a unit on the gas laws? At the start of the gas unit, students are given balloons, hot plates, beakers, graduated cylinders, thermometers, pressure probes, syringes, etc. They are instructed to be creative while they record observations and manipulate the items to see what they can discover about gases. The teacher explains the relationships among temperature, volume, and pressure of a gas. Students then design their own experiments to investigate each relationship, being careful to select and control variables. Prior to being taught the gas laws, students are provided instructions in order to collect data relating volume and temperature, volume and pressure, and pressure and temperature. Then, by studying and analyzing the data, they begin to discover and construct their own understanding of relationships among the variables. After presenting the relationships among temperature, volume, and pressure of a gas, the teacher provides students with instructions for collecting gas data. Students perform the experiments and verify that the mathematical relationships among variables are indeed true. Continuum of Teaching Styles (Traditional to Inquiry) \|Principle Learning Theory\|\|Behaviorism\|\|← \|Student Participation and Role\|\|Passive; Direction Follower\|\|← \|Active; Problem solver\| \|Student accountability in outcomes\|\|Decreased\|\|← \|Curriculum Goals\|\|Product Oriented\|\|← \|Guide or facilitator\| Continuum of Lesson Designs: Expository to Guided Inquiry to Open Inquiry \|Traditional Expository Lesson\|\|Guided Inquiry\|\|Open Inquiry\| \|Inform: Teacher provides definition(s) and examples of new concept(s)\|\|← \|Engage: Question posed by teachers or a teachers demonstration stimulates students’ affective domain; Often elicits prior knowledge from students\|\|← Students are curious about a topic after making personal observations and are motivated to continue investigation. \|Verify: Teacher provides lab question and materials for students to confirm the previously-defined concept. Data Analysis should verify concept.\|\|← \|Explore: The teacher has a clear direction about what students should learn and provides students with a question to enable them to collect evidence. Students collect data with materials provided by teacher.\|\|← \|Students formulate a question and then design an experiment to collect evidence.\| \|Practice: Teacher provides similar problems and questions to re-enforce content knowledge. Re-teach if necessary.\|\|← \|Explain: Students are guided through meaningful and thought-provoking questions to formulate an explanation from their evidence.\|\|← \|Students independently formulate an explanation after summarizing the evidence.\| \|Repeat the Inform-Verify-Practice cycle with a related concept.\|\|← \|Elaborate: Students is guided to possible connections or expansions on the concept. Often a second 5E learning cycle is used to examine connections. May be used to introduce real-world applications.\|\|← Student independently examines other resources and forms links to other explanations or phenomenon. Often designs and carries out further data collection and analysis. \|Evaluate: Students can provide or recognize concept definitions, examples, and solve algorithmic problems\|\|← \|Evaluate: Students can communicate explanations, compare and contrast with other possible explanations, provide arguments in support\|\|← \|Student conducts a critical analysis of investigations and modifies or expands as necessary.\| Frameworks for Inquiry: Overview of Project Inquiry is an approach to learning where the learner constructs his own knowledge about how the world works by gathering data through any of the 5 senses and by making meaning of the interrelationships that exist. The learner gathers data to answer a question that is either posed by the learner or by the instructor. Inquiry learning is a process that is cyclical in nature and requires the student to be engaged as an active participant in his own learning process. The inquiry process emphasizes the learner’s process skill development as he interacts with science and the world around him. It is through these process skills that ANY learner at ANY age interacts with the natural and material world. These interactions lead the learner to new discoveries and understandings by forming mental models and frameworks that new knowledge and concepts can attach to, thereby strengthening and enlarging the individual's overall intelligence. The learner will not only gain science content knowledge with this program but will also use his process skills with increasing sophistication and improve “higher-order-thinking-skills” as he interacts with data through hands-on experiences. High School Chemistry: An Inquiry Approach is specifically a Guided Inquiry approach that has been developed, improved upon and carefully sequenced with a specific goal in mind. This goal is for high school Chemistry students to derive the concepts contained within a two-year course sequence. The curriculum ensures the student success by starting off with a unit on simple measurement. This unit allows students to focus on how data is collected and analyzed so that meaning comes from the collected data. The course work then addresses chemistry concepts through a macroscopic lens and through the gas laws, progressing in a sequenced journey that parallels chemistry’s historical sequence of discovery and building on a student’s mental model of the particulate nature of matter. As the students work through the units, they continually revisit skills and concepts that are integrated into content that is presented later in the course. Teachers who transform their teaching method and pedagogy with this guided inquiry style will find that they also will grow dramatically from the experience. Instructors will discover a deeper and broader understanding of the basic chemistry concepts and will learn new and better ways of relating course concepts to one another. Instructors will also discover that their guided inquiry approach to teaching has as much an impact on their students’ success in the course as their attitude and content knowledge. It is just as important for an instructor to aid in the development of formal reasoning patterns as it is to pass on course content. The classroom environment that encourages the use of data for conceptual development will cause the student to be more engaged and construct his own learning while increasing his affective domain, improving his energy and attitude toward learning. The student will internalize and integrate the information on his own to a much greater degree. This will transfer to other learning situations and will help improve success in other academic endeavors. The instructor and the learner will grow in content knowledge, higher order thinking skills, process skills and will become lifelong holistic learners. How can the abstract science of chemistry be taught by Inquiry? \|“High School Chemistry: An Inquiry Approach” Table of Contents\| \|Inquiry Title\|\|Traditional Title\| \|Unit 1\|\|How are Units of Measurement Related to One Another?\|\|Measurement & Density\| \|Unit 2\|\|How are the Pressure, Volume, and Temperature of a Gas Related to One Another?\|\|The Combined Gas Laws\| \|Unit 3\|\|Is There a Smallest Piece of Matter or Can We Keep Cutting a Piece in Half Infinitely?\|\|The Atom\| \|Unit 4\|\|How Can Matter be Classified According to its Composition?\|\|Classification of Matter\| \|Unit 5\|\|How Can Particles be Counted by Weighing?\|\|The Mole\| \|Unit 6\|\|What are the Patterns in the Chemical and Physical Properties of Elements?\|\|Periodic Trends\| \|Unit 7\|\|What is the System Used to Name Chemical Compounds?\|\|Nomenclature\| \|Unit 8\|\|What is the System Used Symbolize Chemical Change?\|\|Equations and Reactions\| \|Unit 9\|\|What are the Relationships Among Reactant and Product Quantities in a Chemical Change?\|\|Stoichiometry\| \|Unit 10\|\|What are the Relationships Among Reactant and Product Quantities in a Chemical Change involving a Gas?\|\|Gas Stoichiometry\| \|Unit 11\|\|What is Specific Heat?\|\|Heat Energy\| \|Unit 12\|\|What Model Describes the Structure of the Atom?\|\|Atomic Structure\| \|Unit 13\|\|What Joins Atoms Together?\|\|Bonding\| \|Unit 14\|\|What are the Properties of Homogeneous Mixtures?\|\|Solutions\| \|Unit 15\|\|How do Protons Behave in Chemical Change?\|\|Acids and Bases\| \|Unit 16\|\|How do Electrons Behave in Chemical Change?\|\|Oxidation-Reduction\| Sample Lesson Measurement & Density Comparing Expository (traditional lecture delivery) and our Inquiry Lesson on Density: \|Unit 1\|\|Process Skills\| Traditional Expository Lesson on Density, using the Inform, Verify, and Practice Model \|Inform: Teacher provides definition of density; Density ° mass/volume. Discussion follows with examples\|\|√\| \|Verify: Students conduct confirmation lab(s) to find density.\|\|√\|\|√\|\|√\| \|Practice: Use algorithmic formula to solve for the mass, volume, or density of different substances.\|\|√\| \|Unit 1\|\|Process Skills\| Guided Inquiry Lesson on Density, using the 5-E Learning Cycle (Engage, Explore, Explain, Elaborate, Evaluate) \|Engage: Students reveal prior knowledge about measurement units. “Construct a list of ten units of measurement and explain the relationship among any three units in your list.”\|\|√\| \|Explore: Students develop a personal measuring unit (head circumference) and find the relationships between different units of measurements. “Construct a graph of your head measurements vs. accepted lengths in centimeters.”\|\|√\|\|√\|\|√\| \|Explain: “Draw a line of best fit and determine the line’s slope. What does the line’s equation tell you? Explain how the relationship between your “head” unit and the centimeter involves proportionality.” Students use the conversion ratio from their graph’s slope and apply dimensional analysis in problem solving\|\|√\|\|√\|\|√\|\|√\| \|Elaborate: Measure the mass and volume of different substances and graph. Students find that one substance, like copper, will have a constant slope (density) that is different from another substance’s slope. Students have construct their own definition of density.\|\|√\|\|√\|\|√\|\|√\|\|√\|\|√\| \|Evaluate: Using proportional ratios, students solve for the mass, volume, or density in problems.\| Sample Lesson: Unit 7 What is the System Used to Name Chemical Compounds? (Nomenclature) Comparing Expository (traditional lecture delivery) and our Inquiry Lesson on Acid Nomenclature \|Unit 7\|\|Process Skills\| Traditional Expository Lesson on Acid Nomenclature, using Inform, Verify, and Practice \|Inform: Teacher provides the rules for naming and writing formulas of binary acids and oxyacids.\|\|√\| \|Practice: Students do practice drills with names and formulas of acids.\| \|Evaluation: Students name and write the formulas for some acids.\| \|Unit 7: Lesson Progression\|\|Process Skills\| Guided Inquiry Lesson on Acid Nomenclature, using the 5-E Learning Cycle \|Engage: “Are Scientists memory experts? Are you”? Students try their hand at memorizing the digits of pi, realizing that simple memorization is not going to work for a complex system.\|\|√\| \|Explore: Students compare and contrast the names and formulas of a list of binary and oxyacids, and organize by patterns.\|\|√\|\|√\| \|Explain: Students construct their own set of rules for naming and writing acid formulas, and then create a flow chart.\|\|√\|\|√\|\|√\| \|Elaborate: Students apply their rules to a novel set of acids and adjust as needed\|\|√\| \|Evaluate: Students can modify nomenclature flow chart as needed, assign names and formulas to many acids\|\|√\|\|√\|\|√\| Sample Lesson: Unit 13 What Joins Atoms Together? (Bonding) Comparing Expository (traditional lecture delivery) and our Inquiry Lesson on Bonding \|Unit 13\|\|Process Skills\| Traditional Expository Lesson on Bonding, using Inform, Verify, and Practice \|Inform: Teacher gives definitions, examples, and properties of ionic, covalent, and metallic bonding.\| \|Verify: Lab activity observing the different properties of ionic, covalent, and metallic substances\|\|√\|\|√\| \|Inform: Teacher defines Lewis Dot Diagrams for ions, covalent, and metallic substances. Teachers also define and give examples of orbital hybridization in various substances. Examine the VSEPR theory.\|\|√\| \|Practice: Students make Lewis Dot Diagrams and determine the molecular geometry with sample formulas\| \|Evaluation: Students classify substances as having ionic, covalent, or metallic bonds, draw Lewis Dot Diagrams, and determine molecular geometry\| \|Unit 13\|\|Process Skills\| Guided Inquiry Lesson on Bonding, using 5-E Learning Cycle with repeating loops \|Engage: Student reveal prior knowledge when asked “What evidence can you provide that supports the idea that atoms bond with other atoms?” Students then examine and group common substances based on their physical appearances and have to justify their classification system to other groups.\|\|√\|\|√\| \|Explore 1: Students calculate the difference of electronegativity values and the average of electronegativity in several bonds, graph, and look for patterns and common characteristics.\|\|√\|\|√\|\|√\| \|Explain: Students reflect on the nomenclature rules from a previous unit and the substances’ placement on the graph. Students derive a mental model of how electrons are behaving in the different bond groupings as related to electronegativity values.\|\|√\|\|√\|\|√\| \|Explore 2: Students investigate the conductivity of materials, and advance their models based on whether electrons are fixed (localized) or mobile (delocalized),\|\|√\|\|√\|\|√\|\|√\| \|Explain 2: Students add valence electrons to their models and use the models to define and classify bonds as ionic, covalent, or metallic.\|\|√\|\|√\| \|Explore 3: Students construct Lewis Dot diagrams for elements using the electron configurations (Unit 12) and valence electrons. Students look for the relationship to the elements’ placement on the Periodic Table. They then explore the possible bonding in F2, H2O, and NH3, NaCl, CaCl2, and Al2S3. Students watch a 2-minute video on a website to consider metallic bonds. Students must reflect back to the Explore activity to explain the conductivity observations based on bond types.\|\|√\|\|√\|\|√\| \|Elaborate 1: Student propose a formula for methane based on the Lewis dot formulas of C and H (usually predicted to be CH2) but then are confronted with combustion values that do not support the prediction. Students have to modify their model to get the correct stoichiometry. Students examine orbital hybridization with SiCl4 and BCl3.\|\|√\|\|√\|\|√\| \|Elaborate 2: Students use balloons (representing electron pairs capable of forming bonds around a central atom) to examine the shapes of molecules, like CH4, BeH2, and H2O.\|\|√\|\|√\|\|√\| \|Evaluate: Students determine the bonding type by examining electronegativity values and determine bond shapes\|\|√\|\|√\| Who were the... Pioneers in Science Inquiry Education Robert Karplus (1927-1990) At age 32, Robert Karplus left his work as an outstanding theoretical physicist and pioneered the inquiry movement in science education. The work of Jean Piaget showed that children have to progress from concrete thinking to more formal thinking skills. Karplus was revolutionary in applying Jean Piaget’s work to developing new science curriculum. He worked to create curriculum where children construct, or build, their own mental models of science. He felt that effective teachers need to be aware of the reasoning patterns used by children. He developed a three-phase learning cycle, known as Exploration, Invention, and Discovery, emphasizing science study as hands-on experiences. In 1961 he started the Science Curriculum Improvement Study (SCIS) at the Lawrence Hall of Science on the University of California-Berkeley campus. His first education paper with J. M. Atkin in 1962 was entitled “Discovery or Invention?” He also created a film for SCIC in 1969 titled “Don’t tell me, I’ll find out.” The following is a quote from his article “Science Teaching and the Development of Reasoning” in Journal of Research in Science Teaching, Vol. 14, No. 2, page 367: “the formation of formal reasoning patterns should be made an important course objective (at least as important as the covering of a certain body of subject matter” Another pioneer in Inquiry Science Education is Rodger W. Bybee, director emeritus of Biological Sciences Curriculum Study (BSCS). He was executive director of the National Research Council’s Center for Science, Mathematics, and Engineering Education (CSMEE) in Washington, D.C. Between 1986 and 1995, he was associate director of BSCS. He participated in the development of the National Science Education Standards, and from 1993 to 1995 he chaired the content working group of that National Research Council project. BSCS’s instructional model expanded on Karplus’ three phases of learning. The model, developed in the late 1980’s, has five phases: engage, explore, explain, elaborate, and evaluate. The BSCS model used a backward design process described by Grant Wiggins and Jay McTighe in Understanding by Design (2005). The educator starts with a clear statement about what students should learn, based on the content standards. Next, the educator needs to determine what will serve as acceptable evidence of student achievement (evaluation stage). Then, a decision is made about what learning experiences (engage and explore) would most effectively develop students’ knowledge and understanding of the targeted content. Further refinement and activities may result (elaborate). Montana Science Educators Left to right: Dave Jones, Brett Taylor, Maureen Driscoll, Mark Cracolice, Tony Favero, Karen Spencer, Paul Phillips Dave Jonesteaches Chemistry 1 and Chemistry 2 at Big Sky High School in Missoula, Montana. Dave has been teaching for 20 years after earning a Bachelor's of Science degree in Zoology from Idaho State University in Pocatello, ID, his Montana State Teaching Certificate from the University of Montana in Missoula, MT, and his Master's of Science in Chemistry from the University of Montana in Missoula, MT. Dave’s education awards include the following: - 2009 Gustav Ohaus Award for Excellence in Science Teaching - 2009 Big Sky High School Outstanding Faculty Award (selected by colleagues) - 2007 Toshiba Foundation of America Science Education Grant ($18K) for Air Quality Project - 2006 National Science Teacher Association Vernier Technology Award - 2005 Best Buy TEACH Award - 2005 American Chemical Society Division of Chem. Ed. Northwest Region Teaching Excellence Award - 2004 NSTA/Toyota TAPESTRY Grant ($10K) - 2004 Toshiba Foundation of America Science Education Grant ($20K) for Asthma and Air Quality project Brett Taylor teaches Chemistry and Advanced Science Research at Sentinel High School in Missoula, Montana. He has 30 years of teaching experience. Brett has a BS in Biology and a chemistry minor, and a Master's in Education, both from the University of California-Davis. Maureen Driscoll teaches Chemistry and Advanced Placement Chemistry at Butte High School in Butte, Montana. She has been teaching for 26 years after getting her Bachelor's degree in Botany from the University of Montana. She earned her Master's of Science in Science Education from Montana State University in 1999. She was awarded the Butte Education Foundation’s Distinguished Educator Award in 2011. Mark Cracolice, Ph. D., The University of Montana in Missoula, Montana. Mark is the Chemistry Department chair and instructs General chemistry and graduate courses in chemical education. He has 17 years of experience. Tony Favero teaches Chemistry, Physics, and Advanced Placement Chemistry at Hamilton High School in Hamilton, MT. Tony has 39 years of teaching experience. He got a Bachelor's degree in Chemistry from Lewis University in Illinois and his Master's degree in Chemistry from the University of Notre Dame. Tony was the 2006 Montana Recipient of the Siemens Award for Excellence in Advanced Placement Teaching in Science and Math. He was also awarded the 2008 Northwest Region American Chemical Society Award for Excellence in Teaching High School Chemistry Karen Spencer earned a Bachelor of Science in Chemistry and a Bachelor of Arts in Spanish from Montana State University. She earned a Master of Arts in Chemistry from Washington State University. She has been teaching General Chemistry, Honors Chemistry, Advanced Chemistry, and Organic Chemistry at C. M. Russell High School in Great Falls, Montana for the last 33 years. Karen has received the following awards: - American Chemical Society Northwest/Rocky Mountain Regional Award in High School Chemistry Teaching- 2000 - Montana Science Teacher Association Chemistry Teacher of the Year - 1997 - DuFresne Outstanding Educator Award- 2000 - National Honor Society Doctor of Service Award- 2003 - CMR High School Teacher of the Year- 1998 Paul Phillips teaches Chemistry I & II, and Physics at Capital High School in Helena, Montana. Paul has 22 years of teaching experience after receiving his Bachelor’s degree from Montana State University in Science. Paul has received the following teaching awards: - American Chemical Society Northwest Region Chemistry Teacher of the Year- 2009 - Helena Education Foundation’s Distinguished Educator Award (twice) - Helena Education Foundation’s Great Conversations about Great Teachers Award - Capital High School National Honor Society’s Most Inspirational Teacher Award (three times) - Who's Who of America's Teachers (three times) What do the project data and results tell us about the effectiveness of inquiry teaching? Do students get the chemistry content when using the High School Chemistry: An Inquiry Approach curriculum? Our data suggests that they do. The American Chemical Society (ACS) California Chemistry Diagnostic Exam is a 44 question multiple-choice test designed to assess students’ chemistry content knowledge. Nine years of data have been collected. The first two years show data before the project began. The next three years indicate years in which the curriculum was used in pieces. The last four years indicate data for which the course was taught in its entirety using the High School Chemistry: An Inquiry Approach curriculum. For all nine years the average score was above the national average of 22, which suggests that the students are learning as much chemistry content in the High School Chemistry: An Inquiry Approach curriculum course as they were previously learning. The chart below displays these data. Do students' thinking skills improve when their teachers use the High School Chemistry: An Inquiry Approach curriculum? The data suggests they do. We pre- and post-tested our students using the Lawson Classroom Test of Science Reasoning (CTSR) and found significant gains in reasoning ability in groups that were exposed to the High School Chemistry: An Inquiry Approach curriculum. During the 