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Python string definition
A string in Python is a sequence of characters. It is a derived data type. Strings are immutable. This means that once defined, they cannot be changed. Many Python methods, such as replace(), join(), or split() modify strings. However, they do not modify the original string. They create a copy of a string that they modify and return to the caller.
Python string literals
Python strings can be created with single quotes, double quotes, or triple quotes. When we use triple quotes, strings can span several lines without using the escape character.
#pythonprogrammingforbeginners #pythonprogrammingintroandadvanced#pythonlanguageintroduction#pythontutorialforbeginners #pythontutorialtelugu#pythontutorial #pythontutorials #pythontutorialforbeginners #pythontutorialsroadtounover3 #pythontutorialvideos | <urn:uuid:07efa015-d34b-4b0c-8ea4-f78515b6a79a> | {
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The natural world is a source of wonder and inspiration for children, providing countless opportunities for exploration, discovery, and learning. Montessori education recognizes the importance of connecting children with nature, and nature-inspired toys play a significant role in this endeavor.
From animal puzzles to plant-growing kits, Montessori toys celebrate the beauty and diversity of the natural world while fostering a deeper connection with nature.
In this blog post, we will explore the benefits of nature-inspired toys in Montessori play and how they can spark a lifelong appreciation for the wonders of nature.
Animal Puzzles: Discovering the Animal Kingdom
Montessori animal puzzles introduce children to the fascinating world of wildlife. These puzzles often feature realistic animal figures that children can fit into corresponding spaces on puzzle boards.
By manipulating the puzzle pieces, children engage with different animal species, develop spatial awareness, and learn about the characteristics and habitats of various animals.
Benefits of Animal Puzzles
Animal puzzles stimulate cognitive skills such as problem-solving, visual-spatial awareness, and logical thinking as children complete the puzzles.
Animal puzzles offer opportunities for language development as children learn the names of different animals, their features, and associated vocabulary.
Fine Motor Skills
Manipulating puzzle pieces and fitting them into the correct spaces enhances fine motor skills, hand-eye coordination, and dexterity.
Animal puzzles foster a sense of wonder and curiosity about the animal kingdom, encouraging children to appreciate and respect the natural world.
Plant-Growing Kits: Nurturing a Green Thumb
Montessori plant-growing kits provide children with hands-on experiences in cultivating and caring for plants. These kits typically include seeds, pots, soil, and gardening tools, allowing children to observe the growth process and learn about plant life cycles. By nurturing plants, children develop responsibility, patience, and a deeper understanding of the interconnectedness of nature.
Benefits of Plant-Growing Kits
Plant-growing kits introduce children to basic scientific principles as they observe and experiment with plant growth, soil, and environmental factors.
Children engage their senses by touching the soil, feeling the texture of plant leaves, and observing the colors and scents associated with different plants.
Responsibility and Empathy
Caring for plants in a plant-growing kit fosters a sense of responsibility and empathy towards living organisms, teaching children the importance of nurturing and respecting nature.
Plant-growing kits promote awareness of the environment, sustainability, and the role of plants in our ecosystem.
Patience and Delayed Gratification
Growing plants requires patience and an understanding of delayed gratification, as children observe and wait for the plants to grow and flourish.
Nature-inspired toys in Montessori play provide children with an opportunity to connect with the natural world, fostering a sense of wonder, curiosity, and respect for the environment. Animal puzzles introduce children to the diversity of wildlife, while plant-growing kits nurture their understanding of plant life cycles and the importance of caring for living organisms.
By incorporating nature-inspired toys into playtime, parents and educators can cultivate a deep appreciation for the natural world in children. As children engage with animal puzzles and plant-growing kits, they develop cognitive skills, fine motor abilities, scientific inquiry, environmental awareness, and a lifelong love for nature.
Let the wonders of the natural world come alive through the joy of Montessori play. Explore animal habitats, witness the growth of plants, and foster a deeper connection with the beauty and diversity of nature. Embrace the transformative power of nature-inspired toys and nurture a generation of children who appreciate, respect, and protect our precious natural resources. | <urn:uuid:548d57b2-416c-4edf-bae0-2fa4987bfb3f> | {
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A group of raccoons is commonly referred to as a "gaze" or a "nursery." The term "gaze" comes from the fact that raccoons are curious creatures that often gaze around their surroundings to investigate new things. A "gaze" of raccoons can consist of several individuals, and they may gather together for various reasons, such as foraging or mating.
The term "nursery" is used to describe a group of female raccoons that are raising their young together. Raccoons are known for their maternal instincts and will often form these groups to help care for their young. A "nursery" of raccoons can consist of several females and their young, and they may stay together until the young are old enough to fend for themselves.
Raccoons are social animals that often form groups, although they are generally not as social as other animals such as wolves or primates. In addition to gazes and nurseries, raccoons may also form temporary groups when they gather together to forage for food in a particular area.
While raccoons may be cute and curious animals, it's important to remember that they are wild animals and should be treated with caution. Raccoons can carry diseases such as rabies and may become aggressive if they feel threatened or cornered.
In summary, a group of raccoons is commonly referred to as a "gaze" or a "nursery." The term "gaze" comes from their curious nature, while "nursery" is used to describe a group of females raising their young together. Raccoons are social animals that may form temporary groups when foraging for food, but they should always be approached with caution as they are wild animals. | <urn:uuid:8d4d4a73-6827-4835-87b6-e8835490997a> | {
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By Lynne Ryder
Australian Apple Review Vol 4 No 3 PP32-33
Another topic which often causes difficulty for students, yet lends itself elegantly to the computer, is number bases. I am
including two short programs – the first written by one of my students, Sandi Steeple which generates numbers for bases less than 10, while the second comes from an old, but still very useful book, ‘Fifty Basic Exercises’ by Jean-Pierre Lamoiter (published by Sybex) and generates numbers for bases greater than 10. Both demonstrate how an understanding of computers and Basic can add clarity to some otherwise tedious topics.
Number systems are built upon some base number. For us this happens, by chance or by the fact that we are pentadactyl and have two hands, to be the number 10.
Counting in base ten requires little thought for most of us. We know that there are units, tens, hundreds and so on, but we don’t need to make the mental effort to think that the integer following 99will sequential- ly have a one, a zero and a zero – that it will no longer be in the tens and units, but now will spill over into hundreds.
This should have been instilled back in kindergarten but what we may not have learnt at the time is that units represent numbers multiplied by 10 to the power of zero, tens represent numbers multiplied by 10 to the power of 1, hundreds represent numbers multiplied by 10 to the power of 2, and so on again. For example, the number six thousand seven hundred and eighty nine is (and I’ll use A to signify ‘to the power of’ and * to signify ‘multiplied by’) 6*10^3plus 7*10^2 plus 8*10^1 plus 9*10^0.
When we look at other bases other than ten, our minds are less flexible. This is understandable because we need to make some translations. The common question such as ‘What is 51 base 5?’,requires thought in base 5 while working with base 10 conventions. A more fruitful method is to first introduce counters of some description, physically set up ‘columns’ and then share the counters into the columns. Following some hands on, the same logic can be applied as for the base 10 numbers; 51 in base 5 equals, 2*5^2 plus0*5^1 plus 1*5^0, or put another way, it equals (201) base 5.
But why look at bases in the first place? Obviously a knowledge of bases is not essential to count in our number system. But, unlike subjects such as ancient history, different base number systems reused all around us in everyday life. The nearest example is the Apple in front of me. The machine works in binary (base 2) for all its processing, while if I were to go into the monitor and enter machine code, it would be in hex or base 16. If you have access to an Apple now and have the ] prompt, type CALL -151 and hit RETURN several times. What you see is hex.
The two programs following considerably simplify the thought processes when determining what decimal numbers will be in a number of different bases. This is a very interesting area, so let your students have a try at programming before showing them these two of the many alternatives possible.
10 HOME : VTAB 4 20 PRINT "This program will convert a range of" 30 PRINT "numbers to base N, where 2 <=N< 10" 40 DIM A(15) 50 B$ = "0123456789ABCDEFGHIJKLMN" 60 PRINT "The new base"; 70 INPUT B 80 PRINT "First and last number to convert" 90 INPUT F, L 100 FOR I = F TO L 110 PRINT 120 GOSUB 210 130 REM PRINT A TABLE ENTRY 140 PRINT I; TAB (6); 150 FOR D = J TO 1 STEP -1 160 PRINT MID$ (B$, A (D) + 170 NEXT D 180 NEXT I 190 STOP 200 REM BASE CONVERSION SUBROUTINE 210 I1 = I 220 J = 1 230 Q = INT (I1/B) 240 R = I1 - Q * B 250 I1 = Q 260 A (J) = R 270 J = J + 1 280 IF Q > = B THEN 230 290 A (J) = Q 300 RETURN 310 END | <urn:uuid:cccbbdf2-c10f-4d1f-94cd-fc66a366cb2f> | {
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Fundamentally Maxwell’s equations describe the origins of electric and magnetic fields. Given a set of conditions on the right hand side of the equations, you’ll have fields described by the left hand side. Between the four equations the fields are uniquely specified, and there is nothing more to include. Thus far we’ve seen electric fields generated by electric charge, electric fields generated by changing magnetic fields, and magnetic fields not generated by magnetic charge because there isn’t any. Conspicuously absent is any way to generate magnetic fields. It is this fourth equation that closes the circle and describes the origin of the magnetic field.
The left hand side is the curl of the magnetic field, precisely analogous to yesterday’s curl of the electric field. The right hand side contains two terms, for there are two ways to generate magnetic field circulation. The first is via an electric current, with current density given by J. The electromagnets that heft huge piles of metal scrap at junkyards work on this principle. Run current through a wire, and the wire will develop a magnetic field surrounding it. Via Wikipedia:
The second term on the right is of the same type as in the equation for the curl of the electric field. In this equation, a changing electric field produces a magnetic field of specified curl. This is entirely without reference to any charge. While the J term creates a magnetic field in the presence of flowing charge, it’s not required. So long as there’s a changing electric field, the derivative on the right will be nonzero and you have yourself a magnetic field.
Historically the equation with only the first term on the right is called Ampere’s Law. This limited equation turned out to fail in explaining a large number of physical phenomena, such as the magnetic field between plates of a charging capacitor. Between the plates there is no current, but there is a field. It was Maxwell who first correctly accounted for this, wrote the complete equation, and worked out the consequences of the four combined equations that now bear his name.
The four equations are almost symmetric in their form, with the symmetry broken only by the absense of magnetic charge. If it existed a magnetic charge density in the magnetic divergence equation and a magnetic current density in the electric curl equation would complete the symmetry. This sat as a somewhat aesthetically unsatisfactory condition for many years, despite the fantastic explanatory power of the theory of electromagnetism. It took another brilliant physicist to (mostly) put this enduring question to bed. Though the classical mechanics of Newton required relativistic correction, Einstein showed that Maxwell’s theory was already consistent with the theory of special relativity. Electricity and magnetism turn out to be literally the same phenomenon in different reference frames. Rewritten in a relativistically natural way (the term of art is covariant), the broken symmetry vanishes and the slight lopsidedness of the equations as we’ve seen them vanish into the ether. Well, as it were.
All the countless thousands of pages of classical electromagnetism textbooks are lagniappe following from these four equations. The consequences of those equations are numerous and profound, and of course those textbooks are indispensable as no one is clever enough to find all of their subtleties for themselves. In fact, we have four equations and five days in the working week. It would be a shame to waste the last. Tomorrow we’ll look at the most profound of the implications of these equations; the one Maxwell is most famous for discovering, the one we see every time we see. | <urn:uuid:373f9dc8-a504-4f70-bb7b-c9e4971b4ac2> | {
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Video: symbols & symbolism in the scarlet letter: examples & analysis symbolism is used throughout literature and has been for centuries 'the scarlet letter' by nathaniel hawthorne demonstrates this, and in this lesson, we'll examine a few of those symbols. The scarlet letter: a romance, an 1850 novel, is a work of historical fiction written by american author nathaniel hawthorne it is considered his masterwork set in 17th-century puritan massachusetts bay colony , during the years 1642 to 1649, it tells the story of hester prynne , who conceives a daughter through an affair and struggles to create a new life of repentance and dignity. The scarlet letter review study judge john hathorne, one of nathaniel hawthorne's descendants, was know for presided over the salem witch trials of 1692 what part of the novel is the custom-house the introduction to the scarlet letter what did the practical founders of the new colony first establish.
Symbol and interpretation in hawthorne's scarlet letter by dr stephanie carrez paper delivered at the conference of the nathaniel hawthorne society, celebrating the hawthorne bicentennial in salem, ma, july 1-4. The scarlet letter, nathaniel hawthorne essay sample symbolism of the scarlet letter ain nathaniel hawthorne’s the scarlet letter, the meaning of the letter a changes throughout the novel.
Throughout the novel, the scarlet letter, the author, nathaniel hawthorne uses a few key symbols to represent major themes in the book the most obvious and well known, as it is in the title, is the scarlet letter hester is forced to wear three other symbols are the scaffold, the sun, and the forest. Every chapter in the scarlet letter has symbols displayed through characterization, setting, colors, and light perhaps the most dramatic chapters using these techniques are the chapters comprising the three scaffold scenes and the meeting in the forest between hester and dimmesdale. The scarlet letter: a romance, an 1850 novel, is a work of historical fiction written by american author nathaniel hawthorne it is considered his masterwork. A summary of symbols in nathaniel hawthorne's the scarlet letter learn exactly what happened in this chapter, scene, or section of the scarlet letter and what it means perfect for acing essays, tests, and quizzes, as well as for writing lesson plans.
Symbols and symbolism in nathaniel hawthorne's the scarlet letter 1178 words | 5 pages symbolism in the scarlet letter nathaniel hawthorne isn't noted for perfecting any famous literary style, for writing multiple best sellers, or even for contributing largely to classic american literature. A summary of themes in nathaniel hawthorne's the scarlet letter learn exactly what happened in this chapter, scene, or section of the scarlet letter and what it means perfect for acing essays, tests, and quizzes, as well as for writing lesson plans. Hawthorne has a perfect atmosphere for the symbols in the scarlet letter because the puritans saw the world through allegory for them, simple patterns, like the meteor streaking through the sky, became religious or moral interpretations for human events.
The scarlet letter by nathaniel hawthorne home / literature / the scarlet letter / analysis / symbolism, imagery, allegory analysis / symbolism, imagery, allegory shmoop premium summary shmoop premium shmoop premium. The following are symbols that are embedded in the scarlet letter: the scarlet letter a: in the beginning of the novel hester's letter a is a representation of her sin and adultery however, as time progresses, the meaning of the letter changed. Hawthorne's ability to introduce these symbols and change them through the context of his story is but one of the reasons the scarlet letter is considered his masterpiece and a peerless example of the romance novel.
Get an answer for 'why does nathaniel hawthorne use symbolism in the novelwhy does he use symbolism instead of other literary devices' and find homework help for other the scarlet letter. The scarlet letter study guide contains a biography of nathaniel hawthorne, literature essays, a complete e-text, quiz questions, major themes, characters, and a full summary and analysis.
The scarlet letter, by nathaniel hawthorne nathaniel hawthorne's background influenced him to write the bold novel the scarlet letter one important influence on the story is money. The scarlet letter, nathaniel hawthorne essay sample symbolism of the scarlet letter ain nathaniel hawthorne’s the scarlet letter, the meaning of the letter a changes throughout the novel this change is significant as it indicates the personal growth of the characters as well as the enlightenment of the townspeople. | <urn:uuid:35b1e7fb-cb7b-46ef-bec1-c3d4a102d546> | {
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In accordance with the scientists, neutron imaging is right for trying to find water and different hydrogen-bearing compounds as a result of neutrons readily ricochet off hydrogen. In distinction, X-ray imaging is finest for locating deposits of heavy parts, corresponding to iron and nickel, as a result of X-rays are primarily scattered by the big variety of electrons in heavy-weight atoms.
Neither imaging method considerably harms or alters meteorites, in contrast to different strategies of analyzing the chemical composition of the rocks, which require reducing skinny slices of the meteorites. Though every imaging technique has been used individually previously, the workforce is among the many first to make use of the 2 strategies concurrently to create X-ray and neutron-beam snapshots.
Within the pilot research, the group examined two meteorites whose mineral and water contents have been already well-known in order that they might assess the accuracy of the mixed imaging strategies. One of many rocks, dubbed EET 87503, is a fraction from the floor of the big asteroid Vesta but additionally incorporates materials from a unique, water-rich number of asteroid.
The opposite meteorite, GRA 06100, wealthy in iron and nickel, is classed as a chondrite—a rock that has not been altered by melting or different processes because the early days of the photo voltaic system. It additionally has a big quantity of hydrogen-bearing silicates shaped by previous publicity to water.
To create three-dimensional views of the meteorites, the researchers used the X-ray and neutron beams to picture cross-sections of the rocks. Particular person photos of various cross sections have been then mixed to create a 3D picture, a method generally known as tomography or CT scan.
The imaging strategies precisely revealed the places of metal-rich minerals, silicate minerals, water and different hydrogenated compounds within the two meteorites. Neutron imaging pinpointed and characterised the chondrite grains inside GRA 06100, which might then be extracted for additional research. The 3D imaging can check theories of how water entered the rock and what pathway the liquid took to change the composition of minerals and develop into sure within the pattern.
Though water accounts for 70% of earth’s floor, precisely how the substance arrived on our planet stays the topic of a longstanding debate. Some planetary scientists recommend that meteorites and comets—icy relics from the frigid, outer photo voltaic system—delivered the water, together with the constructing blocks of proteins important for all times, after our planet’s core had shaped. Others recommend that earth acquired the water throughout its formation 4.5 billion years in the past from bits of fuel and mud that swaddled the toddler solar and glommed collectively to kind our planet.
Water is available in two kinds: odd water, consisting of hydrogen and oxygen, and heavy water, consisting of deuterium (hydrogen with an added neutron) and oxygen. One option to decide if meteorites have been a major supply of terrestrial water is to match the relative abundance of those two varieties within the rocks to the relative abundance of the water on and beneath the earth’s floor. Planetary scientists have measured the abundance in some meteorites however want to look at a bigger quantity.
The neutron and X-ray photos can help in these research. By pinpointing the situation of mineral, steel and water deposits locked inside meteorites, the pictures might information researchers on the way to finest slice sections of the rocks to allow them to measure these abundances in addition to the composition of different compounds.
Following this preliminary trial, the workforce now plans to make use of its twin imaging method to check much less acquainted meteorites in order that their water and mineral content material will be mapped intimately for the primary time. | <urn:uuid:f2794ec2-2b26-48f7-95cd-b65ebbf4c68f> | {
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“The significant problems we face cannot be solved at the same level of
thinking we were at when we created them.” — Albert Einstein
Problem Solving: A mental process that involves anticipating, diagnosing, analyzing and resolving problems.
Problem solving is one of the most important contributions people make in their organizations, communities and homes. In its broadest sense, problem solving is all about progress. It includes anticipating changes that need to be made in the future and addressing challenges that exist today. All continuous improvements, innovations and products/services emerge from problem solving. Since problem solving is a critical skill across all areas of life, we need to understand its four important components:
- Problem Solving Methodology
- Problem Solving Skills
- Problem Solving Tools
- Problem Solving Obstacles
Problem Solving Methodology
The initial stages of problem solving can be frustrating. Uncovering, defining and getting agreement about the core problem often create the most frustrations in problem solving. So, to avoid addressing the wrong problem or diverse problems, it is essential to establish a problem solving methodology. Good problem solving methodologies include the following steps:
- Problem Finding: Seeking, anticipating and investigating constraints, improvements, changes and trends within or outside your organization/home.
- Problem Definition: Defining the core problem your team hopes to solve.
- Problem Evaluation: Analyzing causes and interdependencies.
- Develop Strategies: Generate a variety of ways to address the problem and convert those into practical and actionable solutions
- Implement Actions: Take action steps, continually revising and adapting as learning takes place until the solution is successfully implemented
- Evaluation and Measure: Put objective measures in place to test and evaluate on-going success.
Problem Solving Skills:
Some people are naturally gifted in skills like logic, reasoning, and systematic analysis, but these skills can be learned. This is also one of the greatest benefits of working within teams, because even in a small group most likely someone will be strong in these skills so that the whole group can benefit. As your team works together, you will quickly see the strengths of each individual contribute toward the solution. Helpful problem solving skills will:
- Utilize logic and systematic processes to analyze and solve problems.
- Define the causes, effects, impact and scope of problems.
- Identify the multiple components of problems and their relationships.
- Prioritize steps to achieving a solution.
- Develop criteria for optimum solutions.
- Evaluate the potential impact of possible solutions and selects the best one.
Problem Solving Tools:
Multitudes of problem solving tools exist and can be obtained through an Internet search, but there are even more fabulous tools readily available to you. Mindtools at www.mindtools.com provides a broad range of helpful tools. We provide five of the better ones here:
- Five Whys. This tool requires you to ask “WHY” five times (or to the extent it makes sense) as a means to identify the root cause of a problem. Continue to ask “WHY” until you arrive at your root cause. This method is simple and easy to learn and apply.
- Affinity Diagram. An affinity diagram helps to synthesize large amounts of data by finding relationships between ideas. Its purpose is to synthesize divergent thoughts into categories that make sense. With this tool, you generate ideas through brainstorming (writing ideas on sticky notes works well) and then you categorize the ideas into natural themes. Once a consensus is reached, you create a category card that summarizes the major themes.
- Fishbone Diagram (Ishikawa Diagram). This is a graphical tool for identifying the relationship between a problem and its potential causes. It is called a fishbone because of the shape it takes. The issue (problem or process condition) is recorded on the right side of the diagram (at the head of the fish). A straight line (backbone) is drawn which leads to the head. The team identifies as many major causes for the problem as possible, which become the major bones of the fish. As sub-causes or contributors to those major categories are identified, the fish bone diagram is expanded. This provides a visual graphic of major and sub-category causes of the problem.
- Mind Mapping. A mind map is a non-linear diagram that collects information around a central subject. It incorporates words, images, colors and whatever else people dream up. It is helpful in retaining information because people remember better when images and color are incorporated. To begin you create an image of your central problem. Use your problem solving methodology steps as the main branches of your mind map. In the end, you’ll have a colorful mind map of your entire problem solving process.
- Appreciative Inquiry. This tool starts with an appreciation for what is good and beneficial. It takes a very positive approach to problem solving and usually includes 5 D’s: Define, discovery, dream, design and deliver. In the Define stage, you record your opportunity (positive outcome). In the discovery phase, you identify past successes. In dream, you imagine what “could be” if all those best outcomes were achieved. In Design, you generate strategies. In deliver, you design action plans to implement strategies and measures to evaluate your plan. This is an optimistic and fun tool for problem solving.
Problem Solving Obstacles:
As we said, it is crucial to institute problem solving methodology and utilize a variety of state of the art problem solving tools. However, no system or set of implementation skills work effectively unless team members have the right attitude and perspective. Here are some common inhibitors to effective problem solving.
- Denial: People don’t want to acknowledge the problem is significant enough to be addressed.
- Lack of accountability: People believe that the problem should be solved by someone else.
- Superficial problem solving: People work on symptoms or create quick fixes that don’t address the root cause problem.
- Motivational deficiency: People are not invested in the customer, organizational mission or outcomes of their organization.
- Assumptions: People often make assumptions about the constraints and obstacles that prevent creative solutions.
- Functional constraint: People tend to view problems in traditional ways, which prevents open-mindedness to other options and solutions.
- Finger-Pointing: While accountability must be genuine, people will be much more willing to address problems when they know they will be considered part of the solution, instead of pigeon-holed as part of the problem.
Problems are to be expected; they are a normal and healthy part of growth. If we learn to handle problems correctly, they will cease being problems and become transformed into gateways of opportunity.
“Problems are only opportunities in work clothes.”—Henri Kaiser
Worldwide Copyright TJ Associates, LLC Diane Kucala, October 2013 | <urn:uuid:c431290b-bc1c-480c-8c9e-5f1f88affb5b> | {
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The Pulaar (or Tukulor) are thought to have descended from the Fulani and the Wolof or Serere tribes. The name "Tukulor" is derived from the word Takrur. This term was used by Arab geographers to describe an eleventh century realm near the middle Senegal River Valley. Today, the Tukulor are known by a number of names, including Pulaar and Haal. They have retained their respective languages, and many are also bilingual in Arabic. While the majority of Pulaar Fulani live in Senegal, another significant group lives in Guinea, where they comprise a very small percentage of the population. There are also small numbers of Pulaar Fulani in Mali and Mauritania.
What Are Their Lives Like?
Most Pulaar live a rural life. They raise livestock, farm, and fish. They live in small villages in round huts made of clay or rough bricks, with straw roofs. Their dietary staples include rice, millet, sorghum, fish, nuts, and fruit. A steadily rising population and an unequal distribution of land have resulted in the emigration of large numbers of Pulaar (particularly youth) to the cities in search of better job opportunities. Traditional Pulaar society is divided into four main social classes, each having twelve "castes. " Their social life is a mixture of local customs and Islamic traditions. Neither Islam, the effects of colonization, nor the goals of various national leaders have been able to erase the old social divisions. The torobe are the aristocratic class. Villages are governed by a group of elders from this caste. The middle class, or rimbe, is made up of fishermen, farmers, tradesmen, and administrators. The middle class includes the craftsmen, and the lower class includes the freed slaves and the slaves. Social status rarely changes. The Pulaar marry within their class divisions, women usually between the ages of 16 and 18, and men between the ages of 25 and 30. Although it is uncommon, a man may have up to four wives. Families are generally large, with an average of six children per family. Pulaar women often wear large embedded pieces of wood in the soft lobes of their ears and have two small facial slits near the outside corners of both eyes. Although female genital mutilation is becoming increasingly illegal, over half of Pulaar girls from the ages of three to nine undergo ritual genital circumcision in order to be considered "clean" and worthy of marriage.
The Pulaar proudly acknowledge themselves as the first black Africans to convert to Islam although spiritism and magic play a significant role in daily life
What Are Their Beliefs?
The Pulaar Fulani first accepted Islam in the eleventh century. Traditional Muslim beliefs such as the nature of man and his destiny after death play a significant role in the people's outlook on life. Muslim brotherhoods teach a mystical approach to Islam: the people seek closer relationships to God through rituals, prayer and other techniques. Islam has not brought any major changes to Pulaar attitudes toward spiritism and magic. The people use charms, amulets and witchcraft. The Pulaar attribute supernatural powers to various Muslim clerics who practice divination, the use of supernatural powers.
What Are Their Needs?
Islam has enormous penetration into every aspect of Pulaar life. A somewhat isolated people with minimal exposure to other religious ideas, the Pulaar view the world and gain their personal identities from their rigid beliefs in the Islamic family and community. They are extremely reluctant to leave the world they know. Decreasing income from the sale of agricultural products, encroachment by the Sahara Desert on farmland, deforestation and increasing population are resulting in extreme financial concerns for the Pulaar Fulani. Nearly all village water sources are polluted. Malaria and infectious diseases inflict a heavy toll each year. Although there is some literacy among the aristocracy, most of the Pulaar are illiterate.
Pray for the Lord to provide for the Pulaar Fulani so well that they acknowledge his goodness and power. Pray for the Lord to intervene among the Pulaar Fulani in Guinea and Mali in such a way that they will become open to accepting the lordship of Christ. Pray for workers to go to the Pulaar Fulani. Pray for a Disciple Making Movement among the Pulaar that will spread to other Fulani groups.
Joshua Project data is drawn from many sources and of varying accuracy depending on source and editorial decisions. Populations are scaled to the current year. Other data may have varying ages. We welcome updates.
Joshua Project occasionally adjusts profile text from third party sources. This is done to avoid confusion regarding the current reality of a people group, to fix grammar and spelling and to avoid potentially offensive wording.
A displayed zero can mean true zero, a very small rounded number or sometimes unknown. Blanks mean an unknown value.
Data is not as precise as it appears. Values for %Christian Adherent and %Evangelical (which determine unreached status) are often informed estimates, some more accurate than others. We recommend against using %Christian Adherent and %Evangelical to calculate absolute numbers.
Joshua Project makes every effort to ensure that the subject in an image is in fact from the specific people group. In rare instances a representative photo may be used.
Joshua Project may be able to provide more information than what is published on this site. Please contact us.
On-the-ground reality may vary from what is presented here. Before making travel plans based on data presented here, please confirm with other sources to the extent possible. | <urn:uuid:058e44b2-be3e-4788-a69b-42f04cbbaa93> | {
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Freon with formula, types, uses, and characteristics
What is Freon Gas? (Dichlorodifluoromethane)
The answer to the question “what is freon?” is: Freon gas is the trade name of a certain class of organic chemicals called chlorofluorocarbons (CFCs), hydrochlorofluorocarbons (Chydrochlorofluorocarbon – HCF), and some similar compounds. Freon contains mostly hydrogen, bromine, and chlorine, as well as fluorine and carbon.
Freon gas, also known as CFC, is a non-flammable chemical compound, used in air conditioners in cars, buildings, and refrigerators for refrigeration. (What is freon) This gas was invented in the early 20th century as an alternative to toxic gases that were used for various refrigeration processes, and its use greatly expanded In addition, some of its compounds have been banned and manufactured in accordance with international agreements.
The formula of (Dichlorodifluoromethane)
IUPAC ID: Dichlorodifluoromethane
Boiling point: -29.8 °C
Molar mass: 120.91 g/mol
Melting point: -157.7 °C
Density: 1.49 g/cm³
Soluble in: Water
History of freon
CFCs were first manufactured in the 1890s, but they were extremely dangerous and flammable, and in the 1920s another GM team was formed to find a safer, more stable and nontoxic alternative, and Frigidaire, a branch In 1930, GM and DuPont assembled and formed Kinetic Chemicals to produce freon, not only damaging the ozone layer.
But freon manufacturing also releases another product into the atmosphere, this gas, known As HFC-23, it is also harmful and contributes to global warming.
Freon is a non-flammable gas that is colorless, and although Freon is often odorless, some of its types have an ether-like odor. Freon also maintains its gaseous state at room temperature, can be liquefied by compression or cooling, is four times heavier than air, and freon is discharged directly to the ground in the event of any leakage in the container.
Freon gas, also known as CFC, is a non-flammable chemical compound, used in air conditioners in cars, buildings, and refrigerators for refrigeration. (What is freon) This gas was invented in the early 20th century as an alternative to toxic gases that were used for various refrigeration processes, and its use greatly expanded. In addition, some of its compounds have been banned and manufactured in accordance with international agreements.
Types of Freon Compounds (CFC)
There are many types of freon that have different uses:
1. Freon R134A: Tetrafluoroethane, especially used in cars.
Freon R22: Chlorodiofluoromethane (Chlorodiofluoromethane), used in large-capacity air conditioners, in residential and commercial air conditioners, as well as for some means of transport, food services, ice machines, food storage Freon
R410A: An alternative to the previous type (Freon R22), because Freon R22 has been discontinued worldwide because it is a substance that depletes the ozone layer.
R11: Trichloro mono-fluoromethane (in English) Trichloromonofluoromethane), used in air conditioners and refrigerants, is one of the most dangerous types of freon on the ozone layer;
- .The use of this gas has proved to be harmful to the ozone layer, leading to significant damage and depletion.
- Manufacturing refrigeration and air conditioning devices of all kinds.
- Freeze food.
- Sterilization of medical materials.
- Making moisture and heat insulators
Freon hazards to the ecosystem
It has been fully established that chemicals containing chlorine components contribute to a significant destruction of the ozone layer and, consequently, to their depletion. Accordingly, the Montreal Convention provides for the cessation of the use or manufacture of this gas or any of its compounds. The implementation of the Montreal Protocol is therefore considered successful. In reducing the many concentrations of gases that deplete this layer in the atmosphere, such as chlorofluorocarbons (CFCs). As a result of the policies and laws of the Montreal Convention, all levels of stratospheric chlorine have been reduced, and the ozone layer is expected to return to its pre-1980 levels. (What is freon) It has recently been observed that the concentration of dichloromethane in the atmosphere depletes the ozone layer and is increasing significantly, a substance not mentioned in the Montreal Convention, and if this increase continues – albeit a slight – it will cause Delayed recovery of the ozone layer. The photochemical separation of freons as well as all related CFCs is one of the main causes of the degradation of the ozone layer in the atmosphere. Can absorb very harmful ultraviolet rays, because they are a catalyst for skin cancer. The air spray containers are banned in the USA because they contain freon. Many developed countries have prevented the production of almost all types of freons to accumulate evidence that ozone is depleting in the polar regions.
Alternatives to harmful freon gas on the ecosystem
Some cities under the Montreal Convention rely on environmentally friendly refrigerators and refrigerators, which contain Freon R123, which is an alternative to Freon R11 air conditioners.
Dangers of CCI2F2 on the human body
Some studies have been carried out to determine the impact of exposure to CFCs on human health, such as those conducted at the heart clinic in the Suez Canal Authority Hospital in Egypt, where it collected two categories of workers in refrigeration plants.
Half of them exposed to CFCs and the other half is not exposed to these compounds In each group of 23 people, the result of the study concluded that exposure to CFCs causes cardiac problems in the form of irregular beats.
Although it can raise cholesterol and raise beta-2 microglobulin in urine, its role in high blood pressure and coronary heart disease is not yet clear. The photochemical separation of freons as well as all related CFCs is one of the main causes of the degradation of the ozone layer in the atmosphere.
Can absorb very harmful ultraviolet rays, because they are a catalyst for skin cancer.
The contact with freon (chlorofluorocarbons) of the skin leads to minor and superficial burns, but these burns develop spontaneously after several days of completely thick burns if their treatment is neglected. (What is freon) Therefore they require surgical treatment by removing the affected skin and transplanting the skin of others.
The negative effects of freon are based on its risks to the atmosphere, especially the ozone layer of its rich chlorine. Instead of health damage to the skin, it can cause burns.
When inhaled freon in large quantities this in turn negatively affects the lung significantly and the heart and nerves and threaten the kidneys and liver, and can even lead to death.
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The desert grassland whiptail (Aspidoscelis uniparens) is a species of lizard endemic to the deserts of western North America. This unique reptile has evolved to tolerate extreme heat and dryness, making it well adapted to its native environment.
Desert grassland whiptails possess several adaptations for living in their arid habitats, such as loose skin that provides insulation from hot surfaces and reduces water loss through evaporation. They are also highly efficient foragers, relying on opportunistic hunting strategies rather than active pursuit when searching for prey items. In addition, they employ camouflage tactics, using their background-matching coloration to conceal themselves from potential predators.
By examining the physical traits and behaviors of the desert grassland whiptail, we can begin to understand how these animals have successfully colonized one of the harshest environments on Earth. As our knowledge continues to grow about these lizards, so too will our appreciation for their remarkable evolutionary adaptations which enable them to thrive in conditions where other organisms could not survive.
The desert grassland whiptail (Aspidoscelis uniparens) is an endemic species of lizard found in the deserts of western North America. It is a member of the family Teiidae and inhabits dry, sandy habitats such as scrublands and open terrain. The species has evolved over time to be well-adapted for life in its extreme environment, with features that enable it to survive without food or water for extended periods.
The body size of this reptile ranges from 4 to 8 inches long, including the tail. Its coloration consists mostly of shades of gray, brown and yellowish-green which help camouflage it in its native habitat. This species has strong hind legs allowing them to sprint away from predators quickly. Additionally, they have sharp claws on their front feet which are used to dig burrows both above and below ground level where they hide when threatened by danger.
Desert grassland whiptails play an important role in the local ecosystem, preying upon insects, small mammals and other lizards. As a result, conservation efforts are needed to ensure the continued existence of this unique reptile population given its limited range and restricted habitat requirements. Understanding more about these animals can help inform sound management strategies geared towards maintaining healthy populations throughout their geographic range.
The geographic distribution of the desert grassland whiptail is largely limited to arid regions, such as deserts and shrublands. This species can also be found in open grasslands at higher elevations. Its range generally extends from southeastern California, southwestern Arizona, western New Mexico and across Texas into northern Mexico.
The geographic range of this species has likely been impacted by historical climate changes. For example, an increase in temperatures during the Holocene period may have favored the expansion of its range northwards.
This species primarily inhabits xeric habitats with sparse vegetation including rocky hillsides, sandy flats and barren slopes. It tends to avoid areas where dense vegetation is present due to lack of suitable prey items and predators that could threaten it.
In addition to being influenced by environmental factors like soil types and landforms, habitat selection appears to be linked to food availability for these lizards. They feed on ants, beetles, wasps, moths as well as other small invertebrates they find amongst rocks or while searching through leaf litter on the ground surface.
While there are some regional variations in their behavior, desert grassland whiptails exhibit similar behaviors regardless of their geographical location. They are diurnal animals that spend most of their time basking under direct sunlight in order to maintain optimal body temperature for digestion and locomotion activities such as hunting for food or escaping predators.
During hot days when temperatures become too extreme for them, individuals seek refuge beneath rocks or low-lying plants where shade cover is available until conditions improve again before resuming activity out in the open again.
The desert grassland whiptail is a species of lizard endemic to the Chihuahuan Desert region in North America. Grasslands make up its preferred habitat, and therefore it requires certain environmental conditions in order to thrive.
Water requirements are minimal as this species prefers dry and arid climates; however, periods of rain can serve to stimulate mating behaviors. Soil type within these habitats should be coarse and sandy with little vegetation cover. Such environments provide ample space for movement without obstructing visibility or access to food sources.
In some areas, such as parts of New Mexico, shrubs may occur amongst grasses which can benefit populations by providing protection from predation through structural complexity. Additionally, mesquite trees are found in many regions where the desert grassland whiptail resides due to their ability to survive in hot and dry environments.
These trees often have an abundance of edible fruit which serves as a valuable resource for the lizards during times when other food sources may be scarce.
Successful conservation efforts must consider all necessary components of the lizard’s environment if viable populations are expected over time. This includes consideration for not just water availability but also soil type, vegetation cover as well as any potentially beneficial shrub or tree species that could improve overall habitat quality.
Taking into account all these elements will help ensure the long-term viability of this unique species native to North America’s Chihuahuan Desert region.
What do the physical characteristics of a desert grassland whiptail look like? With a body size reaching up to 7 inches and an extended tail length that can reach up to 11.8 inches, this species is distinctively large compared to other lizards in its genus.
Its coloration ranges from light grey along its back to white on its underside; it also has two dark stripes running down each side of its body which are bordered by yellowish-brown edges. The scales on their bodies have a unique pattern with those near the head being larger than those toward the tail.
Furthermore, their tails have a whip-like shape and bear distinctive markings including bands or spots depending on their age and locality.
A key identifying feature of these lizards is the intricate patterns formed by their scales and tail shapes: older individuals tend to display more complex patterns than juveniles. These patterns consist mostly of dark brown/black pigmentation against lighter hues such as tans, beiges, whites, greys and yellows making them quite eye catching when observed in nature.
Additionally, they possess enlarged femoral pores that mark territory boundaries between males during mating season:
- Tail Pattern: Dark brown/black pigmentation against lighter hues such as tans, beiges, whites, greys and yellows
- Lizard Size: Up to 7 inches long with an extended tail length reaching up to 11.8 inches
- Coloration: Light gray along the back transitioning into white at the underbelly
- Scales Pattern: Unique pattern where scales near the head are larger than those towards the tail
The combination of all these features creates an aesthetically pleasing lizard whose beauty stands out among others due to its vibrant colors and intricate scale structure. Moreover, this colorful creature serves both ecological functions necessary for maintaining balance within arid ecosystems while providing humans with visual pleasure through its captivating display.
