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The Word ARDS meaning is Acute Respiratory Distress Syndrome. Intense respiratory pain disorder (ARDS) is a problematic lung condition. It generally happens when any liquid tops off the air sacs into your lungs. An excessive amount of liquid in your lungs can bring down the measure of oxygen or increase the measure of carbon dioxide in your circulatory system. This prevents oxygen to reach the organs and can cause organ disappointment. ARDS is prone to hospitalized individuals who are sick more often. Side effects, as a rule, happen inside a day or two of the first ailment or injury. They may incorporate extraordinary breathing patterns and wheezing for air. ARDS is a health-related crisis and a conceivably dangerous condition. Some basic things prompt this lung harm include: - Breathing in lethal substances, for example, saltwater, synthetic concoctions, smoke, and regurgitation - Building up a serious blood contamination - Building up a serious contamination of the lungs, for example, pneumonia - Overdosing on narcotics or tricyclic antidepressants The manifestations of ARDS normally can be observed between two-three days Basic indications and indications of ARDS include: - Toilet and fast relaxing - muscle exhaustion and general shortcoming - Low circulatory strain - Stained skin or nails - Quick heartbeat rate - Mental perplexity It is extremely unlikely to forestall ARDS totally. But can detect this at an early stage and this could be prevented with some precautions and treatment. What are the precautions: - Look for brief clinical help for any injury, disease, or sickness. - Quit smoking cigarettes, and avoid used smoke. - Surrender liquor. - Interminable liquor use may expand your mortality hazard and forestall legitimate lung work. - Get your influenza immunization yearly and pneumonia antibodies at regular intervals. This declines your danger of lung contamination. Check more full forms to enhance your knowledge.
Earlier this year, the Coalition for Epidemic Preparedness Innovations (CEPI), a global partnership, invested over 2.5 billion pounds (29 billion liras) over five years on the project. Following testing on animals, human trials began this April. The new vaccine will be effective against the more contagious variants of the coronavirus such as the delta, beta, alpha and gamma variants. The aim of developing the universal vaccine is to prevent any future outbreaks of pandemics. In less than a year, scientists have very successfully developed effective and safe vaccines against Covid-19. Now, researchers are working on a universal vaccine that can protect not only against Covid-19, but against all deadly diseases caused by coronaviruses such as SARS and MERS. The project, which received an investment of more than 2.5 billion pounds (approximately 29 billion liras), began human experiments after successful animal experiments. Experts said that the universal vaccine will be effective against the more contagious delta, beta, alpha and gamma variants of the coronavirus and can prevent possible future pandemics. The virus that causes Covid-19 is the third coronavirus to trigger a major international public health crisis in less than two decades, after SARS in 2003 and then MERS in 2009. Since these types of coronaviruses are spread through contact between animals and humans, scientists predict that other diseases from coronaviruses will appear in the future.
It was fortunate, perhaps, that the first widespread epidemic which threated Europe (after the plaque of Justinian) should have been leprosy. Whether this disease was actually Biblical leprosy in more than doubtful. It bore the same name, however; and this fact made it easier to carry over into thinking of a world dominated by the Bible the contagionistic viewpoint of the Old Testament. Indeed, this whole movement was of clerical, not of medical, origin. The theory came from the Book of Levicitus and the actual practices from the East. Leprosy is said to have been brought by Pompey’s army from Egypt to Italy and to have reached Gaul as early as the second century. In the fourth century, the great Bishop Basil of Caesarea included isolation wards for lepers in his unique hospital establishment. It was in the sixth century, however, that Western Europe first felt itself seriously menaced by the spread of the disease from Egypt. In the year 583, the free association of lepers with sound persons was restricted by the Council of Lyons, a procedure continued and elaborated by later Church councils. In the year 644, an edict of the Lombard’s King, Rothari, provided for the isolation of lepers. In the same century, Gregory of Tours describes a leper house in Paris. Multiple methods existed to exclude the contagious from society. The ill were confined in their homes for the duration of their illness and, upon death, were passed through the windows and removed from the city. Lepers had to forbear communicating with the healthy; they wore special costumes, sound a clapper, and could not appear in markets, inns or taverns. Sanitary cordons were established along borders, whereby countries isolated themselves from their neighbors during periods of epidemic, leaving only special passages of egress. - Amory Winslow C E (1971).The Conquest of Epidemic Disease: A Chapter in the History of Ideas - Ogalthorpe Gostin Lawrence L (2000). Public Health Law: Power, Duty, Restraint
Term 4 Learning This term our topic is 'Potions'. We will be exploring the three states of matter and identifying each of their properties in depth. We will look at the particles within materials, focusing on how they are arranged and how they move. This term, we will complete a range of scientific experiments including observing results, recording predictions and drawing conclusions. We will use our topic of 'potions' to explore artwork, looking at the texture, subject matter and use of colour. This will also feed into some of our English learning. We will look at the story of Romeo and Juliet, identify the significance of the potion and move onto writing an alternative ending. During the second half of the term, we will be learning how to write stories. Using Aaron Becker's picture book 'Journey'. We will be used this as a base to write our own setting descriptions, problems, resolutions and endings. In maths, Miss Shea's class will continue learning about fractions, focusing on identifying the numerator and denominator. We will identify the difference between unit fractions and non-unit fractions. We will use and apply our knowledge of fractions to solve mathematical problems. Towards the end of the term, we will be looking at length and perimeter. Miss Adewale's class will also continue their learning on fractions. Towards the end of the term, they will move onto decimals, focusing on the value of each digit according to its position within the number.
Latin America is one of the regions with the greatest biodiversity in the world, which has allowed the conservation of multiple natural areas Latin America and the Caribbean have around 2 billion hectares of land, which is equivalent to 15% of the earth's surface. The region also has the largest variety of species and ecoregions in the world and has about one third of the world's renewable water resources. Leer en español: Estos son los parques naturales más biodiversos de Latinoamérica Thanks to all the natural resources of the region, it has been possible to develop multiple reserves and protected areas, which have been declared a World Heritage Site by UNESCO. Among the natural parks with greater biodiversity in Latin America that you should visit are: - The Maldini National Park, Bolivia: It has been cataloged as the park with the greatest biodiversity in the world, since there are 8,880 registered species in total. Of these, 265 are mammals, 1,028 are birds, 105 are reptiles, 109 are amphibians, 314 are fish, 5,515 are plants, and 1,544 are species and subspecies of butterflies. A curious fact is that at least 124 of these species are new to science. - Tayrona National Park, Colombia: It is located on the Caribbean coast of the country, has an area of 15,000 hectares (12,000 land and 3,000 sea), and a climate that varies between 25 and 30 degrees Celsius. It includes ecosystems such as mangroves, corals, thorn bushes and dry, humid and cloudy forests. The park houses more than 100 species of mammals, 350 species of algae, and different types of sponges, crustaceans, and marine species in the ocean ecosystems. In addition, it has 770 different species of plants, ranging from small cacti to giant trees that can reach up to 30 meters of high. - Manu National Park, Peru: Comprises part of the department of Cusco and the Madre de Dios jungle in the Peruvian Amazon, has an area of more than 2 million hectares, and has a large number of habitats that include high Andean landscapes, forests of clouds and tropical jungle. One thinks that in this great park they are almost 10% of all the vegetal species of the world and that in a single hectare more than 220 species of trees can be found. The park houses more than 20,000 vascular plants, 1,200 species of butterflies, 1,000 birds, 200 mammals and a number that has not yet been confirmed of reptiles, amphibians, and insects. It is recognized by UNESCO as a World Heritage Site. - Torres del Paine National Park, Chile: It is located in Chilean Patagonia. In it you can see glaciers, mountains and lakes of great beauty and beauty, has an area of 181,000 hectares, which are multiple species of plants, birds and mammals. Due to its great importance and beauty it was declared by UNESCO as a biosphere reserve. - PN Calilegua - Jujuy, Argentina: It is located in the Sierras de Calilegua, in the Southeast of the Province of Jujuy, has an area of 76,306 hectares belonging to the Ecoregion of the Jungle of the Yungas. It is the largest protected area in the country dedicated to the conservation of tropical mountain forests. Along the route, you can see three different environments: the pedemontana forest, the montane jungle and the montane forest, each with a vegetation and characteristic species. Latin American Post \| Andrea del Pilar Rojas Riaño Translated from “Estos son los parques naturales más biodiversos de Latinoamérica”
At Withernsea Primary School Science is a fundamental part of our curriculum. We strive to provide all children with an inclusive, high quality, broad and balanced Science curriculum that helps children develop into curious and independent learners. Science is taught throughout the school to encourage all children to investigate the world around them progressing from their local environment, to more globally and beyond. We aim for every child to be confident enough to explore and investigate their world with hands on learning experiences. Science teaching at Withernsea Primary school also aims to equip children with the specific skills to help them think scientifically, to gain an understanding of scientific processes and realise the importance of Science for society, today and in the future. Science teaching at Withernsea Primary school encourages all children from Foundation Stage to Key Stage 2 to have opportunities to ask questions, predict, hypothesise, gather/ interpret data from observation and draw conclusions. Scientific enquiry skills are embedded in each topic and these are revisited and developed throughout the years. Equal emphasis is given to the disciplines of Biology, Chemistry and Physics through units of work linked to animals, plants, forces, light, sound, earth, space and materials. Sequences of lessons are planned to build on the children’s prior knowledge. Specific vocabulary for each topic is taught and built up through each year group. Children are ‘pre-loaded’ with information for topics they will cover in the future, allowing them to make connections between scientific processes and ideas. As a whole school, we enjoy participating in the annual British Science Week and endeavour to promote a love of Science through the variety of themes provided; fun Science activities are matched carefully to the different age ranges from Foundation through to Y6 helping to foster a lifelong affinity with Science and so inspire the young Scientists and Engineers of the future.
The expression of a relation between two numerical quantities. The two parts of a fraction are called the numerator and the denominator. Fractions are important in tuning theory because a ratio may be expressed as a fraction, and the mathematical procedures used in manipulating fractions may thus be used to calculate musical ratios. Fractions are also another way to express the operation of division: the numerator is the quantity being divided, and the denominator is the divisor. As long as both the numerator and denominator are multiplied or divided by the same number, the relationship does not change. The resulting fractions thus express the same numerical quantity as the original fraction. This kind of manipulation is important in the addition and subtraction of fractions, because to add or subtract fractions, the denominators must be the same. Thus, if the two fractions to be added have different denominators, both the numerator and denominator of one or both of the fractions must be multiplied by some number until both denominators are the same. The numerators may then be added, and the resulting fraction is the quantity resulting from the addition. Subtraction works in exactly the same way. Multiplication of fractions is more straightforward: the numerators are multiplied together, and the denominators are multiplied together, and the resulting fraction is the quantity resulting from the multiplication. Division of fractions is performed by inverting the terms of the second fraction and then multiplying the numerators and denominators. (An alternative and much simpler method of calculating intervals is to use vector addition.) The tonalsoft.com website is almost entirely the work of one person: me, Joe Monzo. Please reward me for my knowledge and effort by choosing your preferred level of financial support. Thank you.
Balanced reciprocity is one of three kinds of reciprocities in sociology. The other two are generalized and negative reciprocity. Balanced reciprocity occurs when people provide support or give gifts to each other in equal amounts. Balanced reciprocity can best be explained by redistribution anthropology and reciprocal exchange, which refers to the exchange of goods and services among individuals. For example, according to research performed on small communities, social interactions and relationships between people are based on the mutual understanding of each individual’s circumstances. For example, balanced reciprocity occurs when one individual is paid with free crops for her offer to help local farmers with their harvest. The payment is usually calculated according to the hours spent harvesting the crops. However, it is not given in the form of money, but rather in crops, such as free potatoes or corn. That is one example of balanced reciprocity that can occur in small communities. Negative reciprocity occurs when one individual provides support or gives gifts to another individual, but does not receive anything in return. As opposed to balanced reciprocity, here, individuals aim to obtain goods and services without paying back anything in return. Research states that negative reciprocity “is based on egoistic and exploitative motives of parties involved in exchange” due to the fact that each individual is only interested in receiving, rather than giving something in return. It is called negative, rather than balanced, because it involves negative consequences, leaving some individuals unsatisfied. Generalized reciprocity occurs when individuals don’t expect anything in return for their goods and services to others. According to research, generalized reciprocity can be seen “in acts of hospitality, where a return favor is not expected or, if returned, then in a longer time span.” As opposed to balanced reciprocity, individuals understand that they might not receive anything in return for their services, gifts, or favors, and they are satisfied with that fact. Research states that “[g]eneralized reciprocity depends on close social bonds,” meaning that generalized reciprocity can best explain the relationship between individuals who live in small villages due to their tight social bonds. Groups of individuals who live in such communities tend to “help each other” without asking for anything in return. One more example of balanced reciprocity is related to disabled people, who aren’t always able to practice balanced reciprocity. For example, if someone provides support to a disabled person by helping her walk or take a shower, that disabled person might not be able to provide similar favor to the giver. However, research states that a smile can sometimes act as “payback” or a “return gift.” Since this group of individuals has “fewer social bonds,” government officials are highly concerned about how a lack of reciprocity can affect them. These examples explain that the practice of reciprocity in society depends on social groups. In small communities, for instance, generalized reciprocity is more present. On the other hand, balanced reciprocity is present in agriculture, where people tend to help each other in exchange for crops.
This unit presents the poetic structure of the Shakespearean Sonnet and its importance and place in the world of poetry. The unit focuses on familiarizing students with the structural elements of a sonnet (e.g., iambs, iambic pentameter, rhyme schemes, turns, stanzas, quatrains, and couplets) as well as using the writing comprehension process to write an original sonnet that uses the conventions of poetry in hand with imagery and figurative language. Students will also analyze and interpret sonnets, connecting them to modern forms of media including songs, raps, movies and music videos. Students will understand that writers construct personal, creative poems to express their encompassing world views. The unit will end with a performance assessment of students constructing their own “Hollywood Sonnet” (following appropriate structural criteria) to display in a Gallery Walk for students to evaluate and discuss. Markmann, Ryan, "The Shakespearean Sonnet" (2014). Understanding by Design: Complete Collection. Paper 280. Creative Commons License This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License. Navigate to This External Web Link:
The Grenfell Tower tragedy has thrown into sharp focus the ways poverty can lead to human rights violations. From homelessness to discrimination, sexual exploitation to illiteracy, there are many ways in which socio-economic status impedes rights. How can we ensure that our human rights protect everyone, not just the wealthy? In 2015 to 2016, more than 12 million people in the UK were living below the poverty line. For many of them, key human rights are out of reach. Poverty can be a cause of human rights violations, for example, being forced to live or work in unsafe or healthy environments, or being unable to afford access to justice. Poverty can also be a result of human rights violations, for example, when children are unable to escape poverty because the State does not provide adequate access to education. How do we define poverty? Image Credit: Xavier Sotomayor / Unsplash The Joseph Rowntree Foundation describes poverty as meaning “when your resources are well below your minimum needs”. Poverty means “not being able to heat your home, pay your rent, or buy the essentials for your children. It means waking up every day facing insecurity, uncertainty, and impossible decisions about money. It means facing marginalisation – and even discrimination – because of your financial circumstances.” Right to life Image Credit: Dom Alberts / Pixabay Article 2 of the Human Rights Convention – the right to life – requires that the state must protect the lives of its citizens. This means that the Government must provide effective services and legal protections to keep people safe, for example, well-funded emergency services, and building and fire regulations that ensure properties are not dangerous. It also means they must investigate where the right to life has been breached. These protections apply to everyone – whether they are rich or poor, influential or marginalised. However, the extent to which they can enforce those rights is dependent, at least in part, on economic status. This is why some have stressed the importance of properly funding the representation of the victims of Grenfell Tower in the forthcoming public inquiry. Insecurity and vulnerability Image Credit: Catholic Church of England / Flickr Much of the debate around the Grenfell tragedy has centred on whether the disaster could have happened in a block of flats populated by wealthy people. Some have noted, for example, that the residents were unable to obtain legal representation to voice their concerns about the safety of the property due to lack of legal aid provision. The link between poverty and human rights has been explored in-depth by the UN Special Rapporteur on extreme poverty and human rights, who said on 7 June 2017 that, “there is a rapidly growing sense of economic insecurity afflicting large segments of many societies. People feel exposed, vulnerable, overwhelmed, and helpless, and some are being systematically marginalised, both economically and socially.” This vulnerability and reliance on the state is more acute for people living on low incomes. People are less willing to speak out for fear of repercussions, they can’t afford access to justice, and have far less choice in where they live and work, and as to the goods and services they access. As noted by Gaby Hinsliff, “that’s what poverty means: being forced to rely on a state that is at times terrifyingly unreliable.” Economic and social rights The International Covenant on Economic, Social and Cultural Rights (ICESCR) is one of the most important United Nations human rights treaties. It covers areas of public policy such as the right to work, to fair and just conditions of work, social security, adequate food, clothing and housing, health, and education. However, it isn’t directly enforceable in the UK. We ratified the ICESCR in 1976, but the UK Government hasn’t incorporated it into domestic law, so its general principles and its substantive provisions can’t easily be enforced by courts in the UK. UK courts have given some acknowledgement to economic and social rights through the common law, or when violations are severe enough to constitute a violation of the rights protected by the Human Rights Convention (for example, if living conditions breach the right not to be subjected to inhuman and degrading treatment). However, as noted by Amanda Gray, “implementation of economic and social rights have always been difficult in the UK context. This is due to a lack of direct enforcement in the UK courts of International Human Rights Conventions and a traditionally cautious judiciary, reluctant to touch on issues of government resources.” Article 14 of the Convention on Human Rights protects us from discrimination on the basis of “sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status”. We are also protected by the Equality Act 2010. In recent years, there have been moves to include socio-economic status as a ground for discrimination in the Equality Act. In fact, the duty to consider socio-economic status in decision making is already set out in section 1 of the Equality Act, but has never been commenced (i.e. brought into law), despite a recommendation by the UN Committee on Economic, Social and Cultural Rights. Both the Welsh and Scottish governments have committed to bringing it into force in their countries. However, Theresa May has vowed to never commence the provision in England, saying she favoured a greater focus on “fairness” rather than “equality”. As demonstrated by the tragedy of Grenfell Tower, however, we have some way to go before we can show that human rights are effectively protecting everyone, not just those who can afford to enforce their rights. Want to read more about how human rights can help tackle poverty? - Read this explainer on how human rights are essential to tackling poverty - Take a look at this guest post on how knowing our rights can help end world poverty - Understand what human rights do for children in this piece
Part of the Greenland ice sheet could soon cross the point of no-return after which the rate of melting outpaces the rate of snow fall, scientists have warned. Scientists analysing arctic data said the situation could soon reach a “tipping point” and warned that they “urgently” need to understand how the effects of melting affect each other. The Greenland ice sheet contains enough water to raise the global sea level by seven metres, a change which would displace millions of people. Losing it is expected to add to global warming and disrupt major ocean currents, monsoon belts, rainforests, wind systems and rain patterns around the world. However, the researchers said their data is not as comprehensive as they would like, meaning they cannot make solid conclusions. Dr Niklas Boers, from Potsdam Institute for Climate Impact Research in Germany, said: "We might be seeing the beginning of a large-scale destabilisation but at the moment we cannot tell, unfortunately. "So far, the signals we see are only regional, but that might simply be due to the scarcity of accurate and long-term data for other parts of the ice sheet." He explained how an ice sheet can only maintain its size if the loss of mass from melting and calving glaciers is replaced by snow falling onto its surface. The warming of the Arctic disturbs this mass balance because the snow at the surface often melts away in the warmer summers. Melting will mostly increase at the lower altitudes, but overall, the ice sheet will shrink from a mass imbalance. As this happens, a positive feedback mechanism kicks in - meaning as the ice sheet surface lowers, its surface is exposed to higher average temperatures, leading to more melting and the process repeats until the entire ice sheet is gone. Beyond a critical threshold, researchers say, this process can not be reversed because, with reduced height, a much colder climate would be needed for the ice sheet to regain its original size. Dr Boers, and his colleague Dr Martin Rypdal from the Arctic University of Norway, have found the data shows that the critical threshold has at least regionally been reached due to the last 100 years of accelerated melting. They add an increase in melting will possibly be compensated, at least partly, by more snowfall as precipitation patterns over the ice sheet will change due to the changing ice sheet height. However, if the Greenland ice sheet as a whole moves into accelerated melting there will be severe consequences for the entire planet. Dr Boers added: "We need to monitor also the other parts of the Greenland ice sheet more closely, and we urgently need to better understand how different positive and negative feedbacks might balance each other, to get a better idea of the future evolution of the ice sheet." The research has been published in Proceedings of the National Academy of Sciences of the United States of America (PNAS). Additional reporting by SWNS
Difference between Common Law and Equity Key Difference: Common Laws are laws that have come about of been enacted based on court rulings. These laws are developed based on rulings that have been given in older court cases. Common laws are also known as case law or precedent. Equity is a branch of law that was developed as a supplement to the strict statutory laws that may provide too harsh punishments. In layman’s terms, equity is a part of law that decides punishment on the basis of justice and fairness after looking at all aspects of the punishment, including the motive of the accused. There are many different kinds of law systems that are present in today’s world that vary depending on the cases, region, country, etc. Common law and equity are two different types of law systems that are often confusing to many people that are not so knowledgeable about law. Law is a very confusing field, with many variations, ifs/buts, etc. The rules often change depending on the case and the surrounding situation. Common law system is basically a system of laws that is made up of rulings made in previous cases, while equity is a system that provides rulings after considering every aspect of the case. Common Laws are laws that have come about of been enacted based on court rulings. These laws are developed based on rulings that have been given in older court cases. Common laws are also known as case law or precedent. These rules can be written as well as unwritten. In a common law justice system, the laws of a country depend on the rulings or decisions of courts or other tribunals, where it is believed justice prevailed. The general principal of this system is that similar cases with similar facts and issues should not be treated differently. If there is a dispute between laws, the authority or precedent looks to past cases and must provide the same reasoning and decision that was provided in the first case. The laws can also be altered and evolved based on the circumstances. The judges also have the authority to create new laws or alter and interpret older laws. Once the law has been altered or changed during the ongoing case, the law will then be enforceable on all other cases henceforth with similar evidence and situations. Many countries live in common law systems or mixed systems. Equity is a branch of law that was developed as a supplement to the strict statutory laws that may provide too harsh punishments. In layman’s terms, equity is a part of law that decides punishment on the basis of justice and fairness after looking at all aspects of the punishment, including the motive of the accused. This system is enacted whenever there is a disagreement to the application of common law. For example: If stealing is a crime and is punishable by law, then anyone who steals is a criminal. Now, if a person steals, they would automatically be punished. However, in equity law, the judge would also take into consideration why the person stole, what was the circumstance under which they accused felt the need to steal, etc. Equity came around approximately 200-300 years after the development of the common law system in England. The courts of law during that time were filled with the enforcers of the king’s law and were trained to administer punishments that were set in stone. However, any person that was not satisfied with the outcome of the law courts in England, could appeal to the King for a lesser punishment. When the number of appeal cases grew, the King forwarded this duty to his High Chancellors. The High Chancellors were church clergymen and would usually take into consideration the surrounding factors before making a decision. This court became known as the ‘Court of Chancery.’ Following 17th century, the court of Chancery started appointing proper lawyers instead of clergymen or nobles. In modern times, both the courts have seemed to merge in many countries to create a much fairer law system. However, in some countries, these courts are still separate. The major differences between common law and equity exist in the type of solutions that are offered by both. The court of law usually offers monetary solutions, while the court of equity can offer the person to do something or not do something. For example, let’s take a person who stole a car. In the court of law, the victim will more commonly receive the monetary value of the car, while in the court of equity the judge can tell the thief to return the property itself. In common law systems the outcome is often same or similar to the outcome provided in previous cases, while in equity the outcome can change depending on the circumstances of the situation. Another major distinction between the two is the type of courts and the judges available. In the court of law, a jury will be present to determine the outcome of the case, while in equity court; there is only a judge present that will decide the outcome. Image Courtesy: neohouston.com, samhsa.gov
Time-lapse crystallography was used by National Institute of Environmental Health Sciences (NIEHS) researchers to determine that DNA polymerase, the enzyme responsible for assembling the nucleotides or building blocks of DNA, incorporates nucleotides with a specific kind of damage into the DNA strand. Time-lapse crystallography is a technique that takes snapshots of biochemical reactions occurring in cells. Samuel Wilson, M.D., senior NIEHS researcher on the team, explained that the damage is caused by oxidative stress, or the generation of free oxygen molecules, in response to environmental factors, such as ultraviolet exposure, diet, and chemical compounds in paints, plastics, and other consumer products. He said scientists suspected that the DNA polymerase was inserting nucleotides that were damaged by carrying an additional oxygen atom. “When one of these oxidized nucleotides is placed into the DNA strand, it can’t pair with the opposing nucleotide as usual, which leaves a gap in the DNA,” Wilson said. “Until this paper, no one had actually seen how the polymerase did it or understood the downstream implications.” Wilson and his colleagues saw the process in real time, by forming crystal complexes made of DNA, polymerase, and oxidized nucleotides, and capturing snapshots at different time points through time-lapse crystallography. The procedure not only uncovered the stages of nucleotide insertion, but indicated that the new DNA stopped the DNA repair machinery from sealing the gap. This fissure in the DNA prevented further DNA repair and replication, or caused an immediate double-strand break. “The damaged nucleotide site is akin to a missing plank in a train track,” Wilson said. “When the engine hits it, the train jumps the track, and all of the box cars collide.” Large numbers of these pileups and double-strand breaks are lethal to the cell, serving as a jumping off point for the development of disease. However, it can be a good thing if you are a researcher trying to destroy a cancer cell. “One of the characteristics of cancer cells is that they tend to have more oxidative stress than normal cells,” said Bret Freudenthal, Ph.D., lead author of the paper and postdoctoral fellow in Wilson’s group. “Cancer cells address the issue by using an enzyme that removes oxidized nucleotides that otherwise would be inserted into the genome by DNA polymerases. Research performed by other groups determined if you inhibit this enzyme, you can preferentially kill cancer cells.” Wilson and Freudenthal stressed that the quantities of oxidized nucleotides in the nucleotide pool are usually under tight control, but if they accumulate and start to outnumber undamaged nucleotides, the DNA polymerase adds more of them to the strand. Molecules that inhibit oxidation, known as antioxidants, reduce the level of oxidized nucleotides, and may help prevent some diseases.