2009-2010 school year we did a comparison study. Two teachers are long-term members of the Frameworks for Inquiry project. Both exclusively use the High School Chemistry: An Inquiry Approach curriculum materials developed by the project for their first-year chemistry class and both teach in Missoula high schools. The third teacher (the control) taught first-year chemistry for 25 years and does not use the High School Chemistry: An Inquiry Approach curriculum materials. All three groups of students in these classrooms took an online version of the CTSR in the fall of 2009 (pretest), and again in the spring 2010 (posttest). The results of the Pre/Post testing are remarkable. Students in the High School Chemistry: An Inquiry Approach curriculum groups (N=57), (N=47), made an average 1.92 and 1.20 point gains respectively. This represents 12.8% and 8.1% increases in their average CTSR scores. In contrast the control (N=35) group made an average gain of 0.37 points representing a 2.5% increase. The average normalized gain (ANG)–a ratio of the percent gain to the maximum possible percent gain–was remarkably different also. The High School Chemistry: An Inquiry Approach curriculum groups ANG results were .519 and .298, respectively, indicating a medium effect on the students’ science reasoning skills. The control group ANG of .0657 indicates the course had no effect on students’ science reasoning skills. The results are summarized in the chart below. During the 2010-11 school year we did another study involving 3 teachers. Again two of the teachers are long term members of the Frameworks for Inquiry project, and the third is not. All three teachers used the High School Chemistry: An Inquiry Approach curriculum exclusively for their first year chemistry classes. Again, all three groups of students took an online version of the CTSR in the fall of 2010 (pretest), and again in the spring of 2011 (posttest). Students in the three groups (N=79), (N=100), and (N=19) made an average 2.03, 1.11, and 1.80 point gains respectively. This represents a 22.9%, 12.4%, and 19.3% increases in their average CTSR scores. The ANG results were .330, .182, and .319 indicating that the curriculum had a medium affect on the students’ science reasoning skills. These results are significant because the N=19 group was taught by a non-project teacher who had very similar results in reasoning skills gains. The results are also summarized in the chart below. The main point regarding this data is that curriculum materials developed as inquiry-based can have a profound effect on students’ science reasoning skills. \|Thinking Skills Gains Measured using the Classroom Test of Scientific Reasoning (CTSR)\| \|Teacher\|\|Project Teacher A\|\|Project Teacher B\|\|Non-project Teacher C\|\|Project Teacher A\|\|Project Teacher B\|\|Non-project Teacher D\| \|Control vs Treatment\|\|Treatment\|\|Treatment\|\|Control\|\|Treatment\|\|Treatment\|\|Treatment\| \|CTSR Pretest mean (15 items)\|\|11.3\|\|11.0\|\|9.3\|\|8.85\|\|8.92\|\|9.35\| \|CTSR Posttest mean (15 items)\|\|13.3\|\|12.2\|\|9.7\|\|10.87\|\|10.03\|\|11.15\| \|Average normalized gain\|\|0.519\|\|0.298\|\|0.0656\|\|0.330\|\|0.182\|\|0.319\| Data from the first year of implementation of the project supports that even a small infusion of inquiry- based learning can impact student thinking skills. A preliminary study used Honors Chemistry students as the control group. Students in Honors Chemistry have stronger math skills than General Chemistry students. The treatment group, General Chemistry students, was given early versions of the first six units of High School Chemistry: An Inquiry Approach curriculum as part of their studies. The treatment group showed higher ANG than the control, despite their lower math abilities. \|Classroom Test of Scientific Reasoning (CTSR) Same School / Same Teacher \|Control (Honors Chem)\|\|Treatment (Gen Chem)\| \|CTSR Pretest mean (13 items)\|\|7.56\|\|5.86\| \|CTSR Posttest mean (13 items)\|\|8.02\|\|7.14\| \|Average Normalized Gain (ANG)\|\|0.085\|\|0.179\|
Sixty years ago, a spindly silver airplane made its first flight in total secrecy. Designed by Lockheed Aircraft Corporation (now Lockheed Martin) as a spy plane for the Central Intelligence Agency (CIA), it has since evolved into a versatile platform for scientific research. NASA operates two Lockheed ER-2 Earth resources aircraft – a variant of the U-2 – as flying laboratories in the Airborne Science Program under the agency's Science Mission Directorate. Both aircraft, based at NASA Armstrong's Building 703 in Palmdale, California, collect information about natural resources, celestial observations, atmospheric chemistry and dynamics, and oceanic processes. Capable of attaining altitudes above 70,000 feet, the aircraft are also used for electronic sensor research and development, satellite calibration, and satellite data validation. Ground crewmen prepare a CIA U-2 for a training flight at Watertown Strip, Nevada. Note NACA markings on the wing and tail. Credits: CIA Photo Use of the U-2 as a civilian research platform began in February 1956, several months after the aircraft’s maiden flight from an isolated test site. Anticipating a surge in off-range training sorties and eventual overseas deployment, CIA officials devised a cover story to explain the airplane’s unique capabilities and disguise its true mission. This necessary fiction contained elements of truth that served as a foundation for later efforts in the field of airborne science. Following an agreement between the CIA and the National Advisory Committee for Aeronautics, NASA’s predecessor, NACA director Hugh L. Dryden publicly announced a program in which U-2 aircraft would conduct high-altitude weather research with Air Force support while operating from Watertown Strip, Nevada. In order to explain the presence of U-2 operations elsewhere, Dryden added, “[Air Force] facilities overseas will be used as the program gets underway, to enable gathering research information necessary to reflect accurately conditions along the high-altitude air routes of tomorrow in many parts of the world.” This statement was timed to coincide with deployment of the U-2 to Europe and emphasized the use of civilian planes with civilian pilots conducting meteorological studies. The U-2 fleet was subsequently equipped with NACA sensors to detect gust loads caused by atmospheric turbulence, and some CIA-operated U-2 airplanes were painted in NACA markings. NACA spokesmen reported in July 1956 that initial high-altitude weather data had proven the value of the aircraft as a research tool for collecting information within a flight regime previously unattainable by conventional aircraft or balloons. A U-2C climbs to altitude. By 1978 two NASA U-2s were flying an average of 100 missions annually and had logged more than 4,000 flight hours. Credits: NASA Photo Data collected with the U-2 yielded a treasure trove of information applicable to both civil and military aviation. NACA gust loads researchers published preliminary measurements of high-altitude atmospheric turbulence in 1957. A second report compared turbulence data taken over the United States with that gathered over England and Western Europe. This information proved useful for aircraft design studies and operational analyses, especially in regard to structural loads and stability and control problems. On announcing publication of the first report, Dryden said, “Research which we are gaining on a global basis will make it reasonable for tomorrow’s air traveler to expect degrees of speed, safety, and comfort beyond the capabilities of today’s air transport.” After the NACA became the National Aeronautics and Space Administration in October 1958, the agency continued to publish scientific results from U-2 missions. Although, the airplane’s cover was blown when CIA pilot Francis G. “Frank” Powers was shot down over Russia and captured on May 1, 1960, it was clear that NASA’s role in the affair was justified because U-2 data made possible scientific advances, and the results had been distributed freely to the world. NASA suffered no long-term consequences from the incident. In early 1970, the CIA transferred two U-2C airframes to NASA for use in the agency’s Earth Resources program. Based at Ames Research Center, Moffett Field, California, they routinely flew missions all around the continental US, as well as being deployed to Alaska, Hawaii, and Panama. When Lockheed received a contract to restart U-2 production in 1980, NASA officials were quick to order one of the new models, which the agency dubbed the ER-2. The two U-2C were retired in 1987 and 1989, their duties being taken over by the newer models. For a time, NASA operated three ER-2 aircraft simultaneously. One was eventually returned to the Air Force and in 1998 and, as part of a cost-saving effort to consolidate NASA aircraft fleets, both remaining ER-2s were transferred to NASA Dryden Flight Research Center (now Armstrong). Over the past 60 years, NASA U-2 and ER-2 aircraft have supported airborne research around the globe. Worldwide deployments have made it possible to acquire extensive digital multispectral imagery and aerial photography from altitudes achievable by no other aircraft. High-altitude missions tested prototype satellite-imaging sensors and acquired Earth resources data for application to projects sponsored by NASA and other federal agencies. NASA scientists have gained knowledge of advanced aircraft capabilities and technologies, aerospace physiology, and expanded understanding of how humans interact with the environment. Research results may yield improved weather forecasts, tools for managing agriculture and forests, information for fisheries and urban planning, and the ability to predict how Earth’s climate may change in the future. Additionally, engineers will use lessons learned in future designs for aircraft and aerospace vehicles. NASA ER-2 pilot Tim Williams feels privileged to have flown an aircraft that can be used to rapidly integrate and deploy various science payloads into the stratosphere worldwide, allowing rapid response to developing situations such as natural or manmade disasters. “Until another platform can match the aircraft’s performance – altitude, speed, duration – and its ability support the development of a wide variety of sensors and rapidly employ them anywhere in the world,” said Williams, “I think the U-2/ER-2 will still be flying science or military missions long after my flying days are over.” An ER-2 high-altitude Earth science aircraft banks away during a flight over the southern Sierra Nevada. NASA’s Armstrong Flight Research Center operates two of the Lockheed-built aircraft on a wide variety of environmental science, atmospheric sampling, and satellite data verification missions. Credits: NASA Photo / Carla Thomas
Simple hands-on science activities to build children's confidence and encourage their natural curiosity to find out how everyday things work. This project supports transition from primary to secondary school with peer to peer learning across age groups. Secondary students learn how to deliver the range of Gopher Science Lab activities to primary pupils. During this process the secondary students develop their skills in communication, innovation and increase their self-confidence. Later the primary pupils who attended the Gopher Science Lab day are encouraged to deliver their own training to pupils in their class or from younger year groups, so they too can develop their understanding and communication skills, with supervision from their teacher. This gives all participating students ownership of their learning and helps them gain confidence.
(Natural News) Geoengineering, also known as climate engineering, is exactly what it sounds like. This engineering involves using technology to manipulate the climate system and counter the effects of global warming. Though sound in theory, researchers from the University of Exeter have discovered that the application of geoengineering in one hemisphere could lead to massive damage in another. For their study, the team focused on stratospheric aerosol injection, wherein aerosols are artificially introduced into the atmosphere. The presence of aerosols reflects back sunlight before it can reach the Earth’s surface, essentially cooling the planet; a technique not unlike the aftermath of volcanic eruptions. According to ScienceDaily.com, the team utilized simulations with a “fully coupled atmosphere-ocean model” to study the effects of stratospheric aerosol injection on storms in the North Atlantic. They found that by doing so, they could decrease tropical cyclone activity — which has been linked to destructive storms such as Hurricane Katrina. Unfortunately, this approach could simultaneously increase the chances of drought in the Sahel, an area between the Sahara to the north and the Sudanian Savanna to the south. By contrast, the researchers found that injecting aerosols into the atmosphere above the southern half of the planet greatly reduced drought in some parts of Africa, the Sahel included. However, the frequency of tropical storms in the Atlantic grew as a result. “Our results confirm that regional solar geoengineering is a highly risky strategy which could simultaneously benefit one region to the detriment of another,” said Dr. Anthony Jones, lead author of the study and climate expert at the University of Exeter. “It is vital that policymakers take solar geoengineering seriously and act swiftly to install effective regulation.” (Related: Geoengineering to reduce climate change could adversely affect rainfall, scientists report.) Forget “effective regulation”, this study is even more proof that climate hacking is anything but a bright idea. There’s simply no good to be had from messing with Mother Nature. Even if you could determine the best points for shooting aerosols into the atmosphere (as a series of separate yet similar studies have demonstrated), gauge the ideal amount of sulfur dioxide, and balance out cooling differences between the poles and the equator, there will be consequences. Extreme meteorological events like heat waves and hurricanes, and changes to power generation and water scarcity, are just some of them. Plus, as Pacific Northwest National Laboratory climate scientist Ben Kravitz pointed out, keeping the planet cool would require multiple megatons of aerosols annually. Is bending the weather to your whims worth all that? Not in the least. Visit ClimateScienceNews.com to get your fix of all things related to the weather and our climate.
More than half of crew aboard Space Shuttle and International Space Station (ISS) suffered from reactivation of dormant viruses, such as herpes, caused by space travel, based on a NASA study that came to that conclusion. The scientists also believe that this problem will affect the crew of the future missions to Mars and beyond. The longer the flight is, the more significant the risks to reactivate the virus, and, on future missions, this could be a significant health risk. “NASA astronauts endure weeks or even months exposed to microgravity and cosmic radiation — not to mention the extreme G forces of take-off and re-entry,” said Satish K Mehta at NASA’s Johnson Space Center. “This physical challenge is compounded by more familiar stressors like social separation, confinement, and an altered sleep-wake cycle,” said Mehta. Space travel reactivates dormant viruses such as herpes, a recent NASA study revealed Researchers analyzed blood, saliva and urine samples collected from astronauts after, during and before the spaceflight to study the physiological impact of spaceflight. Mehta explained that during spaceflight the stress hormones like adrenaline and cortisol are secreted more and the disadvantage is that the immune system is suppressed. “In keeping with this, we find that astronaut’s immune cells –particularly those that normally suppress and eliminate viruses — become less effective during spaceflight and sometimes for up to 60 days after,” Mehta added. Amid this stress-induced amnesty on viral killing, dormant viruses reactivate and resurface, according to the research published in the journal Frontiers in Microbiology. The researcher also said that 47 out of 89 (53 percent) astronauts on short space shuttle flights, to date, and 14 out of 23 (61 percent) on more extended ISS missions had traces of herpes viruses in their urine or saliva samples. The quantity and the frequencies of viral shedding, compared to samples from before or after the flight, are markedly higher. Jasmine holds a Master’s in Journalism from Ryerson University in Toronto and writes professionally in a broad variety of genres. She has worked as a senior manager in public relations and communications for major telecommunication companies, and is the former Deputy Director for Media Relations with the Modern Coalition. Jasmine writes primarily in our LGBTTQQIAAP and Science section.
The Evolution of Terrestrial Ecosystems Program (ETE) at the National Museum of Natural History investigates Earth's land biotas throughout their 400 million year history. Our goal is to understand how terrestrial ecosystems have been structured and how they change over geologic time. Using the fossil record, ETE scientists study the characteristics of ecological communities and the changing dynamics of ecosystems. Paleoecological analyses determine patterns through time in community structure and composition, investigate the effects of ecological change on individual lineages, and relate patterns of stasis or change to environmental and other processes that influence ecosystem formation, sustainability, and collapse. ETE research reflects a conviction that we must study the geological past to understand how ecosystems function and how they react to major environmental crises. There appears to be no precedent for such crises in the recent past, but in the immense span of Earth history there are abundant examples of environmental change and its biotic effects. Our aim is to provide historical perspective on present-day biodiversity, and we believe that this perspective is essential to understanding processes that will control biodiversity in the future. The Evolution of Terrestrial Ecosystems Program was formed by a group of paleontologists, who study the evolutionary paleoecology of land ecosystems. They share the conviction that long-term patterns of evolutionary change cannot be fully understood without knowledge of changes in ecology over geologic time periods and an understanding of the interaction between ecological and evolutionary processes. This interest not only lies in how the environment has changed, but how ecosystems themselves have changed, and how evolution has occurred in ecological context over the last 400 million years. The ETE Program is affiliated with the Departments of Paleobiology and Anthropology (Human Origins Program) at the National Museum of Natural History, Smithsonian Institution, Washington, DC. The ETE Program has supported many individual research projects, organized and sponsored symposia and workshops at NMNH and national meetings, and contributed to academic programs at the University of Pennsylvania, the University of Maryland, and the George Washington University. In 1992 the book Terrestrial Ecosystems Through Time was published, generating syntheses of paleoecological information. The ETE database captures and organizes fossil evidence concerning land biotas in support of ETE’s research objectives. About this website [ TOP ]
Sand filter experiment The dunefield at Great Sand Dunes, as well as other areas along the Sangre de Cristo mountain front, are considered aquifer recharge zones. Because few non-porous layers of sediment, such as clay, exist here, water that seeps into the ground in these areas flows directly into the deep aquifer. Elsewhere in the San Luis Valley, layers of clay inhibit the movement of water vertically into the confined aquifer. As water seeps through sand and rocks on its way to the aquifer, it is filtered and made pure. Many human-created water filtration systems are based on the same principles that we see when water flows vertically into an aquifer. Explore Great Sand Dunes’ web page on hydrology to learn more about the unique natural hydrological system of the dunes. This activity can be done by the teacher as a demonstration or more supplies can be brought so several groups of students can do Sand dunes are not only made of sand but also of water. You don't have to dig very far to see the moisture in the sand. One of the unique features of sand is that it helps filter water that passes Go out to the sand and have the students dig into the sand and describe what they find. Talk about why they think it is cool and wet. Ask the students where they think the water came from and where they think it goes. Doing Castles in the Sand prior to this activity helps students understand how sand and water work together through a process called capillary action. Ask students where water they drink comes from. Discuss the various answers. Ask them if they would like to drink some of the muddy water you brought. Since no one should want to, tell them that even local water we drink must go through several steps in a treatment process in order to be safe and clean and that sand (and the geological landscape in general) plays an important part in filtering water to remove impurities. If you have a sand sifter, let several students sift sand to separate coarse and fine sand. If not, the experiment will still work if pebbles and larger sand grains are placed in the neck of the two-liter bottle. Place the screen on the end where the cap used to be and secure it with string or tape. Place the materials into the bottlelarger materials at the bottom and smaller materials at the top. The charcoal, if available, should be placed on the top. Pour clean water through the filter to flush the filtration system of bits of dirt that gathered in the neck of the bottle. Next, pour some dirty water into the top of the filter and watch what comes After the water has filtered thoroughly, have the students compare what came out with what went in. Is there any difference? If the water does not come out clean, ask the students what they think happened and how they could change the experiment to make it better. How would the organize materials for the best filtration system? Discuss the function of sand and soil on the ground around us and why it is important. Explain to the students that the Great Sand Dunes is an aquifer recharge zone, where water is able to seep down into the confined aquifer. Also, discuss the water they drink at home. Does their water come from an aquifer, a river, a lake, or Afterwards, return the sand to the dunes. Spread a layer of clay into your filtration system to demonstrate how clay acts as a non-porous boundary between aquifers. Adapted from Educator's Guide to Great Sand Dunes, by Lori Cooper, Friends of the Dunes.