Diet And Feeding Habits
The desert grassland whiptail is a voracious and opportunistic eater. Its diet consists mainly of insects, small rodents, carrion or decomposing animal matter, as well as small lizards. It also feeds on shrubbery such as mesquite beans when in season.
|Food Type||Proportion (Percentage)|
|Shrubbery (Mesquite Beans)||5%|
The desert grassland whiptail actively hunts for its prey during the day and night in open areas with low cover. While hunting it uses its long tongue to sense movement from potential food sources, which are often hidden within vegetation and rock crevices. These unique adaptations allow it to survive in a harsh environment where competition for resources can be very high.
To maintain energy balance, the desert grassland whiptail has an extremely efficient metabolism that allows them to convert their food into usable energy quickly and efficiently. They have been known to store excess energy reserves in their tails which they use during times of scarcity or extreme weather conditions; this helps ensure their survival by providing sustenance at crucial moments throughout the year.
To further optimize their efficiency, these animals will hunt alone rather than forming groups with other species; this behavior enables them to maximize the amount of available resources while minimizing competition with other organisms.
The reproductive behavior of the desert grassland whiptail is an integral part of their life cycle. When it comes to mating rituals, they are quite particular in whom they choose as a mate; courtship behavior can be elaborate and prolonged.
Once paired off with a potential partner, egg-laying will then take place usually at night or during very early dawn hours. The female lays four to six eggs per clutch size and she takes sole responsibility for incubating them until hatching occurs after about two weeks.
Offspring care mainly involves the mother providing food by catching insects or consuming plant matter that has been softened or predigested by her digestive system and regurgitating this material for her young ones. She also provides protection from predators when necessary and helps keep them together in one location within their habitat until the little lizards reach maturity.
A study conducted showed that up to 95% of the offspring survive due to these maternal behaviors, which increases the chances of species survival overall. In addition, this species reproduces year-round so long as conditions remain favorable, thus ensuring its continuity on into future generations.
The desert grassland whiptail is classified as an endangered species by the International Union for Conservation of Nature (IUCN). As a result, conservation efforts have been implemented to help protect this threatened species.
Preservation and protection of these habitats are key elements in ensuring that the desert grassland whiptail population can survive and thrive in their native environment. The first priority has been to reduce the amount of habitat loss from agricultural expansion, urbanization, and energy development.
This includes creating buffer zones around existing populations and increasing awareness about why it is important to conserve desert environments. Additionally, reintroduction programs have been initiated in some areas with successful results.
Overgrazing remains one of the main threats to the survival of this species, thus proper management plans must be established so that grazing levels remain at acceptable thresholds while also maintaining appropriate vegetation cover necessary for food resources.
Furthermore, climate change could cause shifts in suitable habitats over time leading to further declines if no action is taken. It is therefore essential that governments continue monitoring strategies and support research into effective conservation initiatives focused on protecting desert grassland habitats and its inhabitants.
The desert grassland whiptail is an incredible species that exhibits a wide range of behaviors and adaptations. It has evolved to survive in some of the harshest environments on earth, ranging from Mexico all the way up into Arizona and New Mexico.
This species requires specific habitat requirements such as sparse vegetation and soil moisture levels in order to thrive; however, they can also be found living amongst rocks or among creosote bush scrublands. Physically, these reptiles possess unique features like their small size, spiny scales and bright coloration – almost blinding us with its beauty!
When it comes to diet and feeding habits, this species preys mainly upon insects and spiders but will also consume other lizards if needed. They are highly active hunters who employ a “sit-and-wait” strategy for capturing prey. Furthermore, their reproductive behavior consists of females laying clutches of eggs during April or May which hatch about one month later.
Lastly, although not currently listed by the IUCN Red List as threatened or endangered, conservation efforts should still be taken to ensure the well being of this majestic creature. With its remarkable physical characteristics combined with its ability to endure extreme conditions -it truly is a marvel of nature worthy of preserving forever! | <urn:uuid:dbc2ec7e-27f2-4fc1-a9a1-59717d43458a> | {
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A Towering Experiment
Density towers are a simple and fun experiment you can do at home to demonstrate the density of liquids. Substances that are more dense create the base of the tower, while substances that are less dense seem to float in the middle and on top. You can experiment with using lots of colors to make your tower a true work of scientific art!
For this experiment you will need a clear container (as tall as you’d like), food coloring, honey, corn syrup, dish soap, water, vegetable oil, and isopropyl alcohol. Optional: use a separate container to mix your food coloring.
Start with a layer of honey. It’s the most dense substance and acts as a base for everything else. Next, add corn syrup. You should already be able to see your layers forming, because corn syrup is less dense than honey. TIP: When adding liquids pour down the sides of the container for best results. The next layer is dish soap. Try using different colors for a rainbow effect!
Now, add your water. Use the food coloring to make it whatever color you would like. Next, add vegetable oil. (We learned about oil and water when we made lava lamps.) Last, add the isopropyl alcohol. We added purple food coloring to make it colorful.
Let your tower stand for a few minutes to let the layer settle. You will see a lovely rainbow effect! What other substances can you add between the layers to make your tower higher?
What’s Happening Here?
Density is the mass per unit volume; how much stuff there is in a particular space.
Think about this riddle: What weighs more, a pound of lead or a pound of feathers? Because of density we know that they weigh the same.
In our experiment, honey is the most dense substance or “heaviest” while isopropyl alcohol is the least design or “lightest.” The layers stay suspended because of the different densities of each substance.
The tower won’t stay up forever. That’s due to polarity, which learned about when we made lava lamp and crayon-resist art. The honey, corn syrup, dish soap, and water will eventually begin to mix. They are polar substances. You will notice that the vegetable oil won’t mix because it’s a non-polar substance. | <urn:uuid:cd7b4113-788c-4452-83d0-734211ce68fd> | {
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Electronic textiles, also known as smart garments, smart clothing, smart textiles, or smart fabrics, are fabrics that enable digital components such as a battery and a light (including small computers), and electronics to be embedded in them. Smart textiles are fabrics that have been developed with new technologies that provide added value to the wearer. Pailes-Friedman of the Pratt Institute states that “what makes smart fabrics revolutionary is that they have the ability to do many things that traditional fabrics cannot, including communicate, transform, conduct energy and even grow”.
Smart textiles can be broken into two different categories: aesthetic and performance enhancing. Aesthetic examples include fabrics that light up and fabrics that can change colour. Some of these fabrics gather energy from the environment by harnessing vibrations, sound or heat, reacting to these inputs. The colour changing and lighting scheme can also work by embedding the fabric with electronics that can power it. Performance enhancing smart textiles are intended for use in athletic, extreme sports and military applications. These include fabrics designed to regulate body temperature, reduce wind resistance, and control muscle vibration – all of which may improve athletic performance. Other fabrics have been developed for protective clothing, to guard against extreme environmental hazards, such as radiation and the effects of space travel. The health and beauty industry is also taking advantage of these innovations, which range from drug-releasing medical textiles, to fabric with moisturizer, perfume, and anti-aging properties. Many smart clothing, wearable technology, and wearable computing projects involve the use of e-textiles.
Electronic textiles are distinct from wearable computing because emphasis is placed on the seamless integration of textiles with electronic elements like micro controllers, sensors, and actuators. Furthermore, e-textiles need not be wearable. For instance, e-textiles are also found in interior design.
The field of fibretronics explores how electronic and computational functionality can be integrated into textile fibers. The three distinct generations of textile wearable technologies are
- “First generation” attach a sensor to apparel. This approach is currently taken by sportswear brands such as Adidas, Nike and Under Armour
- “Second generation” products embed the sensor in the garment, as demonstrated by current products from Samsung, Alphabet, Ralph Lauren and Flex.
- In “third generation” wearable, the garment is the sensor. A growing number of companies are creating pressure, strain and temperature sensors for this purpose
Sensoria’s fitness T-shirt, Sensoria’s smart socks
Recent advances, such as embroidering circuits into fabric or transparent sensor material that can be printed on to textiles, are helping to create a range of technologies that bring together the clothing, technology and textile industries to create fabrics with capabilities for users as varied as athletes, patients, soldiers and ordinary consumers. In practical terms, companies like Globe in the US are developing smart fabrics to measure the extreme physiological stress that can be experienced during the course of an individual’s duties – for example, a firefighter or a soldier.Using smart fabrics technology, the company has developed a Wearable Advanced Sensor Platform (WASP) that is being deployed to track a firefighter’sheart rate, core body temperature, respiration rate, activity levels, posture and other factors, as well as provide tracking and improve overall situational awareness.The potential of smart fabrics is huge and recent research suggests the market, including fabrics manufactured with smart materials and those that use embedded sensors, could be worth more than $1.8billion by 2021, driven by the IoT, developments in smart materials and in smaller, more powerful sensors.Research has seen significant developments in electrically conductive yarns and threads, conductive polymers, shape memory materials, phase-changing materials, self-cleaning and antimicrobial materials, as well as nanomaterials. As a result, more applications are moving beyond the laboratory, with end-user applications for the medical, health and fitness, military and security, fashion and non-clothing applications beginning to appear.
Medical is expected to be the largest market for smart textiles and could be worth $1billion by 2021. Using smart clothing, patients with chronic diseases, such as diabetes and heart problems, could be monitored continuously, with updates being regularly sent to their physicians. “In the health sector, | <urn:uuid:c4bbf116-842f-4fbe-b66c-53ee0de6c674> | {
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St. Nicholas was the personification of Christian love and compassion. Love is what made St. Nicholas so popular when he was alive and still remembered after seventeen hundred years. St. Nicholas was born sometime in the third century A.D. in the town of Patara, located in Asia Minor, now a part of Turkey.
His parents were of Greek extraction. They were Christians and very pious, so we can say that St. Nicholas was of Greek birth. His parents raised St. Nicholas in the Christian faith and prepared him for the priesthood by teaching him the ways of our lord.
When St. Nicholas’ parents died, they left him with considerable patrimony; most of which he gave unto the sick and poor. He then became a priest of the Church. Later, when the Archbishop of Myra in Lycia died, it was St. Nicholas who was chosen Archbishop of that Diocese. As Bishop, St. Nicholas faithfully served his Lord and his people. And therein is the secret of his great popularity. His life was one of service to God and to man. He loved the Lord with all his heart, soul and strength, but he also loved his neighbor with a similar dedication. He was a true friend of the poor, the sick, of widows and orphans. St. Nicholas built himself a lasting memorial of love.
Countless stories and legends have come to be told about this popular Saint. Perhaps the best known is his concern for the man who had decided to sell his three daughters into slavery because of his utter poverty. When St. Nicholas heard this, he went under the cover of darkness and threw a bag of gold coins through the window of the man’s house. Three times he repeated the act, thus providing adequate dowry for the three daughters to be married.
Other stories tell of miracles wrought by him at sea, so that he as become the patron Saint of Sailors. Many Greek ships sail the oceans today with an icon of St. Nicholas. He loved children and performed through the healing of power of our Lord Jesus Christ many miracles concerning children. Tradition tells us he healed a young girls arm. He also saved a little boy from a storm at sea and he brought back to life three dead children. Ancient tradition tells of his taking part in the First Ecumenical Council against the Heresy of Arius.
An eight century biographer writes of St. Nicholas, “On earth there is no such isolated place, wilderness or deserted area that has not been reached by the glory of the miracles of this most Saintly Bishop, Nicholas the Miracle Worker.” After his death, St. Nicholas was buried in Myra where he had lived and served as bishop so faithfully and with great distinction. But his relics were taken away some six hundred years later in Bari, Italy, where they remain until today. The Patron Saint of children, of sailors, of pawn-brokers, of the poor and the sick, surely St. Nicholas is one of the church’s most popular saints. His fame continues on.
May his spirit, his grace and his blessings be upon us always. | <urn:uuid:78d1117e-90be-4471-a2a8-a00330dedf5e> | {
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Caring for the environment is a year-round activity. But as temperatures rise, flowers bloom and the natural world springs to life, it can be easier to get outside and get involved. In the Chesapeake Bay region, there are countless opportunities to volunteer, no matter your interests or age level. April is National Volunteer Month, and to celebrate, we’re highlighting a few ways you can help protect the environment that surrounds us.
1. Pick up trash
Litter is often one of the most visible forms of pollution we encounter in our day-to-day lives. Trash cleanups collect this litter—from plastic soda bottles to old tires—from sites across the Chesapeake Bay region, often along the shores of the watershed’s rivers and streams.
One of the area’s largest cleanup initiatives is the Alliance for the Chesapeake Bay’s Project Clean Stream. In 2016, close to 3.3 million pounds of trash were collected at more than 3,700 Project Clean Stream sites. While the bulk of events take place on the first Saturday in April, cleanups continue to be held through the beginning of June.
Another event, held on the first Saturday in June each year, is Clean the Bay Day. Sponsored by the Chesapeake Bay Foundation, the cleanup takes place in Virginia along the shores of the Bay and its rivers and streams. Since its start in 1989, close to 6.4 million pounds of trash have been removed from almost 6,900 miles of the state’s shorelines.
2. Plant a tree
By improving air quality, trapping water pollution and providing habitat for wildlife, trees play a critical role in a healthy ecosystem. Landowners can individually plant trees along their property, but many organizations also host tree planting events, during which volunteers can assist in planting large numbers of trees on both private and public lands.
Celebrations like Earth Day (April 22) and Arbor Day (April 28) are particularly popular for tree plantings, but events can be found throughout the spring and fall. In the Chesapeake region, April, May and October tend to be the best times for plantings, both for tree survivability and for the comfort level of volunteers working outside. To find a tree planting opportunity near you, you can contact your local watershed organization or check the events calendar of organizations like the Chesapeake Bay Foundation.
3. Be a citizen scientist
Gathering data about the natural world helps scientists and decision-makers detect changes over time and better understand the complex workings of the Bay ecosystem. But time and resources limit the number of sites and frequency of monitoring, especially in the smaller creeks and streams that thread through the region. Networks of trained volunteers can assist in activities like measuring water quality, tracking wildlife and identifying invasive species.
Organizations throughout the Chesapeake Bay region engage citizen scientists in their efforts. The Alliance for the Chesapeake Bay’s RiverTrends program, for example, provides training to water quality monitoring volunteers in the Virginia portion of the Bay watershed. Other initiatives like Project Noah use mobile apps to track sightings of wildlife. Contact your local watershed organization to learn about citizen science opportunities in your area.
4. Support wildlife
Hundreds of species depend on the Chesapeake Bay and its surrounding region, whether as seasonal visitors or as permanent residents. A variety of factors affect the ability of these critters to thrive, from the availability of sufficient food and habitat to surviving in a world of unfamiliar, man-made obstacles. Wildlife organizations and refuges provide support and sanctuary to thousands of animals each year, and they rely on volunteers to help carry out their mission.
Organizations like the Wildlife Center of Virginia assist in wildlife rehabilitation, using volunteers to transport, treat and care for injured wildlife. Volunteers help City Wildlife in D.C. care for urban wildlife, track injured migratory birds and monitor duck nests in the city.
The Chesapeake Bay watershed is also home to fifteen national wildlife refuges, protecting the forests, fields, wetlands and shorelines that wildlife depend on. Many of these refuges have “Friends” groups—such as Friends of Blackwater National Wildlife Refuge—that provide volunteer opportunities like leading nature walks, helping with trail maintenance and staffing information desks.
5. Educate others
More than three million students in kindergarten through 12th grade live in the Chesapeake Bay watershed—and soon, they’ll be the caretakers of its well-being. Teaching these students the knowledge and skills they need to care for the natural world builds the foundation for future environmental stewardship.
That’s why groups across the region are focused on providing meaningful outdoor experiences to students, connecting them with the environment that surrounds them. Audubon Naturalist Society near D.C., for example, uses volunteer teaching assistants to help lead lessons about planting trees or stream science. And volunteers can help the Sultana Education Foundation on the Bay’s Eastern Shore by both leading environmental education programs and working aboard the organization’s replica 1768 Royal Navy schooner.
Have another favorite way you like to volunteer? Let us know in the comments! Or if you’re looking for an opportunity near you, use our Join a Group page to find watershed organizations in your area.
Images by Will Parson | <urn:uuid:06b99c25-7168-4c39-87d7-277ed7e7dce8> | {
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A Brief introduction of Quantum Computing.
At the moment the next big thing is Quantum Computer that makes direct use of quantum phenomena, such as superposition and entanglement, to perform operations on data by using a particles ability to be in many states at once means that multiple processes can be executed simultaneously increasing our computing power exponentially.
Classical computers vs Quantum computers
Due to the way the tiniest of particles behave, operations can be done much more quickly and use less energy than classical computers. In classical computing, a bit is a single piece of information that can exist in two states 1 or 0. Quantum computing uses quantum bits, or ‘qubits’. These are quantum systems with two states. However, unlike a usual bit, they can store much more information than just 1 or 0, because they can exist in any superposition of these values. | <urn:uuid:58fd9c08-24b0-4f70-883b-bcd188f5da8a> | {
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This activity has students design a book cover/dust jacket for a famous person from the Renaissance. The sheet includes assignment directions and a rubric for grading. People to include: John Calvin, Henry VIII, Martin Luther, Elizabeth II, Jan Huss, or John Wycliffe.
Students design a cover as if they were that person, draw a picture, include a description and piece about the author. Great summative assessment for the Reformation.
by Crystal DeLong | <urn:uuid:b98ba2ec-dc19-4cc0-98e2-3e94a9307cb9> | {
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Do you struggle with organizing your data in Excel? Split cells in Excel to take charge of your data and make it much easier to analyze and manage. You can effectively organize and structure data quickly and easily with this powerful feature of Excel.
Overview of Splitting Cells in Excel
When working with spreadsheets, it’s often necessary to split cells to better organize data. If you’re using Excel, it’s easy to do so with just a few steps. First, select the cell or cells that you want to split. Next, use the “Text to Columns” tool, which can be found under the “Data” tab. From there, choose how you want to split the cells—either by delimiter or fixed width. Finally, preview your changes and select “Finish” to split the cells.
To split first and last names in Excel, follow these steps:
- Select the cell or cells containing the full names you want to split
- Click the “Text to Columns” tool under the “Data” tab
- Choose “Delimited” and select the space character as the delimiter
- Preview your changes and select “Finish” to split the cells into separate columns for first and last name
It’s worth noting that splitting cells using the “Text to Columns” tool will permanently change the way the data is organized. If you want to keep the original cell intact, be sure to make a copy of the data before splitting.
For best results, it’s also important to ensure that your data is properly formatted before splitting. For example, if you’re splitting a list of dates, be sure that all of the dates are in the same format. And if you’re splitting text that contains punctuation or special characters, be aware that these may show up in unexpected places after the split.
Overall, splitting cells can be a powerful way to better organize your data in Excel. Whether you’re separating names, dates, or other information, following these steps can help you get the results you’re looking for.
Image credits: chouprojects.com by David Duncun
Methods for Splitting Cells
Discover ways to divide cells in Excel. Look for the “Methods for Splitting Cells” section. There are three sub-sections:
- “Using the Text to Columns Feature”
- “Using Formulas”
- “Using Flash Fill”
Each of these methods provides a unique answer to dividing cells. You can use them to separate text, split numbers or extract data from a cell.
Image credits: chouprojects.com by James Duncun
Using the Text to Columns Feature
The Splitting of Cells in Excel can be accomplished by utilizing the Text to Columns Feature. This is a practical method to separate information types, such as names or numbers, that are placed in one cell but need to be parsed out into separate rows or columns without conducting any manual sorting.
Here is a 6-Step Guide for Utilizing the Text to Columns Feature:
- Select an entire column of data you want to split
- Navigate to the ‘Data’ tab and select ‘Text to Columns’
- Choose “Delimited” or “Fixed Width,” depending on what applies
- Edit your delimiter choice(s) (commas, spaces, semicolons being some of the most used ones) if required. For fixed-width option users can draw lines where you would like the automated separator tabs.
- Preview how your edit choices have impacted your data after they appear in the bottom “data preview” box
- Hit finish and behold! Your data is now neatly stacked into logical groups based on your separations!
It is significant to note that, Text-to-Column also allows creating a uniform column width while maintaining proper alignment.
When using this feature, keep in mind that only one column at a time can be divided, so make sure all necessary details are consolidated within one column.
Once upon a time, we spent hours attempting to organize a customer prospect list alphabetically. Each entry had been inserted as a single cell with both company name and contact name within it. We ran across this feature by accident and were thrilled when we managed to split cells without having several copy-and-paste sessions. Needless to say, our day was made!
Transforming a jumbled mess of data into a neatly organized spreadsheet with formulas is like a magic trick, except instead of a rabbit in a hat, you get a clear and concise table of information.
Using Mathematical Functions
To split cells in Excel, you can use mathematical functions to extract data from the original cell and enter it into separate cells. Here’s how to do it:
- Use the LEFT function to extract characters from the left side of a cell’s content.
- Use the RIGHT function to extract characters from the right side of a cell’s content.
- Use the MID function to extract characters from any position within a cell’s content.
By using these functions, you can easily split cells in Excel without disturbing or losing any data.
In addition to using mathematical functions, you can also split cells in Excel using Text-to-Columns. This feature allows you to divide data based on a delimiter or fixed width.
If you find yourself needing to split cells frequently, consider creating custom macros or templates for efficiency. Additionally, always make sure to save backup copies of your original worksheet before making any significant changes or edits.
Splitting cells in Excel is like breaking up with your ex – painful, tedious, but necessary. Thank god for Flash Fill.
Using Flash Fill
As we find ourselves exploring the fascinating world of cell splitting, let us shed some light on a powerful tool – Dynamic Separation Using Flash Fill. With this technique, you can quickly divide your cells into separate columns, making it an efficient way to manage large datasets.
To use dynamic separation using Flash fill, follow these steps:
- Enter the first cell separating value in a separate column next to the data that needs separating.
- Type in the second separating value.
- Select both cells and drag downward to apply this pattern recognition formula to the remaining cells.
- Excel will automatically suggest values for Flash Fill. Counter check if all data is autorecognized by Excel.
- If there are any inconsistencies, manually enter correct patterns wherever necessary.
- Select ‘Enter’ and watch as Excel completes remainder of the dataset according to your desired pattern.
In addition, other contextual techniques help divide data types like characters, dates or numerical figures efficiently. These methods include text-to-columns and parsing techniques.
It was once a daunting task to separate or split dataset when only armed with traditional methods on Excel. As a young analyst fresh out of college years back, I found myself efficiently utilizing Flash Fill during my internship’s daily operations under expert analysts’ tutelage in what has now proven an indispensable skill. Thereby saving time and productivity while still keeping up my reputation as a meticulous worker among colleagues!
Splitting cells ain’t rocket science, but it sure feels like it when you’re doing it wrong.
Tips for Splitting Cells Successfully
When splitting cells in Excel, it is important to follow certain tips for successful results. Here’s a guide to achieving that:
- First, select the cells that need to be split.
- Next, go to the “Data” tab and select the “Text to Columns” option.
- Choose the delimiter that you want to separate the cells with, such as a space or comma.
- Preview the split data to ensure it is correct and adjust any parameters if need be.
- Finally, click “Finish” to split the cells as desired.
It is also important to note that splitting cells can be a useful way to separate first and last name in Excel, which can then be sorted and analyzed separately.
Don’t miss out on the benefits of using this technique to better organize your data. Give it a try and see how it can improve your Excel skills.
Image credits: chouprojects.com by Yuval Washington
FAQs about How To Split Cells In Excel
How to split cells in Excel?
To split cells in Excel, follow these steps:
- Select the cell(s) you want to split
- Click the “Data” tab and select “Text to Columns”
- Choose the delimiter you want to use (e.g. comma, space, etc.) and click “Next”
- Preview your results and click “Finish”
Can I split cells based on a specific character?
Yes, you can split cells based on a specific character by selecting the “Delimiter” option when using the “Text to Columns” feature in Excel. Simply choose the appropriate delimiter (e.g. comma, space, etc.) and Excel will split the cell contents accordingly.
How do I split cells and keep the original data?
If you want to split cells and keep the original data, you can use Excel’s “Text to Columns” feature and select the “Copy to Another Location” option. This will create a new set of cells with the split data, while preserving the original cell contents.
Can I split cells into multiple columns?
Yes, you can split cells into multiple columns by using the “Text to Columns” feature in Excel and selecting the appropriate number of columns in the wizard. Simply choose the delimiter you want to use (e.g. comma, space, etc.) and the number of columns you want to split the data into, and Excel will do the rest.
What happens to empty cells when I split cells in Excel?
If there are empty cells within the range you are splitting, Excel will leave the empty cells untouched and shift the split data accordingly. For example, if you split a range of cells at a comma delimiter and there are empty cells within that range, Excel will split the non-empty cells and leave the empty cells in their original position.
Is there a way to undo a cell split in Excel?
Yes, if you want to undo a cell split in Excel, you can simply use the “Undo” feature by pressing “Ctrl + Z” or by clicking the “Undo” button on the toolbar. This will revert the cells back to their pre-split state. | <urn:uuid:42e6fb8f-eede-4d4b-b37d-13b2a24000da> | {
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Author: Andrew Rice
FOP can often be identified at birth, and this diagnosis is often made through your big toes. The big toes of a baby born with FOP are misshapen, bent inwards and fairly short. This is the most obvious way to tell if a baby has FOP, but other methods of diagnosis include deformities in the ears. FOP can also be diagnosed genetically, though this discovery is relatively recent in the history of FOP.
All living things that we know of use DNA to encode the information that is used to ‘build’ themselves. Many diseases are caused by mutations, or irregular changes, in this genetic code. These diseases are referred to as genetic diseases, and can be either inherited through your parents’ DNA or through a spontaneous mutation in your own DNA early in life. These changes, even if small, can have incredible consequences in the living organism they affect.
FOP itself is a genetic disease. The gene, or segment of DNA, of interest is called the ACVR1 gene. This segment of DNA encodes the information to build a protein, the Activin A receptor type 1, that acts as a cellular receptor. This protein is involved in a signaling pathway, or a sequence of small molecules that each signal each other to generate a desired response in the body. Through a sequence of these small molecules, the protein built from the ACVR1 gene is critically involved in the generation of the skeleton during development before birth. Many animals, from reptiles to birds to humans, use this signaling pathway to create the body’s skeleton.
In FOP, the ACVR1 gene is mutated. Proteins are made up of amino acids, and the mutated version of ACVR1 builds a version of the Activin A receptor that is ever so slightly different from the normal version. The FOP version of this protein uses the amino acid histidine rather than the amino acid arginine in the 206th position of the protein (proteins can be made up of many amino acids!). While changing one amino acid out of more than 206 might seem like a small change, it drastically alters the function of the protein and the signaling pathway as a whole.
A small molecule must interact with the Activin A receptor to activate it and cause the signaling pathway that forms bones to commence. This often doesn’t occur after birth, as the body has all of the bones it needs. The mutated version of the Activin A receptor, however, binds it’s activating small molecule more often. The mutated version of the protein can also be activated by other molecules. Most importantly, these new activators of the receptor are brought near the receptor during the inflammation response, the body’s response to damage. This explains why injury, and the inflammation that comes with it, can cause overactivity in this receptor, a flare-up of FOP, and the formation of new bone. You can learn more about this signaling pathway in detail here.
Studying FOP itself has been quite difficult. Scientists usually study cultured human cells to understand this disease, but they have also used mouse, fly, and zebrafish models. These animals have allowed us to understand a lot about this disease, from the exact cause of bone formation to our understanding of what types of molecules can activate the Activin A receptor. To treat this disease, we will inevitably need to understand which types of molecules can activate this receptor before we are able to inhibit its activation. Currently, the drug Palovarotene is our best strategy. This drug, currently in stage 3 of its clinical trials, works by upregulating retinoid signaling Model organisms helped us understand that a decrease in retinoid signaling is essential for the bone formation characteristic of FOP. By upregulating retinoid signaling, we are able to stop bone formation in FOP.
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Since very long time Tom and Jerry have been fighting with each other for a piece of Cheese. So finally you came to rescue and decided that the result of the fight will be decided by a mathematical game , in which you will write a number N . Tom and Jerry will play the game alternatively and each of them would subtract a number n [n< N] such that N%n=0.
The game is repeated turn by turn until the one,who now cannot make a further move looses the game.
The game begins with Tom playing first move.It is well understood that both of them will make moves in optimal way.You are to determine who wins the game.
The first line of input contains a single integer T denoting the number of test cases.
Then T test cases follow. The first line of each test case consists of N the number.
Print 1 if Tom wins and Print 0 if Jerry wins in a separate line.
1 <= N <= 10^6 | <urn:uuid:4caa6e81-e956-4f6b-a267-d0a9e2d3a072> | {
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Claudius II Gothicus, Marcus Aurelius Claudius Gothicus (reigned 268 - 270) ruled the Roman Empire for less than two years, but during that brief time, he was so successful and beloved by the people of Rome that he still attained divine status.
Claudius was born in 214 in the province of Illyricum (modern Croatia). He attained the throne in September of 268, amid charges, never proven, that he murdered his predecssor Gallenius. However, he soon proved to be less than bloodthirsty, as he asked the Senate to spare the lives of Gallenius' family and supporters.
He was less magnanimous toward Rome's enemies, however, and it was for this that he owed his popularity.
Upon being named emperor, the Roman Empire was in serious danger from several incursions, both within and outside its borders. The most pressing was an invasion of Illyricum and Pannonia by the Goths. Not long after being named emperor (or just prior to Gallenius' death, depending on the source), he won his greatest victory, and one of the greatest in the history of Roman arms.
At the battle of Naissus, Claudius and his legions routed a huge Gothic army. Together with his cavalry commander, the future Emperor Aurelian, the Romans took thousands of prisoners, destroyed the Gothic cavalry as a force and stormed their chariot laager (a circular alignment of battle-wagons long favored by the Germans). The victory earned Claudius his surname of "Gothicus", and that is how he is known to this day. More importantly, the Goths were soon driven back across the Danube River, and a century passed before they again posed a serious threat to the empire.
While this was going on, the Germanic tribe known as the Alamanni had crossed the Alps and attacked the empire. Claudius responded quickly and swiftly, routing the Alamanni at the battle of Lake Benacus in the late fall of 268, a few months after the battle of Naissus. He then turned on the "Gallic Empire", ruled by a pretender for the past 15 years and encompassing Britain, Gaul and Spain. He won several victories and soon regained control of Spain and the Rhone river valley of Gaul. This set the stage for the ultimate destruction of the Gallic Empire under Aurelian.
Alas, Claudius didn't live long enough to fulfill his goal of reuniting all the lost territories of the empire. Late in 269 he prepared to go to war against the Vandals, who were raiding in Pannonia. But he fell victim to an epidemic of plague and died early in January of 270. Before his death, he is thought to have named Aurelian as his successor, although Claudius' brother Quintillius briefly seized power.
The Senate immediately deified Claudius as "Divus Claudius Gothicus", making him one of the few Roman emperors of the period to be so honored.
Claudius II Gothicus is also known to history for his execution of a little-known Christian monk named Valentinus, who secretly married Claudius' soldiers in defiance of an order from him that professional soldiers were not to marry. This execution is said to have taken place on February 14, 269, and when Valentinius was later sainted, February 14 became his feast day.
See Roman Empire | <urn:uuid:75c6dae8-531a-4467-ba03-bb0a18ce0519> | {
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Currently used at many colleges, universities, and high schools, this hands-on introduction to computer science is ideal for people with little or no programming experience. The goal of this concise book is not just to teach you Java, but to help you think like a computer scientist. You’ll learn how to program—a useful skill by itself—but you’ll also discover how to use programming as a means to an end.
Authors Allen Downey and Chris Mayfield start with the most basic concepts and gradually move into topics that are more complex, such as recursion and object-oriented programming. Each brief chapter covers the material for one week of a college course and includes exercises to help you practice what you’ve learned.
Learn one concept at a time: tackle complex topics in a series of small steps with examples
Understand how to formulate problems, think creatively about solutions, and write programs clearly and accurately
Determine which development techniques work best for you, and practice the important skill of debugging
Learn relationships among input and output, decisions and loops, classes and methods, strings and arrays
Work on exercises involving word games, graphics, puzzles, and playing cards
Allen B. Downey is a Professor of Computer Science at Olin College of Engineering. He has taught at Wellesley College, Colby College, and U.C. Berkeley. He has a Ph.D. in Computer Science from U.C. Berkeley and Master’s and Bachelor’s degrees from MIT.
Chris Mayfield is an Assistant Professor of Computer Science at James Madison University, with a research focus on CS education and professional development. He has a Ph.D. in Computer Science from Purdue University and Bachelor's degrees in CS and German from the University of Utah.
The animal on the cover of Think Java is a red-tailed black cockatoo (Calyptorhynchus banksii), also known as Banks' black cockatoo after an 18th-century English botanist. It is a large bird native to Australia, found in many habitats such as forests, open plains, or riverlands, often nesting in eucalyptus trees.
As suggested by their name, these birds have black plumage, though only males have vivid red panels on their tails. They are typically around 2 feet in length and weigh between 1–2 pounds. Like other cockatoo species, the red-tailed black cockatoo has a large curved beak, the ability to raise a feathered crest on its head, and feet with 2 toes facing forward and two facing backward. This allows them to grab and manipulate objects with one foot while gripping a branch with the other. Interestingly, the vast majority of cockatoos are left-footed.
The diet of the red-tailed black cockatoo is primarily made of up of eucalyptus seeds, though it will also eat nuts, fruits, insects, and various grains. They are very noisy birds, and will flock in large groups near plentiful food sources. However, this species is typically very shy around humans.
Due to their reliance on trees for shelter and food, the red-tailed black cockatoo is sensitive to deforestation, which threatens some populations in southeastern Australia. In addition, while Australia requires a special license to keep and breed these birds, they are still affected by illegal smuggling for the pet trade—they can have long lifespans in captivity and are in high demand.
Many of the animals on O'Reilly covers are endangered; all of them are important to the world. To learn more about how you can help, go to animals.oreilly.com.
The cover image is from Wood's Illustrated Natural History. The cover fonts are URW Typewriter and Guardian Sans. The text font is Adobe Minion Pro; the heading font is Adobe Myriad Condensed; and the code font is Dalton Maag's Ubuntu Mono.
For amateur programers, the book is easy to follow and teaches fundamental principles of programming not only applicable to Java (I've mostly used Python and R). The exercises are helpful and applies the principles taught in the book. I might have missed it, but I did not see the solutions. Since nearly all programming tasks can be solved in several ways, it would be nice to see the solutions of the author.
Bottom Line Yes, I would recommend this to a friend | <urn:uuid:84cd0567-4c16-43cd-ab6f-d6d45d38d536> | {
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Paradise Lost, Paradise Regained
The True Meaning of Democracy
“… Forwith from every squadron and each band
The heads and leaders thither haste, where stood
Their great commander …”
It was Alexander Hamilton’s dream to have a King in charge. Had he been alive today he probably would have been gratified to see the amount of power that has accrued to the office of the President. According to the Constitution, presidential powers are carefully outlined and rather modest. The congress legislates, coins money, raises an army, declares war, and shares with the president responsibility for appointing certain key officers and members of the Supreme Court. However, the waging of war and the creation of a permanent state of national emergency has resulted in the concentration of power in the hands of the president that would be the envy of many a monarch.
If the goal were to establish a presidency that was more consistent with the democratic ideal, there are several steps that could be taken. Tenure in office could be reduced to one four year term in a life-time. In the Articles of Confederation the president served for but one year.
The system of patronage that now exists allows the president to establish a political power base by distributing thousands of offices. An alternative would be to establish a vetted lottery. A pool of acceptable candidates is established in advance. Names are pulled by random selection.
Uniting executive power and military power in one person creates opportunities to abuse power that has ramifications throughout the country and the world. A partial remedy would be to establish a three-member war council made up of the president, a member of the House of Representatives and a member of the Senate, each selected by lottery and limited to serving for one year, only. | <urn:uuid:b02946b5-95fc-4844-a64d-7b877c060e9d> | {
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Native Plants / Florida
Florida Native Plants
A plant is considered native if it has occurred naturally in a particular region or ecosystem without human introduction. There are many benefits in growing native plants. First, these plants are better adapted to soils, moisture and weather than exotic plants that evolved in other parts of the world. They need less fertilizers, pesticides or use less water. Second, they are unlikely to escape and become invasive, destroying natural habitat. Third, they support wildlife, providing shelter and food for native birds and insects, while exotic plants do not.
Prized for its highly fragrant flowers, Acacia farnesiana (Sweet Acacia) is a semi-evergreen multi-trunked shrub or small tree with a naturally spreading, vaselike shape. Its zig-zag stems are fully armed with sharp thorns and clad with feathery, finely divided leaflets of a soft green color. Clouds of small, bright golden-yellow, puff-like flowers, 1/2 in. (1 cm), appear in clusters in late winter to early spring, then sporadically after each new flush of growth, providing a long-lasting floral display.
Noted for its lovely fall color, Acer rubrum (Red Maple) is a relatively fast-growing deciduous tree of pyramidal habit when young, becoming rounded to oval at maturity. In early spring, tiny red flowers, borne in erect clusters, appear before the leaves and are followed by red fruit. Emerging red tinged in spring, the leaves change to dark green with whitish undersides and often develop dazzling yellows and red in the fall. This Red Maple also provides some winter interest, with its attractive, smooth gray bark, often ridged and furrowed with age.
Noted for its spectacular fall color, Acer saccharum (Sugar Maple) is a large, deciduous tree with a straight trunk, wide-spreading branches and a dense, oval to rounded crown. Its foliage of five-lobed leaves, 3-6 in. (7-15 cm) ranges from medium to dark green in summer, and changes to a brilliant palette of yellows, oranges, and reds in the fall.
Adiantum capillus-veneris (Southern Maidenhair Fern) is a slowly spreading, semi-evergreen fern forming a mound of gently arching or pendant, twice divided, delicate fronds adorned with wiry, black stems.
Aesculus pavia (Red Buckeye) is a large deciduous shrub or small tree of rounded habit with a dense canopy of brilliant dark green leaves, each divided into 5 narrow leaflets. In mid to late spring, erect panicles, 6 in. long (15 cm), of rich red flowers appear above the foliage for a cheerful display.
Early-flowering, Amelanchier arborea (Downy Serviceberry) is a large deciduous shrub or small tree of rounded habit boasting a profusion of 5-petaled, showy, slightly fragrant, white flowers in early to mid spring. Borne in drooping clusters, they appear before the leaves emerge.
Native to North America, Amorpha fruticosa (Indigo Bush) is a vigorous deciduous shrub of upright-spreading habit with bright green leaves composed of up to 35 spiny-tipped, oval leaflets. In late spring to early summer, showy racemes, up to 6 in. long (15 cm), of small, scented, purplish blue flowers with protruding stamens and orange-yellow anthers are on display.
Selected by the American Horticultural Society as one of the 75 Great Plants for American Gardens, Amsonia tabernaemontana (Blue Star) is an exceptional perennial with early-season blue flowers, attractive summer foliage, a sturdy habit and golden fall color.
Appealing in most seasons, Andropogon gerardii (Big Bluestem) is a warm season perennial grass forming an upright clump of stems with flattened leaves. Emerging blue green in spring, the foliage matures to green as the season progress, turning rich orange and coppery-red, sometimes with lavender tints, in the fall.
An impressive ornamental grass for moist soils, Andropogon glomeratus (Bushy Bluestem) is a clump-forming, warm-season grass forming a sturdy and upright tuft of tall, flattened leaf blades. Emerging blue green in spring, the foliage turns rich coppery-orange in the fall. Elegant tall flowering stems rise above the foliage in late summer to early fall, bearing densely clustered, clublike, silvery pink to white panicles. | <urn:uuid:bbd35303-2784-49e1-838c-36745ba7921a> | {
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Any time that a measurement can vary over many orders of magnitude, that's a candidate for using a log scale.
