Do your kids own a dictionary? Or are they becoming a thing of the past? I purchased two for the kids a few years ago, but we haven’t started really exploring them yet since they’re both still young. However, we have used other age-appropriate children’s dictionaries geared towards the preschool crowd on occasion when we’re not reading board books or picture books.
Since National Dictionary Day is coming up on October 16th, I thought I’d provide you with a list of different children’s dictionaries to choose from. Dictionary Day, the annual celebration of all things lexicographical also happens to be Noah Webster’s birthday who was born way back in 1758. Dictionary Day was founded to celebrate the achievements and contributions of Noah Webster – the father of the modern dictionary.
Today, Dictionary Day is largely an opportunity for school teachers to organize classroom activities encouraging students to build their dictionary skills and to exult in the joy of words. Why not take the opportunity to learn some new words yourself or with the kids on October 16th? It’s fun. I promise.
The word that I learned today is “mucro.”
Mucro \ MYOO-kroh \ noun 1. A short point projecting abruptly, as at the end of a leaf or the point of a sword.
Now, you can start using it in day-to-day language. See? Fun! Useful! Important! (Well, at least I think so…ha ha!)
Below are a few children’s dictionaries I’d recommend. Enjoy!
My First 1,000 Words
This book is a great tool for introducing children to new vocabulary words. Words are organized into fun categories, and each word is accompanied by a colorful and kid-friendly image. Sample sentences show how the vocabulary words are used. Recommended for children ages 1 – 5.
Children who are familiar with phonics will be a step ahead when learning to read. My First Phonics Dictionary is designed to make phonics easy and fun for beginning learners. The dictionary, recommended for children ages 4 and older, is an ideal tool for introducing sounds and the letters that correspond to them.
The 96-page dictionary begins with simple consonant and vowel sounds like b and e. More difficult consonant and vowel sounds, such as ch and ea, are presented in the final two sections. Each sound is accompanied by several common words that represent the sound, along with a colorful photograph or illustration of the word. A two-page review at the end of each section helps reinforce the sounds just presented. In addition, a sounds chart at the end of the dictionary lists the key pictures and key words used for each sound in the book. Recommended for children ages 2 – 6.
1) Favorite Animals – like: Farms, Wild animals, Parks, Pets
2) Themes – like: Foods, Insects, Body, Transportation, Clothes
Great for Home Schools and Early learning! Recommended for children ages 4 – 8 years old.
French-English Picture Dictionary
It’s never too soon to start teaching boys and girls a second language, and this book presents pages filled with cheerful color pictures that help teach French words to English-speaking children in early grades. It presents more than 350 illustrations of familiar objects, with nine pictures on each page. Every picture is labeled with its English word, followed by its French equivalent.
Words are grouped according to themes, such as Sports, The Classroom, Fruit, Vegetables, Party Time, Weather, and many others. Recommended for children ages 4 – 8 years old.
My First Dictionary
My First Dictionary is the perfect go-to reference. With one thousand entries and pictures, this first dictionary features nouns, verbs, and adjectives that are most commonly encountered by young children, and definitions that give the word’s primary meaning in terms of a child’s experience. Every entry has been checked to ensure it is up-to-date, and new words and pictures have been added to make sure it’s relevant for today’s kids. Recommended for children ages 5 and up.
Merriam-Webster Children’s Dictionary
This revised and updated dictionary for elementary school children includes more than 93 new entries, from broadband and graphic novel to MP3 and smartphone — for a total of 35,000 words and phrases in all. Each entry is fully explained with its definition, usage, examples, and notes on spelling and punctuation. Recommended for children ages 5 – 9 years old.
Math Dictionary for Kids, 4E: The Essential Guide to Math Terms, Strategies, and Tables
Equipped with this handy, updated reference of more than 400 full-color, illustrated definitions, children will be able to quickly find the definitions and illustrated examples that will enable them to solve many of the math challenges they face. Recommended for students in grades 4–9.
New features include pronunciation paragraphs for every letter, Greek & Latin word root paragraphs, and kid-friendly usage hints in full sentences. Special sections include geographical names, signs and symbols, an introduction to Greek & Latin roots in English, a guide for writers, and a list of literary works used in the text. This dictionary is designed to help students and educators meet Common Core Standards. Recommended for children ages 8 and up.
Oxford Illustrated Children’s Dictionary
The Oxford Children’s Dictionary boasts a number of features that make it an ideal reference work for young children. It offers crystal clear definitions, which include pronunciation guides for difficult words (such as guerilla or ricochet) and up-to-date example sentences that show how words are used in context. It has an attractive layout, with headwords in color and numerous illustrations on every page. Recommended for children ages 8 and up.
Kid’s Bible Dictionary
Bible dictionaries are a fantastic tool for better understanding scripture – and here’s a dictionary especially for younger readers! The Kids’ Bible Dictionary provides interesting, age-appropriate, often fun definitions for 1,000 Bible words and names. From Aaron, Abba, and Abomination to Zacchaeus, Zeal, and Zion, the Kid’s Bible Dictionary covers all the key terms from the whole of scripture. Fully illustrated, with a colorful, kid-friendly design, Kid’s Bible Dictionary is ideal for personal reading, Sunday schools, and home schooling. Recommended for children ages 8 to 12.
A combination of the 500 most popular words for preschoolers along with essential DC super hero names and terms, this unique visual dictionary makes it fun for kids to build their vocabulary and early and pre-reading skills. Superman, Batman, Wonder Woman, Green Lantern, the Flash–and other fan favorites–are fabulous guides to first words and the DC universe. The classic comic book art rounds out this entertaining, educational, great-looking package. Each entry includes an illustration, and an example of the word used in a sentence. Recommended for children ages 3 and up.
Dictionaries provide children with so much information about words, especially when they’re learning to read. They teach things like: pronunciation, correct spelling(s), word meanings, parts of speech, and syllable divisions.
Your turn: Did you find this list of children’s dictionaries to be helpful? Do you feel dictionaries are becoming obsolete with the invention of online dictionaries? Feel free to share in the comments.


The Finite-Difference Time-Domain (FDTD) method is a computational electromagnetic technique for solving for the electric and magnetic fields in arbitrary spatial domains in the time domain. In contrast to techniques such as the Finite Element Method (FEM) and the Method of Moments (MoM), this technique is straightforward to understand and is simple to program. A rudimentary 2D TMz code is included in Section §7 and is used to illustrate the main features of the method.
The aim of this assignment is to use the provided FDTD code in a series of numerical investigations, and compare quantitatively its predictions against theory, which the student is expected to research independently after the completion of the taught part of the EMAP module. A formal report is not required, but your assignment report needs to answer all the assignment questions, in a self-contained manner.
2 The basics behind the FDTD algorithm
2.1 Defining the Lattice
The basic FDTD method (in Cartesian coordinates) makes use of a regular lattice of interleaved electric and magnetic field components as originally proposed by Yee . In the case of a 2D TMz lattice1, it is possible to derive the following from Maxwell’s equations: It should be noted that the indices in the coefficient matrices correspond to the locations of the field components that are being updated. Although appearing cumbersome, these update equations can be programmed in a straightforward fashion. Initially, all field components are initialized to zero, and the field components updated in the order Ez (1) followed by Hx (2) and Hy (3). These calculations are then repeated in sequence until sufficient number of iterations have been performed2 ......
A rudimentary FDTD code (fdtd 1) has been written in MATLAB and is included in Section §7. Various examples using this code will be investigated in this section.
3.1 example1 — Propagation in Free Space (tmax = 10 ns)
This example is for the code included in Section §7. The source is located at (20,200), and the total simulation time is 10 ns. You must run the code as is and observe the excitation waveform, and the pulse response at 10 ns. Why do you think it is not meaningful to extract the timeharmonic response from this result? Can you observe any unwanted numerical reflections from the ABC?
3.2 example2 — Propagation in Free Space (tmax = 50 ns)
The magnitudes of the fields in Fig. 3 are noticeably smaller than those in the earlier example, as all propagating fields have encountered the ABC on the periphery of the computational domain at least once. However, the residual field is still of appreciable magnitude, and the only way to reduce these is to use a higher performance absorbing boundary such as the UPML or CPML. The time-harmonic response in Fig. 4 shows a dominant cylindrically-propagating wave,
FDTD: example2: Excitation waveform Figure 2: example2 — Excitation waveform. although some ripple is present and is due to the presence of reflections from the boundaries of the computational domain.
3.3 example3 — Propagation in the Presence of a PEC Obstacle
A PEC obstacle has been defined with vertices at (150,100) and (300,250). This is done by including the following definition for pec blocks: pec_blocks = [150 100 300 250];
As in example2, tmax = 50 ns, and the pulse response at 50 ns is plotted in Fig. 5 and the time harmonic response in Fig. 6 (the excitation waveform is the same as in example2). The pulse response in Fig. 5 is somewhat complex, as a result from waves reflecting from and diffracting around the PEC block. The effects of reflection can also be seen in Fig. 6 with the presence of a standing wave between the source and the box, and a significantly reduced field amplitude behind the box as a result of diffraction4
Your report should be in four sections each providing an answer to the following questions. The assessment criteria for each section are, (a) a clear description of what you have done: 10%, 4An animation of the time-harmonic fields can also be useful in visualizing these effects. This can be done by enabling the option want plot movie = 1; in the header, and then executing the command movie(mov,n) where n is an integer specifying the number of times the movie should be played. (b) presentation of your simulation results in an appropriate form for interpretation and discussion: 20%, brief summary of relevant theory researched (including citations of key references, but avoiding giving an unnecessary tutorial), implementation and calculation of corresponding theoretical predictions: 30%, (c) discussion of numerical and theoretical results: 30%, and (d) drawing conclusions: 10%.
- Investigate quantitatively the field scattered by a diffracting PEC right-angled wedge in the vicinity of its incidence and reflection shadow boundaries. Ensure that the simulation has converged and examine the field strength in logarithmic units. Is this result as expected according to the Uniform Theory of Diffraction? (Hint: You may use readily available UTD MATLAB code, e.g. , having investigated the use of the uniform geometric theory of diffraction in the literature). Provide a quantitative justification for your answer. (Hint: A right-angled wedge can be specified by setting pec blocks = [1 1 250 150].) [40 marks]
- Investigate quantitatively the behaviour of the field in the shadow region on the PEC right-angled wedge. How does this result contrast with the shadow field distribution from a PEC knife-edge defined by pec blocks = [249 1 250 150]? Discuss and justify the observed similarities or differences. [20 marks]
- Compare quantitatively the field distribution in the shadow region of two cascaded PEC knife-edges furthest away from the source, to the corresponding shadow field distribution of a rectangular PEC block obtained by bridging the knife-edges. The knife-edges are defined using the multiple row format of the PEC blocks command by, pec blocks = [150 1 151 150 249 1 250 150]; and the block is defined by pec blocks = [150 1 250 150]. Discuss the physical reason for any observed differences. [20 marks]
- When implementing the FDTD method, it is important to select a lattice size that is sufficiently small. Explore the consequences of choosing a lattice size that is too large. (Hint: Make the following change to example1 in the header: samples per wavelength = 5 to use only 5 samples per wavelength, and to compensate for the difference lattice size move the source to xs idx = 20 and ys idx = 50. How does the result differ to that in Section §3.1?) [20 marks]