Temperament refers to a set of innate or inborn traits that organize a child's approach to the world, while personality is what arises within the individual. Personality is acquired on top of the temperament. Temperament can be viewed as an artist's canvas while personality can be viewed as the painting on the canvas. Psychologists conclude that people can be categorized into four basic types of temperament: sanguine, choleric, melancholy and phlegmatic. Two of the basic temperament types are more introverted or inward-directed and the other two are extroverted or outgoing. Personality, which stays constant all through a person's life, consists of certain characteristic patterns like thoughts, feelings and behavior. Since it is naturally occurring, temperament cannot be taught or learned but, despite this fact, it can be nurtured as one grows. Parents have an important role in nurturing the temperament of their child from infancy. Personality is also developed over a long period of time and is affected by factors like socialization, education and different pressures in life. Understanding temperament equips people to successfully handle interpersonal relationships. Studying one's own temperament helps establish personal weaknesses and strengths. Studying other peoples' temperaments allows individuals to adapt their communication skills to others.
New Smyrna Beach New Smyrna Beach occupies a notable place in history as the site of the largest single attempt at colonial settlement in what is now the United States. Dr. Andrew Turnbull, a Scottish physician and entrepreneur, obtained a grant of land from the British Crown. In 1768 he established a colony of 1,225 immigrants on the coastal plantations at New Smyrna, with a view toward the commercial production of such crops as corn, indigo, rice, hemp, and cotton. The land that the Turnbull colonists settled is located along the west bank of the Indian River, opposite one of coastal east Florida's relatively few inlets. For some 10,000 years before the arrival of the Europeans, Native Americans inhabited the area, initially on a nomadic basis and later in more sedentary camps and villages. Until the early twentieth century, the coastline was strewn with mounds of ancient refuse that testified to the presence of the Indians. Most of the mounds were destroyed, the shell used for roads and building construction material. However, much evidence of prehistoric habitation remains hidden under ground and water within the corporate limits of New Smyrna Beach and beyond. Read Complete History
Visual representation of information highlights the power of compression. That is the reason why the National Curriculum Framework says “Mathematics is amazingly compressible: one may struggle a lot, work out something, perhaps by trying many methods. But once it is understood it creates one of the great joys of mathematics. A major goal of the upper primary stage is to introduce the student to this particular pleasure. Data handling, representation and visualization are important mathematical skills which can be taught at this stage. They can be of great use as “life skills”. This is an activity for Mathematics class (grade level 6-8). This activity aims at visual representation and its interpretation of data collected from the classroom itself. Activity by- Rajkishore Patnaik, Azim Premji Foundation
Wind prediction plays a crucial role in overcoming energy output challenges for wind electricity production, especially in isolated areas in the valley. In determining the direction and gustiness of the wind, marines have accurate weather forecasts, so they can identify the safest routes. 1. Managing Wind Power Supply With the latest laser technology, it is possible to predict the wind. Through wind prediction, industrial laser authority lasertoolsco.com explains that experts can schedule the wind energy distribution and the downtime. It provides them better ways of managing the power supply while generating enough to serve households and companies in mountain peaks and far valleys. Before, the experts used wind turbines that rely on measuring instruments such as anemometers. These tools are located at the back of the turbine unit and fetch data from the wind. They then deliver the information to a computer, which analyzes the data. In most cases, these anemometers can only tell “how fast the wind was blowing after it passed.” This leads to inaccurate information, producing ineffective management of wind supply. Among the challenges that wind power faces is pollution. Wind power plants that use turbines may cause noise and aesthetic pollution. Although they have minimal impact on the environment compared to other industrial plants, many concerned groups raised issues about the noise produced by the rotor blades. 2. Helping Marines Onboard Most marines rely on the wind behavior in their area. Through wind forecasts, they can determine the shortest and safest possible route. As the wind changes its behavior during different periods of the day, marines need to have accurate details on the direction and gustiness of the wind, so they can proceed with their operation. Through modern technology, they can predict and monitor updates every hour. They can plan their course of action, including their departure and next trips. The challenges the wind power faces are tantamount to the range of benefits it provides. Experts explain that wind power is a clean fuel source and a sustainable source of energy. As the industry has a lot of closed doors to explore, it demands innovation and quality contributions.
Earthquakes: Another source of global-warming gas, scientists say A team of scientists has linked a major earthquake in southwest Asia in 1945 to the ongoing release of methane gas from the Arabian seafloor. A devastating earthquake in 1945 sent millions of cubic feet of methane bubbling up to the earth’s surface, scientists have found, in new research that could add another source of the greenhouse gas to future climate models. The latest research joins burgeoning scientific interest in the potential contribution of methane, a greenhouse gas that is significantly more effective as a heat trapper than carbon dioxide, to global warming. Last week, a separate article in Nature called the methane gas below the Arctic “a global economic time-bomb,” referring to the potential costs to the world should global warming thin the Arctic ice enough to release the gas there. This latest paper, though, identifies not a manmade source of atmospheric methane, but a natural one: earthquakes. “It had earlier been speculated that there was a direct connection between earthquakes and methane seepage,” says David Fischer, a postdoctoral researcher at the University of Bremen in Germany and the lead author on the paper, published in Nature Geoscience. “But we are the first to prove it and suggest the mechanistic natural process behind it.” Fischer and his team began their project looking not necessarily for an earthquake-methane link, but for a general portrait of where methane could be found in marine sediments. First, the team analyzed sediments drilled in 2007 from the northern Arabian Sea, near Pakistan’s coast. Sure enough, there was methane there: one of those cores had methane just 5.2 feet below the sea floor, a sign of some cataclysmic event that has sent the gas surging upward, the scientists found. And that event, the scientists realized, was readily available: an 8.1 magnitude earthquake – the strongest earthquake ever reported in the Arabian Sea – had roiled southwestern Asia in 1945, sending a tsunami plunging into India and Pakistan and killing some 4,000 people. “We wanted to investigate if, and where, methane seeps out of the sediments,” says Dr. Fischer. “Only at a later stage we inferred a causal relation of the seepage and the earthquake. This was not entirely anticipated.” Overall, the team found that some 261 million cubic feet of methane have leaked up to the earth’s surface during the few decades following the major earthquake. That seepage is ongoing, the scientists said. Major earthquakes and their associated methane gas release could be an included factor in future climate change models, though much research is still needed to determine how much that gas might influence global warming, Fischer said. "We simply can´t tell yet, if and how much our findings affect climate models,” says Fischer. “Maybe it turns out to be important, maybe it doesn't. We´ll see." "We just wanted to make sure that those colleagues writing the (very important!) IPCC-reports [Intergovernmental Panel on Climate Change reports] are aware there might be another source of methane/carbon to the environment,” he says.
What's the Latest Development? Although NASA's Kepler space telescope is largely out of commission, scientists are still sifting through the wealth of data it accumulated during its four-year run. The latest discovery, as reported in two studies published online in Nature, is a planet, orbiting a star in the constellation Cygnus, that University of Hawaii-Manoa astronomer Andrew Howard says "is the most like Earth that's been discovered outside our solar system. It has approximately the same size. It has the same density, which means it's made out of the same stuff as Earth, in all likelihood." Sadly, Kepler-78b orbits at a mere 900,000 miles away from its sun, which means it has a surface that's likely made up of molten lava. What's the Big Idea? Kepler's data enables astronomers to determine an exoplanet's size, but not its mass or density. Howard and the other authors of the studies used a technique that provided numbers for Kepler-78b that were within reasonably close range of each other, which he says is "about as good as you can do" in terms of scientific accuracy. University of Maryland astronomer Drake Deming writes in another Nature article that the existence of the planet "shows that, at the very least, extrasolar planets of Earth-like composition are not rare." Photo Credit: Shutterstock.com
[Electronic CircuitIf you have been in the electronic repair line you will definitely seen many transistors in the electronic circuit board. They are there for a purpose and designers use transistors to help them to do many tasks in electronic circuit. You can find transistors in the power section, color circuit, high voltage circuit and many more. Transistors come in many different type and sizes and usually labelled as “Q” in the circuit board. What is a transistor and the function of transistor? Transistor is a solid-state device using the element Silicon (Si) or Germanium (Ge) and it has three leads. The three leads of a transistor are Base, Collector and Emitter. Transistors and can be use to perform amplification and switching. The name transistor is derived from “trans resistor,” meaning it changes resistance. As an active device, the transistor can be used as an electronic switch. It changes between very low ohm as a short circuit for a closed switch and very high ohm as an open circuit for an open switch. In other words the transistor is either fully on with maximum current, or fully off with no current. For amplification, the transistor can amplify a signal, making it larger in amplitude. That means a small voltage placed on one of the three leads can control a large amount of current flow through the other two leads. The main difference between an NPN and a PNP transistor in a circuit is the direction in which electrons flow between emitter and collector. I will not touch more on the theory of transistors because you can read about transistor from electronic books or even from the internet. In this article I want you to see how transistors actually work and control some of the function in electronic circuit with the help of photos and schematic diagram. 1) Transistor Act As A Switch There are many circuits where transistors can act as a switch but here I’m only explaining few and I believe with this simple explanation you could easily understood and be able to troubleshoot the circuit that use transistors. a) Degaussing circuit Whenever you press the degauss button in the front panel of the Monitor, The Monitor CPU will send an On signal (more than 0.6 volt) to the base of Q317 and this will fully conduct the transistor (the resistance from the emitter to the collector of the transistor drops or short circuit) thus now the transistor act as a closed switch and the current will flow through the coil and the electro-magnet will pull the relay armature down and degaussing action can be executed. b) Power saving The white arrow is the signal sent from the CPU to Q135 in order to control the heater voltage from reaching to the CRT tube. The On signal from the CPU will trigger Q135 causing resistance to drop between the collector and emitter thus conducting Q314. Once Q314 conducts the current could flow from the emitter to the collector. This circuit is actually a power saving circuit in CRT Monitor where it shutdown the heater voltage if you did not use the Main CPU after sometimes (off signal). The moment you move the mouse or touch any key in the keyboard the CRT Monitor CPU will output an On signal to trigger Q315 again. If you understand the above circuit then I believe you have no problem in understand the start circuit in the LCD Monitor. The moment you power up a LCD Monitor, MCU will send an On signal to the start circuit and this signal will cause Q751 to conduct, and because of this the resistance from the emitter to the collector of the transistor drops or short circuit causing Q752 to conduct. Once Q752 conducts the current could flow from the emitter to the collector thus allowing the supply voltage 12 VDC to be present at the VCC pin of the Inverter IC. c) B+ Circuit A B+ circuit or boost converter (step-up converter) is a power converter with an output DC voltage greater than its input DC voltage. It is a class of switching-mode power supply (SMPS) containing at least two semiconductor switches (a diode and a transistor (FET)) and at least one energy storage element (B+ coil). Filters made of capacitors (sometimes in combination with inductors) are normally added to the output of the converter to reduce output voltage ripple. The basic principle of the B+ circuit is: When the power IC send a On-state signal, the B+ FET is closed, resulting in an increase in the inductor current; and when the signal is in the Off-state, the switch is open and the only path offered to inductor current is through the B+ diode D, the B+ capacitor C and the load R (flyback transformer). This result in transferring the energy accumulated during the On-state into the capacitor thus increasing the output voltage. For your information the input current is the same as the inductor current. Transistor Act As An Amplifier You can find transistors that act as an amplifier in the CRT Monitor and Television CRT board. In older design you will see lots of transistors in the board but the newer type has fewer transistors or no transistors because all these transistors already been integrated into an IC package. Even though the transistors already built into the IC but the function is still the same which is to amplify the incoming signal from the video pre-amplifier IC. In the above diagram the Red signal enter to the base of Q903. Amplified output is taken from the collector. The input signal is few volts peak to peak as measured on an oscilloscope. The measured output signal voltage now is about 40 to 60 Volt peak to peak (depending on model of equipment) which can be use to drive the red cathode in the CRT tube. Same explanation for the Green and the Blue circuit. 3) Transistor In Optoisolator IC Optoisolator IC in the power supply circuit has a purpose and the purpose is to send a signal to the power IC (Feedback- FB pin) so that the power IC can control the switching time of the switch mode transformer. If the On time is long then the output voltage will be increased and if the On time is short the output voltage will be lower. This controlling function can be done thanks to the phototransistor and the LED in the Optoisolator IC. Whenever there are changes in the secondary voltage, an error signal would be sent to the LED and because of this the light intensity in the LED will vary. The changing light intensity has influence on the phototransistor causing the resistance of the phototransistor to change too. This change of resistance will then be feedback to the power IC and the power IC will take necessary steps to adjust the switching time so that the power output will be always stable and well regulated. Conclusion- There is actually more transistors function in electronic circuit but I would not cover it all. The reason for that was because I want you to do your own research and find your own answer. As this way would help you to understand transistor function even better. Your assignment is to get a schematic diagram and look for any transistors (FET, Bipolar, Darlington, HOT and etc) in the diagram and begin to ask yourself questions like “Why is this NPN/PNP transistor in this or that circuit?”, “Why use P-channel FET instead of N-channel FET”? and etc. If you could find the answer I believe in the future whatever transistors found in an electronic circuit you will be able to identify the transistor function and use necessary step of troubleshooting to locate the fault fast. For your information troubleshooting a transistor that performs as a switch and amplifier is different. Okay that’s all for this month repair newsletter and hope to send to you more interesting repair article in the month to come. Take care and have a nice and a wonderful day! Click here to learn how you can become a Professional in Testing Electronic Components Click here to learn how you can become a Professional in LCD Monitor Repair Recommended Mr Kent Projection Television Repair Membership website-Visit Now! Recommended Mr Kent [COLOR=blue !important][COLOR=blue !important]LCD [/COLOR][COLOR=blue !important]TV[/COLOR][/COLOR] Repair Membership website-Visit Now! Recommended Mr Kent Plasma TV Repair Membership website-Visit Now! الذين يشاهدون الموضوع الآن: 1 (0 من الأعضاء و 1 زائر)
The Mayans were a powerful tribe of people that thrived in Mesoamerica from 2000 BC until 900 AD. This incredible group of people had a calendar, method of writing and built large cities with the most modern infrastructure of the time. The Mayans are well-known for their towering pyramids and temples, and you can easily create a model of a Mayan pyramid as a project for school when your class is studying this time period. - Skill level: - Moderately Easy Other People Are Reading Things you need - Plywood board - Sugar cubes Look at pictures of Mayan pyramids to decide which structure you want to showcase. Chichen Itza is a famous Mayan pyramid, and it is a more simple design than some of the other structures. Cut a piece of plywood to fit your model, making sure that it is small enough to fit through standard doorways without tilting it. Children should ask an adult to cut the board for them. Sand the edges to prevent any splinters, and paint the surface to make it look like the ground. Use sugar cubes to build the pyramid. Make a large square by gluing the cubes to the board, and then fill it it with three or four rows of sugar cubes behind the outer perimeter of the square. Begin to build layers, moving each subsequent square outline in by the width of half of a sugar cube to slowly create the pyramid shape. Repeat the layers until your pyramid is complete. Add additional cubes to build details and other features on the structure. Attach toothpicks with glue to highlight stairways or other linear details. Allow the entire structure to dry, and then you can add colour by lightly painting the cubes with paint. Do not saturate the cubes with paint, or they can melt. Tips and warnings - You can add realistic detail to the base of your project by using paint that has a special sand effect. If you do not have the faux finishing paint, you can just mix a small amount of sand into regular paint, and apply it as evenly as possible. - Add fake foliage or small models of people to give your model more details. - Be careful when transporting your project since it will be heavy and fragile. If you can, have an adult help you carry it to school in the bed of a pickup or the cargo space of an SUV. - 20 of the funniest online reviews ever - 14 Biggest lies people tell in online dating sites - Hilarious things Google thinks you're trying to search for
Coastal tide gauges have provided data on the sea level sometimes for almost two centuries. They were originally deployed for the purposes of navigation and the prediction of tides, but their field of application has been extended considerably from coastal engineering and development to the precise knowledge of variations in sea level related to extreme weather events (e.g. storms, tsunamis) and to climate change, of which sea level is an essential parameter. R. Chazallon (1802-1872), a French hydrographic Engineer, was the first to introduce them in France in 1843. Tide gauge is not really an apropriate term since a tide gauge does not actually mesure the tide but rather the sea level, the tide being only one of the phenomena which result in sea level variations. Today, tides are well enough understood and the observations of sufficient quality to allow scientists to focus on other phenomena which result in fluctuations of sea level (see applications tab).