One example is the pH scale, which shows the concentration of hydrogen ions [H+] in a water-based solution. The concentration can be as high as 1 mole of H+ for every 10 L of water (extremely acidic), or as low as 1 mole of H+ for every 100,000,000,000,000 L of water (extremely basic). For a refresher on describing chemical quantities in moles, see the MathBench module on Calculating Molar Weight.
Instead of counting out the zeros every time, we use a log scale. pH is defined as the negative log of the H+ concentration.
extremely acidic : [H+] = 0.1 moles/L :
pH = −log(0.1) = 1
extremely basic : [H+] = 0.00000000000001 moles/L :
pH = −log(0.00000000000001) = 14
Imagine that the space below shows a very tiny quantity of water (9 x 10-15 liters, to be exact). Clicking on the buttons will show you the visual representation of pH 1 (super acidic) through 5 (still slightly acidic).
As a general rule, when you add 1 to a log number, its the same as multiplying the unlogged measurement by 10:
1 on a log scale corresponds to 10 on an arithmetic (linear) scale
2 on a log scale corresponds to 100 on an arithmetic (linear) scale
3 on a log scale corresponds to 1000 on an arithmetic (linear) scale
and so on...
It works a little differently with pH, because pH is the negative log of concentration. So, every time we SUBTRACT a single pH unit (like going from 2 to 1), we multiply H+ by 10.
Unfortunately, we can't get any less acidic than pH=5 on the applet above, because we'd have to make the screen huge!! To get a pH of 14, we'd need the screen to be more than 10,000 times taller and 10,000 times wider, and this humongous screen would contain only a single dot.
Copyright University of Maryland, 2007
You may link to this site for educational purposes.
Please do not copy without permission
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Personality and achievement
Augustus was one of the great administrative geniuses of history. The gigantic work of reorganization that he carried out in every field of Roman life and throughout the entire empire not only transformed the decaying republic into a new, monarchic regime with many centuries of life ahead of it but also created a durable Roman peace, based on easy communications and flourishing trade. It was this Pax Romana that ensured the survival and eventual transmission of the classical heritage, Greek and Roman alike, and provided the means for the diffusion of Judaism and Christianity. Although his regime was an autocracy, Augustus, being a tactful and imaginative master of propaganda of many kinds, knew how to cloak that autocracy in traditionalist forms that would satisfy a war-worn generation—perhaps, most of all, the upper bourgeoisie immediately below the leading nobility, since it was they who benefited from the new order more than anyone. He was also able to win the approbation, through the patronage of Maecenas, of some of the greatest writers the world has ever known, including Virgil, Horace, and Livy.
Their enthusiasm was partly due to Augustus’s conviction that the Roman peace must be under Occidental, Italian control. This was in contrast to the views of Antony and Cleopatra, who had envisaged some sort of Greco-Roman partnership such as began to prevail only three or four centuries later. Augustus’s narrower view, although modified by an informed admiration of Greek civilization, was based on his small-town Italian origins. These were also partly responsible for his patriotic, antiquarian attachment to the ancient religion and for his puritanical social policy.
Augustus was a cultured man, the author of a number of works (all lost): a pamphlet against Brutus, an exhortation to philosophy, an account of his own early life, a biography of Drusus, poems, and epigrams. The conventional view of his character distinguishes between his cruelty in early years and his mildness in later life. But there was not so much need for cruelty later on, and, when it was needed (notably in the suppression of alleged plots), he was still ready to apply it. It is probable that nothing short of this degree of political ruthlessness could have achieved such enormous results. His domestic life, however, was simple and homespun. Within his family, the successive deaths of those he had earmarked as his successors or helpers caused him much sadness and disappointment. His devotion to his wife Livia Drusilla remained constant, though, like other Romans, he was unfaithful. His surviving letters show kindliness to his relations. Yet he exiled his daughter Julia for offending against his public moral attitudes, and he exiled her daughter by Agrippa for the same reason; he also exiled the son of Agrippa and Julia, Agrippa Postumus, though the suspicion that he later had him killed is unproved. As for Augustus’s male relatives who were his helpers, he was loyal to them but drove them as hard as he drove himself. He needed them because the burden was so heavy, and he especially needed them in the military sphere because he was not a great commander. In Agrippa and Tiberius and a number of others, he had men who supplied this deficiency, and although, on his deathbed, he is said to have advised against the further expansion of the empire, he himself, with their assistance, had expanded its frontiers in many directions.
His physical condition was subject to a host of ills and weaknesses, many of them recurrent. Indeed, in his early life, particularly, it was only his indomitable will that enabled him to survive—a strange preliminary to an unprecedented and unequaled life’s work. His appearance is described by the biographer Suetonius:
He was unusually handsome and exceedingly graceful at all periods of his life, though he cared nothing for personal adornment. His expression, whether in conversation or when he was silent, was calm and mild.…He had clear, bright eyes, in which he liked to have it thought that there was a kind of divine power, and it greatly pleased him, whenever he looked keenly at anyone, if he let his face fall as if before the radiance of the sun. His teeth were wide apart, small and ill-kept; his hair was slightly curly and inclining to golden; his eyebrows met.…His complexion was between dark and fair. He was short of stature, but this was concealed by the fine proportion and symmetry of his figure, and was noticeable only by comparison with some taller person standing beside him.
Augustus’s countenance proved a godsend to the Greeks and Hellenized easterners, who were the best sculptors of the time, for they elevated his features into a moving, never-to-be-forgotten imperial type, which Napoleon’s artists, among others, keenly emulated. The contemporary portrait busts of Augustus, echoed on his coins, formed part of a significant renaissance of the arts in which Italic and Hellenic styles were discreetly and brilliantly blended. Still extant at Rome are the severe yet delicate reliefs of the Ara Pacis (“Altar of Peace”), depicting a religious procession in which the national leaders are taking part; there are also scenes from the Roman mythology. The altar was dedicated by the Senate and people of Rome in 13 bce to commemorate the pacification of Gaul and Spain.
The architectural masterpieces of the time were also numerous; and something of their monumental grandeur and classical purity can be seen today at Rome in the remains of the Theatre of Marcellus and of the massive Forum of Augustus, flanked by colonnades and culminating in the Temple of Mars the Avenger—the Avenger of Julius Caesar. Outside Rome, too, there are abundant memorials of the Augustan Age; on either side of the Alps, for example, there are monuments to celebrate the submission and loyalty of the local tribes, an elegant arch at Segusio (Susa), and a square stone trophy, topped by a cylindrical drum, at La Turbie. From Livia’s mansion on the outskirts of Rome, at Prima Porta, comes a reminder that not all the art of the day was formal and grand. One of the rooms is adorned with wall paintings representing an enchanted garden; beyond a trellis are orchards and flower beds, in which birds and insects perch among the foliage. Augustus himself had no interest in personal luxury. Yet if ever he or his associates had any spare time, such were the rooms in which they spent it.Michael Grant
Learn More in these related Britannica articles:
ancient Rome: The establishment of the principate under AugustusActium left Octavian the master of the Roman world. This supremacy, successfully maintained until his death more than 40 years later, made him the first of the Roman emperors. Suicide removed Antony and Cleopatra and their potential menace in 30
bc, and the annexation…
India: Contacts with the WestThe emperor Augustus received two embassies—almost certainly trade missions—from India in 25–21
United Kingdom: The conquest…British tribes were extended by Augustus. In particular, the Atrebatic kings welcomed Roman aid in their resistance to Catuvellaunian expansion. The decision of the emperor Claudius to conquer the island was the result partly of his personal ambition, partly of British aggression. Verica had been driven from his kingdom and… | <urn:uuid:313d54f2-0cc6-4f26-bcb3-71d77c97a037> | {
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NCERT Solution for Class 6 Science Chapter 4 - Sorting Materials into Groups
NCERT Textbook Solutions are considered extremely helpful when preparing for your CBSE Class 6 Science exam. TopperLearning study resources infuse profound knowledge, and our Textbook Solutions compiled by our subject experts are no different. Here you will find all the answers to the NCERT textbook questions of Chapter 4 - Sorting Materials into Groups.
All our solutions for Chapter 4 - Sorting Materials into Groups are prepared considering the latest CBSE syllabus, and they are amended from time to time. Our free NCERT Textbook Solutions for CBSE Class 6 Science will strengthen your fundamentals in this chapter and can help you to score more marks in the examination. Refer to our Textbook Solutions any time, while doing your homework or while preparing for the exam.
NCERT Solution for Class 6 Science Chapter 4 - Sorting Materials into Groups Page/Excercise 33
Five objects that can be made from wood are:
(v) Bullock cart
Glass bowl and steel spoon
Wood, paper, plastic
(i) Stone is transparent, while glass is opaque. (False)
Reason: An object which allows light to pass through it completely is called transparent ex. glass. An object that does not allow light to pass through it is called opaque ex. stone.
(ii) A notebook has lustre, while an eraser does not. (False)
Reason: Both note book and eraser do not have lustre, they are non-lustrous.
(iii) Chalk dissolves in water. (False)
Reason: Chalk is insoluble in water.
(iv) A piece of wood floats on water. (True)
Reason: Wood is less dense than water and has air spaces in it so it floats on water.
(v) Sugar does not dissolve in water. (False)
Reason: Sugar is soluble in water.
(vi) Oil mixes with water. (False)
Reason: Oil is immiscible in water.
(vii) Sand settles down in water. (True)
Reason: Sand is heavier than water so it settles down.
(viii) Vinegar dissolves in water. (True)
NCERT Solution for Class 6 Science Chapter 4 - Sorting Materials into Groups Page/Excercise 34
(a) Round-shaped: Basketball, orange, globe, apple, earthen pitcher
Other shapes: Water, sugar
(b) Eatables: Water, orange, sugar, apple
Non-eatables: Basketball, globe, earthen pitcher
Some items that float on water are listed below:
1. Plastic bottle
2. Piece of paper
3. Piece of sponge
4. Piece of thermocol
7. Plastic ball
However, none of these items floats on oil or kerosene.
Reason: Baby is a living being whereas others are non-living objects.
Reason: Boat is made from wood whereas the other three are flowers.
Reason: Sand is not a metal whereas other three are metals.
Reason: Sand is insoluble in water whereas the other three are soluble in water.
NCERT Science - VI Class 6 Chapter Solutions
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TopperLearning provides step-by-step solutions for each question in each chapter in the NCERT textbook. Access Chapter 4 - Sorting Materials into Groups here for free.
Our NCERT Solutions for Class 6 Science are by our subject matter experts. These NCERT Textbook Solutions will help you to revise the whole chapter, and you can increase your knowledge of Science. If you would like to know more, please get in touch with our counsellor today! | <urn:uuid:8eaeee49-19eb-4bf9-981f-0fecf0fef111> | {
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By Helen Colella
When looking at pictures of the Earth taken from outer space, it’s obvious why it’s often referred to as the Blue Planet. Seventy percent of the Earth's surface is water-covered, with the oceans holding about 96.5 percent of that. Water also exists in the air as vapor, in rivers and lakes, in icecaps and glaciers, in the ground as soil moisture and aquifers, and in humans. Earth is the only planet where water can exist in liquid form on its surface; however most of it is frozen or salty. Even though we have water here, water there, water, water everywhere, only one percent of it is drinkable.
People need water in order to survive. The body is made up of about 75% water so we have to drink water in order to keep our cells hydrated. The benefits of a cool glass of water are felt almost instantly because it’s the key factor in keeping us well watered. So if you’re feeling run-down and tired, have symptoms such as dry mouth, headache, muscle cramping, constipation or infrequent urination it’s likely you’re not getting enough water into your diet.
The need for water may be common knowledge by what many people are unsure of is just how much water they should drink. In reality, how much you drink per day depends on your health/physical circumstances, activity and exercise level, age and the environment where you live.
Experts often quibble about the exact quantity of water you should ideally drink every day. The Mayo Clinic says that water is the body’s principal chemical component and makes up about 60 % of our body weight. Although people take in about 2 quarts of water as fluids from the foods they eat it is also true we lose water through our breath, perspiration, urine and bowl movements. Therefore it’s vital we replenish our water supply by drinking beverages and eating food that contain water.
Some experts advise up to 6-8 glasses per day while others suggest you use a formula where you divide your weight in half and use the results as a guide to the amount of ounces in which to drink. Yet all agree our bodies need to be kept well hydrated. If you have health concerns such as kidney stone or repeated urinary tract infections it’s even more important.
Water offers special benefits to everyone. It:
- regulates your body's temperature
- cushions the nervous system
- eliminates body waste... and that’s just for starters.
- replenishes the skin: look younger, eyes sparkle, hair shines
- boosts energy and weight loss
- reduces health problems, headaches, bad breath, mood swings and constipation
- quenches thirst
Gulp down a glass of water. Sip from a bottle. Chug from a jug. Whatever your drinking vehicle of choice may be, just drink it. Make water a daily habit—at work, after exercising, riding in the car, riding a bike, taking a hike, and at meals. It’s advised that wherever you go, make sure you always have water at hand.
Don't wait until you are thirsty to drink. If you do, you can run the risk of complications brought on by dehydration and since it sometimes begins to manifest itself before thirst sets in, keep H2O handy, it is important. Another reminder is to not drink your daily intake at one time—spread out your intake out over the course of a day.
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“How is impulsive and oblivious teenage behavior connected to their brain growth and change?”
Sarah-Jayne Blakemore is a cognitive neuroscientist who studies the human brain in social settings, such as how our brains make it possible to quickly read a social or emotional cue. In the following TED talk video, she explains one of the great mysteries of parenting – how it is that smart, lovely teenagers can be so slow to read the way other people feel or make terribly unsafe or unwise decisions.
Blakemore uses research on the brain to illustrate that . . .
- While it may seem that your teen is purposefully acting oblivious or unsafe, we now know that adolescents’ brains are still developing from early puberty until their late 20s or early 30s. Much of teens’ “crazy” behavior is due to the fact that their brains develop more slowly than their other abilities.
- Some parts of the brain develop faster than others. For instance, many teens will be able to follow a rule but those same teens will be unable to understand another person’s perspective.
- Adolescents take more risks than children or adults, especially when they are with their friends. This is because adolescent brains are hypersensitive to the rewarding feeling of risk and have less ability to inhibit risky behavior.
Almost 400 years ago Shakespeare was portraying teens in the same negative way we portray them today but Blakemore argues that today it is time to understand why teens act the way they do rather than labeling them negatively. Blakemore said, “We sometimes laugh about teenagers. They’re parodied – even demonized in the media for their typical teenage behavior. They take risks; they are sometimes moody; they are self conscious . . . But today, we try to understand the underlying changes that are going on in their brain.”
The good news is that as parents we can help our teens make smarter, kinder decisions even as their brain is developing. Becky shared some of the following ideas for what parents can do in her post on “Why Smart Kids Do Dumb Things.”
What is a parent to do? Ban all interaction with friends until age 25? Make all decisions for your child until after graduation? You wish! However, there are things that you can do to assist your child until his or her brain matures.
- You can act as your child’s “frontal lob.” Don’t be afraid to say “no” to circumstances where your child will be in a situation that is likely to enhance poor decision making. One of the best things that you can do for your child during the teen years is to monitor their whereabouts and experiences.
- Conversely, consider saying “yes” to opportunities that might build your child’s healthy decision making skills and confidence in their ability to make good choices. Even if you have to step a bit outside your own comfort zone.
- Practice decision making with your child before he or she is in a stressful or stimulating situation. Scientists have demonstrated that teens can use healthier decision making pathways when they have been developed as a pattern prior to the specific circumstance. So share with your child an actual script to use if he or she is in a sticky situation. Provide him or her with strategies for getting out of a situation that is getting out of hand. And then role play with them for practice.
- Be patient. A few boneheaded decisions are part of the learning process. The vast majority of young people (and their parents) survive dumb decisions and live to laugh about them later.
When have you noticed your teen’s brain being slower than his or her actions and choices? What do you do to help your teen make safe, kind decisions?
Article by Anne
Anne is an interim Extension Specialist with Cooperative Extension Family Living Programs at the University of Wisconsin – Madison. She is also a doctoral student in Human Development & Family Studies at the University of Wisconsin – Madison and has a masters degree in Public Health. She is the oldest of three children. | <urn:uuid:0fd3f3cb-c362-41b3-8a6a-3c1c4da36ce8> | {
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Innovative (nontraditional) equipment and activities are used in teaching students basic skills and tactics that can transfer to many lifelong activities and also can level the playing field.
When students are taught basic skills such as running, jumping, throwing, and catching and basic tactics like moving through space using nontraditional activities, those skills and tactics tend to be more transferable to a variety of activities that students might enjoy later as adults. In other words, nontraditional activities, rather than specific traditional sports, help them create a foundation for lifetime learning.
In addition, students will come to your class from a variety of experiences with traditional sports. Some might be at the elite level in particular sports while others might have had no exposure whatsoever. But when using nontraditional and innovative activities, all students will be at the same level—that is, no experience—so no one has an advantage or a disadvantage.
And, of course, innovative equipment and activities can also be fun, which is always a good thing. Many Human Kinetics resources feature activities using innovative or nontraditional equipment. Browse these resources using the sidebar at right. | <urn:uuid:81cc7ebd-3d0b-470b-9553-ee5fbb00463c> | {
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Transcript of U.S. constitution
Ratification of the Constitution
The Constitution was ratified on January 10th 1791
It was ratified at the constitutional convention
The process of drafting and ratifying the United States Constitution took almost four years
Parts of the Constituion
Drafting the Constitution
How Did The Constitution Come About?
Articles of Confederation
Treaty of Paris
Was signed in Paris, France by Adams, Franklin, Jay, and Henry Laurens for the United States and Richard Oswald for Great Britain
It was signed on September 3rd 1783
Was ratified by the continental congress on January 4th 1784
The treaty of paris recognized the american independence
New Jersey Plan
- The national government under the Articles of Confederation was powerless to raise money to pay back the debt or pay back the soldiers because each law had to be approved by every single state. Just one state's saying no meant that a bill was defeated.
-The Continental Congress wrote the Articles of Confederation during the Revolutionary War
-The articles were written to give the colonies some sense of a unified government
-A new governing document was needed in order for these new states to act together, to become a nation
-The Articles of Confederation became effective on March 1, 1781, after all thirteen states had ratified them
-The Articles made the states and legislature supreme. There was no executive branch. Judicial functions were very limited
-it's the movement by New England farmers desperate to be paid for the service in the Revolutionary War.
-Farmer Daniel Shays was the founder of Shay's Rebellion
-most intense in the rural and relatively newly settled areas of central and western Massachusetts
-4 men were killed and 20 were injured
-in 1787 the Constitution became a reality
-Shays' Rebellion "had a great influence on public opinion," as Samuel Eliot Morison notes
The 7 Articles
by: Skyelar Sturgeon, Ashley Sutton, Alyssa Nohel, and Taylor Dobson
Started in May 1781 in Philidalphia, Pennsylvania
Presidents from 12 of the 13 states, Rhode Island refused to send a president
Rhode Island was afraid that any new system proposed by the convention would be detrimental to its economy.
Delegates worked for 4 months behind closed doors
The process began with the proposal of James Madison's Virginia Plan.
Virginia's governor, Edmund Randolph, presented Madison's plan to the convention.
-drafted by James Madison
-presented by Edmund Randolph to the Constitutional Convention on May 29th
-It represented the desires of the bigger states and said that the number of representatives to Congress should be based on the state's population
- This called for national government that have of three branches with checks and balances to prevent the abuse of power
The Magna Carta is widely viewed as one of the most important legal documents in the history of democracy.
It was written by a group of 13Th century barons to protect the rights and property against a tyrannical king.
- The New Jersey plan was written by William Paterson from New Jersey.
- It represented the smaller states and said that each state should have the same number of representatives.
-The New Jersey plan was made in rebuttal to the Virginia Plan, which made for a very strong central government and representation by population
-It provided for only one house of Congress
-This allowed the number of representatives to the House be based on the state's population while each state would have two representatives in the Senate.
-The three-fifths compromise was an agreement between Southern and Northern states reached during the Constitutional Convention
-Under this compromise, only three-fifths of the slave population was counted for the purpose of taxation and representation in Congress
-Most of the northern states didn't want to count slaves at all
-Two representatives, James Wilson and Roger Sherman
John Locke was a political philosopher whose works were read by many of the framers of the constitution
Locke lists rights that Jefferson refers to in the Declaration of Independence.
John Locke's ideas of people having natural rights shaped the ideas of the constitutuion.
Locke believed that "Each man has a natural right to life, liberty and property."
We the people of the United States, in order to form a more perfect union, establish justice, insure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.
Article1 Legislative Branch-The congress makes the laws of the U.S. Congress has 2 parts called houses. The house of representatives and the senate.
Article2 Executive Branch-the President, Vice-President, Cabinet, and Departments under the
Cabinet Secretaries carry out the laws made by Congress
Article3 Judicial Branch-the Supreme Court decides court cases according to US Constitution. The
courts under the Supreme Court decide criminal and civil court cases according to the correct federal,
state, and local laws.
Article4 State's power-States have the power to make and carry out their own laws.
Article5 Amendments-The Constitution can be changed. New amendments can be added to the US Constitution.
Article6 Federal powers-The Constitution and federal laws are higher than state and local law
Article7 Ratification-The Constitution was presented to George Washington and the men at the Constitutional Convention 12 of the 13 representatives signed to approve it
Amendment 11- Any state can be sued by a U.S citizen
Amendment 12-Changes in electoral college procedures
Amendment 13-Abolishes and prohibits slavery
Amendment 14-Citizenship due process equal protectio
Amendment 15-U.S. cannot prevent a person from voting because of race or color.
Amendment 16-Congress is given the power to tax incomes
Amendment17-The direct election of senators
Amendment18- Prohibition of liquor
Amendment 19-Women gain the right to vote
Amendment 20-Procedures for outgoing president and the new president coming in
Amendment 21-Repeal of prohibition (18th Amendment)
Amendment 22-Limit on presidential terms
Amendment 23-District of Columbia receives electoral votes
Amendment 24-Prohibits federal and state governments from charging poll tax
Amendment 25-Presidential succession and presidential disability
Amendment 26-18 year olds gain the right to vote
Amendment 27-Any change in congressional salaries takes place after the general election
Virginia received three charters, one in 1606, another in 1609, and the third in 1612.
It said three things...
settlers could own land in the colony
settlers could create a council to help make their own laws
settlers would keep the same rights as any other Englishmen | <urn:uuid:22c546a7-42db-45b9-9651-04f06144d243> | {
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What is an Invasive Plant?
Invasive plant species are plants introduced from outside of an ecosystem with characteristics that help them dominate and limit the diversity of species within the invaded area. Their threat lies in an ability to spread aggressively and reproduce prolifically, easily out-competing native plants for light, space and nutrients.
Introduction of an invasive plant species can quickly result in a reduction of native plant species and of habitat for native wildlife. Once established, invasive plants are extremely difficult to control and restoration of the natural ecosystem can require large amounts of financial and labor resources. Early detection and rapid response is the best and most cost effective approach to controlling invasive plant species.
Resources on Invasive Plants
The Massachusetts Prohibited Plant List
Notice from GCFM President Bonnie Rosenthall:
A new invasive species, known as the “jumping worm” or “snake worm” has the potential to cause serious damage to roots of plants and can cause major decline in soil composition, invertebrates, salamanders, birds and other animals. In the spring months (when we are preparing for our plant sales) the eggs of this invasive worm can survive the harsh winters in tiny resilient cocoons. Cocoons are very small and dirt colored so they are nearly impossible to spot with your own eyes. Cocoons can be spread easily in potted plants, and on landscaping equipment, mulch, tire treads, and even in shoes. The adult worm is hard to miss as they have a white band near the head of the worm. Jumping-worms. | <urn:uuid:02d35dce-0a33-40ce-be46-c6f8ef2de8e5> | {
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February 25, 1920: The world’s first air traffic control tower was commissioned by the government 100 years ago today, in a move that helped usher in the age of mass air travel.
The tower was built at Croydon Airport, then London’s main airport, and established many of the principles of air traffic control which are still followed today.
The concept of air traffic control emerged alongside the rise of the world’s first airline passenger services. Finding a way of safely organising growing levels of traffic saw the Air Ministry commission a new building at Croydon Airport, to be “erected 15 feet above ground level” and with “large windows to be placed on all four walls”.
This building was called the “Aerodrome Control Tower” and at a stroke coined both the term that has remained synonymous with air traffic control for the past 100 years and a design that remains instantly recognisable.
Ian Walker, the chair of Historic Croydon Airport Trust, which has done so much to collect and collate historic records of those pioneering days of aviation, said, “In 1920 there was no blueprint for what air traffic control or even an airport should look like, so it fell to those early pioneers to develop, test and implement the ideas that would enable air travel to grow safely.
“Airfields before this had radio offices and ‘aerial lighthouses’, but nothing with the explicit intent of providing technical air traffic services to aircraft. The ‘control tower’ was described as an ‘essential’ development and its legacy lives on with us today,” Walker said in an article published by the National Air Traffic Service, or NATS, website.
The first controllers – known as or Civil Aviation Traffic Officers or CATOs – provided basic traffic, location and weather information to pilots over the radio, which itself was still a relatively new invention.
The progress of the dozen or so daily flights was tracked using basic radio-based navigation and plotted on paper maps and using pins and flags.
Today, NATS’ 1,700 air traffic controllers handle up to 8,000 flights a day in some of the world’s busiest airspace.
- Help support Inside Croydon’s award-winning, news-breaking journalism, and get money-off offers, exclusive content and priority booking for special events. Click here to find out more
- If you have a news story about life in or around Croydon, or what to publicise your residents’ association or business, or if you have a local event to promote, please email us with full details at firstname.lastname@example.org
- Inside Croydon is a member of the Independent Community News Network
- Inside Croydon works together with the Bureau of Investigative Journalism and BBC London News
- Inside Croydon named Journalist of the Year at 2018 Anna Kennedy Online Autism Heroes Awards
- ROTTEN BOROUGH AWARDS: For three consecutive years, 2017, 2018 and 2019, Inside Croydon has been the source for award-winning nominations in Private Eye magazine’s annual celebration of civic cock-ups
- Inside Croydon had 1.6million pages viewed by 721,000 unique visitors in 2019 | <urn:uuid:edb803e2-b7b7-47b1-9f4c-d974b26b3d5f> | {
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Food, Inc. Student Worksheet
This 2009 documentary by Eric Schlosser covers many of the unseen consequences of the industrialized agriculture system. The first segment explores the underside of factory farms and meat processing plants. Poultry farmers working for Tyson and Perdue are interviewed, although little access is granted to the actual operations. The second segment looks at the effects of a diet heavy in processed foods on human health. The story of a woman whose 2 year-old son died from E. coli food poisoning is given, along with her efforts to lobby for improved food regulations. The epidemic of diabetes in the United States is related to the proliferation of cheap, unhealthy foods. Finally, a discussion of the future of foods and the growth of the organic industry is given.
This worksheet contains critical thinking questions for students to consider and answer as they watch each segment of the documentary.
Essential concepts: Agriculture, factory farming, industrialized agriculture, nutrition, human health, malnutrition, food poisoning, subtheraputic antibiotics, animal welfare.
Answer Key: Included as part of the environmental science instructor resources subscription page. | <urn:uuid:c05234cf-e21f-40ee-a5a6-a5416722aa75> | {
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Apogee and Perigee:
The Moon's orbit around Earth is elliptical, or oval shaped. The point that the Moon is closest to Earth is called perigee. The point furthest from Earth is known as apogee. The Moon appears about 13% larger at perigee than it does at apogee.
Space is huge. It contains hundreds of billions of galaxies, each with billions of stars inside. Trying to keep track of what is out there, and where everything is, is hard. So we use catalogues of objects to list everything. These tell us the names and positions of all of the things that we have found in space. Some look at stars, others at galaxies. There are catalogues of supernovae, and of active galaxies. In fact, every type of object you can think of has a catalogue.
Some of the earliest lists drawn up by astronomers looked at bright objects in the sky. These included nearby star nurseries, galaxies and star clusters. One of the most famous is called the Messier catalogue. It was made by French astronomer Charles Messier in 1781. Today we still use names like Messier 1 (the Crab Nebula) to talk about objects.
A conjunction is when two objects in space appear close to each other in the night sky. It can be our Moon, a planet, or even a star. The objects are still separated by huge distances, but just happen to line-up for people looking from Earth.
Mercury and Venus are closer to the Sun that the Earth is. Therefore, they always pass between the Earth and Sun. This means that we are not able to observe them as well as the other planets. The best time to see them, is when they reach their greatest apparent distance from the Sun. This means that we see them at their highest altitude above the horizon. This happens either just before sunrise, or just after sunset.
Inferior Solar Conjunction:
This event occurs when an inner planet, either Mercury or Venus, passes between the Earth and the Sun. If it were to pass directly in the same line of site we would see the planet transit in front of the Sun. Usually they do not line up this perfectly. Around this period, the planet cannot be seen during the night.
A planet is said to be in opposition when it is on the opposite side of the Earth to the Sun. This is the best time to observe a planet, as it is bigger and brighter in the sky than at any other point of its orbit.
As the outer planets orbit the Sun, they usually look like they move slowly eastwards. This is against the backdrop of more distant stars. Planets further from the Sun orbit more slowly, and this means there is a point in their orbit where Earth overtakes them. This makes it look like the planet moves backwards (or westwards) through the night sky. This happens for around two months, and is known as retrograde motion. Next time you walk past someone, watch how they appear to move backwards when compared with very distant objects. This is the same retrograde illusion. | <urn:uuid:4b8eaed9-9a4b-451e-b1e7-3dbb972fba95> | {
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Whether you’re using FOCUS Reading with individual child or larger groups, the introductory process is the same.
Every module contains a Preview that includes a Learn About and Lesson Preview section to introduce the strategy to the child.
Read the details about the Reading Strategy to the child, and model the strategy using the graphic organiser and the sample text passage. Use the Focal Point box to spur further questions or discussion. Make sure children understand the features of the strategy and how to apply it to text before you move on.
This models a full FOCUS Reading lesson, with example text and multiple-choice questions. Emphasise what students should look for as they read the text. Have the children then read the text themselves before guiding them in answering the two questions. Explain why each choice is correct or not correct. Before you move on, make sure each student is comfortable with how to answer the questions.
Have children read the instructions and text for each lesson, and answer the questions for each. Discuss responses once finished so that children can see why each is correct or incorrect.
Have children complete the Self-Assessments after they have completed each group of five lessons, and after all twenty lessons. These provide reinforcement of learning for the children and confirmation of progress for the teacher.
When children have completed each group of five lessons, and then all twenty, discussion – either individual or group – can help reinforce growth and assist in highlighting success in the Reading Strategy. | <urn:uuid:8a8dd77a-dfc3-4ee3-bc20-135788cc2cd2> | {
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As global temperatures rise and arctic ice melts, more ships are taking advantage of expedient, yet dangerous ocean routes that are opening in the polar region. One of the main hazards of sailing in freezing temperatures is topside icing, in which water blown from the ocean freezes once it contacts a ship, potentially accumulating enough ice to put the vessel at risk of capsizing.
We’re in the final month of meteorological winter, and Arctic sea ice extent continues to set record lows. The low amounts of ice, compared to average, in the Arctic region have been an ongoing concern since November, and hasn’t let up through the start of February. Ice extent in the Arctic region set daily record lows through most of January, leading to the lowest January extent in the 38-year satellite record, according to the National Snow and Ice Data Center (NSIDC).
New study finds that 10% to 50% of iceberg melting happens in the fjords, not in the open ocean as assumed by previous research. Icebergs contribute more meltwater to Greenland’s fjords than previously thought, losing up to half of their volume as they move through the narrow inlets, according to new research.
Greenland, the world’s largest island, is almost entirely covered by a permanent ice sheet that has been shrinking and melting as global warming increases temperatures. In fjords, narrow inlets where glaciers meet the sea, ice breaks off from glaciers to form dense packs of icebergs.
Pine Island Glacier and its nearby twin, Thwaites Glacier, sit at the outer edge of the West Antarctic Ice Sheet. Like corks in a bottle, the two glaciers block ice flow and keep nearly 10% of the ice sheet from draining into the sea. Studies have suggested that the West Antarctic Ice Sheet is particularly unstable and could collapse within the next 100 years.
The world’s air conditioner is on the fritz. Unprecedented, record-breaking warmth in the Arctic this year triggered declines in sea ice, snow, the Greenland ice sheet and a remarkable delay in the annual freeze of sea ice in the fall. Overall, the Arctic experienced its warmest year ever recorded.
“Rarely have we seen the Arctic show a clearer, stronger or more pronounced signal of persistent warming and its cascading effects on the environment than this year,” said Jeremy Mathis, director of NOAA’s Arctic research program, which released its annual Arctic Report Card on Tuesday.
Emblematic of the effects of climate change, polar bears have once again been shown to be highly vulnerable due to shrinking sea ice levels throughout the range of their habitat. A study published Wednesday by an international team of researchers found a 71 percent chance that over 30 percent of Earth’s polar bear population could be gone in 35-41 years.
Global warming’s transformation of the Arctic is having a cascading effect, with some changes to the region worsening others. The loss of sea ice is the most visible, and temperatures almost 40 degrees above normal certainly garner attention. However, there are other important changes such as the loss of permafrost, the collapse of certain species in the food chain and the damage to fisheries caused by higher sea temperatures.Perhaps more troubling is that those changes are often interlinked, and one shift can trigger a series of others, a new report has found.
Log books from the early Antarctic expeditions indicate that the area of summer sea-ice around the continent has barely changed in size in a century. Researchers have studied the records of pioneering explorers, including Captain Robert Scott and Sir Ernest Shackleton. The study suggests that Antarctic sea-ice is much less sensitive to climate change than the Arctic, which has declined dramatically.
The sun set on the North Pole more than a month ago, not to rise again until spring. Usually that serves as a cue for sea ice to spread its frozen tentacles across the Arctic Ocean. But in the depths of the polar night, a strange thing started to happen in mid-October. Sea ice growth slowed to a crawl and even started shrinking for a bit. Intense warmth in both the air and oceans is driving the mini-meltdown at a time when Arctic sea ice should be rapidly growing. This follows last winter, when temperatures saw a huge December spike.
The melting Antarctic glacier that now contributes more to sea-level rise than any other ice stream on the planet began its big decline in the 1940s. This is when warm ocean water likely first got under Pine Island Glacier (PIG) to loosen the secure footing it had enjoyed up until that point. Researchers figured out the timing by dating the sediments beneath the PIG. It puts the glacier’s current changes in their proper historical context, the scientists tell Nature magazine.
Driving a gas-powered car about 90 miles — the distance between New York and Philadelphia — melts about a square foot of Arctic sea ice in the critical month of September, according to a new study that directly links carbon pollution to the amount of ice that’s thawing. At current carbon emission levels, the Arctic will likely be free of sea ice in September around mid-century, which could make weather even more extreme and strand some polar animals, a study published Thursday in the journal Science finds.
A new study published today in Scientific Reports by University of Delaware researchers and colleagues reveals that 100 feet below the surface of the ocean is a critical depth for ecological activity in the Arctic polar night—a period of near continuous winter darkness. | <urn:uuid:45d2b7e1-0070-4855-9f24-fc9a04ecc79a> | {
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The development of children's spoken language underpins all seven areas of learning and development. Children's back-and-forth interactions from an early age form the foundations for language and cognitive development. the number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. Reading frequently to children and then providing them with extensive opportunities to use and embed new words, in a range of contexts will give children the opportunity to thrive.
At St William of York Catholic Primary School we follow a synthetic Phonics Programme called Read Write (RWI) Ink to teach our children to learn to read. How we teach our children to read is explained and modelled by the Reception/Early years team in the Reading Information Evening for Parent's delivered in October2021.
When using RWI to read the children will:
When using RWI to write the children will:
When using RWI the children will also work in pairs:
Help your child learn to read words by sounding-blending (Fred talk) eg. c-a-t = cat, sh-o-p = shop. Children learn to read words by blending the letter-sounds that are in the Speed Sounds set (shown further down the page).
Help your child to say the pure sounds ('m' not 'muh', 's' not 'suh' etc.) as quickly as they can, and then blend the sounds together to say the whole word. There are videos at the bottom of this page that explain this further.
Reading Books Sent Home
Children will be bringing home a book appropriate to their level once a week. We urge that you practise this book as often as you can with your child during the week to develop fluency. This really helps to build your child’s confidence when reading in class | <urn:uuid:c942492a-8d62-4fb2-aa2c-63e6bc9a5bb6> | {
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Use the formula of mode for grouped data.
Think about the basic concept of mode.
Think about the mode formula.
Think about each option one by one and than try to relate with the question.
Mode is value among the observations which occurs most often.
Think about the defination of mode and check its validity.
Read the options carefullly and then try to relate.
The value of the observation having maximum observation is called mode.
Mode is the value of the observation with maximum occurence.
Find frequecy first then use mode formula.
Video Lessons for CBSE class 10 maths
Worksheets for CBSE class 10 maths
NCERT Solutions for CBSE class 10 maths
Exemplar Solutions for CBSE class 10 maths
Support Services for CBSE class 10 maths
Regular Classes for CBSE class 10 maths
Live Coaching for CBSE class 10 maths | <urn:uuid:bac82155-0cc7-49ba-8f20-6a74a1908bc6> | {
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This week, I am delighted to tell you that I have finished making and have uploaded a lesson for each letter of the alphabet ready to teach on the interactive whiteboard. I had hoped to have them finished by the end of June, but I don’t feel too bad that it took me until 4 July — not too far over my goal.
Each letter is introduced in its own lesson with its most common sound, as is the expectation of most English curricula and phonics programs. This includes 20 consonants and the short sound for each of the 5 vowels (a, e, i, o and u). The letter ‘x’ is the exception. Its most common sound is ‘ks’ as heard in ‘box’, so that is how it is introduced.
The lessons are available individually and can be used in any order.
Each lesson follows the same format.
The letter and ten words are presented aurally as well as visually with images as an additional aid to memory.
The words are introduced one at a time.
The first screen for each word displays and tells the name of the letter, the sound, and the illustrated word.
On the second screen, the illustrated word is repeated and accompanied by the written word.
After all ten words have been introduced, they are repeated and children are asked to think of other words that begin with the letter and sound.
The title screen offers a choice: Play it for me or I’ll do it.
Select Play it for me to play all slides in order without stopping.
Select I’ll do it to click through the slides using the ‘Next’ button, one after the other. This allows time to stop and discuss the words or conduct related activities.
The sound can be muted if you wish to work through the slides with the children without its additional support.
Each lesson is available to be purchased individually for just $1. To celebrate my completion of them, for the month of July (this month only), I am offering them at half price, which means you can purchase each lesson for just 50 cents, or all 26 lessons for just $13.
However, for only $12 more, you can subscribe, which gives you access to all 488 teaching resources in the collection for an entire year, starting when you subscribe. This also includes access to all new resources that will be uploaded during that period.
Remember, you can find all the phonics resources in the literacy/phonics collection.
Whichever way you choose, I’m sure you’ll find it excellent value as we have done much of your preparation for you.
I have also created an explanatory video if you would like additional information.
While you are here, why not check out the complete readilearn collection of
over 480 teaching resources for the first three years of school
Resources beyond worksheets – lessons for teachers made by teachers.
Let readilearn lighten your workload.