What is example of characteristics?
The definition of characteristic is a distinguishing feature of a person or thing. An example of characteristic is the high levels of intelligence of a valedictorian. Being a distinguishing feature of a person or thing.
What is identity Kid Definition?
Kids Definition of identity 1 : the set of qualities and beliefs that make one person or group different from others : individuality Children establish their own identities. 2 : the fact of being the same person or thing as claimed Can you prove your identity?
What is a common characteristic?
a characteristic or belief that is so fundamental to identity or conscience that a person should not be forced to renounce it.
What are the characteristics of identity?
Identity is simply defined as the characteristics determining who or what a person or thing is. Elements or characteristics of identity would include race, ethnicity, gender, age, sexual orientation, physical attributes, personality, political affiliations, religious beliefs, professional identities, and so on.
What are characteristics of a good Definition?
Univ. An excellent geometry definition will classify, quantify, and not have a counterexample. Once a term is defined, it can be used in subsequent definitions; for example, once parallel lines are defined, they can be used in the definition of a parallelogram.
What is the difference between Definition and characteristics?
As nouns the difference between characteristic and definition. is that characteristic is a distinguishable feature of a person or thing while definition is definition.
What are some of your characteristics?
Values and Beliefs as Character Traits
What are good characteristics?
Rohn: 6 Essential Traits of Good Character
- Integrity. Integrity is a good catchword that is similar to character but provides us with a different way of looking at the ideas of character.
What are the two main characteristics of identify?
Identity has two important features: continuity and contrast. Continuity means that people can count on you to be the same person tomorrow as you are today. Obviously, people change but many important aspects of social identity remain relatively stable such as gender, surname, language and ethnicity.
What are some character traits for kids?
Respect, or having high regard for someone or something, is another great character trait for children to have. Respect is often earned from or demanded by others. When children are able to have and show respect for others, they’re more likely to listen, follow directions and be disciplined.
What are characteristics definition?
The characteristics of a person or thing are the qualities or features that belong to them and make them recognizable. Genes determine the characteristics of every living thing. …the absence of strife between the generations that was so characteristic of such societies. Windmills are a characteristic feature of the Mallorcan landscape.
What are the different colors for kids?
Generally, children prefer the colors red/pink and blue, and cool colors are preferred over warm colors. Purple is a color favored more by girls than by boys. Color perception of children 3–5 years of age is an indicator of their developmental stage.
What is the best definition for kids?
Kids Definition of best. 1 : better than all others He’s the best speller in the class. 2 : most appropriate, useful, or helpful This is the best way to solve the problem.


Contact: Annalisa Purser
University of Utah
Caption: University of Utah biology professor Wayne Potts, right, and former Ph.D. student James Ruff, left, set up one of the "mouse barns" used in their new sensitive test to detect toxicity. The blue bins are desirable, sheltered territories that contain separate nesting cages. The elongated green planters are less desirable territories because mice must nest in them in the open. By having house mice compete for food and territory in mouse barns, the researchers showed that a diet of 25 percent extra sugar doubles the death rate among female mice and leaves males a quarter less able to hold onto territory and reproduce. The diet that produced these toxic effects in mice is proportional to a healthy human diet plus three cans of sweetened soda daily.
Credit: Lee J. Siegel, University of Utah.
Usage Restrictions: None
Related news release: Sugar is toxic to mice in 'safe' doses


Vikings extracted colors from roots, plants and insects. In addition, they could import dyes through trade in Constantinople and other trade hubs. (Photo: fargeneforteller.blogspot.no)
Did you think that Viking women and men were colorless and wore gray dresses and wool robes? A number of findings and saga texts are documenting the opposite: The Vikings loved colors.
The Vikings used strong colors, on both shields, ships, sails and other equipment. Moreover, free men and women wore dyed clothes with patterns and ribbons where the colors were important for highlighting social status. Blue in particular, but also red, were popular.
The amazing discoveries made in the Oseberg and Gokstad burial mounds also documents the use.
When the Oseberg ship was excavated in 1904, the extremely good preservation conditions made the archaeologists able to see the colors clearly, but sadly, they quickly faded being exposed to light and air.
A preserved fragment of a tapestry from a grave on the Rolvsøy island in Østfold County. (Drawing: Tone Strenger / Photo: Museum of Cultural History, Oslo, via Pinterest)
The Oseberg burial chamber was decorated with colorful tapestries showing dramatic scenes and many of the beautiful wooden objects were painted.
There were also found remains of paint on the shields on the Gokstad ship.
Kong Canute’s Striped Sails
King Canute the Mighty, along with his ally Hacon the Jarl, in the year 1028 went to attack against Norway with 1,400 ships.
The Heimskringla, the History of the Kings of Norway, describes what must have been a very impressive sight:
When Canute the Mighty had fitted out his army, he had a great crowd of men and very big ships. He himself had a Dragon which was so big that it counted sixty benches (120 rowers, Editor’s note), and on it were gold-decked heads. Hacon the Jarl had another Dragon on which there were forty benches, and on it too there were gilded heads.
The sails of both were striped with blue, red and green. The ships were all painted above the water and the whole rigging of the ships was of the best (…).”
The strong colors and patterns had important symbolic value: To demonstrate power and wealth, and to deter the enemy. This King Canute achieved and the Norwegians joined him and forced King Olaf II Haraldsson to flee.
Text by: Thor Lanesskog, ThorNews


Today, the concept of “lifelong learning” (LLL) might be widely used, but its meaning differs according to whom is using it. According to the LLL-P, lifelong learning covers education and training across all ages and in all areas of life be it formal, non-formal or informal. It shall enable citizen’s emancipation and full participation in society in its civic, social and economic dimensions. The idea of organising Lifelong Learning Weeks aims to raise awareness on Lifelong Learning in Europe and to put forward the need to adopt a holistic approach at all levels of decision-making, implementation and evaluation. This is necessary if we want the EU to become a smart, sustainable and inclusive economy as set in the Europe 2020 strategy.
The 5th edition of the LLL Week “Investing in Education for Inclusive Societies” was held from 30 November to 4 December, in and out of the European Parliament, and under the patronage of MEP Krystyna Lybacka (S&D, PL). This year’s hot topics were:
- Education to promote intercultural dialogue and citizenship
- Guidance and counselling to take validation to the next level
- Media literacy: XXI Century challenge