'Extreme Universe' puzzle deepens The mystery surrounding the source of the highest-energy particles known in the Universe has grown deeper. The particles, known as cosmic rays, can show up with energies a million times higher than the biggest particle accelerators on Earth can produce. Astrophysicists believed that only two sources could make them: supermassive black holes in active galaxies, or so-called gamma ray bursts. A study in Nature has now all but ruled out gamma ray bursts as the cause. Gamma ray bursts (GRBs) are the brightest events we know of, though their sources remain a matter of some debate. They can release in hours more energy than our Sun will ever produce. Computer models predict that GRBs could be the source of cosmic rays - mostly subatomic particles called protons, accelerated to incredibly high speeds. But they were also predicted to produce a stream of neutrinos, the slippery subatomic particles in claims of faster-than-light travel. So researchers at the IceCube neutrino telescope went looking for evidence of neutrino arrival that coincided with measurements of gamma ray bursts detected by the Fermi and Swift space telescopes. But it found none - suggesting that active galactic nuclei, where supermassive black holes reside, are likely to be the source. Given that neutrinos have such a low probability of interacting with matter as we know it, IceCube is a neutrino detector of immense proportions. Situated at the South Pole, it consists of more than 5,000 optical sensors buried across a cubic kilometre of glacial ice, each looking for the brief blue flash of light produced when a neutrino happens to bump into atomic nuclei in the ice. Over the course of measurements taken between mid-2008 and mid-2010, some 300 GRBs were recorded - but IceCube scientists detected none of the eight or so neutrinos that they predicted would be associated with those events. The models that lead to such predictions are making guesses about the most violent, highest-energy processes of which physics can conceive. Because those models include a few educated guesses, GRBs are not completely out of the running as the source of the highest energy cosmic rays we see; perhaps neutrinos are not produced in the numbers that physicists expect. Nevertheless, Julie McEnery, a project scientist on the Fermi space telescope who was not involved with the research, said it was a "huge breakthrough for IceCube to make an astrophysically meaningful measurement". "This is the question," she told BBC News. "The origin of cosmic rays is in general one of the longest-standing questions in astrophysics, and the ultra-high-energy rays are particularly interesting. "They're just completely cool however you think about them, but they're also pointing to something extraordinary that can happen in some astrophysical sources - and it's key to understanding not only where but how they are produced."
What is Whooping Cough And How Do You Treat It? All but eradicated in the United States thanks to vaccines, Pertussis - commonly known as Whooping Cough - is seeing cases at "epidemic levels" this fall. Here's what you need to know. - WHAT IS IT: Pertussis is a bacterial disease that is highly contagious. - WHAT ARE THE SYMPTOMS: Severe cough, sometimes followed by vomiting. Whooping Cough gets it's name from the "whooping" sound that is made when someone takes a breath in between coughs. The disease starts lightly with symptoms that resemble a light-grade respiratory infection. The sneezing, runny nose, and mild coughing eventually give way to severe coughing spells. - WHAT CAN YOU DO IT PREVENT IT: The Centers for Disease Control and Prevention suggests vaccination. They also recommend booster shots for those that have been vaccinated already. CDC officials say that the United States is experiencing the worst outbreak of Pertussis in over 50 years. Since July, approximately 22,000 cases have been reported. Some source material for this article came from Wikipedia.
A new family tree of dogs containing more than 160 breeds reveals the hidden history of man’s best friend, and even shows how studying canine genomes might help with research into human disease. In a study published on April 25 in Cell Reports, scientists examined the genomes of 1,346 dogs to create one of the most diverse maps produced so far tracing the relationship between breeds. The map shows the types of dog that people crossed to create modern breeds and reveals that canines bred to perform similar functions, such as working and herding dogs, don't necessarily share the same origins. The analysis even hints at an ancient type of dog that could have come over to the Americas with people thousands of years before Christopher Columbus arrived in the New World. The new work could come as a surprise to owners and breeders who are familiar with how dogs are grouped into categories. “You would think that all working dogs or all herding dogs are related, but that isn’t the case,” says Heidi Parker, a biologist at the US National Institutes of Health (NIH) in Bethesda, Maryland, and a study author. When geneticists tried to map out herding-dog lineages in the past, they couldn’t do so accurately. Parker and Elaine Ostrander, also a biologist at the NIH and a study author, say that this was because herding dogs emerged through selective breeding at multiple times and in many different places. “In retrospect, that makes sense,” says Ostrander. “What qualities you’d want in a dog that herds bison are different from mountain goats, which are different from sheep, and so on.” Coming to America Most of the breeds in the study arose from dog groups that originated in Europe and Asia. But domestic dogs came to the Americas thousands of years ago, when people crossed the Bering land bridge linking Alaska and Siberia. These New World dogs later disappeared when European and Asian dogs arrived in the Americas. Researchers have looked for the genetic legacy of these ancient canines in the DNA of modern American breeds, but have found little evidence until now. The way that two South American breeds, the Peruvian hairless dog and the xoloitzcuintli, clustered together on the family tree suggested to Ostrander and Parker that those animals could share genes not found in any of the other breeds in their analysis. Parker thinks that those genes could have come from dogs that were present in the Americas before Columbus’s arrival. “I think our view of the formation of modern dog breeds has historically been one-dimensional,” says Bob Wayne, an evolutionary biologist at the University of California, Los Angeles. “We didn’t consider that the process has a deep historical legacy.” That extends to what was probably the first period of domestication for canines in hunter-gatherer times. Ostrander and Parker think that dog breeds underwent two major periods of diversification. Thousands of years ago, dogs were selected for their skills, whereas a few hundred years ago, the animals were bred for physical traits. “You would never be able to find something like this with cows or cats,” says Wayne, “We haven’t done this kind of intense deliberate breeding with anything but dogs.” Although the latest study can help researchers to better understand the history of the domestic dog, there are several practical reasons for creating a database such as that produced by Ostrander, Parker and their colleagues. One reason is that it can help in diagnosing illnesses in domestic dogs. Another is that it can aid the study of human diseases. Dogs and people can suffer from similar conditions, such as epilepsy. In humans, there might be hundreds of genes that can influence that illness. However, because dog breeds are relatively genetically isolated, each breed might carry only one or two of the genes involved in epilepsy, says Ostrander. “By studying dogs, we can we look at each [gene] individually. It’s much more efficient.” This article is reproduced with permission and was first published on April 25, 2017.
Black Ink - Egyptian Papyrus - Dark - 16x24in. - After the style of ancient Egyptians, these sheets begin with the pith of the papyrus plant which is cut into thin strips and soaked in water. The hydrated pieces are then cut to the length of the sheet to be made. A first layer of parallel strips is placed on a piece of cotton followed by a second layer perpendicular to the first. The completed sheet is then covered with a second piece of cotton and pressed between two pieces of felt to dry. Dark papyrus is "aged" in water longer than light papyrus to achieve a darker color and less solid sheet. Papyrus is suitable for painting, writing with many varieties of inks, and bookbinding. Egyptians consider it the "everlasting" paper as papyrus has been found in perfect condition in tombs and temples dating back to 2700 B.C.
Most nations have national seals, signifying their status as sovereign nations, bearing mottoes and emblems dear to them, and used to mark the most important official documents. Our national seal is widely seen yet little noticed. Most Americans, in fact, hold it in their hands on a daily basis: images of its two sides appear on the back of every one-dollar bill.* Like the republic it represents, the Great Seal bears the marks of its origin in democratic deliberation. Each of its various details was hotly debated, including, on its obverse (or front), the bald eagle and the bundle of arrows and olive branch in the eagle’s talons, and, on its reverse (or back), the unfinished pyramid, the Roman numerals at the pyramid’s base, and the eye of Providence above. And, to complicate things further, not one but three mottoes were affixed to the seal. Each is in Latin: E Pluribus Unum (Out of many, one), Annuit Coeptis (He has approved of our undertakings), and, borrowed from Virgil, Novus Ordo Seclorum (A new order of the ages). Many subscribe to the adage “A picture is worth a thousand words.” Is this the case with the Great Seal of the United States? Can you weave a coherent story from the images affixed on it? Or, are the images—and mottoes—in tension? Why are the mottoes of the United States in Latin rather than English, and what difference does that make? How does the obverse differ from the reverse, and what picture of the nation does each side convey? What feelings do the images evoke in you? The Escutcheon [shield] is composed of the chief [upper part of shield] & pale [perpendicular band], the two most honorable ordinaries [figures of heraldry]. The Pieces, paly [alternating pales], represent the several states all joined in one solid compact entire, supporting a Chief, which united the whole and represents Congress. The Motto alludes to this union. The pales in the arms are kept closely united by the Chief and the Chief depends on that union & strength resulting from it for its support, to denote the Confederacy of the United States of America & the preservation of their union through Congress. The colours of the pales are those used in the flag of the United States of America; White signifies purity and innocence, Red, Hardiness & valour, and Blue, the colour of the Chief signifies vigilance, perseverance & justice The Olive branch and arrows denote the power of peace & war which is exclusively vested in Congress. The Constellation denoted a new State taking its place and rank among other sovereign powers. The Escutcheon is born on the breast of an American Eagle without any other supporters to denote that the United States of America ought to rely on their own Virtue [power]. Return to text. Reverse. The pyramid signifies Strength and Duration: the Eye over it and the Motto allude to the many signal interpositions of providence in favour of the American cause. The date underneath is that of the Declaration of Independence and the words under it signify the beginning of the New American Era, which commences from that date. Return to text.
Huckleberry finn discussion questions and answers join the discussion about the adventures of huckleberry finn ask and answer questions about the novel or view study guides, literature essays and more. In the adventures of huckleberry finn by mark twain, lying causes the main character, huckleberry finn (huck), to change and realize the moral effects of lying because of how he uses lies for white lies and jokes, protection, and manipulation. Need students to write about adventures of huckleberry finn we've got discussion and essay questions designed by master teachers. The adventures of huckleberry finn study guides these links will give you a summary of the book, character analysis, plot and much more, so that you will be able to answer literary questions. 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The "fall" of a sewer pipe is defined as the vertical distance by which one end (or one end of a section) of the pipe drops relative to the other. It can be expressed as a percentage when divided by the length of the pipe. This is the pipe's slope, or gradient. The two terms are typically used interchangeably on construction sites, which can cause some confusion. Working out this percentage is quite easy mathematically, but requires a bit of work to get the numbers necessary. Dig down to the sewer pipe at either end of the section whose percentage fall you wish to measure. Establish a baseline height to measure from. The easiest way to do this is to hammer wooden stakes into the ground at either end of the pipe, then tie a string, and make it taut, between them. Set a string level on the string, then hammer the stakes in until the level's bubble shows that the string is perfectly level. Measure the distance from the top of each end of the pipe to the string above it. Subtract the smaller distance from the larger one. This is the vertical fall of the pipe. Measure the length of the pipe. Divide the pipe's vertical fall by the length of the pipe, then multiply the result by 100 to find the percentage. The fall and length need to be in the same units (feet or inches) for this to work. For example, if the pipe fell by 30 cm (1 foot) and was 15 m (50 feet) long, you divide 30 by 1500 to get 0.02. Multiplied by 100, that becomes 2 per cent, which is your slope or gradient.
Cognitive Behavioral Therapy Exercises Cognitive behavioral therapy (or CBT for short) is the most cutting-edge, research-supported treatment for numerous psychological problems and disorders. Numerous cognitive behavioral therapy exercises have been developed and tested by researchers to find the most effective and quickest solutions to some of life’s thorniest problems. Everything from anxiety and depression to ADHD and socials skills problems have been the subject of CBT intervention and research. With every new study that is published, CBT in general, and cognitive behavioral therapy exercises in particular, are being recognized as the highest standard of care in psychotherapy. What is CBT? Put simply, CBT begins with a simplifies way of making sense of challenging situations and problematic reactions to them. Cognitive behavioral therapy emphasizes three main components in conceptualizing problems: thoughts, emotions, and behaviors. By breaking down difficult feelings into these main component parts, it becomes very clear where and how to intervene. If a particular negative thought seems to be causing a chain reaction of negative emotion and behavior, the best solution may be to reexamine that thought. If a behavioral pattern seems responsible, it may be wise to learn a new behavioral response to the situation. More often than not, all three components are implicated in difficult problems and feelings. Cognitive behavioral therapy exercises are designed to intervene with all three components simultaneously. For instance, when uncontrollable worry is the problem, CBT exercises can help people to identify more effective and grounded thoughts, which in turn reduce the emotion of anxiety, and ultimately make it easier to engage in skillful behavior to actively address the problematic situation beginning the chain-reaction. Below is a list of cognitive behavioral therapy exercises common to a number of different CBT treatments: Cognitive Restructuring: Cognitive restructuring is a cognitive behavioral therapy exercise designed to help people examine unhelpful thinking patterns, and devise new ways of reacting to problematic situations. Cognitive restructuring often involves keeping a thought record, which is a way of tracking dysfunctional automatic thoughts, and devising adaptive alternative responses. Cognitive Behavioral Therapy Exercises: Cognitive Techniques - Cognitive Pie Chart Exercise - Investigating Thoughts - Cognitive Techniques to Reduce Worry - Treating Thoughts as Guesses - Constructive Worry - Acceptance Exercises - Identifying Cognitive Distortions Activity Scheduling: Activity scheduling is a cognitive behavioral therapy exercise that helps people engage in behaviors they ordinarily would not engage in. The intervention involves identifying a low frequency behavior, and finding time throughout the week to schedule the behavior to increase its frequency. It is often employed in treatment for depression, as a way of re-introducing rewarding behaviors into people’s routines. Cognitive Behavioral Therapy Exercises: Activity Scheduling Graded Exposure: Exposure is a cognitive behavioral therapy exercise designed to reduce anxiety and fear through repeated contact with what is feared. This has been to shown to be among the most effective treatments for any psychological problem. The underlying theory has to do with avoidance of things that we fear resulting in increased fear and anxiety. By systematically approaching what you might normally avoid, a significant and lasting reduction in anxiety takes place. Successive Approximation: Successive approximation is a cognitive behavioral therapy exercise that helps people tackle difficult or overwhelming goals. By systematically breaking large tasks into smaller steps, or by performing a task similar to the goal, but less difficult, people are able to gain mastery over the skills needed to achieve the larger goal. Mindfulness Meditation: Mindfulness meditation is a cognitive behavioral therapy exercise that helps people disengage from harmful ruminating or obsessing by learning to connect to the present moment. Mindfulness comes from Buddhist meditation, and is the subject of a significant amount of new research on effective treatment of psychological problems. Cognitive Behavioral Therapy Exercises: Mindfulness Meditation - Introducing Mindfulness - Mindfulness 'What' Skills - Mindfulness 'How' Skills - Find Wise Mind - Mindfulness Exercises for Stress Reduction - Mindfulness Half-Smile Exercise - Mindfulness Exercises for Chronic Pain Skills Training: Skills Training is a cognitive behavioral therapy exercise to help remedy skills deficits, and works through modeling, direct instruction, and role-plays. The most common subjects of skills training are social skills training, assertiveness training, and communication training. Cognitive Behavioral Therapy Exercises: Social Skills Training Problem Solving: Problem Solving is a cognitive behavioral therapy exercise to help people take an active role in finding solutions to problems. Chronic mood problems or repeated disappointment can result in people taking a passive role when difficult situations arise. By teaching people effective problem solving strategies, they are able to regain control and make the best of difficult situations. Relaxation Breathing Training: Relaxation training is a cognitive behavioral therapy exercise designed to help people reduce physiological symptoms of anxiety, such as shortness of breath, rapid heart rate, dizziness, etc. By reducing the body’s anxious arousal, people are able to think more clearly, thus increasing feelings of comfort and further decreasing anxiety symptoms. Cognitive Behavioral Therapy Exercises: Relaxation Training For more information about each of these interventions, visit the Cognitive Behavioral Therapy Techniques pages.
A living museum is a type of museum which recreates historical settings to simulate past time periods, providing visitors with an experiential interpretation of history. It is a type of museum that recreates to the fullest extent conditions of a culture, natural environment or historical period. Sometimes, a drama performing group of historical reenactment of historical scenes in historical buildings is considered as a living museum. Comparison with open-air museum An open-air museum is a special kind of a living museum. In a living museum, a visitor is using their senses. The objective is total immersion, designing exhibits so that visitors can experience the specific culture, environment or historical period using all the physical senses: sight, smell, sound, taste and touch. In an open-air museum, the exhibits are shown outside buildings, especially collections of houses, buildings, machines, rails etc. An open-air museum can be also a living museum, but this is not necessarily the case. Authenticity and living history museums A major concern at living history museums is the idea of authenticity. Living historians define authenticity as perfect simulation between a living history activity and the piece of the past it is meant to re-create. A major difference between living history museums and other historical interpretation is that at living history sites, the interpretation is usually given in the first-person present, versus the third-person past narratives given at other sites. Living history museums seek to convey to visitors the experience of what it felt like to live in the past. Critics of living history museums argue that replication of past states of mind is impossible, and therefore living history is inherently inaccurate. - "The Association for Living History, Farm, and Agricultural Museums". Retrieved 5 May 2014. - Handler, Richard; William Saxton (August 1988). "Dyssimulation: Reflexivity, Narrative, and the Quest for Authenticity in "Living History"". Cultural Anthropology 3 (3): 242. doi:10.1525/can.1988.3.3.02a00020. Retrieved 5 May 2014. \|This museum-related article is a stub. You can help Wikipedia by expanding it.\|
The Chevrolet Motor Company presents “Streamlines”. Learn all about wind resistance and how shape can effect the movement of an object through the air. All recorded by a motion picture camera. It’s handy to know the basics of streamlines in case you ever have to deal with fluid resistance of any sort, including air. Wikipedia on Streamlines “Fluid flow is characterized by a velocity vector field in three-dimensional space, within the framework of continuum mechanics. Streamlines, streaklines and pathlines are field lines resulting from this vector field description of the flow. They differ only when the flow changes with time: that is, when the flow is not steady. - Streamlines are a family of curves that are instantaneously tangent to the velocity vector of the flow. These show the direction in which a massless fluid element will travel at any point in time. - Streaklines are the loci of points of all the fluid particles that have passed continuously through a particular spatial point in the past. Dye steadily injected into the fluid at a fixed point extends along a streakline. - Pathlines are the trajectories that individual fluid particles follow. These can be thought of as “recording” the path of a fluid element in the flow over a certain period. The direction the path takes will be determined by the streamlines of the fluid at each moment in time. - Timelines are the lines formed by a set of fluid particles that were marked at a previous instant in time, creating a line or a curve that is displaced in time as the particles move. Definition of Streamlines By definition, different streamlines at the same instant in a flow do not intersect, because a fluid particle cannot have two different velocities at the same point. Similarly, streaklines cannot intersect themselves or other streaklines, because two particles cannot be present at the same location at the same instant of time; unless the origin point of one of the streaklines also belongs to the streakline of the other origin point. However, pathlines are allowed to intersect themselves or other pathlines (except the starting and end points of the different pathlines, which need to be distinct). Streamlines and timelines provide a snapshot of some flowfield characteristics, whereas streaklines and pathlines depend on the full time-history of the flow. However, often sequences of timelines (and streaklines) at different instants—being presented either in a single image or with a video stream—may be used to provide insight in the flow and its history.”