Material of the month – Bone The toe bone’s connected to the foot bone, the foot bone’s connected to the heel bone – you know how it goes. Anna Ploszajski explores bone. Bone is a natural material, synthesised by all living vertebrates to form skeletal structures that support and protect the body’s organs. It is a composite material, combining an inorganic component (70%) and an organic component (30%) to form a strong, lightweight and hard tissue. The inorganic part is mineral calcium hydroxyapatite, which provides compressional strength and rigidity, and the organic part is comprised mainly of collagen – an elastic protein that provides pliancy and overall fracture resistance. Synergistically, the composite has a high compressive strength of 179MPa, with good elasticity. Bone is produced by cells called osteoblasts. These cells secrete collagen fibres and ground substance – an amorphous, gel-like material. The collagen fibres quickly polymerise to form collagen strands, onto which calcium and phosphate precipitate, eventually forming hydroxyapatite crystals over a period of days to weeks. The particular arrangement of the collagen fibres determines the mechanical strength of the bone – haphazardly organised fibres in woven bone give a mechanically weak material, although its advantage is that it can be produced quickly. Woven bone is subsequently replaced by lamellar bone, as parallel sheets of collagen form much stronger materials at a rate of 1–2 micrometers a day. The strength of lamellar bone comes from its plywood-like structure – collagen fibres run in opposite directions in alternate layers, providing torsional robustness. There are two different structures that make up the macroscopic bone assembly. Cortical bone constitutes the outer layer – hard, smooth and white. It consists of many microscopic columns housing osteoblasts (which make bone) and osteocytes (which reabsorb bone). The interior of bone is made of cancellous bone. It is an open cell porous network, which makes a spongy mass in which bone marrow and stem cells exist, producing platelets, red blood cells and white blood cells. Bone serves multiple functions in vertebrates, not just to hold the body together. Every day the bone marrow produces a staggering 2.5 billion red blood cells and platelets in the human body. Bone also acts as a repository, storing minerals, growth factors and fatty acids, as well as foreign bodies, such as potentially harmful heavy metals. It regulates blood sugar, pH changes, calcium and phosphate metabolism. The ossicles are three small bones in the middle ear, responsible for our hearing. A bone replacement Around 10% of the adult skeleton is replaced annually, to repair damaged bone tissue and regulate calcium homeostasis. Recurrent stress on bones occurring, for example, in weight bearing exercise, causes the bone to thicken – this remodelling is a manifestation of Wolff’s Law, which observes that bone will grow as a result of a stress, adapting to manage the loads it experiences. It occurs because of a phenomenon called mechanotransduction, where mechanical signals are converted into biochemical signals. This results in a cell response to remodel the bone and optimise the skeleton to the external loads it experiences. The skeletal system Although strong and elastic, bone is not completely indestructible. Ordinarily, bone is self-healing, but in instances where large parts of the bone are missing or in complex fractures, it may be necessary to employ a bone graft. This is a natural or synthetic material with matched mechanical properties to the host bone, which aids bone growth and is eventually replaced entirely by the body with new bone. Natural bone grafts come from the patient’s own body or from a bone bank. Synthetic grafts are made from hydroxyapatite or other biocompatible materials such as tricalcium phosphate, bioglass, calcium sulphate or polymers like PMMA. These can be doped with growth factors such as strontium to increase biological activity and hasten recovery. With old age, bone density can significantly decrease to render bones vulnerable to fracture. Individuals suffering from osteoporosis may experience breakages with only minor stresses, most commonly in areas of high load, such as the spine, hip, shoulder, wrist and forearm. It is most common in post-menopausal women due to decreased levels of oestrogen – testosterone deficiency in men has a comparable but less pronounced effect. Prevention methods include regular weight-bearing exercise, a diet rich in calcium and vitamin D, and lifestyle changes, such as giving up smoking and limiting alcohol consumption. The other ‘bone’ Bone as a raw material has been used for millennia by hunter-gatherer civilisations – the oldest known example dates back from African peoples living 1.5 million years ago and bone tools are known to have been used by Neanderthal and human antecedents. Artefacts from across the globe made from bone include hunting tools such as spear and arrow tips, fishhooks and knives and domestic products such as cutlery, pins, needles, pendants and combs. Bone was also used to fashion musical instruments – a European vulture bone flute dates back as long as 40,000 years. This coincides with the time it is believed modern humans were settling in the area, and it is possible that instruments like this aided the formation of social bonds between people, bonds which proved to be advantageous over their Neanderthal counterparts. In more recent centuries, buttons, cutlery handles, and ornaments made out of bone have made attractive and aesthetic artefacts. Bone is a crucial ingredient in the aptly named bone china, a porcelain-like ceramic material used for making fine crockery and ornaments. Invented in 1748, by Thomas Frye at Bow Porcelain Factory, and subsequently developed by Josiah Spode in Stoke-on-Trent, bone china contains six parts bone ash, four parts china stone and 3.5 parts china clay or kaolin. The bone ash is used as a source of calcium phosphate and Frye, in East London originally developed the mixture due to its proximity to the cattle markets in the area, and therefore plentiful supply of bone. Bone ash itself is made by crushing cattle bones, followed by the removal of gelatine and calcination at 1,250°C. The ash is milled into fine particles, ready for incorporation into the ceramic mix. The bone ash is mixed with china stone and kaolin, which supplies plasticity to the unfired product so that it can be shaped. The article is set by firing at 1,200°C. Despite the cheapness of the raw materials, the labour-intensive processing route makes bone china a luxury and expensive material. Bone china tableware is known for its translucent whiteness, high strength and resistance to chipping. These properties permit objects to be made with narrower cross-sections than alternative porcelain materials. In the English language, bones are often used to represent the core of the self and one’s feelings – ‘chilled to the bone’, ‘close to the bone’ or even ‘I feel it in my bones’. Indeed, our skeleton represents a fundamental, central part of our bodies. Without bone, life as we know it on Earth would simply not exist, and the crucial role played by bone for the living animal becomes no less critical as a raw material after its owner is deceased.
Both men identified what they believed the present danger to colonists and their efforts of resistance. Sherwood seeks to warn his listeners about the dangers of a tyrannical government. He is quick to identify that ruling justly is possible, but he calls on the congregation to restore the fear of God into their superiors. Boucher takes on a different tone, condoning senseless violence by comparing it to the Old Testament story of David and his son Absalom. Knowing the story, the colonists recognize his warning to be against retaliation, as Absalom dies despite David’s desire for him to live. Although they were both christian puritans, John Eliots views were thatit was his civic duty to help the Indians by forcing his religion upon them, while Roger Williams though it was his civic duty to help the Indians get religious liberty. An example of Eliot forcing his religion on the Indians is seen when Governor John Endecott came away from the Natick settlement where John Eliot worked with the Indians amazed, he said “The Foundation is laid, and one that I verily beleeve the gates of Hell shall never prevaile against…. I could hardly refrain tears from very joy to see their diligent attention to the word first taught by one of the indians, who before his Exercise prayed…. With such reverence, zeale, good affection, and distinct utterance, that I could not but admire(Jarvis 57).” This shows Eliot forced his religion upon the Indians because they were Chief Red Jacket utilizes repetition, pathos, and rhetorical questions to convince the Americans to tolerate the religion of the Native Americans. The defense of Chief Red Jacket gave to his religion is a wonderful piece of history that does not get enough credit. Chief Red Jacket’s speech illuminates the thoughts of the Native Americans in that specific era. Today, the Native Americans and other minorities in the United States of America have been having more recognition. One of the actions that have been a little unpopular in US History is the religious It achieved this goal by creating devout Christian followers who wanted to spread their newfound devotion to religion. While the church was first created to spread good, the church became increasingly corrupt during Martin Luther’s time. During the Middle Ages, the Catholic Church decided to teach that salvation was possible through works of righteousness that pleased God. While this statement does encourage acts of good, the church abused its meaning by proposing a new means of absolving oneself from sin. This new method was purchasing indulgences. Puritans, Quakers, and Catholics were coming in droves to America searching for an opportunity to have religious freedom. The New Englanders took religion seriously, making unitary laws according to Puritan standards. John Winthrop, later chosen as the first Massachusetts Bay Colony governor, was seeking religious freedom. Wishing to inspire the colonists to dwell in brotherly unity, he summoned them together to remind them “that if we [colonists] shall deal falsely with our God in this work we have undertaken, and so cause Him to withdraw His present help from us, we shall be made a story and a by-word through the world.” On the other hand, those in the Chesapeake region came for the wealth that America promised. They were there to become prosperous or die trying. VOF, Chapter 9: Charles G. Finney, "Sinners Bound to Change Their Own Hearts" (1836) Question 1: What precisely does Finney mean by a "change of heart"? Answer: What Finney precisely means by the phrase “change of heart” is someone’s change in spiritual belief that results in a different end. When I say spiritual belief, I mean Supreme Ruler. The reason why, I concluded that a change in Supreme Ruler is what Finney means when he says, “change of heart” is because on page 183 he states, “It is a change in the choice of a Supreme Ruler”. Which makes sense because when you change from being atheists to Christianity, people would say you have had a change of heart, that results in a different end. I wonder how many of us here really have that eagerness when it comes to learn about the Word of God. As Christians we need to devote ourselves in reading and studying of God’s Word. Nothing is more saddening than to see a Christian with no understanding of his own faith. And as current and future pastors and preachers, all the more we need to immerse ourselves in reading and studying of the Word, just like Ezra did. Getting ourselves deeply rooted in the Word will not only revitalize us, but also the flock that we are By the end it is made prevalent that we as a human race need to accept out fate, but as well as put work towards it. The author discusses how a worldview of these religious connections makes being alive an instinctive feeling. This source could be used to appeal to the reader’s moral interpretation of how reality works. It shows how the Pauline theology is combined with Christianity. These theories are made because they are very important in decoding dicks thoughts and reasoning’s. Although others may have disagree that G.M. Hopkins is not directly promoting a riot against religion but rather inspiring the hopeful experience in the rejuvenation of faith, Hopkins does circulate his ideas among the struggle, suffering, and agony of religion depicted in his “terrible sonnets”. Hopkins is the new omen to the age of reasoning of faith, science, skepticism, and love; he stresses the degree of faith and illustrates the truth of reality about religion, projecting his principle of The motivation for the Anabaptists was the search for purely scriptural Christianity. They took an approach similar to that of Zwingli but went much further, attempting to establish all doctrine and practice from Scripture alone. They decided to discard everything not found in the Bible. The Anabaptists desired the restoration of New Testament Christianity not only in theology but
The Mitochondria is known as the powerhouse of the booth. It was disc over by umteen disparate scientist, Richard Altman being star and only(a) of them. Though it was Carl Brenda who was li subject for assigning the Mitochondria in 1898. It comes from the Greek language from the nomenclature mitos and granule. For without it we not atomic number 18 able to live because we not have the needed to righteousness in ever twenty-four hours life. This is way the Mitochondria stall organ is rattling secern of our exis tences. The cristae is fit(p) the folds of the intragroup tissue layer. Located at heart the cytol part of our cell our mitochondria ar do up of devil contrastive membranes an inner membrane and an outer membrane. The outer membrane is made of a smooth surface of protein molecules. Inside the inner thither argon many a(prenominal) flowing folds called cristae which is a propose where adenosine triphosphate is enhanced. adenosine triphosphate is ade nosine triphosphate, or in other words a compositors case of chemical energy. The reason why the ATP is folded is because it increases work seat and makes more than ATP. Inside the Mitochondria there are many different parts. The Matrix is a space inside the inner membrane. It holds many of the protein, desoxyribonucleic acid and the Ribosome. The cristae are located in the compartments of the inner membrane. mitochondrion earns its nickname miniskirt cell by being able to survive on its own. Due to the occurrence that this organelle has DNA and Ribosome the Mitochondria could be its own cell. The reason why its called mini is because the Mitochondria ! is only five tenths to ten micrometers big. In just one cell you can find over a gm Mitochondria. Of course how many there are based on what that particular cell is used for. A muscular cell would need a lot more because its forever and a day contracting and working hard. Where as a nerve cell is used to only transmit knowledge so it wouldnt nearly as many Mitochondria. SO while one of you cells could only have ten mitochondria another(prenominal) one could have ten million. Like any organelle that we have the Mitochondria has a specific...If you require to get a salutary essay, order it on our website: OrderCustomPaper.com If you want to get a full essay, visit our page: write my paper
Imagine your brain as a network of all the airports, airplanes and their flight paths around the world. This network represents the brain cells or neurons and all of their connections. If a storm comes in, some flights will be grounded and others diverted to alternate airport hubs for safety, increasing the operational demand at those hubs. This bad weather also leaves a trail of damage in its path. The same is true in the brain. A concussion is a bad storm that disrupts many neurons, causes stretching and shearing of the axons, and leads to an overall energy crisis within the brain. After an injury to the brain, two major events unfold: 1. Activity at the cellular level is disrupted, leading to a loss of potassium ions and an influx of calcium ions. Ion pumps work overtime to return this activity to normal, which requires a lot of energy in the form of glucose. 2. There is a decrease in the blood flow to the brain. However, blood flow is vital to transport much-needed glucose to the injured cells. This results in an energy crisis, where the body needs more glucose but reduced cerebral blood flow prevents its delivery. Going back to the airport analogy, the storm causes chaos inside the remaining airport hubs as employees become overworked and airports understaffed. If another bad storm passes through, it can shut down everything. So another head injury during this energy crisis can lead to brain swelling and to a potentially fatal condition called Second Impact Syndrome.
- Every day, students who are, or are perceived to be, lesbian, gay, bisexual, or transgender (LGBT) are subjected to pervasive discrimination, including harassment, bullying, intimidation and violence, which is harmful to both students and our education system. Surveys indicate as many as eight in ten LGBT students have been bullied. - These hurtful actions deprive students of equal educational opportunities and contribute to high rates of absenteeism, dropout, adverse health consequences, and academic underachievement among LGBT youth. Left unchecked, discrimination can lead, and has led, to life-threatening violence and to suicide. And when school officials engage in discriminatory treatment, or are indifferent to harassing behavior, LGBT students’ constitutional rights are infringed. - While federal civil rights statutes expressly address discrimination on the basis of race, color, sex, religion, disability or national origin, they do not explicitly include sexual orientation or gender identity and, as a result, LGBT students and parents have often had limited legal recourse for this kind of discrimination. What does the “Student Non-Discrimination Act” do? - The “Student Non-Discrimination Act” (SNDA) would establish a comprehensive federal prohibition of discrimination in public schools based on actual or perceived sexual orientation or gender identity. - SNDA would provide protections for LGBT students and ensure that all students have access to public education in a safe environment free from discrimination, including harassment, bullying, intimidation and violence. - SNDA would also provide meaningful and effective remedies (loss of federal funding and legal cause of action for victims) for discrimination in public schools based on actual or perceived sexual orientation or gender identity, modeled after Title IX.