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In other words, consider n being 8-bits. I want a function that for every input number from [0..255] produces a random output number between [0..255], with each output number produced only once. In other words, it's a one-to-one mapping of 8 input bits to 8 output bits.
The traditional linear congruent generator PRNG used for rand() seems like an excellent choice. For n=32, I could use a function like:
unsigned translate32(uint32_t x)
return (x * 214013 + 2531011) & 0xFFFFFFFF;
These constants are chosen to produce all 4 billion possible outputs. meaning there is a one-to-one mapping between inputs and outputs.
However, I can't create an 8 bit version by doing:
#define translate8(x) translate32(x & 0xFF)& 0xFF
That's because while the constants work for 32 bits, they don't work for 8. Some outputs will be produced twice, and some outputs won't be produced at all. To make a translate8() function, I'll have to choose different constants.
How do I go about choosing the right constants? Do I simply write a program that tests a bunch of combinations until I get some that work the way I want? The thing is, I want this to work all the way out to 48-bit inputs. I doubt I could discover the right constants for 48 bits, it's not computationally feasible, unless there's some trick to it. (I really should study my Knuth better).
Or, maybe I can do this for small n and simply combine them. For a 48-bit number, simply combine a 32-bit version with a 16-bit version.
Why do I want to do this? The answer is port scanning. I want to scan a subnet, but instead of linearly scanning the addresses [192.168.1.1, 192.168.1.2, 192.168.1.3, ...] I want to scan in a random fashion of [192.168.1.148, 192.168.1.15, 192.168.1.231, ...]. I want to do the same for port numbers. Let's say that I'm scanning all ports on that subnet. This means the output is a 24-bit number: 8-bits for the subnet and 16-bits for the port number.
By the fact that I said "48-bits" should hint that what I really want to do is use this for scanning the entire Internet. I want anybody seeing incoming IP/port combinations to see them in a random order and random timing between them.
A pseudo-randomly congruent function means I can take linear scanning code that thinks it's trying addresses/ports in a sequential fashion and produce a random sequence out of it.
BAH! As many people point out "lrn2readWikipedia". The solution is at https://en.wikipedia.org/wiki/Linear_congruential_generator#Period_length. Somehow I'd read that, but totally missed it. My only excuse is that I'm a programming nerd and not a theory/math nerd, and thus miss obvious things like that.
The equation is:
unsigned translate(unsigned x, unsigned a, unsigned c, unsigned n)
unsigned m = (1 << (n-1));
return (x * a + c) % m;
Where 'x' is the original value, and the return result is my new pseudo-random translation, a and c and m are the constants in the linear-congruent-generator formula, but m is just derived from my n, the number of bits in the IPv4 CIDR suffix.
Translating this into English, these three rules for choosing the constant:
This means that my original statement is false about the translate8() function above: it actually does work, at least in terms of producing a 1-to-1 correspondence. It'll do that for all values of n between 1 and 32 bits. I find that counterintuitive, so but it's true. I've written code to test this assertion, and it works.
But, the numbers aren't very random. Testing it out, I find that the first few numbers going from 0 to 10 translate to the sequence:
0 -> 195
1 -> 192
2 -> 189
3 -> 186
4 -> 183
5 -> 180
6 -> 177
7 -> 174
8 -> 171
9 -> 168
Therefore, for good randomness, I need to choose better constants. Choosing a=993319 and c=193939 results in:
0 -> 113
1 -> 152
2 -> 191
3 -> 230
4 -> 13
5 -> 52
6 -> 91
7 -> 130
8 -> 169
9 -> 208
Looking on the longer list, it oscillates from 3 digit numbers for a bit, then 2 digit numbers for a bit, and back to 3 digit numbers, so it's not completely random as I can see a pattern there. This is random enough for my purposes, but ideally, I'd like to choose numbers with a bit better randomness.
So, what's are some good tests of randomness I can apply? Ideally, I'd like to choose a single set of 64-bit sized constants that are "sufficiently random" for any sized n from 1 to 48 bits. In particular, when scanning the entire Internet (all 4-billion targets), I'd like every Class C subnet to get its share of the traffic (1/16-millionth), rather than having some Class C subnets hit very hard with traffic for a while while others are inactive for a bit.


Flash memory is a type of electrically erasable programmable read-only memory (EEPROM). Whew, that's a mouthful. The name comes from how the memory is designed -- a section of memory cells can be erased in a single action or in a "flash." A common use of flash memory is to store the BIOS settings in a computer's ROM. When the BIOS needs to be changed, the flash memory can be written in blocks, rather than bytes, making it easy to update. Most modems use flash memory for the same reason.
Though flash memory was orginally used inside computers, it has invaded many other areas outside the box. Flash memory cards used for digital cameras, cellular phones, networking hardware, and PC cards. Though the memory's read/write speed is not lightning fast, it is nice to be able to tote around a little card rather than a cumbersome hard drive.


The Biggest Bust
Unbridled greed doesn’t happen in nature because it is unsustainable.
We are told that economic cycles are natural – booms are naturally followed by busts. This is bunk; growth and development occur in nature, but booms caused by greed don’t. There are certainly cycles of growth and decay but if booms occurred they would result in widespread death and destruction. They don’t occur, though, because nature checks and balances itself. Through self-regulation nature tends to survive without major uphevals.
Advocates of free trade and a free-market economy often say the market is like a natural system where unrestrained competition will lead to growth, excellence, efficiency and an equitable spread of wealth. This is bunk too. A market does not operate in isolation it operates within a connected web of systems including human communities, ecosystems and natural resources. A free market where greed can run rampant will always impact and be impacted by these other systems – and will ultimately ‘bust’.
The current economic downturn was caused by greed. The failure of many providers of subprime mortgages is blamed as the catalyst for the downturn. The risks inherent in subprime lending were largely ignored because of greed – property values were booming and there was plenty of money to be made from the high interest rates charged to ravenous borrowers. When the US ‘housing bubble’ burst increasing numbers of borrowers couldn’t make payments or refinance and many lenders folded leading to a global credit crunch and ultimately an economic recession.
Blame can be apportioned more widely than just the lenders of subprime loans though. Some mortgage brokers can be blamed for steering borrowers to unaffordable loans, valuers and realtors for inflating house values, and investors for backing subprime mortgage securities without knowing the weakness and risk of the loans. Borrowers have also justifiably been criticised for taking out loans that they knew were risky or that they could not afford. Everyone wanted to make an easy buck. In addition, there was a lack of effective oversight by governments.
If the economic downturn was limited to just the greedy people who perpetrated it, it would be quite good. Of course the real shame is that the people who are hurt the most in an economic downturn are those who can least afford it, namely the poor, and the poor are largely innocent of the greed that induced the downturn. The irony is that rich people become relatively richer in downturns because they can afford to buy the cheaper assets.
Since the industrial revolution began growth in the economy has been trending upwards – it’s the biggest boom in history. This boom has been ‘funded’ by taking more from nature than is repaid. These ‘free’ resources – including minerals, forests, land, soil and water – are now running out or being degraded to the point that they are unusable.
Markets are a highly effective way of selling goods and services but there must be checks and balances to regulate greed. The ‘wishful-thinkers’ must wake up to the fact that a market cannot self-regulate because there is no such thing as free. The market must yield to the things that sustain it – specifically people and nature.
If the market economy isn’t checked and balanced, like nature, the biggest boom in history will surely lead to the biggest bust.


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SciCast is a research project run by George Mason University and sponsored by the U.S. Government to forecast the outcomes of key issues in science and technology. SciCast is based on the idea that the collective wisdom of an informed and diverse group is often more accurate at forecasting the outcome of events than that of one individual expert.
Technically, SciCast is a prediction market. Prediction markets can be used to forecast the outcome of a wide variety of topics and are used today in large corporations and governments to understand the likelihood of meeting key performance metrics, quantify risks that may jeopardize operations, and better understand industry trends.
Unlike other prediction markets you may have heard of, SciCast can create relationships between forecast questions that may have an influence on each other. For example, we may ask a question about the volume of sea ice in the Arctic in a given month. We may also ask a question about average temperature in this same locale or other influencing metrics. SciCast will learn from its participants how strong of a relationship these questions have to each other and will adjust their outcomes accordingly. This means if the SciCast participants forecast the average temperature will be higher in the Arctic, we’ll adjust the likelihood that the level of ice will decrease in that same time period.
SciCast is a community-driven initiative. Participants write their own questions in our publishing tool called Spark and participate in a process to get those questions published. Once a question is available, SciCast participants can make forecasts at any time about any question. Unlike a survey, participants can change their forecast at any time in reaction to new information. In this way, SciCast is a real-time indicator of what our participants think is going to happen.
After the answer to a question is known and made public, participants who answered correctly will be be rewarded and move up on our leaderboard. The more correct forecasts a participant makes, the more influence they’ll have in other forecasts.
Our goal is to get thousands of participants from around the world. We’re currently reaching out to Professional Societies, Universities, and interest groups to solicit their participation. If you are part of an organization you think would like to participate, please let us know and we will introduce ourselves.