We have another ‘habitable zone’ planet to talk about today, one not much bigger than the Earth, but it’s probably also time to renew the caveat that using the word ‘habitable’ carries with it no guarantees. The working definition of habitable zone right now is that orbital distance within which liquid water might exist on the surface of a planet. Whether it actually does is just one of the questions. A second is whether or not we’re in fact dealing with a rocky terrestrial world. So Centauri Dreams approaches the announcement of Kepler-186f with guarded enthusiasm for an exoplanet that looks interesting indeed. Five planets circle this star, an M-dwarf a great deal smaller and cooler than the Sun. Discovered by the Kepler space observatory, the planet presents us with transit information telling us that it is about 1.1 Earth radii, although we don’t yet know what the mass of this world is, and hence can’t make a definitive call on whether or not it is rocky. But Stephen Kane (San Francisco State), one of the researchers involved in today’s announcement, thinks we have reason to think that it is: “What we’ve learned, just over the past few years, is that there is a definite transition which occurs around about 1.5 Earth radii,” said Kane. “What happens there is that for radii between 1.5 and 2 Earth radii, the planet becomes massive enough that it starts to accumulate a very thick hydrogen and helium atmosphere, so it starts to resemble the gas giants of our solar system rather than anything else that we see as terrestrial.” Kepler-186f is thus well below the value where we would expect it to accumulate a thick hydrogen and helium envelope, causing Kane to add “there’s a very excellent chance that it does have a rocky surface like the Earth.” If that’s the case, then we have a planet on the outer edge of its star’s habitable zone, though one that may have a somewhat thicker atmosphere than Earth’s because of its somewhat larger size. Perhaps the surface can avoid freezing. In any case, this is what lead author Elisa Quintana (NASA Ames) calls “the first definitive Earth-sized planet found in the habitable zone around another star.” The work appeared today in Science. Image: The artist’s concept depicts Kepler-186f, the first validated Earth-size planet orbiting a distant star in the habitable zone—a range of distances from a star where liquid water might pool on the surface of an orbiting planet. The discovery of Kepler-186f confirms that Earth-size planets exist in the habitable zone of other stars and signals a significant step closer to finding a world similar to Earth. Credit: NASA Ames/SETI Institute/JPL-Caltech. The discovery team used so-called ‘speckle imaging’ in obtaining its high resolution observations from the eight-meter Gemini North telescope on Mauna Kea as well as adaptive optics observations from the ten-meter Keck II telescope to rule out extraneous sources that could account for the Kepler data, concluding that the signal has to be that of a transiting planet. The speckle data allowed direct imaging of the system to within 400 million miles, confirming there were no other stellar-sized objects orbiting within this distance from the star. “The Keck and Gemini data are two key pieces of this puzzle,” adds Quintana. “Without these complementary observations we wouldn’t have been able to confirm this Earth-sized planet.” The new planet orbits its star once every 130 days, receiving about a third of the heat energy that Earth does from the Sun. The four inner planets — Kepler-186b, Kepler-186c, Kepler-186d, and Kepler-186e — are all too hot for life as we know it, with periods of 3, 7, 13 and 22 days. Image: Kepler-186 and the Solar System: The diagram compares the planets of the inner solar system to Kepler-186, a five-planet system about 500 light-years from Earth in the constellation Cygnus. The five planets of Kepler-186 orbit a star classified as a M1 dwarf, measuring half the size and mass of the sun. The Kepler-186 system is home to Kepler-186f, the first validated Earth-size planet orbiting a distant star in the habitable zone—a range of distances from a star where liquid water might pool on the surface of an orbiting planet. Credit: NASA Ames/SETI Institute/JPL-Caltech. The objection to Kepler-186f as a home for life rests on the dangers of orbiting an M-dwarf, a class of star prone to flare activity. Move a planet close enough to the star to be in its habitable zone and the assumption is that it’s also tidally locked, presenting the same side to the star throughout its orbit, with all the complications that brings to climate models. Neither of these factors are complete show-stoppers — some climate studies show that temperature extremes can be mitigated by winds or ocean currents — and in the case of Kepler-186f, we do have a world on the habitable zone’s outer edge, perhaps far enough out not to suffer tidal lock. So it’s an interesting place, this new world, about 490 light years away in the constellation Cygnus and thus tantalizingly out of reach for atmospheric analysis even with instrumentation planned for the near future. The James Webb Space Telescope itself won’t be able to help us with that task. But it’s pleasing to note that Kepler-186f has been studied over a frequency range of 1 to 10 GHz looking for emissions, though none has so far been found. Getting a detectable signal here from this star would require a transmitter between 10 and 20 times as powerful as the planetary radar system at Arecibo. SETI keeps coming up empty, but good for us if, in addition to our other studies, we keep our ears open for a long-shot detection. The paper is Quintana et al., “An Earth-Sized Planet in the Habitable Zone of a Cool Star,” Science Vol 344, No. 6181 (18 April 2014), pp. 277-280 (abstract). This news release from the Gemini and Keck observatories is also helpful, as is this one from San Francisco State University.
table of today lists every single element known on Earth. They are placed in order of their atomic number (number of protons). The atomic weigh or more correctly the atomic mass, helps to predict the properties of different elements. The concept of atomic weight has changed through time depending on how the number was obtained by various scientists. Since 1960 the value has been standardized by chemists, who determine the number using different analytic and mathematical tools. Today the atomic weight should be referred to as the atomic mass and the unit of measurement is called atomic mass Each box on the Periodic Table of the Elements includes at a minimum, the atomic number, atomic symbol, and atomic mass. Larger charts can show many other features using a variety of colors and symbols that help define physical properties. These properties could include boiling points, melting point, density, and crystal structure. Today’s periodic tables vary depending on who may use the table. The boxes on the Periodic Table are arranged as a data chart so we can derive information not only on an individual element but how the elements relate to each other. The horizontal rows are divided into “periods” (1-7) and the vertical columns are divided into “groups.” The groups have two designations 1-18 (new) and 1A-8A;1B-8B (older). However, many chemists still use the number and letter designation.
"Who is the Longest of Them All?" Objective - SWBAT graph the length of a variety of dinosaurs using cooperative learning skills. 1) Use the graphing activity, teacher will have students identify the lengths of different dinosaurs. 2) Why do you think that some dinosaurs were so much longer than others? What do you think they used their length for? 3) Teacher will use the graphing activity sheet to model how to color a bar that would exemplify the height of a human child and a 4) Students will use "Pair and Share" to complete the graphing activity. 5) Who is the longest? Who is the shortest? Students will be evaluated on the completion of their graphs.
Teaching students to compose narrative writing pieces gives them the unique opportunity to use their personal experiences to create writing that expresses their own stories, thoughts and point of view. For this reason, when you embark on the task of teaching narrative writing, focus not only on the structure and mechanics of narrative writing, but also on the process of brainstorming and supporting your students in developing a personal voice and style to convey their thoughts. Learning from Examples Give elementary students several examples of narrative writing, such as Alexander and the Terrible, Horrible, No Good, Very Bad Day by Judith Viorst. Discuss the stories' organization into introduction, middle and conclusion. Point out details and descriptions for your students to use as models for their writing. Have your students create a timeline of their own life to pinpoint significant events they could write about, such as moving to a new house, the birth of a sibling or their first time playing a new sport. Support students as they begin to zoom in on a specific event, like the examples. Prompt young students to add details using their different senses and older elementary students to think about ways to convey emotions through their writing. Urge middle school students to move beyond the basics of telling a story by teaching them to apply stylistic techniques to their narrative writing pieces. Introduce your students to the technique of using flashbacks in writing to heighten reader interest and engagement. By first showing a clip from a movie that uses a flashback, such as The Sandlot, and asking students to write the scene from a chosen character’s perspective, students will learn how to play with time in order to make their narrative writing exciting. Try having students deconstruct and reconstruct narratives: After reading a short story, such as The Monkey's Paw by W. W. Jacobs, students deconstruct the short story into the basic story elements, creating a story board, then trade story boards with a partner who read a different story and use the story board to create a narrative. Have high school students continue developing their skills as narrative writers using different points of view. Going beyond the general first-, second- and third-person models, explain different POV structures that narrative writers can use, such as an unreliable first-person perspective. Have students experiment with POV structure, responding to short narrative writing prompts. To deepen their creativity in narrative writing, have your high school students write a narrative of an event that happened in their life and then re-write the event as if they had the chance to go back in history and change their actions. Alternatively, have students each write an opening sentence to a narrative, then trade sentences with a partner. Direct students to complete the story using their partner's first sentence. Using Advanced Techniques Although more advanced high school students and college students may typically associate thesis statements with expository writing, teach them to also think about using a modified thesis statement in narrative writing. For example, a thesis statement in a narrative essay about a trip to another country may be, learning about other cultures helps people reflect on their own culture. Have students give their writing a clear underlying message, perhaps connecting the story to a universal experience. Older students can also learn to use details and descriptions to show rather than tell experiences, allowing readers to become actively involved in the story instead of passively receiving it. For example, instead of writing, "I was tired," guide students to include other details that would suggest fatigue without explicitly stating it, such as "the weight of my eyelids had never seemed so noticeable." - AlixKreil/iStock/Getty Images
Today, we are very excited to introduce our new Phonics Coloring Worksheets for Word Families, which give kids practice finding & reading words with common phonics spelling rules, & a chance to color creatively, too! They also give children practice reading and contrasting words from two different word families, so this is really great practice in sounding out words. As children find and color the pictures according to the words that are written inside of them, they get valuable practice thinking of reading words in terms of word families and phonics spelling patterns. The coloring makes it fun, too! I think that these worksheets are the PERFECT addition for “morning work” in phonics, if I do say so myself! And we have a couple of freebies for you to try out yourself, if you like! Scroll all the way down the bottom to find them! Otherwise, click here to purchase them for just $5 per volume! Here’s a link to Volume 1, and here’s a link to Volume 2. All of the words in these two worksheet sets are the same words that are presented in the Sounds Fun CD/DVD. I LOVE that these two resources compliment each other so well! They are also the same words are also presented in the Sounds Fun Phonics Workbooks, Volumes One and Two. (See the word list below.) The sound spelling or phonics rule can even be taught by letting the children watch or listen to the DVD! Of course, these may also be taught in the traditional way instead! For those of you that didn’t know, there are words that are shown in the upper left hand corner of the Sounds Fun DVD as it plays. My class enjoyed singing a phonics song once through, and then watching it again with the sound muted, reading the words together as they appeared on the screen. (See below.) So in order to introduce the worksheet, all you really need to do is review the Sounds Fun Phonics songs that the worksheet focuses on. Then have them watch again with the sound turned down while they practice reading the words on the upper left hand side. Suggested Instructions for the Worksheets 1. Introduce the phonics spelling pattern or rule to the children. Practice reading the words on the worksheet together. I use the Sounds Fun Phonics CD/DVD for this, but you could use any method, of course! There is a clip below for those of you that are not familiar. If you have the DVD, have the children read the words on the upper left hand side after singing and dancing along with the video. 2. Read the instructions on the worksheet aloud to the children. Demonstrate what to do with one or two examples. 3. I found it easiest to have the children find and underline the words that they should color FIRST, and then I could release them to relax and color. So, before I passed out the worksheets, FIRST I modeled how they should find the spelling patterns in each word and then underlined that word with the color indicated on the worksheet. Then I removed my worksheet so that they could not simply copy mine, of course! 4. Pass out the worksheets, reminding the children to start by finding and underlining all of the target words with the correct color before coloring. Children can put a colored dot or underline with a different color the words that don’t fit the target spelling pattern. Watch for and correct any mistakes in the underlining before they begin coloring, when it is easiest and less frustrating for the children to correct! 5. After they have found each target word and underlined it with the correct color, they may begin to color those words according to the instructions. You may wish to have them double check the words with you first before they begin coloring. 6. When the target words are colored, then they may color the rest of the words “any other color,” or follow the instructions as stated on the worksheet. This works out well, because some children will want to make rainbows out of some of the objects or color them very carefully, and that should be done after the rest of the “work” has been completed. 7. You may want to let children with special needs simply underline the words with the designated color and not require any coloring, etc. They could even place markers on the correct words instead of using a pencil or crayon. The thought process is the same, so it’s up to you! These worksheets are meant to be a little bit open ended in terms of how much of it needs to be completed. That means that some children that enjoy coloring may want to color in all of the objects and have fun with them! Others may only want to find the ones that are part of the targeted spelling pattern and perhaps cross out the rest, etc. Feel free to differentiate for your students as you see fit! I usually ask my students to keep working on it until the given time is up, and then turn it in. So even if they are not quite done with the rest of the “any other color” words, it should not matter. They can be done with it when the bell rings, unless you would like them to complete the entire thing. I hope you enjoy this resource and that it is useful to you! They are available NOW on the website. Only $5!! Here’s a link to Volume 1, and here’s a link to Volume 2. You can try out a couple of freebies by clicking below!
Moving around the Sun to perform a revolution at an average distance of 108.2 million kilometers, the planet Venus is a truly smoldering greenhouse, where no astronaut or any other living being would survive in its hellish environment. At 470 degrees Celsius, the surface temperature of Venus is usually more than enough to melt lead and even has 100 degrees left over to make any form of steel hot. At an altitude of about 49 kilometers, where the dense clouds on the planet begin to form, the temperature drops to only 70 degrees Celsius. However, at about 68 kilometers above Venus, the temperature drops drastically to nearly 0º Celsius, which is quite strange considering the entirety of the planet is considered hot. It was during the 1960s when earthbound radars indicated and calculated the piping hot Venusian environment, although there were many scientists who were skeptical about the planet’s temperature at that time. The result, however, was verified with the help of the increasingly sophisticated Venus space probes launched a decade later. The planet Venus, it turns out, is a greenhouse planet that doesn’t have a keeper to maintain balance in its composition, and it could also be said that its thermostat has broken down long in its past. Because of how the planet is so close to the Sun, the sunlight it receives comes in as short-wave radiation that heats up Venus’ atmosphere as well as its surface, although the heat is usually trapped within the planet (see the diagram above). Very little of the heat that it gets from the Sun is reflected, and the heat that it reflects is turned in the form of long-wave infrared that escapes through the dense atmosphere of carbon dioxide. The process where heat cannot escape the planet and forces its atmosphere to remain hot has been called the runaway greenhouse effect, which somehow continues to operate without being regulated by any balances or systems. It is a self-feeding machine that requires no further input of CO2 to keep going. In the present time, our own planet seems to be heading for a similar disaster wherein the temperature wouldn’t cool down. Unless we immediately put an end to excessive carbon dioxide emissions, the Earth will eventually go the way Venus went in the past. Why is Venus hotter than Mercury? Our science class would often tell you that Venus is the hottest planet on the solar system; however, Mercury is the nearest on to the Sun, so why is Venus still hotter? The answer to that particular question lies in the runaway greenhouse effect, as most of the heat that Venus gets from the Sun cannot escape. Mercury does not have a runaway greenhouse effect, mainly because its atmosphere doesn’t have carbon dioxide, which absorbs heat and infrared gases. The runaway greenhouse effect on Venus creates a sulfuric acid haze above its surface, and the haze is what traps the heat on the planet. However, scientists believed that Venus wasn’t the hottest planet millions of years ago, and it is theorized that the planet had the same temperature as today’s Earth. As the Sun became bigger and bigger, the sunlight and heat energy that it provides for the planets nearer to it is becoming too much for both Mercury and Venus to control, hence the reason why it has become an uninhabitable planet in the past.
Sleep is an important part of your daily routine—you spend about one-third of your time doing it. Quality sleep – and getting enough of it at the right times — is as essential to survival as food and water. Without sleep you can’t form or maintain the pathways in your brain that let you learn and create new memories, and it’s harder to concentrate and respond quickly. Sleep is important to a number of brain functions, including how nerve cells (neurons) communicate with each other. In fact, your brain and body stay remarkably active while you sleep. Recent findings suggest that sleep plays a housekeeping role that removes toxins in your brain that build up while you are awake. Everyone needs sleep, but its biological purpose remains a mystery. Sleep affects almost every type of tissue and system in the body – from the brain, heart, and lungs to metabolism, immune function, mood, and disease resistance. Research shows that a chronic lack of sleep, or getting poor quality sleep, increases the risk of disorders including high blood pressure, cardiovascular disease, diabetes, depression, and obesity. Sleep is a complex and dynamic process that affects how you function in ways scientists are now beginning to understand. This booklet describes how your need for sleep is regulated and what happens in the brain during sleep.
Build Social Skills in Kids with Autism, Sensory Processing & ADHD: Positive Outcome for Success – Tara Delaney , Mary Hamrick Sale Page : Original Price: $199 You just : $54 We all know how important it is for children to build social connections and have relationships that thrive and succeed! We will show you how to utilize the sensory systems within activity-rich lessons to increase social skills for children with HFA, ADHD and sensory issues. We will demonstrate sensory activities that create opportunities to increase emotional and sensory regulation that leads to social connectivity. Children will become more confident and comfortable taking social risks, preparing them for future real-time social interactions. You will learn specific strategies to build social competency: - Reading nonverbal and verbal social cues - Executive Functioning Strategies - Making Theory of Mind concrete - Selective Attention - Social Sense Habits of the Week Come experience and learn strategies for kids who struggle connecting with others. - Describe the latest brain research, and how these findings impact the way therapists and educators work with children/ adults with social skills deficits. - Provide an explanation on sensory integration and the link to social skills. - Summarize how underlying sensory processing difficulties impact learning, behavior and social skills. - Examine how early experiences set the stage for more intricate social intelligence. - Provide strategies on helping students identify and communicate their needs, monitor their levels of sensory stimulation, observe and attach meaning to the nuances of social situations. - Discover the most important social skills for our students to have and how they can rely on their basic sensory foundation to teach these incredibly complex skills. Lesson plans that are ready to go! - A new way to look at being social! - Evolution of the term - Neurology and Environment The Brain Library - What it is – how is it stacked - Gaps in the library - Exposure delays/deficits - Brain Connectivity - Sensory – Multi-Sensory The Sensory System Link - Gustatory & Olfactory – Make Theory of Mind concrete - Vestibular – Increase spatial awareness - Proprioceptive – learn nonverbal language - Tactile – Brain over Body strategies - Auditory -Selective attention - Visual – Joint attention and visualization strategies - A New Way to Run Social Groups - Strategies for basic sensory systems – ask questions to drive change - Use of real time opportunities – Social Sense hands–on activities - Develop positive social habits - Increase sensory-social awareness - Analyze how actions/reactions – affect peer relationships Please kindly cotact us if you need proof of item. Alyssa Garner – a+ \| Build Social Skills in Kids with Autism, Sensory Processing & ADHD: Positive Outcome for Success – Tara Delaney , Mary Hamrick
Providing food is a central part of human life. It is essential to maintain the body’s growth and repair, and to keep us healthy. It is the source of energy for both humans and animals. There are many kinds of food, including animal, plant and fungal foods. The nutrients in these foods are necessary for the growth and repair of body tissues. Food must be consumed safely to avoid foodborne diseases. Food safety depends on the food’s preparation, transportation and storage. Poor nutrition is associated with a heightened risk of future physical problems, birth defects and cognitive problems in children. Food security can be achieved by creating and sustaining a diverse, nutritious food supply. Food security can also be achieved by improving communication between stakeholders. Food security is important for both the producer and consumer. Food can be obtained in different forms, including fresh fruits, vegetables, animal and plant meats, dairy products, and fish. Food can also be preserved through canning, drying, and freezing. Fish is an excellent source of vitamins and minerals. It is also an important source of protein. There are many food traditions and beliefs that influence people’s eating habits. They include beliefs about how food should be prepared and eaten, cultural preferences, religious practices, and social structures. People also have different feeding behavior depending on their ecological niche. For example, a person living in a warm, wet lowland might depend on crops that mature quickly and retain water. A person living in an area near the ocean might eat more fish than someone living farther inland. Different cultures have developed their own unique cuisines. Depending on the region, people may eat fish, meats, and vegetables in different ways. Some cultures prefer raw foods while others prefer cooked foods. Across the world, many people enjoy different ethnic cuisines, including Chinese, Italian, and French. Some of the foods associated with national cuisines are the inventions of immigrants, while others are based on local traditions. Food security is not an easy task. Resources are not evenly distributed across the world’s population. A flood, drought, or other natural disaster can result in famine. Lack of food can also be caused by transportation obstacles, or by financial or health conditions. There are also environmental pollutants, such as pesticides, that can make foods dangerous. Food security also depends on the social structure of the country. Different cultures have diversified their food preparation methods and manufacturing processes. For example, some people in countries with high incomes may have access to fresh milk and other foods while rural populations may rely on processed foods. Food systems are complex economic and social value chains. Food production is a major industry in many countries. In addition to manufacturing, food production involves transportation, storage, and distribution. Food is also a large non-government employer. Food marketing involves bringing the producer and consumer together. Food security is a global issue and solutions are being developed in countless communities. Food security is a major issue for the world’s population. A lack of access to safe food can create a vicious cycle of disease. Foodborne diseases affect infants, children, adults, and elderly people. Foodborne illnesses kill an average of 420,000 people each year. In addition to diseases caused by bacteria and viruses, foodborne illnesses can also cause cancer and diarrhoea.