\|Emergents\|\|Up to 270'\| \|Canopy\|\|65' - 130'\| \|Understory\|\|Above the ground and below the leaves\| Strata of the Rainforest Different animals and plants live in different parts of the rainforest. Scientists divide the rainforest into strata (zones) based on the living environment. Starting at the top, the strata are: EMERGENTS: Giant trees that are much higher than the average canopy height. It houses many birds and insects. CANOPY: The upper parts of the trees. This leafy environment is full of life in a tropical rainforest and includes: insects, birds, reptiles, mammals, and more. UNDERSTORY: A dark, cool environment under the leaves but over the ground. FOREST FLOOR: Teeming with animal life, especially insects. The largest animals in the rainforest generally live here. \|Scarlet Macaw\|\|Emergents and Canopy\| \|Jaguars\|\|Understory and Forest Floor\| \|Wild Boars\|\|Forest Floor\| The keel-billed toucan is a South American bird with a huge beak. This social bird lives in small flocks in lowland rainforests. It is a poor flyer, and moves mostly by hopping around trees. Toucans roost in holes in trees. They have a croaking call that sounds like RRRRK. Anatomy: The toucan is about 20 inches (50 cm) long. The toucan's enormous bill is up to one-third of its length. The bill is brightly colored, light-weight, and edged with toothed margins. It has four toes on each foot; two toes face forwards and two face backwards. Males are slightly larger than females, but their coloration is similar. Diet: Toucan eat mostly fruit, but also eat bird eggs, insects, and tree frogs. Toucans swallow fruit whole and then regurgitate the seeds; this disperses viable (living) seeds in the forest. Reproduction: Females lay 1 to 4 white eggs in each clutch (a set of eggs laid in one nesting period). The eggs are laid in a hollow tree cavity. Both parents incubate the eggs, and both parents feed the chicks. Classification: Kingdom Animalia, Phylum Chordata, Class Aves, Order Piciformes, Family Ramphastidae, Genus Ramphastos, Species R. sulfuratus.
view a plan The Benefits of Fruits and Vegetables Computers & Internet, P.E. & Health, Science 2, 3, 4, 5 Upon completing this lesson, students will be able to state the benefits of fruits and vegetables. Integration of Technology: Students will use the computer and the internet which are powerful tools to help them gather information and present their findings. Their autonomy and confidence will increase as they rely less on the teacher and more on their own initiative for knowledge- creation. This technology enables students to manipulate information in a manner that accelerates both understanding and the progression of higher-order thinking skills. As students gather more real-world data and share findings with learners, their role broadens from investigators of products to designers. How Teachers will use Technology in the Classroom: The teacher will use the computer and the internet to develop a PowerPoint lesson, TrackStar, and a Word document to be used with the TrackStar lesson. How Students will use Technology: Students will use the computer and the internet to complete TrackStar word document. Students will use the computer to develop an essay on the benefits of fruits and vegetables. Classroom Management Techniques: Instructor will ensure that each student has basic computer and computer security/fair use training prior to completing lessons. Also, instructor will provide training on how to complete a TrackStar prior to students completing assignments. Instructor will ensure that each student has access to a computer by coordinating with the school computer lab instructors. Preparation before Class: Teacher will research the benefits of fruits and vegetables and develop a PowerPoint lesson that will reinforce these benefits. Topics to Explore would be fruits and vegetables provide vitamins and minerals to the body and consuming a variety of fruits and vegetables can prevent disease. The instructor will develop a TrackStar on the benefits of fruits and vegetables using the reference information from the various websites and develop a word document that correlates with this activity. Introduction of Lesson: The lesson will be introduced by instructor asking the students to list three benefits of fruits and vegetables. Students will be able to work in small groups and will be allowed to share their answers with the large group shortly after they complete this activity. Instructor will discuss the following benefits of fruits and vegetables: fruits and vegetables are a good source of vitamins and minerals, and diets rich in fruits and vegetables can help prevent disease. Guided/Independent Activity: Students will write an essay on the benefits of fruits and vegetables. Assessment: Instructor will use the student’s essay as an evaluation tool to be used to assess the amount of information that students retained from lesson on the benefits of fruits and vegetables. Extensions: Students will continue to use the internet as a reference for information on nutrition and health.
Brenda Mills, DVM Leptospirosis is a bacterial disease that usually causes kidney failure but may also cause meningitis or liver failure. Symptoms may include fever, weakness, pain, inappetence, vomiting, and diarrhea. The organisms are shed in the urine of affected animals, including wildlife, and may survive for weeks or even months in water or moist soil. Leptospirosis is commonly considered to be a “wet weather” disease, and direct exposure to carrier animals is not required for infection due to the possibility of the organism being carried in runoff. To acquire immunity, the immune system must be exposed to characteristic structures, usually proteins, that serve as a fingerprint for a bacterial or viral organism. These structures are found on the outside of the organism. There are three ways for an immune system to see these structures: Through natural exposure to the organism (infection) Through intentional exposure to key parts of the dead organism (killed vaccine) Through intentional exposure to the living organism after the organism has been rendered harmless (modified live vaccine) While infection typically results in the longest-term immunity to an organism, the disease caused by infection is what we are trying to avoid by inducing immunity. Killed vaccines are much safer than natural infection, however, since the organism is dead and not reproducing in the animal or doing anything else to excite the immune system, an adjuvant (irritant) is required to provoke the immune response. While the organism portion of the vaccine will be removed in the course of developing immunity, the adjuvant usually remains behind and may act to chronically provoke the immune system. Modified live vaccines introduce actual organisms which are unable to cause disease but otherwise behave exactly like an infection, provoking the immune system without the need for adjuvants. These vaccines are completely cleared from the body when their job is done. Most of our vaccines are against viruses, which are much smaller and have less complex fingerprints than bacteria. Vaccines against bacterial diseases are difficult to develop, very complex, and result in short-term immunity. The original Leptospirosis vaccines were made by essentially running the actual organism through a blender to rupture and kill it. This produced a vaccine that was safe from the perspective of not being able to cause disease, but which had a tremendous capacity to over-excite the immune system because the vaccine not only exposed the individual to the important structures on the outside of the bacteria, but also to all of the stuff on the inside. This gave Leptospirosis vaccines their reputation for causing “bad reactions.” These vaccines typically last approximately 11 months. What we use: A huge improvement in the safety and efficacy of Leptospirosis vaccines came with the advent of genetic engineering, which allowed the production of purified subunit vaccines. Through the magic of gene splicing, E. coli was used to produce specific proteins which occur on the outside of the bacteria, reducing the number of molecules in the vaccine, making it safer and more effective. This vaccine still requires the use of an adjuvant and provides approximately 11 months of protection. A newer vaccine, which now provides immunity against the four major species of Leptospirosis, is a non-adjuvanted modified live vaccine. A virus has been engineered to infect the patient’s cells with harmless components which make the cells pump out proteins and train the immune system to recognize the fingerprint of Leptospirosis. This vaccine mimics natural infection without causing disease, provoking immunity which has been shown to last at least 15 months without the use of an adjuvant and this is the vaccine we are currently using – Recombitek by Merial.
NASA’s Hubble Space Telescope has captured a stunning image illustrating the blue bursts of hot young stars. The image below, speckled with blue, white and yellow light, shows part of the spiral galaxy IC 5052. Surrounded in the image by foreground stars in our own galaxy, and distant galaxies beyond, it emits a bright blue-white glow which highlights its narrow, intricate structure. It is viewed side-on in the constellation of Pavo (The Peacock), in the southern sky. When spiral galaxies are viewed from this angle, it is very difficult to fully understand their properties and how they are arranged. IC 5052 is actually a barred spiral galaxy. Indeed, its pinwheeling arms do not begin from the center point but are instead attached to either end of a straight “bar” of stars that cuts through the galaxy’s middle. Approximately two-thirds of all spirals are barred, including the Milky Way. Bursts of pale blue light are visible across the galaxy’s length, partially blocked out by weaving lanes of darker gas and dust. These are pockets of extremely hot newborn stars. The bars present in spirals like IC 5052 are believed to help these formation processes by effectively funneling material from the swirling arms inwards towards these hot stellar nurseries.
Home to seven billion people, Earth is one of the smallest planets in our solar system (its circumference is around 40 thousand kilometers at the equator) and its estimated age is about 4.5 billion years. It is the only planet we know of that supports life. In fact, it has so much life, that humans don’t even know how many species of Flora and Fauna call Earth home. Although scientists have identified 2 million species, the National Foundation’s “Tree of Life” has estimated the real number to be anywhere between 5 million to 100 million. Some entomologists are saying that we have only touched the surface of understanding animal life. And yet all these species rely on energy to survive, and a majority of them depend on a circular process of energy supply that starts with plants’ capturing sunlight (photosynthesis) that turn into food and oxygen for other living organisms. However, the sun is not the only way humans can retrieve energy from nature. The use of fossil fuels as an alternative source of energy has been utilized by humans since the Industrial Revolution. Unfortunately, the use of fossil fuels has contributed to human-made climate change, which threatens all life as we know it. There are a number of effects of climate change, such as melting glaciers, a rise in ocean temperatures, drought and famine, and more frequent extreme weather events. Climate change is one of the greatest challenges humanity has ever faced. Humanity can impact the ecology in myriad, profound ways. Macquarie Island in the southwest Pacific Ocean is an interesting case to exemplify this impact. After the discovery of Macquarie Island in 1810, people brought cats to the island to eat rats and mice that threatened the sailors’ grain stores. Later, in 1878, rabbits were introduced to provide food for the sailors. Unfortunately, the rabbits provided easy prey for the island’s cats, causing the cat population to grow; the rabbits also damaged the island’s native vegetation. People decided to reduce the rabbit population via a disease called myxomatosis, which was only fatal to rabbits. It did its work well and decreased the population from a peak of 130,000 to less than 20,000, and the vegetation recovered. However, with fewer rabbits, the cats began to hunt the island’s native birds, damaging their population. People decided to eradicate cats and the last cat was removed from the island in 2000. But with this move, the rabbit population increased dramatically and caused substantial damage to native vegetation. Human interference in the natural balance cost Macquarie Island around $16 million. With the reserves of fossil fuels depleted, governments and companies have focused on alternative energy resources. In this regard, interest in renewable energy resources has increased, as they allow countries to both stay independent from fossil fuels and reduce the impact of climate change. Abundant energy from the sun, the wind, plants, and the Earth itself can provide some or all of our energy needs while also conserving the Earth’s natural resources without having any adverse effect on the environment. The need for renewables is more pressing than ever. With the Earth’s population continuing to grow, and many developing countries revamping their electrical grid, the need for electrical energy has continued to increase, too. In 2004, this demand was 17,450 TWh (terawatt-hour), but it is estimated that the world will consume 31,657 TWh by 2030. To date, most electricity has come from fossil fuels. To tackle this crisis, renewable energies such as solar, wind, biomass, and hydroelectric power will be necessary, and research must increase in proportion to need. In the wind sector, energy management of power generated from wind turbines has become an important issue. Countries are already seeing the benefits – to their power grid and their employment numbers – from increasing their wind power capabilities. Wind energy is another form of solar energy, as it is derived from the sunlight that heats up the Earth’s surface. Since land warms faster than the surface of water, the warm air above the land rises due to the lighter density of warm air. Cold air from the surface of the ocean moves in to the land to fill the gap generated by the rising warm air. This replacement creates wind, and it’s why we so often feel wind on the beach or lakefront. Moving air is strong and pushes the blades of the wind turbines, which are connected to the generator, which then produces electricity. Thanks to the low costs associated with wind power, wind energy is the world’s fastest growing renewable energy source. Wind power has been used for decades, even centuries, in Europe, but it is only now catching on in the US. In March 2009, Vice President Joe Biden announced plans to invest $3.2 billion in energy efficiency and energy conservation projects in the United States. If implemented correctly, this plan could decrease the demand for electricity by 50% across the country. This would result in achieving more than $500 billion in net savings over 20 years and reduce annual greenhouse gas emissions equivalent to those from 90 million vehicles. Using wind energy would be a tremendous way to begin cleaning the Earth. Considering the population growth and increase in energy demand in the coming years, switching to wind energy is be a viable move. Countries like the USA, Canada, Denmark, Germany, Turkey, Australia, China, Japan, and South Korea are doing a good job developing energy policies that favor wind turbine manufacturers and encourage wind energy. These policies may include tax reductions or exemptions, a quota system, or research. Therefore, these policies may help develop awareness of the wind energy industry and help humanity stop the coming climate catastrophe. Caring for the environment in the holy scriptures: The Qur’an 2: 205: “When he leaves (you) or attains authority, he rushes about the land to foment disorder and corruption therein, and to ruin the sources of life and human generations. Surely God does not love disorder and corruption.” Genesis 1: 26-28 and Psalm 8: 6-8: “Because they were created in His image, God gave men and women a privileged place among all creatures and commanded them to exercise stewardship over the earth.” Ecclesiastes Rabbah 7:28: “See My works, how fine they are; Now all that I have created, I created for your benefit. Think upon this and do not corrupt and destroy My world. For if you destroy it, there is no one to restore it after you." The Suka Sutra: “The taking of lives causes the soil to be saturated with saline, and plants cannot grow. Fourth, lying contaminates the physical environment, causing it to be filthy and smelly.” Confucius: “Be lovingly disposed to people; be kind to creatures and things. Within three months of spring, none is allowed to cut trees during their growth period.” - Federal Energy Management Program (2003). Retrieved from www.eere.energy.gov - Graedel, T. & Crutzen, P. (1989). Policy options for stabilizing Global Climate. National Service Center for Environmental Publications.[Electronic version]. Retrieved June 16th, 2011 form http://nepis.epa.gov - Hyslop, B., Davies, M., Wallace, A., Gazey, N.& Holroyd S. (1997). Effects of colliery waste on littoral communities in north – east England. Environmental Pollution. [Electronic version]. Retrieved from www.sciencedirect.com - Jobert, A., Laborgne, P. & Mimler, S, (2007). Local acceptance of wind energy: Factors of success identified in French and German case studies. Journal of Energy Policy, Elsevier. [Electronic version]. Retrieved January 29th, 2011, from www.elsevier.com/locate/enpol - Leggett, M. (2006). An indicative costed plan for the mitigation of global risks. Elsevier. [Electronic version]. Retrieved January 29th, 2011, from www.elsevier.com/locate/futures - Milici, R. (2000). Depletion of Appalachian coal reserves - how soon? International Journal of Coal Geology.[Electronic version]. Retrieved September 15th, 2011 from www.elsevier.com - Stracher, G.& Taylor, T. (2004). Coal fires burning out of control around the world: thermodynamic recipe for environmental catastrophe. International Journal of Coal Geology. [Electronic version]. Retrieved January 29th, 2011, from www.elsevier.com/locate/ijcoalgeo. - CNN (2009). CNN world news network. - Buddha (2011). Retrieved from http://www.blia.org/english/publications/booklet/pages/33.htm - Judaism (2011). Retrieved from http://jewishveg.com/schwartz/hlydytu.html - Confucius (2011). Retrieved from http://religion.answers.wikia.com/wiki/What_does_Confucianism_say_about_stewardship_and_the_environment
Understanding how the adolescent sleep cycle works is fundamental to boosting the health and academic success of teenagers. We know that many young people find it difficult to wake up in the morning, arriving at school feeling tired and crucially unable to learn. Neuroscientists tell us that the teenage sleep-wake cycle differs to that of adults and children, and that over a sustained period of time this can result in chronic sleep deprivation. But what are these differences? And how can we address them? First, we must consider the hormone that controls the body’s natural sleep-wake cycle: melatonin. Melatonin is produced by the tiny pineal gland in the brain, influencing our energy levels throughout the day. During daylight hours, our pineal gland is inactive. However, at night it releases melatonin into the blood – making our bodies feel sleepy. During mid to late adolescence there are changes in the production of melatonin which increases the need for sleep, and also delays the adolescent sleep-wake cycle by up to three hours compared to adults and children. Research from around the world has shown this to be the case. The impact of this can be monumental. Waking a teenager up at 7am every school day is the biological equivalent of waking an adult up at 5am. As such, it isn’t difficult to imagine the short-term and long-term effects that might result from a lack of sleep – and yet the start time of the secondary school day does not take this into account. Secondary school staff are therefore likely to notice that their students having: - Poor concentration - Bad and irritable moods - Poor impulse control - Lower overall performance across the board, from academics to athletics - Increased risk of mental health problems They may notice that students are increasingly consuming caffeinated drinks, resulting in young people feeling ‘tired but wired’ and turning to alcohol and substance use. When thinking of ways to combat this, many commentators have proposed a later start to the school day, enabling young people to get the sleep they need. If they are not sleep-deprived, they are far more able to engage with learning. Timetabling can also adapt, with the core subjects taught later in the day when pupils are better able to concentrate and feel open to learning. Put simply, you can either work with or work against their biology. Read more about this here. In addition to the difference in melatonin production, we must consider the impact of smart phones on sleep. If young people are taking their phones to their rooms at night, they will be tempted to turn to social media and continue messaging with their friends. We know that the blue light emitted from screens affects levels of melatonin, further delaying the body’s ability to fall asleep and therefore contributing to tiredness the following morning. To help their students, schools may wish to share information with parents and carers about their children’s sleep health. From putting technology away for 90 minutes before they go to sleep to encouraging relaxing pre-sleep rituals, there are plenty of measures that could be taken at home to aid better sleep. Sleep is as important to our biology as eating well and exercising; we suffer without it. If young people experience sleep deprivation, long term and serious physical and mental health problems can emerge, from obesity and diabetes to depression and anxiety. When we are sleep deprived, we are far more likely to make risky decisions – this is particularly worrying for teenagers who are already taking more risks. Read more about this behaviour here. Working with young people’s biology can be the difference between achieving and struggling in the classroom. We cannot overlook the damaging impacts of sleep deprivation. Feeling irritable and finding it hard to concentrate in lessons can be the first few steps on the journey to experiencing far more serious health problems in the future. The good news is that we can make changes which, in turn, will support healthier brain development. To continue reading articles from Thrive, please click here.
Geodesists measure and monitor the Earth to determine the exact coordinates of any point. Using a wide variety of tools, both on the land and in space, geodesists are experts at measuring things. Here are a few examples of what geodesists can measure. With the precision of atomic clocks and lasers, geodesists can measure the pull of gravity so accurately, they could detect changes of one billionth of your body weight. With tools that monitor the noise from outside our own galaxy, geodesists are able to measure the distances between two points on Earth to less than a millimeter. By bouncing signals from satellites located hundreds of kilometers above the ocean, geodesists are able to track the rise of the mean ocean surface to about 1.7 millimeters per year. And, probably most well-known, by using signals generated by GPS satellites that are located approximately 20,000 kilometers above the Earth, geodesists are able to accurately determine the positions of points to a few centimeters in just a matter of minutes. Within the United States, this accurate determination of positions forms the scientific basis for all geodetic control, known collectively as the National Spatial Reference System (NSRS). Every non-military federal geospatial product of the United States is tied to the NSRS so that they may all overlap and align accurately. Geodesy is the science of accurately measuring and understanding three fundamental properites of the Earth: its geometric shape, its orientation in space, and its gravity field as well as the changes of these properties with time.