I appreciate your feedback and comments. Please share your thoughts below. | <urn:uuid:7276ed61-a7f6-4487-9a62-cf6d55241d9d> | {
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A Real-World Example: Thin Layer Chromatography
Part 2 of our 4 part "What is Chromatography Series"
After reading part 1 of this series, What is Chromatography, learn more here about how chromatography works.
A simple introduction to chromatography involves placing a spot of dye on a stationary phase using thin layer chromatography.
In TLC, the stationary phase is a piece of paper designed for the task, or a glass or plastic plate coated with a thin layer of silica gel. The mobile phase is a solvent. Common solvents include water, ethanol (used in many hand sanitizers and medical wipes, antiseptics, and disinfectants), methanol (found in antifreeze), acetone (a common component in nail polish remover), dichloromethane (paint stripper), or a mixture of two or more. For this experiment, we'll use hexane and ethyl acetate as the mobile phase.
Watch the following video to see how TLC is used to separate the various compounds in some dye.
To learn more, a great source is Let Us Teach Proper Thin Layer Chromatography Technique! by Jack Silver, applications chemist with Teledyne ISCO, originally published in the Journal of Chemical Education.
In addition to TLC, chemists use instruments from Teledyne ISCO to achieve extremely accurate, reliable, cost-effective and green chromatography results using a variety of methods. We'll investigate a few of those in our next blogs in this series.
- A step up from TLC: Flash Chromatography
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Pasture hay is usually made in early summer from the excess feed on livestock farms, whereas other types of hay are made from crops such as cereal, canola or lucerne.
The aim of good haymaking is to preserve the maximum feed quality of the forage and to prevent overheating in the bales which can lead to a fire in the hay barn. To achieve this, it is important to bale hay at the correct moisture content at baling. A further aim is to minimise the growth of moulds that produce myctoxins harmful to animals, as well as yeasts which are responsible for heating of hay bales.
Many hay fires are due to spontaneous combustion caused by excess moisture in the forage at baling. This excess moisture can come from moisture on the outside of the plant (e.g. dew, soil moisture, rain, fog) at baling, or come from inside the plant (sap) if it is not dried properly.
It is therefore important to bale hay at the right moisture and take into consideration potential problems such as “difficult to dry” thick stems in canola crops, developing seed heads in cereal crops.
Hay Bale Heating
The heating of hay bales after baling is caused by the metabolic activity of yeast and fungi.
When moulds grow on hay they consume carbohydrates and proteins in the hay which reduces its nutritional value. In addition, many moulds produce toxins that are harmful to the animals as well as making it unpalatable to stock making it unlikely they will eat it. A recommended safe level of mould is < 100,000 cfu/g of hay.
The growth of yeasts on hay uses up valuable carbohydrates as well and leads to the production of CO2 as well as water. This production of water leads to more yeast growth and eventually generates the heat that starts hay fires. A recommended safe level of yeasts is < 300,000 cfu/g of hay.
Use of Hay Preservatives
Hay preservatives are designed to reduce microbial activity and mould growth in high
moisture hays. The activity of these preservative allows farmers to bale hay at slightly higher moisture content and yet maintain hay quality and reduce the risk of hay fires.
Using a hay preservative such as HayKing improves the preservation of the hay. HayKing works by inhibiting the growth of the naturally occurring, spoilage microbes that are present on the forage in the paddock prior to baling. Hay quality is improved by inhibiting these microbes from growing and using up precious nutrients in the hay crop.
HayKing was applied at baling to pasture hay that was baled at 20.5 % moisture content and some untreated bales were used as a control.
The graph above shows that the application of HayKing to hay at baling stopped the bales heating over the trial period, whereas the untreated bales heated up 2 weeks after baling and remained warmer than treated bales for ~14 days. The heating in the untreated bales was caused by the activity of the yeasts in the bale. These yeasts use up sugars in the hay to grow and produce heat when they metabolise these sugars. Once these sugars are used up by the yeasts, they are not available to feed the animal.
Nutritional analysis of the hay showed that the metabolizable energy (ME) of untreated hay was 9 % lower than the HayKing-treated bales (8.0 versus 8.8 MJ ME/kg DM; Table 1). Similarly, the digestibility of untreated hay was 9 % lower than HayKing-treated hay (53.9 % compared to 59.3 %, respectively). The heating caused by the yeasts had used up sugars in the forage, which reduced both the ME content and digestibility of the hay. In contrast, the use of HayKing had maintained both the ME content and digestibility of the hay similar to the forage prior to baling.
Table 1. Nutritional Analysis of Hay
|Metabolisable Energy (MJ/kkg DM)||8.8||8.0||8.9|
|OM Digestability (in-vivo, % DM)||59.3||53.9||59.6|
These results indicate that hay treated with HayKing reduces losses in ME and digestibility. This means farmers can feed more cows per tonne of hay.
Ready to get started?
Check out our range of products dedicated to silage and hay: | <urn:uuid:816fdfaa-6cb8-4197-8c11-3b475c00a1ed> | {
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This Montessori Math Four Operations activity focuses on multiplication. It includes a helpful step by step lesson plan.
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Two of the main ways that populations interact with one another is by competition and
by predation. In competition, individuals seek to obtain the same environmental resource.
In predation, one population is the resource of the other.
One can conceptualize competition as occurring horizonatally on the same resource
level, while predation takes place vertically between different resource levels.
Competition and predation comprise environmental pressures on the interacting populations. The
coexistence of populations under competition and predation indicates that these populations have
accomodated themselves to each other's presence and have evolved ways to survive in spite
of the pressures. In other words, they have coevolved.
In this section, we will see how competition and predation both hinder and benefit populations
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Java exceptions are conditions that make it impossible for the computer to continue executing a Java program's code and subsequently crash the application. They come from within the Java source code, from the developers either failing to fix a bug or failing to anticipate problems that could come from the environment in which their program runs, and not from your actions.
Programs are orderly sets of step-by-step instructions telling a computer exactly how to do something. Exceptional events, or exceptions, occur when something happens while a program is running that interferes with those instructions. They're akin to you following the instructions for assembling a desk for your office, only to find that the part the instructions are telling you to use didn't come in the package.
Java developers can prevent exceptions from crashing their software by including code to catch exceptions when they occur. These statements effectively tell the software to be on the lookout for exceptions at specific points in the application's execution. If an exception occurs where a catch statement is waiting for it, then the software will execute the code within the catch statement. This enables Java developers to make their software cope with exceptions that may arise and continue executing instead of crashing with an error message.
Dealing with exceptions isn't limited to simply registering the fact that an exception occurred. When Java applications throw an exception, the Java Virtual Machine generates an exception object containing information about the exception itself. Developers can include code under catch statements to evaluate the nature of the exception, and to respond in different ways depending on the exception itself. This enables programmers to either attempt to resolve the exception without you ever knowing or to make the application display messages detailing the nature of the problem without crashing.
Preparing for Exceptions
Java gives developers the ability to catch and cope with exceptions, but programmers can't try to account for every exception that can occur within a program. Good programming practices demand that developers anticipate problems that sources external to their source code may cause for their software, such as a server responding improperly to a socket connection or you trying to import corrupted data from one of your files. However, poor source code that introduces logic errors or other internal bugs can also produce exceptions as the software executes. Developers should include catch statements to anticipate problems from outside their own source code but fix problems which they introduce themselves.
- Jupiterimages/Brand X Pictures/Getty Images | <urn:uuid:838fc2e9-a7fb-4ecb-956a-095d5e01b19f> | {
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Liberia, country along the coast of western Africa. Liberia’s terrain ranges from the low and sandy coastal plains to rolling hills and dissected plateau further inland. The country is home to a lush rainforest containing a rich diversity of flora and fauna.
Liberia is the only black state in Africa never subjected to colonial rule and is Africa’s oldest republic. It was established on land acquired for freed U.S. slaves by the American Colonization Society, which founded a colony at Cape Mesurado in 1821. In 1824 the territory was named Liberia, and its main settlement was named Monrovia, which is the present-day capital. Liberian independence was proclaimed in 1847, and its boundaries were expanded. The country enjoyed relative stability until a rebellion in 1989 escalated into a destructive civil war in the 1990s that did not fully cease until 2003. The country’s first post-conflict elections, held in 2005, were noteworthy for the election of Ellen Johnson Sirleaf to the presidency, as she was the first woman to be elected head of state in Africa.
Liberia is bounded by Sierra Leone to the northwest, Guinea to the north, Côte d’Ivoire to the east, and the Atlantic Ocean to the south and west.
The four physiographic regions of Liberia parallel the coast. The coastal plains are about 350 miles (560 km) long and extend up to 25 miles (40 km) inland. They are low and sandy, with miles of beaches interspersed with bar-enclosed lagoons, mangrove swamps, and a few rocky promontories—the highest being Cape Mount (about 1,000 feet [305 metres] in elevation) in the northwest, Cape Mesurado in Monrovia, and Cape Palmas in the southeast. Parallel to the coastal plains is a region of rolling hills some 20 miles (32 km) wide with an average maximum elevation of about 300 feet (90 metres); a few hills rise as high as 500 feet (150 metres). It is a region suitable for agriculture and forestry. Behind the rolling hills, most of the country’s interior is a dissected plateau with scattered low mountains ranging from 600 to 1,000 feet (180 to 305 metres) in elevation; some mountains rise to 2,000 feet (600 metres). A striking feature of the mountainous northern highlands along the Guinea frontier is Mount Nimba.
The Mano and Morro rivers in the northwest and the Cavalla in the east and southeast are major rivers and form sections of Liberia’s boundaries. Other major rivers are the Lofa in the north and, moving southward, the St. Paul, St. John, and Cestos, all of which parallel each other and flow perpendicular to the coast. The Farmington River is a source of hydroelectric power. Waterfalls, rapids, rocks, and sandbanks occur frequently in upstream sections of most rivers, inhibiting river traffic, and limiting navigation inland to short distances. During the rainy season there is often severe flooding in the coastal plains.
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Liberia forms part of the West African Shield, a rock formation 2.7 to 3.4 billion years old, composed of granite, schist, and gneiss. In Liberia the shield has been intensely folded and faulted and is interspersed with iron-bearing formations known as itabirites. Along the coast lie beds of sandstone, with occasional crystalline-rock outcrops. Monrovia stands on such an outcropping, a ridge of diabase (a dark-coloured, fine-grained rock).
Four types of soil are found in Liberia. Latosols of low to medium fertility occur in rolling hill country and cover about three-fourths of the total land surface. Shallow, coarse lithosols, in the hilly and rugged terrain, cover about one-eighth of the land. Infertile regosols, or sandy soils, are found along the coastal plains. Highly fertile alluvial soils represent a small percentage of the land area and are utilized largely for agriculture.
The climate, especially on the coast, is warm and humid year-round, dominated by a dry season from November to April and by a rainy season from May to October. The dusty and dry harmattan (desert winds) blow from the Sahara to the coast in December, bringing relief from the high relative humidity. Deforestation and drought in the Sahel have affected the climate, lengthening the dry season by almost a month in some areas.
Mean annual temperatures range between 65° F (18° C) in the northern highlands to 80° F (27° C) along the coast. Rainfall is irregular, and the rainy season varies in intensity and begins earlier at the coast than in the interior. The greatest amount of rainfall, 205 inches (5,200 mm), occurs at Cape Mount and diminishes inland to about 70 inches (1,800 mm) on the central plateau. The interior has hot but pleasant days and cool nights during the dry season.
Plant and animal life
Liberia has year-round evergreen vegetation. Many trees—such as red ironwood, camwood, whismore, teak, and mahogany—are valuable, but occur with other species, preventing easy harvest. Other trees of value are rubber, cacao, coffee, and the raffia palm.
Liberia’s rainforest used to abound with animals such as monkeys, chimpanzees, small antelopes, pygmy hippopotamuses, and anteaters. However, these animals, along with the already threatened elephants, bush cows (short-horned buffalo), and leopards, were hunted for food during the civil war; their populations are recovering. There are many reptiles, including three types of crocodiles and at least eight poisonous snakes. There are several unique species of bats and birds, and scorpions, lizards, and fish are numerous. Sapo National Park, established in 1983 in the country’s southeast, was expanded in 2003 to encompass an area of some 700 square miles (1,800 square km). The 2000s saw an expansion of protected regions in Liberia, with new and enlarged wildlife reserves at Gola National Forest, the Wonegizi National Forest Reserve, and Lake Piso, and ecotourism was seen as a potential growth industry for the country.
Ethnic groups and languages
The people of Liberia are classified into three major groups: the indigenous people, who are in the majority and who migrated from the western Sudan in the late Middle Ages; black immigrants from the United States (known historically as Americo-Liberians) and the West Indies; and other black immigrants from neighbouring western African states who came during the anti-slave-trade campaign and European colonial rule. The Americo-Liberians are most closely associated with founding Liberia. Most of them migrated to Liberia between 1820 and 1865; continued migration has been intermittent. Americo-Liberians controlled the government until a military coup in 1980.
Liberia’s indigenous ethnic groups may be classified into three linguistic groups, all belonging to the Niger-Congo language family: the Mande, Kwa, and Mel (southern Atlantic). The Mande are located in the northwest and central regions of Liberia and also in Senegal, Mali, Guinea, and Sierra Leone. Prominent among them are the Vai, who invented their own alphabet and who, in addition, use Arabic and English; the Kpelle, the largest Mande group, who are also found in Guinea; Loma (also found in Guinea); Ngbandi; Dan (Gio); Mano; Mende; and Malinke. Kwa-speaking peoples include the Bassa, the largest group in this category and the largest ethnic group in Monrovia; the Kru and Grebo, who were among the earliest converts to Christianity; the De; Belleh (Belle); and Krahn. The Kwa-speaking group occupies the southern half of the country. The Mel group includes the Gola and Kisi, who are also found in Sierra Leone and are known to be the oldest inhabitants of Liberia. These people live in the north and in the coastal region of the northwest.
More than two dozen languages are spoken in Liberia. English is the official language. Predominant languages include Kpelle, Bassa, Grebo, Dan, Kru, Mano, Loma, and Mandingo (spoken by the Malinke).
About four-fifths of Liberians are Christian, about one-tenth are Muslim, and a small number profess other religions—primarily traditional beliefs—or are nonreligious. The largest number of Christians are Kpelle, followed by the Bassa. Some Liberians who identify themselves primarily as Christian incorporate traditional beliefs into their personal theologies. The Muslims are found predominantly among the Mande peoples in the northwest region of the country.
The present pattern of population distribution in Liberia is both a reflection of its migration history and a response to such social, economic, and cultural factors as war, employment, and superstition.
Migrants from north-central Africa, who began to arrive in the 13th century, originally settled in the hinterlands but were driven by overcrowding to the coast. Immigrants from the United States and the West Indies, and from neighbouring African countries, also settled on the coast. The former migrated mostly to selected areas such as Monrovia (the oldest immigrant settlement), Buchanan, Edina, Greenville, Harper, Robertsport, and Marshall. Scattered settlements were created along newly constructed or improved roads, while plantation and mining activities encouraged larger settlements in a few interior and coastal areas. There are more than 2,000 villages, the majority of which are concentrated in central Liberia, in the northwest, and in the coastal region near Monrovia. The predominantly forested regions of south-central and northern Liberia have remained sparsely populated. There is a strong rural-to-urban movement, especially to Monrovia. Other destinations include enclaves around rubber plantations and mines. The trend toward urbanization has had little impact on the villages. The result has been the segmentation of Liberian society into two coexisting subsystems—traditional-rural and modern-urban.
Monrovia, founded in 1822, is the focal point of political, economic, and cultural activities. Situated on the left bank of the St. Paul River on the ridge formed by Cape Mesurado, it commands an imposing view of the Atlantic Ocean and the coastal plains. The city and its outlying districts and suburbs occupy five square miles. The old style of architecture that once characterized it, reminiscent of that of the southern United States before 1860, is giving way to contemporary styles. All of the ethnic groups of Liberia are represented in its population, as are refugees, African nationals from other countries, and Europeans.
More than two-fifths of the population of Liberia is under age 15; only about 5 percent is older than 60. The country’s birth and death rates are similar to or greater than those of other sub-Saharan African countries and are among the highest in the world. Life expectancy, about 57 years for males and 60 years for females, is similar to that of neighbouring countries and is among the lowest in the world. It fell as a result of the civil war and strife that began in the late 1980s and continued until 2003.
The Liberian economy is predominantly agrarian, and raw materials, equipment, and consumer goods are imported. Production for export is carried out on a large scale through foreign investment in rubber, forestry, and mining. Foreign ships registering under a Liberian “flag of convenience” have made Liberia one of the world’s foremost countries in registered shipping tonnage. Liberia nevertheless remains primarily agricultural. The distribution of wealth is uneven, the coastal districts receiving a greater share of economic benefits than the hinterland, after which the administrative centres are the next beneficiaries.
After the mid-1970s the once-vibrant economy took a sharp downturn. Between 1976 and 1980 sluggish demand and low prices stagnated the economy and the annual growth rate plunged. But gradual signs of recovery appeared, especially in agriculture and forestry. In the early 1990s, however, civil war disrupted Liberia’s economy. Since the end of the conflict in 2003, and particularly after a democratically elected government was inaugurated in early 2006, efforts to rebuild the country’s economic infrastructure have been under way.
Liberia is a member of two regional economic unions—the Mano River Union, a free trade group to which Sierra Leone and Guinea also belong, and the Economic Community of West African States (ECOWAS).
Agriculture, forestry, and fishing
Agriculture is the leading sector of the economy. About half the land area is suitable for cultivation, though a small percentage is actually cultivated. Commercial farms are often operated by foreigners. Traditional farms, which comprise the largest number, are usually cultivated by slash-and-burn methods.
Traditional farmers practice mixed cultivation of rice, cassava (manioc), and vegetables. They also raise goats, sheep, chickens, and ducks. Cultivation of cash crops such as coffee, cacao (grown for its seeds, cocoa beans), oil palm, sugarcane, and swamp rice is increasing. Domestic rice production meets about three-fourths of the country’s needs. The rest is imported, principally from East Asia.
Liberia’s climate is suitable for rubber production; the necessary plants thrive on the country’s poor soils. In 1926 the Firestone Tire and Rubber Company of the United States obtained a concession for rubber cultivation. Rubber has become by far the country’s most valuable commercial crop, with coffee and cacao increasing in importance. Kola nuts, peanuts, and cotton are also produced, and cattle and pigs are raised.
Rainforests produce fine hardwood timber, especially in the east of the country, but also in the centre and in the west. Timber concessions operate in the southeast and northwest. Substantial amounts of timber are produced, but exploitation of the forest resources is difficult because of poor roads and shortage of labour. Of the approximately 250 species of forest trees about 90 are marketable. In 2003 the United Nations (UN) placed an embargo on timber exports from Liberia, crippling the domestic forestry sector. These sanctions were lifted in 2006, and the industry was slow to recover.
Deep-sea fishing is important, and the catch is largely mackerel, barracuda, and red snapper. Kru and Fanti fishermen, the latter from Ghana, have traditionally been the suppliers of fish to coastal areas but are supplemented by Liberian fishing companies. Inland fish-breeding ponds provide a source of protein.
Resources and power
Liberia is rich in natural resources. Prior to the civil war, it was among the leading producers of iron ore in Africa. Its sizable reserves are found primarily in four areas: the Bomi Hills, the Bong Range, the Mano Hills, and Mount Nimba, where the largest deposits occur. Other minerals include diamonds, gold, lead, manganese, graphite, cyanite (a silicate of aluminum, with thin bladelike crystals), and barite. There are possible oil reserves off the coast. During the civil war, iron production ground to a halt, and diamond exports were banned by the UN in 2001, in an effort to halt the traffic of “blood” or “conflict” diamonds. (See map illustrating the diamonds-for-weapons trade that had taken place in Africa by the end of the 20th century.) The diamond trade was resumed with the removal of sanctions in 2007, under the auspices of the Kimberley Process Certification Scheme, an international program that ensures that the rough diamond trade does not finance armed conflict.
There is vast potential for the development of hydroelectric power, as virtually all of Liberia’s installed hydroelectric capacity was damaged or destroyed as a result of the civil war. The Mount Coffee hydroelectric station on the St. Paul River, once responsible for providing much of Monrovia’s power, was destroyed in the early days of the conflict. Reconstruction of the facility and electrification of Liberia’s rural countryside were two critical issues that faced the country in the postwar period.
Access to potable water was severely limited by the civil war, and from 1990 to 2005 tap water was unavailable in Monrovia. However, surface water is abundant, and groundwater reserves are ample and regularly replenished by the country’s heavy rainfall.
To export the ores, iron interests have built railroads connecting the mines with Monrovia and Buchanan. Iron ore is extracted by open-pit mining, while gold and diamonds are extracted by placer mining. Traditional, small-scale mining for gold and diamonds continues.
Manufacturing enterprises are predominantly private and foreign-owned, and most serve the local market. Near Monrovia there is a petroleum refinery as well as a cement plant. There are also explosives, paint, pharmaceutical, and cosmetics plants. Bricks, tiles, cement blocks, lumber and furniture, soap, and footwear are also manufactured, and there are several distilleries.
The U.S. dollar, previously the sole legal tender in Liberia, circulates alongside the Liberian dollar, the official currency minted by the Central Bank of Liberia (CBL). Government revenues are derived from income, profits, property, domestic transaction, foreign trade, and maritime taxes. About one-third of economic development funding has generally been derived from foreign sources, both bilateral and multilateral.
Among the several government-sponsored banks are the CBL, the National Housing and Savings Bank, the Agricultural and Cooperative Development Bank, and the Liberian Bank for Development and Investment. In addition there are private banks, insurance companies, and credit unions.
The United States and countries of the European Union are among the principal markets for Liberian exports. Rubber accounts for the overwhelming majority of Liberian export earnings, followed by gold, diamonds, coffee, and cocoa. Petroleum products and food are primary imports; others include machinery and transport equipment, beverages, tobacco, manufactured goods, lubricants, and chemicals. Asian countries, including South Korea, China, and Japan, are among the largest suppliers of imports.
Instability and civil war have held Liberia’s potentially lucrative tourist industry in check. Tourist facilities are concentrated near beaches in Monrovia and Robertsport and near Lake Piso. Many cultural attractions, such as the Monrovia Zoo and the National Cultural Center at Kendeja, were destroyed or looted during the war. Providence Island near Monrovia and the Kpatawee Waterfalls on the Zor River near Suakoko remain popular destinations for Liberia’s emerging tourist trade.
Labour and taxation
About one-fourth of the workforce is employed in agriculture; an equal number work in trade and tourism and the public sector. The rest work in manufacturing, sales, services, and administration and management. Some two-fifths of the total labour force is made up of women. More women than men are employed in agriculture.
Liberia’s economy is mixed and there is no nationalization of industry. The government, which is the largest single employer, operates several public corporations. There is a national Federation of Labour Unions, a federation of trade unions, and several other employees’ unions.
Only a small percentage of Liberian roads are paved. Primary roads connect administrative and economic centres and provide access to the road systems of neighbouring countries.
Monrovia is the principal commercial port, and it also has facilities for transshipping iron ore and liquid latex. Nimba Range iron ore is shipped from Buchanan, while the ports at Greenville and Harper are used primarily for the shipment of rubber and forest products. All ports are administered by the National Port Authority of Liberia.
Liberia has two major airports, Robertsfield International, and James Spriggs Payne Airport, both near Monrovia. More than 100 airfields and airstrips dot the country’s interior.
Government and society
Liberia’s government was patterned after that of the United States, with executive, legislative, and judicial branches. Political parties were legalized in 1984, and civilian rule was established in 1986. However, considerable political unrest and violence precluded any stable leadership in power from the mid-1990s to the early 2000s. A power-sharing agreement in 2003 largely ended the fighting and created a National Transitional Government (NTG). The NTG, supported by United Nations peacekeeping troops, replaced the government under the 1986 constitution and ruled until a democratically elected administration was installed in 2006.
Liberia is a multiparty republic. Under the 1986 constitution, the head of state and government is the president, who is directly elected for a six-year term. Members of the bicameral National Assembly, who serve six-year terms in the House of Representatives and nine-year terms in the Senate, are also elected directly.
For administrative purposes, Liberia is divided into 15 counties. Each of the counties is headed by a superintendent, who is appointed by the president.
The judicial system comprises the Supreme Court, an appeals court, magistrate courts, and criminal courts. There are also traditional courts in some communities; the ethnic groups are allowed, as far as possible, to govern themselves according to customary law.
The 1986 constitution calls for a multiparty system. Major political parties and organizations include the Unity Party, the Congress for Democratic Change, the Alliance for Peace and Democracy, the United People’s Party, the National Patriotic Party, and the Liberty Party.
The participation of women in Liberia’s political process was highlighted in late 2005 when Ellen Johnson Sirleaf was elected president, becoming the first woman to be elected head of state in Africa. In the first decade of the 21st century, women held about one-seventh of seats in both the House of Representatives and the Senate and some one-third of local government posts. In addition, women have served as ministers and deputy ministers in the cabinet and as justices on the Supreme Court.
Health and welfare
Conditions in Liberia were poor prior to the civil war, and they deteriorated further after years of war and unrest. Although much progress had been made in providing better health facilities, after the conflict subsided, the majority of these facilities were left in shambles or completely destroyed, especially in the areas beyond Monrovia. International relief organizations operated makeshift hospitals to serve the country’s health care needs, and reestablishing the health care infrastructure was a priority of the government.
Malaria and measles are major health problems, and yellow fever, cholera, tuberculosis, and malnutrition are also prevalent. Dysentery, malaria, and diarrhea are major causes of infant mortality, which, at about 150 per 1,000 births, is high by world standards. The occurrence of HIV/AIDS in Liberia is increasing and is of growing concern. Liberia’s rate of HIV/AIDS, although higher than the world average, is comparable to that of most neighbouring countries and is much lower than that of many other sub-Saharan African countries.
Housing in much of the country was damaged or destroyed by civil war and the following years of unrest; hundreds of thousands of Liberians were displaced. The country’s utilities infrastructure was also destroyed. When the fighting subsided in 2003, privately owned generators were, for the most part, the only source of power in the country. Water delivery and sanitation systems were adversely affected by warfare as well, and unsafe water conditions were a major source of disease during and after the conflict.
Since 1939 education has been compulsory for children between ages 7 and 16 and is free at the primary and secondary levels. Institutes providing higher education include the University of Liberia (1951) in Monrovia, Cuttington University College (1889; Episcopalian) in Suakoko, and the William V.S. Tubman College of Technology (1970) in Harper. There are several vocational schools, including the Booker Washington Institute at Kakata, a government school.
The years of civil war and strife that began in the late 1980s and continued into the early 2000s disrupted education in Liberia: students were forced to flee with their families from the violence, and the majority of educational facilities and supplies were destroyed. After the peace accord of 2003, Liberia began the arduous task of rebuilding the country’s educational system. | <urn:uuid:967345c0-706d-44d9-aabb-7420365575ba> | {
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PHYLUM NEMATODA (nemtuos, thread)
Nematodes are roundworms. They are some of the most abundant animals on earth. Number or round worm species is from 16, 000 to 500,000. There are following characteristic of these animals:
Roundworms feed on every source of organic matter. They feed on rotting. substances in the living tissues of other invertebrates, vertebrates and plants.
They are from microscopic to several meters long.
Many nematodes are parasites of plants or animals. Some are free- living in marine, freshwater, or soil habitats. Some nematodes play an important role in recycling nutrients in soils and bottom sediments.
There are two common characteristics between nematodes and arthropods:
(a) Nematodes and arthropods lack cilia.
(b) The sperm of nematodennd arthropods are amoeboid.
They are triploblastic, bilateral, vermiform (resembling a worm in shape; long and slender), unsegmented, pseudocoelomate.
Their body is rounded in cross section.
Body is covered by a cuticle. Growth takes place by molting.
They have complete digestive tract. Mouth is surrounded by lips Sense organs are present on lips.
They have unique excretory system. It is composed of one or two renctte cells or a set of collecting tubules Their body wall contains only longitudinal muscles.
The body nematode is slender, elongate, cylindrical, and tapered at both ends. It has following external structures:
1. Cuticle: The nematodes are most successful due to presence of cuticle on body wall. This cuticle is non cellular and collagenous.. Cuticle is also present in the foregut, hindgut, sense organs and parts of the female reproductive system. The cuticle may be smooth. Or it may contains spines, bristles, papillae, warts or smooth. Such structures have taxonomic importance. Cuticle is composed of three primary layers. These layers are cortex, matrix layer, and basal layer. The cuticle maintains internal hydrostatic pressure. It provides mechanical protection. It resists digestion by the host in parasitic species. The cuticle is molted four times during maturation.
Fig: Phylum Nematoda. Internal anatomical features of an (a) female and (b) male Rhabditis. (c) Section througb a nematode cuti showing the various layers. (d) Cross section through the region of the muscular pharynx of a nematode.
2. Epidermis: Epidermis or hypodermis is present beneath the cuticle. It surrounds the pseudocoelom. The epidermis may be syncytial. Its nuclei are present in four epidermal cords (one dorsal, one ventral, and two laterals). These nuclei project inward.
3. Muscles: They have only longitudinal muscles. They are the principal means of locomotion in nematodes. Contraction of these muscles produce undulatory waves. These waves pass from the anterior to posterior end of the animal. It causes characteristic thrashing movements. Nematodes lack circular muscles. Therefore, they cannot crawl.
3. Lips and skeleton: Some nematodes have lips surrounding the mouth. Some species develop spines or teeth on the lips. In others, the lips have disappeared. Some roundworms have head shields for protection.
4. Sense organs: Sensory organs are amphids. phasmids and ocelli. The nematods are lassi lied on the basis of presence or absence of these sense organs.
a) Amphids are anterior depressions in the cuticle. It contains modified cilia. It functions in chemoreception.
b) Phasmids are near the anus. It also functions in chemoreception.
c) Paired OceIli (eyes) are present in aquatic nematodes.
The pscudocoelom of nematode is a spacious, fluid-filled cavity. It contains visceral organs. It forms a hydrostatic skeleton. The body muscles contracts against the pseudocoelom. Thus fluid generates an equal outward force in all directions. Therefore all the nematodes are round.
FEEDING AND THE DIGESTIVE SYSTEM
Nematodes can feed on a wide variety of foods. ‘They may be carnivores, herbivores, omnivores, or saprobes (saprotrophs), or parasitic species. The parasitic species feed on blood and tissue fluids of their hosts.
Nematodes have a complete digestive system. It consists of a mouth. buccal cavity; muscular pharynx; long tubular intestine. Mouth may have teeth, jaws, or stylets (sharp, pointed structures). Digestion and absorption occur in intestine. They have short rectum and anus. Hydrostatic pressure in the pseudocoelom and the pumping action of the pharynx push food through the alimentary canal.
OTHER ORGAN SYSTEMS
The osmoregulation and exeretion of nitrogenous aste products (ammonia, urea) take place by two nique systems.
(a) Glandular system: It is present in aquatic species. It consists of ventral gland cells called renettes. It is present posterior to the pharynx. Each gland absorbs wastes from the pseudocoelom. It opens outside through an excretory pore.
(b) Tubular system: Parasitic nematodes have a more advanced system. It is called the tubular system. It is developed from the renette system. In this system, the renettes unite to form a large canal. This canal opens outside through an excretory pore.
The nervous system consists of an anterior nerve ring. Nerves extend anteriorly and posteriorly. They may connect to each other via commissures. Certain neuroendocrine secretions are involved in growth, molting, cuticle formation. arid metamorphosis.
REPRODUCTION AND DEVELOPMENT
Most nematodes are dioecious and dimorphic (different shapes). The males are smaller than the females. The gonads are long and coiled. They lie freely in the pseudocoelom.
Female reproductive organs
The female system consists of a pair of convoluted ovaries. Each ovary is continuous with an oviduct. The proximal end of oviduct is swollen to form a seminal receptacle. Each oviduct becomes a tubular uterus. The two uteri unite to form a vagina. Vagina opens to the outside through a genital pore.
Male reproductive system
The male system consists of a single testis. It is continuous with a vas deferens. Vas deferens opens into a seminal vesicle. The seminal vesicle connects to the cloaca. Males contain a posterior flap of tissue called a bursa. The bursa helps in the transfer of sperm to the female genital pore during copulation.
Fig: Nematode Reproductive Systems The reproductive systems of (a) female and (b) male nematodes, such as Ascaris.
Fertilization and Development
Fertilization takes place during copulation. The hydrostatic forces in the pseudocoelom move each fertilized egg to the gonopore. The number of eggs produced varies with the species. Some nematodes produce only several hundred eggs. But others may produce h indreds of thousands daily. Some nematodes give birth to larvae (ovoviviparity). External factors like temperature and moisture influence the development and hatching of the eggs. Hatching produces a larva. The larva has most adult structures. The larva (juvenile) undergoes four molts. In some species, the first one or two molts may occur before the eggs hatch.
SOME IMPORTANT NEMATODES PARASITES OF HUMANS
Parasitic nematodes have a number ‘of evolutionary adaptations. These adaptations are:
1. They have high reproductive potential.
2. Their life cycles increase the chance of transmission from one host to another.
3. They develop enzyme resistant cuticle, resistant eggs. and encysted larvae.
4. Only one host is involved in the life cycle Of nematods. Therefore Nematode life cycles are not as complicated like cestodes or tremoteds.
Ascris lumbricoides: The Giant Intestinal Roundworm of Humans
Approximately 800 million people are infected with Ascaris throughout the world. Ascaris live in the small intestine of humans. They produce large numbers of eggs. These eggs pass out with feces. A first-stage larva develops rapidly in the egg. It molts and forms second-stage larva. Second larva is the infective stage. Human may ingests embryonated eggs. They are hatched in the intestine. The larvae penetrate the intestinal wall. Blood carries it to the lungs. They molt twice in the lungs and move up into the trachea, and are swallowed. The worms become sexually mature in the intestine. It mates and begins egg production.
Enterobius vermicularis: The Human Pinworm (enteron, intestine + bios, life)
Pinworms are the most common roundworm parasites in the United States. Adult Enterobius present in the lower region of the large intestine. The gravid females move out of the caecum at night. It reaches into the perianal area (area around anus). They deposit egg there. These eggs develop first stage larva. The eggs then fall. The human ingest the eggs and they are hatched. The larva molt four times in the small intestine. It moves into large intestine. Mating takes place between the male and female and again agg production starts.
Necator americanus:The New World or American hookworm, Necator americanus is found in the southern United States. The adults live in the small ntestine. They hold the intestinal wall with teeth and feed on blood and tissue fluids.
Female may produce as many as 10,000 eggs daily. These eggs pass out of the body with feces. An egg hatches on warm and moist soil. It releases a small rhabditiform larva. It molts and becomes the infective filariform larva. Filariform larva penetrates the human’s skin between the toes. The larva burrows through the skin. It enters into the rculatory system. It reaches the small intestine and becomes adult.
Trichinella spiralls: The Porkworm (Or. trichinos, hair)
Adult Trichinella live in the mucosa of the small intestine of humans and other omnivores Lille pigs. The adult females produce young larvae in the intestine. It then enters into the circulatory system. It then reaches in skeletal muscles. The young larva forms cyst in the skeletal muscles. The muscle remains infective for many years. It causes disease called trichinosis. Another host ingests infective meat (muscle). Humans are infected by eating improperly cooked pork (flesh of pig) products. After ingestion the larvae form cyst in the stomach. It reaches in to the small intestine. They molt four times in intestine and develop into adults.
Wuchereria spp: The Filarial Worms(L fihium, thread)
Over 250 million humans are infected with filarial worms in tropicalcountries. Two species of human filarial worms are W bancrofti and W. malayi. These are elongated thread like nematodes. They live in the lymphatic system and block the lymph vessels. The lymphatic vessels return tissue fluids to the circulatory system. Therefore, fluids and connective tissue accumulate in peripheral tissues. This accumulation causes the enlargement of various appendages. This condition is called elephantiasis.
Life cycle of Wuchereria
1. The adult filarial nematodes copulate in the lymphatic vessels. They produce larvae called microfilarie. The microfilariae are released into the bloodstream of the human host. They migrate to the peripheral circulation at night.
2. A mosquito feeds on a human and ingests the microfilariae. The microfilariae migrate to the thoracic muscles of mosquito. There they molt twice and become infective.
3. The mosquito injects it proboscis into a healthy person. It transfers the infective third-stage larvae into the blood of the healthy human. The larvae enter the lymphatic vessels. Final two molts take place in it and it becomes adult.
A filarial worm Dirofilaria immitis is common in the United States. It is a parasite of dogs. The adult worms live in the heart and large arteries of the lungs. Its infection is called heartworm disease. Filarial worms are difficult to eliminate and they can be fatal. All dogs should be given heart- worm medicine. | <urn:uuid:f8cbe72c-46dd-480f-89dd-b44b564c16e7> | {
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History of Lindal & Marton
|A village community at the heart of Furness|
Geology of Furness & Cumbria
This article presents a brief layman's guide to the geology of Cumbria, and describes the limestone and haematite formations found at Lindal and Marton. The Cumbria RIGS Group booklet "Ancient Rocks in South Cumbria" by Jean Slee-Smith was a particularly useful source of local information for this page.
Rocks and Minerals
Minerals are solid regular mixtures of chemicals. They grow from chemical ingredients called elements, and may be affected by temperature and pressure as they develop. Individual types of minerals have characteristic features such as colour, weight, texture, and hardness that uniquely identify them and make them useful in different ways. Minerals are classified into groups such as sulphates, silicates, phosphates, carbonates, oxides and hydroxides. Silicates, which combine silicon with oxygen, make up more that 90% of the rocks of the Earth's surface. Oxygen can also combine with metals to form oxides such as haematite. Minerals that are fashioned for use as personal adornment are known as gems.
Different mixtures of minerals can grow or cement together to form rocks. The three main types of rock are classified as igneous, metamorphic, and sedimentary. Granite is an igneous rock. This rock type develops as molten magma and lava cool. Slate and marble are metamorphic rocks. They are formed from existing rocks that are slowly altered by heat and pressure, or sometimes by heat alone. Sandstone and limestone are sedimentary rocks. These are made up of fragments of other rocks, sea shells, ancient creatures, etc, compressed together and cemented by water-borne minerals, so that the soft sediment transforms into hard and brittle layered rocks.
The types of rocks found in an area depend on the conditions, such as climate, which existed when they were formed. The rocks and minerals found in Cumbria are widely varied, reflecting changes that have taken place over hundreds of millions of years.
The oldest rocks in the Lake District are the Skiddaw slates, in the north and the west. There are hard volcanic rocks in the central area, around Borrowdale for example, which were laid down around 460 million years ago, and are evident today in the craggy mountains. There are further areas of slate covering parts of South Cumbria, including Coniston, Kendal, Cartmel, and Ireleth. Black Combe is a major outcrop of dark grey slate.
Softer rocks were pushed out from the central Lake District during the Ice Age, forming long valleys as the ice flowed southwards, and later allowing the formation of great lakes such as Windermere and Coniston Water. Clay was formed from the finely ground "rock flour" that resulted from glaciation. The last glacial period ended in the Lake District only 10,000 years ago. The relatively young sedimentary rocks found around the rim of the Lake District are mostly sandstone and limestone.
The rocks themselves and the minerals within them were crucial to the development of many Lake District towns and villages. Buildings were often constructed from slate, sandstone and limestone mined locally. Industries developed to exploit the rocks and minerals: copper and slate at Coniston; green slate at Elterwater; lead, zinc and granite at Blencathra; sandstone at St Bees; dark blue slate at Kirkby Moor and Ireleth; white limestone at Stainton; shale (which is mixed with water and fired to make building bricks) at the Furness Brick works at Askam; and iron ore at Lindal, Marton and elsewhere around Furness.