Feelings are emotions that are separate from will or knowledge. They are evoked by any mental or physical activity and cause a person to feel good or bad about any given thing. Generally, one experiences feelings of pleasure and displeasure in connection with sensations. For example, it is the sensing that the fur emits warmth that is the feeling. One may call this reaction to the sensation of touch a feeling. The word feeling is sometimes used to describe the total consciousness of a number of separate physical sensations, such as a feeling of good health or a feeling of drowsiness. Feelings can at times be projected, allowing a person to sense how someone else thinks or feels. Even though one has no direct knowledge of the frame of mind of others, one can often guess quite accurately how someone else feels or thinks. Projection is a form of empathy. Many psychologists believe that emotions are learned and that infants are born without emotions. They believe that a growing child not only learns his emotions but learns how to act in certain situations because of an emotion. For example when a child first meets a snarling dog, the child may have no emotion toward the dog. If the dog tries to bite the child, he develops fear toward the dog. Because of the fear that the child learned, he avoids snarling dogs in the future. Psychologists think that there are two types of emotions: positive emotions and negative emotions. Positive emotions include live, liking, joy, delight, and hope. They are aroused by something that appeals to a person. Negative emotions make a person unhappy or dissatisfied. they include anger, fear, despair, sadness, and disgust. Emotions trigger chemical and physical changes in the body that often help to protect it against danger.
Gagné's Nine Steps of Instruction 1. Gain attention: Present stimulus to ensure reception of instruction. It's rule #1 in marketing, so why would education be any different? Students are much more receptive when they are engaged. It's why teachers use warm up writing exercises at the start of class. The more you have your students attention, the more they will learn. In a recent survey I did, the vast majority of the professors I agreed with the statement that students attention spans are much shorter than they were 25 years ago. If that is true, maybe it's because educators are competing with technology and its plethora of apps promising instant gratification. If thats the case then like it or not we as educators have to also play the role of entertainer as well as teacher. It could be a simple as a cleverly worded question students answer at the beginning of class, or something off the wall like what this math professor did as a prank in the video below. The point is the GRAB THEIR ATTENTION. 2. Provide the learners the learning objective: What will they gain from the instruction? Providing your learners with the competencies and learning objectives at the beginning of your instruction means the intended outcome is known from the start. It is what drives the instruction. The clearer you write the intended outcome the better. When students know up front what they will "learn", it reduces their anxiety, allows them to focus on the learning outcome and makes it possible for them to know when they have reached mastery. 3. Stimulate recall of prior learning: Ask for recall of existing relevant knowledge. The brain grows dendrites partly by making connections. Recall is low on Blooms list, but consider it as an important step instead. Without recall, students don't have the building blocks for higher level thinking. It is important to provide students with a clear understanding of how new information fits in with their previous knowledge. 4. Present the Stimulus: Display the content The learner needs to engage with the material. Teachers are subject matter experts, they know their field as well as anybody else. It is important not to overload the learner but to instead break the learning into small chunks. Learners need to interact with the content in a way that makes sense to them and their particular paradigm. This is why it is important to know your learner, what knowledge and thoughts they already have, and what you want them to "take away" from your lesson. By displaying the content in managebale bites, the learner can then begin to gain the necessary building blocks to master the outcome. 5. Provide Learning Guidance: Support the learner The learner should not be left alone to master the content. The knowledge for any particular discipline is available in libraries and across the internet. It is important to not overwhelm the learner with material as is noted in step 4. Instead, the material should be presented in an engagin way that requires students to critically apply what they already know to what they are learning. The learner needs to be supported as they engage with the material. Various formative assessments and constant feedback provide the necessary support to help move the student towards mastery. 6. Elicit Performance: Learners respond to demonstrate knowledge In the Performance Based Learning model, students demonstrate mastery by being able to perform a task. These start with a verb from Bloom's Taxonomy. Examples include: Produce a to scale CAD drawing of a part for production. Ensure patient confidentiality by following HIPPA standards. Summarize the American colonists grievences against the British monarchy. In these three examples, the learner are asked to perform a task. The competency is something that can be measured. 7. Provide Feedback: Give information to the learner about their performance Feedback is critical. Without feedback, the learner does not know if they are demonstrating their understanding of key concepts. Feedback should be honest, frequent, and constructive. 8. Assess Performance: Reinforce the learning by using appropriate assessments Without an assessment how will you know the student has mastered the learning outcome? Backwards design aserts that you should build your lessons with the end goal in mind. This model requires foresight and planning on the part of the instructor but the extra work pays off when the learner has a clear idea of the expectations and can demonstrate their learning in a way that is real and measurable. 9. Enhance Retention and Transfer to Other Contexts Applying content to a different context is a clear demonstration that the learner has met the desired outcome. Not only do they "know" the material (remembering), but the learner actually has the ability to ability their knowledge to different contexts. They are able to make inferences and look at a piece of information from a different context or discipline. There are many examples of this applied knowledge, from Forensic Psychologists to the Carpenter who understands math, physics and weight distribution when building the framing of a house. Learners should be encouraged to make the information make sense to them, and to critically apply their newly gained knowledge to other contexts. Gagne's Nine Events of Instruction - Northern Illinois University - A helpful 3 page pdf with more details of each of the nine steps. Gagne's 9 Events of Instruction on YouTube - This 2 1/2 minute video is "a fun and effective example of Gagne's 9 events of instruction." It uses the example of a teacher receiving help is developing an assessment to demonstrate the key contepts of Gagne's 9 events. I'm not sure about the chicken dance at the end, but the point is well made.
For billions of years, life on Earth remained relatively simple. Only single-celled organisms that could live with little or no oxygen were able to survive in the seas. Eventually, the rise of oxygen led to a proliferation of diverse, multicellular life. However the oceans have not remained unchanged since that chemical and biological revolution. At several times in geological history, they have partially reverted back to their original bacterially-dominated, oxygen-free state – and they could do so again. Today rising CO2 levels are making the oceans warmer and more acidic. Deforestation and intensive farming are causing soils and nutrients to be flushed into the sea. And increasingly, the oceans are being stripped of oxygen, leaving large “dead zones” in the Gulf of Mexico, the Baltic Sea and the Atlantic off West Africa. These dead zones, smaller-scale revivals of the primeval oceans that existed before complex life, appear to be caused by poor land management, such as fertilisers draining from farms into the sea. It is a process that could be exacerbated by climate change – as has happened in the past. How oceans become ‘dead’ Oceans lose their oxygen when animals and bacteria consume it faster than it can be replenished. This usually comes about in stagnant or algae-rich waters. In severe cases, all oxygen can be consumed, rendering the waters “anoxic” and inhospitable to animal life. This happens today in isolated fjords and basins. And it has happened on a larger scale throughout Earth’s history, especially during the Cretaceous period, towards the end of the dinosaur era 145-66 million years ago. Then, large parts of the ancient oceans became anoxic, allowing vast amounts of organic matter to escape degradation, and in many cases forming deposits of oil and gas. We can examine the extent of anoxia by looking for a certain type of “green sulphur bacteria” which require both sunlight and oxygen-depleted waters in order to conduct their rather exotic form of photosynthesis. Evidence of their presence can be found in ancient rocks – molecular proof that anoxia once extended from the seafloor almost all the way to the ocean’s surface. These oceans thrived with microbial life. But animals need oxygen, and vast portions of these ancient oceans would have become “dead” to them. Life in the deep sea Unlike almost every other ecosystem on our planet, the deep sea is bereft of light and plants. Animals down there largely live off marine snow, the scraps of organic matter that somehow escape from the surface world and sink to the twilight realm below. In this energy-starved world, creatures live solitary lives in emptiness, darkness and mystery. And yet life is there. Krill thrive on the slowly-sinking snow. Sperm whales dive deep to consume the krill and emerge with scars from giant squid. And when a whale dies and its carcass plummets to the seafloor, it is set upon by sharks and fish who emerge from the darkness for the unexpected feast. Within days the carcass is stripped to the bones – but even then, massive colonies of tube worms spring to life. All of these animals, the fish, whales and worms, depend on oxygen. Our oxygen-rich seas are an incredible contrast to the North Atlantic during some ancient anoxic events. Then, plesiosaurs (pictured at the top) and ichthyosaurs, feeding on magnificent ammonites, would have been confined to the sunlit, oxygen-rich realm near the surface, their maximum depth of descent marked by a layer of pink and then green water, pigmented by bacteria. And below it, where the deeper waters were anoxic, only single-celled organisms. Could this happen again? Conventional wisdom has been that such extreme anoxia in the future is unlikely, that Cretaceous “dead zones” were a consequence of a markedly different geography. The ancient Atlantic Ocean was smaller and more restricted, lending itself to these extreme conditions. This is a bit like the modern Black Sea, a restricted basin where fresh river water sits stably above salty and dense marine deep water. But the Black Sea doesn’t quite match up with what we know about ancient anoxic oceans. For a start, if driven solely by geographical shape, why were the oceans not anoxic as the norm rather than only at certain times? Sometimes much larger oceans became dead zones, or the anoxia was restricted to coastal areas. And although ocean circulation was slower during warm climates, it did not stop – unlike in the Black Sea. This suggests geography was important but not exclusively so. Algal blooms are a more likely trigger. These algae would have flourished after dramatic increases in nutrients caused by erosion and chemical weathering, driven by higher carbon dioxide concentrations, global warming and/or changes in the hydrological cycle – all of which we now know occurred prior to several anoxic events. It is likely that today’s coastal dead zones are due not to climate change but to our excessive use of fertilisers. And it is unlikely that our future will revisit the widespread ocean anoxia of the past. But the lessons of the past do suggest global warming could exacerbate the impacts of our poor land management, adding yet another pressure to already stressed ecosystems. A earlier version of Richard Pancost’s article appears here on The Conversation.
In graph theory, Yen's algorithm computes single-source K-shortest loopless paths for a graph with non-negative edge cost. The algorithm was published by Jin Y. Yen in 1971 and employs any shortest path algorithm to find the best path, then proceeds to find K − 1 deviations of the best path. Terminology and notation \|The size of the graph, i.e., the number of nodes in the network.\| \|The node of the graph, where ranges from to . This means that is the source node of the graph and is the sink node of the graph.\| \|The cost of the edge between and , assuming that and .\| \|The shortest path from to , where ranges from to . Then , where is the 2nd node of the shortest path and is the 3rd node of the shortest path, and so on.\| \|A deviation path from at node , where ranges from to . Note that the maximum value of is , which is the node just before the sink in the shortest path. This means that the deviation path cannot deviate from the shortest path at the sink. The paths and follow the same path until the node, then edge is different from any path in , where ranges from to .\| \|The root path of that follows that until the node of .\| \|The spur path of that starts at the node of and ends at the sink.\| The algorithm can be broken down into two parts, determining the first k-shortest path, , and then determining all other k-shortest paths. It is assumed that the container will hold the k-shortest path, whereas the container , will hold the potential k-shortest paths. To determine , the shortest path from the source to the sink, any efficient shortest path algorithm can be used. To find the , where ranges from to , the algorithm assumes that all paths from to have previously been found. The iteration can be divided into two processes, finding all the deviations and choosing a minimum length path to become . Note that in this iteration, ranges from to . The first process can be further subdivided into three operations, choosing the , finding , and then adding to the container . The root path, , is chosen by finding the subpath in that follows the first nodes of , where ranges from to . Then, if a path is found, the cost of edge of is set to infinity. Next, the spur path, , is found by computing the shortest path from the spur node, node , to the sink. The removal of previous used edges from to ensures that the spur path is different. , the addition of the root path and the spur path, is added to . Next, the edges that were removed, i.e. had their cost set to infinity, are restored to their initial values. The second process determines a suitable path for by finding the path in container with the lowest cost. This path is removed from container and inserted into container and the algorithm continues to the next iteration. The algorithm assumes that the Dijkstra algorithm is used to find the shortest path between two nodes, but any shortest path algorithm can be used in its place. function YenKSP(Graph, source, sink, K): // Determine the shortest path from the source to the sink. A = Dijkstra(Graph, source, sink); // Initialize the set to store the potential kth shortest path. B = ; for k from 1 to K: // The spur node ranges from the first node to the next to last node in the previous k-shortest path. for i from 0 to size(A[k − 1]) − 2: // Spur node is retrieved from the previous k-shortest path, k − 1. spurNode = A[k-1].node(i); // The sequence of nodes from the source to the spur node of the previous k-shortest path. rootPath = A[k-1].nodes(0, i); for each path p in A: if rootPath == p.nodes(0, i): // Remove the links that are part of the previous shortest paths which share the same root path. remove p.edge(i,i + 1) from Graph; for each node rootPathNode in rootPath except spurNode: remove rootPathNode from Graph; // Calculate the spur path from the spur node to the sink. // Consider also checking if any spurPath found spurPath = Dijkstra(Graph, spurNode, sink); // Entire path is made up of the root path and spur path. totalPath = rootPath + spurPath; // Add the potential k-shortest path to the heap. if (totalPath not in B): B.append(totalPath); // Add back the edges and nodes that were removed from the graph. restore edges to Graph; restore nodes in rootPath to Graph; if B is empty: // This handles the case of there being no spur paths, or no spur paths left. // This could happen if the spur paths have already been exhausted (added to A), // or there are no spur paths at all - such as when both the source and sink vertices // lie along a "dead end". break; // Sort the potential k-shortest paths by cost. B.sort(); // Add the lowest cost path becomes the k-shortest path. A[k] = B; // In fact we should rather use shift since we are removing the first element B.pop(); return A; The example uses Yen's K-Shortest Path Algorithm to compute three paths from to . Dijkstra's algorithm is used to calculate the best path from to , which is with cost 5. This path is appended to container and becomes the first k-shortest path, . Node of becomes the spur node with a root path of itself, . The edge, , is removed because it coincides with the root path and a path in container . Dijkstra's algorithm is used to compute the spur path , which is , with a cost of 8. is added to container as a potential k-shortest path. Node of becomes the spur node with . The edge, , is removed because it coincides with the root path and a path in container . Dijkstra's algorithm is used to compute the spur path , which is , with a cost of 7. is added to container as a potential k-shortest path. Node of becomes the spur node with a root path, . The edge, , is removed because it coincides with the root path and a path in container . Dijkstra's algorithm is used to compute the spur path , which is , with a cost of 8. is added to container as a potential k-shortest path. Of the three paths in container B, is chosen to become because it has the lowest cost of 7. This process is continued to the 3rd k-shortest path. However, within this 3rd iteration, note that some spur paths do not exist. And the path that is chosen to become is . To store the edges of the graph, the shortest path list , and the potential shortest path list , memory addresses are required. At worse case, the every node in the graph has an edge to every other node in the graph, thus addresses are needed. Only addresses are need for both list and because at most only paths will be stored, where it is possible for each path to have nodes. The time complexity of Yen's algorithm is dependent on the shortest path algorithm used in the computation of the spur paths, so the Dijkstra algorithm is assumed. Dijkstra's algorithm has a worse case time complexity of , but using a Fibonacci heap it becomes , where is the number of edges in the graph. Since Yen's algorithm makes calls to the Dijkstra in computing the spur paths, where is the length of spur paths. In a condensed graph, the expected value of is , while the worst case is . The time complexity becomes . Yen's algorithm can be improved by using a heap to store , the set of potential k-shortest paths. Using a heap instead of a list will improve the performance of the algorithm, but not the complexity. One method to slightly decrease complexity is to skip the nodes where there are non-existent spur paths. This case is produced when all the spur paths from a spur node have been used in the previous . Also, if container has paths of minimum length, in reference to those in container , then they can be extract and inserted into container since no shorter paths will be found. Eugene Lawler proposed a modification to Yen's algorithm in which duplicates path are not calculated as opposed to the original algorithm where they are calculated and then discarded when they are found to be duplicates. These duplicates paths result from calculating spur paths of nodes in the root of . For instance, deviates from at some node . Any spur path, where , that is calculated will be a duplicate because they have already been calculated during the iteration. Therefore, only spur paths for nodes that were on the spur path of must be calculated, i.e. only where ranges from to . To perform this operation for , a record is needed to identify the node where branched from . - Yen's improvement to the Bellman–Ford algorithm - Yen, Jin Y. (1970). "An algorithm for finding shortest routes from all source nodes to a given destination in general networks". Quarterly of Applied Mathematics. 27 (4): 526–530. doi:10.1090/qam/253822. MR 0253822. - Yen, Jin Y. (Jul 1971). "Finding the k Shortest Loopless Paths in a Network". Management Science. 17 (11): 712–716. doi:10.1287/mnsc.17.11.712. JSTOR 2629312. - Fredman, Michael Lawrence; Tarjan, Robert E. (1984). Fibonacci heaps and their uses in improved network optimization algorithms. 25th Annual Symposium on Foundations of Computer Science. IEEE. pp. 338–346. doi:10.1109/SFCS.1984.715934. - Bouillet, Eric (2007). Path routing in mesh optical networks. Chichester, England: John Wiley & Sons. ISBN 9780470032985. - Brander, Andrew William; Sinclair, Mark C. A comparative study of k-shortest path algorithms. Department of Electronic Systems Engineering, University of Essex, 1995. - Lawler, EL (1972). "A procedure for computing the k best solutions to discrete optimization problems and its application to the shortest path problem". Management Science. 18 (7): 401–405. doi:10.1287/mnsc.18.7.401.