Our Three Pillars
At Jessie Whaley Maxwell Elementary, in partnership with parents and community, we develop our students’ independence, critical thought, and enduring love for learning. Everything we do is in support of developing these three “pillars” in our students:
- Independence: We believe that the independence we build in our young learners will give them the freedom to succeed in school, college, and in life. Our students are taught to think for themselves. In Readers and Writers workshops, our students build independence by authentically thinking, writing, and discussing texts they read. Our students work themselves through the writing process, and are seen developing and owning their goals for their learning. At Maxwell, students participate in at least 2 projects each year, and are responsible for designing, implementing, and evaluating their work.
- Critical Thought: Critical thought is our instructional focus at Maxwell. Throughout the learning day our students think critically. They analyze texts answer rigorous questions, and solve complex problems. We nurture strategic, analytical, and evaluative thinking in our students. We encourage students to question ideas, instructional content, and ideas presented to them, and to continually assess the world around them. Our students are taught to analyze the world around them, as they develop skills in innovation and analysis that will drive them to and through college and throughout their careers.
- Love for Learning: At Maxwell, our students are passionate, joyful, and engaged learners. Our students love learning, and own their learning. Upon visiting Maxwell, you’ll see our students smiling as they read, write, solve problems, and think. Our teachers bring out the love of learning in our students, as they teach in engaging, meaningful ways that invest students in their own learning. At Maxwell you will hear students call out for joy, “Yes!” when a teacher announces that it is time to read.