Evolution of heat wave occurrence over the Paris basin (France) in the 21st century From observations over the period 1951−2009 eight heat waves were extracted for the Paris Basin, i.e. a mean frequency of about 1 in 7 years (a heat wave being defined as at least one day with daily minimum 18°C and maximum 34°C, minimum duration of 3 days with relatively high temperatures). In addition, for the periods 1960−1989, 2020−2049 and 2070−2099, the numbers of heat waves were projected (using the aforementioned definition of a heat wave) based on (1) several (regional and global) climate models and the A1B emission scenario, and (2) one regional climate model and 3 emission scenarios (A2, A1B, B1). For the period 1960−1989 on average one heat wave in 10 years was calculated, for 2020−2049 1 heat wave every 2 years was projected, rising to at least 1, and up to 2, heat waves per year on average over 2070−2099. Heat wave duration also increased in time, with mean durations varying between 6 and 12 days over 2070−2099, and exceptional durations reaching 5 to 9 weeks. Source: Lemonsu et al., 2014. Climate Research 61: 75–91. Photo: James Whitesmith (www.flickr.com)
Frequently Asked Questions What are the Real Needs of the Child? Montessori attitudes and philosophy are most consistent with the needs of a child in the process of developing and learning. Montessori’s educational theories are based on the way a child develops naturally and are then correlated for use as an educational system consistent with these laws. Is it Child Centered? Dr. Montessori believed that no human being is educated by another person. People teach themselves. A truly educated individual continues learning long after the hours and years spent in a classroom because he or she is motivated from within by natural CURIOSITY and love for KNOWLEDGE. She felt therefore, that the goal of early education should not be to fill children with facts from a pre-selected course of studies, but rather to cultivate their own natural desire to learn. Her experiments made the child the center of education; her program is adapted to the interests and needs of children. As a result, children concentrate with enthusiasm and achieve a real and profound understanding of their work. This intellectual progress is accompanied by emotional growth. The children become harmonioous in movement, independent in work, and honest and helpful with one another. What are Phases of Growth? Dr. Montessori discovered, and recent educational research has verified successive phases of growth with characteristic sensitivities which guide physical and mental development. These phases of growth, she called “sensitive periods”. They are outwardly recognizable by an intense interest which the child shows for certain sensorial and abstract experiences. Dr. Montessori discovered that the guiding sensitivities constitute needs in the child which demand fulfillment and are universal to all children. Thus, the validity of Dr. Montessori’s observations have remained constant since she began her task of the “Discovery of the Child”. What is the Role of the Teacher? The function of the teacher in a Montessori classroom differs considerably from that of the traditional teacher, hence Dr. Montessori used the term “Directress” or Guide”. S/he he brings children into contact with the world in which they live and the tools by which they learn to cope with the world. S/he is, first of all, a very keen observer of he individual interests and needs of each child; the daily plan proceeds from observations rahter than from a prepared curriculum. S/he demonstrates the correct use of materials as they are individually chosen by the children, carefully watches the progress and keeps a record of each child’s work. Individual children’s total development as well as their progress toward self-discipline is carefully guided by the guide, who prepares the environment, directs the activities, and offers each child enticement and stimulation. The mutual respect of the student and the teacher-guide is the most important factor in this process. What is the Ungraded Classroom? The greatest possibility for flexibility in permitting individual lessons and progress, while still retaining groups sessions, at no-expense to the individual child exists in the Montessori enrvironment. The use of individual materials permits a varied pace that accomodates many levels of ability in the classroom. If the classroom equipment is to be challenging enough to provoke a learning response, it must be properly matched to the sensitivities of each child. The most satisfying choice can usually be made only by the children themselves. The Montessori classroom offers children the opportunity to choose from a wide variety of graded materials. The child can grow as their interests lead from one level of complexity to another. They work in a group composed of individuals of various ages, abilities, cultures and interests and are not required to follow anyone else’s program…it permits the younger children a graded series of models for imitation, and the older ones an opportunity to reinforce their own knowledge by helping the younger ones, hence, they add to the group as they receive from it what they need. What is the Montessori Method? Montessori is a philosophy and method of education which emphasizes the potential of the young child and which develops this potential by utilizing specially trained teachers and special teaching materials. Montessori recognizes in children a natural curiousity and desire to learn; the Montessori Materials awaken this desire and channel that curiosity into a learning experience which children enjoy. Montessori Materials help children to understand what they learn by associating an abstract concept with a concrete sensorial experience; in this manner, the Montessori child is actually learning and not just memorizing. The Montessori Method stresses that children learn and progress at their own pace so that fast learners are not held back, and slow learners are not frustrated by their ability to keep up. What is Montessori Apparatus? The Montessori classroom offers 500 unique educational didactic (self-teaching) materials which are manipulated by the children in the classroom. They accomodate many levels of ability. They are not “teaching aids” in the traditional sense, because their goal is not the external one of teaching children skills or imparting knowledge through “correct usage”. Rather, the goal is an internal one of aiding the child’s mental development and self-construction. They aid this growth by providing stimuli that captures the child’s attention and initiates a process of concentration. Children then use the apparatus to develop co-ordination, attention to details, and good work habits. When the environment offers materials that polarize childrren….the teacher or guide is then able to give the freedom needed for healthy development. Why Should You Send Your Child to a Montessori School? Montessori is education…not a nursery school. The best time to start your child’s education is during the early years…2 1/2 to 3 years when most of a child’s intelligence and social characteristics are formed. 50% of the child’s mental development occurs before 4 years of age. In a Montessori School, your child will learn to think in logical patterns and to deal with reality. Children with a Montessori background become better prepared to cope with the complex challenges of tomorrow’s world. What does Montessori Offer My Child? Montessori allows children to experience the excitement of learning by their own choice. Dr. Montessori observed that it was easier for a child to learn a particular skill during the corresponding “sensitive period” than at any other time in life. These are periods of intense fascination for learning a particular skill. Montessori allows children te freedom to select individual activities which correspond to their own periods of interest and readiness and to progress at their own pace. A child who acquires the basic skills of reading and mathematics in the natural way has the advantage of beginning education without drudgery, boredom, or discouragement.
For my early childhood lesson plans I use a method called Backwards Design. The goal for the early childhood theme of New Beginnings is to build smooth classroom routines in order to create a pleasant and safe classroom environment. For most children it takes about two weeks to readjust to a new classroom Early childhood lesson plans for New Beginnings: 1. School is a safe and happy place where we are free to express ourselves, follow our interests, progress at our own pace, learn on our own and in collaboration with others. 2. We are all a part of a community. 3. Each individual's contribution is necessary for the success of the class, the school, the community. 1. Why do we need rules in our classroom? Our school? The playground? 2. Who are the people that make up our Pre-K? 3. What does it mean to be a good friend? helper? team member? partner? family member? 4. What does it mean to be part of a team? Daily Schedule - Introduce the children to the daily schedule. I love using pictograms to build independence, confidence and a sense of security in the children. Tip: Place the schedule at a child's eye level and in a prominent location. A visual schedule is an exceptional tool for helping children during transitions in the school environment. Seven separate sections allow for 2 activity cards and 2 activity labels in each. Adding the title of the activity below the pictogram encourages pre-reading skills and early sight reading. Name Game - In a circle, pass a ball to a child and say their name. Example: Jessica passes the ball to Noah. Noah passes the ball to Jonathan. Classroom Rules and Routines - The 3 Be Rules Include routine of the day and going over the daily schedule. Begin teaching transition songs. Classroom Tour - What can we find in our classroom? What do the pictures represent in each preschool learning center? Class Album - Take a picture of each child and glue it on a regular size paper. Write the child's name on the bottom of the page. Put all the pages in a binder and create a classroom photo album. Who is in our Preschool? - On a large paper (bristol board or experience chart) draw an outline of a school. Ask the children who is in our preschool? Write down the names of all the children in the class, the teachers, the school director and anyone else that is part of the preschool. Library Center: Below you will find a list of my favorite books for the beginning of the year: Preschool Activities Home > Preschool Lesson Plans > New Beginnings
KNOXVILLE -- As carbon dioxide continues to burgeon in the atmosphere causing the Earth's climate to warm, scientists are trying to find ways to remove the excess gas from the atmosphere and store it where it can cause no trouble. Sigurdur Gislason of the University of Iceland has been studying the possibility of sequestration of carbon dioxide (CO2) in basalt and presented his findings today to several thousand geochemists from around the world at the Goldschmidt Conference hosted by the University of Tennessee, Knoxville, and Oak Ridge National Laboratory. Carbon sequestration is currently the most promising way to reduce greenhouse gases. Gislason leads an international team of scientists on the Carbfix Project, which aims at pumping carbon deep underground in southwest Iceland where it will mix with minerals and become rock. The project's goal is to find a storage solution that is long lasting, thermodynamically stable and environmentally benign. An Icelandic geothermal plant is now hosting the pilot program. Gislason's project involves capturing and separating flue gases at the Hellisheidi Geothermal Power Plant, transporting the gas, dissolving it in water, and injecting it at high pressures to a depth between 400 and 800 meters into a thick layer of basalt. Then he and his coworkers will verify and monitor the storage. Carbon dioxide mixed with water forms carbonic acid (also known as carbonated water or soda water), which percolates through the rocks, dissolving some minerals and forming solid carbonates with them, thereby storing the carbon dioxide in rock form, said Gislason. If successful, Gislason said, the experiment will be scaled up and can be used wherever carbon dioxide is emitted. Currently, carbon may be captured as a byproduct in processes such as petroleum refining. It can be stored in reservoirs, ocean water and mature oilfields. However, many experts fear that CO2 may leak over time. Storage of CO2 as solid magnesium carbonates or calcium carbonates deep underground in basaltic rocks may provide a long-term and thermodynamically stable solution. \|Contact: Whitney Holmes\| University of Tennessee at Knoxville
Grey reef sharks are often curious about divers when they first enter the water and may approach quite closely, though they lose interest on repeat dives. They can become dangerous in the presence of food, and tend to be more aggressive if encountered in open water rather than on the reef. There have been several known attacks on spearfishers, possibly by mistake, when the shark struck at the speared fish close to the diver. This species will also attack if pursued or cornered, and divers should immediately retreat (slowly and always facing the shark) if it begins to perform a threat display. Photographing the display should not be attempted, as the flash from a camera is known to have incited at least one attack. Although of modest size, they are capable of inflicting significant damage: during one study of the threat display, a grey reef shark attacked the researchers' submersible multiple times, leaving tooth marks in the plastic windows and biting off one of the propellers. The shark consistently launched its attacks from a distance of 6 m (20 ft), which it was able to cover in a third of a second. As of 2008, the International Shark Attack File listed seven unprovoked and six provoked attacks (none of them fatal) attributable to this species. Reef sharks play a major role in shaping Caribbean reef communities. As the top predators of the reef and indicator species for marine ecosystems, they help maintain the delicate balance of marine life in reef environments. Reef sharks are highly valued for their meat, leather, liver oil, and fishmeal, which make them prone to overfishing and targeting. Yet, their importance for the tourism industry makes them more valuable alive than dead. In 2011, Honduras declared its waters to be a permanent sanctuary for sharks, making fishing for these species completely forbidden. The Caribbean reef shark is the most common shark on or near coral reefs in the Caribbean. It is a tropical inshore, bottom-dwelling species of the continental and insular shelves. Although C. perezi mainly inhabits shallow waters, it has been recorded to reach depths to at least 98 feet (30 m). Caribbean reef sharks are commonly found close to drop-offs on the outer edges of coral reefs and also may lie motionless on the bottom of the ocean floor. This phenomenon has also been observed in caves off the coast of Mexico and off the Brazilian archipelago of Fernando de Noronha. Typically a solitary animal, juvenile blacktip reef sharks will commonly conjugate in shallow regions during high tide. Vulnerable to larger predators, they will reside in shallower areas until larger in size. Blacktip reef sharks tend to be more active during dawn and dusk, but like most sharks they are opportunistic feeders. Their diet consists of crustaceans, squid, octopus, and bony fish. With this line of sandals from Reef at DICK'S Sporting Goods, you will have a number of exceptional designs to choose from. Select handsome footwear that will pair well with a summer dress or sporty-chic leisurewear. These sandals are not only great for summertime activities, they are on trend and fashionable. Here are some things to think about before buying your Reef flip flops or sandals: Despite sharks being portrayed as notorious aggressive animals, very few incidents have involved blacktip reef sharks, none being fatal. Still the importance of an apex predator is vital to a balanced and healthy ecosystem. Unfortunately, this species is very susceptible to reef gill netting. And sharks all around continue to be threatened by fishing pressure resulting in a decrease in many shark populations. Adults begin to reproduce once they attain a size of 2 to 3 meters (female) or 1.5 to 1.7 meters (male). They reproduce once per year but childbirth is biennial since the females get pregnant every other year. The reproduction method is Viviparous which means the pups develop inside of the mother. There is evidence that the reproduction method is aggressive and violent since many female Caribbean Reef Sharks have been found with deep wounds on their sides during mating season. These wounds are caused by bites and heal in time leaving large and highly visible scars. A heavy-bodied shark with a "typical" streamlined shape, the Caribbean reef shark is difficult to distinguish from other large requiem shark species. It usually measures 2–2.5 m (6.6–8.2 ft) long; the maximum recorded length is 3 m (9.8 ft) and the maximum reported weight is 70 kg (150 lb). The coloration is dark gray or gray-brown above and white or white-yellow below, with an inconspicuous white band on the flanks. The fins are not prominently marked, and the undersides of the paired fins, the anal fin, and the lower lobe of the caudal fin are dusky. Caribbean reef sharks are prohibited from being caught by commercial fishers in U.S. waters, however harvest of these sharks may be permissible in other countries. During the past few decades, an increasingly popular (and even more controversial) commercial aspect of the Caribbean reef shark has emerged. To increase clientele, many dive-boat operations have come to include shark-feeding dives as a part of their agenda, with some of the most popular sites being main habitats of Caribbean reef sharks. Although new regulations prohibit such feedings off the coast of Florida, no such restrictions have been placed on operations in Bahamian or other Caribbean waters. The grey reef shark has a streamlined, moderately stout body with a long, blunt snout and large, round eyes. The upper and lower jaws each have 13 or 14 teeth (usually 14 in the upper and 13 in the lower). The upper teeth are triangular with slanted cusps, while the bottom teeth have narrower, erect cusps. The tooth serrations are larger in the upper jaw than in the lower. The first dorsal fin is medium-sized, and there is no ridge running between it and the second dorsal fin. The pectoral fins are narrow and falcate (sickle-shaped). Social aggregation is well documented in grey reef sharks. In the northwestern Hawaiian Islands, large numbers of pregnant adult females have been observed slowly swimming in circles in shallow water, occasionally exposing their dorsal fins or backs. These groups last from 11:00 to 15:00, corresponding to peak daylight hours. Similarly, at Sand Island off Johnston Atoll, females form aggregations in shallow water from March to June. The number of sharks per group differs from year to year. Each day, the sharks begin arriving at the aggregation area at 09:00, reaching a peak in numbers during the hottest part of the day in the afternoon, and dispersing by 19:00. Individual sharks return to the aggregation site every one to six days. These female sharks are speculated to be taking advantage of the warmer water to speed their growth or that of their embryos. The shallow waters may also enable them to avoid unwanted attention by males. The Caribbean reef shark infrequently attacks humans. In general, a shark attack on a human is behaviorally similar to an attack upon natural prey. A human is more susceptible to being attacked if the shark is cornered and feels that there is no escape route. In situations like these, the shark may rake the victim during the attack resulting in lacerations. The Black-tip Shark (Carcharhinus melanopterus) is a species of shark of the family Carcharhinidae, easily identified by the black tips of its fins, especially on the first dorsal fin and the caudal fin. It is one of the most abundant sharks in the tropical coral reefs of the Indian Ocean and Pacific Ocean. This species prefers shallow coastal waters and frequently exposes its first dorsal fin in these areas. Most Black-tipped Sharks live on reef margins and sandy bottoms, but they are also known to support brackish or freshwater environments. This species generally reaches a length of 1.6 m. Black-tip Sharks are sedentary and live in very small areas and may remain in the same area for several years. They are active predators of small bone fish, cephalopods and crustaceans, and are also known to feed on marine snakes and seabirds. The data collected concerning the life cycle of the Black-tip Shark are sometimes contradictory and there appear to be significant differences depending on the geographical location within the range of the species. Like other members of its family, this shark is viviparous and females give birth to between two and five young babies every two years, every year or sometimes twice a year. Indeed, according to its habitat the gestation period of this shark can be 7-9 months, 10-11 months or 16 months. Newborns live in coastal waters and in shallower waters than adults, often forming large groups in areas flooded by high tides. Shy and capricious, the Black-tip Shark is difficult to approach and rarely represents a danger to humans, unless it is excited by food. However, bathers in shallow waters can sometimes have their legs bitten by mistake. This shark is fished for its meat, fins and liver oil, but is not considered to be a commercially important species. The International Union for Conservation of Nature assessed the near threatened species. Although the species as a whole remains widespread and relatively common, overfishing of this shark and its slow rate of reproduction has led to its decline in a number of localities. A reef is a bar of rock, sand, coral or similar material, lying beneath the surface of water. Many reefs result from abiotic processes (i.e. deposition of sand, wave erosion planing down rock outcrops, and other natural processes), but the best known reefs are the coral reefs of tropical waters developed through biotic processes dominated by corals and coralline algae.
Researchers at the University of Pennsylvania unveiled the world's first solar-powered circuit in a January edition of ACS Nano. The technology shows particular promise for touchscreen devices, which could use the circuits as a direct source for sun-power. Not to be confused with solar cells, which convert sunlight energy to electricity and store it for later, this breakthrough involves circuits—electrical devices that provide paths for electricity to flow. This means that sunlight absorbed by the device can immediately use the energy to power the device. Here's how the circuit works: Electrons, here known as surface plasmons, oscillate on tiny molecules called nanoparticles. These plasmons act as a 'super lenses,' which gather all solar light hitting the circuit. Once the light's collected, the particles pose as electrodes to ferry away the electricity for a device to use. Currently, though, researchers can only produce and harness small amounts of energy from the photovoltaic circuits, nowhere near enough to power consumer electronics. But scientists are sure power production will only increase in the future with creative methods like stacking circuits to absorb and focus more light energy. Self-charging photovoltaic circuitry might be used in display screen pixels or painted on the outside of iPads and smartphones to scavenge sunlight and charge the devices, according to Dawn Bonnell, a researcher on the project. It also could potentially offer just the right power solution for small robotic devices or help computers operate on light alone. For now, the circuits still represent a fairly major scientific breakthrough to the researchers, one science has grappled with for some time. When working with microscopic parts, invisible to the eye, it's hard for scientists to ensure each component is the right distance away from the others to form a proper circuit. Molecules must be connected to particles, and particles must be separated from one another by a molecule-long space. Silicon circuits aren't likely to be replaced in the near future, Bonnell says, but this breakthrough could one day make phone chargers much less necessary—at least on sunny days.
Several factors threaten beluga whales, including a changing climate, noise from ocean vessels, commercial fishing practices, pollution and habitat destruction, according to the National Oceanic and Atmospheric Administration. Like many threatened and endangered marine mammals, beluga whales face threats primarily from humans. The increasing encroachment of humans into whale territories also poses a threat to belugas, as the whales become injured, disoriented and killed through human recreational activities like boating and fishing, and from oil and gas production.Continue Reading Beluga whales live in colder, Arctic waters around the world, including the Arctic Ocean and seas around Russia, Greenland and parts of North America. These whales have very thick skin, which makes fine leather when treated. Historically, belugas faced threats from illegal hunting and poaching, primarily for their fine skin. Native tribes in the Cook inlet hunted belugas for subsistence, although limitations on permissible beluga takes, imposed through laws and regulations, has reduced that threat. Although some historical threats to belugas have disappeared, others take their place. Belugas, like many whales, communicate using a sonar system. Increasing shipping traffic and use of military vessels in their habitats hinders whales' communication, which in turn reduces their ability to navigate, find food and mates and raise young, as related by the World Wild Life Fund. Retreating glacial ice also threatens belugas, as they swim slowly and have historically relied on large ice floes as shelter from predators. As with other ocean creatures, belugas also face threats from oil spills and accumulating pollution.Learn more about Marine Mammals The National Oceanic and Atmospheric Administration maintains a detailed record of historical data relating to climate and weather events. Rainfall totals are among the data sets which are publicly searchable and indexed over a customizable time period.Full Answer > The National Oceanic and Atmospheric Administration provides records of past weather and climate data through Climate Data Online, available on the NOAA website. The AccuWeather Premium website also provides daily rainfall and snowfall totals as far back as 1992.Full Answer > Sea turtles are endangered for many reasons including population decline from human activities such as poaching, commercial fishing and illegal trade, along with climate change, pollution and erosion. These ocean creatures are valued for their shells, meat and eggs, which makes over-harvesting one of the leading threats to sea turtles.Full Answer > Killer whales are endangered due to a number of threats, including oil spills, bio-accumulation of PCB and other contaminants, noise pollution, collisions with ships, entanglement in fishing gear, shootings by fishermen, and habitat disturbance by whale watchers. Additionally, the depletion of populations of prey, such as marine mammals and certain species of fish, affects its ecosystem.Full Answer >
Math: Visual Arts These websites are about the importance of math to the visual arts. There are many lesson plans and activities where students can create artwork based on mathematical concepts such as pattern, symmetry, geometry, and perspective. Included are eThemes resources on pattern and tessellations. Geometry Through Art This site has a number of exercises and worksheets that allow students to explore geometry by making drawings. Use this interactive site to create your own mathematical art based on symetry. NOTE: This site contains ads. Here are some math-based craft projects for younger students. You can make symetrical butterflies or string art, symetrical designs, tesselations, and more. A Lesson in Symetry Here is a simple project where kids can make a symetrical artwork. Students can create their own mandala designs using a protractor, compass, and ruler in this lesson that combines art and geometry. After learning about Op Art and optical illusions, students can create their own design using pattern, balance, and repitition. This lesson plan can be adapted for a wide range of grade levels. Pastel Number Design Here is an activity that uses art to teach math. Students can make a pastel drawing out of numeral sentences. Graphs Use Math and Art This lesson uses math and data collection skills to make a graphic representation. Checkerboard Lesson Plan Using simple materials and measuring tools such as a compass and ruler, students can explore the design possibilities of checkerboard patterns in this lesson. Positive and Negative Space Students can explore the concepts of negative space, shape, and symetry with this activity. Students can gain experience using pattern and repetition in this simple activity. Here is a two-page PDF file that explains how to make our own tessellation designs. M. C. Escher This is an exhibit of the mathematical art of M. C. Escher. Read a short biography of the artist, see images of his work, and learn about tessellations, polyhedra, and spatial relationships. Geometry in the World of Art In this multi-part lesson, students can learn about Russian artist Wassily Kandinsky and apply their knowledge of geometric shapes and lines to create their own work of Kandinsky-inspired art. eThemes Resource: Math: Patterns These sites show different patterns with numbers and objects. Learn how to decipher patterns, then try to determine what comes next in several online pattern games. Also includes classroom activity ideas. There are links to eThemes Resources on Math: Virtual Manipulatives and Math: Tessellations. eThemes Resource: Math: Tessellations These sites explain how to create tessellations with polygons using rotation and reflection. Also includes information about artist M.C. Escher and examples of his tessellation artwork. There are several interactive games for manipulating patterns online. Includes a link to eThemes resources on pattern blocks and tangrams, shapes, and symmetry. Request State Standards
or vertigo is the result of the central nervous system receiving conflicting messages from the eyes, inner ears, muscles and skin pressure receptors. The body maintains a sense of balance through a complex system using both the inner ears and the eyes. Within the canals of the ears, are tiny calcium carbonate crystals (called otoliths) that apply pressure to the hairlike cells that line the inner membranes. Gravity causes the otoliths to shift in response to head movements. This bends the fiber cells, sending signals to the brain which then determine the position of the head. If other small particles gather in the inner ears, they too will apply pressure to the hair cells and false signals will be sent to the brain which could result in the feeling of unsteadiness. possible causes of dizziness are many, but a partial list includes: high or low blood pressure, anemia, fever, ear infection, poor cerebral circulation, pinched blood vessels, stress, poor nutrition, aging, lack of oxygen to the brain, or brain tumor. In addition, the sensation of dizziness can be experienced simply from rising too quickly from a sitting or lying position. Chinese Medicine, the most common cause of dizziness is stagnant liver qi which transforms into fire. This fire injures liver yin, creating excess liver yang which ascends to the head and causes the sensation deficiency is most frequently caused by qi and blood deficiencies. The deficiency results in inadequate supplies of qi and blood nourishment to the brain.