Metric Chart for Kids Metric system is commonly used in most parts of the world. However, there is a variation in the metric system in different countries. To denote the weight of a person, length of a cloth and volume of an object in the United States, you need to use the US or Imperial Standard Units. For example, the SI unit of weight, volume and length is pound, gallon and miles, respectively. To teach US standard units to children, you can download a metric chart for kids. These charts for kids help children to learn measurement units in a systematic way. In this article, explore metric chart for kids - Free Printable Metric Chart for Kids - Tips for Using Metric Chart for Kids - Benefits of Metric Chart for Kids - Frequently Asked Questions on Metric Chart for Kids Learning measurement units helps children to solve math problems quickly. They can solve measurement related problems within a fraction of second. To develop an interest in children to learn metric units, you can use an easy and understandable metric chart for kids. To understand the concept better, your child must know that the International System of Units was adopted in France in 1790. Later, it was also used by other countries. You use metric units in everyday life right from measuring ingredients for cooking to finding the distance of the road you traveled. Free Printable Metric Chart for Kids Metric system has evolved over the years, and the US metric units are also referred to as imperial units. For example, kilograms are used as metric units, whereas pounds are used as US or imperial units for weight. Teaching metric units and their conversion is not an easy task. Therefore, you need a simple metric chart for kids, which makes it easier for children to learn and understand the measurement units effectively. Here are a few printable metric charts for kids given below: Learn metric units from the given metric chart Fill each of the conversion tables on the given metric chart Tips for Using Metric Chart for Kids A few tips to use a metric chart for kids are mentioned below: - Teach metric units to children in a simple and understandable way: Sometimes, children may get confused with the units and their conversion formulae. In such cases, you need to keep it really easy for kids to understand the measurement units. You can conduct engaging activities so that they understand the units in a much better way. - Use visually appealing charts: Children get attracted to the chart, if you present them in the form of visually appealing illustrations and background. You can use illustrations of objects for measuring volume, mass, length, etc., to teach children the measurement units. This grabs the attention of children easily. - Use real-life examples to teach metric units to children: Learning and understanding measurement units in the textual format is quite a challenging task. To help young children understand the measurement units, you need to use real-life examples. You can use materials or objects available in the house or classroom to teach metric units of weight, volume, length, etc. - Use measuring tools to teach metric units: To teach metric units to children, you need tools that help in giving accurate measurements of the objects. For example, a weighing machine, measuring jar, measuring tapes, rulers, yardsticks, etc. These measuring tools help children in learning metric units easily. - Conduct hands-on activities to teach metric units to children: With the help of a metric chart for kids, you can ask them to use the measuring tools and measure the weight, length or volume of a given object. For example, measuring the weight of mangoes, height of a door, length of a cloth, etc. Once your children complete measuring the objects, they can write the readings on the chart for their record. - Make it accessible for children: To help children learn metric units, you can keep a metric chart for kids in such a place where they can easily access them. You can hang the chart on the wall of their study room where children spend most of their time learning. - Encourage children to practice metric units regularly: Retaining the information that your child is learning is possible only through practice. Therefore, you need to encourage children to practice measurement units on a regular basis for better retention. They can either write or recite metric units for better understanding. Benefits of Metric Chart for Kids Some of the benefits of metric chart for kids are mentioned below: - Develops recognition of metric units: Using a metric chart for kids helps them to recognize and learn measurement units easily. With this, children will be able to distinguish between weight, height, length, volume, etc. - Develops mathematical skills: Learning measurement units helps children to solve math problems quickly. They can convert the units and solve problems related to measurement with accurate results. These charts are extremely useful in learning and memorizing the metric units for children. - Improves understanding of the concepts: With the help of a metric chart for kids, they will be able to understand the concepts related to measurement units easily. They can relate to real world examples by comparing the objects based on weight, height, length, volume, etc. Young children learn about measurement units effectively by participating in hands-on activities. Practicing measurement units using the objects found in the house or classroom is more effective. - Boosts confidence to learn metric units: Kids are introduced to measurement units with the help of a metric chart. These charts boost the confidence of children in learning metric units effectively. Children are able to explore and experiment with objects in order to learn measurement units. They gain practical knowledge to develop their understanding of the concept. - Develops observational skills: Learning measurement units from the metric chart helps children to develop their observational skills. They observe each and every object around them and analyze their units of measurement for better understanding. For more related articles, explore essays for kids, poems for kids, worksheets for kids and science worksheets at Osmo. Frequently Asked Questions on Metric Chart for Kids What is a metric chart for kids? A metric chart for kids is an amazing tool to teach measurement units to children. These charts consist of metric units for weight, volume, area, mass, length, etc. What are tips for using a metric chart for kids? A few tips to use a metric chart for kids is that you can keep it simple and understandable for children. Besides this, you can use measuring tools to teach how to measure the object accurately using real-life examples for their understanding.
It is known that certain areas of the brain are responsible for certain functions of the body. The cerebellum, a structure found in the back of the skull, is known to be important for the control of movement, while the frontal cortex is responsible for cognitive functions such as short-term memory and decision making. However, as researchers continue to unlock the mystery of how billions of neurons in the brain interact, it is becoming more apparent that it is not that black and white. In a study in the current edition of Nature,researchers at Baylor College of Medicine have found the first direct evidence that the cerebellum does more than just control muscle activity. It also plays a role in cognitive functions.While past studies have hinted at this, Dr. Nuo Li, assistant professor of neuroscience and a McNair Scholar at Baylor, and his colleagues have shown in mouse models that parts of the cerebellum are active during short-term memory, even when the body is not in motion, and memory activity in the frontal cortex is dependent on activity in the cerebellum. [bs-quote quote=”Our task must be to free ourselves by widening our circle of compassion to embrace all living creatures and the whole of nature and its beauty. ” style=”style-21″ align=”right” author_name=”Albert Einstein” author_job=”Theoretical physicist” author_avatar=””] “We knew that the frontal cortex and the cerebellum are anatomically connected with each other,” Li said. “We also knew that in humans, cerebellar damage has been known to cause memory or planning p roblems, so the two might be connected.”Li and his colleagues examined activity in the cerebellum during time periods when animals are not moving, but instead are thinking. To do this, the researchers trained mice in a task that required them to make decisions based on short-term memory. Mice were shown a single object in a specific location. After a delay, the animal had to remember where the object was and indicate its location by licking in a left or right direction. The delay represented a moment when the mice had to use short-term memory to recall where the object was before acting out the correct movement. In previous work, researchers have found memory activity in the frontal cortex during the delay period that predicted what future movement the mice will make. Li and colleagues found that memory activity during the delay period was seen in both the frontal cortex and the cerebellum. Researchers silenced areas of the cerebellum during the delay period, which led to incorrect responses but did not interfere with the movement. At the same time, the memory activity in frontal cortex also was disrupted. This showed that memory activity in frontal cortex was dependent on the cerebellum. They then silenced areas in the frontal cortex, which stopped memory activity in the cerebellum.“We found that the output of the cerebellum targets the frontal cortex and vice versa. When we disrupt the communication between the two areas of the brain, memory activity is disrupted. Our results show that activity orchestrating a single behavior is coordinated by multiple regions of the brain,” Li said. The cerebellum is known to guide our movement by learning from errors. Li explains that when we learn to shoot a basketball, we initially have lots of missed shots. However, the brain can adjust our shots by adjusting our movements based on errors from the missed shots and eventually produce accurate shots. It is known that the cerebellum is responsible for this motor learning. It combines errors from the missed movements and the movement that was made to produce a more accurate movement. Li’s team currently is pursuing experiments testing this hypothesis that the cerebellum may perform a similar function on brain activity related to thoughts, such as when playing a game of chess.Researchers who contributed to the study include Courtney Davis, Alyse M. Thomas, Amada M. Abrego, all with Baylor; Michael N. Economo and Karel Svoboda, both with Janelia Research Campus, Ashburn, Va.; Zhenyu Gao and Chris I. De Zeeuw, with Erasmus MC, Rotterdam, The Netherlands.
See the guide for this topic. B.1 – Rigid bodies and rotational dynamics - When an object is acting upon by a force, it may move but it may also rotate. - Torque is a measure of how much a force acting on an object causes that object to rotate. - Suppose an object rotates about an axis, which we will call the pivot point ‘O’. We will call the force ‘F’. The vector distance from the pivot point to the point where the force acts is called the moment arm and is denoted by ‘r’. - Torque may be calculated by - When the force ‘F’ is applied perpendicular to object (θ=90), we can remove sinθ from the equation as sin90=1. - As torque is a vector quantity, their directions must be taken into account when calculating the resultant torque. Moment of inertia - Just as in linear motion, mass is the tendency of a body to resist linear acceleration, the moment of inertia of an object is the tendency of a body to resist rotational acceleration. - As torque (τ) is the rotational dynamics equivalent of force (F), moment of inertia (I) is the rotational dynamics equivalent of mass (m), the moment of inertia may be calculated by where I is the moment of inertia, m is the mass, and r is the vector distance from the pivot point where the force acts. - Objects of different shapes have different moments of inertia (different tendencies of it resisting rotational acceleration) due to its mass and how the mass is distributed about the axis of rotation. Note that L is the length of the object (for cylinders and rods). Rotational and translational equilibrium - If an object remains at rest or continues to move in exactly the same way, it is described as being in equilibrium. - From Topic 2, we know that translational equilibrium occurs when there is no resultant force acting on an object, so that it remains stationary or continues to move with a constant velocity. - In rotational dynamics, rotational equilibrium occurs when there is no resultant torque acting on an object, so that it remains stationary or continues to rotate with a constant angular velocity. - To find out whether an object is in rotational and translational equilibrium, the vector sum of forces acted upon it must be calculated such as in the following example. From the Topic 6 in the formula booklet, we know that angular velocity may be calculated by where ω is the angular velocity, f is the frequency of rotation, and T is the period of rotation. As acceleration is the change in velocity over time, angular acceleration may be calculated by where α is the angular acceleration, ω is the angular velocity, and t is time. Equations of rotational motion for uniform angular acceleration The equations for rotational motion are very similar to those of linear motion we previously learned in Topic 2: Mechanics. Newton’s second law applied to angular motion See previous section: moment of inertia - Conservation of angular momentum - The total angular momentum of a system is constant provided that no external torques are acting on it. - Calculating the conservation of angular momentum is very similar to calculating the conservation of linear momentum. Rotational kinetic energy can be calculated from The conservation of both linear and rotational kinetic energy is useful for calculating problems like a wheel rolling down a hill (without slipping) via B.2 – Thermodynamics The first law of thermodynamics The first law of thermodynamics is a statement of the principle of energy conservation where Q is the heat (energy) added to the system, ΔU is the change in internal energy, and W is the work done by the systems. The second law of thermodynamics The second law of thermodynamics states that in any cyclic process, the entropy will either increase or remain the same. This suggests that it is impossible to extract an amount of heat from a hot reservoir and use it all to do work, precluding the perfect engine. This also suggests that it is not possible for heat to flow from a colder body to a warmer body without any work having been done to accomplish this flow. Energy will not flow spontaneously from a low temperature object to a higher temperature object, precluding the perfect refrigerator. Entropy in thermodynamics may be defined as a measure of the amount of energy which is unavailable to do work or a measure of the disorder of a system. The change in entropy, ΔS, may be calculated by Cyclic processes and pV diagrams - A heat engine typically uses energy provided in the form of heat to do work and then exhausts the heat which cannot be used to do work. The first law is the application of conservation of energy to the system and the second sets limits on the possible efficiency of the machine and determines the direction of energy flow. - Heat engines such as automobile engines operate in a cyclic manner, adding energy in the form of heat in one part of the cycle and using that energy to do useful work in another part of the cycle. This may be represented on a pV diagram. - For a cyclic heat engine process, the pV diagram will be closed loop. The area inside the loop is a representation of the amount of work done during a cycle. Some idea of the relative efficiency of an engine cycle can be obtained by comparing its pV diagram with that of a Carnot cycle, the most efficient kind of heat engine cycle. Isovolumetric, isobaric, isothermal and adiabatic processes - An isochoric or isovolumetric process is one in which the volume of the system does not change unless there is work done on or by the system. If there is no work done on or by the system then the first law of thermodynamics becomes - In an isochoric process all the thermal energy absorbed by a system goes to increase its internal energy, this usually results in an increase in temperature. An example of an isochoric process is the heating of water in a fixed volume container. As heat is added to the water the water will begin to boil, at which point the energy supplied to the system will go into vaporizing the water. - An isobaric process is one in which the pressure of the system is constant. The heat energy added to the system does work and increases the internal energy of the system. An example could be forcing the air out of a piston slowly so that the pressure is constant throughout the piston. - An isothermal process is one in which the temperature of the system is constant. It is possible to compress gas with a piston slowly so that the temperature of the gas itself does not change. The process is done slowly to allow the heat to transfer to the surroundings. If there is no phase change the lack of temperature change implies that there is no change in the internal energy of the gas or system. Thus we can write the first law of thermodynamics as - So all energy added to the system results in work being done by the system, or if work is done on the system heat energy leaves the system. During an isothermal process the value of pV is constant. - An adiabatic process is one in which there is no exchange of thermal energy between a system and it surroundings (Q=0). Thus, for an adiabatic process the first law of thermodynamics becomes - In other words all the work done is at the expense of the system’s internal energy. An example of an adiabatic process is gas in an insulated piston, where the gas quickly expands and does work on the piston. This results in a decrease in internal energy and is most often accompanied by a drop in temperature. - As no heat enters or leaves the system in an adiabatic process, it can be shown that, if the state of a fixed quantity of an ideal gas is changed from pressure p1 and volume V1 to p2 and V2, The different colored lines in the bottom two diagrams represent different temperatures where a movement on a single color curve represents constant temperature and a shift across different color curves represent a shift of temperature. Calculating the internal energy of the system For monatomic gases, gases which occur as single atoms such as helium and argon (in contrast to diatomic gases such as hydrogen, oxygen, and nitrogen), under ideal gas conditions, their internal energy may be given by where U is the internal energy of the monatomic ideal gas, n is the number of moles, R is the universal gas constant, and T is the temperature in Kelvin. Calculating work done by the system To calculate the work done by a gas at a non-constant pressure we must employ integration (calculus). In simple terms, integration finds the area between a curve and the x-axis. What we find is that the work done by a gas can be found from a pV diagram by finding the area under the curve. From this we can see the work done by an isobaric process is For an isochoric process the work done is There volume does not change, no work is done, and all energy transfer is involved in internal energy or heat exchange. For isothermal and adiabatic processes the work done is more complicated, but is still represented by the area under the curve. During one part of the cycle performed in an engine, some heat is absorbed from a hot reservoir. During another part, a smaller amount of heat is rejected to a cooler reservoir. The engine is therefore said to operate between these two reservoirs. It is a fact of experience that some heat is always rejected to the cooler reservoir. The most efficient heat engine cycle is the Carnot cycle, consisting of two isothermal processes and two adiabatic processes. The Carnot cycle can be thought of as the most efficient heat engine cycle allowed by physical laws. The Carnot cycle has four steps: A to B – The gas expands isothermally, while heat energy is added to the gas. B to C – The gas expands adiabatically. Volume reaches a maximum and the pressure reaches a minimum. C to D – The gas is compressed isothermally, while heat energy is dumped into a cold reservoir. D to A – The gas is compressed adiabatically, Volume reaches a minimum and the pressure is maximum. The thermodynamic efficiency, η, of the engine may be defined as where W is work done and Q is energy as W=Qin-Qout. As the efficiency increases, the difference between the temperatures in the hot and cold reservoirs increases. At the theoretical maximum efficiency (Carnot cycle), where Tcold is the temperature in the cold reservoir and Thot is the temperature in the hot reservoir. - PHYSICS FOR THE IB DIPLOMA © CAMBRIDGE UNIVERSITY PRESS 2015
What is a Brain Aneurysm and an AVM? A brain aneurysm is an abnormal bulge or "ballooning" in the wall of an artery in the brain. A brain aneurysm can leak or rupture, causing bleeding into the brain resulting in a hemorrhagic stroke. A hemorrhagic stroke is either a ruptured brain aneurysm or a weakened blood vessel that leaks which suddenly interferes with the brain's function. Blood spills into or around the brain which creates swelling and pressure, damaging cells and brain tissue. An AVM is an Arteriovenous Malformation which is an abnormal and weak blood vessel wall that connects an artery and a vein. This weak vessel is present from birth and is larger than a capillary so blood that flows in can be at high pressure, eventually causing the AVM to stretch and leak. Normally, arteries take blood from the heart to the body. Blood then is brought through the arteries into capillaries and then into the veins. Capillaries are tiny vessels and helps the blood to slow down. In an AVM there are no capillaries, so blood does not slow down and doesn't get to deliver oxygen and nutrients to the body's tissues. There are two types of hemorrhagic strokes: Subarachnoid hemorrhage- During a hemorrhage, the subarachnoid space is filled with cerebrospinal fluid, causing that space to become bloody. As blood flows into the cerebral spinal fluid, it increases pressure on the brain, resulting in an immediate headache. Most of the time this is due to a leaking Saccular aneurysm but it can occur as the result of a leaking AVM. Intracerebral hemorrhage - Bleeding occurs from a broken blood vessel within the brain. The bleeding causes brain cells to die and the affected part of the brain stops working correctly. In some cases, this may occur because of a leaking AVM. When an aneurysm ruptures even though the bleeding may only last for seconds the blood can damage or destroy brain cells. A condition called Vasospasm can occur if bleeding causes the arteries to narrow. This reduces the flow of blood to vital areas of the brain. This in turn can result in the patient having an ischemic stroke (cerebral infarction). This will in turn cause the brain tissue to die due to the lack of blood. Hydrocephalus can take place if there is a large amount of blood in the spinal fluid. This results in a buildup of fluid in the cavities of the brain causing pressure on the brain tissue which can result in brain damage. Someone that has suffered a rupture may have temporary or permanent deficits such as problems with vision, speech, memory, thinking, fatigue, balance and coordination.