Classification of Voice: Voice is of two kinds. 1. Active 2. Passive
|2||Passive (to be verb + verb3)|
|To be verb (8) : am, is, are, was, were, be, being, been|
|am/is/are + being||Present continuous tense|
|was/were+ being||Past continuous tense|
|have/has + been||Present Perfect tense|
|had + been||Past Perfect tense|
|be||Modal auxiliary/Imperative sentence|
|Find out active and passive voice.|
|Hannan ate six shrimp at dinner. He can be questioned for six hours. Sume changed the channel. A movie is going to be watched tonight. Mom read the novel in one day. A book was written by him. I will clean the house. A safety video will be watched by the staff every year. Tom has painted the entire house. The two kings are signing the treaty. Money was donated to the homeless. He ought to be forgiven. The video was posted on Facebook. Seat belts must be worn. The victory could be celebrated with the team tomorrow. Sara is being helped by Atik. They were interrogating him. They hadn’t told me. They will hang him at dawn. They won’t be beating him. I will have repaired your car. I don’t disturb her. It seems to have been taken. It could have badly hurt you. It might be bought. Passengers must wear seat belts. You should have told me. She should have been told. They ought to forgive him. Dinner has been served. She hadn’t been invited in the party. He will be hanged for murder at dawn. Your house will have been painted by 7pm. It used to be taken care of by Rana. Rima insisted on being paid. I saw the cat eating it. I saw the cat. I insisted on them paying me. Ram used to take care of everything. They can question him for six hours. The police have been watching that house for weeks. Kid has served dinner. They didn’t hide my phone yesterday. You could have been badly hurt. Somebody might buy it.|
Process of identifying subject and object
|Real process||Make a question to verb with who= answer will be subject
Make a question to verb with whom(person) = answer will be object
Make a question to verb with what (thing) = answer will be object
|Shortcut process||Adverb||Subject+ verb +object||adverb|
|Adverb||Subject+ verb +object + object||adverb|
|Adverb||Subject+ verb +object + preposition + extension||adverb|
|Process of Active to Passive|
|Subject (from object) to be verb + verb3 (ext.) by + object (from Subject)|
|Process of Passive to Active|
|1. Omit to be verb and by (preposition)
If there is no object, assume/imagine an object according to sentence.
2. Identify Tense (using to be verb)
N.B.: Active voice follows the structures of tense.
Passive voice follows the structures of voice.
Exercises on Voice
|Active to Passive|
|Sub + to be verb + verb3 + by + obj.|
|a. I write a letter. He does the sum. I commit mistakes. Ali opens the window. Sabina sings a song. We celebrate our national days. They plough the field. The teacher forbids the students. The cat kills mice. The man buys a shirt. Samina writes a letter. We learn English. I find him reading a book. A stranger wonder fill him. It takes time. It worries him. We need a teacher. I do not take tea. She buys everything. She plays chess every week. We hate drinking Coca Cola. We eat rice every day. You drink milk every day. They lock the gate every night. Fortune favours the brave.
b. They are building a house. They are disturbing the class. She is singing a song. They are breaking the pitcher. The fishermen were catching fishes. They were doing sums. They were flying kites. The Teacher is explaining the lesson. The Students are writing a story. They are looking at you. The men are cutting down the trees.
c. He has bought a pen. Rahat has written a letter. He has repaired his watch now. He has lost his umbrella. I had done this. You have told the truth. Nobody had seen her smile. Jamal has returned the book. They have finished the work. We have finished the work. John has sent the letter.
d. Nila dropped the letter. He wrote music. They hated the brave. Rina told a story. I saw a bird. He liked the bird. He picked it up. They laughed at the old man. He bought the house last year. I took the hammer yesterday. Someone established the school in 1850.
|a. Tourists from home and abroad visit its shore. Dish antenna creates both good and bad effects on our culture. He has heard many stories about ghosts. They eat these cooked, dried or frozen foods to satisfy their hunger. People all over the world enjoy this game very much. Fishermen catch various kinds of fishes in the river. Almost everyone enjoys the day in his own way. Therefore, everybody loved him very much. One night his thirsty mother asked him for a glass of water. In spite of these difficulties, lots of students from different countries obtain degrees from Bangladesh. Modern science has created wonders. Thus various kinds of waste and filth contaminate water. They find a better shelter in Bangladesh. I passed the day with my new classmates and teachers. People use flowers on different occasion. The college gave her the responsibility. People consider him the greatest physicist after Einstein. The authority has taken some drastic steps against the corruption. He was digging holes in several places. They use the vacant space below their house to keep agricultural tools. Everybody knew him well for his generosity. A dedicated lady named Nawab Faizunnessa established it. Someone established the school in 1850. Houses keep us safe and sound. He did not prescribe any medicine for the king. He delivers letters, money orders, parcels etc to the addresses. The outer show of things and beings concerns them. The roughness and stupidity in these hospitals shocked him. Books introduce us to the kingdom of the knowledge. However, he loves his relatives a great deal. The farmers use water in time of cultivation largely. She obtained her graduation degree from Dhaka University. He began his study with a recitation of the holy Quran. Tragedy has shaped the lives of the people of Bangladesh. During summer, it attracts thousands of visitors all over India and also from other countries. One day the old sailor was watching the water snakes swimming round the ship. A self reliant man can decorate his life demonstratively. Fahmida’s college was going to introduce a debating club. In the end, the princess called the young farmer and rewarded him.
b. His behavior surprised me. The novels of Md. Jafor Iqbal interested me. Newspaper contains daily news. Smoke filled the room. The teacher pleased the students. I came by a pen. His stupidity vexed me. Panic seized me. Circumstance compelled me to do this. He annoyed me. The beauty of the girl marveled me. His behavior surprised me. His performance satisfied the teachers. His father’s death shocked him.
c. He decided to leave the job. He agreed to sell the shop. He wants you to write a letter. He wants someone to take camera. He wants me to take photographs. He wants me to hang the picture. I don’t want to disturb him. He decided to buy the house. He wanted to play football. It is time to do your duty. He suggested giving up smoking.
d. We know that Cook discovered Australia. I know that he did the work. We know that the earth is round. He told me that he had done the work. People say that he was a great man. I know that you helped him. I thought that Babul had sung a song. I know that he is a good boy. He ate rice and went to school. We know that two and two are four. I know that he is honest. We know the earth is round. I know what he thinks. We know how to play cricket. They hoped that we should win the match. People say that the lion is the king of beasts. Everybody believes that education is the backbone of a nation. We think that the grass is always greener on the other side of the fence. I think that you are honest. They thought that I did it. We realized that it was a time capsule. He thought that it was India. People think that Hasan is a great hero. I consider that the man is honest. He knows that he will pass. We believe that the earth is round. We believe that he has that ability. They admitted that they were guilty. They said that the movie was fantastic. He said that he was so disappointed. We think that we can touch the stars. The teacher should know that everything is unacceptable. I believe that he is innocent. I suspect that she eloped with her boyfriend. The children complained that they had nothing to do. She didn’t really think that it would happen.
|Sub + modal auxiliary + be + verb3 + by + obj.|
|Allah can help us. We could see the moon. He may help my brother. You might wear a cap. We should respect an honest man. You should respect your teacher. We should obey our parents. He must perform his duty. You must do the work. We ought to respect our parents. He must take his medicine. I can speak German. You should see this film. He could find his wallet. You can look after other people. You can borrow my motorbike. You ought to drive the car carefully. You ought to switch off the light. I could lend you my car. I should build a new computer center. I must carry out this plan. You must obey the law. The law must be obeyed. We must protect wild animals. We must punish criminals. You can practice English every day. We can practiceEnglish every day. Children can see this film. They can arrange a meeting. A meeting can be arranged. We shall invite Simon. They will forget this case. Mother will arrange the books. You can play tennis. She can speak five languages. You can mend my watch. He will solve it. They will say prayers. You must not leave the baby alone. We can’t cheat them. One should take care of one’s health. He can never help people of the society. The educated can train the uneducated. This admixture may corrupt the nature of the original commodity. The students should answer to the questions briefly to obtain good marks. We ought to preserve this precious wildlife from the extinction by any means.|
|Sub + auxiliary verb + modal auxiliary + be + verb3 + by + obj (ext).|
|BTV is going to telecast a new serial. He is going to do market. I am going to buy some books. My father is going to start a new business. They are going to build a dam. We are going to celebrate our annual cultural week. They are going to set up a college. Kalim is going to break the door. He is going to take the class. She is going to help the beggar. Our teacher is going to give me a prize. I am going to buy a book. I am going to write the last voice change. I am going to speak English. I am going to study Bangla. I’m going to make a great mistake. Jim is going to draw a boat. We are going to sing a song at the party. I am going to play handball. You are going to meet Jannat. He is going to spend his vacation in Dkaka. I am going to buy a new car. I am going to swimming. He is going to take the exam. We’re not going to paint our bedroom. You’re going to miss your train. Rani is going to found a school. Jony is going to visit Satkrira. They are going to have a party next week. We are going to have dinner together. You are going to take the responsibility. Liza is going to contact Rina. Our government is going to take some steps to make it more attractive.|
|Imperative sentence: Let (not) + obj + be + verb3 (ext).|
|Look at the picture. Change the voice. Take care of your health. Finish the game. Open the door. Put up a tent there. Look after your parents. Obey your parents. Punish the liar. Settle the dispute. Empty the glass at once. Take off your things. Make a phone call. Help your friends. Try it again. Budget your time. Leave it. Drive the dog away. Read the book. Put the book on the table. Send a message immediately. Wear the new dress. Help the boy. Give the order.
Don’t waste your time. Don’t insult the poor. Do not shut the door. Do not defer anything for tomorrow. Don’t disturb me. Don’t mention your name in writing a letter. Do not insult the poor. Do not make a mistake. Do not insult the weak. Do not waste your time. Don’t look down upon the poor. Don’t disturb the sleeping dog.
|Let + obj + be + verb3 + by/for + obj (ext).|
|Let us drop the matter. Let us cut jokes. Let us hold a meeting. Let him enjoy the film. Let her keep our environment clean. Let them feed the hungry. Let him do the work. Let him write a letter. Let the girl sing a song Let the boys play football. Let them call in a doctor. Let me say a few words. Let me solve the problem. Let him do the sum. Let me help you. Let’s do some exercises. Let me do it for you. Let them try it. Let her explain it. Pluck me a flower. Buy me a pen.|
|You are told/ordered/requested/advised to +verb1+ ext.|
|Please help me. Come here. Sit down. Get lost. Come on time. Be quiet. Be reasonable. Stop here. Write soon. Please do it. Come on time. Stop here. Write soon. Go away. Drive slowly. Speak to Sam. Go out. Come in. Hurry up.|
|Quassi passive: Sub + to be verb+ verb3 + ext.|
|The places of subject will not be changed.|
|The pen writes well. Honey tastes sweet. The bed feels soft. The book reads well. The bed feels soft. The school garden looked very beautiful. The pen writes well. The sun shines brightly. The stone feels rough. Iron feels hard. The stone feels tough. The moon looks beautiful. Mangoes taste sour. The green mangoes did taste sweet. The rose smells sweet. The moon looks beautiful. The pill tastes bitter. You look happy. The books look new. Rita looks beautiful. The book reads interesting. The composition reads easy. The stories seem interesting. Stones feel hard. The cushion feels soft. The apple tastes sweet. Mina reads well. The mangoes do not taste sweet. This story does not read funny.|