Furness Limestone & Haematite
Mineral deposits from which valuable metals can be extracted profitably are known as ores. Market conditions determine whether it is profitable to extract and process an ore from the ground. Platinum is so valuable that it need only have a concentration of 0.1 parts per million to be exploitable, whereas iron is less valuable and the ore may need to have a concentration approaching 50% to make mining viable.
The principal iron ore type found at Lindal and Marton is known as haematite, because of its blood-red colour (derived from the Greek 'haima' meaning blood). Typically the Furness haematite is found in rounded masses, resembling animal kidneys, and so is known as kidney ore. Haematite deposits in Furness are generally found in areas of limestone, collected into veins, sops, and basins within the limestone or between the limestone layers. These were found to have an iron content of 50-60%, which can be compared with the 30% iron content of iron ores from Cleveland, Northampton, and Lincolnshire. However, the ore in these regions lay in large beds close to the surface and hence was easier and cheaper to extract than Furness haematite.
The bulk of the limestone in the Lindal and Marton area is grey or greenish grey calcilutite, a hard extremely fine-grained limestone. Limestone was often heated to a high temperature in lime kilns to drive off carbon dioxide, which made it suitable for many uses, such as for spreading on fields to reduce soil acidity, and as a flux in iron and steel-making.
There are numerous natural caverns in the limestone, sometimes indicated on the surface of the ground by natural hollows known as sinks or swallows. The early iron ore miners frequently used these caverns to dispose of water from the mineworkings, as water that was pumped into them conveniently disappeared into the bowels of the earth.
The following description of iron ore from the Gillbrow area of Lindal is contained in the book "Geological Fragments of Furness and Cartmel", first published in 1869:
The same book contains an account of unusual deposits found whilst sinking new shafts at Lindal Cote in 1855, to create a waterway leading down the valley to Urswick Tarn. A clay bed approximately 6 feet thick was found at a depth of 40 feet from the surface, containing pieces of unfossilized wood, associated with numerous leaves, seed-vessels, and other vegetable remains. The layers found are illustrated in the two figures above.
The Lindal and Marton area contained the greatest concentration of vein-like haematite deposits in Furness. The main ore bodies ran along north-westerly fault lines through the limestone in Lindal Moor, and a similar southerly group of faults in the Whitriggs and Crossgates areas. The deposits varied greatly in size and shape, some close to the surface such as at Poaka, and some that were several hundred metres below ground level such as at Lowfield. The veins at Whitriggs were generally narrower and less productive than those of Lindal Moor, but were of great significance in early mining activities as the ore was found at a shallow depth and hence was easy to extract.
The photo on the right shows three examples of haematite found in the Lindal & Marton area. The large piece at the top is blue/black haematite, characteristic of Carkettle. The piece on the left is red kidney ore (also shown at the top of this page). The shiny piece on the right is a higher quality kidney ore, containing approximately 70% iron.
Important geological and geomorphological features are now being identified and preserved throughout the UK. Cumbria RIGS Group is responsible for identifying and conserving such sites in Cumbria. One site of note is about 1 mile from Lindal, on the A595 road cutting at Green Haume. The creation of the cutting in the 1990s exposed an area where old rocks have been folded and eroded and new rocks deposited on top of them. The rocks in this small area differ in age by about 100 million years.
There is little doubt that the majority of iron ore in the Furness area has already been extracted, and it is not economically viable to extract the remainder. However, it is thought possible that limestone formations under the Duddon Estuary could have supported the formation of haematite deposits. Given a suitable economic climate and favourable geological surveys of the estuary, it could be that modern mining techniques will enable the extraction of ore from this previously unexploited area. | <urn:uuid:de16f738-22f5-4f85-9c64-b9993deccad8> | {
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Earthquakes, landslides, and large dams in New Zealand
Earthquake-triggered landslides pose two indirect hazards to large dams: dam collapse due to upstream dam failure, and reservoir infilling by earthquake-generated sediment. The Buller earthquake generated sediment equivalent to 800 years of normal erosion in the Karamea catchment. The effects of this and other historic earthquakes in New Zealand indicate the magnitude of the hazard to present dams and may aid in the safe design of future dams.
Adams, J. (1980). “Paleoseismicity of the Alpine Fault seismic gap, New Zealand", Geology 8, 72-76.
Adams, J. (1980). "Contemporary uplift and erosion of the Southern Alps; New Zealand", Geological Society of America, Bulletin Part 2, 91, 1-114.
Adams, J. (1981). "Earthquake- dammed lakes in New Zealand", Geology (in press).
Bapat, A. (1980). "Silting of reservoirs due to earthquakes", Indian Society of Earthquake Technology, 17, 29-32.
Berryman, K. (1980). "Late Quaternary movement on White Creek Fault, South Island, New Zealand", New Zealand Journal of Geology and Geophysics, 23, 93-101.
Grant, A.P. (1939). "Hawke's Bay flood, 23rd-25th April 1938", New Zealand Institution of Engineers, Proceedings, 25., 55-64.
Henderson, J. (1937). "West Nelson earthquake of 1929", New Zealand Journal of Science and Technology, 19, 66-144.
Johnston, M.R. (1974). "Major landslides in the Upper Buller Gorge, South-west Nelson", New Zealand Institution of Engineers, Transactions, 1, 239-244.
Nishen.ko, S.P., and McCann, W.R. (1981). "Seismic potential for the world's major plate boundaries". Proceedings, Maurice Ewing Symposium on Earthquake Prediction, American Geophysical Union (in press).
Pain, C.F., and Bowler, J.M. (1973). "Denudation following the November 1970 earthquake at Madang, Papua New Guinea", Zeitschrift fur Geomorphologie, Suppl. Bd. 18, 92-104.
Slingerland, R.L., and Voight, B. (1979). "Occurrences, properties, and predictive models of landslide- generated water waves" Chapter 9 in Voight, B. (ed.), "Rockslides and avalanches, 2" Developments in Geotechnical Engineering 14B, Elsevier, Amsterdam, 317-397.
Sutherland, A.J. (1969). "Some hydrological aspects of the Inangahua earthquake", New Zealand Journal of Science, 12, 476-496.
Wong, I, H., and Gilmore, J. J. (1979). "Static stability of Kastraki Reservoir slope", Proceedings 20th U.S. Symposium on Rock Mechanics, 337-343.
Copyright (c) 1981 John Adams
This work is licensed under a Creative Commons Attribution 4.0 International License. | <urn:uuid:8908637e-250a-4d09-9805-113f01b2b6fd> | {
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Cell cycle is a strictly regulated phenomenon that involves duplication and division of cellular material between daughter cells. It’s no secret that the regulation of cell cycle is an extremely accurate process and cell cannot afford to make any mistake. This process of maintaining the standards occur through Cell Cycle Checkpoints and Cell Cycle Regulators. In fact, the checkpoints depend on the regulators for their functioning. If checkpoint and regulators failed to their work, then it may lead to uncontrolled cellular growth causing cancer. Hence making regulators the most important aspect. In this article we’ll discuss both of the above in detail, but before that, let us acquaint ourselves with the brains behind the operation.
It was Leland H. Hartwell who discovered the role of checkpoints while experimenting on yeast cells.
Then, Sir Richard Timothy Hunt went on to discover the role of cyclins while experimenting on sea urchin egg cells.
In the end, Sir Paul Maxime Nurse discovered the role of CDK’s (Cyclin-Dependant Kinase’s) while experimenting on yeast cells.
The three of them also shared The Nobel Prize in Physiology or Medicine in 2001 for their pioneering research and discovery in the regulation of cell cycle.
1) Cell Cycle Checkpoints –
While moving through the cell cycle, the cells don’t transition from one phase to another just simply. If we talk about a cancerous cell then yes, it can do so. But, if we talk about a normal eukaryotic cell then no, it can’t do so. They have to pass through multiple points knows as Checkpoints.
A checkpoint is basically a stop in the cell cycle where the cell is examined for internal and external signals which in turn decides whether the cell will continue dividing or not. These signals can include:
- Damaged DNA (in Interphase)
- DNA that hasn’t been replicated completely or properly. (in Interphase)
- Chromosomes not attached to the spindle fibres. (in M phase)
- Chromosomes not having moved to the poles. (in M phase)
If any of the above issues are encountered, the cell will not move to the next phase of the cycle. This is done to avoid the passing on of altered genetic material to the daughter cells. The cell will instead repair itself and then move to the next phase. Although, if unrepairable, the cell will program its own death (apoptosis).
For the sake of understanding, Cell Cycle Checkpoints can be considered as the equivalent of exams for a student. Just like how a student has to pass an exam to get promoted to the next semester, a cell has to pass the checkpoint to get promoted to the next phase. The only difference being that the student needs to get 34/100 to pass the exam whereas the cell needs to get 100/100 to pass the checkpoint. Hence proving that it’s highly regulated. If the student does not pass the exam, he/she has to give a re-exam and the same goes for a cell too, which, if doesn’t pass, has to repair itself.
There are numerous checkpoints but 4 of the main checkpoints will be discussed in this article. Namely,
- G1 Checkpoint (at the end of G1 Phase, before entering S Phase).
- S Checkpoint (partway through S Phase).
- G2 Checkpoint (at the end of G2 Phase, before entering M Phase).
- Spindle Assembly Checkpoint (at the end of Metaphase, before entering Anaphase).
a) G1 Checkpoint
The G1 checkpoint is also known as the Restriction Point. Once the cell passes this, it has completely dedicated itself to cell division and as a result, the process is irreversible. The G1 checkpoint mainly checks for:
- Cell Size: The cell checks if it is large enough to divide.
- Nutrients: The cell checks if it has enough nutrient and energy to divide.
- Growth Factors: The cell checks if it is receiving external growth promoting signals to divide.
- DNA Integrity: The cell checks if any DNA is damaged.
If any of the above requirements are not met, the cell will immediately stop the process of division and will not transition to the S Phase. This is because DNA synthesis requires utmost accuracy and fidelity and the cell is not going to take any risks. Instead, it will go into the G0 Phase (Resting Phase) and continue preparing itself for the S Phase. When ready, it’ll re-enter the G1 Phase and finally reach the S Phase.
b) S Checkpoint
The S Checkpoint is basically a ‘surveillance’ mechanism.
- Before starting the synthesis of DNA, it monitors the DNA and repairs any damage, if present.
- During synthesis of DNA, it monitors the quality of the process and repairs any damage that takes place during the synthesis such as the attachment of wrong bases or incomplete replication.
c) G2 Checkpoint
Towards the end of the G2 Phase comes the G2 Checkpoint to check if the cell is ready to transition to the M Phase. M Phase (Mitosis/Meiosis) is a complex process and has to be extremely accurate. Hence, the G2 checkpoint checks the following:
- DNA Integrity: The cell checks if any DNA is damaged.
- DNA Replication: The cell checks if the DNA has been replicated completely and properly.
If any of the above problem arises, the division will stop and repairing will take place. If irreparable, cell will undergo apoptosis.
d) Spindle Assembly Checkpoint
The Spindle Assembly Checkpoint is also known as the Mitotic Checkpoint in Mitosis. Its sole purpose is to prevent the cell from entering the Anaphase unless and until the chromosomes are properly attached to spindle microtubules. For this to happen, the kinetochores (a protein to which the spindle fibres attach) of the sister chromatids should be attached to the microtubules of opposite poles. This is done so that there is an equal distribution of genetic material amongst the daughter cells and if the same is not done, it could lead to aneuploidy. Alas, if all is good, the cell will enter Anaphase and continue its cycle.
2) Cell Cycle Regulators –
The checkpoints mentioned earlier function with the help of certain regulators. These regulators are responsible for the activation and deactivation of all the steps involved in a cell cycle. These regulators are known as Maturation Promoting Factors (MPF). These MPFs are Heterodimeric Protein Kinases (Kinases are enzymes that do phosphorylation, i.e., attaching phosphate groups to target proteins for their activation).
Heterodimeric proteins, as the name suggests (Hetero: different, di: two, meric: unit), are a set of two different subunits:
- Cyclin (Regulatory subunit)
- Cyclin Dependent Kinases (Catalytic subunit)
Cyclins are a family of proteins. It was found that the levels of cyclin changed throughout the cell cycle in a certain pattern. This led T. Hunt to conclude that they were the ones who activated and inhibited the CDK’s. Further research showed that the cyclins binded to the CDK’s for their activation. Hence,
- Cyclins bind to CDK’s to activate or inhibit them. Specific cyclins bind to their respective CDK’s.
- Cyclin levels increase in the stage they are responsible for triggering and decrease where they are not needed.
There are 4 types of cyclins on the basis of their stage-specificity:
- Cyclin A (a.k.a. S Phase cyclins).
- Cyclin B (a.k.a. M Phase cyclins).
- Cyclin D (a.k.a. G1 Phase cyclins).
- Cyclin E (a.k.a. S Phase cyclins).
Cyclin Dependent Kinases
CDK’s are a family of protein kinases. As name suggest, the kinase proteins activity is dependent on cyclin proteins.
- They are normally inactive and only activated when binded to a cyclin.
- They phosphorylate specific target proteins in order to activate or inhibit them.
- Their levels remain stable throughout the cell cycle.
These are of 4 types:
- CDK 1: Activated by Cyclin A & B, responsible for Mitosis.
- CDK 2: Activated by Cyclin A & E, responsible for cell cycle promotion to S Phase.
- CDK 4: Activated by Cyclin D, responsible for entry into the G1 Phase of the cell cycle.
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· To introduce students to packaging and advertising
· To teach students how to analyze what information about a product is important to know
· Identify 3 similar products of different brands that can be used to demonstrate packaging and information
NOTE: For explanation of this activity, potato chips were used. Other products that could be used include cola drinks, cheese snacks, or chewing gum.
· A handout to guide students in what information to consider and/or how to rate each product
· Small cups of water
· Bowls to hold chips
· 30-45 minutes over several days for younger students
1. Student groups are given 3 similar products in their original packaging/container.
2. A list of characteristics to record information on is also distributed to each group.
3. Ask students to look at the 3 similar size bags of potato chips.
4. Ask students to discuss the various information requested and fill out the information (For the very young student, this can be done collectively in the class with groups giving the teacher the information to record.)
5. Open packaging and display chips in a bowl. Have students discuss the size, color, and smell of the chips and record the information collectively or by groups.
6. For more capable students, have them record the first 3 ingredients on the package. Discuss where potatoes come in the ranking of ingredients and why this knowledge is important.
7. Older students might also look at the calorie content, carbohydrate amount, and sugar count and compare among the products. (The handout can be adjusted for recording this information. e.g. use weight to cost ratio.)
8. Students are asked to taste each chip and rank as to 1st, 2nd, and 3rd choices based on their individual preference. (Have water available between tastes to cleanse the palate.) Graph the classroom results.
· Discuss why some stores give samples/tasting opportunities near where products are sold.
· Did the information you gathered influence your preference? If your preference was influenced, why was it and how was it?
MAKING CHOICES HANDOUT
Name of Student/Group______________________________________
Brand name 1
Brand name 2
Brand name 3
How many colors are there on the package?
How many shapes are on package?
Are there pictures on package? What kind?
How much does it say it weighs?
OPTIONAL: How much does it actually weigh?
List the first 3 ingredients
What is cost of each package?
How do you rank these chips as to color? (darkest to lightest)
How do you rank these chips as to size? (largest to smallest)
Which chip do you like best? (1st, 2nd, 3rd)
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Dark-sided salamanders are moderately small, thin-bodied salamanders with broad heads, large eyes, and relatively long legs. The background color is yellow to orange and the body, tail, and legs are covered with irregular black markings. The lower sides of the body are white with black markings. Black markings along the sides of the body where the background color changes from yellow or orange to white form an irregular black stripe that extends from the eye, down the side of the body, and down the tail. In addition, the head is relatively large and the eyes protrude well above the head. The thin tail is considerably longer than the body and is slightly compressed laterally in cross section. Dark-sided salamanders have 13 to 14 costal grooves. The cave salamander could be confused with the dark-sided salamander, but is usually red or orange with black spots.
The distribution of dark-sided salamanders in North America extends west to east from northeastern Oklahoma across most of the eastern United States and north to south from at least New York to the coastal plain of Alabama and Mississippi. Populations outside of the Ozark region are considered to be a separate subspecies.
Dark-sided salamanders live in crevices in fractured limestone and under rocks along clear streams and springs. Females deposit clutches of eggs in pools of water in limestone caves and fissures from December through March. The aquatic larvae usually follow trickles of water out of caves and live in clear pools on the surface where more food is available. Overall, the natural history of this species is poorly known.
Dark-sided salamanders can reach up to six and one-half inches in total length, but most individuals vary from four to six inches in total length.
Dark-sided salamanders are relatively common where they occur in the state and large areas of the Ozark Plateau and Ozark foothills are protected from development. The most serious threat to these salamanders is contamination of streams and ground water. | <urn:uuid:07953568-07db-441b-a36e-273dc673f767> | {
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These nutrition labels include information on:
- energy (kilo joules (kj) Calories (kcal))
Nutrition information is provided per 100g and sometimes per portion of the food.
You can use nutrition labels to help you choose a more balanced diet.
There are guidelines to tell you if a food is high in fat, saturated fat, salt or sugar. These are:
High - more than 17.5g of fat per 100g
Low - 3g of fat or less per 100g
High - more than 5g of saturated fat per 100g
Low - 1.5g of saturated fat or less per 100g
High - more than 22.5g of total sugar per 100g
Low - 5g of total sugar or less per 100g
High - more than 1.5g of salt per 100g
Low - 0.3g of salt or less per 100g (or 0.1g sodium)
For example, if you are trying to cut down on saturated fat, you should limit the amount you eat of foods that have more than 5g of saturated fat per 100g.
Some nutrition labels on the back or side of packaging also provide information about Daily Reference Intakes (RIs) formerly known as Guideline Daily Amounts.
Nutrition labels on the front of packaging
All the big supermarkets and many food manufacturers also display nutritional information on the front of pre-packed food. This is very useful when you want to compare different food products at a glance.
Front of pack labels usually give a quick guide to:
- energy (kilo joules (kj)/ calories (kcal))
These labels provide information on the number of grams of fat, saturated fat, sugars and salt and the number of kilo joules and calories in a serving or portion of the food.
Daily Reference Intakes (RIs)
Nutrition labels can also provide information on how a particular food or drink product fits into your daily diet.
Daily Reference Intakes (RIs) are guidelines about the approximate amount of particular nutrients and calories required for a healthy diet.
Because individual requirements for calories and nutrients are different for all people, RIs are not intended as targets. Instead they give a useful indication of how a particular nutrient or amount of energy fits into your daily diet.
Some front of pack nutrition labels use red, amber and green colour coding.
Colour coding tells you at a glance if the food has high, medium or low amounts of fat, saturated fat, sugars and salt.
- red means the food or drink is high in this nutrient - try having these less often and in small amounts
- amber means medium - you can have foods and drinks with all or mostly ambers most of the time
- green means low - in short, the more greens, the healthier choice
A red means the food is high in fat, saturated fat, salt or sugars and these are the foods you should eat less often and in small amounts.
Most pre-packed food products also have a list of ingredients on the packaging or on an attached label. The ingredients list can also help you work out how healthy the product is. | <urn:uuid:6c873651-72f4-450a-b3db-2d239d7a3f68> | {
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Shingles What are shingles you might ask? Shingle are a reactivation of the chickenpox virus in the body, causing a painful rash. Herpes zoster is another name for the virus. Shingles was thought to be a fairly painless and harmless virus until the 1950s, when the medical community first recognized the severity of the symptoms of shingles.
Skin is the biggest organ in human body and can be affected by many disease processes. One of them is shingles, a very contagious disease that is caused by varicella zoster virus (VZV). Shingles is caused by reactivation of a previous infection with this virus that results in a very painful localized skin rash usually with blisters (fluid-filled sacs) on top of reddish skin. After a person recovers from chickenpox, the virus stays dormant (inactive) in the body and reactivates years later, causing shingles (Center for Disease Control and Prevention [CDC], 2015). Before rash appears, the patent experiences tingling, numbness, and itching on affected site. Although shingles can occur anywhere on the body, it most often appears as a unilateral
Shingles also has other names such as Zoster, Herpes zoster, or Zona. It is a viral infection that causes a skin rash to the injured person. It is the same virus that infects person and causes him to chickenpox disease. There are some ways to treat people with Shingles disease, which has many symptoms that can evolve and become more dangerous if
Herpes Zoster(shingles) also known as the reactivation of the Varicella-Zoster virus. Varicella-Zoster virus is another word for the chickenpox. Chickenpox is mainly describe as a childhood infectious disease. If you have developed chickenpox there is a chance you can develop Herpes Zoster. This disease is often presented in elderly because there cellular Immunity is reduced. There are many important facts associated with the Herpes Zoster virus which is causation, signs & symptoms, Treatments available, organ system involved and other important historical facts associated with this disease. In the United States there are about 1 out 3 people who develop shingles and there is about 1 million cases involving shingles every year.
This is an extremely painful disease that can be described as a severe version of chickenpox and has a high mortality rate in adults. It should also be noted that there has been a “28.5% increase in shingles between 2000 and 2001 in people 20-69 years old,” . These are people that would not have had access to the chickenpox vaccine, which was only beginning to become widespread around 1995 when a 20 year old (in 2012) would have been around 3 or 4. They would have most likely caught the chickenpox virus already. This shows that before the
Herpes, or Herpes Simplex is a viral infectious disease that results in very dangerous and ridiculous skin infections. The cause of Herpes is the Herpes Simplex Virus (HSV) and the infections are categorized on the basis of the body part infected by them. Herpes is of two basic types, namely Oral Herpes and Genital Herpes. Oral Herpes is the condition when the infection, in the form of blisters is over the face, inside the mouth, and over the scalp, while in case of Genital Herpes infections are over the genitals as well as on the buttocks. Herpes Simplex Virus is broadly divided into two types, namely Herpes Simplex Virus type-1 and Herpes Simplex Virus type-2 (more commonly referred to as HSV-1 and HSV-2). HSV-1 is responsible for most of
Smallpox was the most serious poxvirus disease in humans, caused by Variola virus (VARV). It was spread by inhalational exposure of oral, nasal or pharyngeal droplets that contained the virus and initially caused influenza like symptoms such as fever of at least 38.3°C, muscle pain, malaise, headache and prostration. After 10-14 days incubation the classic poxvirus rash would appear on the face, all four limbs, mucous membranes of the mouth, tongue, palate and throat. When visible lesions first observed, temperature falls to near normal, and the lesions rapidly enlarged and ruptured, developing from macules to papules and eventually pustules that dried up and crusted over by 14 to 16 days if the patient survived. By day 16-20, scabs would form
If you can get the vaccination, you hands down should have to. You are not only protecting yourself, but those around you. The vaccine video speaks well in that when given a vaccination, you rarely get infected twice. Taking the vaccination reduces disease and spread by a stronghold. You are helping those sick, and those who cannot receive vaccination.
On March 15, 2016 at 4:34 am, I was notified by Elisha Smalls that she had discovered red spots on her arms and mid back and had an itch. The employee was instructed to leave the facility and see her physician as soon as possible and to follow-up regarding the visit. At 11:14am, the employee called back and stated she had chicken pox and was in contact a resident in ALF that had shingles. It was discovered that the employee di d work with the resident on 02/24/2016 and 02/25/2016.It was discovered on February 24, 2016; a resident in Assisted Living did exhibited signs and symptoms of possible shingles. The resident was seen by the Nurse Practitioner, Jody Eblen for a rash with pain, the resident was started treatment with antibiotics on
The virus is located in the top layer of the skin, the epidermis, and doesn’t circulate throughout the body. Many people mistake the molluscum contagiosum virus for the common chicken pox virus, but the difference can be found in the characteristics of the lesions: chicken pox spots are water-filled blisters while molluscum are more dome-shaped and pearly. The virus is most common in young children (1-10 years old) and adults. People with weakened immune systems have an especially hard time with the molluscum virus, often suffering a more severe case of the virus while having a more difficult time treating it.
It allows your body to learn what they should fight against. However, the vaccine effects will not make you sick, since it’s not an alive germ. As the disease enters the body, it alarms the your defense system and starts to create antibodies to kill the germ. The vaccine strengthens your immune system, so a disease will never infect you even if you come in contact with someone who has one. Having a strong immune system is a crucial part to ensure your children are
Following that, the doctor needs to inform the parent on what the vaccine will do to help the child. Convincing the parent what the pros on the vaccine are will raise the chances of agreeing to the injected vaccine. Some children are afraid of shots, so there is alternatives to this matter. The vaccine can be injected by nasal spray, liquid medicine, a swallow tablet, or in the more popular way, a shot. The CDC can send of PSA’s to inform the general public of the matter of
Vaccinations can simply save lives. It gets the immune system stronger to prevent viruses to affect our body. Vaccines do not make the body sick. Although, they do put a tiny dose of the disease in the person to strengthen the immune system to prevent an attack of a stronger dose of the disease. It is better to not have to deal with the disease at all than trying to deal with it after you | <urn:uuid:d5f12e2f-2b8e-40f8-9534-f3cf9182997e> | {
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The leading thinkers of the Enlightenment in France were the philosophes. These 18th-century literary men, scientists, and philosophers were sometimes far apart from one another in their personal views. However, they shared the belief that reason should be the ultimate authority in human affairs. This idea, called rationalism, was central to Enlightenment thought.
The philosophes believed that the world could be improved and that people could help to better it. They championed the developing natural sciences and secular thought as the means to achieving the goals of knowledge, freedom, and happiness. They rejected tradition, religion, and the monarchy as obstacles to progress and supported social, economic, and political reforms. Their beliefs brought them into conflict with church and government leaders.
In the early 18th century Voltaire and Montesquieu were the chief philosophes. Later leaders of the movement were Denis Diderot, Jean le Rond d’Alembert, Jean-Jacques Rousseau, Georges-Louis Leclerc de Buffon, Anne-Robert-Jacques Turgot, Étienne Bonnot de Condillac, and the Marquis de Condorcet. These philosophes were among those who compiled and published the 28-volume Encyclopédie (1751–72), one of the great intellectual achievements of the century. A literary and philosophical undertaking, the collection of articles summed up the new thinking of the Enlightenment. It had a great impact in France in the years leading up to the French Revolution. | <urn:uuid:2e7ca015-a05c-4367-9495-3cb585ae06f2> | {
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New research from the Waste & Resources Action Programme in the UK has found four main barriers, that discourage people from recycling more. The study outlines a series of simple steps to help local authorities overcome these.
The study found that the barriers are:
1. Physical – when containers for collecting recycling are unsuitable; when there is no space for storage, when collections are unreliable; when people have no way of getting to recycling sites
2. Behavioral – if people are too busy; if they struggle with establishing a routine for sorting out recycling; if they forget to put it out
3. Lack of knowledge – not knowing which materials can be recycled; not understanding how their local scheme works
4. Attitudes and perceptions – not believing recycling is good for the environment; not wanting to sort waste; not feeling personally rewarded for recycling
WRAP found that very different messages and actions are needed by local authorities to overcome these barriers. These will include: improving recycling collection services, providing better information and practical advice on how to use the service, and showing why taking part is worthwhile.
WRAP commissioned the research in autumn 2007 to get a more in-depth understanding of what keeps householders from recycling or recycling less than they could. It involved a survey of 1,512 householders from a sample of nine local authorities in England, regionally representative and covering three different types of recycling schemes.
Significantly, for current recyclers (94 percent of the sample), there were significant barriers that prevented them recycling as much as they could.
- Situational barriers – 52 percent of current recyclers said they would recycle more if they had collections of a wider range of materials.
- Behavioral barriers – 48 percent of current recyclers still threw items away because they were not sure they could be recycled.
- Knowledge and understanding – less than half the sample (48 percent) understood ‘very well’ what they were supposed to use their recycling containers for.
- Attitudes – 86 percent of recyclers would be encouraged to recycle more by seeing the practical impact of their recycling in their local area. | <urn:uuid:7a2e0e8d-2898-4621-adb4-e4f48c6df0c0> | {
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What is Dyscalculia (center for learning disabilities)
Welcome to Math and Dyscalculia Services
- Published on Saturday, 02 August 2014 17:53
Trouble with Math? We can Help!
- Download FREE Activities, Games, and Lessons CLICK HERE
- Math and Dyscalculia assessments CLICK HERE
- Specialized Math Tutoring (also available via skype!) CLICK HERE
- Train the Trainer for Parents, Home School groups and Teachers CLICK HERE
- Presentations about Math and Dyscalculia CLICK HERE
Multiplication and Division for Visual Learners
- Parent Category: Services
- Published on Saturday, 02 August 2014 18:37
This is a great activity to help children visualize the concepts of multiplication and division in 5 steps. Follow the steps as outlined in the downloadable lesson.
Let us know if you have any questions on this.
Register for Free to get access to all our Activities, Games, and Lessons.
Click HERE to see the Free Lesson
Summer is a time for fun Math games
- Parent Category: Services
- Published on Tuesday, 29 July 2014 17:46
Students with dyscalculia need more practice with math facts and concepts. Often flashcards and worksheets are not an effective teaching strategy for them. Help your child with math facts, and build fact fluency and accuracy with math games instead. Playing games has many advantages: it promotes communication about math, it provides immediate checks for errors, and it is way more fun. Children do not feel they are practicing facts over and over, and often they stay focused longer. Both one on one or small group games and internet games or apps. are helpful. CLICK HERE to find some examples from the vast number of options.
How to learn Math: for students
- Parent Category: Parents
- Published on Saturday, 12 April 2014 17:54
How to Learn Math for Students
by Jo Boaler, Stanford University Professor of Mathematics Education, has just opened for registration. The MOOC course is FREE and is designed for any learners of math, to give them a positive relationship with math.
The course has 3 goals:
- To instill a growth mindset, especially in math
- To teach a range of mathematical strategies, such as representing, and seeking big ideas
- To show math as a connected, living subject with videos of math in soccer, dance, art, nature and many more applications.
The MOOC was designed and is presented with my team of undergraduates, and offers a pedagogy of active engagement.
There are 6 course sessions, that take 15-20 minutes each. They combine short videos that teach ideas with questions for students to think about and help deepen learning. At the end of every session students are asked to summarise the ideas for someone of a similar age. This draws from the "saying is believing" approach of psychological research that shows that when students summarise ideas and explain them to someone else they are helped in believing them for themselves.
The course is designed for learners of all levels and all ages. I recommend that teachers judge the suitability of the materials for elementary age children. For those under 13 a parent or other person responsible for them will be required to register on the site, giving email and other details.
Ideally students can take the classes during lesson time and spend the rest of the lesson discussing them as a class. I recommend not taking the classes faster than once a week. The class is best taken individually, not as a class, as it involves deep, personal reflection on mindsets.
The class will open at the end of May/beginning of June and stay open until the end of December, so that students could take the course this school year, in the summer or in the fall. But register now, so that you can be sent more details and news when the course opens. | <urn:uuid:40263f8e-4fc3-4b2f-85bd-9ada4868083b> | {
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page 2 of 3
In eighteenth-century Europe, the Americas represented the long-standing promise of a new and brighter future for mankind. The New World attracted clergy in search of converts, merchants in search of riches, and countless adventurers in search of new adventure. In Chapter 10, Candide expresses the hope that the New World is the perfect world Pangloss spoke of, since the Old World clearly is not.
By the eighteenth century, however, the dark side of colonization had already emerged. Educated individuals knew about the horrors of slavery, the oppression of natives, and the diseases spread by inter-cultural contact (of which Pangloss’s syphilis is one example). In these chapters and those that follow, Voltaire portrays the Americas as a region thoroughly corrupted by the vices of the Old World.
The rebellion in Paraguay exposes the hypocrisy and scheming of South American politics. The Jesuit priests lead a revolt of native peoples against the Spanish colonial government, yet the Jesuits are not fighting for the right to self-government for these downtrodden natives. The Biglugs’ attitude toward Jesuits makes it clear that the native peoples feel no kinship with the priests who claim to be fighting for them. Instead, the Jesuits merely exploit the rebels in a greedy campaign to grab wealth and power away from the government. The native Paraguayans are the impoverished servants of powerful, wealthy European dissidents, mere pawns in an economic—not ideological—quarrel between Europeans.
In this section, Voltaire seizes another opportunity to mock the hypocrisy of religious leaders and the aristocracy. The colonel tells Candide how a Jesuit priest took him into the order because he found him physically attractive. These leading comments suggest a homosexual relationship between the colonel and his mentor, a situation the Jesuits rigorously and publicly condemned. The colonel’s refusal to allow Candide to marry his sister, even after their emigration to America and after hearing all of what Candide has done for Cunégonde, is another example of European aristocratic arrogance.
The description of the Biglugs can be read as a criticism of Jean-Jacques Rousseau’s philosophy. Rousseau, another important French Enlightenment thinker, was a bitter rival of Voltaire’s. Rousseau viewed man as naturally good and insisted that only the institutions of human civilization, such as property and commerce, corrupt man’s innate goodness. He was interested in the figure of the natural man, whom he called the “noble savage.” Rousseau held that, in a state of nature without the trappings of civilization, human beings would be ignorant of all vice. Voltaire, conversely, was far more pessimistic about human nature. He describes the Biglugs as men in a state of nature, but they are not noble savages ignorant of vice. Rather, they are filled with the same prejudices and brutality as people from the Old World. Like the Inquisitors in Portugal, they kill people based on their religious affiliation, and like the officers in the city of Azov, they are willing to practice cannibalism.
Cacambo is an interesting exception to Voltaire’s bleak view of the New World. Cacambo is of mixed Spanish and Native American ancestry, but he has managed to avoid many of the misfortunes that have befallen both groups in the New World. He deals capably with both the Jesuits and the Biglugs and can speak both native and European languages. He suffers fewer gross misfortunes than any other character, less out of luck than because of his sharp wits, and he proves to be unflaggingly loyal and honest. Though Voltaire does not see hope for a new, better world for the European in the Americas, Cacambo seems to represent a different hope: a new, better man who is neither completely of the Old World nor completely of the New, who bases his personality and ability on his understanding and experience of both worlds.
"Moreover, in the Garden of Eden Adam and Eve enjoyed the fruits of nature without having to work..."
I don't think that's true. Genesis 2:15 says, "The LORD God took the man and put him in the garden of Eden to work it and keep it." Adam's purpose was to work even before the fall, which happens in Genesis 3. Also, I don't believe that Adam and Eve fell from God's grace. Yes, God said "you shall surely die" if you eat of the fruit, and they did, but it was actually God's grace that made them go out of the garden to prevent them from li... Read more→
42 out of 71 people found this helpful
What I got from this book is that whether Panglos is right or not. Whether Pessimism or Optimism prevailed, it doesn't do any good to philosophy over it.
Man was placed in the garden to work, not to be idle.
I believe that in the end Candide gave up on arguing - he simply realised the pointlessness of doing it and that true happiness will be by living life without thinking about it the whole time.
Thanks for your post.
3 out of 4 people found this helpful
Honestly I don't think this book has anything to do with religion, right or wrong. Any type of theorizing, philosophy, formal religion, or even societal emphasis on what is important is represented as something negative. For example, all church figures are corrupt, philosophers Pangloss and Martin no matter what their opinions are either ignorant or miserable. The happiest (and eventually model) character is the farmer, who thinks and works for himself. Voltaire was jaded by the corruption of religion and hopeless optimism of philosophy and ... Read more→
38 out of 47 people found this helpful
Take a Study Break! | <urn:uuid:986739a5-9aeb-4ec7-8c76-4918487c9ec5> | {
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A vaccine designed to protect against Lyme disease is being tested and, if successful, could be available for use in 2025.
Lyme disease is a tick-borne bacterial infection that affects thousands of Britons every year.
There are about 1,000 laboratory-confirmed cases in England and Wales each year, although the UK Health Safety Authority estimates the actual number of people affected is up to four times higher.
The disease is spread by infected Ixodes scapularis ticks, which live in woodlands and pastures across the UK. They can attach to skin and suck blood using their barbed mouthparts. They can transmit Borrelia burgdorferi bacteria during feeding, which then travel through the bloodstream.
Symptoms, which can appear within days or weeks, include a large bull’s-eye rash, usually at the site of the bite, although not everyone infected with the bacteria will see this sign.
A vaccine designed to protect against Lyme disease is being tested and, if successful, could be available for use in 2025. File photo used above
The infection can also cause flu-like symptoms, facial muscle paralysis, and nerve pain.
And if it persists, it can lead to joint pain and swelling and other debilitating symptoms, including difficulty concentrating and inflammation of heart tissue.
Since the first confirmed case in Great Britain in the 1980s, the number of people infected has risen sharply.
Longer, warmer summers and milder winters, which lengthen the breeding season for ticks and make it easier for them to survive, plus greater awareness of Lyme disease, are blamed for the increase.
Ticks that can transmit Lyme disease are found throughout the UK, but outbreaks include pastures and woodlands in southern England and the Scottish Highlands.
“A vaccine would be good news for people at risk of Lyme disease, especially those who spend a lot of time outdoors in environments where they are exposed to infected ticks,” says Stella Huyshe-Shires, chair of the charity Lyme Disease Action.
About 6,000 adults and children ages five and older will participate in a clinical trial that will test the VLA15 vaccine in the US and continental Europe.
The vaccine effectively trains the immune system to produce antibodies against proteins found in the outer membranes of the Borrelia bacteria while they are still in the tick’s gut. The antibodies prevent the bacteria from leaving the tick.
Longer, warmer summers and milder winters, which lengthen the breeding season for ticks and make it easier for them to survive, plus greater awareness of Lyme disease, are blamed for the increase. A runner is seen walking past the dried grass on Blackheath, south-east London, yesterday above
Previous preclinical studies have already shown that VLA15 causes a strong immune response and is safe for humans.
Currently, the treatment for the disease is antibiotics — but they need to be given as soon as possible after infection to be effective and prevent long-term symptoms, says Dr. Jon Oliver, a public health entomologist (i.e., the study of insects) specializing in vector-borne diseases at the University of Minnesota .
However, tick bites do not cause any pain and are often hidden – such as on the scalp or in the groin – so treatment may be delayed.
“Most tick-borne bacterial diseases, such as Lyme disease, require the tick to feed on a human attached to the skin for at least 24 hours before they transmit the bacterial disease,” he says.
“After 36 hours the risk of transmission from an infected tick increases rapidly and after 60 hours there is virtually a 100% chance of transmission, so prompt treatment is essential.”
Even then, in up to 20 percent of cases, antibiotics don’t work.
However, scientists at the Stanford School of Medicine in California have isolated an antibiotic, azlocillin, already approved for use in the US, that completely kills the bacteria, even if treatment is not started until three days after the initial infection.
But a vaccine to prevent infection would be a welcome step forward, says Jimmy Whitworth, professor of international public health at the London School of Hygiene and Tropical Medicine.
“Antibiotic treatment is usually very good, but it must be given immediately to be fully effective, and untreated or partially treated Lyme disease can be debilitating,” adds Professor Whitworth.
A cosmetic treatment works just like a pill for depression
Injecting Botox into frown lines works as well as a widely prescribed depression drug, reports the journal Brain and Behavior.
Patients who received botulinum toxin injections experienced a nearly 30% reduction in symptoms, compared to 24% in the group receiving the antidepressant sertraline. They also had fewer side effects.
The effects are thought to be due to “facial feedback” – the idea that a facial expression not only conveys an emotion, but that the expression creates feedback for the emotional side of the brain. Here, frown prevention blocks negative feedback.