Researchers have identified a protein they say could be the key to combating a deadly flesh-eating bacteria for which treatments remain severely lacking. The bacteria, clostridium perfringens, is a common cause of food poisoning but in severe cases can lead to deadly infections, such as gangrene and sepsis. For most the bacteria is fairly harmless, but it can lead to fatal complications and is particularly dangerous for the immunocompromised, elderly, children and pregnant women. A team of scientists from the Australian National University has identified a protein inside the human immune system, known as NLRP3, its says detects toxin deployed by the bacteria and activates an immune response. Issues arise because of the protein’s tendency to become “over-activated” in its response to the toxins, hijacking the body’s natural safety mechanisms and causing complications. The study’s authors described NLRP3 as a fire detector interpreting smoke from a barbecue as a fire and causing chaos for the homeowner. Anukriti Mathur, from the ANU John Curtin School of Medical Research said the the study would help prevent conditions caused by the overactive protein, such as muscle necrosis, which has a 50 per cent mortality rate. “By understanding the role NLRP3 plays in detecting these deadly toxins and the defensive mechanisms it activates to protect the body, we can start to develop new techniques that target the protein and ‘dampen’ its overactive response,” he said. “This would not only help prevent the body from triggering extreme and potentially deadly reactions to infection, but it could also help us find new ways to outsmart the bacteria and potentially develop new treatments.” The team tested their theory on mice as well as human cells and said the results were very encouraging. “When we had a drug that was able to control the activity of this protein so it was not not damaging the body, it was able to help the organism survive longer,” Dr Mathur said. The drug is in clinical trials in collaboration with researchers at the University of Queensland.
The ankle bones include the calcaneus, cuboid, external cuneiform, internal cuneiform, middle cuneiform, navicular, and talus. The talus sits at the top, under the fibula and tibia (the bones of the lower leg). Ligaments and tendons (types of fibrous connective tissue) connect the leg bones with the ankle bones, thus preventing slippage. They also offer stability during movement. Tendons protect the ligaments. When a person is standing, the ligament is slack. The calcaneofibular ligament’s responsibility is to control inversion. Inversion involves turning the foot on its side, so the bottom of the foot faces the opposite foot. The calcaneofibular ligament connects the talus and calcaneus (heel) bones of the foot. The ligament is two centimeters long, five millimeters wide, and three millimeters thick. Damage to this ligament occurs when the foot twists too much while the toes point upwards towards the shin. Doctors diagnose damage with a talar tilt test. During a talar tilt test, the patient sits on a bench with the foot flat or slightly angled. The doctor holds the leg above the ankle and manipulates the foot to create inversion. If there is pain, the doctor knows the ligament connecting the talus and calcaneus is the cause.
Digital Citizenship Week is almost here, which means it’s the perfect time to introduce and encourage safe online practices in your classroom! Digital citizenship skills are vital, not only for students’ academic and career success, but for their emotional and physical wellbeing as well. The digital citizenship skills they develop now will carry them through their school years, and will stay with them for the rest of their lives. With this in mind, we’ve gathered some activities perfect for supporting your students, and giving them the tools they need to safely navigate our digital world. Read on to discover how you can foster these integral digital citizenship skills in your students with Buncee! 1. Practice evaluating online sources The internet is a wonderful source of information, and is an essential tool in today’s classroom. However, it’s not hard to find misinformation, disinformation, and unreliable sources. Understanding and recognizing what sources are credible is a skill students absolutely must master, and it is a skill they will utilize into adulthood. Have students practice evaluating online sources. In this activity, students can select a website they want to evaluate, or teachers can provide a website for students to explore. Students will then go through the checklist and determine whether or not the site meets the criteria for a credible source. Then, students will reflect on what they learned, and share why determining a source’s credibility is important. 2. Visualize your digital footprint In this day and age, it is near impossible to utilize the internet without leaving a digital footprint. Creating a positive and appropriate online presence is yet another skill students will use throughout their school career and into their adult lives. It’s important to teach students, as early as possible, that what they share online could follow them for a long time afterwards. Encourage students to visualize their own digital footprint. Students can use stickers, animations, and more to show what websites and apps they use most often. Then, students are asked to reflect on what information they share on these sites and apps, and how long they might think that information is visible for. 3. Learn what makes a secure password Creating strong, secure passwords is a large part of practicing online privacy and security. Students will need to learn how to develop a password they can remember, but that is also strong and effective. Help students understand what makes a safe, secure password. In this activity, they can explore examples of strong passwords, and examples of the types of passwords they shouldn’t use. It’s a great opportunity for students to learn how they might create their own secure passwords, so that when they start creating their own logins, they’re ready to do so safely. 4. Track your screentime Technology is such a large part of our everyday lives, and can bring us so many benefits. However, as with anything in life, there can be too much of a good thing. Learning to have a healthy and balanced relationship with technology is another integral skill students will need to master. Challenge students to keep a record of their screentime. This activity is built for a one week period, but can easily be adjusted for shorter or longer periods. Students can track the time they spend on their devices, both for schoolwork and personal use. They can also record what sites and apps they’re using and when. Then, students are asked to reflect on what they observed during this time. Are they spending too much time on their devices, and not having enough digital downtime? When they are on their devices, how are they spending their time? Sometimes just observing their screentime can help students take the next step to making healthier digital habits. 5. Practice Being Kind Online The internet can be an overwhelming place, and unfortunately there are people who use this technology to cause harm. Show students how easy it is to instead use the internet for good, and to always communicate with kindness. Have students practice using tech for good, and being kind online. In this activity, students can practice some different ways to interact with others online in a positive way. From sharing love and support to a friend from far away, to complimenting others, to raising awareness for a good cause, students can see how they can use the power of technology to have a good influence on others and make meaningful connections. Have students share their work to a Buncee Board! Everyone can see each other’s work, students can comment on the Board, and add comments and emoji reactions to the individual Buncees. Not only are Boards an excellent way to have an interactive class discussion and to have students share their work with an authentic audience, but they also provide a way for students to practice their digital citizenship skills in a safe and secure environment. You can also check out this Buncee Board for more Digital Citizenship templates and activities! How are you celebrating Digital Citizenship Week? We hope you have some fun ideas for encouraging safe and productive online practices with your students, and we’d love for you to share your creations with us! Join in on the conversation on Twitter, and the Buncee Educators group on Facebook to share, connect, and stay up to date!
Waves...they’re beautiful, powerful, soothing, and highly sought after in the surfing community. But what in the world is a wave? What does it really do, how is it formed, and what creatures rely on them? In this post, we’ll explore the world of waves, and it’ll be a wave of a time! (Never too many puns). It all begins with movement and the wind. When the ocean’s water has movement underneath the surface, this is known as currents. If the movement is above the surface, we see this movement as waves. On very windy days, tiny waves known as white caps will appear on the ocean’s surface and create ocean conditions. The wind is the driving force and the start of a wave. When there is wind near the surface of seawater, there is friction between the wind’s air molecules and the water molecules. This friction causes an energy transfer between the wind and the water, and CRASH- a wave was formed. Generally, the shape of these waves has a crest and rounded top that swoop up and out of the water and capsize over and break against the surface. Well, That’s Swell Swells are a little bit different! Technically, swells are created from distant storms rather than the wind, which is usually closer in proximity. Think of it as waves being local, and swells being made from storms that are way out of town. Swells can rush over the ocean as a set or constant stream of smoother waves. This is why people can measure the distance, timing, and strength of this grouping of waves called a swell. Is This Current, or Shifting Tides? Currents are also slightly different! Currents in the ocean are influenced by the Coriolis effect. National Geographic says, “The Coriolis effect describes the pattern of deflection taken by objects not firmly connected to the ground as they travel long distances around the Earth.” This term and effect are studied and found throughout weather patterns. The Earth’s rotation works hand-in-hand with the Coriolis effect. This affects currents because underneath the water, lies ocean currents. These currents are created by tides and the Coriolis effect. Tides have increased strength near shores, bays, and estuaries. As the water moves inland, the tide rises and in contrast when the water recedes, the tide falls. The gravitational pull of the moon and the sun create tides (Smithsonian Ocean). The Gulf Stream is a great example of a notable current. The world’s largest current is the Kuroshio Current, which can travel 25-75 miles per day (NOAA National Ocean Service). But Why Waves? There are many marine creatures that benefit from waves in the ocean. Waves help mix up the composition and sediment in the ocean. Additionally, they provide essential oxygenation for water below the surface. Intertidal organisms benefit from the movement of nutrients carried by waves. There are both predators and prey that use waves for recreation, hunting ground, and a hiding spot. Humans have often encountered sea lions and dolphins near waves as it is a nutrient-rich area where dolphins can play or sea lions can hide. Additionally, sharks can use waves as a force to channel their power, strength, and speed into hunting and finding a meal. Waves also contribute to life cycles for several species. The changing of the seasons and tides is important for animals’ life cycles in or near the shore. Without waves washing up nutrients and food such as kelp, several types of animals would not flourish before making the journey into the ocean. Written By: Bailey Higa
We are all familiar with animals that hibernate through the winter, and with those that stay active all year round. There are also various other forms of dormancy. However, there is another group of animals that has taken a different route to winter survival. These actually freeze solid, and thaw out when the temperature rises again in spring. Killer Ice Crystals Normally, animals cannot freeze and thaw, because as their tissues freeze, ice crystals form in the spaces between their delicate cells. These crystals grow sharp spikes which break through the cell walls, rupturing and killing them. Animals which follow the unusual path of freezing, which include gallfly larvae and, in America, freshwater turtles, contain special protein molecules which seed ice formation. Rather than allowing ice to form randomly, these seeds ensure that many small crystals are formed rather than the fewer, more damaging, large ones that would naturally occur. However, the story does not end there. The fluids both inside cells and in the spaces between them consist of a number of salts, sugars and proteins dissolved in water. It is critical that the relative concentration of the fluids inside and outside the cells remains constant - a balance that is carefully maintained by the living cell membrane. Since ice is pure frozen water, when the fluid between the cells starts to freeze, the substances that were dissolved in it are forced to move out into the remaining unfrozen liquid. As even more of the fluid freezes, more dissolved chemicals pass into the unfrozen remainder, which becomes more and more concentrated. The balance between the concentrated liquid outside the cell and the more normal liquid inside it becomes upset. In an attempt to maintain the balance between the inside and outside of the cell (after all, concentrated solutions tend to be poisonous), the living cell membrane allows water to flood out of the cell in an attempt to dilute the surrounding fluid. The cell can only take so much of this. The interior too becomes more and more concentrated, and as the water leaves, the cell shrinks, squeezing the essential structures within it. The process only stops when the external fluid is so concentrated that it can no longer freeze. By this point the cell of a normal animal would already be dead. In the autumn, as well as generating ice-seeds, many freeze-tolerant animals deliberately produce high concentrations of non-toxic antifreeze that raise the concentration of the bodily fluids without harming the cells, ensuring that the ice-forming process is halted before the cells become too compressed. This antifreeze also prevents the small seeded ice crystals, which are inherently unstable, from reforming over time into larger and larger crystals. In addition, special proteins are formed that protect the cell wall as it wrinkles up during shrinkage. Once frozen, the animal still has to remain alive. Since all its internal organs are completely solid, essential movements such as heartbeats and breathing are impossible. The individual cells have to maintain the spark of life all through the winter using whatever resources they have within themselves; no new food or oxygen will arrive until the animal thaws out again.
You don't need to eliminate all fat from your diet. In fact, some fats actually help promote good health. But it's wise to choose the healthier types of dietary fat and then enjoy them as part of a balanced diet. There are numerous types of fat. Your body makes its own fat from taking in excess calories. Some fats are found in the foods you eat — these are called dietary fats. Dietary fat is a macronutrient that provides energy for your body. Fat is essential to your health because it supports a number of your body's functions. Some vitamins, for instance, must have fat to dissolve so that they can be used by your body. But some types of dietary fat are thought to play a role in cardiovascular disease. In addition, fats are high in calories, so you need to balance your fat intake against the other foods you eat so that you don't take in more calories than you need. If you eat more calories than you need, you will gain weight. Excess weight is linked to poor health. Research about the possible harms and benefits of dietary fat is always evolving. Current evidence suggests that the smart play is to focus on choosing healthier fats and avoiding the less healthy ones. There are two main types of potentially harmful dietary fats: - Saturated fat. This type of fat comes mainly from animal sources of food, such as red meat, poultry and full-fat dairy products. Saturated fats raise high-density lipoprotein (HDL or "good") cholesterol and low-density lipoprotein (LDL or "bad") cholesterol levels, which may increase your risk of cardiovascular disease. - Trans fat. This type of fat occurs naturally in some foods in small amounts. But most trans fats are made from oils through a food processing method called partial hydrogenation. These partially hydrogenated trans fats can increase total blood cholesterol, LDL cholesterol and triglyceride levels, but lower HDL cholesterol. This can increase your risk of cardiovascular disease. Most fats that have a high percentage of saturated fat or that contain trans fat are solid at room temperature. Because of this, they're typically referred to as solid fats. They include beef fat, pork fat, butter, coconut oil, shortening and stick margarine. The potentially helpful types of dietary fat are primarily unsaturated fats: - Monounsaturated fatty acids. This type of fat is found in a variety of foods and oils. Studies show that eating foods rich in monounsaturated fatty acids instead of saturated fats improves blood cholesterol levels, which can decrease your risk of heart disease and may also help decrease the risk of type 2 diabetes. - Polyunsaturated fatty acids. This type of fat is found mostly in plant-based foods and oils. Evidence shows that eating foods rich in polyunsaturated fatty acids instead of saturated fats improves blood cholesterol levels, which can decrease your risk of heart disease and may also help decrease the risk of type 2 diabetes. - Omega-3 fatty acids. One type of polyunsaturated fat is made up of mainly omega-3 fatty acids and may be especially beneficial for heart health. Omega-3, found in some types of fatty fish, appears to decrease the risk of coronary artery disease. There are plant sources of omega-3 fatty acids. However, it hasn't yet been determined whether replacements for fish oil — plant-based or krill — have the same health effects as omega-3 fatty acid from fish. Foods made up mostly of monounsaturated and polyunsaturated fats are liquid at room temperature, such as canola oil, olive oil, safflower oil, peanut oil, sunflower oil and corn oil. Fish high in omega-3 fatty acids include salmon, tuna, trout, mackerel, sardines and herring. Plant sources of omega-3 fatty acids include flaxseed (ground), oils (canola, flaxseed, soybean), and nuts and other seeds (walnuts, butternuts and chia seeds). Because some fats are potentially helpful and others are potentially harmful to your health, it pays to know which ones you're eating and whether you're meeting recommendations. The 2015-2020 Dietary Guidelines for Americans offers the following recommendations about fat intake: - Avoid trans fat. - Limit saturated fat to less than 10 percent of calories a day. - Replace saturated fat with healthier monounsaturated and polyunsaturated fats. Focus on replacing foods high in saturated fat with foods that include monounsaturated fats and polyunsaturated fats. Try these tips to make over the fat in your diet: - To avoid trans fat, check food labels and look for the amount of trans fat listed. By law a serving of food containing less than 0.5 grams of trans fat can be labeled as 0 grams. Therefore, it's important to also check ingredient lists for the term ʺpartially hydrogenated.֞ - Use oil instead of solid fats. For example, saute with olive oil instead of butter, and use canola oil when baking. - Prepare fish, such as salmon and mackerel, instead of meat at least twice a week to get healthy omega-3 fatty acids. Bake or broil seafood instead of frying it. - Choose lean meat and skinless poultry. Trim visible fat from meat and poultry, and remove skin from poultry. - Snack smart. Many popular processed snack foods are high in fat, especially solid fats. Be sure to check food labels for saturated and trans fats. Better yet, snack on whole fruits and vegetables. Keep in mind that most foods contain a mix of different kinds of fat and varying levels of each type. Don't get bogged down in the details. Instead, focus on choosing foods that contain unsaturated fats, instead of foods that contain saturated or trans fats. For example, canola oil contains some saturated fat but is mostly a monounsaturated fat. It's a great replacement for butter, which contains some unsaturated fat but is mostly a saturated fat. All fats, including the healthy ones, are high in calories. To control your calorie intake, consume monounsaturated and polyunsaturated fats instead of other types of fat, not in addition to them. If watching fat content is a good strategy, is it even better to try to eliminate all fat from your diet? No. First, your body needs some fat — the healthy fats — to function normally. If you try to avoid all fat, you risk getting insufficient amounts of fat-soluble vitamins and essential fatty acids. Also, in attempting to remove fat from your diet, you may wind up eating too many processed foods touted as low-fat or fat-free rather than healthier and naturally lower fat foods, such as fruits, vegetables, legumes and whole grains. Instead of doing away with fat in your diet, enjoy healthy fats as part of your balanced diet. Feb. 01, 2019 - Duyff RL. Fat facts. In: Academy of Nutrition and Dietetics Complete Food and Nutrition Guide. 5th ed. New York, N.Y.: Houghton Mifflin Harcourt; 2017. - 2015-2020 Dietary Guidelines for Americans. U.S. Department of Health and Human Services and U.S. Department of Agriculture. https://health.gov/dietaryguidelines/2015/guidelines. Accessed Dec. 15, 2018. - Dietary Reference Intakes for energy, carbohydrate, fat, fatty acids, cholesterol, protein, and amino acids. National Academies of Sciences, Engineering, and Medicine. https://www.nap.edu/openbook.php?isbn=0309085373. Accessed Dec. 15, 2018. - AskMayoExpert. Weight management (adult). Rochester, Minn.: Mayo Foundation for Medical Education and Research; 2018. - AskMayoExpert. Hyperlipidemia (adult). Rochester, Minn.: Mayo Foundation for Medical Education and Research; 2018. - The skinny on fats. American Heart Association. https://www.heart.org/en/health-topics/cholesterol/prevention-and-treatment-of-high-cholesterol-hyperlipidemia/the-skinny-on-fats. Accessed Dec. 27, 2018. - Sacks FM, et al. Dietary fats and cardiovascular disease: A presidential advisory from the American Heart Association. Circulation. 2017;136:e1. - Mozaffarian D. Dietary fat. https://www.uptodate.com/contents/search. Accessed Dec. 27, 2018. - AskMayoExpert. Healthy diet (adult). Rochester, Minn.: Mayo Foundation for Medical Education and Research; 2017.

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