|Sub + to be verb+ being + verb3|
|The places of subject will not be changed.|
|The cow is milking. The Padma Bridge is building. The book is printing. The flowers are smelling. The house is building. The drums are beating. The road is repairing. The road is building. The moon is smiling. The bon is baking. The mobile is ringing. The house is painting. The followers are smiling.|
|Reflexive pronoun: Sub + to be verb+ verb3 + by + obj|
|The places of subject and object will not be changed.|
|She beautifies herself. They help themselves. He was fanning himself. She hurt herself quite badly. She killed herself. He hates himself. The lady praises herself. They saved themselves. She fans herself. He saved himself. The baby hurt itself. The woman fans herself. The woman fanned herself. He insults himself. He is insulted by himself. We must understand ourselves. She prepared herself for the battle. I washed myself. You drive yourself. We can fix ourselves. You are helping yourselves. He was talking to himself. I see myself in the mirror. I wash myself. You might cut yourself. I am teaching myself to play the piano. The children behave themselves. He found himself lying by the road. I saw myself as a famous actor. She applied herself to the job of mending the lights. He busied himself in the kitchen. They enjoyed themselves. I really enjoyed myself. He dressed himself. Did you hurt yourself? Badon blames himself. Can you feed yourselves? They cannot help themselves. She poured herself a glass of milk. The young girl was singing herself. I gave myself. You should buy yourself. The men cleaned themselves. Jerin read himself. The students monitor themselves. I looked at myself. He burnt himself. He accidentally cut himself while he was chopping the vegetables. The animal hurt itself. We blamed ourselves. You can help yourselves. I saw myself. She saved herself. We blamed ourselves. You have sent yourself. They looked after themselves. She looked for herself. We helped ourselves. They injured themselves. I enjoyed myself. The dog is scratching itself .The author signed herself. I did it myself. He poisoned himself. The children can look after themselves. She calls herself. They are preparing themselves.|
|Interrogative sentences: Auxiliary verb + sub + verb3 + by + obj?|
|Do you want me? Do you like it? Do you know him? Do you know me? Do you know me? Does he know you? Does he do his duties? Did they make a noise? Did the boy catch a bird? Did he like you? Has he broken the plate? Has he broken the plates? Have you ever seen a play? Have they finished their work? Is he helping you? Is he drawing a picture? Was she not weaving a sari? Are you writing a letter? Is she beating the child? Does James teach at a school? Does Suria buy a beautiful gift? Do you know Simon? Do you like tea or coffee? Have you invited them? Does Peter know the answer? Does Maria play ludu? Did she take a lot of time? Did he tell me a story? Did the boy steal the money? Did she join us? Did Ali make a cake yesterday? Is she enjoying it? Is Rohan playing basketball at university? Does Prince earn a handsome salary? Has Jui visited me? Will you help him? Will you accept the position? Shall I help him? Will he help the poor? Will you draw a picture? Can anybody answer all the questions? Can you write a paragraph?|
|W/h + to be verb + sub + verb3 + by + obj?|
|How did you solve the problem? How did you do the works? What do you want? What does he want? Whom do you want? Where did you find him? Where did you find him? When did you do it? When will you return any book? Which pen do you like most? Which book do you need? Why are you making a noise? Why did the teacher punish her? What has he done? Where can you hide this box? What are you wearing? Which color do you prefer? Which seat would you like? Where are my keys? Where does John live? What time does the plane leave? What did he say? When do you finish college? Where do you live? Why are you learning English? When does the train depart from here? Where have you taken him? How many hours do you sleep? How much money do you have? Who washes your cloth? What games do you know? When does it rain in Bd? When do the stars shine? How can I do this work alone? Why do you sleep early? When are you leaving? Where do they live? What has she done now? Why didn’t you call me? What have they decided? Where should I park? Why does he disclose the fact? Why do they take the pen? When will Jibon write it? When will they make the kite? Where did Mamun find you? How have you done this? How does he finish the work?|
|By whom/who + a/v + sub + to be verb + verb3 (ext)?|
|Note that who changes to by whom and whom into who.
Who will drive the car? Who will save you now? Who can do the work? Who has broken the chair? Who has broken the plate? Who will drive the car? Who is telling the lies? Who was selling mangoes? Who has made the holes? Who could say the answer? Who knows you? Who did it? Who told you this? Who is calling me? Who has broken the chair? Who knows you here? Who has helped the boy in exam? Who did the crime? Who broke the window? Who was driving the car? Who is going to take out the trash? Who speaks Urdu in her house? Who made the birthday cake? Who’s been paying the bills? Who made this decision? Who do you think? Who do you wish to speak to? Who talked to you today? Who went to dinner? Who ate the cake? Who wrote the letter? Who taught you Bangla? Who gives the instructions? Who gets the instructions? Who would she stay with? Who wants an ice cream?
Whom do you want? Whom did he help? Whom will she call? Whom does Rana see? Whom can you say? Whom did you see on the road? Whom is he teaching English? Whom has he beaten? Whom did you speak to? Whom do you prefer to vote for? Whom do you live with? Whom did you invite? Whom did you call? Whom are you going to invite? Whom did he blame for the accident? Whom did he hire to do the job? W Who brought the paper inside? Whom do you think we should support? Whom do you wish to speak? Whom did you write the letter?
| Process of Passive to Active
1. Omit to be verb and by (preposition)
If there is no object, then assume an object.
2. Identify Tense (using to be verb)
N.B.: Active voice follows the structures of tense
|a. He was given a nice book by me. We were taught English by the headmaster. The boy is known to me. Mice are killed by cats. Time is wasted by the boy. A great fight was fought by him. The magazine was read by her. He was seen to go by me. A lot of things were done by him for me. The dog was beaten by the boy. He was made our captain by us. The Story was read by father yesterday. A book was being read by him. Kites were being flown by them. A canal is being dug by us. The works have been done by him. Their garden has been made by the students. The letter had been written by her. The canal had been dug by us. She was killed by him. The orphans are looked after by him. Rice is mainly eaten in Asia. Important materials are contained in the parcel. It is said by them. It was replied by the maid. English is taught by him. Bananas are being eaten by the child. A letter is being written by her. The servant was punished by the master. A book was being written by him. Meal is cooked by someone every day. A blue shirt was worn by him. A house is being built by them. The job has been finished by me. The report was sent yesterday. A diamond necklace was bought by her. My purse had been stolen by somebody. We are taught grammar by Ms Sultana. He was praised by the teacher. The injured were taken to the hospital by the firemen. The town was destroyed by an earthquake. The teacher was pleased with the boy’s work. The building was damaged by the fire. The streets were thronged with spectators. The trees were blown down by the wind. The thieves were caught by the police. The letter was posted by Ali. We were received by the hostess. The snake was killed with a stick. The minister was welcomed by the people. He was found guilty of murder. This house was built by father in 1991. The agreement was signed by them. He had been bitten by a mad dog. He is loved by his parents, teachers and friends. They are organized by Samba Schools.
b. The day was passed by me with my new classmates & teachers. But the larger share of the mango was given to Raju by him. Once a duck was roasted by a cook for his master. A book has been finished reading about the people of Bangladesh by me. The photographs of the surrounding area are taken by many tourists. Once the poet was asked by the sultan to write an epic. A lot of rice is produced every year by our country. Very often during these voyages the vast sheet of unlimited water was gazed at by Columbus. Financial help was sought to the queen of Spain by him. One day his maid servant was ordered by the king to sweep his bedroom well. The students are helped to prepare good speeches by the English teacher. He was handed over to the police by people. Their study is forgotten and usual duty and work are left by the youths. The light is turned off at bed time. A lot of cars are imported from japan. Many accidents are caused by reckless drivers. Many people are injured in road accidents every day. A truthful person is loved and respected by all.
c. Our school was established in 1969. Thus many customers are cheated off and on. Collected honey is stored in the hive. It is called the king of fruits. They are taken care of. They are respected all over the world. The bee is known as an industrious creature. A new house is being built in our street. The car is repaired. The letter is written. This shop has been opened. A postcard has been sent to Jill. Millions of books are bought for students each year. Such a present had been given to my mum. The garden was sold to the man. A letter has been shown to his parents. This book is lent to readers very often. Mangoes of superior quality are grown in plenty in Rajshahi, Bogra and Dinajpur. It is popularly known as complete violation of human rights. Any answer in the examination should not be elaborated. We have not found out many of our freedom fighters. All the important food items are contained in a balanced diet. Various kinds of co-curricular activities are regularly held in the school. They were very much enchanted at the sight of the market. So his early life was spent in luxury. A patriot is loved and respected everywhere.
d. You will be helped any way by me. Anything will never be accepted by me other than the previous thing. The work will be done by me for you. Tea will be taken by us. You will be given a ticket by the manager.The work must be done by you. You may be helped by her. Our parents ought to be obeyed by us. A cap must be worn by you. We will be blamed by everyone. Air cannot be seen. Health should be given the topmost priority. A new chance will be given to me. His place will be offered to Alan. This information must be sent to Ann. Higher wages will be promised to workers. New laws should be made to fight against terrorism. The help of other animals should be taken by him. He would be punished more by God for lying more days on the comfortable bed. Some new politics must be adopted to resist the intrusion of foreign culture by us. The poor should be given knowledge on nutrition by the Government. Humanity should be developed for a better world by us. Their son may be pleased by God. The matter is going to be discussed by them. A garden was going to be made by the students.
Active : Having finished my work, I went home.
Passive: My work having been finished, I went home.
Active : The papers say they may release him.
Passive: The papers say he may be released.
Active : What cannot be cured must be endured.
Passive: We must endure what cannot be cured.
Active : What is lotted cannot be blotted.
Passive: One cannot blot one’s lot.
Active: It is time to do the work.
Passive: It is time for the work to be done.
Active: Listen to me.
Passive: You are told to listen to me.
Active: Happy birthday.
Passive: You are wished to happy birthday.
Active: I want to do the work.
Passive: I want the work to be done.
Active: I should have supported him.
Passive: He should have been supported by me.
Active: I demand to hold a party.
Passive: I demand that a party should be held.
Active: I am a student.
Passive: I am supposed to be a student.
Active: You know that I think.
Passive: What I think is known to you.
Active: What makes you love?
Passive: What are you made to love?
Active: I don’t like people telling me what to do?
Passive: People are not liked by me telling what to do?
or, I don’t like being told what to do?
Active: I hate people keeping waiting.
Passive: I hate being kept waiting.
Active: I remember my sister taking me to the hospital.
Passive: I remember being taken to the hospital by my sister.
Active: Honesty is the best policy.
Passive: It is said that honesty is the best policy.