\|The Mineral Identification Key\| Color is often a double-edged sword in mineral identification: There are many minerals which have distinctive colors; but there are also many which come in a variety of hues. And the same color can be seen in several different species. So one needs to use color as a criteria with care. That "malachite-green" mineral may not be malachite… That brass-yellow metallic mineral may not be pyrite… It is always a good idea to try and get a powdered streak from any colored mineral and compare it with descriptions of the streaks for the likely suspects you have in mind. It is also always wise to consider the habit of the mineral in conjunction with the color. A green prismatic crystal with a hexagonal cross-section is more likely to be elbaite than malachite. A brassy wedge-shaped crystal is more likely to be chalcopyrite than pyrite. Color, in general, should never be taken as diagnostic by itself. While it may be for certain species, more likely than not it isn’t. Else the job of mineral identification would be made easy. Play of Color can be more helpful than the color itself. Characteristics such as opalescence, iridescence, chatoyancy and asterism are peculiar to a limited number of species, or varieties of species. Opalescence, as the word suggests, refers to an opal-like play of light, reflections off the mineral producing flashes of color that may appear somewhat like a patch-work of different "grains" of color that aren’t really there: Move the sample minutely and the color disappears from that spot. It is sort of like taking a pearly luster to the nth degree. Iridescence Iridescence is the production of a rainbow of colors caused by interference of light in thin films of different refractive indices and varying thickness (the oil sheen on water is an example of this). Minerals with metallic luster, such as bornite and chalcopyrite are good examples of minerals which exhibit iridescence. A couple of cases where it does not involve metallic minerals are the way fracture surfaces in quartz may show it, and the way some fluorite crystals may exhibit it on the surfaces of their faces. Another exception is the type of iridescence known as labradoresence or schiller, found in labradorite and a very few other minerals. Chatoyancy is the play of light off closely packed parallel fibers or parallel inclusions in cavities. The light reflects along lines – which may be straight or curved – giving the mineral a somewhat silky appearance. This characteristic is seen in such minerals as "satin spar" gypsum, "tiger’s eye" (fibrous crocidolite replaced by quartz), and chrysoberyl. Asterism is a type of chatoyancy in which the fibers or inclusions reflecting the light are arranged in a pattern radiating outwards from a point producing a star-like pattern. This is most often seen in rubies and sapphires, and sometimes in phlogopite mica that has rutile inclusions. Luminescence is the emission of light by a mineral other than the reflected light of the sun or a lamp – the mineral "glows" due to some other reason. The usual reason is reaction to ultraviolet light, though X-rays and electrons may produce it as well. The types of luminescence seen in minerals are fluorescence and phosphorescence – two closely related phenomena. Fluorescence results from electrons orbiting the mineral’s atoms being excited by ultraviolet light; the electrons "absorb" the energy and jump to higher orbits, then fall back to their original orbits – giving off light in the visible spectrum as they do. Phosphorescence is basically the same thing, but continues for a time after the source of excitation is removed, giving off energy as visible light more slowly. The fact is that most fluorescent minerals exhibit phosphorescence to some extent, though it usually can only be seen under careful lab conditions. Only a very few minerals phosphoresce well enough to see in a simple darkened room, and the phenomenon is usually rather short lived. Fluorescence is a useful field identification tool for collectors who have UV lights (and a thick blanket when in the field) Many localities have at least a couple of fluorescent minerals, and some – like Franklin/Ogdensburg, New Jersey, USA – have a wealth of them. Where they are present, the UV light can be put to use in identifying them. Some animals such as scorpions also will fluoresce so be careful when picking up a fluorescent object in the field. [ Table of Contents ] [ Introduction ] [ Identification Kit ] [ Mineral Properties ] [ Environments & Associations ] [ In Conclusion ] [ The Mineral ID Key ]
gastr-, gastro. gaster, gastero: Combining forms meaning stomach, which are derived from the Greek word gaster of the same meaning. These forms are used to combine with other forms or suffixes to form words related to the stomach. For instance, the suffix -ic, which means "pertaining to" is added to gastr to make the familiar term gastric which simply means "pertaining to the stomach" or "of the stomach." Gastritis, which means inflammation of the stomach, is formed by adding the suffix -itis to gastr. In many terms the form enter/o is added to gastr to make words that refer to the stomach plus the intestines. Gastroenteritis is formed this way and the addition of itis makes it refer to inflammation of the stomach and intestines. Gastrointestinal means "pertaining to the stomach and intestine." The form intestin/o is added to gastro and the suffix -al is added to the end to form the word. The suffix -al, like -ic above, means "pertaining to." Gastroenterology is the branch of medicine concerned with studying the physiology and pathology (diseases of) the stomach, intestines, and related structures of the digestive tract such as the esophagus, gallbladder, liver, and pancreas. Here, the suffix -ology is added, which means "study of, knowledge of, or science of." It comes from the Greek work logos meaning "word, or reason." Notice, here, that the meaning of the word has been extended past the meaning of the roots. This is for the convenience of the terminology of medical science and should not be taken to be a rule. For instance, gastroenteritis, would usually not refer to inflammation of the esophagus alone; esophagitis being used instead. A gastroenterologist is a specialist in the study and treatment of diseases of the digestive tract. Here the suffix -ist is added to gastroenterology. This suffix means "specialist." This page created 19 Oct 2012 19:45 Last updated 18 Jul 2016 19:36
Ice Across Biomes KEY FINDING 7. Declining extent and thickness of sea ice, warming and thawing of permafrost, accelerating loss of glacier mass, and shortening of lake-ice seasons are detected across Canada’s biomes. Impacts, apparent now in some areas and likely to spread, include effects on species and food webs. This key finding is divided into five sections: Ice is a defining feature of Canada’s ecosystems – permafrost (frozen ground) underlies almost half the country. Arctic sea ice (increasingly seasonal) extends across the North and along parts of the east coast and most Canadian lakes and many rivers are seasonally frozen. Outside of the huge ice sheets of Antarctica and Greenland, Canada has the largest area of glaciers in the world (200,000 km2), of which 75% is in the Arctic Archipelago.1 Ice ecosystems are important because they provide critical habitat for species adapted to living in, under, and on top of ice – from tiny one-celled organisms that live in the network of pores and channels within ice to polar bears. Sea ice helps regulate ocean circulation and air temperatures. Timing and duration of ice cover on rivers, lakes, and the sea are important factors in the types of plant and animal communities that water bodies support. Glaciers store fresh water and feed many of Canada’s largest rivers. Permafrost stores carbon and influences the structure of the landscape and storage and flow of water. - Date Modified:
A bind rune (Icelandic: bandrún) is a ligature of two or more runes. They are extremely rare in Viking Age inscriptions, but are common in pre-Viking Age (Proto-Norse) and in post-Viking Age (medieval) inscriptions. In some names on runestones, such as the name of the carver of the runes, bind runes may have been ornamental and used to highlight the name. There are two types of bind runes. Normal bind runes are formed of two (or rarely three) adjacent runes which are joined together to form a single conjoined glyph, usually sharing a common vertical stroke (see Hadda example below). Another type of bind rune called a same-stave rune, which is common in Scandinavian runic inscriptions but does not occur at all in Anglo-Saxon runic inscriptions, is formed by several runic letters written sequentially along a long common stemline (see þ=r=u=t=a=R= =þ=i=a=k=n example shown above). In the latter cases the long bind rune stemline may be incorporated into an image on the rune stone, for example as a ship's mast on runestones Sö 158 at Ärsta and Sö 352 in Linga, Södermanland, or as the waves under a ship on DR 220 in Sønder Kirkeby, Denmark. Examples found in Elder Futhark inscriptions include: - Stacked Tiwaz runes: Kylver Stone, Seeland-II-C - Gebô runes combined with vowels: Kragehul I - The syllable ing written as a ligature of Isaz and Ingwaz (the so-called "lantern rune"). Bind runes are not common in Anglo-Saxon inscriptions, but double ligatures do sometimes occur, and triple ligatures may rarely occur. The following are examples of bind-runes that have been identified in Anglo-Saxon runic inscriptions: - The word gebiddaþ is written with a ligatured double ᛞ (dd) on the Thornhill III rune-stone - The name Hadda is written with a ligatured double ᛞ (dd) on the Derbyshire bone plate - The word broþer is written with a ligatured ᛖ and ᚱ (er) on some Northumbrian stycas - The Latin word meus is written as mæus with a ligatured ᛗ and ᚫ (mæ) on the Whitby comb - The inscription [h]ring ic hatt[æ] ("ring I am called") is written with a ligatured ᚻ and ᚪ (ha) on the Wheatley Hill finger-ring - The names of the evangelists, Mat(t)[h](eus) and Marcus are both written with a ligatured ᛗ and ᚪ (ma) on St Cuthbert's coffin - The name Dering may be written with a triple ligatured ᛞ, ᛖ and ᚱ (der) on the Thornhill III rune-stone (this reading is not certain) - The word sefa is written with a ligatured ᚠ and ᚪ (fa) on the right side of the Franks Casket - Ligatured ligatured runes ᛖᚱ (er), ᚻᚪ (ha) and ᛞᚫ (dæ) occur in the cryptic runic inscription on a silver knife mount at the British Museum - The word gægogæ on the Undley bracteate is written with ligatured ᚷ and ᚫ (gæ) and ᚷ and ᚩ (go) - A ligatured ᚾ and ᛏ (nt) occurs in the word glæstæpontol on a cryptic inscription on a silver ring from Bramham Moor in West Yorkshire - A triple ligature ᛞ, ᛗ and ᚩ (dmo) occurs on a broken amulet found near Stratford-upon-Avon in 2006. This is the only known certain Anglo-Saxon triple bind rune. There is possibly a faint ᛖ, ᛞ (ed) bind rune on the reverse of the amulet. - The Bluetooth logo merges the runes analogous to the modern Latin alphabet letters h and b; (Hagall) and (Berkanan) together, forming a bind rune. The two letters form the initials 'H B', alluding to the Danish king and viking raider Harald Bluetooth. - The former logo of Thor Steinar featured a combination of a tiwaz rune and a sowilo rune. This logo caused controversy as the runes were so combined that a part of the logo became very similar to the insignia of the Schutzstaffel. The a and the þ runes in ligature on the Rök Runestone A bind rune for the word runaR on the Sønder Kirkeby Runestone in Denmark - Enoksen, Lars Magnar (1998). Runor: historia, tydning, tolkning, p. 84. Historiska Media, Falun. ISBN 91-88930-32-7 - MacLeod, Mindy (2006), "Ligatures in Early Runic and Roman Inscriptions", in Stocklund, Marie et al., Runes and Their Secrets: Studies in Runology, Copenhagen: Museum Tusculanum Press, p. 194, ISBN 87-635-0428-6 - Elliott, R. W. V. (1980). Runes. Manchester University Press. p. 22. ISBN 0-7190-0787-9. - MacLeod, Mindy (2002). Bind-Runes: An Investigation of Ligatures in Runic Epigraphy. Uppsala Universitet. pp. 16–18, 158–59, 162–163. ISBN 91-506-1534-3. - Richard Lee Morris, Runic and Mediterranean Epigraphy, 1988, p. 130. - Page, Raymond I. (2006). An Introduction to English Runes. Boydell Press. pp. 48, 163, 169, 172. ISBN 0-85115-946-X. - "Amulet WAW-4CA072". Portable Antiquities Scheme. 6 September 2010. Retrieved 2013-01-06.
Narration traces the history of a new development or important features of a device, an event, an idea, or an individual. A narrative relates a series of events. The events may be realas in histories or biographiesor imaginary, as in short stories and novels. Much of academic writing calls for narratives. A narrative makes a point or has a purpose. The point can be either stated or left unstated, but it always shapes the writing. Some narratives simply tell what happened or establish an interesting or useful fact. Most narratives, however, go beyond merely reciting events to delve into motives underlying events or offer lessons and insights. Action plays a central role in narrative. Some writing only suggests action, leaving readers to imagine it for themselves. The narrative action must all relate to the main pointnot merely chronicle a series of events. Conflict and its resolution, if any, is crucial to a narrative since it motivates and often structures the action. Conflict can be between two different ideas, an individual against another individual, an individual against a group or vice versa. It can involve the individual against nature or two clashing impulses in one persons head. Point of View Narrative writers may adopt either a first-person or third-person point of view. In first-person narratives, the reader is more closely aligned with the narrator. In third person narratives, the narrator remains unmentioned. Any narrative includes many separate events, enough to swamp your narrative boat if you try to pack them all in. To avoid this outcome, identify and build your narrative around the events that bear directly on your purpose. Include just enough secondary events to keep the narrative flowing smoothly, but treat them in sketchy fashion. Dialogue animates many narratives, livening the action and helping to draw the reader into the story. Written conversation does not duplicate real talk. Real talk often includes repetition, irrelevant comments, and overuse of expressions. Description points out interesting or important features of a device, an event, an idea, or an individual. Effective description creates sharply etched word pictures of objects, persons, scenes, events, or situations. Sensory impressionsreflecting sight, sound, taste, smell, and touchform the backbone of descriptive writing. They should build toward some dominant impression that the writer wants to evoke. Skillful writers select and express sensory perceptions in order to create a dominant impressionan overall mood or feeling such as joy, anger, terror, or distaste. This impression may be identified or left unnamed for the reader to deduce. A verbal picture of a storm about to strike, for example, might be crafted to evoke feels of fear. You may write a description from either a fixed or a moving vantage point. A fixed observer remains in one place and reports only what can be perceived from there. A moving observer views things from a number of positions. Whatever your vantage point, report only what would be apparent to someone on the scene. Effective description depends as much on exclusion as on inclusion. Dont try to pack every possible detail into your paper by providing an inventory of, for example, a rooms contents or a natural settings elements. Such an approach shows only that you can see, not write. Select details that deliberately point toward the mood or feeling you intend to create. Arrangement of Details Description, like any other writing, must have a clear pattern of organization to guide the reader and help you fulfill your purpose. Often some spatial arrangement works, such as moving top to bottom, left to right, front to back, nearby to far away, or the reverse of these patterns. Sometimes a description follows a time sequences, such as morning to evening, season to season, year to year. Process analysis explains what a device or idea does or how it is used, how a procedure is carried out, or how a natural event takes place. Process analysis frequently helps you meet the writing demands of your courses. A political science instructor may ask you to explain how your states governor won nomination, or a biology instructor may wan an explanation of how bees find their way back to the hive. Another instructor may call for directions relating to some process in your field: analyzing a chemical compound, taking fingerprints, or obtaining a blood sample. A process can be non-technical, historical, scientific, natural, or technical. Kinds of Process Analysis Papers Some process analysis papers offer directions for readers who will carry out the procedure. Other papers detail procedures for audiences that will not perform them. A process analysis paper directed at non-doers tells how a process is or was performed. These papers can serve a wide range of purposesfor example, to satisfy popular curiosity; to point up the importance, difficulty or danger of a process; or to cast a process in a favorable or unfavorable light. Such papers, although quite detailed, do not provide enough information for the reader to perform the task successful. Illustration traces changes in meaning and defining abstract terms. Many classroom writing assignments use illustration. A business student writing a paper on effective management can provide a better grasp of the topic by including examples of successful managers and how they operate. A paper defining democracy for a political science course will be more effective if it offers examples of several democratic governments. An explanation of irony for a literature course will gain force and clarity through examples taken from stories and poems. Large numbers of examples might first be grouped into categories and the categories then arranged in a suitable order. When brainstorming for examples to use, ask yourself, What example(s) will work best with my audience? Then brainstorm each one for supporting details. Present your examples in the body of your paper, keeping your purpose firmly in mind as you plan your organization. Classification and division points out the different categories into which an item, an idea, or an event can be grouped. Our minds naturally sort information into categories. Classification helps writers and readers come to grips with large or complex topics. It breaks a broad topic into categories according to some specific principle, presents the distinctive features of each category, and shows how the features vary among categories. Our minds naturally sort information into categories. Classification helps writers and readers come to grips with large or complex topics. It breaks a broad topic into categories according to some specific principle, presents the distinctive features of each category, and shows how the features vary among categories. Comparison distinguishes between an unfamiliar and a familiar item or idea. When we compare, we examine two or more items for likenesses, differences, or both. Any items you compare must share some common ground. You cannot meaningfully compare a golfer with a car, any more than you can compare guacamole with Guadalajara. Any valid comparison presents many possibilities. Successful comparisons rest upon ample, well-chosen details that show just how the items under consideration are alike and differ. Such support helps the reader grasp your meaning. You can use either of two basic patterns to organize a comparison paper: blocking or alternating. The paper may deal with similarities, differences, or some combination of them. The block pattern first presents all of the points of comparison for one item and then all of the points of comparison for the other. All specific points about Idea A All specific points about Idea B The alternating pattern presents a point about one item, then follows immediately with a corresponding point about the other. The block pattern works best with short papers or ones that include only a few points of comparison. The reader can easily remember all the points in the first block while reading the second. For longer papers that include many points of comparison, use the alternating method. Discussing each point in one place highlights similarities and differences. The alternating plan also works well for short papers. An analogy, a special type of comparison, calls attention to one or more similarities underlying two different kinds of ideas that seem to have nothing in common. While some analogies stand alone, most clarify concepts in other kinds of writing. They follow the same organizational pattern as ordinary comparisons. An analogy often explains something unfamiliar by likening it to something familiar. Here is an example: The atmosphere of earth acts like any window in serving two very important functions. It lets light in, and it permits us to look out. Conversely, an analogy sometimes highlights the unfamiliar in order to help illuminate the familiar. The following paragraph discusses the qualities and obligations of an unfamiliar person, the mountain guide, to shed light on a familiar practice--teaching. The mountain guide, like the true teacher, has a quiet authority. He or she engenders trust and confidence so that one is willing to join the endeavor. The guide accepts his leadership role, yet recognizes that success depends upon the close cooperation and active participation of each member of the group. He has crossed the terrain before and is familiar with the landmarks, but each trip is new and generates its own anxiety and excitement. Your readers must be well acquainted with the familiar item. If they are not, the point is lost. The items must have significant similarities. The analogy must truly illuminate. Overly ambitious analogies, such as one comparing a battle to an argument offer few or no revealing insights. Over-extended analogies can tax the readers endurance. Cause and effect explains the origins and consequences of ideas, events, conditions, problems, and attitudes. Cause probes the reasons why actions, events, attitudes, and conditions exist. Effect examines their consequences. Causation is important to us because it can explain historical events, natural happenings, and the actions and attitudes of individuals and groups. Several organizational patterns are possible for a causal analysis. Sometimes a single cause produces several effects. To explore a single-cause, multiple-effect relationship, construct an outline similar to this: I. Introduction: Identifies Cause Alternatively, you may discuss the cause after the effects are presented. Several causes may join forces to produce one effect. Here is how you might organize a typical multiple cause-single effect paper. I. Introduction: Identifies Effect Sometimes discussion of the effect follows the presentation of the causes. At times a set of events forms a causal chain, with each event the effect of the preceding one and the cause of the following one. The following outline typifies the arrangement of a paper explaining a causal chain. Papers of this kind resemble process analysis, but process is concerned with how the events occur, cause and effect with how. In many situations the sequence of causes and effects is too complex to fit the image of a chain. Here is how you might organize a multiple-cause, multiple-effect essay. In some situations, however, you might first present the effects, and then turn to the causes. An effect rarely stems from a single cause. Do not oversimplify and leave out numerous other factors that played important parts. Dont assume that because one event followed another the firs t necessarily caused the second. One event may cause the next but before you come to your conclusion, make sure that youre not dealing with mere chronology. Do not confuse causes with effects. Young children declare that the moving tress make the wind blow. Scan your evidence carefully in order to avoid such faulty assertions. To avoid puzzling and provoking your own readers, you will often need to explain the meaning of some term. The term may be unfamiliar, used in an unfamiliar sense, or mean different things to different people. Whenever you clarify the meaning of some term, you are defining. When you define, you identify the features that distinguish a term, thereby putting a fence around it, establishing its boundaries and separating it from all others. Sometimes a word, phrase, or sentence will settle a definition question. Abstract termsthose standing for things we cannot see, touch, or otherwise detect with our five sensesoften require extended definitions. The same holds true for some concrete termsthose standing for actions and things we can perceive with our five senses. Types of Definitions Three types of definitionssynonym, essential definition, and extended definitionserve writers needs. Synonyms are words with very nearly the same meanings but because synonyms are not identical twins, using them puts a slightly different shade of meaning on a message. Still, they provide an easy, convenient means of breaking communication logjams. Make your essential definitions precise. Avoid overly narrow definitions that unnecessarily restrict the meaning of the item being defined. Extended definitions go beyond an essential definition and sometimes need an entire paragraph or page to explain a term. Extended definitions are not merely academic exercises; they are fundamental to your career and your life. A police officer needs to know what counts as reasonable grounds for search and seizure; an engineer must comprehend the meaning of stress, and all of us are concerned with the definitions of our basic rights as citizens. Extended definitions are montages of other methods of developmentnarration, description, process analysis, illustration, classification, comparison, and cause and effect. Often they define by negation: explaining what a term does not mean. Evaluate what methods you might use to develop your definition. Each method has its own set of special strengths. Narration: Tracing the history of a new development or important features of a device, an idea, an event or an individual. Description: Pointing out interesting or important features of a device, an event, an idea, or an individual. Process Analysis: Explaining what a device or idea does or how it is used, how a procedure is carried out, or how a natural event takes place. Illustration: Tracing changes in meaning and defining abstract terms. Classification: Pointing out the different categories into which an item, an idea, or an event can be grouped. Comparison: Distinguishing between an unfamiliar and a familiar item or idea. Cause and Effect: Explaining the origins and consequences of ideas, events, conditions, problems, and attitudes. Negation: Placing limitations on conditions and events and correcting popular misconceptions. Examine your topic in light of this listing and select the methods of development that seem most promising. Chart the methods you will use and then brainstorm each method to gather the details that will inform the reader. Writing strategies seldom occur in pure form. Familiarize yourself with the individual strategies and use them as needed.