Tiny “robots” that clean your teeth could one day replace toothbrushes and floss, reports the journal ACS Nano. The robots are made of millions of iron oxide nanoparticles – each one too small to be seen with the naked eye. Once the nanoparticles are exposed to a magnetic field, they form into “bristles” that squeeze into the tiniest of gaps and scrape out harmful bacteria.
Now air pollution is linked to diabetes
Air pollution increases the risk of type 2 diabetes, according to researchers at the Wuhan University of Science and Technology in China.
They analyzed global health trends over 20 years and found that airborne toxins—both indoors and outdoors—were linked to 290,000 deaths a year from the condition, which is usually linked to poor diet and a sedentary lifestyle.
It is not clear how air pollution increases the risk of diabetes. But scientists, writing in the journal Environmental Science and Pollution Research International, said one possibility is that it triggers inflammation in the tissue and stops insulin, the hormone that keeps blood sugar under control, from working properly.
Air pollution increases risk of type 2 diabetes, say researchers from Wuhan University of Science and Technology in China
The clothes are calling
How what you wear can affect your health. This week: Long sleeves can change blood pressure results
Opt for short sleeves when taking your blood pressure, as taking it with the sleeve rolled up can lead to false readings, says Dr. Michael Bursztyn, a cardiologist at Hadassah Hebrew University Medical Center in Israel.
“When the sleeve is rolled up, it can put pressure on the brachial artery in the arm [the main blood supply] and change blood pressure,” he says.
And if you don’t have an abnormally long arm, he suggests that it’s impossible to get the cuff in the correct position in the middle of the upper arm with the sleeve pushed up, which can also change the reading.
Did you know?
Some antibiotics, such as metronidazole and tinidazole, can react with alcohol in wine or spirits, resulting in vomiting and headaches, says Simon Maxwell, professor of clinical pharmacology at the University of Edinburgh.
“This happens because these antibiotics prevent the body from fully breaking down alcohol, which leads to a buildup of acetaldehyde (a toxic byproduct) that causes hot flashes, dizziness, vomiting, and headaches.”
In your dreams
Surprising things down to genetics. This week: The gene that reduces your need for sleep
If you’re one of those people who can sleep four to six hours and still wake up feeling alert, then you may have a gene mutation known as DEC2 — according to 2009 research from the University of California, San Francisco.
The researchers found that mice engineered to have the same mutation seen in short-sleepers were awake 8 percent longer than mice without the gene.
They also experienced 2 percent less rapid eye movement (REM) sleep, which is when we dream, and 6 percent less non-REM sleep (the more restorative deep sleep) than the other mice over a 12-hour period.
The researchers said DEC2 helps control levels of orexin, a hormone involved in wakefulness. The gene mutation appears to help release the brakes on orexin production.
Can freezing nerves help ease the agony of post-op knee pain?
Freezing the nerves in the knee before joint replacement surgery can prevent months of pain afterward.
Up to 100,000 such operations are carried out in the UK each year due to wear and tear. However, patients may take several months to recover from the pain.
In a study involving 120 patients at the Tennessee University Health Science Center in the US, half underwent cryoneurolysis, where a probe was inserted into the knee joint that froze the nerves to -20°C before surgery. Freezing the nerves in this way blocks pain signals.
Results in the Journal of Arthroplasty showed that it reduced the amount of pain medication patients needed after surgery and led to better mobility. | <urn:uuid:bf7ad672-6bce-4cdd-b4eb-b8366d1edc15> | {
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Explicitly teaching students to work through a process and procedure to provide written responses to literal questions on a text requires numerous opportunities using a variety of texts. When teaching the process and procedure, select short texts on a familiar topic at the student's independent reading level.
The development of questioning skills whilst reading texts equips students to become more effective readers and enhances their ability to answer a variety of questions more effectively.
Written responses can vary in difficulty. The lowest level of written literal response requires the students to complete a partially constructed sentence. Teachers can include a selection of responses (taken directly from the text) from which to choose. Questions which require the production of a complete sentence for the answer are the highest level of written literal response. This requires the students to answer questions which can be directly located within the text and uses key word and phrase location. This does not necessarily support deeper comprehension of text and further discussion of the text subject matter should be undertaken to facilitate a deeper understanding. For students to successfully answer questions using sentences, students require knowledge and understanding of sentence structure and spelling as well as handwriting skills. When constructing literal comprehension tasks it is important to be aware of the skills that the students are required to demonstrate.
Student learning opportunities should include:
- decoding of texts
- developing an understanding of written instructions
- developing and exploring topics and vocabulary presented in a passage or text.
- Have students view and read a text.
- Students need to identify and highlight key words within the text. This can be done in pairs after providing students with highlighters (or small post-it notes if using books).
- Ask questions about a text currently being studied and have students identify an answer. Students need to indicate through either circling or underlining where they have located the answer within the text and then justify their response using the text.
This activity can be used with a variety of texts.
The focus should be on developing the skills necessary to navigate and access information effectively from a text.
Select a text that students are able to read. The activity aims to develop the students questioning and information location skills.
Use a scaffold to assist students in asking and answering questions. The scaffold develops students’ skills from the literal through to inferential comprehension of texts and facilitates their ability to effectively answer questions.
Australian curriculum – ACELY1660: Interpreting, analysing, evaluating: Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features. ACELY1670: Interpreting, analysing, evaluating: Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.
NSW syllabus – EN1-4A: Draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
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Hello, Anon! Thank you for posting.
Stem cells are special human cells that have the ability to develop into many different cell types, from muscle cells to brain cells. In some cases, they also have the ability to repair damaged tissues.
There are several types of stem cells that can be used for different purposes:
-Embryonic stem cells come from human embryos that are three to five days old. They are harvested during a process called in-vitro fertilization.
-Adult stem cells have a misleading name because they are also found in infants and children. These stem cells come from developed organs and tissues in the body.
-Cord blood stem cells are harvested from the umbilical cord after childbirth. They can be frozen in cell banks for use in the future.
The link below can give you more information about stem cell research in regards to anti-aging. Copy/paste the link:
I will update this page if I can find more information for you. | <urn:uuid:d0de4a2c-8f54-4e12-bca7-e257ee955f08> | {
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Expansion of deposits is the process in which banks create additional money by using money already deposited. The money expands because when banks loan it out, it reenters the economy. In fact, most of the money supply in the United States is created in this fashion.Before being loaned out, deposits in a bank do not increase the overall money supply. The funds deposited merely change in composition from currency to deposit. Money is created only when funds that have been deposited are loaned out. Because banks are required to hold a fraction of deposits in reserve, only the remaining fraction, when lent out, increases the money supply. The fraction lent out is a multiple of the fraction that must be held in reserve. The mathematical function that describes the maximum possible expansion of deposits is known as the money multiplier. The money multiplier is the amount of money generated by the banking system with each dollar of reserves. It shows the total amount of money created by the system. The money multiplier is calculated with this equation:
The fraction of a deposit that a bank can loan out or invest is called excess reserves. It is through its excess reserves that a bank can grow its total reserves. For example, if a bank has $1 million in deposits and the required reserve ratio is 10%, the excess reserves for the bank is $900,000.
The process of deposit expansion does not end with that first bank loaning out its excess reserves because the borrower is likely to deposit the money in another bank for use in transactions. The second bank can use this deposit to expand the money supply again. For example, if an initial deposit made with Bank 1 is $100,000 and the required reserve ratio is 10%, the bank must hold 10% of $100,000 (or $10,000) in required reserves. This means Bank 1 has $90,000 in excess reserves, which it can lend out. If the bank lends out all $90,000 and $90,000 is deposited in Bank 2, which has the same required reserve ratio, then Bank 2 can lend out $81,000 of the deposited sum. If the maximum amount of money is lent out and deposited in Bank 3, this bank can lend out $72,900. In this way, starting from an initial deposit of $100,000, over the course of just three deposits, the money supply could potentially increase by . This process continues on, so the total new money created is the value of the money multiplier times the initial deposit. In this example, the total new money created is 1 divided by 0.1, or 10 (money multiplier) times $100,000 (initial deposit), which equals $1,000,000. This continued expansion of the money supply that occurs when money created by fractional reserve banking is redeposited, which creates more money, which can itself be redeposited, and create further economic growth is called the multiple expansion of deposits.
Expansion of Deposits
|New Deposits||Required Reserves (10%)||Excess Reserves|
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What is Test Anxiety?
It is quite normal for students to feel a little stressed out and nervous before or during an exam, but when this nervousness becomes too much to let a student perform to the best of his or her abilities, it is termed as test anxiety. Test anxiety is a psychological condition which may not only impair learning but may also adversely affect test performance.
Test anxiety may be manifested in a variety of forms and the symptoms may range from mild to severe. Some students, despite experiencing stress and anxiety, do reasonably fine as their symptoms are rather mild. However, there are others whose abilities get seriously impaired because of excessive anxiety which is often also accompanied by panic attacks before or during the exam.
Apparently, test anxiety can make it fairly difficult for a student to focus and recall information that he or she has spent hours learning about. This would, in turn, contribute to even more anxiety and stress making it much more difficult for the student to recollect and write down the answers to the test.
Symptoms of Test Anxiety
The symptoms of test anxiety can be physical, cognitive, behavioral, and emotional:
Physical symptoms: Some of the common physical symptoms include sweating, dry mouth, rapid breathing, headache, racing heartbeat, a sense of shakiness, and even diarrhea. In more severe cases, nausea, shortness of breath, and full-blown panic attack or fainting might also be experienced.
Cognitive and behavioral symptoms: Test anxiety can also lead to behavioural and cognitive symptoms including fidgeting or forthright avoidance of testing situations, negative thinking, and difficulty concentrating on the test. Negative self-talk and racing thoughts are also some of the common cognitive symptoms of test anxiety.
Emotional symptoms: Depression, feeling of helplessness, low self-esteem, frustration, and fear comprise emotional symptoms of test anxiety. Students feel helpless, nervous and frightened to face the exams and report blanking out on answers to the test.
Strategies to Overcome Test Anxiety
Test anxiety is quite an unpleasant and unnerving experience which can adversely affect student’s grades as well as self-confidence. However, there are certain strategies that students can adopt to overcome test anxiety.
Being fully prepared for the test: It is very important for the student to spend adequate time for the preparation of the exam. This basically means starting early in order to have sufficient time to prepare until he or she feels comfortable with the material. Therefore, waiting until the night before should be avoided. If not sure how to effectively manage time for the preparation, the student should ask the teacher or parent for help. Being prepared will be a great confidence-booster, which will reduce test anxiety.
Keeping negative thoughts away: More than anything else, it’s the attitude and approach towards the test or exam that is going to make a difference in the performance. One should always stay positive. A student must not allow himself or herself to be demoralized by negative thoughts like, “I don’t remember anything, I studied,” “I can’t do it.” Rather one should convince one’s mind to believe that one remembers everything that has been learnt and studied. Positive thoughts will keep anxiety at bay and dramatically enhance the performance in the exam.
Getting involved in relaxation activities: Relaxation is as crucial as studies during exam preparation. Activities like deep breathing, mediation, positive self-talk and yoga can help calm the mind and boost the power of concentration and retention. Anxiety and excess energy can also be released by way of aerobic exercise which helps reduce body tension too.
Getting enough sleep: Even during exam days, getting adequate sleep and rest is as essential as preparing for the test. A good night’s sleep will help one concentrate better and boost the memory spontaneously.
Moving on from mistakes: It is okay to make mistakes. One should not remain stuck on mistakes and move on as early as possible to concentrate on what’s coming next. One mustn’t expect oneself to be perfect and so, rather than fretting over the mistakes already committed in a test, one should focus on the upcoming one, needless to say, without taking stress for that too. The next test should always be looked upon as an opportunity to make up for the mistakes committed in the previous test. Doing one’s best is all that matters, one should always remember that.
Keeping oneself full before the exam: One must not go to the exam with an empty stomach. Eating fresh fruits and vegetables helps reduce stress while processed foods, carbonated soft drinks, chocolate, fried or junk food makes one feel lazy and thus, makes it equally important to choose among foods wisely.
Not paying attention to what others are doing: Anxiety may also build up if a student starts noticing others attempting their test. No one knows what the other is scribbling away, so one should stop worrying about that and focus on one’s own performance. To avoid test anxiety, a student should keep attempting his/her test instead of paying attention to what other students are doing.
Trying medication and therapy for severe symptoms: If a student feels that the symptoms are too severe for him/her to manage, he/she should contact the school counselor or a physician. If the stress and anxiety is too severe, anti-anxiety medications or cognitive-behavioral therapy (CBT) may be recommended by the physician to alleviate the symptoms. | <urn:uuid:e7197801-cd16-4598-8149-ec22aea2716a> | {
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A study published in the open access journal BMC Genetics has found genetic loci (the position of genes on the chromosome) that specifically pertain to age-related high frequency hearing loss.
Presbycusis is the loss of hearing for high-pitched sounds that gradually occurs in most individuals as they grow older. Although many genetic loci have been linked to hearing deficits in humans, many loci that contribute to tonotopy, or the organization of the auditory system that permits detection and discrimination of sounds of different frequency, remain undiscovered.
A group from the National Institute on Deafness and Other Communication Disorders (NIDCD) at the National Institutes of Health (NIH) used genome-wide linkage analysis in NIH Swiss mice to successfully identify two quantitative trait loci that affect hearing at high frequencies – Hfhl1 and Hfhl3. Specifically the effect of the locus Hfhl1 is thought to be confined to hearing frequencies from 25 to 44kHz of the tonotopic map, while Hfhl3 is restricted to the 35 to 44kHz region.
Lead author James M. Keller commented in the press release, "Our results support the hypothesis that frequency-specific hearing loss results from variation in gene activity along the cochlear partition and suggest a strategy for creating a map of genes that influence differences in hearing sensitivity and/or vulnerability in restricted portions of the cochlea."
Keller cautioned, however, that the high-frequency hearing loss loci, Hfhl1 and Hfhl3, explain only a portion of the variation in high-frequency hearing loss observed in these mice. He said, “Other loci, and cross talk between genes at different loci, probably account for much of the remainder. In fact, we detected a number of additional loci that could account for some of the residual variation. Additional genotyping and analysis could greatly increase our understanding of the genetic architecture of the HFHL phenotype." | <urn:uuid:f37f33c9-1e7b-4349-a19f-dafaf854e217> | {
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Fun writing activities
based on 165 student reviews
Fun writing activities
Scholastic's Story Starters kids' writing activity generates creative writing prompts, from general fiction to adventure, fantasy, and science fiction. These five pre-writing activities for preschoolers are sure to get your child ready to write! And they're lots of fun too. Creative Writing Prompts. Many creative writers use prompts to generate new material. Prompts can be challenges -- for example, write a story using only one syllable. When faced with a blank paper, many kids have a blank mind to match. Fun writing prompts for children may be all they need to inspire creative writing. Build solid creative writing skills with our extensive collection of printables, graphic organizers, and lessons plans. You'll find poetry activities, short-story. “How to” writing and Non-fiction activities I am pinning those so I remember it when we get to that writing unit all of the lessons are so fun. Reply. 9. Use these High School reading activities to engage students and help them learn valuable skills. Reading activities include methods for assessing individual reading.
Ever feel stumped? Uninspired? Blank? These creative writing prompts will kick your muse into high gear so you can start writing again. Be creative and have fun. ReadWriteThink has a variety of. that come between research and writing. in prewriting and postreading activities by focusing on the. Doing activities with your children allows you to promote their reading and writing skills while having fun at the same time. These activities for pre-readers. Writing Worksheets, Free Writing Worksheets, Writing Worksheet, Writing Prompts, Writing Paper, Writing Worksheets for Kids. The Writing Center at UNC-Chapel Hill. Skip Navigation. Home;. Describe your writing activities since the last group meeting in terms of pages written. Writing activities to help encourage child to write at school and write at home. Includes writing prompts, story writing ideas and more! You can find more ideas on. Narrative Writing Activities 83 to 30 students in the class, it takes quite a while for the story to come around for students to make a second word contribution. Find five fun creative writing exercises you might like to try with the young writers in your life.
Fun writing activities
Third and fourth grade mean full days with lots of reading and writing! These materials from ReadWriteThink can help you make the most of the time outside of school. More fun with postcards;. Student Generated Poetry: 5 Great Activities! Tarzan; Television Show Lost;. Writing Sentences. World's Best Jobs. 30 Ideas for Teaching Writing. Summary: Few sources available today offer writing teachers such succinct, practice-based help—which is one reason why 30 Ideas for. Went out in writing academic certain territories and states that Carl Rogers approach to art because she is the fastest ways to prevent further problems with power. Activities for your EFL / ESL writing class. Icebreakers, warmers, creative writing, and essay writing activities. Steps, rules, and ideas to get students free writing. Writing Fun continues to be available for teachers, parents and students through the award winning Spellodrome resource. For existing Spellodrome school and home. Type: Just For Fun. Subject: History. Word Detective. Funbrain's word search game for kids and adults! Grades: 1 - 8. Type: Word. Subject: Language Arts, Social.
Doing a unit study or project about elections or the election process? Incorporate these six fun election-themed writing activities for homeschoolers. Reading and Writing Games for Kids | Grades K-5 Skip to main content. Kids.gov A safe. How to Write a Book Report - Writing a book report can be a lot of fun. Writing Activities, Writing Activity, Free Writing Activities, Writing Activities for Kids, Teaching Writing Activities, Writing Printables, Writing Centers, Writing. Writing is one of those subjects that isn’t always a favorite for kids. And it’s no wonder with the meaningless writing activities we sometimes ask kids to do. Free writing activities include printable thank you notes, poetry worksheets, vacation journal, quotation worksheets, and more! Great activities for preschool - sixth. Instructions Game for Kids. This instructions game for kids will help students understand the importance of writing clear, concise instructions for a range of.
Fun activities that work on developing writing skills. Get ready to write without worksheets. 25 Activities for Reading and Writing Fun. Literacy in the Sciences. Pantomime. Act out a scene you choose or the class calls out to you while up there. Dramatic. Writing Lessons and Activities for Every Grade * W.R.I.T.E. = Write, Revise, Inform, Think, and Edit. How do you help your students overcome their fear of the blank. 25 Ways to Get Kids Writing By. From mad libs to story maps, everything you need to make writing fun. This site lists over 30 writing activities to promote. Features leveled Christmas writing prompts and story starters for kindergarten through middle school students.
Hello everyone! Are you heading back to school tomorrow morning? If you’re looking for fun winter writing activities to jump start the new year with a smile, here. Free, Printable Kindergarten Writing Prompts for your students in the classroom or at home. Fun, creative prompts to develop strong writing skills. Writing games and writing about experiences are two ways to help make writing fun for kids. The lesson and project ideas below are meant to fill the bill for Friday afternoon fun and learning. with a "world" of Christmas activities! Art/Writing. Fun Writing Games for Kids. Check out these fun writing games for kids. Enjoy a range of free activities, resources and practice exercises related to writing letters.
- Help your kindergartener practice writing skills with Education.com's fun and unique writing activities for kindergarteners.
- Writing Activities. Mastering writing skills is simple when your child can Fish Me a Word or Go Fishing for Grammar, depending on their grade-level.
- Explore Catherine Thompson's board "5th Grade Fun Writing Activities/ Motivation Ideas!!!!" on Pinterest, the world's catalog of ideas. | See more about Writing.
- Therapy Fun Zone is a site dedicated to sharing fun therapy ideas. No need to dread therapy because of the boring hard work. If the activities are fun and functional.
Fun writing activities to inspire kids to be good writers who can express their thoughts and feelings with words. Teach kids the basics of writing letters in this fun, free English game, ‘Letter Activity’. This online game will help the little ones understand sentence. Make the most of your last few weeks at school with a final goal and these end of the year activities that will help you achieve that goal. Fun Writing Prompts for Middle Schoolers— Middle school writing skills are essential to building a solid educational foundation in children. Make writing fun and easier by spending time practicing with these writing activities. PowerPoint to stimulate short, 10-minute, creative writing tasks at KS3. Pupils express their ideas free from the burden of long, seemingly endless, tasks. Develop. | <urn:uuid:6deacd00-d0c2-467e-91e7-433c0f33a23f> | {
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The field of genetics is one of the fastest-growing fields in the health sciences, and there are many different specializations Geneticists can pursue. Some specialize in pediatric or adult populations, while others may focus on specific diseases. Discover what a geneticist does in this article and learn more about their role in the medical field!
Geneticists are individuals who study genes, heredity, and variation in organisms. They help to diagnose genetic diseases and can be a valuable resource for prenatal testing and other related services. Geneticists locate mutations in chromosomes, proteins, or DNA molecules that cause diseases or abnormalities. They also develop new treatments and therapies as well.
Image Source: Google
Geneticists are responsible for the study of genetics and genetic variation. Geneticists help conduct research on genetics, including studying the detailed structure and function of genes. They also study inheritance, including how genes are passed from parents to children. Finally, geneticists work with other scientists and physicians in clinical settings to apply their knowledge of genetics to diagnose diseases and counsel families about the risks of inherited diseases
Geneticists are a team of doctors that help to diagnose genetic diseases and abnormalities. These professionals work with other teams in the medical field such as neurologists, cardiologists, and ophthalmologists to help identify these problems before they become too serious. Geneticists also aid in counseling patients on how they can deal with these illnesses and what precautions they need to take going forward.
Geneticists are one of the most important professionals in the medical field. They work with people who have genetic disorders that require a comprehensive understanding of how to treat their conditions. Without a skilled medical geneticist, the research for cures for new diseases would be slowed tremendously. They make sure that their work is accurate and based on real science. | <urn:uuid:cb7e115a-e146-4acd-8af6-ec43d5ea8c80> | {
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Dr. Maria Montessori
The Montessori method of education, developed by Dr. Maria Montessori, is a child-centered, developmentally-based approach to education. The philosophy views the child as someone eager for knowledge who will initiate learning in a supportive, stimulating, and thoughtfully-prepared learning environment.
The Montessori approach values the development of the whole child – the physical, social, emotional, and cognitive development. Maria Montessori believed that finding one’s place in the world, finding work that is meaningful and fulfilling, and developing the inner peace and depth of soul that allows one to love are the most important goals in life.
Today, Montessori schools like Shining Stars have as their foundation her deep respect for children as unique individuals and her profound concern for their social and emotional development. Maria Montessori believed in children’s inherent desire to learn. Montessori classrooms include multi-age groupings that foster collaboration, and children working collaboratively in groups or independently. The enticing materials invite hands-on exploration, and children move about the room as they find their best place to work. Real-life lessons provide authentic learning, uninterrupted blocks of work time encourage deep concentration, and the freedom to choose work allows students to own their learning. Montessori teachers (called ‘Guides’ at Shining Stars) carefully prepare the classroom environment to foster and encourage curiosity, independence, and freedom within limits, and children can guide themselves through this environment, making use of the lessons offered to develop themselves and interacting with the teacher for guidance and support as needed. Every day, students practice activities in math, language, science, history, geography, and practical life skills.
Every day, children and adults honor kindness, compassion, mutual respect, and peace. By encouraging students to develop the independence and skills necessary to be self-sufficient in their classrooms, we prepare them to venture into the biggest classroom of all. They leave with a true love of learning, standing on an academic and social foundation that will support them throughout their lives. | <urn:uuid:6c094278-805a-4c9a-a3ae-1a989537e55e> | {
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Definition of equant in English:
nounAstronomy , historical
(In the Ptolemaic system) an imaginary circle introduced with the purpose of reconciling the planetary movements with the hypothesis of uniform circular motion.
- When the intricacies of epicycles, deferents and equants were explained to him Alfonso ‘the Wise’ is said to have remarked that if the Almighty had consulted him on the matter, he would have recommended something a little simpler…
- If you had asked Aristotle or Ptolemy to explain how planets move, you would have got a lecture on epicycles and equants.
- Gingerich noted ‘the majority of sixteenth-century astronomers thought eliminating the equant was Copernicus' big achievement.’
adjectiveGeology Back to top
(Of a crystal or particle) having its different diameters approximately equal, so as to be roughly cubic or spherical in shape.
- It typically occurs as transparent flattened crystals, as small equant crystals, as intergrown masses of small lustrous crystals, and occasionally as stout or elongated twinned crystals.
- A few outstanding composite specimens were recovered, with crude dendritic copper intergrown with one or two large, single, equant crystals.
- Doubly terminated, transparent, colorless equant crystals of classic Herkimer ‘diamond’ habit are locally common.
Mid 16th century: from Latin aequant- 'making equal', from the verb aequare.
Definition of equant in:
- US English dictionary
What do you find interesting about this word or phrase?
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Correlation Database is a computer database that allows users to store, update, and search large data sets for similar or related objects or developments. It is distinct from standard databases, which store single objects such as a record, or structured entities such as customers from a customer repository.
Unlike relational databases, which use relational algebra to compare objects between tables, correlation databases go beyond traditional comparison methods, such as SQL, to compare objects within large data sets. Correlation databases compare several attributes, rather than single ones, which can lead to quicker insights and discoveries.
The data sets held in correlation databases can be very diverse and complex. Examples include: genetic data; customer shopping patterns; stock market movements; security log data; network traffic; and patterns of consumer loyalty or product reviews.
Correlation databases can analyze all data within a single query, seeking multiple implications between variables in the data. Queries are often set up to find combinations not previously searched for, enabling users to discover new patterns in the data.
Because correlation databases analyze many different sets of variables at once, the results are often difficult to interpret. Many correlation databases provide the user with visual aides to help interpret the relationships and correlations between variables.
Correlation databases are used in a variety of industries including advertising, finance, government, healthcare and science. They have applications in marketing, machine learning and artificial intelligence, as well as in the detection of fraud or criminal behavior.
The use of correlation databases has seen a rise in popularity due to their flexibility, the speed with which large data sets can be analyzed, and the ability to automate query processes. They have become increasingly important tools for mining and analyzing big data, uncovering key insights in customer trends and movements. | <urn:uuid:abb6aa8a-9853-4066-a135-0f8ad371bd15> | {
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BRANNAN PLAN, a farm price support plan using direct payments to the farmer under certain conditions as a substitute for other price supports. Among the initiatives of President Harry Truman's Fair Deal, this plan was first proposed by Secretary of Agriculture Charles Brannan in April 1949. The proposal aroused considerable opposition. Its opponents characterized it as unsound and fantastically expensive. In the 1952 presidential campaign, Republicans argued that the Brannan plan was an example of Democratic profligacy. Supporters of the plan countered that it was a rational approach to income protection for agriculture and a more effective and less costly way than price supports to subsidize the farmer when assistance is needed. Although advocated in Congress a number of times, usually in amended form, the plan was never approved.
Dean, Virgil W. "Why Not the Brannan Plan?" Agricultural History 70 (Spring 1996).
Thomas RobsonHay/t. m. | <urn:uuid:ebfd5d6a-0f1b-4b13-9387-f7a2160deda6> | {
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21st Century Skills
Iowa Core - 21st Century Skills
Each Iowa student will be empowered with the technological knowledge and skills to learn effective and live productively.
This vision, developed by the Iowa Core Curriculum 21st Century Skills Committee, reflects the fact that Iowans in the 21st century live in a global environment marked by a high use of technology, giving citizens and workers the ability to collaborate and make individual contributions as never before. Iowa's students live in a media-suffused environment, marked by access to an abundance of information and rapidly changing technological tools useful for critical thinking and problem solving processes. Therefore, technological literacy supports preparation of students as global citizens capable of self-directed learning in preparation for an ever-changing world.
Regardless of current realities, literacy in any context is defined as the ability "...to access, manage, integrate, evaluate, and create information in order to function in a knowledge society..." (ICT Literacy Panel, 2002) "....When we teach only for facts ... (specifics)... rather than for how to go beyond facts, we teach students how to get out of date." (Sternberg, 2008) This statement is particularly significant when applied to technology literacy. The Iowa essential concepts for technology literacy reflect broad, universal processes and skills.
Although it is important that current technologies be integrated into all teachers' classroom practices and all students' experiences, it is also important to understand the broader implications of the transforming influence of technology on society. For example, creativity, innovation and systemic thinking are requirements for success in this environment. Technology is changing the way we think about and do our work. It has changed our relationships with information and given us access to resources, economic and professional, that were unimaginable just a few years ago
Technological advances also present societal challenges. It is essential that students have a deep understanding of technology literacy concepts in order to deal with technology's challenges and implications. It is also essential that educators partner with "...digital natives"..., teaching ways to mediate the challenges, and to realize the potential of technology literacy. (Palfrey and Gasser, 2008) | <urn:uuid:65a574e5-3fcc-4777-bbab-0e639c0635e1> | {
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Lake or river
Drinking water can come from many sources, including large reservoirs, lakes, rivers, and groundwater aquifers. In many cities, water comes from ore than one source, and it goes through pipelines that can be miles long before it reaches the municipal water-treatment plant. The water-purification process undergoes seven steps: 1) Coagulation: Chemicals are added to the water to cause the suspended solids present in the water to clump together, or coagulate; 2) Flocculation: Large paddles gently mix the water, which causes the coagulated particles to join so they become larger and denser; 3) Sedimentation: The flocculated water travels into primary settling basins where the dense particles settle and the clarified water is separated and sent through pipes to secondary settling basins; 4) Filtration: The water goes through filters that remove any remaining suspended particles in the water; 5) Disinfection: Chlorine or ozone is added to the clarified water to disinfect it; 6) pH Adjustment: Lime, also known as calcium oxide (CaO), is added to ensure the pH of the water remains alkaline, or basic, enough so it doesn’t corrode water-distribution pipes; and 7) Fluoridation: After water leaves the secondary settling basins, it is treated with fluorosilicic acid (H2SiF6), which adds fluoride to drinking water to help prevent tooth decay. Finally, the water goes through the water storage and distribution system.
DWAINE EUBANKS; THINKSTOCK
Heavy metals such as arsenic, mercury,
and lead are a serious health concern because
they are toxic to humans and animals. Heavy
metals can naturally find their way into water,
which is one reason why water needs to be
treated before it can be piped into your home.
For example, in many parts of the world, the
groundwater comes into contact with soil
or rocks that contain high concentrations
of arsenic. The water dissolves some of the
metal, or leaches it, and the water becomes
If heavy metals are present at the source
of the drinking water, the water-treatment
facility can use chemicals that react with the
metals and precipitate them out of the water.
SHUTTERSTOCK; THINKSTOCK; ISTOCK
Chlorine: Unintended Hazards
A precipitation reaction is a reaction in which
soluble ions in separate solutions are mixed
together to form an insoluble compound that
settles out of solution as a solid. That insoluble compound is called a precipitate. Soluble
heavy-metal ions can be removed by converting them into insoluble metal hydroxides or
carbonates. This is typically done by the addition of compounds, such as sodium hydroxide
(NaOH) or calcium oxide (CaO).
THE USE OF CHLORINE AS A DISINFECTION AGENT CAN CREATE BY-PRODUCTS, which can be difficult to remove and can cause health hazards. One common
group of disinfection by-products are trihalomethanes—compounds in which three of
the four hydrogen atoms of methane (CH4) are replaced with halogen atoms (
specifically chlorine or bromine). Chloroform (CHCl3) is one well-known trihalomethane.
These chemicals are suspected carcinogens at low concentrations. Trihalomethanes
are typically removed using large amounts of activated carbon—a form of carbon that
has small pores. The pores increase its surface area and make it more reactive with
trihalomethanes. The carbon and adsorbed by-products are then removed by settling
and filtration (see Filtration, step 4, in the above illustration). Other chlorine by-products
are not as easily removed, however.
For example, soluble nickel ions can be
converted to an insoluble hydroxide by the
Ni(NO3)2(aq) + 2 NaOH(aq) ➞
Ni(OH)2(s) + 2 NaNO3(aq)
The solubility of the metal compounds
depends on pH—most are least soluble when
pH is above 7 (basic solutions). The optimal
pH for precipitation depends on the metal to
be removed and anion to be used, so the best
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Reading aloud to a tiny tot who doesn’t yet say a single word may seem strange or even silly. But children who are read to from an early age are more successful when learning to read later for several reasons:
- Listening to stories helps babies develop language skills. They begin to understand the rhythm of sentences and key words.
- Hearing you read aloud encourages babies to use their own voice and coo back to you.
- Picture books help babies learn to recognize familiar objects, like balls, dogs and shoes. Reading picture books can be more effective at teaching a baby words than simply pointing to an object. (For example, you might point to your baby’s nose and say ‘nose’ – but unless you’re doing this in front of a mirror, they may not be making the mental connection. Showing them a nose in a book is much more clear.)
- Stories stimulate babies’ imagination and creativity, which helps them develop better problem-solving skills.
- Don’t forget that reading stories is great bonding time and can be very soothing for your toddler.
Some tips on reading to tiny toddlers:
- Slow right down. Reading slowly helps children work out who’s saying what and helps them to follow the storyline.
- Use voices – animate the book by using a booming voice for dad or a squeeky voice for the mouse.
- Use a cloth book if your baby isn’t interested in sitting still. Let them mouth it and squash it and crinkle it – and just generally use it as a toy.
- If you only read one page at a time before your little one hops up to do something else, that’s completely fine. Don’t worry if your child won’t sit through a whole book.
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In this lesson, our instructor Charles Schallhorn, talks about the experimental process: how subjects are selected, the different kinds of variables found in experiments, the placebo effect, the types of biases that can arise when gathering data, and what must be considered to ethically use people or animals when conducting experiments.
An Experiment is a controlled test of a hypothesis in which the researcher manipulates one variable to discover its effect on another
Psychological researchers rely on operational definitions and measurement in behavioral research
An hypothesis is a statement that attempts to predict an outcome within the confines of the experiment—how the manipulation of the independent variable changes the dependent variable
An Independent Variable is variable that an experimenter manipulates
A Dependent Variable is a variable than an experimenter predicts will be affected by manipulations of the independent variable
Extraneous Variables are conditions that a researcher wants to prevent from affecting the outcomes of the experiment
Random Selection is choosing subjects for the experiment without bias—often using a random number table or other randomizing procedure
Random Assignment is choosing which group, the experimental or control group each subject goes to
Randomness is a procedure that creates the attempt to limit bias and create representativeness
Single Blind Experiment is when only the subjects have no idea whether they get real treatment or placebo
A Double Blind Experiment is when the subjects AND the experimenters have no idea whether the subjects get real treatment or placebo
Placebo Effect is when changes in behavior that result from belief that one has ingested a drug or received a treatment
Ethical Issues in Research include the practice of no coercion-participation must be voluntary; Doctrine of “informed consent;” anonymity or confidentiality of participants; respecting dignity and welfare of human subjects; protection from physical or emotional risk—temporary discomfort ok, but not long-term harm; ability to withdraw at any time; and “debriefing”—done after experiment-explains true purpose of study and if any deceptions
Experimenting on Animals can be done but must have a clear scientific purpose, answer a specific, important scientific question with animals chosen must be best suited for the question and acquired legally
The Experimental Process & Ethical Guidelines
Lecture Slides are screen-captured images of important points in the lecture. Students can download and print out these lecture slide images to do practice problems as well as take notes while watching the lecture.
Describe how Research Design Drives the Reasonable Conclusions That Can Be Drawn (e.g. Experiments are Useful for Determining Cause And Effect; The Use of Experimental Controls Reduces Alternate Explanations
Identify Independent, Dependent, Confounding, and Control Variables In Experimental Designs
Distinguish Between Random Assignments of Participants to Conditions in Experiments and Random Selection of Participants, Primarily in Correlational Studies and Surveys
Objectives, Cont. 0:57
Predict the Validity of Behavioral Explanations Based on the Quality of Research Design (e.g., Confounding Variables Limit Confidence in Research Conclusions).
Discuss the Value of Reliance on Operational Definitions and Measurement in Behavioral Research
The Experiment: Searching for Causes 1:23
Experimental and Control Conditions
Advantages and Limitations of Experiments
An Experiment 1:55
A Controlled Test of a Hypothesis in Which the Researcher Manipulates One Variable to Discover Its Effect on Another.
To Identify Cause-And-Effect Relationships, We Conduct Experiments
Some Vocabulary 3:34
Hypothesis: A Statement That Attempts to Predict an Outcome Within the Confines of the Experiment -- How the Manipulation of the Independent Variable Changes the Dependent Variable. To Make It Easier, Put it In a Conditional Format, If, Then
Independent Variable: A Variable That an Experimenter Manipulates.
Dependent Variable: A Variable That an Experimenter Predicts Will Be Affected By Manipulations of the Independent Variable
Unwanted Variables -- Extraneous Variables: Conditions That a Researcher Wants To Prevent From Affecting The Outcomes of the Experiment (e.g., Number of Hours Slept Before the Experiment)
More Concepts 5:15
Random Selection -- Choosing Subjects for the Experiment Without Bias -- Often Using a Random Number Table or Other Randomizing Procedure
Random Assignment -- Choosing Which Group, The Experimental or Control Group Each Subject Goes To
Randomness is a Procedure That Creates the Attempt to Limit Bias and Create Representativeness
A Graphic Overview 8:31
If One Eats Peanuts, One Will Recall Better 12:06
Practice -- Caffeine and Memory 14:16
Practice -- Sleep and Reaction Time 17:29
Potential Biases 21:05
Experimenter Effects -- This is When The Experimenter Unconsciously Pushes Subject into a Particular Response
Changes in Behavior Caused by the Unintended Influence of the Experimenter
Self-Fulfilling Prophecy: A Prediction That Leads People to Act in Ways to Make the Prediction Come True
Single Blind Experiment: Only the Subjects Have No Idea Whether They Get Real Treatment or Placebo
Double Blind Experiment: The Subjects AND The Experimenters Have No Idea Whether the Subjects Get Real Treatment or Placebo
Evaluating Results in an Experiment 22:54
Statistically Significant: Results Gained Would Occur Very Rarely by Chance Alone, Usually Less Than Five Experiments Out of 100
Meta-Analysis: Study of Results of Other Studies
Placebo Effect 25:15
Changes in Behavior That Result From Belief That One Has Ingested a Drug
Ethics/Ethical Responsibility 28:28
No Coercion -- Participation Must Be Voluntary
Doctrine of Informed Consent -- Must Be Volunteer and Know Enough to Intelligently Decide About Participating
Anonymity or Confidentiality of Participants
Respecting Dignity and Welfare of Human Subjects
Protection From Physical or Emotional Risk -- Temporary Discomfort OK, But Not Long-Term Harm
Ability to Withdraw at Any Time
Deception of Subjects Can Be OK
Debriefing -- Done After Experiment -- Explains True Purpose of Study and If Any Deceptions
Experimenting on Animals 30:43
Humans are Similar to Other Animals in Many Ways
Two Extreme Options -- Do No Testing or Test in Any Way We Want, Without Constraint
Researchers Must (APA 2002) Ensure the Comfort, Health, and Humane Treatment of Animals and of Minimizing Infection, Illness, and Pain of Animal Subjects.
Must Have a Clear Scientific Purpose
Must Answer a Specific, Important Scientific Question
Animals Chosen Must be Best Suited for the Question
Animals Must Be Acquired Legally (Accredited Companies or Trapped Humanely, if Wild)
Practice Questions 32:06
To Understand In-Depth a Particular Individual or Family By Using Many Different Tools
To Watch a Person or People and Describe What They Do -- Often Involves Keeping Counts of Particular Behaviors
To Examine the Strength of Relationship Between Two or More Variables
Using Controlled Methods, Create a Situation Where the Researcher Can Measure Cause and Effect by Applying the Independent Variable With the Experimental Group and Comparing Results With a Control Group.