Author: Jon Klassen
Grades: Pre-K, Kindergarten, 1st, 2nd
Synopsis: When a pair of googly-eyed tortoises find a 10-gallon hat—which they both agree would look good on either of them—they decide to leave it be rather than risk inequity between them. However, it becomes obvious that one of the tortoises still very much covets the hat. In a charming turn, the conflict is resolved through empathy and the bonds of friendship.
- What was the conflict in this story? What were some ways the turtle could have solved this conflict?
- What happened in the end? Did you like the ending? Why or why not?


Corpach to Clachnaharry, Great Glen, Highland, Scotland, UK
April 1804 - 1847, opened 23rd October 1822
Canal/Navigation works |
ICE reference number
The Caledonian Canal bisects Scotland, linking the Irish Sea to the North Sea via the Great Glen. Its design and construction was state-of-the-art for the time, and advanced 19th century engineering methods considerably. Its now one of Scotland’s most outstanding tourist attractions and is open year round in daylight hours.
James Watt (1736-1819) had prepared a survey for a canal in the Great Glen in 1773 but no action was taken at that time. In 1801 Thomas Telford (1757-1834) also surveyed the glen, and in 1802 he reported on the feasibility of a canal. This led to the creation of the Caledonian Canal Commission under an Act of Parliament that received royal assent on 27th July 1803. The main purposes were to provide a quicker and safer east-west route than the hazardous Pentland Firth for naval and commercial shipping, to create employment for Highlanders and to develop the Highlands generally.
Telford was appointed principal engineer to the commission, with William Jessop (1745-1814) as consulting engineer. Work began in about April 1804, and a further Act of Parliament was passed on 29th June that year. Jessop estimated the cost of the canal at £474,500 (excluding land purchases) and the construction time at seven years. In the event, the canal opened in October 1822 after expenditure of £1.2m.
The Calendonian Canal is 97km long. However, 60km of it is routed through four natural lochs — Dochfour, Ness, Oich and Lochy — leaving 37km of constructed channel. This involved the building of 28 locks, later increased to 29. These are all of a similar size and were then the world’s largest locks, at mainly 55m long, 12.2m wide and some 6m deep (7.6m from the centre of the inverted arch of the lock floor to the top of the wall coping).
The canal channel was designed to be 33.5m wide at the surface, 6.1m deep and 15.2m wide at the bottom. Its summit at Laggan is 32.3m above sea level. However, the 6.1m depth wasn't attained by 1822 because of difficult ground conditions. Shortly after opening, the canal had a minimum depth throughout of 3.7m, and steam-powered dredging continued.
The significant structures along the canal are Clachnaharry Sea Lock (1808-12) at its north eastern end, four locks at Muirtown (1808-13), five locks at Fort Augustus (1816-20), Loy and Shangan Aqueducts (1806-8), Moy Swing Bridge (1820), Mucomer Cut and Bridge (1813), eight locks at Neptune’s Staircase in Banavie (1808-11) and Corpach Sea Lock (1807-12) at its south western end.
There were delays and difficulties in building the sea and Fort Augustus (pictured) locks. Other challenges included the raising of the level of Loch Lochy by 3.7m, the excavation of the 12.2m deep, 3.2km long Laggan Cutting (NN293974), and the diversion of Loch Lochy in order to use the old river bed.
By April 1805, the western end of the site had 404 workers supervised by resident engineer John Telford (c1771-1807, no relation of Thomas) until his death. Alexander Easton (1787-1854) took over this section until 1823. In the east, Matthew Davidson (1755-1819) had charge of about 500 men, until his death. His youngest son James Davidson (1798-1877) was given the post, and became resident engineer for the whole canal in 1823. The scheme employed a total workforce of more than 3,000 men.
Constructing a canal in the early 19th century was an immense undertaking and this one was difficult, not least for its remoteness, the aggressive ground conditions, the harsh climate and the largely unskilled itinerant labour force. However, canal engineering design and construction was significantly advanced with the Caledonian Canal through use of such technologies as horse-traction plateways and special wagons, and steam-powered pumping and dredging.
The steam dredger used was among the earliest in Scotland, and was purpose-built in 1814. Overall it was 24.4m long by 7m wide, with 25 buckets on a 12.8m long frame. It was powered by a condensing steam engine of 4.5kW (6hp) that consumed about 760kg of coal daily. At its best, the dredger could yield some 91 tonnes of material per hour, discharging 17 buckets per minute.
Though the canal was open for through traffic from 1822, there was still work to be done to complete the project to Telford’s plans. As part of the ongoing work, a third Act of Parliament received royal assent on 31st March 1825.
Work during 1843-7 was carried out under the direction of Telford’s successors James Walker (1781-1862) and Alfred Burges (1796-1886). The canal was repaired, improved and deepened to 5.2m and could then accommodate vessels with drafts of up to 4.9m. After this, the canal attracted larger vessels engaged in the Baltic trade, but ship sizes were increasing generally, making the canal less necessary for safe east-west passage — many took the coastal route. The canal was also too small for some of the new vessels.
However, the canal continued to make a significant contribution to Highland development and its economy, through fishing and tourism, and it was much used in World War I (1914-8). For the year ended 30th April 1919, there were 5,439 through passages.
The lock gates were mechanised in 1959-68. Repairs and improvements in recent years by British Waterways have brought the canal up to a high standard of maintenance, allowing vessels of drafts up to 4.1m to enter. Today, the Caledonian Canal is essentially as-created by Telford and Jessop. Its authentic conservation is encouraging increasing leisure use, and it is still a good shortcut for smaller commercial vessels.
Resident engineer (1804-7): John Telford
Resident engineer (1804-19): Matthew Davidson
Resident engineer (1807-23): Alexander Easton
Resident engineer (1819-29, 1867-77): James Davidson
Resident engineer (1829-67): George May
Contractors: John Simpson and John Cargill, John Simpson and John Wilson, and Thomas Rhodes
Iron castings: Butterly Ironworks
Ironwork: William Hazeldine, Plas Kynaston
"Historical Account of the Navigable Rivers, Canals, and Railways, of Great Britain" by Joseph Priestley
Longman, Rees, Orme, Brown & Green, London, April 1831
"The Caledonian Canal” by Thomas Telford, in Life of Telford, Vol.1, pp.49-67, ICE virtual library, London, January 1838
"Description of a Steam Dredging Engine used upon the Caledonian Canal"
by Walter Elliot, in Minutes of ICE Proceedings, Vol.2, pp.149-150,
London, January 1842
"Skipper’s Guide: Caledonian Canal" by Scottish Canals
British Waterways Scotland, Glasgow, 2008


Surge Protection Device for Photovoltaic Application
What is a surge protector device?
A surge protector device is a device that limits the surge current and repeats the same as specified. This is a cost-effective solution that helps prevent downtime, improve the system and data reliability, and eliminate equipment damage through transients and surges. The photovoltaic surge protector is suitable for any type of facility and load 1000 volts or below.
- They work in power distribution, control cabinets, electronic motor controllers, equipment monitoring, metering, medical equipment, backup power, etc.
- When it comes to home appliances, you can use surge protector devices in communication circuits, cable TV feeds, security systems, alarm systems, stereo equipment and other appliances in the kitchen or household as well.
- People use it in hospitals, schools, water treatment plants and also telecommunication facilities.
- They help avoid utility switching and the switching of electric motors.
- In addition, they help in connecting computer devices to a single source of power.
Before the introduction of search protection devices, people utilize coils, motors, resistors, etc., to protect the equipment from any surge. However, when the new devices came into the market, new technology for this purpose also arose. Two devices that are the surge protector and the surge arrester, later came into existence. They protect the wires, transformers, and various equipment from lightning. Also, they are responsible for maintaining the voltage below the insulation level. They both work in the same way with minor differences.
Photovoltaic Surge Protector
A surge protector will perform the inexpensive equipment usually used at home or office and even hospitals or other critical areas. However, when you consider large equipment like transformers for protection, surge arresters are a better choice. Search protectors are getting famous rapidly because of its features and very high capability of protecting expensive equipment from surges. The use of surge protection devices has increased continuously by almost 20% every year. Many manufacturers use it highly in service entrance, and to make a clean supply of power etc.
According to the national electrical code, the designs of the surge protectors are as follows:
- Type 1: the main purpose is to protect the electrical system’s insulation levels against the external surges that might be caused by lightning or bank switching.
- Type 2: The Main purpose will be to protect the sensitive electronics and microprocessors. They protect the base loads against lightning energy, and motor generated surges, and other surge events are generated internally.
- Type 3: You can use it as a point of utilization SPDs installed at a minimum conductor of 10 meters in length farther from the service panel to the point of utilization.
- Photovoltaic systems have unique characteristics that require surge protector devices that are specifically designed for PV systems.
They have huge DC system voltages that reach up to 1500 volts. A photovoltaic system includes all the components and subsistence to convert solar energy into electrical energy to connect to a utilization load.
SPDs for the DC side of Photovoltaic systems: The characteristics of photovoltaic systems differ a lot from traditional DC sources. PV sources have a non-linear characteristic which leads to long-term persistence when it comes to ignited arcs. Hence, PV current requires larger switches, fuses, and requires a disconnector for the SPD. This disconnector is then adapted in a unique nature to cope with the PV currents.
When you install SPD on the DC side, you can specifically make it for DC applications only. The use of the device on the incorrect side will lead to hazardous conditions.
SPDs for the AC Side:
Surge protection is as important for the AC side as the DC side. You must ensure that you design SPD especifically for the AC side. It should fit the size according to the system. Based on the proper selection, the protection will last longer. Multiple inverters can be connected to the same SPD on the AC side as long as they share the same connection of the grid.
The installation of SPD will rely on three values:
- The SPD will activate the voltage.
- Category of the equipment’s overvoltage should be higher than the protection level of the SPD’s voltage.
- The value of the peak waveform that the SPD will be capable of withstanding after several surges.
How to combine SPDs with inverters?
Photovoltaic systems consist of highly sensitive equipment that requires a lot of protection. Because PV systems create direct power, inverters are an essential part of this production. However, inverters are not only very expensive, but they are also susceptible to lightning strikes.
If the system inverter goes ahead 30 m from the nearest combiner, they require additional SPD at the DC input. If string protectors like fuses are available, the you can install SPD between the fuse and the inverter. However, it is important to ensure that the fuses inside I will buy fast and the external fuses are also connected.
The SPD should be mounted outside the inverter in an enclosure or higher if the application is outdoor. If the inverter has multiple MMP trackers, then you must plan the combination of the surge protection device ahead of installation. For inverters with only one MPP tracker, we should combine the string ahead of the inverter and connect it to the SPD at the point of intersection. Also, when you are using other PV products, you must be careful combining the string and the SPD.
The operation of photovoltaic equipment without the use of a surge protection device is very risky. The currents of lightning is inevitable; hence protection is very important. The vulnerability of the photovoltaic systems when it comes to lightning is direct and indirect, which means that it should be built with reliable products and properly installed with search protection.