Human civilization has been supported and propelled by hulking, powerful beasts of burden like oxen, draft horses, even water buffalo and elephants. Here’s a new one, the world’s smallest: a 5-micron-long bacterium called Bacillus subtilis. Scientists at Argonne National Laboratory have coaxed hundreds of these one-celled beasts to turn tiny gears 1 million times heavier than themselves in an experiment researchers hope is a step toward creating new materials and devices that mix tiny chemical cocktails and better harvest and store energy. “Biological systems are extremely efficient,” says Igor Aronson, a physicist at Argonne National Laboratory. “We can learn from biology and we can use it.” Aronson is interested in materials created using what’s called self-assembly–a process by which a chemical or biological system creates complex ordered structures from something that starts out disordered. The method can lead to materials with novel properties, like ones that could snag lots of photons from the sun in a solar panel or trap electrons in a battery. About four years ago Aronson started probing whether microscopic organisms could help. He turned to Bacillus subtilis, a common oxygen-breathing bacteria that live in soil and motor around with flagella. Aronson, Andrey Sokolov (who is now at Princeton University), and colleagues from Northwestern University found a way to suspend tiny gears, 380 microns across, in a nutrient-rich solution along with lots of these bacteria. They published their work in the Proceedings of the National Academy of Sciences. When the bacteria swim collectively, they can swim five times faster than if they swim alone. The power produced by all of their motion increases by a factor of 20, fast enough to spin the gears. “They behave collectively, like a flock of birds or a school or fish,” says Aronson. “But unfortunately they don’t have eyes, and it is on a much smaller scale, so the mechanism is very different.” The number of bacteria is important–too few and they don’t produce enough force, too many and they begin to form a biofilm. The teeth of the gears are designed asymmetrically, so that when the bacteria push, the gear spins in only one direction. The researchers first put just one gear in the solution, then added two. The bacteria pushed the gears together and spun them like a little machine (see video below). Aronson can even turn the machine off and on. If he shuts off the flow of oxygen, the bacteria stop swimming in a matter of microseconds. Turn it back on, and the gears start spinning again. “We have the equivalent of a gas pedal,” he says. The energy these bacteria produce is, like the organism itself, microscopic. “You can’t solve Obama’s energy problem with these gears,” says Aronson. But he imagines that they could be used to mix tiny amounts of chemicals, or deposit materials into new patterns or structures. And someday he’d like to get the bacteria themselves build the gears they would push.
Earache is a common ailment for people of all ages, and is typically caused by an infection of either the outer ear (otitis externa) or of the inner ear (otitis media). Otitis externa is actually an infection of the skin of the outer ear or ear canal, and is often referred to as “swimmer’s ear.” It may be caused by trapped moisture from swimming or bathing, or from injury to the ear canal. Otitis media is an infection of the middle ear or eardrum caused by bacteria growing behind the eardrum. Other possible causes for earache include a blocked Eustachian tube, foreign particles inside the ear, or impacted teeth. Warm Compress to Treat Earache - Soak a towel in very warm water, ring out the excess, and press it to the affected ear. Alternatively, you may wrap a hot water bottle in a towel and use this as a pillow for the affected ear. Why It Works The warmth provides soothing pain relief, improves circulation to promote healing, and promotes fluid drainage. Please consult your healthcare provider if you suspect an ear infection, as improper treatment can lead to severe complications.
Aria Health Center for Gynecology & Women's Health Gallstones are hard, stone-like formations that collect as free, deposited nodules in the gallbladder or bile duct. These stones, varying from the size of a grain of sand to that of a golf ball, form gradually when the materials present in the gallbladder collect and harden. When gallstones are present in the gallbladder itself, the condition is called cholelithiasis. When gallstones are present in the bile ducts, it is called choledocholithiasis. Gallstones that obstruct bile ducts can lead to severe or life-threatening infection of the bile ducts, pancreas, or liver. Two types of material form two different types of gallstones: cholesterol stones and pigment stones. Eighty percent of gallstones are cholesterol stones. A person can develop a single stone or several hundred. Too much or too high a concentration of cholesterol, bile salts, or bilirubin (bile pigment) can cause gallstones. Slow emptying of the gallbladder can also contribute to the formation of gallstones. A microscopic amount of material is thought to harden first and then serve as the nucleus around which other material hardens, until the stones are large enough to begin to cause symptoms. Cholesterol stones are believed to form when bile contains too much cholesterol, too much bilirubin, not enough bile salts, or when the gallbladder does not empty as it should. Pigment stones tend to develop in people who have cirrhosis, biliary tract infections, and hereditary blood disorders such as sickle cell anemia. Gallstones are a common condition, and risk factors for them are: - gender. Women between the ages of 20 and 60 years are twice as likely to develop gallstones than men. Women in their 40s have a high incidence. - age. The likelihood of gallstones increases with age. - estrogen. Excess estrogen from pregnancy, hormone replacement therapy, or birth control pills appears to increase cholesterol levels in bile and decrease gallbladder movement, both of which can lead to gallstones. - ethnicity. Native Americans have the highest rates of gallstones in this country and seem to have a genetic predisposition to secrete high levels of cholesterol in bile. - cholesterol-lowering drugs. Drugs that lower cholesterol in blood can actually increase the amount of cholesterol secreted in bile, which, in turn, increases the risk of gallstones. - diabetes. People with diabetes generally have high levels of fatty-acid-based lipids called triglycerides, which increase the risk of gallstones. - rapid weight loss. As the body metabolizes fat during rapid weight loss, it causes the liver to secrete extra cholesterol into bile, which can cause gallstones. - fasting. Fasting decreases gallbladder movement, which causes the bile to become over-concentrated with cholesterol. At first, most gallstones do not cause symptoms. However, when gallstones become larger, or when they begin obstructing bile ducts, symptoms or "attacks" begin to occur. Attacks of gallstones usually occur after a fatty meal and at night. The most common symptoms of gallstones are: - recurring pain in the abdomen, referred to as biliary colic; - jaundice (yellowing of the skin and eyes); - abdominal bloating; - intolerance of fatty foods; - belching or gas; In some cases, gallstones are discovered by accident during a patient's evaluation for some other purpose. For individuals who have persistent symptoms associated with gallstones, however, the physician will want to take a medical history and perform a physical examination. Diagnostic tests used to identify the presence of gallstones include: - blood tests (to look for signs of infection, obstruction, jaundice, or pancreatitis); - CT or MRI; If gallstones cause no symptoms (are asymptomatic), treatment is usually not necessary. However, if symptoms persist, treatment may include: - surgery (gallbladder removal, also called cholecystectomy.) In the standard approach, the surgeon removes the gallbladder laparoscopically (using small incisions and endoscopic tools). Alternatively, the surgeon may remove the gallbladder through an open, surgical incision. Bile fluid, no longer stored in the gallbladder, flows directly from the liver to the small intestine. Surgeons in Aria's Division of General Surgery are experts in providing surgery for conditions of the gallbladder. - oral dissolution therapy. Drugs made from bile acid can sometimes dissolve the stones. - injected dissolution therapy. A solution or drug, injected into the gallbladder, can dissolve stones. - extracorporeal shockwave lithotripsy (ESWL). In this procedure, a special machine, called a lithotripter, generates shock waves that can break the gallstones up into tiny pieces that can pass through the bile ducts without causing blockages. - sphincterotomy. In this procedure, the specialist endoscopically opens the ring of muscle around the end of the bile duct to capture the stones or permit them to pass into the intestine. If symptoms are mild, the specialist may elect to wait until they resolve somewhat before attempting to remove the stones.
posted by sophie on . illuminated by the rays of the setting Sun, Kelly rides along on a merry-go-round casting a shadow on a wall. The merry-go-round is turning 36 deg per sec. Kelly is 25 ft from its center, and the Sun's rays are perpendicular to the wall. At what rate is the shadow moving when it is 15 ft from the point on the wall that is closest to the merry-go-round? Draw a figure with a circle of radius 25 and a flat sceen behind it. Draw a line through the center of the circle that extends back to the screen, which will be perpendicular to the line. Let the angle of Kelly's location from the sun direction line be A. A = sin^-1 15/25 = 36.8 degrees The location of the shadow relative to the closest position (where the line meets the wall) is X = R sin A The rate the shadow moves is dX/dt = R cos A* dA/dt where dA/dt is in radians/s dA/dt = (2 pi/10 rad)/1 s = 0.6283 rad/s dX/dt = 25 ft0.80.6283 rad/s= 12.6 ft/s
The flashcards below were created by user on FreezingBlue Flashcards. what is the best evidence about how our universe began? began with a "big bang" 13.7 billion years ago How old is the earth and the solar system? more than 4.5 billion years old How did the earth and solar system form? from the coming together of pre-existing debris joined by gravity How did the elements settle in the earth? settled by density in early earth How old are the oldest rocks and how were they discovered? oldest rocks over 4 billions years old and discovered by radioactive isotopes when did surface water stabilize into oceans? about 4 billion years ago what were the 5 major elements found in the surface and atmosphere? - Very little O2 when did the origin of life begin? more than 3 billion years ago O2 is destructive to bonds in ____________ . what are some things that define a living thing? List at least 7. - ability to grow - transforms energy - respond to stimuli How old are the oldest fossils? 3.1-3.7 billion years what are some evidence that life may have began earlier, before atmosphere stabilized? (2) - old fossils - ambiguous chemicals why did the first organisms use a process other than cellular respiration to transform energy? what was the alternative? - because there was very little oxygen in the atmosphere - may have released methane how does methane and the green house effect relate? methane may have warmed the climate via the green house effect when did photosynthesis evolve? more than 2.5 billion years ago which organism might have been the first to use photosynthesis? what are stromatolites? what did photosynthetic bacteria add to the atmosphere and water bodies? what is the proof? - added oxygen - rust is evidence b/c oxygen was not present therefore no rust formed on metals how did rising oxygen levels affect early life? why? probably poisoned many kinds of early life because oxygen very reactive when did eukaryotes first appear? about 2 billion years ago when did the first animals appear? about 600 million years ago A great diversification of animals occurred in which period? - the Cambrian explosion(all these animal groups were aquatic) when did the first plants and fungi appear? about 500 million years ago how old are humans? about 200 000 years olds what are 2 ways the earth is still changing? - climate is changing (global warming) - species are evolving and going extinct what does the chemical origin of life suggest? theory suggest that life began abiotically (ex. chemicals) why is it unlikely that new forms of life are forming from simple chemicals today? (2) - lots of reactive oxygen around (prevents molecules from combining into organic molecules) - existing organisms would consume organic molecules before they could assemble into something more complicated what are the 4 potential steps in the chemical origin of life? - abiotic synthesis of organic monomers - monomers being converted it polymers - origin of self-replicating molecules (allowing for inheritance) - packaging into membrane-enclosed bags what did Miller and Urey try to do? tried to recreate the conditions of the early earth to test how monomers might have formed on the young earth what did Miller and Urey find after their experiment? found several amino acids had formed Monomers forming into polymers is called? how can dehydration synthesis occur in the early earth? can occur if dilute monomer solutions drip onto hot rocks or sand what natural elements can increase reaction rates? (2) - clay: have polar and charged areas - some metals: like iron in pyrite act as catalysts what unnatural elements speed up reactions? (3) what are 5 reasons of why RNA may have come before DNA? - single strand - short pieces can be made abiotically - is autocatalytic - binds to amino acids, helping them to join - DNA is more stable and must have come after what are protobionts? "pre-cells" (membrane bags) how can protobionts be made abiotically? phospholipids in water what evidence could suggest that organic molecules got here from space? amino acids and strings of sugars have been found in meteorites what evidence could suggest that organic molecules began in the ice? bits of nucleic acids can be formed in ice in the lab As water freezes, other molecules are concentrated into tiny __________________ within it. liquid water bubbles what element can be formed in the ice when in a lab? bits of nucleic acids
Please assist me in answering the following questions: 1. What is the role of phonics, high-frequency words, syllabic analysis, and fluency in a reading program? ? Research supports (see attached) that direct instruction of phonics and sight word vocabulary improves reading performance. (Reading Programs that Work, Page 8) ? It is important to provide students with intentionally sequenced direct instruction of the skill and allow them to practice it within a decodable text and an authentic application within a his or her reading. ? Pearson also uses Words Their Way as a component for word study. ? Phonics should be organized in a systematic sequence of instruction 2. What are the best techniques, activities, and materials for teaching and ... The role of phonics, high-frequency words, syllabic analysis, and fluency in a reading program.
The recent outbreak in Haiti has put Cholera into the spotlight. With more than 150 dead, the epidemic has spread rapidly throughout the nation, which was ravaged by an earthquake in January, 2010. Prior to this outbreak, the disease had not been seen in Haiti since the early 20th century. In this blog post, we will explore the deadly disease and discuss how outbreaks can occur. The Facts about Cholera: - Cholera is a gastrointestinal infection caused by the Vibrio Cholerae bacterium which infects the small intestine and causes massive watery stools, resulting in extreme dehydration. - It is endemic to the Indian subcontinent. - The first pandemic of the disease occurred from 1816 to 1826 in India, killing millions. - The disease is a major cause of death throughout the world. - Typical mortality rates with prompt treatment are less than 1%, but spike to 50% if left untreated. - And I thought it was rough to paper-train JR! How do people get Cholera and why does it spread? - It is transmitted via the fecal-oral route, typically through consumption of contaminated water or food. - Direct person-to-person transmission is unlikely, but does take place. I’m not so sure about dog-to-dog transmission. - In developing countries such as Haiti, the water sanitation infrastructure is severely lacking. Residents are too often forced to retrieve water from natural sources such as rivers which are easily contaminated. - Does this mean the family and I should stop drinking out of the toilet bowl? What is being done in Haiti? - Charities and sponsoring corporations are working together to produce facilities that produce 10,000 gallons of fresh, clean water each day. - Oral Rehydration Therapy is the main form of treatment for Cholera. For humans, this is usually done via IVs. For canines, bowls do just fine. - Healthcare workers in the infected Artibonite Region are distributing information about the importance of hand-washing and drinking only treated-water. - Authorities at the Pan American Health Organization say it is too late to administer the Cholera vaccine, as 80% of the population is already carrying the disease. - Health aides are being set up in many communities to help prevent outbreaks through use of fast antibiotic and rehydration therapies. A disease or condition is considered an “outbreak” when it reaches more cases than typical during a certain amount of time. The Cholera crisis in Haiti has been termed an “outbreak” because of the extreme number of cases as well as the time elapsed since the disease was last identified en masse in the country. Outbreaks of various diseases occur regularly. For example, Californians currently have a Whooping Cough problem and Brazilians have developed Antibiotic-Resistant Bacteria. At the doggy daycare where we stay when our humans are on vacation, they often battle kennel cough. Disease outbreaks and natural disasters require similar response methods. Both require proper planning and prevention. But when, despite our best efforts disaster strikes, then an organized and informed response is the best way to control the damage. For the latest emergency management training for facility/building managers, contact RJ Westmore, Inc. Our new Version 2.0 e-based training system offers the best emergency training system with automated and integrated features. Visit RJWestmore.com for more information and remember to BE SAFE.
Advances in clothing, tents, sledges and motorized vehicles for ice and snow make a trip to the Arctic Circle a much easier, more comfortable experience than when Robert Peary and his men explored the area during the turn of the 20th century. Despite these advances, however, the unexpected can happen in the Arctic. Survival research and preparedness is critical before ever venturing to the Arctic during the coldest months. Video of the Day Timbered areas in the Arctic provide protection from the wind, fuel for fire, and evergreen boughs that add heat to emergency trenches or pits. A trench dug into the snow creates an insulated area for sleeping or waiting until help arrives. Igloos made from blocks of ice may be necessary if a wooded area isn't available, but these shelters require prior know-how and equipment for carving and digging out snow and ice blocks. The Wilderness Survival website recommends opting for a simple pit dug near the base of a tree, then lining the pit with pine boughs or grass for added insulation. Covering a trench or a pit with a sheet of nylon or a tarp provides a functional emergency shelter. Building a Fire To survive in the Arctic, it is crucial to stay dry, keep warm, and have a means to signal for help. A fire can provide all three. Resinous pine boughs tossed onto a fire create a lot of smoke for signaling. Proper venting is essential since carbon monoxide develops quickly and insidiously inside an enclosed shelter. Starting a fire with a lighter or a box of dry matches is the preferred fire-starting method, but a spark generated from a carbide steel knife against a piece of metal or flint, or a snowmobile battery will ignite a small amount of very dry timber, grass, paper or plastic. Remember to have plenty of dry kindling ready to keep the newly ignited fire going. The Ultralight Backpacking website says a small amount of gunpowder carefully removed from the casing of a bullet will also quickly ignite with a spark. Proper Clothing and Essential Survival Gear The biggest enemy against surviving in the Arctic is wet clothing. If possible, change into a spare set of clothing or dry wet clothing near a fire. The Ultralight Backpacking website advises wearing a hat at all times, even when sleeping. The National Weather Service states than in any winter storm a person should cover all exposed body parts to prevent frostbite and heat loss that can lead to life-threatening hypothermia. Before venturing into the Arctic, put together a survival kit containing a knife or other cutting tool, a well-appointed first-aid kit, flashlight with extra batteries, sleeping bag, small shovel, matches in a water-proof container, small emergency candles, a hand mirror for signaling, cubes of bouillon, zippered plastic bags, an emergency fishing kit that includes hooks, line and sinkers, a compass, fish hooks and nylon cord. Food and Water The Wilderness Survival website says to melt ice rather than snow in a fireproof container over a fire. If snow is more readily available, melt small amounts in an empty can or other fireproof container. Without a fire, snow packed inside a zippered plastic bag will melt slowly from body heat when stashed away between layers of clothing. Rely on any emergency fishing gear to fish in open Arctic waters. It's best to have planned ahead packed a supply of non-perishable food items like high-protein food bars. Still, shelter, a fire, keeping warm and dry, and finding a supply of fresh drinking water are the most important, initial steps to surviving in the Arctic. Forage for food when all other steps have been met.