Practice Questions 33:31
To Find Out a Lot of People's Views, Attitudes, Experiences or Feelings About Some Aspect of Their Lives
To Use a Manipulated Situation to See What People Will Do in That Situation
Professor Xavier is Interested in Understanding the Relationship Between Self-Esteem and Social Anxiety
Dr. Jones Wishes to Investigate the Effects of a New Training Program on Employees' Job Performances
Professor Smith Wishes to Study the Effects of Food Deprivation on Learning in Rats
Dr. Watusi is Interested in Studying Peer Influence Among High School Students. He Decides to go to Several Local High Schools and Observe Students Over the Course of Several Weeks.
This book features an effective, 5-step plan to guide your preparation program and help you build the skills, knowledge, and test-taking confidence you need to succeed. This fully revised edition covers the latest course syllabus and provides 2 full-length practice tests that reflect the latest version of the exam, as well as access to online AP Psychology quizzes.
This book that preps you for the AP Psychology Exam includes 2 full-length practie tests with detailed explanations, thorough subject reviews for all test topics, from sensation and perception to abnormal psychology, and proven techniques to help you score higher.
This book is an updated manual that offers detailed preparation for the AP Psychology exam with features that include: three full-length exams (one diagnostic test and two full-length practice tests), and a review of all AP test topics, including research methods, the biological basis of behavior, sensation and perception, states of consciousness, learning, cognition, personality, abnormal psychology, and treatment of disorders. It also includes fifteen additional multiple-choice practice questions for each unit with explained answers, and an analysis of the test's essay section with a sample annotated essay.
"This set of 500 flash cards will help you understand and appropriately use psychological vocabulary terms frequently found in the multiple choice and free response sections of the AP Psychology exam. Each 4-1/2"" x 2-3/4"" card features: a frequently used psychology term on one side, with definitions, synonyms, explanations, and examples on the reverse side. It also features the context for the term, or the areas of psychology in which the term is most often used."
This book addresses the market changes and provides a unique survey of psychology that meets three goals: to demonstrate the unity and diversity of psychology's subject matter, to illuminate the research process and its link to application, and to make the material challenging and thought-provoking yet easy to learn. Weiten accomplishes the successful balance of scientific rigor and a student-friendly approach through the integration of seven unifying themes, an unparalleled didactic art program, real-life examples, and a streamlined set of learning aids that help students see beyond research to big-picture concepts. Major topics typically covered in today's courses are included, such as evolutionary psychology, neuropsychology, biological psychology, positive psychology, applied psychology, careers, and multiculturalism and diversity. | <urn:uuid:8a8ad0d2-7116-4137-86f3-397dd355ede4> | {
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The Land is where our roots are. The children must be taught to feel and live in harmony with the earth.Maria Montessori
Montessori advocated “bringing the inside out and the outside in”. Children have an innate interest in Nature and all the wonders that it provides and we encourage children to explore and be creative within this environment.
Outdoors is a valued part of our classroom and our curriculum and we will use it for a wide variety of activities. This could be observing nature on a mindfulness walk, going on a scavenger hunt, art in the park, learning about plants, trees and flowers and of course lots of play and exercise!
We use our outdoors ‘classrooms’ and trips to extend the learning we do in the classroom. Extending mathematics through counting leaves or measuring sticks; expanding language through naming trees, animals and weather; or practicing skills that relate to our knowledge and understanding of our local environment such as following a familiar route and practicing our left and right.
We believe that learning can be practiced in any environment, whether at home, at nursery or outdoors.
We encourage the children to be outside in all weathers, there is no bad weather there is just bad clothing is our motto.
At Paint Pots we like to bring the outdoors indoors. Nature tables display a wide range of natural seasonal treasures found by our children, families and staff.
The children are encouraged to grow seeds or plants of their own and care for them. Sometimes our cress or salad seeds grow into our lunch. Linking nature to what we eat as a learning experience.
Our classroom plants create a natural green environment and the children help arrange our classroom flowers.
Each year we usually have caterpillars growing into butterflies and frogspawn to further explore life cycles.
We favour natural materials throughout. Our classrooms are designed to represent a calm, peaceful and natural environment. | <urn:uuid:bda1679c-bb63-4277-a73d-3714e9fae9c9> | {
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Can we improve cognition in children through a video game that promotes both cognitive engagement and physical activity?
Currently, I am taking traditional cognitive tasks for children and transforming them into physical, live video games.
How can technology enrich the learning experiences of children?
Do children’s individual differences in executive function influence how much they learn from varying digital media presentations?
I'm a group fitness instructor for Les Mills, a program offered in 100 countries around the world. What differentiates this exercise program from others is that the routines are designed through scientifically-based research through collaboration with kinesiologists and exercise physiologists.
Recent experimental research has converged on an intriguing finding: exercise activities in which one must create, monitor, and modifiy actions in the presence of continually changing task demands promote executive functions.
Yet, school time dedicated to recess has dwindled and few children receive the recommended amount of physical activity. Children with low physical activity self-efficacy and enjoyment or negative perceptions of exercising around others might be discouraged from fully engaging and participating in group exercise games or sports. Other children might not have access to safe recreational equipment. Exergames (a portmanteau of “exercise” and “games”) are a new generation of video games that stimulate a more active, whole-body gaming experience. Exergames require similar skills sports and group exercise games do: anticipating the behavior of opponents, employing strategies, and adapting to ever-changing task demands to accomplish a challenging goal while coordinating the body to execute complex movements. Importantly, exergames can implement algorithms for continuously adapting the difficulty level to children’s individual performance so they are challenged at the right level.
During the period of immaturity in prekindergarten children (i.e., 3- to 5-year-olds), progressive and regressive changes (e.g., myelination and synaptic pruning, respectively) occur concurrently and are driven in part by the child’s experiences. Executive function interventions are used as remediation or prevention of cognitive deficits, so early intervention is crucial; yet little research has conducted training interventions involving complex motor movements with children below school-age. Currently, I am investigting whether experiencing a cognitively engaging exergame before entering formal schooling may temporarily enhance the functioning of cognitive skills, and with carefully controlled experiments determine the underlying mechanisms of why.
My hobbies include sculpting, drawing, and painting-usually inspired by data visuals and brain images produced by researchers in the field I look up to.
Historically, the disciplines of exercise physiology, developmental psychology and cognitive science, art and technology have had little interaction together despite being able to answer important questions when molded together. I'm bringing together these disciplines in my on-going research to contribute to the fields and make an impact on the community.
One of my favorite parts about acaedmia is mentoring undergraduate students, and watching them learn and thrive in a research environment. My completed and on-going projects would not be possible without the dedicated, driven undergraduate students I am lucky enough to work alongside with. | <urn:uuid:8eec72ed-0bfb-413e-bb87-4ab3954197bc> | {
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Use standard laboratory procedures, like cell staining, culturing and DNA sequencing to further narrow down your identification. Bacteria are generally grouped into species according to their physical and metabolic characteristics, rather than their genetic relationships to one another. Positive or Negative Eubacteria are the so-called true bacteria. They're distinct from archaea or archaebacteria, which form a separate kingdom.
The identification of these unknown cultures was accomplished by separating and differentiating possible bacteria based on specific biochemical characteristics. Whether the tests performed identified specific enzymatic reactions or metabolic pathways, each was used in a way to help recognize those specifics and identify the unknown cultures.
Each of the tests performed provided some key information about the bacteria in question and how it functions. The tests performed and what constitutes a positive and negative test are as follows. The oxidase test was performed only on gram - bacteria and was used to test for the presence of cytochrome oxidase.
Living bacteria were placed on a paper towel and saturated with a chromogenic reducing agent. Within seconds the reagent, acting as an artificial electron acceptor, will turn purple if oxidized cytochrome oxidase is present, indicating a positive test.
If no color change is observed, no cytochrome oxidase is present and the test is negative. This test is used to detect the presence of catalase, which helps to breakdown toxic hydrogen peroxide produced from the transport of high-energy electrons directly to oxygen.
Catalase is tested for by adding hydrogen peroxide to the culture, and looking for the production of gas bubbles. If gas bubbles appear immediately, the culture is catalase positive. However, if no bubbles are observed, the culture is negative for catalase. Lactose and sucrose sugar fermentation were tested using a broth containing the respective sugar compound, phenol red, and inverted Durham tubes.
The broths were inoculated with the unknown bacteria cultures and incubated for growth. If fermentation of the sugar molecules was carried out, the pH in the tube would be lowered, and the phenol red would be converted to yellow under the acidic conditions.
Thus, the conversion of the originally red broth to yellow signifies a positive test, indicating the bacteria can ferment using either lactose or sucrose.
If the broth remains red, fermentation on these sugars was not possible and the test is negative. The production of gas by the fermentation was monitored using the inverted Durham tubes. The iron agar slant was used to test for the fermentation of glucose and lactose, as well as the production of H2S.
Gas production was also monitored, looking for fissures produced by production of gas during fermentation. The conversion of the originally red slant and butt of the agar to yellow indicates that glucose fermentation took place.
H2S could have been produced by the reduction of thiosulfate contained in the media. Production of this compound will cause a reaction to occur with ferrous sulfate and will result in the production of a black precipitate.
Thus, the culture is positive for H2S production if a black precipitate is seen and negative if one is not observed. Nitrate reduction was tested for by inoculating a nitrate broth with the unknown cultures, and allowing growth to take place.
An inverted Durham tube was used again to test for the production of any gas. If nitrite is present, the medium turns red, indicating a positive test. However, if the medium does not change, a second test is performed to see if nitrite was further reduced.
In this second test, zinc powder is added to the broth to catalyze the reduction of any nitrate present to nitrite.UNKNOW BACTERIA LAB REPORT UNKNOWN 36 Introduction The purpose of this lab was to identify two unknown bacteria from a mixed culture.
The reason for identification of unknown bacteria was to help students recognize different bacteria through different biochemical tests and characteristics. HOW TO WRITE AN UNKNOWN LAB REPORT IN MICROBIOLOGY GENERAL Unknown reports in microbiology are written in scientific format. Scientific writing is written differently from other types of writing.
The results. Madelyn Barr. October 11, Unknown I Lab. Unknown # Unknown I Lab Report. Abstract The “Unknown I Lab” was performed in order to evaluate the student’s ability to identify an unknown organism based on a series of tests and observations. Accurately identifying microorganisms is important for a variety of reasons.
HOW TO WRITE AN UNKNOWN LAB REPORT IN MICROBIOLOGY GENERAL Unknown reports in microbiology are written in scientific format. Scientific writing is . unknown lab report for microbiology An unknown bacterium was handed out by the lab instructor.
The methods that have been learned so far in identifying bacteria were applied to this unknown. Example of a Microbiology Unknown Lab Report by Taylor Autry Introduction.
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Population viability analysis
Population viability analysis (PVA) is a species-specific method of risk assessment frequently used in conservation biology. It is traditionally defined as the process that determines the probability that a population will go extinct within a given number of years. More recently, PVA has been described as a marriage of ecology and statistics that brings together species characteristics and environmental variability to forecast population health and extinction risk. Each PVA is individually developed for a target population or species, and consequently, each PVA is unique. The larger goal in mind when conducting a PVA is to ensure that the population of a species is self-sustaining over the long term.
Population viability analysis (PVA) is used to estimate the likelihood of a population’s extinction and indicate the urgency of recovery efforts, and identify key life stages or processes that should be the focus of recovery efforts. PVA is also used to compare proposed management options and assess existing recovery efforts. PVA is frequently used in endangered species management to develop a plan of action, rank the pros and cons of different management scenarios, and assess the potential impacts of habitat loss.
In the 1970s, Yellowstone National Park was the centre of a heated debate over different proposals to manage the Park’s problem grizzly bears (Ursus arctos). In 1978, Mark Shaffer proposed a model for the grizzlies that incorporated random variability, and calculated extinction probabilities and minimum viable population size. The first PVA is credited to Shaffer.
PVA gained popularity in the United States as federal agencies and ecologists required methods to evaluate the risk of extinction and possible outcomes of management decisions, particularly in accordance with the Endangered Species Act of 1966, and the National Forest Management Act of 1976.
In 1986, Gilpin and Soulé broadened the PVA definition to include the interactive forces that affect the viability of a population, including genetics. The use of PVA increased dramatically in the late 1980s and early 1990s following advances in personal computers and software packages.
A PVA for the endangered Fender’s Blue butterfly (Icaricia icarioides) was recently performed with a goal of providing additional information to the United States Fish and Wildlife Service, which was developing a recovery plan for the species. The PVA concluded that the species was more at risk of extinction than previously thought and identified key sites where recovery efforts should be focused. The PVA also indicated that because the butterfly populations fluctuate widely from year to year, to prevent the populations from going extinct the minimum annual population growth rate must be kept much higher than at levels typically considered acceptable for other species.
Following a recent outbreak of canine distemper virus, a PVA was performed for the critically endangered island fox (Urocyon littoralis) of Santa Catalina Island, California. The Santa Catalina island fox population is uniquely composed of two subpopulations that are separated by an isthmus, with the eastern subpopulation at greater risk of extinction than the western subpopulation. PVA was conducted with the goals of 1) evaluating the island fox’s extinction risk, 2) estimating the island fox’s sensitivity to catastrophic events, and 3) evaluating recent recovery efforts which include release of captive-bred foxes and transport of wild juvenile foxes from the west to the east side. Results of the PVA concluded that the island fox is still at significant risk of extinction, and is highly susceptible to catastrophes that occur more than once every 20 years. Furthermore, extinction risks and future population sizes on both sides of the island were significantly dependent on the number of foxes released and transported each year.
Debates exist and remain unresolved over the appropriate uses of PVA in conservation biology and PVA’s ability to accurately assess extinction risks.
A large quantity of field data is desirable for PVA; some conservatively estimate that for a precise extinction probability assessment extending T years into the future, five-to-ten times T years of data are needed. Datasets of such magnitude are typically unavailable for rare species; it has been estimated that suitable data for PVA is available for only 2% of threatened bird species. PVA for threatened and endangered species is particularly a problem as the predictive power of PVA plummets dramatically with minimal datasets. Ellner et al. (2002) argued that PVA has little value in such circumstances and is best replaced by other methods. Others argue that PVA remains the best tool available for estimations of extinction risk, especially with the use of sensitivity model runs.
Even with an adequate dataset, it is possible that a PVA can still have large errors in extinction rate predictions. It is impossible to incorporate all future possibilities into a PVA: habitats may change, catastrophes may occur, new diseases may be introduced. PVA utility can be enhanced by multiple model runs with varying sets of assumptions including the forecast future date. Some prefer to use PVA always in a relative analysis of benefits of alternative management schemes, such as comparing proposed resource management plans.
Improvements to PVA likely to occur in the near future include: 1) creating a fixed definition of PVA and scientific standards of quality by which all PVA are judged and 2) incorporating recent genetic advances into PVA.
- Endangered Species Act
- IUCN Red List
- Minimum viable population
- Population dynamics
- Population genetics
- VORTEX Population Viability Analysis Software
- GreenBoxes code sharing network. Greenboxes (Beta) is a repository for open-source population modeling and PVA code. Greenboxes allows users an easy way to share their code and to search for others shared code.
- DARTER (Diffusion AppRoximation Tools for Extinction Risk)
- Sanderson, E.W. (2006) How many animals do we want to save? The many ways of setting population target levels for conservation. BioScience 56: 911-922, (p. 913).
- Beissinger, Steven R. and McCullough, Dale R. (2002). “Population Viability Analysis”, Chicago: University of Chicago Press.
- Beissinger, S.R. and Westphal, M.I. (1998). "On the use of demographic models of population viability in endangered species management". Journal of Wildlife Management (Allen Press) 62 (3): 821–841. doi:10.2307/3802534. JSTOR 3802534.
- Brook, B.W., Burgman, M.A., Akçakaya, H.R., O'Grady, J.J., and Frankham, R. (2002). "Critiques of PVA ask the wrong questions: Throwing the heuristic baby out with the numerical bath water". Conservation Biology 16: 262–263. doi:10.1046/j.1523-1739.2002.01426.x.
- Brook, B.W., J.J. O'Grady, A.P. Chapman, M.A. Burgman, H.R. Akçakaya, and R. Frankham (2000). "Predictive accuracy of population viability analysis in conservation biology". Nature 404 (6776): 385–387. doi:10.1038/35006050. PMID 10746724.
- Crouse, D.T., Crowder, L.B., and Caswell, H. (1987). "A stage-based population model for loggerhead sea turtles and implications for conservation". Ecology (Ecological Society of America) 68 (5): 1412–1423. doi:10.2307/1939225. JSTOR 1939225.
- Ellner, S.P., Fieberg, J., Ludwig, D., and Wilcox, C. (2002). "Precision of population viability analysis". Conservation Biology 16: 258–261. doi:10.1046/j.1523-1739.2002.00553.x.
- Gilpin, M.E. and Soulé, M.E. (1986). “Conservation biology: The Science of Scarcity and Diversity”, Sunderland, Massachusetts: Sinauer Associates
- Perrins, C.M., Lebreton, J.D., and Hirons, G.J.M. (eds.) (1991). “Bird population studies: relevance to conservation and management”, New York: Oxford University Press
- Kohlmann, S.G., Schmidt, G.A., and Garcelon, D.K. (2005). "A population viability analysis for the island fox on Santa Catalina Island, California". Ecological Modelling 183: 77–94. doi:10.1016/j.ecolmodel.2004.07.022.
- McCarthy, M.A., Keith, D., Tietjen, J., Burgman, M.A., Maunder M.N., Master, L., Brook, B.W., Mace, G., Possingham, H.P., Medellin, R., Andelman, S., Regan, H., Regan, T., and Ruckelshaus, M (2004). "Comparing predictions of extinction risk using models and subjective judgment". Acta Oecologica 26 (2): 67–74. doi:10.1016/j.actao.2004.01.008.
- Maunder M.N. (2004). "Population Viability Analysis, Based on Combining Integrated, Bayesian, and Hierarchical Analyses". Acta Oecologica 26 (2): 85–94. doi:10.1016/j.actao.2003.11.008.
- Menges, E.S. (2000). "Population viability analyses in plants: challenges and opportunities". Trends in Ecology & Evolution 15 (2): 51–56. doi:10.1016/S0169-5347(99)01763-2. PMID 10652555.
- Morris, W.F. , Hudgens, B.R., Moyle, L.C., Stinchcombe, J.R., and Bloch, P.L. (2002). "Population viability analysis in endangered species recovery plans: Past use and future improvements". Ecological Applications 12 (3): 708–712. doi:10.1890/1051-0761(2002)012[0708:PVAIES]2.0.CO;2. ISSN 1051-0761.
- Reed, J.M., L.S. Mills, J.B. Dunning, E.S. Menges, K.S. Mckelvey, R. Frye, S.R. Beissinger, M. Anstett, and P. Miller. (2002). "Emerging issues in population viability analysis". Conservation Biology 16: 7–19. doi:10.1046/j.1523-1739.2002.99419.x.
- Schultz, C.B. and Hammond, P.C. (2003). "Using population viability analysis to develop recovery criteria for endangered insects: case study of the Fender's blue butterfly". Conservation Biology 17 (5): 1372–1385. doi:10.1046/j.1523-1739.2003.02141.x.
- Taylor, B.L. (1995). "The reliability of using population viability analysis for risk classification of species". Conservation Biology 9 (3): 551–559. doi:10.1046/j.1523-1739.1995.09030551.x. | <urn:uuid:70835797-ddba-407e-a724-5a8fcf27603d> | {
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Lightning Thief Reading Comprehension Guide Activities
Common Core Reading Standards: 1, 2, 3, 4, 5 ,6
This is a reading comprehension activity guide and answer key for The Lightning Thief by Rick Riordan. Included are comprehension questions for each chapter with an emphasis on the reading strategies such as visualizing, summarizing, predicting, connections, and more. A vocabulary word study is also included with key vocabulary words for each chapter.
Also included are assessment rubrics for guided reading groups and for scoring when working with groups of children.
Check out our store for more excellent reading comprehension guides and packets.
Guided reading, novel, novel study, unit, literature circle, worksheet, activities, assessment, study, project, lesson plan, comprehension, guide, vocabulary, word study, reading, packet, activity, rubric, balanced literacy, independent reading, chapter book, DEAR, SSR, literacy, literature, comprehension | <urn:uuid:f6d45e57-7b5e-4d6d-a6ee-a3ecd76a18c9> | {
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The San are the oldest inhabitants of Southern Africa, where they have lived for at least 20,000 years. The term ‘San’ is commonly used to refer to a diverse group of hunter-gatherers living in Southern Africa who share historical and linguistic connections.
Not related to the BaNtu tribes, the San are descendants of Early Stone Age ancestors. Clans and loosely connected family groups followed seasonal game migrations between mountain range and coastline. They made their homes in caves, under rocky overhangs or in temporary shelters. These migratory people do not domesticate animals or cultivate crops, even though their knowledge of both flora and fauna is vast. The San categorized thousands of plants and their uses, from nutritional to medicinal, mystical to recreational and lethal. San men have a formidable reputation as trackers and hunters.
San trackers will follow the ‘spoor’ (tracks) of an animal across virtually any kind of surface or terrain. Their skills even enable them to distinguish between the “spoor” of a wounded animal and that of the rest of the herd. At about the beginning of the Christian era a group of people who owned small livestock (sheep and perhaps goats) moved into the northern and western parts of South Africa and migrated southward. These pastoralists, called Khoikhoi or ‘Hottentot’ resembled the San in many ways and lived by gathering wild plants and domesticating animals. Coincidently in the eastern parts of the country another migration was occurring – the BaNtu speaking peoples were moving southward bringing with them cattle, the concept of planting crops and settled village life. Ultimately, the ‘Hottentots’ met these black-skinned farmers and obtained from them cattle in exchange for animal skins and other items.
Thus, when the white settlers arrived in the mid 17th century the whole country was inhabited by 3 different groups – the hunter-gatherers (San), the pastoralists (Khoikhoi) and the farmers (BaNtu). At first, the San co-existed peacefully with the Nguni (a sub-language group of the BaNtu) speakers (the Zulu, Xhosa, Swazi and Ndebele) who intermarried with the San and incorporated some of the distinctive and characteristic ‘clicks’ of the San language into their own languages.
Contact with Nguni and Sotho-Tswana farmers is depicted in the San rock art. The artists started including representations of cattle and sheep as well as of people with shields and spears, in their paintings. Unfortunately, hunter-gatherers cannot live permanently alongside a settled community and thus problems arose. When the San fought against the BaNtu, they were at a huge disadvantage not only in numbers but also in lack of weapons. With the Europeans, they were at an even greater disadvantage. The Europeans owned horses and firearms. In this period, the number of San was greatly reduced. They fought to the death and preferred death to capture where they would be forced into slavery.
Colonialism destroyed the San migratory way of life, they were no longer allowed to roam freely and trophy hunters destroyed the vast herds of game that formed their principal supply of food. Both Black and White farmers built up huge herds of cattle that destroyed the foods that had been the San staple diet for centuries. Enslavement and sometimes mass destruction of San communities, by both White and Black farmers, followed. Many became farm labourers and some joined Black farming communities, and intermarried with them, which added to the destruction of the social identity of the San people.
SAN BELIEF SYSTEM
The San belief system generally observes the supremacy of one powerful god, while at the same time recognizing the presence of lesser gods along with their wives and children. Homage is also paid to the spirits of the deceased. Among some San, it is believed that working the soil is contrary to the world order established by the god. Some groups also revere the moon. The most important spiritual being to the southern San was /Kaggen, the trickster-deity. He created many things, and appears in numerous myths where he can be foolish or wise, tiresome or helpful.
The word ‘/Kaggen’ can be translated as ‘mantis’, this led to the belief that the San worshipped the praying mantis. However, /Kaggen is not always a praying mantis, as the mantis is only one of his manifestations. He can also turn into an Eland, a hare, a snake or a vulture – he can assume many forms. When he is not in one of his animal forms, /Kaggen lives his life as an ordinary San.
The San are excellent hunters. Although they do a fair amount of trapping, the best method of hunting is with bow and arrow. The San arrow does not kill the animal straight away. It is the deadly poison, which eventually causes the death. In the case of small antelope such as Duiker or Steenbok, a couple of hours may elapse before death. For larger antelope, this could be 7 to 12 hours. For large game, such as Giraffe it could take as long as 3 days. Today the San make the poison from the larvae of a small beetle but will also use poison from plants, such as the euphorbia, and snake venom.
The San will eat anything available, both animal and vegetable. Their selection of food ranges from antelope, Zebra, porcupine, wild hare, Lion, Giraffe, fish, insects, tortoise, flying ants, snakes (venomous and non-venomous), Hyena, eggs and wild honey. The meat is boiled or roasted on a fire. | <urn:uuid:677237e3-8cd5-4eb9-9a36-383516055fbd> | {
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Enhance the 8-Bit CPU
We have learned an 8-bit CPU in the last lab. The ALU of the 8-bit CPU has
operations such as AND, NOT, and XOR. Can you
enhance the ALU by adding more operations?
2. The 8-bit CPU:
Obtain the following 8-bit CPU working circuit file:
The circuit just obtained is a 8 bit version of the 1 bit CPU we built
in the previous lab with a few additions:
- there is now a 256 x 8 bit memory attached to the bus through
a Memory Address Register(MAR)
- there is now a Program Counter (PC) with a built in increment
by one function.
- the ALU has been expanded to perform the invert operation on
- all the switches have been grouped into one area to simulate a
3. More Explanations:
- The circuit is simply an extension of what you have already done.
Notice the similarities e.g. temp, accumulator, IR, B and C registers,
and the external input.
- Notice the differences. For example, the memory has a memory address
there is a decoder associated with the ALU;
and there is a PC and an adder to produce a PC+1 value.
- The difference between absolute and immediate addressing:
- In absolute addressing, the operand is located in
the address specified in the instruction.
For example: NOT 5,B means NOT (or invert) the contents
of location 5, and save it in register B.
- In immediate addressing, the operand is specified in
For example: AND #5,B means AND the value 5,
with register B and save the result in B.
Many devices may be connected to a common bus by using tri-state buffers.
4-bit tri-state buffers are used in the 8-bit CPU circuit to control the
8-bit data flow.
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What is a example of juxtaposition?
Juxtaposition in literary terms is the showing contrast by concepts placed side by side. An example of juxtaposition are the quotes “Ask not what your country can do for you; ask what you can do for your country”, and “Let us never negotiate out of fear, but let us never fear to negotiate”, both by John F.
Why is juxtaposition effective in poetry?
Juxtaposition works because by putting two contrasting ideas next to each other, it helps to bring about the importance and specific qualities of each one. This is a tactic especially used a bunch in books and film when the good and evil characters are placed next to one another.
How do you use the word juxtaposition?
The juxtaposition of their vastly different personalities made them an interesting and unique couple. By using sweet and salty ingredients in her dessert, Lee found a juxtaposition that created the perfect flavor.
How do you analyze juxtaposition?
Analysing juxtaposition – A step-by-step process
- Read the passage and see if two objects, ideas, or places are being compared or contrasted.
- Examine what is being compared or contrasted.
- Figure out the effect of the juxtaposition: …
- Discuss your findings in a T.E.E.L structured response.
What is a juxtaposition in English?
: the act or an instance of placing two or more things side by side often to compare or contrast or to create an interesting effect an unusual juxtaposition of colors also : the state of being so placed contrasting shapes placed in juxtaposition to each other.
What does juxtapose mean?
noun. an act or instance of placing close together or side by side, especially for comparison or contrast. the state of being close together or side by side.
Is juxtaposition a structure?
Juxtaposition is a literary device that simply refers to a contrast set up between two things in some way, but it does not necessarily have to involve a defined grammatical structure.
What is an example of juxtaposition in Romeo and Juliet?
Authors can juxtapose people, places, things, and ideas. Examples of Juxtaposition: … Shakespeare juxtaposes light and dark in Romeo and Juliet, which in a way juxtaposes the two young, innocent lovers and the darkness of their fate and their families’ hate: “O, she doth teach the torches to burn bright!
What is the difference between Paradox and juxtaposition?
The difference between Juxtaposition and Paradox. When used as nouns, juxtaposition means an absence of linking elements in a group of words that are listed together, whereas paradox means an apparently self-contradictory statement, which can only be true if it is false, and vice versa.
What is the opposite of juxtaposition?
▲ Opposite of the state of being near as in space, time, or relationship. distance. remoteness. distantness.
Is juxtaposition a word?
verb (used with object), jux·ta·posed, jux·ta·pos·ing. to place close together or side by side, especially for comparison or contrast.
What is the difference between juxtaposition and oxymoron?
Juxtaposition is a term for the placement of two things close together for simultaneous examination (and contrasting effect). Oxymoron relies on the juxtaposition of two words that have conflicting meanings that would normally negate each other Jumbo shrimp was an excellent example of this.
What is literary paradox?
The word “paradox” derives from the Greek word “paradoxons,” meaning contrary to expectation. In literature, a paradox is a literary device that contradicts itself but contains a plausible kernel of truth.
What does metaphor mean?
noun. a figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance, as in “A mighty fortress is our God.”Compare mixed metaphor, simile (def. 1). something used, or regarded as being used, to represent something else; emblem; symbol. | <urn:uuid:e1e028e2-bc18-4cdf-a88f-da9d60e033cd> | {
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10 Language-Boosting Activities for Young ChildrenPublished
Early childhood is when most children’s language skills start to “blast off.” Through games and activities that encourage lots of talk and active engagement with books, early childhood professionals and parents can help young children learn new language skills and rocket their way to reading. Adapted from the popular book Talk to Me, Baby! by Betty Bardige, today’s post offers 10 ideas for having fun with young children while enriching their early language skills.
Role play. Children love taking on new and different roles, and it’s the perfect opportunity to help them expand their language skills. As you engage in everyday activities in the classroom, join them in pretending to be favorite characters from storybooks or TV shows. Encourage children to express the distinct perspectives of their characters; for example, Cookie Monster might want to eat everything in sight, and Goldilocks might forget her manners and need to be reminded.
Look at the world through new lenses. Let your young learners see the world through “rose-colored glasses”—literally! Using gels or cellophane in different colors, cover a simple cardboard frame, a magnifying glass, a cardboard tube, or binoculars. Ask the children to look through and describe the new colorful world they see, or tell a creative story about why the world has become pink, blue, or green.
Pretend to be animals. Animals easily capture the imaginations of children. Read your young learners books that invite you to pretend to be animals or to imitate their movements. As you try out a turtle’s crawl or a lion’s strut together, get kids talking about what they’re doing and feeling. If your classroom has a computer, you can look up more information on the children’s favorite animals and how they behave and communicate.
Take a magic carpet ride. Sit with a child or a small group of children on a rug or couch and pretend you’re flying off on a magical adventure. Ask them to share their ideas on where you might visit, and begin a story about your adventure that each child can contribute to. Describe the amazing sights you see and ask kids questions that invite their participation: “Look, there’s a circus! Can you see the elephants? What are they doing?”
Experiment with balance. Children take pride in building tall towers and long bridges with blocks. Expand on their block play by asking children what happens when they put something heavy on the very top of a tower or on one end of a bridge or seesaw. What happens when they move a block toward the center or orient it a different way? Find images of real bridges, seesaws, scales, and towers, and talk about what makes them balanced or “tippy.”
Make a personal museum. Many children find it fun to collect little treasures like rocks, shells, seed pods, toy dinosaurs, buttons, postcards, stamps, or pictures related to a theme. Show children how to arrange their collections in pretty displays using shoe boxes, small jars, or egg cartons. Help children label their treasures (a great way to practice letter writing and recognition) and/or encourage them to give “tours” of their personal museum to visitors.
Practice the ABC song, rhymes, and counting. Songs about letters and numbers are fun and easy to practice during spare moments during the day, such as cleaning up, walking to the playground, and waiting for parents to arrive. Remind parents that they can work these songs into their everyday routines, too: while waiting for a bus, bathing or dressing, or preparing for sleep after the last bedtime story. Parents can make a game of it—“Let’s see how many times we can sing the ABC song before the subway comes!”
Make maps. Help your young learners create colorful maps of real and imaginary places. Start by exploring an area or talking with them about an imaginary land. What are the important places or landmarks? Where are they in relation to each other? Which roads or paths go from one place to another? Ask children to represent their ideas visually by drawing a map freehand, cutting out pictures and arranging them on a large piece of paper and drawing roads to connect them, or using different colors and shapes to represent landmarks and creating a key that identifies what’s what.
Turn junk into treasure. Make a classroom “recycling center” with your learners. Start by collecting things such as bottle tops, small boxes, buttons, foil, cardboard tubes, Styrofoam trays, egg cartons, yogurt containers, parts to broken toys and gadgets, and other beautiful or potentially useful “junk.” As you help the child sort the junk into bins, talk about what things go together. Brainstorm ways to use some of the items to create sculptures, inventions, or play worlds such as a city or a magic garden.
Discuss and try different artistic techniques. Read children beautiful picture books illustrated by collagists such as Ezra Jack Keats, Leo Lionni, and Eric Carle or by quilters such as Faith Ringgold. Talk about the techniques the artists used. Then have children make their own books using materials such as watercolors, paste, paper, cloth scraps, ribbon, foil, string, stamps, greeting cards, and box tops. When they’re done, they can “read” their books to you or each other.
Try the language-boosting ideas in this post in your own classroom or program—and share them with parents of young children to continue the fun and learning at home! | <urn:uuid:82aecef7-889c-443f-9f27-fc2fd1b7aad9> | {
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Parity is a mathematical term that defines a value even or odd. For example, this number 4 is actually an even parity, while number 5 is an odd parity. When even and odd values are compared, such as 4 and 5, they are considered different parity. If two even or odd values are compared together, then in that case the same parity will be found.
In the study of computer science , parity is often used for tasks such as error checking. For example, a parity bit is added to the data of a block to ensure that the data has either even parity or odd parity. This type of error detection is used by many data transmission protocols, to ensure that the data is not corrupted during the transfer process.
If the protocol is set to an odd parity, all the packets received should have odd parity. Whereas if they are set to even parity, then all packets should have even parity. Otherwise, a data transmission error may occur and corresponding packet (s) may have to be resent again.
Parity is also used in a type of computer memory, which is called parity RAM . This type of RAM stores a parity bit in which each byte’s data is used to validate the integrity of each byte. Therefore, 9 bits of data is required to store each byte in RAM.
While most of the parity RAM was used in old computers, nowadays memory has started to be more reliable and that is why most systems now only use non-parity RAM. High-end workstations and servers that require consistent data integrity typically use ECC RAM, which provides a more advanced way of error checking than standard parity RAM. | <urn:uuid:61d74338-3053-4a4a-b665-e8be8399e4d9> | {
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Wood or charcoal is often preserved in sites from antiquity. The best pres-ervation occurs in localities which are either very dry or continuously wet. Fluctuating drying and wetting encourages the activity of microorganisms and/or insects and can lead to the rapid decay of wood.
Charcoal, usually in the form of fire ash or the burnt remains of structur-al posts in post holes, often retains even very delicate features of vessel ele-ment wall pitting and perforation plates. Figure 9.6 shows Romano-British Alnus charcoal. It can be difficult to see details of the anatomy on first exam-ination of the surface of a piece of charcoal, because it is often damaged and dirty. After a period of drying in an oven at 50ºC, the charcoal will fracture readily. If care is taken to snap it along the radial longitudinal, tangential longitudinal and transverse planes, good surfaces for study can be pro-duced. The specimens are mounted in plasticine or blue-tack on a micro-scope slide, and examined under the epi-illuminating microscope.
We have tried embedding and sectioning charcoal (with a diamond saw), but so much material is lost in the process that it was found not to be worth-while. The very small fragments can be examined in the SEM, after coat-ing, but generally the light microscope is adequate.
It can be determined if the makers of the fire had selected particular woods for their burning properties, or if the remains merely represent what was growing locally and easily accessible. Moreover, an idea may be gath-ered about the composition of the vegetation of an area at particular times.
Some sites are very rich in waterlogged or dry, preserved wooden objects. The Sutton Hoo burial ship, for example, contained many wooden grave goods. Interesting examples from this site are some small pots with silver gilt rims. On excavation these were thought to be made from small gourds, fruit from the Cucurbitaceae. Microscopical study of thin sections showed the structure to be of walnut wood, probably from near the rootstock, where burr-wood could be obtained.
With improved techniques for recovering wooden wrecks and, subse-quently, conserving them by special impregnation techniques, interest has increased in naval architecture.
The timbers of a warship from the Punic wars were remarkably well preserved and were readily identified after many centuries in sea water. An oak Iron Age boat from Brigg in South Humber-side also proved to be fascinating. No ‘nails’ were used to secure one timber to another, but the main logs were sewn together with twisted willow twigs passed through regularly pierced holes along the edges of the baulks of tim-bers In the Bronze Age, trackways were built across swampy ground in Somerset. The hazel faggots (Corylus) used in these were well preserved in the waterlogged conditions. We look at archaeological material from all sorts of wooden objects: spear shafts, shields, buckets, right through to structural timbers. Much of this work is very time-consuming. Often some details of the anatomy are lost, and very careful comparisons with reference materials need to be made before identifications are given Because of the potentially enormous quantity of fragments of wood that could come from even one fire, it is sensible to sort them visually into groups and limit the initial sampling to some examples from each group.
Archaeological plant remains other than from wood can sometimes be re-markably well preserved. The sandal shown in Fig. 9.7 from ancient Egypt is such an example. Cyperus papyrus is a major constituent of the sandal, and
someBorassus (palm) is also present). However, some of the samples are waterlogged and compressed. It is often possible to ‘revive’ such material. The secret is to section it in the compressed form and revive the sections, by floating them briefly in sodium hypochlorite solution or in chlor-zinc-iodine. Temporary mounts are best made in 50% glycerine.
The structural properties of wood are utilized in modern building meth-ods by using not only solid timber, but also laminates, plywoods, chip-boards, hardboards and the like. These materials are tested to destruction so that their properties can be properly evaluated. Microscopic examina-tion of the failure areas can give a good guide to areas of weakness.
Copyright © 2018-2021 BrainKart.com; All Rights Reserved. (BS) Developed by Therithal info, Chennai. | <urn:uuid:9da762f2-205f-4d4c-8820-b8a8b5ce2285> | {
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Figurative language expressions. Figurative Language List & Poem Examples 2022-10-16
Figurative language expressions Rating:
Figurative language expressions are words or phrases that are used in a non-literal sense in order to create a vivid or imaginative description, convey emotions or ideas, or add depth and complexity to language. They are a way to add variety and interest to written and spoken language, and can help make writing and speech more engaging, persuasive, and memorable.
There are many different types of figurative language expressions, each with its own unique purpose and effect. Some common examples include:
Similes: A simile is a comparison between two unlike things using the words "like" or "as." For example, "She sings like an angel," or "The night was as dark as coal." Similes are used to create a more vivid or descriptive image in the reader's or listener's mind, and can help convey emotions or ideas more effectively.
Metaphors: A metaphor is a comparison between two things without using the words "like" or "as." For example, "The city was a jungle," or "He was a rock in a sea of chaos." Metaphors are used to describe one thing in terms of another, and can help create a deeper understanding or appreciation of an idea or concept.
Personification: Personification is the attribution of human characteristics to non-human objects or concepts. For example, "The wind whispered secrets through the trees," or "The sun smiled down on the earth." Personification is often used to create a more relatable or emotional connection to an inanimate object or abstract concept.
Hyperbole: Hyperbole is the use of exaggeration for emphasis or effect. For example, "I've told you a million times," or "I'm so hungry I could eat a horse." Hyperbole is used to exaggerate the truth or to create a sense of drama or intensity.
Irony: Irony is the use of words to convey a meaning that is the opposite of their literal meaning. There are three main types of irony: verbal irony, where words are used to convey a meaning that is opposite to their literal meaning; situational irony, where events happen that are opposite to what is expected; and dramatic irony, where the audience knows something that the characters do not. For example, "Great, just what I needed – another headache," or "The moment she arrived, the party really livened up – said no one ever." Irony is often used to create humor or to comment on a situation in a subtle or indirect way.