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Enhanced Vegetation Index (EVI)
In December 1999, NASA launched the Terra spacecraft, the flagship in the agencys Earth Observing System (EOS) program. Aboard Terra flies a sensor called the Moderate-resolution Imaging Spectroradiometer, or MODIS, that greatly improves scientists ability to measure plant growth on a global scale. Briefly, MODIS provides much higher spatial resolution (up to 250-meter resolution), while also matching AVHRRs almost-daily global cover and exceeding its spectral resolution. In other words, MODIS will provide images over a given pixel of land just as often as AVHRR, but in much finer detail and with measurements in a greater number of wavelengths using detectors that were specifically designed for measurements of land surface dynamics.
Consequently, the MODIS Science Team is preparing a new data productcalled the Enhanced Vegetation Index (EVI)that will improve upon the quality of the NDVI product. The EVI will take full advantage of MODIS new, state-of-the-art measurement capabilities. While the EVI is calculated similarly to NDVI, it corrects for some distortions in the reflected light caused by the particles in the air as well as the ground cover below the vegetation. The EVI data product also does not become saturated as easily as the NDVI when viewing rainforests and other areas of the Earth with large amounts of chlorophyll.
Frequency of Coverage
With the imaging data the MODIS and AVHRR instruments provide, scientists should be able to use these indices to get daily measurements of vegetation density over most of the Earths surface. The maps are helpful in monitoring and understanding environmental and climate changes such as deforestation and desertification as well as drought. The maps also play a major role in other types of satellite measurements. For example, they are crucial in helping scientists classify different types of vegetation over the worlds landscapes as well as detecting changes in land surface cover over time.


In our previous article we have discussed the Spiritual Birthstone of Gemini – Tiger’s Eye. We have also touched upon some of the General Characteristics of this Zodiac Sign, so you are welcome to read that discussion prior to examining the Traits and Meanings of Gemini presented below.
GEMINI, the Zodiacal House of the Twins, is occupied by the Sun approximately from May 22. until the June 20. This House is is ruled by the planet Mercury. In the earliest Zodiacs the Gemini sign was symbolized by two kids. Later on, the Greeks substituted them with twin children, the sons of Jupiter, represented by two bright stars, Castor and Pollux.
Gemini is also symbolized by two Pillars joined at the top and base, which is a diagrammatic representation of the Twins seated side by side with embracing arms. Castor was killed in battle, and Pollux, overwhelmed at his loss, entreated Jupiter to restore his brother to life, or make them both immortal. As a reward for this great affection, and in recognition of their noble deeds when on earth, Jupiter translated the two brothers, thus forming the Constellation Gemini in the heavens.
It was believed that among other achievements they cleared the neighboring seas of pirates, and when the Argonauts were in distress from a violent tempest, two lambent flames descended from the clouds and settled upon the heads of Castor and Pollux, a calm immediately ensuing.
From these circumstances they were regarded as protectors of navigation, it being inferred that whenever both stars were visible it was a harbinger of fine weather, the appearance of one star only signifying storms and tempests.
It may be noted that as a rule the seas are calm when the Sun is in Gemini, and it was at this period of the year that the forty days’ rain of the Deluge ceased.
The aforementioned symbol of the two Pillars joined at the top and base is also believed to represent the two pillars set up by King Solomon in the porch of the Temple, which were quite distinct and apart from the building itself and were not for any structural purpose. Their use is considered to be entirely symbolical. One was named ” Jachin,” meaning ” He will establish,” and the other ” Boaz,” signifying ” In Him is strength “. They can be understood as denoting the union of Intellect and Intuition.
The fortunate number of the Gemini type is 5, which was considered to have peculiar virtues as a Talisman by the Ancient Egyptians and Greeks because it unites the first even and odd numbers 2 and 3. It was often inscribed over doors to keep out evil spirits. It is interesting to note that in Roman marital ceremonies it was usual to light five tapers and to admit the guests by five. Jewish history records a frequent use of this number, five gifts to the priests, five things only to be eaten in camp. Joseph gave five suits of raiment to Benjamin, and presented only five of his brothers to Pharaoh. David took five pebbles when he went to fight Goliath, and Joshua hanged five kings on five trees ; further, every important measurement of the Tabernacle was five or a multiple of five ; also there were five wise and five foolish virgins. In the Islam religion there are five articles of belief, namely in Allah, in the Prophets, in Angels, the Day of Judgment, and Predestination.
In Astrology there are five principal aspects of the planets which rule the good, or bad fortunes of the subject. Masonry speaks of five points of fellowship, an important symbol is the pentagram, and also five brethren can hold a fellow-craft’s lodge. The fifth son of Jacob, Issachar, represents Gemini, and, in naming him, Leah expresses the leading qualities of the symbol that is, reward and recompense which its mental qualities bring.
Astrological Personality Traits of Gemini
The individuals born during this period are invariably of an intellectual disposition, and when well-educated their ideals and aspirations are high, with an intense desire to do useful work. When inclined to religion they favor the intellectual and idealistic. In their family life they can be incredibly loyal and faithful, helping their relations however undeserving. Though generous to their loved ones or when prompted by personal influence, these individuals are not lavish in their expenditure.
Gemini Career and Money
Being fond of money and ingenious in their schemes and methods of making it, a Gemini personality likes to secure a good return for their money spent and their natural shrewdness enables them to get the better of their fellows. They have a quick comprehension of human nature which assists them in their schemes, enabling them to weigh up anyone they may be dealing with, and consequently to get the best of a bargain. Their success, or failure, will depend to a great extent on the positions occupied and the aspects in relation to each other of the Moon and planets at the time of their birth.
Under harmonious circumstances they possess keen judgment, quick wit, ability in artistic directions, and the faculty of acquiring knowledge without much visible effort, their capabilities carrying them to the highest mental attainments but, when ill-balanced, they sink to the extreme of clever trickery and fraud.
Their characteristics are often contradictory. Being peculiarly undecided in their dispositions and invariably of two minds, the constant influx of new ideas causes much innate restlessness, the realization of their plans seldom coming up to anticipations. Owing to the antagonism between their feelings and their reason, they are seldom able to concentrate on any one thing for any length of time, thus they start many schemes and enterprises which they abandon before completion. In consequence, Intuition and its forces, (as opposed to Impulse and individual inclination,) strain and perplex the versatile mind of Gemini individual, making them capricious and irritable, although their anger is easily appeased. They are highly strung, charming, restless, and fond of change and variety in their friends and associates, having great dislike to monotonous work and ever seeking fresh outlets to manifest their versatility.
In argument, from their facility of expression and dual nature, they are the most difficult of opponents to overcome. Many of our most clever advocates and solicitors have been born during this period, and as illustrative of the duality of this House, it produces, when favorably aspected, the best physicians, authors, orators, actors, schoolmasters, journalists, merchants, accountants, secretaries, and linguists ; also our smartest detectives. But when the worst side of their character is developed, the subjects of this House become the craftiest of law-breakers. The cleverest of criminals come from this type, ranging from fraudulent company promoters to thieves and pickpockets.
Physical Aspects and Relationships
Gemini rules the arms, shoulders, and hands; and diseases such as sprains and displacements attack Gemini subjects in their limbs. The lungs, too, are sometimes afflicted, generally through defections in breathing; also a tendency to rheumatic and gouty pains in those portions of the body ruled by this sign, and when Mercury, the ruling planet, is badly aspected, digestive trouble, nervous ailments, and imperfect action of the liver are indicated.
The mundane and materialistic things of life do not ignite any passion or interest in a Gemini individual. People born under the astrological sign of Gemini are highly intellectual and sometimes they may go to the extent of playing mind games with their partners. Gemini is clever and if you want to win the heart of a Gemini, engage them in good conversations.
They are attracted to a partner who is intellectually stimulating. They are shrouded with an enigma, which allures the opposite sex. Gemini cannot withstand monotony in a relationship.
For a Gemini, love stems from the intellectual point of view. The superficial physical beauty of their partners does not infatuate them. The Gemini partners have a special interest towards philosophy and religion. They also have the innate ability to understand the thought process of their partners. They look for a fast paced relationship and variety of expression. They prefer partners who can mentally stimulate them and are as quick witted as they are.
Gemini likes to have space in their relationship. A Gemini will love a person who gives them enough space and offers them comfort. In marriage and business relations those born during the Gemini period will agree best with Aries ( click here to read about the traits of Aries), Leo (here about the traits of Leo), Libra (here about the traits of Libra), and Aquarius characters, and it is a curious fact that in the lives of those born whilst the Sun occupies the House of the Twins, nearly all important events, fortunate or unfortunate, happen twice, and incidents in the career are repeated in a similar way.
On the other hand, the worst relationship matches of this sign are Taurus, Cancer, and Pisces. The first is too slow, the second too solid and oriented toward home and family, and the third too emotional for the taste of Gemini.