Page 2 of 3 The Limits Of Implementation At this point many accounts of data start to explain exactly how data is stored in a machine. This is important because how it works affects how quickly it works and how much memory you need to implement it. For example an AGE array designed to store 50 million ages would need something like 100Mbytes of storage to store a 2-digit age for everyone. Now while this sort of information is essential to building practical working systems it could be argued that efficiency is something for the hardware and compiler people to sort out. This is a philosophical turn of mind – are we being pure or practical? For example, once you have invented the simple array you might well go on to invent something that you deem to be a small extension but most programmers have been taught to consider as something completely different. If you can use an index like 3 or 7 or 8 why not use an index like 3.5 or 6.7 or “john” or anything really. Why not use an array that will store peoples ages so that they can be looked up by name e.g. AGE(“john doe”)? The answer is that you can but the difficulty of implementing such an array causes programmers to think of it as something different. Such an array is usually called a “collection”, a “dictionary” or an “associative array”. The distinction isn't really a theoretical one because the notion of the basic look up A("john doe") is exactly the same as A(10) - i.e. retrieve the data stored under the supplied key or index. The difference is that the index can be used directly to retrieve the data value by doing a computation that gives the required element. For example if you know that the array A starts at memory location 1000 and each element uses 4 bytes then you will find A(10) at location 1000+410. The whole point is that given the index you can go directly to the element with only a little arithmetic. The problem of looking up the element corresponding to "john doe" is clearly not the same. So we have a problem of implementing a more advanced form of array but there is also the issue that the more advanced form has different properties and this means it really should be treated as something special in its own right. The Dictionary or Associative Array The basic idea of using a non-integer "index" is the same as an array but there are some important differences that might just be important enough to merit the change of name. The first obvious difference is that you can’t “step through” an associative array. For example, to see all of A(I) then you simply set I to 1, 2, 3 and so on to 10. To see all of AGE(name) you haven’t a clue as to how to vary name in an obvious or natural sequence to go though everyone. There also isn’t an obvious first or last element in AGE and there isn’t even an obvious “next” or “previous” element in general. These are the real reasons for considering an associative array to be something different and new – not just the difficulty of actually implementing it! So how would you implement an associative array? Well the simplest way would be to use two standard arrays – store the name in one and the age in the other at the same index value you stored the name. Now when you want to look up an age you have to scan through the NAME array until you find the name, stored at index I say and then you lookup the age stored in the age array as AGE(I). You can see that this isn’t very efficient as soon as you consider searching through 60 million names in random order. You can improve the search time by keeping the array of names in alphabetical order but now you are really getting complicated because you have to sort the arrays and keep them in order if a new name has to be added or deleted! It is easy to see that this gets very complicated very quickly and hence most programming languages don’t offer associative arrays as a fundamental language facility. An associative array – look up in one array, return the answer from the second The Storage Mapping Function The reason that the indexed array is easy to implement is that you can take the index and use it to compute the location of the element you are looking for. That is there is a function, the Storage Mapping Function, F which when given the index returns the memory location that the array element is stored in. That is if you want A(34) then it is stored in memory location F(34). For an array the SMF is simple: address = base address + size index where size is the amount of memory each element takes to store. In the early days of computing only data structures which had a simple SMF were built into languages because these were the only ones we had the know how to implement. As things developed it was realized that you could use an SMF in the form of a hash function to create more complex data structures and the associative array in particular. A hash function is a function that converts a key into a numeric value. Ideally a hash function should convert each key into a different numeric value but there are ways of living with situations where different keys are mapped to the same value - as long as it doesn't happen too often. So suppose we have a hash function that converts strings to numbers now we can create an SMF something like: address=base address + hash(key) It now looks exactly like the way we implement an index array and it is fast and reasonably efficient. Of course finding good hash functions isn't easy and there are lots of details of implementation but once we mastered the hash based SMF we could have associative arrays. Today there is even criticism of languages that supply associative arrays as a primitive data type and particularly of languages that make it their fundamental data type. It has become so easy to implement associative arrays that they are now the core of many dynamic languages and it is claimed they are responsible for a slow and sluggish performance and they make it difficult to speed the language implementations up. However - associative arrays make programming much easier.
Unit studies are part of the homeschool lexicon. You may have heard of the "unit studies" method, "unit studies families," and "unit studies moms." But what exactly are unit studies? Over the coming weeks here on the Silverdale Press blog, we are going to be doing a series about unit studies. Unit studies are a way to approach homeschooling. They are a method, just like classical or Charlotte Mason, though unit studies can also incorporate these approaches. Unit studies are a way or organizing homeschooling material in a way that is much more flexible and integrated than the public and private school systems' subject-by-subject approach. Unit studies begin with a topic. Unit studies begin with a topic. The topic can be anything. The topic can be a historical era like the Great Depression, World War II, or ancient Egypt. It can be a good book or series like the Chronicles of Narnia. It could be science or nature topic, like building a pollinator garden. Your unit study topic could be chocolate, Leonardo DaVinci, or Canada. The key idea is that everything flows from the topic. Unit studies cover a range of subjects or one main subject. Unit studies can include a variety of subjects. All the subjects will then relate back to the main unit study topic. There can be fiction reading, non-fiction reading, and primary sources. Depending on the age of the students, they can read independently or the family can read aloud together. It is easy to include language arts in unit studies by curating a vocabulary list from the reading and assigning copywork and dictation from the literature. Fine art and music are often easy to bring in, as are electives such as cooking skills. Field trips, movies, trips to historic sites, and a variety of hands-on activities will also naturally flow from the topic. Unit studies can emphasize one subject more than others. A unit study on the Great Depression lends itself to social studies, since it is a historical period; whereas, a unit study on DaVinci would lend itself to fine art. For example, at Silverdale Press, our flagship Presidential Election Unit Study is geared primarily toward social studies, while our unit study series on U.S. presidents, great Americans, and holiday traditions includes a wide range of subjects, including social studies, language arts, fine art, and elective. If science does not fit naturally into whatever unit study you are current doing, plan to do a separate unit study that emphasizes science. For example, do a unit study on pollinator gardens while doing a broader one on Anne of Green Gables. What about math? While math certainly can be incorporated into unit studies, most unit studies parents recommend sticking with a sequential math curriculum that is unrelated to the unit study. Next time, we'll look at the "who" of unit studies. Check out our About Page to learn more about us!
As we age, we may be less able to perform daily activities because we may feel frail, or weaker than we have in the past. Frailer older adults may walk more slowly and have less energy. Frailty also raises a person’s risks for falling, breaking a bone, becoming hospitalized, developing delirium, and dying. No one knows exactly how many older adults are frail—estimates range from 4 percent to 59 percent of the older adult population, according to a 2015 study. Researchers say that frailty seems to increase with age, and is more common among women than men and in people with lower education and income. Being in poorer health and having several chronic illnesses also have links to being frail. Frailty also tends to worsen over time, but in at least two studies, a small number (9 percent to 14 percent) of frail older adults became stronger and less frail as they aged. A team of researchers decided to find out what factors might predict whether frailty in older men worsens or improves over time. The researchers’ findings were published in the Journal of the American Geriatrics Society. The researchers examined information gathered from more than 5,000 men aged 65 or older (average age was about 73) who had volunteered for a study about bone fractures caused by osteoporosis (the medical term for a thinning of the bones, a loss of bone density, or increasingly fragile bones). At the start of the study, between 2000 and 2002, the men all lived independently and could walk; none had had hip replacements. Most of the men participated in a second examination about four years after the study began. At the start of the study, the researchers determined the participants’ frailty status by measuring levels of weakness, exhaustion, lean muscle mass, walking speed, and physical activity. They also asked the participants to fill out a questionnaire about their race, ethnicity, education, marital status, tobacco and alcohol use, and any diseases they had, as well as how they would self-rate their health. The men were categorized as frail, pre-frail (had one or more signs of frailty, such as low grip strength, low energy, slow walking speed, low activity level or unintentional weight loss), or robust (showing no signs of frailty). The researchers tested the men to measure their ability to think and make decisions. They also assessed their ability to perform daily tasks such as eating, bathing, and performing other necessary activities. A group of 950 participants took blood tests to look for signs of inflammation. At the start of the study, nearly 8 percent of the men were frail and 46 percent were pre-frail. The most common problems for the frail men were weakness, slowness, and low activity. Over four and a half years, the number of frail men increased while the proportion of robust men decreased. Among the men who were frail at both visits: - 56 percent had no change in frailty status - 35 percent had become frailer or had died - 15 percent of pre-frail or frail men improved Having greater leg power, being married, and reporting good or excellent health were linked to improvements in frailty status. In fact, married men were 3.6 times more likely to improve their frailty status. Men who had trouble performing their daily activities, as well as those with diabetes or COPD, were less likely to improve their frailty level. Activities that preserve strength and exercises that target leg muscles, prevent chronic conditions like diabetes and COPD, and improve social support might be good ways to improve frailty and slow its progression, suggested the researchers. This summary is from “Patterns and Predictors of Frailty Transitions in Older Men: the Osteoporotic Fractures in Men Study.” It appears online ahead of print in the May 2017 issue of the Journal of the American Geriatrics Society. The study authors are Lauren R. Pollack, MD; Stephanie L. Harrison, MPH; Peggy M. Cawthon, PhD; Kristine Ensrud, MD; Nancy E. Lane, MD; Elizabeth Barrett-Connor, MD; and Thuy-Tien Dam, MD.
Often people farm in a place where enough rain falls during the year (and at the right times) to water the plants just with rainfall. Farmers don’t have to worry about the plants getting enough rain. That’s called “dry farming” because the farmers don’t have to carry water to the plants. But in other places, like Egypt or the Arabian peninsula, it hardly rains at all. Farmers can’t rely just on the rainfall to water their crops. They have to find some way of getting water from the river to their fields. That’s called “wet farming,” and the way they get water from the river is called “irrigation.” Shaduf in Egypt There are lots of different ways to get water from the river to the fields. One way is just to carry it yourself in buckets, and plenty of people irrigated this way in the ancient and medieval periods (and plenty of people still do today). But it’s very hard work carrying water in buckets, and you can’t carry very much even if you work very hard. Even a donkey or an ox can’t carry enough water to irrigate big fields. So whenever they can, people use some kind of machine to help them carry the water. Often this is a lever: a long wooden pole with a bucket on one end so people can hold the other end of the pole and lower the bucket into the water and then raise it and swing it around and dump it into a canal that is a little higher up, and that carries the water to the fields. In Egypt, people call this machine a shaduf. Or sometimes people use a water wheel to lift the water up and dump it into the canal. That way the water can power the lifting as well as feeding the crops. Ancient Agriculture: From Foraging to Farming, by Michael and Mary Woods (2000). For middle schoolers, with plenty of information about how farming got started, and how it worked. Engineering in the Ancient World, by John Landels (revised edition 2000). Greek and Roman Technology : A Sourcebook, edited by John Humphrey, John Oleson, and Andrew Sherwood (1998). A collection of essays by specialists about different things people made or invented around the ancient Mediterranean, including irrigation machines like water wheels. Humphrey is a very careful and thorough researcher. Greek and Roman Technology, by K. D. White (1984). The classic in this field for the last twenty years. Pretty easy to understand.
The vast majority of terrestrial biodiversity is found in the world’s forests – from boreal forests in the far North to tropical rainforests. Together, they contain more than 60 000 different tree species and provide habitats for 80 percent of amphibian species, 75 percent of bird species and 68 percent of mammal species. About 60 percent of all vascular plants are found in tropical forests. Mangroves provide breeding grounds and nurseries for numerous species of fish and shellfish and help trap sediments that might otherwise adversely affect seagrass beds and coral reefs, habitats for marine life. The conservation of the majority of the world’s biodiversity is thus utterly dependent on the way in which we interact with and use the world’s forests. This edition of SOFO examines the contributions of forests, and of the people who use and manage them, to the conservation and sustainable use of biodiversity. It assesses progress to date in meeting global targets and goals relating to forest biodiversity and describes the effectiveness of policies, actions and approaches for conservation and sustainable development alike, illustrated by case studies of innovative practices and win-win solutions.
In this lesson, you will learn all about exponents and also how you can add two different exponents together. But to start off, let's review the definition of exponents. Exponent: a power that a number is given. For example let's say that we have the number 6 to the power of 3 and 4 to the power of 2. The first step in adding these is to find out the answer to each of these exponents. 6 to the power of 3 is the same thing as 6 x 6 x 6 which equals 216. 4 to the power of 2 is the same thing as 4 x 4 which equals 16. Now all you have to do is add the two values together! 216 + 16 equals 232. That means the sum of 6 to the power of 3 and 4 to the power of 2 is equal to 232.
Dr. Julie Lunsford provides COVID-19 Patient Education and Information Kerrville, TX – The Schreiner University Emergency Response Team asked Dr. Julie Lunsford to provide COVID-19 Patient Information to the campus community so that they may better protect themselves and others from this infectious disease. Below is her advice: What is COVID-19? Coronavirus disease 2019, or “COVID-19”, is an infection caused by a specific virus called SARS-CoV-2. People with COVID-19 can have fever, cough, and trouble breathing. Problems with breathing happen when the infection affects the lungs and causes pneumonia. How is COVID-19 spread? COVID-19 mainly spreads from person to person, similar to the flu. This usually happens when a sick person coughs or sneezes near other people. Doctors also think it is possible to get sick if you touch a surface that has the virus on it and then touch your mouth, nose, or eyes. From what experts know so far, COVID-19 seems to spread most easily when people are showing symptoms. It is possible to spread it without having symptoms, too, but experts don’t know how often this happens. What are the symptoms of COVID-19? Symptoms usually start a few days after a person is infected with the virus. But in some people it can take even longer for symptoms to appear, typically between 2 to 14 days. Symptoms can include: Fever (above 100 degrees), Cough, Feeling Tired, Trouble Breathing and Muscle Aches. Most people have mild symptoms. Some people have no symptoms at all. But in other people, COVID-19 can lead to serious problems like pneumonia, not getting enough oxygen, or even death. This is more common in people who are older or have other health problems. Should I see a doctor? If you have a fever, cough, or trouble breathing and might have been exposed to COVID-19, call your doctor or nurse. You might have been exposed if any of the following happened within the last 14 days: - You had close contact with a person who has the virus: This generally means being within about 6 feet of the person. - You lived in, or traveled to, an area where lots of people have the virus: The United States Centers for Disease Control and Prevention (CDC) has information about which areas are affected. Website: www.cdc.gov/coronavirus/2019-ncov/travelers/index.html - You went to an event or location where there were known cases of COVID-19: For example, if multiple people got sick after a specific gathering or in your workplace, you might have been exposed. If your symptoms are not severe, it is best to call your doctor, nurse, or clinic before you go in. They can tell you what to do and whether you need to be seen in person. If you do need to go to the clinic or hospital, you will need to put on a face mask. If you are severely ill and need to go to the clinic or hospital right away, you should still call ahead. This way the staff can care for you while taking steps to protect others. Your doctor or nurse will do an exam and ask about your symptoms. They will also ask questions about any recent travel and whether you have been around anyone who might be sick. Can COVID-19 be prevented? There are things you can do to reduce your chances of getting COVID-19. These steps are a good idea for everyone, especially as the infection is spreading very quickly. But they are extra important for people age 65 years or older or who have other health problems. To help slow the spread of infection: - Good and frequent handwashing. Wet your hands first and then apply soap. Dial is one of the best antibacterial soaps on the market. Wash hands for a minimum of 20 seconds. Make sure you scrub between your fingers, fingertips, back of hands and fingernails. - Keep your mouth moist and hydrated. Rinse your mouth and gargle often (can be with water) since the COVID-19 can enter thru the mouth. - Use saline nasal spray throughout the day to keep your nose flushed and hydrated. Your nose and mouth are 2 of the primary entrance points for any virus. - Avoid touching your eyes, nose, and mouth, especially if you have not washed your hands. - Covering your mouth and nose while coughing or sneezing and throw away dirty tissues immediately; followed by WASHING YOUR HANDS. - Avoid close contact with ill individuals (similar to the flu) - Keep counter tops, keyboards, cell phones, etcetera clean to prevent cross contamination - Only go to public places (grocery store, post office, movie theater, bank, etc) on an “as needed basis”, limit times to decrease potential exposure. - Avoid dining in at restaurants; utilize drive thru, curb service and deliveries - Avoid crowds. If you live in an area where there have been cases of COVID-19, try to stay home as much as you can. Even if you are healthy, limiting contact with other people can help slow the spread of disease. Experts call this “social distancing” (6 to 8 feet between yourself and another individual). If you do need to be around other people, be sure to wash your hands often and avoid contact when you can. For example, you can avoid handshakes, high fives and fist bumps; encourage others to do the same. If someone in your home has COVID-19, there are additional things you can do to protect yourself and others: - Keep the sick person away from others: The sick person should stay in a separate room and use a separate bathroom if possible. They should also eat in their own room. - Use face masks: The sick person should wear a face mask when they are in the same room as other people. If you are caring for the sick person, you can also protect yourself by wearing a face mask when you are in the room. This is especially important if the sick person cannot wear a mask. - Wash hands: Wash your hands with soap and water often (see above) - Clean often: Here are some specific things that can help: - Wear disposable gloves when you clean. It’s also a good idea to wear gloves when you have to touch the sick person’s laundry, dishes, utensils, or trash. - Regularly clean things that are touched a lot. This includes counters, bedside tables, doorknobs, computers, phones, and bathroom surfaces. What should I do if there is a COVID-19 outbreak in my area? The best thing you can do to stay healthy is to wash your hands regularly, avoid close contact with people who are sick, and stay home if you are sick. In addition, to help slow the spread of disease, it’s important to follow any official instructions in your area about limiting contact with other people. Even if there are no cases of COVID-19 where you live, that could change in the future. STAY HOME IF YOU ARE SICK! Rules and guidelines might be different in different areas. If officials do tell people in your area to stay home or avoid gathering with other people, it’s important to take this seriously and follow instructions as best you can. Even if you are not at high risk of getting very sick from COVID-19, you could still pass it along to others. Keeping people away from each other is one of the best ways to control the spread of the virus. What can I do to cope with stress and anxiety? It is normal to feel anxious or worried about COVID-19. You can take care of yourself, and your family, by trying to: - Take breaks from the news - Get regular exercise and eat healthy foods - Try to find activities that you enjoy and can do in your home - Stay in touch with your friends and family members Keep in mind that most people do not get severely ill or die from COVID-19. While it helps to be prepared, and it’s important to do what you can to lower your risk and help slow the spread of the virus, try not to panic!
PHYSICAL BASED RENDERING TEXTURES PBR Texture or physical based rendering Textures used life-like lighting or shading models along with computed surface values to precisely depict the real-world materials. Or it can also define as the combination of physically accurate shading, lighting, and properly measured art content. Subsequently, we have discussed the fundamental principles behind how physical-based rendering (PBR) computed the shading and lighting. Diffuse and reflected Diffuse and reflected lights are the terms that demonstrate the interaction between the material and the light. The reflected light is the light that strikes the surface and bounces off. On a smooth surface, the light will be reflected in the same direction and create a mirror-like appearance. Diffuse light is the light that penetrates the inside of the object. There it gets absorbed or scattered in the material and re-emerged. Unlike the reflected light, the diffused light is uniform in direction. The light which is not absorbed provides the material its color. Diffused color is also known as Albedo or base color. The total light hitting the material is equal to the sum of the reflected light and diffusive light. If the material is highly reflective then it will show less diffusive color. In contrast, If the material has a rich diffusive color, it can not reflect enough. Metals & Non-metals It is essential to know the nature of the material. whether the material is a conductor (metal) or an insulator (non-metal). Because it determines how the material behaves with the light. Metals are usually reflective whereas non-metals are not. Therefore, metals reflect the color as diffusive whereas non-metals on reflection appear white. Due to these differences, a PBR workflow has the property of metalness which makes things easier by defining either the material is metal or non-metal. Fresnel is a term defined as the different angles show the different extent of reflectivity. The light that hits near the edges shows more reflection than the light that falls at 0 angles. The detail of the microsurface is a very significant characteristic for any material. Because it explains how smooth or rough a surface is. Some PBR systems use Glossiness and some use roughness, They both are the same thing. Glossiness is the inverse of roughness and vise versa.