Figurative language expressions can add depth and complexity to language and make it more engaging, persuasive, and memorable. They are a powerful tool for writers and speakers to convey emotions, ideas, and images in a more vivid and imaginative way.
Examples of Hyperbole Expressions
Is onomatopoeia figurative language? Sometimes the use of idiom can help you place a poem or the speaker of a poem geographically. Personification — Personification is a method of assigning human characteristics to any non-human object or entity. I slept like a log. How does it affect me, as the reader, when I see this understatement? Figurative Language Definition Figures of speech such as metaphors, similes, and allusions go beyond the literal meanings of the words to give readers new insights. If you're reading a poem for the AP test and you see a metaphor, make a note in the margin of the most obvious meaning.
Are figurative language words? Explained by FAQ Blog
Listen to stand-up comedians; they rely on hyperbole to take ordinary situations and blow them out of proportion to make them funny. From our example, the image is a theater stage. The more ideas you generate, the easier it will be to show the depth of understanding that is indicative of the best writers on the AP literature test. Seeing this play is like watching paint dry. Below are some examples of poems using figurative language. Horton, the elephant created by Dr.
Figurative language, on the other hand, is the use of words to intentionally move away from their standard meaning. Figurative language, on the other hand, is the use of words to intentionally move away from their standard meaning. The stars danced around the night sky. In this case it's the world. Examples of a simile would be "she was as sweet as pie" and "life is like a box of chocolates. For example, similes will contain the words "like" or "as.
Examples of Figurative Language: Guide to 12 Common Types
Examples: The test was a breeze for him. Sometimes the use of idiom can help you place a poem or the speaker of a poem geographically. The story was so absurd that I was sure he was pulling my leg. He was known for blaming others in order to gain an advantage, and was not actually pushing anyone under a moving vehicle Metaphors Metaphors and similes are another category of figurative language use. Phrases from my neck of the woods like 'madder than a wet hen' would place your poem in the south.
Figurative Language, Figurative Language Flashcards
How does it affect me, as the reader, when I see this understatement? She has worked in the newspaper industry as an illustrator, columnist, staff writer and copy editor, including with Gannett and the Asbury Park Press. Praise God for your generosity, kindness and effort. Literal language is the use of words in the conventional manner, when words and phrases are used to convey their typical meaning. Many idioms are also considered clichés. The wind was making a noise, but was not using its vocal cords to cry out in grief The words jumped off the page. He thought he would die of embarrassment. Horton, the elephant created by Dr.
But I am writing you to give you a BIG KUDOS for the Figurative Language ORPHEUS game. Advertisers often use figurative language when promoting a product or service. There are many different methods, called figurative devices or literary devices, by which figurative language can be used. What is figurative language? Phrases from my neck of the woods like 'madder than a wet hen' would place your poem in the south. The bees buzz angrily when their hive is disturbed. The scarecrow was promoted for being out standing in his field. When my feuding friends buried the hatchet, they agreed to stop fighting.
When it comes to literary devices that fall into the category of figurative language, there are too many to list in this lesson. To get the gist of what a hyperbole really is, here is a quick run-through of its respective definition along with a few of its examples. His mother was awfully nice. The opposite type of exaggeration would be understatement. As you hang by your nose, From a high-up trapeze. Writers of prose and poetry use figurative language to elicit emotion, help readers form mental images and draw readers into the work. She was overwhelmed by the sweet smell of the cookies when she walked in.
Does the exaggeration add importance or make the moment comedic? Your luggage weighs a ton. Or, 'the hundred dollar bill I found was no small chunk of change,' would mean that it actually is a nice amount of money. For example, if you refer to credit cards as "plastic," you're using a synecdoche. Figurative Language in Poetry The use of figurative language in poetry is a way for writers to create a link or comparison between concrete objects and abstract ideas by using basic words or phrases in a non-literal way to draw on the emotions of the reader. In some ways, we're dealing with the abstract, so it's important to approach the subject from a few different angles.
The juxtaposition of contrasting ideas in balanced phrases. If I were to say, 'At the end of the play Caesar kicks the bucket,' I wouldn't mean that Caesar had actually kicked a pail. Every time I said 'hyper bowl' my teacher would go ballistic. Next, what is the image used to bring out the ideas in the metaphor? You have some common ones, like metaphor, and some rarer ones, like metonymy, but instead of examining each individual device, let's look at big categories. These comparisons can be similes, personification, or metaphor. Learn to use prior knowledge to understand content, employ context clues to determine word definitions, and explain word structure and how it helps to comprehend unfamiliar words.
Because of your efforts, I believe thousands upon thousands of students are getting a better education. If the poem's speaker says that he's been 'finding his footing,' he probably means he's figuring out the situation and gaining confidence. True, I do like Sue. Here's an example from a famous source, William Shakespeare. But the most important comparison, for poetry, is metaphor. Well, to be honest, she just got mildly irritated, so the last statement was an example of hyperbole. Full Definition of metaphor 1 : a figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another to suggest a likeness or analogy between them as in drowning in money broadly : figurative language — compare simile. | <urn:uuid:09918ff2-02df-4573-ac73-0c564b1ae852> | {
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Flint (or flintstone) is a hard, sedimentarycryptocrystallinesilica rock with a glassy appearance. Flint is usually dark grey, blue, black, or deep brown in colour. It occurs chiefly as nodules and masses in chalks and limestones.
Along with chert, this mineral was one of the most commonly used materials for the manufacture of stonetools during the Stone Age, as it splits into into thin, sharp splinters called flakes or blades (depending in the shape) when struck by another hard object (such as a hammerstone made of another material). It remained an essential mineralresource for making fire, including the flintlocks on early firearms, until the close of the 18th century.
In Europe, some of the best flint has come from Belgium (Obourg, flint mines of Spiennes), the coastal chalks of the English Channel, the Paris Basin, the Sennonian deposits of Rügen and the Jurassic deposits of the Kraków-area in Poland. Flint mining is attested since the Palaeolithic, but became more common since the Neolithic (Michelsberg culture, Funnelbeaker culture). | <urn:uuid:bf34c7c1-8853-4e42-8d81-de22e67ff4ea> | {
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We can test whether a trigonometric function is even or odd by drawing a unit circle with a positive and a negative angle as in Figure. The sine even odd trigonometric identity is used in two cases in mathematics.
The majority of functions are neither odd nor even however sine and tangent are odd functions and cosine is an even function.
Is sin even or odd. You may be asked to determine algebraically whether a function is even or odd. All the functions including trigonometric functions can be described as even odd or neither. This is the curve fx x 2 1.
You may not have come across these adjectives odd and even when applied to functions but its important to know them. Fx fx for all x In other words there is symmetry about the y-axis like a reflection. If f minus X is minus effects it will be an odd function.
In mathematics even functions and odd functions are functions which satisfy particular symmetry relations with respect to taking additive inversesThey are important in many areas of mathematical analysis especially the theory of power series and Fourier seriesThey are named for the parity of the powers of the power functions which satisfy each condition. Even and Odd Functions. Sec -x sec x Odd Trigonometric Functions And Identities Sine function is odd.
The sine of the positive angle is y. Cosine function is even. The calculator is able to determine whether a function is even or oddAs a reminder a function f is even if f -x f x a function is odd if f -x -f x.
You know that sin x is an odd function in that sin -x -sin x since sin is the equivalent of y on the unit circle so. A real-valued function mathf. Trigonometric functions are examples of non- polynomial even in the case of cosine and odd in the case of sine and tangent functions.
A function f is said to be an odd function if for any number x f x f x. Since b n is non-zero for n odd we must also have odd multiples of t within the sine expression the even ones are multiplied by 0 so will be 0. Determine if the graph is odd or even.
Favorite Answer Its a pretty simple proof by the nature of sin x. A function f is said to be an odd function if for any number x f x f x. Click to see full answer.
They got called even functions because the functions x 2 x 4 x 6 x 8 etc behave like that but there are other functions that behave like that too such as. These even and odd identities are helpful when you have an expression where the variable inside the trigonometric function is negative like x. Trigonometric even and odd functions help you in simplifying the expressions.
Calculator for determining whether a function is an even function and an odd function. Sine is an odd function and cosine is an even function. The graph is symmetric with respect to the origin therefore it is on odd function.
It should closely resemble the square wave we started with. In terms of equations. A function is even when.
The properties of even and odd functions are useful in analyzing trigonometric functions particularly in the sum and difference formulas. So in case off sine X we have affects equal toe sine X So f minus X would be equal toe sign minus X that is minus sine X So we can say f minus X equal toe minus sine X means effects. Sin -x – sin x.
Checking we graph the first 5 terms. Sine is an odd function and cosine is an even function. MathbbR rightarrow mathbbRmath is odd if mathf-x-fxmath for all mathx in mathbbRmath Since the sine.
You may not have come across these adjectives odd and even when applied to functions but its important to know them. The graph is symmetric to the y- axis therefore it is an even function. To do this you take the function and plug x in for x and then simplifyIf you end up with the exact same function that you started with that is if f x f x so all of the signs are the same then the function is evenIf you end up with the exact opposite of what you started with that.
They are special types of functions. The sine of the negative angle is y. The function is an even.
The sine function then is an odd function. And if f off minus X is effects then it will be an even function. Cos -x cos x Secant function is even.
Cos-x cosx sin-x -sinx We can determine whether each of the other basic trigonometric functions is even odd or neither with just these two facts and the reciprocal identities. Recall that cosine is an even function and sine is an odd function. Even or Odd According to even-odd identity of sine function the sine of negative angle is equal to negative sign of sine of angle. | <urn:uuid:e44147f0-dfe5-4131-a067-fb28c6415395> | {
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This essay proposes an operational or functional definition of an unjust act, an objective definition that would allow one to identify an unjust act across societies and cultures. It distinguishes between ‘injustice’ and a ‘just act’, justice being defined at least in part subjectively, unlike the proposed operational definition of an unjust act.
It expands on the definition and addresses the role of knowledge and responsibility and choice in unjust acts, relying heavily on Aristotle’s Nicomachean Ethics, and talks about the role of time and place in unjust acts. Using the essay’s operational definition, it addresses some examples of what an unjust act is and what it is not, including lying and insults. It considers the role of power and privilege in unjust acts and looks into some applications of the definition: parenting, incapacity, incarceration, and war. It proposes kindness as the opposite of an unjust act.
Palmer, Bruce, What Is an Unjust Act (March 19, 2021). | <urn:uuid:31e0f831-00b9-449a-a120-155afcb5e75f> | {
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In this holiday worksheet, students color a detailed picture of an Easter scene. Students read a story with some words containing missing double letters: rr, nn, gg, tt, pp, oo, and ss. Students complete the words.
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The modern classification is set out in GOST R 54384-2011, which is a national adaptation of the European EN standard 10020:2000 «Definition and classification of grades of steel».
- by chemical composition;
- by main properties or field of application.
1 The term "steel"
Steel is called an alloy of iron with carbon., in which the mass fraction of iron is greater, than the mass fraction of any other element, and the mass fraction of carbon is less than 2 %.
A small number of chromium steels have a mass fraction (content) carbon may exceed 2 %. These 2 % are the conditional border between steel and foundry iron.
2 Steel grades by chemical composition
By chemical composition, steel is subdivided into:
Alloy steels are further subdivided into:
- other alloy steels.
2.1 The boundary between unalloyed and alloyed steels
Unalloyed steels include steels, in which the content of any chemical element does not reach the limit, indicated in the table 1. Cm. more details.
2.2 Stainless steels
Stainless steels are steels with a minimum chromium content 10,5 % and carbon – 1,2 %. Some alloyed stainless steels have a minimum chromium content of 7,5 %.
2.3 Other alloy steels
Other alloy steels are steels, which do not belong to stainless, but have a chemical composition, in which at least one element reaches the limits, indicated in the table 1. This category of alloy steels also includes steels, into which sulfur is introduced to obtain special properties, phosphorus and nitrogen.
3 Steel classification by main quality classes
According to quality classes, steel is divided into:
- unalloyed special;
- unalloyed quality;
- alloyed special;
- alloyed quality.
3.1 Unalloyed special steels
Unalloyed special steels are steels, satisfying at least one of the following requirements:
- normalized impact strength;
- guaranteed hardenability or standardized depth of the surface hardened layer;
- normalized content of non-metallic inclusions;
- normalized upper limit of phosphorus and sulfur content;
- normalized value of impact strength KCV at test temperature minus 50 ° C;
- for steels, used in nuclear reactors – content limitation in steels for nuclear reactors: copper - no more 0,10 %; cobalt - no more 0,05 %; vanadium - no more 0,05 %;
- guaranteed specific conductivity over 9 Cm ∙ m / mm2;
- for dispersion-hardening steel – normalized lower carbon limit 0,25 %; normalized ferrite-pearlite microstructure; normalized content of some alloying elements;
- reinforcing steel.
3.2 Unalloyed quality steels
Unalloyed quality steels are steels, which are not special unalloyed steels.
3.3 Stainless steels
Stainless steels are classified into the following categories:
and) by mass fraction of nickel:
- less 2,5 %;
- 2,5 % and more;
b) by basic properties:
- heat resistant;
3.4 Alloy quality steels
3.4.1 Weldable Alloy Fine Grained Structural Steels for Pressure Vessels and Pipes, satisfying the following conditions:
- yield point not less 380 N / mm2 with product thickness no more 16 mm;
- the content of alloying elements is less than the limit values, indicated in the table 2;
- impact strength KCV at minus temperature 50 ° С - not less 34 J / cm2 for longitudinal specimens and 20 J / cm2 - for transverse samples.
3.4.2 Steel for the manufacture of rails, sheet piles and mine fasteners
3.4.3. Steel for the manufacture of hot-rolled and cold-rolled sheet products for cold forging (except for fine-grained steel 3.4.1).
3.4.4. Become, alloyed with copper only.
3.4.5. Electrical steel - steel, which are doped mainly with silicon and aluminum.
3.5 Alloy special steels
Alloyed special steels include all steels, which are not included in the category of quality steels (3.4), including:
- structural steels for mechanical engineering;
- pressure vessel structural steels;
- bearing steels;
- tool steels;
- high speed steels;
- ferritic nickel steels;
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Term 2 Integrated Topic: Change is part of life
I am learning to...
- express my understanding of Change
- explain how a plant change
- I can express my understanding of change
- I can sequencing how a seed changes into a plant
Teacher instruction: Use play dough or crayons to create a picture or make something to show me what you know about change.
Teacher question: What have you made to show me what you know about change.
- At the beginning (before teaching):
- Then - I thought . . .
I made a snowman and it was a snowy day. I made it by myself and the sun came out on melted it and it change. I made a new snowman on the other snowy day.
- Now - I know . . .
It is about a baby bear changing into a huge big bear. Two brother want to actually watch how the bear is changing. The little brother wants his mother.
- At the end: | <urn:uuid:c9587d03-2648-49ca-bbb6-9280dd3e22da> | {
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Get free worksheets plus activities, articles, and science projects.
Using sight words, help your beginning reader master words that begin with the letter "K". He'll strengthen his vocabulary and spelling by matching pictures to words and then completing fill-in-the-blank sentences.
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Uploaded by Terrance Watt in Category Grade at Friday, December 14th 2018. Marked with Math Addition Facts Worksheets 2nd Grade. Free Math Addition Worksheets For 2nd Graderocket Math 2nd Grade Addition Worksheetsmath Addition Facts Worksheets 2nd Gradefree Math Addition Worksheets For 2nd Grade. 2nd Grade Math Addition Worksheets Free. Free Math Addition Worksheets For 2nd Grade2nd Grade Math Addition Worksheets Printablemath Worksheets For 2nd Grade Addition. Math Worksheets For 2nd Grade Addition. . 67/100 rated by 246 users
This document subject comes along 27 picture of Grade, such as Math Addition Facts 2nd Grade 5. 2nd Grade Addition Worksheet Dtfire Club. 2nd Grade Math Common Core State Standards Worksheets 72. Adding Three Single Digit Addition Worksheets Next Quarter.
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© 2016 Free Math Worksheets, Activities & Games, Corp.•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••• | <urn:uuid:185394c0-72bb-410d-a93a-f4518cce9bcc> | {
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Practice Worksheets for Kindergarten Math
Above is the Practice Worksheets For Kindergarten Math section. Here you will find all we have for Practice Worksheets For Kindergarten Math. For instance there are many worksheet that you can print here, and if you want to preview the Practice Worksheets For Kindergarten Math simply click the link or image and you will take to save page section.
Ordinal Number Posters And Worksheets Math Printable Worksheets Cramerforcongress Counting Fruits Preschool Math Worksheet From Math Coloring Christmas Coloring Sheets And Worksheets Christmas Math Worksheets – Redhatsheet Coloring Math Worksheets 1st Grade – Lassosheet Coloring Math Worksheets 1st Grade – Lassosheet Addition Subtraction Numbers 1 10 Kinder Lessons Tes Teach Unique Fun Math Worksheets Math Printable Worksheets Cramerforcongress Letter D Preschool Worksheets For Printable Math Worksheet Fresh Preschool Matching Worksheets Name Tracing Worksheets Worksheet Idea Template Math Coloring Halloween Number Coloring Math Color By Pin On Kids Worksheets Printable. | <urn:uuid:6a269f87-e809-4c5a-ba19-4c42abcc4125> | {
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Smoking prevalence within Aboriginal communities is still much higher than in non-Indigenous communities. Stark figures, such as a life expectancy 10 years younger than non-Indigenous people, reaffirm the need for continued commitment to Aboriginal programs to tackle smoking.
Smoking rates among Aboriginal and Torres Strait Islander people still remain over 3 times the national average of non-indigenous people – but the good news is that smoking rates are declining faster in Aboriginal communities than the general Australian population.
Although smoking rates are declining, it is unacceptable that 1 in 5 deaths are attributed to smoking. It is important to work towards closing the 10 year life expectancy gap, with smoking being a major contributor.
Lung cancer is the most significant cancer burden for Indigenous Australians. For Indigenous Australian men, it is 2.3 times higher than non-indigenous men. For Indigenous Australian women, it is 2.6 times higher than non-indigenous women. This accounted for more than 3 times the burden of bowel cancer, the next most burdensome cancer.
Why is this?
Intergenerational trauma is often found among Aboriginal people. When people experience trauma, the wounds can also affect their children their grandchildren and their great grandchildren. When someone is traumatised by a difficult event, their life is often turned upside-down by emotional ‘wounds’. And if they are unable to heal those wounds themselves, they can pass them on to their children.
Smoking rates vary for different age
groups. Focusing on the positive side, between 2002 and 2013 the amount of
ex-smokers has increased from 15% to 20%. Also, the proportion of never smokers
has jumped from 33% to 36%. If we can increase our proportion of ex-smokers and
never smokers, we will truly be on our way to improving the overall health of
Smoking during pregnancy and around children
In 2012, almost half of Indigenous mothers smoked during pregnancy – 48% compared to 13% for non-indigenous mothers. There are fewer elders these days offering support and advice due to a shortened life expectancy. Many mothers cope with depression and anxiety, using smoking to manage their stress, although this increases their risk of further health issues.
Due to smoking during pregnancy, and further secondhand and thirdhand smoke exposure, babies and children of parents who smoke have an increased risk of:
- Ear problems. Examples include an increased risk of ‘glue ear’, which causes hearing loss, learning problems and behavioural problems.
- Lung problems. Children have a greater risk of asthma and bronchiolitis, followed by chronic lung disease in adulthood.
- Becoming early smokers. These children are more likely to become smokers themselves. Some try smoking as young as five years old.
- Heart attack or stroke. The risk of a heart attack or stroke increases as they grow up.
- Coronary disease. They face a 10 to 15% higher risk of developing coronary disease as adults.
Let’s not forget about our health workers too
Research has found that many Indigenous health workers who smoke, smoke heavily, and that tobacco use provides a means of coping with the stressful nature of their workloads. These studies indicate a need for appropriate support and education for health workers as well as the communities in which they work.
Findings have ranged between 38% and 51% so it is important that everyone who smokes is given appropriate advice and support to quit smoking.
How to support your mob to become smoke free
Quitting smoking can be a team effort. If someone in your community is trying to quit smoking, there are steps you can use to guide them through the journey.
What is the Aboriginal Quitline?
Quitline has proven to be one of the most successful methods to support people to quit for good, and it is an increasingly popular support method for Aboriginal Victorians to cut down or quit.
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A team of scientists, led by the University of St Andrews, has shown that rapid CO2 release from the ocean around Antarctica helped end the last ice age.
The findings published in Nature (Thursday 25 October), found that CO2 was stored in the deep Southern Ocean during the last ice age and then released into the atmosphere as the ice age ended, linked to pulses of rapid climate change and melting sea ice.
The new study, led by Dr. James Rae from the School of Earth and Environmental Sciences at the University of St Andrews, provides crucial evidence of the processes that controlled CO2 and climate during ice ages. Although scientists have long-known that CO2 rise helped end the last ice age, its cause has remained a mystery.
Lead researcher Dr. Rae said: "Many scientists suspected that the ocean round Antarctica was responsible for changing CO2 levels during ice ages, but there's not previously been data that directly proved this."
Using samples of fossil deep sea corals, brought up from 1000 metres below the sea surface, Dr. Rae and his team made chemical measurements that allowed them to reconstruct the CO2 content of the deep ocean. The researchers found that the deep ocean CO2 record was the "mirror image" of CO2 in the atmosphere, with the ocean storing CO2 during an ice age and releasing it back to the atmosphere during deglaciation.
"CO2 rise during the last ice age occurs in a series of steps and jumps associated with intervals of rapid climate change," explained Professor Laura Robinson from the University of Bristol, who collected the samples from the Southern Ocean. "Deep sea corals capture information about these climate changes in the chemistry of their skeletons but are hard to find."
To bring back these important samples, the team spent months in the freezing waters of the Drake Passage, between South America and Antarctica. "Most people think of corals as tropical creatures, but they also live deep beneath the waves in some of the world's most extreme deep-sea environments," said Dr. Andrea Burke from the University of St Andrews, who was part of the mission.
As well as helping scientists better understand the ice ages, the new findings also provide context to current CO2 rise and climate change. "Although the CO2 rise that helped end the last ice age was dramatic in geological terms, CO2 rise due to human activity over the last 100 years is even larger and about 100 times faster", said Dr. Rae.
"CO2 rise at the end of the ice age helped drive major melting of ice sheets and sea level rise of over 100 metres. If we want to prevent dangerous levels of global warming and sea level rise in the future, we need to reduce CO2 emissions as quickly as possible."
Explore further: A switch in ocean circulation that helped end the Ice Age
J. W. B. Rae et al. CO2 storage and release in the deep Southern Ocean on millennial to centennial timescales, Nature (2018). DOI: 10.1038/s41586-018-0614-0 | <urn:uuid:b8b55bde-4aa0-4f0a-815f-c6d82b2ac9c9> | {
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The red wolf is a species native to the southeastern United States. While their population has dwindled over the years, there is still hope for survival.
Historically, they were found throughout the southeastern United States but have since become restricted to northeastern North Carolina due to habitat loss and hunting pressure. They prefer habitats with dense vegetation, such as swamps and forests, where they can hunt prey like white-tailed deer and small mammals.
- Red Wolves are native to the southeastern United States, and their populations are dwindling due to habitat loss and hunting.
- They are highly social animals that live in packs and communicate through vocalizations, body language, and scent marking.
- Their diverse diet includes small mammals, larger game, fruit, and insects, and their habitat plays a crucial role in their survival.
- Threats to their survival include habitat destruction, hunting, and non-native species, and conservation efforts such as captive breeding and responsible land management can increase their populations.
Habitat and Range of Red Wolves
You’ll be amazed to learn that the red wolf’s habitat is like a patchwork quilt, covering parts of coastal Texas and Louisiana! These elusive creatures are found in various habitats, from swamplands and wetlands to pine forests and agricultural lands. They prefer areas with dense vegetation cover for denning and protection from predators.
Red wolves once roamed throughout the southeastern United States, but habitat loss and hunting led to their near extinction. Today, they can only be found in five counties in eastern North Carolina. However, efforts are being made to reintroduce red wolves into other parts of their former range.
The red wolf is a highly adaptable predator, feeding on small mammals such as rabbits and rodents and larger prey like deer. They are also known to scavenge carrion when necessary. The unique ecosystem of their habitat provides ample opportunity for them to thrive.
Diet and Feeding Habits
Feeding primarily on small mammals, the red wolf’s diet also includes fruits and insects. This species is an opportunistic predator, meaning it will eat whatever prey is readily available in its habitat.
Here are three examples of what a red wolf might consume:
- Rodents: Red wolves feed heavily on rodents, such as rabbits, rats, and squirrels. These small mammals are abundant in the forests and wetlands where the wolves reside. They provide an easy source of nutrition for the wolves.
- Deer: Although not their primary prey, red wolves occasionally hunt deer when other food sources are scarce. Deer are much larger than rodents and require more effort to catch and kill. However, they provide a more significant amount of protein and nutrients.
- Insects: Red wolves have been known to eat insects such as grasshoppers, beetles, and crickets when other food sources are scarce. While not very filling or nutritious, these tiny creatures can supplement the wolf’s diet during lean times.
Red wolves use various hunting strategies to capture their prey, including stalking, chasing, and ambushing from hiding spots or covering vegetation. They also show cooperative hunting behavior, allowing them to take down larger prey like deer or elk in packs.
Red wolves have a diverse diet that includes small mammals like rodents and larger game like deer, along with fruit and insects when needed for survival purposes- all depending on what’s available in their habitat at any given time.
Social Behavior and Communication
When communicating with each other, red wolves use a combination of vocalizations, body language, and scent marking to convey essential messages and establish social hierarchies.
Red wolves are highly social animals that live in packs consisting of an alpha male and female pair, their offspring, and subordinate adults. The alpha pair leads the pack and ensures survival by hunting together and protecting their territory.
Red wolves communicate through various vocalizations, such as growls, barks, whines, yips, and howls. They also use body language to express dominance or submission during interactions with pack members.
For example, when greeting each other after separation, they may show excitement by wagging their tails or licking each other’s faces.
Scent marking is another crucial form of communication among red wolves. They mark their territory using urine or feces to leave messages for other pack members about their location and status. Wolves can recognize individuals based on scent markings alone.
Overall, the social behavior of red wolves is complex and fascinating to observe. Their communication ability allows them to work together as a cohesive unit towards common goals, such as defending their territory or raising pups successfully. By understanding these behaviors better, we can appreciate the importance of preserving this species in the wild for future generations to enjoy.
Threats to Red Wolf Population
The red wolf used to roam freely across much of the southeastern United States, but now it is one of the most endangered canids in the world. Habitat loss due to human development has been one of the primary reasons for their decline. As humans continue encroaching on their territory, red wolves have fewer places to find food and shelter.
Another major threat to red wolf populations is hunting. Red wolves are often mistaken for coyotes, which are not protected by law and can be hunted year-round in many areas. This misidentification leads to accidental shootings of red wolves, further reducing their already small population size. Additionally, some people hunt red wolves intentionally as they see them as pests or threats to livestock.
Introducing non-native species, such as feral pigs and coyotes, also poses a significant threat to the survival of red wolf populations. Wild pigs compete with red wolves for food resources while damaging their habitat through rooting behaviors. Coyotes hybridize with red wolves, diluting their genetic purity and potentially altering important behavioral traits that aid survival.
Human activities remain a significant threat to the continued existence of red wolf populations in the southeastern United States. Habitat loss due to development and hunting poses direct threats, while introduced species like feral pigs and coyotes affect these animals indirectly through competition and hybridization pressures.
We must take action now if we want future generations to experience the thrill of seeing this magnificent animal roaming free once again in our country’s wild spaces.
Conservation Efforts and Future Outlook
Conservationists are working hard to protect and restore the natural habitat of these beautiful creatures so that they have a better chance of surviving for future generations. The US Fish and Wildlife Service has implemented several conservation efforts to increase the red wolf population.
One such effort is captive breeding, whereby red wolves are bred in captivity before being reintroduced into their natural habitat. Additionally, the organization has been working with private landowners to create safe spaces for these animals to thrive.
Another initiative is the Red Wolf Recovery Program, which aims to improve the species’ genetic diversity while monitoring their health status. This program involves tracking individual wolves, collecting biological samples for analysis, and conducting regular checkups on each animal’s physical condition. By doing this, conservationists can detect potential threats to the population early enough and take appropriate measures to prevent them.
Despite these efforts, however, numerous challenges still threaten the survival of red wolves in their natural habitat. For instance, human activities such as hunting and deforestation continue to destroy their habitats. Furthermore, conflicts between humans and wolves often arise when they encroach onto human settlement areas for food or shelter.
Even though conserving red wolves is challenging due to the various threats facing them today, conservationists remain committed to ensuring that these beautiful creatures survive for future generations. With continued efforts like captive breeding programs and initiatives like Red Wolf Recovery Program coupled with responsible management practices by landowners, we hope to see an increase in red wolf populations soon.
As individuals who value nature’s beauty and biodiversity, it’s up to us all collectively as stewards of our planet Earth to ensure we play our part towards protecting endangered species like Red Wolves!
Frequently Asked Questions
How do red wolves communicate with each other?
Red wolves communicate through various sounds, such as howls, barks, and whines. They also use body language to convey emotions and intentions. By communicating with each other, they establish social bonds that are crucial for their survival in the wild.
What is the average lifespan of a red wolf in the wild?
Red wolves have an average lifespan of 6-7 years in the wild. However, in captive breeding programs, they can live up to 14 years. Protecting these endangered animals for future generations to enjoy their presence is essential.
Are red wolves a danger to humans?
Red wolves are not typically a danger to humans. However, they are wild animals and should be treated with caution. If you encounter a red wolf, it’s essential to give them space and avoid approaching or feeding them.
How many red wolves are currently in captivity?
Approximately 250 red wolves are in captivity, mostly held at zoos and wildlife centers. These facilities are critical in breeding programs and conservation efforts for this endangered species.
What is the genetic makeup of a red wolf compared to other wolf species?
You might be curious about the genetic makeup of red wolves compared to other wolf species. Red wolves have a unique combination of gray wolf and coyote DNA, making them distinct from both parent species. | <urn:uuid:27237e5d-8d21-4901-b7ba-c4c5e10066d4> | {
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The first windshield wipers were operated manually by moving a lever inside the car back and forth. Today, most of us take our electric windshield wipers for granted. The wipers faithfully keep the window clear, moving back and forth across the windshield countless times as they sweep the water away. On their highest speed, they move impressively fast, sometimes shaking the car from side to side. What kind of a mechanism can move the wiper arms so effectively and so reliably?
Windshield wipers are found on car windshields, some car headlights, airplanes and even on the space shuttle. In this article, we'll take a look inside windshield wipers, learn about the blades and the controls and then explore a new rain-sensing wiper control system!
Inside the Wipers
The wipers combine two mechanical technologies to perform their task:
Motor and Gear Reduction
It takes a lot of force to accelerate the wiper blades back and forth across the windshield so quickly. In order to generate this type of force, a worm gear is used on the output of a small electric motor.
The worm gear reduction can multiply the torque of the motor by about 50 times, while slowing the output speed of the electric motor by 50 times as well. The output of the gear reduction operates a linkage that moves the wipers back and forth.
Inside the motor/gear assembly is an electronic circuit that senses when the wipers are in their down position. The circuit maintains power to the wipers until they are parked at the bottom of the windshield, then cuts the power to the motor. This circuit also parks the wipers between wipes when they are on their intermittent setting.
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A short cam is attached to the output shaft of the gear reduction. This cam spins around as the wiper motor turns. The cam is connected to a long rod; as the cam spins, it moves the rod back and forth. The long rod is connected to a short rod that actuates the wiper blade on the driver's side. Another long rod transmits the force from the driver-side to the passenger-side wiper blade.
Now let's talk about some details of the wiper blades.
Wiper blades are like squeegees. The arms of the wiper drag a thin rubber strip across the windshield to clear away the water.
When the blade is new, the rubber is clean and has no nicks or cracks. It wipes the water away without leaving streaks. When the wiper blades age, nicks or cracks form, road grime builds up on the edge and it doesn't make as tight a seal against the window, so it leaves streaks. Sometimes you can get a little extra life out of your wiper blade by wiping the edge with a cloth soaked in window cleaner until no more dirt comes off the blade.
Another key to streak-free operation is even pressure over the length of the rubber blades. Wiper blades are designed to attach in a single point in the middle, but a series of arms branch out from the middle like a tree, so the blade is actually connected in six to eight places. If ice or snow forms on these arms, it can make the distribution of pressure uneven, causing streaks under part of the blade. Some wiper manufacturers make a special winter blade with a rubber boot covering the arm assembly to keep snow and ice out.
Most cars have pretty much the same wiper design: Two blades move together to clean the windshield. One of the blades pivots from a point close to the driver's side of the car, and the other blade pivots from near the middle of the windshield. This is the Tandem System in the figure below. This design clears most of the windshield that is in the driver's field of view.
There are a couple of other designs on some cars. Mercedes uses a single wiper arm that extends and retracts as it sweeps across the window -- Single Arm (Controlled) in the figure above. This design also provides good coverage, but is more complicated than the standard dual-wiper systems. Some cars use wiper blades that are mounted on opposite sides of the windshield and move in the opposite direction, and some vehicles have a single wiper mounted in the middle. These systems don't provide as much coverage for the driver as the standard two-blade system.
Most wipers have a low and a high speed, as well as an intermittent setting. When the wipers are on low and high speed, the motor runs continuously. But in the intermittent setting, the wipers stop momentarily between each wipe. There are many different kinds of switches for wipers. Some cars have just one intermittent speed, others have 10 discrete settings and still others have a sliding scale that can be set for almost any time interval.
Whichever kind of controls your car has, setting them just right can be tricky -- too fast and the windshield gets dry and the wipers squeak; too slow and your visibility is blocked by raindrops. Compounding this is the fact that the amount of water hitting the windshield changes as your car speeds up and slows down. It can require almost constant attention to keep the wipers operating properly. Carmakers may finally have conquered this problem with the holy grail of wiper technology -- the rain-sensing wiper.
In the past, automakers have tried to either eliminate the wipers or to control their speed automatically. Some of the schemes involved detecting the vibrations caused by individual raindrops hitting the windshield, applying special coatings that did not allow drops to form, or even ultrasonically vibrating the windshield to break up the droplets so they don't need to be wiped at all. But these systems were plagued by problems and either never made it to production or were quickly axed because they annoyed more drivers than they pleased.
However, a new type of wiper system is starting to appear on cars that actually does a good job of detecting the amount of water on the windshield and controlling the wipers. One such system is made by TRW Inc., here is a PDF describing their rain sensor system. TRW Inc. uses optical sensors to detect the moisture. The sensor is mounted in contact with the inside of the windshield, near the rearview mirror.
The sensor projects infrared light into the windshield at a 45-degree angle. If the glass is dry, most of this light is reflected back into the sensor by the front of the windshield. If water droplets are on the glass, they reflect the light in different directions -- the wetter the glass, the less light makes it back into the sensor.
The electronics and software in the sensor turn on the wipers when the amount of light reflected onto the sensor decreases to a preset level. The software sets the speed of the wipers based on how fast the moisture builds up between wipes. It can operate the wipers at any speed. The system adjusts the speed as often as necessary to match with the rate of moisture accumulation.
The TRW system, which is found on many General Motors cars, including all Cadillac models, can also be overridden or turned off so the car can be washed.
For more information on windshield wipers and related topics, check out the links on the next page!
Related HowStuffWorks Articles
More Great Links | <urn:uuid:4d3f2141-5e6d-49f7-ba0f-f6a695ae745d> | {
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Principles of diversity equality and inclusion Essay
Principles of diversity equality and inclusion
A) The equality act is a legislation that is in place to ensure that people are given equal rights and opportunities regardless of their age, gender, disability, reace, religion or belief and sexual orientation. This legislation promotes diversity, equality and inclusion by making it a requirement that they are commonly practiced and incorporated into the health and social care setting making it illegal to discriminate against a person / or persons for any reason. Diversity is all about difference, and its value is the quality and variety that different people bring to society. Examples of how people differ from one another, it can be through appearance, ability, race, gender, culture, talent and beliefs. Equality is about everybody being equal to one another, but not necessarily treating them all the same.
Because everyone’s needs are different you as a support worker have to look at the individuals needs, and assess what you can do to improve their quality of life, whilst keeping them safe and still promoting independence. Inclusion is about involving everyone in society, making sure all have opportunities to work or take part in social activities even though they may have a disability. E.g. mental health problems. Discrimination is stopping someone from their right to speak up and voice themselves properly or not let them do an activity, this can happen to either a certain group of people or it can just be one person. Nonetheless its a very cruel way to get to somebody. Also this leads to more serious matters such as a major loss of self esteem and this can reduce their ability to develop and maintain a sense of identity.
The main acts incorporated into the equality act 2010 are:
The care quality commission
The disability discrimination act 2005
Human rights act 1998
The equal pay act 1970
The sex discrimination act 1999
The race relations act 2003
B) If these codes of practice and legislations where not to be followed, the consequences can be diverse. They can affect just one individual or can affect an entire team of social care workers. By not following the codes of practice and the legislation you could cause a service user to feel discriminated against which would have negative effects such as making them feel isolated or un-heard and could lead to more problems that would affect the people around them as well as the individual.
By not using inclusive practice you may find that the service user might be put in a situation in which they are not happy which could make them act out in a way that could affect their future and how other team members interact with them. For example by failing to us an inclusive practice with a service user by taking them to a public park, without first consulting or discussing this with the service user they could miss out on important information such as the service user being afraid of dogs, this could then lead to a serious incident that could ultimately lead to the service user loosing trust in yourself and the care provider.
C) A successful and reliable health care sector requires the promotion of diversity and equality throughout its setup. The fundamental need for this is the ability of the health care workers to promote an unwavering sense of fairness and indiscrimination for all persons involved; patients, employees, and colleagues. Inclusion refers to providing the opportunity to everyone to avail all available resources, services and facilities. Acceptance is one of the vital traits of any person who is working in the health care sector. Workers who realize the need for understanding, comprehending and respecting the needs of all patients, regardless of their diverse nature and background will be the most effective ones. Valuing the beliefs of others and keeping a wide ranging and accepting perception will aid considerably in the promotion of impartiality and equality.
A community which is based on the fair rights of humanity realizes that consciousness, self esteem, culture and physical and mental health are interrelated. In order to provide a balance in society the health care sector must be free of all prejudice and discriminatory practices. The most important factor in developing inclusive practices is to provide the necessary training to all health care and support workers. A good care worker will be ingrained with the value of accepting, accommodating and respecting the diversity of all patients /clients, thus providing an enriched level of care. All the people in a community are to be provided with a uniform level of facilities and opportunities. This can only be achieved when the care providers are equipped with the right tools; namely equality and inclusion.
D) To promote diversity there are a few things you can do. Treat people as individuals respecting their beliefs and views even when they are different from your own. Seek to treat your work colleagues and service users with dignity and respect at all times. Take into account your colleagues’ and service users’ religious, cultural and social needs. Seniors and Managers should ask new staff during their service induction if they have any cultural, spiritual or special needs which need to be taken into account when timetabling shifts, leave and so forth. Challenge questionable attitudes and behaviour if you feel someone is behaving inappropriately. Lastly you must report harassment of any kind, towards anyone, to a supervisor, manager, or even higher if needs be. | <urn:uuid:ae1e3ec1-f24e-44c7-b5ff-45546c23392f> | {
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