An electrocardiogram (EKG or ECG) is a test that checks for problems with the electrical activity of your heart. Why It Is Done An EKG is done to: - Check the heart’s electrical activity. - Find the cause of unexplained chest pain or pressure. This could be caused by a heart attack, inflammation of the sac surrounding the heart (pericarditis), or angina. - Find the cause of symptoms of heart disease. Symptoms include shortness of breath, dizziness, fainting, and heartbeats that are rapid and irregular (palpitations). - Find out if the walls of the heart chambers are too thick. - Check how well medicines are working and see if they are causing side effects that affect the heart. - Check how well mechanical devices are implanted in the heart, such as pacemakers, are working. These devices help to control the heartbeat. - Check the health of the heart when other diseases or conditions are present. These include high blood pressure, high cholesterol, cigarette smoking, diabetes, and a family history of early heart disease
Until 1929 the National Socialist German Workers fellowship (Nationalsozialistische Deutsche Arbeiterpartei, or NSDAP), as the national socialist Party was officially called, was a piffling policy-making party. Then, in the parliamentary elections of 1930, the party received to a greater extent than 18 percent of the total votes cast, compared to more or less 2.5 percent in 1928. The spate of the votes for the Nazis came from the middle classes and the well-to-do rather than from workers and unemployed people. The major factors in the Nazis electoral success were lingering anger at Germanys military machine collapse toward the end of World struggle I; acrimony toward the Versailles treaty, which had ended the war and imposed rasping conditions on Germany; the ecumenical economic depression of the 1930s; business concern of the spread of socialism; and Hitlers charismatic personality. By 1930 German indian lodge was unable to forge a political consensus. The fact that no party was able to plant a majority presidential term created a vacuum of military force and a political stalemate in the Reichstag, Germanys parliament. Most Germans cherished to replace the nation and its multitude of competing parties with an authoritarian system that promised stableness and employment. Hence the Nazis gained in popularity in the 1930 elections. In the parliamentary elections of phratry 1932, the Nazis did even better, receiving about 38 percent of the votes. They did not promote a majority of the seats in the Reichstag, but the concentrate Hitler received from the buttoned-down Party prov ided the necessary basis for a coalition gov! ernment. And so on January 30, 1933, President Paul von Hindenburg appoint Hitler chancellor (prime minister). As soon as the Nazis assumed power, they made racialism and anti-Semitism central components of their regime. During its first months in power the Nazi Party instigated anti-Semitic riots and campaigns of terror that climaxed on April 1, 1933, If you want to stupefy a full essay, order it on our website: OrderCustomPaper.com If you want to get a full essay, visit our page: write my paper
What you’ll learn to do: explain learning and the process of classical conditioning In this section, you’ll learn about learning. It might not be “learning” as you typically think of the word, because we’re not talking about going to school, or studying, or even effortfully trying to remember something. Instead, you’ll see that one of the main types of behavioral learning that we do is simply through an automatic process of association, known as classical conditioning. In classical conditioning, organisms learn to associate events that repeatedly happen together, and researchers study how a reflexive response to a stimulus can be mapped to a different stimulus—by training an association between the two stimuli. Ivan Pavlov’s experiments show how stimulus-response bonds are formed. Watson, the founder of behaviorism, was greatly influenced by Pavlov’s work. He tested humans by conditioning fear in an infant known as Little Albert. His findings suggest that classical conditioning can explain how some fears develop. - Recognize and define three basic forms of learning—classical conditioning, operant conditioning, and observational learning - Explain how classical conditioning occurs - Identify the NS, UCS, UCR, CS, and CR in classical conditioning situations - Describe the processes of acquisition, extinction, spontaneous recovery, generalization, and discrimination
NCERT Solutions for Class 6 Science Chapter 3 Fibre to Fabric In this page we have NCERT Solutions for Class 6 Science Chapter 3 Fibre to Fabric . Hope you like them and do not forget to like , social share and comment at the end of the page. Classify the following fibres as natural or synthetic: nylon, wool, cotton, silk, polyester, jute Answer wool cotton, jute, silk State whether the following statements are true or false: (a) Yarn is made from fibres. (b) Spinning is a process of making fibres. (c) Jute is the outer covering of coconut. (d) The process of removing seed from cotton is called ginning. (e) Weaving of yarn makes a piece of fabric. (f) Silk fibre is obtained from the stem of a plant. (g) Polyester is a natural fibre. Answer (g)False Question 3 Fill in the blanks: (a) Plant fibres are obtained from_________ and ________ . (b) Animals fibres are __________ and ___________ . Answer: (a)Fruits and stems (b)Wool and silk Question 4 From which parts of plants cotton and jute are obtained? Answer Cotton fibres are obtained from fruit of the cotton plants Jute is obtained from the stem of Jute plant. Name two items that are made from coconut fibre. Answer Ropes and doormats are made from coconut fibre. Explain the process of making yarn from fibre. Answer Yarn is a long twisted and interlocked thread and it is prepared from Fibre. How Yarn is crated from Fibre a. Fibres from a mass of cotton wool are drawn out and twisted. This brings the fibres together to form long twisted thread called yarn. b. This process of making Yarn from Fibre is called Spinning. The Devices which are used for spinning i. Hand spindle called takli
Armenia was part of the Union of Soviet Socialist Republics (USSR), also known as the Soviet Union, from 1920 to 1990. It was called the Armenian Soviet Socialist Republic (Armenia SSR). The Beginning of Soviet Armenia For a few years (when it was already in the Soviet Union), Armenia was part of the Transcaucasian SFSR (TSFSR), which lasted from 12 March 1922 to 5 December 1936. The Transcaucasian SFSR was constituted of three Soviet states, Armenia SSR, Georgia SSR and Azerbaijan SSR. After the break-up of this small union in 1936, Armenia became a separate state in the Soviet Union, and was once again recognized as Armenia SSR. The new Soviet Armenia felt like a safe haven, particularly for the Armenians that escaped the Armenian Genocide (1915 – 1923) that took place in the collapsing Ottoman Empire. It was a relief for local Armenians as well, as the nation was torn apart by the poor economy and wars, such as the Turkish-Armenian war of 1920. Armenia SSR and the Great Purge Under the rule of Joseph Stalin, artists, authors, and other intellectuals were arrested and killed in the late 1930s (specifically 1937 – 1938). This was done to get rid of anybody that suggested anti-Soviet ideas or took parti in anti-Soviet activities. Ironically, many of those that were in the list of those to be executed were old-Bolsheviks and part of the Communist Party of Armenia. Throughout 1937 and 1938, around 4,530 people were executed. Authors including Yeghishe Charents, Aksel Bakunts fell victim to this purge. During this horrific era, not only were there executions, but also deportations. Thousands of Armenian were deported to Siberia, including 200,000 Hamshen Armenians (Muslim Armenians that live along the coast of the Black Sea) to Central Asia. Armenia SSR and World War II Armenian SSR had one of the highest rates of participation in the Great Patriotic War. Between 1941 and 1945, around 600,000 Soviet Armenians were drafted and sent to fight in the war. However, only half, 300,000 returned from the war; Armenia had one of the highest death tolls as a result of the war. Armenia SSR provided the Soviet Army with 60 generals. There were 6 divisions: the 76th, 89th, 309th, 409th, 408th, and 261th divisions. 106 Armenians were awarded the title of Hero of the Soviet Union. The 89th division, also known as the Tamanyan division, was among the first Soviet troops to enter Berlin in 1945. The image below shows soldiers of the Tamanyan division dancing the Armenian dance ‘Berd’ (Բերդ in Armenian) after capturing Berlin. After World War II Stalin's Era After WWII Joseph Stalin opened a policy which allowed Armenians from the diaspora to settle in Armenia SSR. However, many of whom repatriated were suspected of being nationalists and engaging with pro-nationalistic activities, and were sent to Siberian labour camps, and only released after Stalin’s death in 1953. Stalin’s successor, Nikita Khrushchev, was more loose with his policies and allowed the country more freedom. This was a prospering period for Armenians; religion was given a limited opportunity to strive among the community with the return of the Catholicos of Armenians and his duties, as well as the publication and spread of works of Yeghishe Charents, Raffi, Aksel Bakunts and more. The period that came after was stagnant and the privileges that Armenians had in the previous decade were largely overturned. Although policies were stricter than they were during Khrushchev’s era, they were not as heavily imposed as they were during Stalin’s era; it was under the leadership of Leonid Brezhnev. In 1965, Armenians protested for the building of a monument dedicated to the victims of the Armenian Genocide (it was on the 50th anniversary of the Genocide). Interestingly, the mass gathering was not hindered, despite the fact that Soviet principles were strictly against protests and nationalist activities. Mikhail Gorbachev was the last Soviet leader. During his leadership, he brought forth a policy of “openness” (гласность, glasnost), and a reformation of the USSR Communist Party, called ‘perestroika,’ which literally means “restructuring.” This allowed Armenians in the Soviet Union to reconnect with their identity and started being concerned about the return of the mountainous region of Nagorno-Karabakh, which was given to Azerbaijan SSR by Stalin, but promised to Armenia. Initially, Gorbachev seemed to be a favorable leader to Armenians, but after the rejection of the unification of the Nagorno-Karabakh enclave with Armenia, his reputation among Armenians took a turn for the worse. The Nagorno-Karabakh Conflict Armenians in the region of Nagorno-Karabakh voted in a referendum on February 20th, 1988 to join Armenia SSR; Azerbaijan SSR was not pleased about the will of Karabakh Armenians to detach from its current territory. Hence, the conflict between Nagorno-Karabakh Armenians and Azerbaijan began. The map below shows the location of Nagorno-Karabakh — for which both countries battled over (and continue to do so almost 30 years on). The Karabakh Movement and the War In 1988, February 27, Azerbaijani mobs in Sumqayit (city in Azerbaijan) stormed into Armenian houses and violently attacked Armenians. The same thing occured in late February in Baku and Kirovabad (mordern-day Ganja). The Red Army did not intervene. Riots and protests took place in the streets of Yerevan. Ethnic uprisings took place and war was inevitable, particularly after the violence against Armenians in Azerbaijani cities. This period is known as the Karabakh Movement, which lasted from 1988 to 1992. It was in 1992 when full-scale fighting began, after Armenia SSR gained independence and the Soviet Union collapsed.
Teaching Activity. By Thom Thacker and Michael A. Lord. Rethinking Schools. 4 pages. An art contest is used as the basis from which students can examine primary historical documents (advertisements for runaway slaves) to gain a deeper understanding of the institution of slavery in the North. Teaching Activity. Lesson by Bill Bigelow and student reading by Howard Zinn. Rethinking Schools. 21 pages. Interactive activity introduces students to the history and often untold story of the U.S.-Mexico War. Roles available in Spanish. Teaching Activity. By Bill Bigelow and Linda Christensen. Rethinking Schools. 3 pages. Empathy, or "social imagination," allows students to connect to "the other" with whom, on the surface, they may appear to have little in common. Teaching Activity. By Bob Peterson. Rethinking Schools. 14 pages. A role play on the Constitutional Convention which brings to life the social forces active during and immediately following the American Revolution with focus on two key topics: suffrage and slavery. An elementary school adaptation of the Constitution Role Play by Bill Bigelow. Roles available in Spanish. Teaching Activity. By Doug Sherman. Rethinking Schools. 4 pages. The author describes how he uses biographies and film to introduce students to the role of people involved in the Civil Rights Movement beyond the familiar heroes. He emphasizes the role and experiences of young people in the Movement.
Search Results: 2 of 2 Improving Reading is perhaps the most comprehensive, useful reading resource available. It is full of ideas for professionals who work with whole classes, individual students, or groups of students. The eight chapters correlate with the main components of a comprehensive reading curriculum and the Common Core. Sections within each chapter provide teaching interventions, strategies, activities, and resources to help students overcome specific reading problems or to achieve the Common Core standards.
In this first lecture of the âIntroduction to the Constitutionâ series, Dr. Larry Arnn, Hillsdale College President, argues that the American republicâs meaning and proper method of operation is found in two documents, the Declaration of Independence and the Constitution. Or go to a pdf of the questions and answers (subscribers only). It outlines the general goals of the framers: to create a just government and to ensure peace, an adequate national defense and a … Vocabulary Quiz #2Define five terms related to the US Constitution, including Constitution, Framers of the Constitution, Checks and Balances, Suffrage, and Bill of Rights. We actually have old copies of what was created. Constitution of Nepal 2015 (Nepali Name:नेपालको संविधान २०७२) is the present governing Constitution of Nepal. Constitution Word Pieces PuzzleIn this puzzle, combine pairs of word segments to make constitution-related spelling words. Constitution of the United States: A History. Would an agreement ever be reached? Signed in convention September 17, 1787. Or go to the answers. ARTICLE I - Establishes the Legislative Branch (House of Representatives and the Senate). 96% Upvoted. ADVERTISEMENTS: Right to Information: Introduction, Origin and Indian Constitution! An Introduction & Overview to the US Constitution To view this PDF as a projectable presentation, save the file, click âViewâ in the top menu bar of the file, and select âFull Screen Modeâ If you would like an editable version of this PDF, e-mail [email protected] include the name of the file. The Constitution of India is the supreme law of India. Name one benefit of being a citizen of the United States. Based on the Introduction to A More Perfect Union: The Creation of the U.S. Constitution, by Roger A. Bruns. The introduction of the United States Constitution is called the Preamble. It replaced the earlier set of government rules, the Articles of Confederation, which were the law of the land from 1781 until 1788 (this document created a group of semi-independent states plus a weak national Congress, with neither an Executive nor a Judicial branch). Or go to the answers. Articles 40-44 provide for the fundamental rights of Irish citizens.. You could not lonely going bearing in mind book heap or library or borrowing from your links to gain access to them. A portion of Article I, Section 2, was changed by the 14th Amendment; a portion of Section 9 was changed by the 16th Amendment; a portion of Section 3 was changed by the 17th Amendment; and a portion of Section 4 was changed by the 20th Amendment The book is considered suitable for students enrolled in study programs in political science, law and other competitive exams where an aspirantâs knowledge about the Constitution of India is tested. Neither was there a US army or navy. what is the name of the introduction to the US Constitution? The Constitution is known as a “living” document because it can be amended, although in over 200 years there have only been 27 amendments. The Constitution was written in 1787. The Body of the US Constitution: The first three articles of the US Constitution sets up the US government as a republic with three separate branches of government: This division of the government into branches is an example of separation of power, the idea that the enormous power of a government should be split into independent groups, so that any one group cannot have too much power. The document that governed the US before the Constitution was called. constitution (n.) mid-14c., constitucioun, "law, regulation, edict; body of rules, customs, or laws," from Old French constitucion (12c.) al. Constitution is a living document, an instrument which makes the government system work. 2015. hide. It frames fundamental political principles, procedures, practices, rights, powers, and duties of the government. Vocabulary Quiz #1Define five terms related to the US Constitution, including Preamble, Legislative branch, Executive branch, Judicial branch, and Amendment. Legacy: The US Constitution has been the model for many countries' constitutions around the world. 71. Establishes the legislature -- Congress -- as … Quiz #4 - Bill of RightsRead about the Bill of Rights, then answer the questions. Interview Questions And Answers Guide. It was added to the Constitution as an afterthought and was not discussed on the floor of the Constitutional Convention nor was it voted on. XIAMEN UNIVERSITY MALAYSIA ANSWER BOOK (Short Essay) Course Name: Introduction to the Constitution â¦ ARTICLE IV - Establishes the relationship between the states and the federal government. The first unit of study for Business Law 101 is an introduction to the subject. Older students can add facts about the three branches and the duties and responsibilites of each. The words are: ratify, framers, rights, liberty, freedom, article, citizen, branches, union, people. Also include how to ratify your constitution (how to get it accepted). EnchantedLearning.com ------ How to cite a web page, Three Branches of the US Government - Graphic Organizers, Write a Classroom Constitution or Bill of Rights, US Constitution Book: Quiz, A Printable Book, go to a pdf of the questions and answers (subscribers only), TapQuiz Maps - free iPhone Geography Game. The document that governed the US before the Constitution was called. The first part, the Preamble, describes the purpose of the document and the Federal Government. It is possible the name you are searching has less than five occurrences per year. 69. Yet many things were missing to make it a true nation. Amendment 6 - Right to a speedy trial by jury and confrontation of witnesses Amendment 7 - Right to a trial by jury in civil cases Amendment 8 - Prohibits cruel and unusual punishment Amendment 9 - People may have other rights, even if they are not listed here Amendment 10 - The federal government's powers are limited to those listed in the Constitution. report. The Census A census is an official count of the number of people in a region. This thread is archived. The current Constitution, enacted in 1988, is the fundamental law in Brazil, known as Constituição Federal in Portuguese. The Constitution combined inputs from many people as well as many documents such as the Articles of Confederation and the Declaration of Independence. If you want to read some books on Indian Constitution and working of Parliament, you can start with Introduction to the Constitution of India by Dr. DD Basu and Our Parliament by Subhash Kashyap. According to the Preamble of the Constitution, the people of the United States wanted to form a better government and promote tranquility, justice and liberty. Free courses taught by Hillsdale College faculty to pursue knowledge of the highest things, form character, and defend constitutional government. Article I, Section 1. The master copies are stored at the National Archives in Washington D.C. We also have pictures of the Constitution on this site.. From May to September 1787 a group of men known as the Framers met. The Preamble to the United States Constitution is a brief introduction to the Constitution's purposes and guiding principles.It provides the Founding Fathers' intentions for creating the Constitution and what they hoped the Constitution would achieve. In this edition, the text of the Constitution of India has been brought up-to-date by incorporating therein all amendments made by Parliament up to and including the Constitution (Ninety-fourth Amendment) Act, 2006. 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You are here Should 2 Nephi 1:1 - 4:12 Be Called the "Testament of Lehi"? 2 Nephi 3:3 After arriving in the Promised Land, Nephi records that his father, Lehi, instructed and blessed his posterity shortly before passing away (2 Nephi 1:1–4:12). Early Jewish literature is filled with many examples of what is sometimes called testamentary literature. Generally dating from 200 BC to AD 500, these “testaments” are modeled after Jacob’s last blessing and cursing of his sons in Genesis 49. According to James H. Charlesworth, “No binding genre was employed by the authors of the testaments, but one can discern among them a loose format.” That format involves: The ideal figure faces death and causes his relatives and intimate friends to circle around his bed. He occasionally informs them of his fatal flaw and exhorts them to avoid certain temptations; he typically instructs them regarding the way of righteousness and utters blessings and curses. Often he illustrates his words—as the apocalyptic seer in the apocalypse—with descriptions of the future as it has been revealed to him in a dream or vision.1 This format can be easily demonstrated from several of the Testaments of the Twelve Patriarchs, which are among the earliest examples of testamentary literature.2 Take for example, the Testament of Joseph, who was one of the twelve patriarchs of Israel. - The introduction says, “A copy of the testament of Joseph. When he was about to die, he called his sons and his brothers…” (1:1),3 proceeding from there to give lengthy instruction. - The patriarch Joseph tells, at length, the story of his resisting temptation from Potiphar’s wife, occasionally adding specific warnings and exhortations about sin (e.g., 7:8; 10:1–6). - His narrative is also laced with many instances of righteous instruction, such as his counsel, “in every act keep the fear of God before your eyes and honor your brothers” (11:1; cf. 2:4–7; 3:4; 4:3, 6; 9:3; 10:1–6; 11:1–7; 17:2–8). - He also promises blessings, saying, “If you live in accord with the Lord’s commands, God will exalt you with good things forever” (18:1, the blessings continue throughout 18:1–4). - Finally, the testament closes out with an apocalyptic prophecy (19:1–11). 1. Gathers together relatives and close friends shortly before his death. Nephi says Lehi “spake many things” to his gathered family and members of his group. This included Laman, Lemuel, their posterity, Sam, the sons of Ismael, Zoram, Nephi, Jacob, and Joseph (2 Nephi 1:28; 2:1; 3:1; 4:1, 3, 9–11). It is clear throughout his discourses that he is about to die, as he frequently speaks of how he “must soon lay down in the cold and silent grave” (2 Nephi 1:14; cf. 1:21; 2:30; 4:5). Nephi confirms, “after my father, Lehi, had spoken unto all his household … he waxed old. And … he died, and was buried” (2 Nephi 4:12). 2. Exhorts them to avoid temptations. Lehi lectures his older sons about “their rebellions upon the waters” (2 Nephi 1:2). He encourages them to “awake,” and “shake off the awful chains by which ye are bound” (2 Nephi 1:13) and “observe the statutes and the judgments of the Lord” (2 Nephi 1:16). He warns them of the consequences if they fail to keep the commandments (2 Nephi 1:20; 4:4). He counsels all his posterity to “not choose eternal death, according to the will of the flesh” (2 Nephi 2:29). 3. Instructs them in the ways of righteousness. Lehi speaks of the Lord, saying “his ways are righteousness forever” (2 Nephi 1:19) and encourages his sons to “put on the armor of righteousness” (2 Nephi 1:23). He teaches them the plan of salvation (2 Nephi 2), and instructs, “I would that ye should look to the great Mediator, and hearken unto his great commandments; and be faithful unto his words, and choose eternal life, according to the will of his Holy Spirit” (2 Nephi 2:28). 4. Utters blessings and curses. Lehi speaks of blessings and curses throughout his discourse. He warns Laman and Lemuel of the curses that will befall them if they do not keep the commandments (2 Nephi 1:18, 22) and leaves them a conditional blessing (2 Nephi 1:28–29). He also blesses Zoram (2 Nephi 1:30–31), Jacob (2 Nephi 2:3–4), and Joseph (2 Nephi 3:3, 25). For the children of Laman and Lemuel, he pronounces a blessing on them while cursing their parents (2 Nephi 4:5–9). 5. Descriptions of the future as revealed in a dream or vision. Lehi begins, “I have seen a vision, in which I know that Jerusalem is destroyed” (2 Nephi 1:4). Lehi then prophesies about the future of the promised land (2 Nephi 1:6–12). He also shares an extensive prophecy from Joseph of Egypt describing many future events (2 Nephi 3). According to Lehi, Joseph truly saw our day. And he obtained a promise of the Lord, that out of the fruit of his loins the Lord God would raise up a righteous branch unto the house of Israel; not the Messiah, but a branch which was to be broken off, nevertheless, to be remembered in the covenants of the Lord that the Messiah should be made manifest unto them in the latter days, in the spirit of power, unto the bringing of them out of darkness unto light—yea, out of hidden darkness and out of captivity unto freedom. (2 Nephi 3:5, emphasis added) Lehi also says that Joseph prophesied about restoring the House of Israel (2 Nephi 3:13, 24). Interestingly, in the Armenian version of the Testament of Joseph, Joseph was said to have prophesied that a portion of Israel “cried out to the Lord, and the Lord led them into a fertile, well-watered place. He led them out of darkness into Light” (19:3). From there, the patriarch sees the gathering of Israel (19:4–7). As in Lehi’s account, the Greek version of the Testament of Joseph indicates that Joseph knew of the coming Messiah and that the Messiah would not be from his own posterity, but Judah’s (19:8). This comparison is interesting for multiple reasons. First, it illustrates that in some ancient Jewish traditions, it was normal and expected that the patriarch of the family would gather together his family and bless, instruct, exhort, and prophesy to them before passing away. In this, Lehi’s behavior was as expected.5 Second, it illuminates Lehi as the patriarch of a new, separate branch of Israel. While not all, many of the figures in testamentary literature are patriarchal figures from Israel’s past. In portraying Lehi in this role, Nephi is solidifying the Lehites as an independent branch of Israel. This was a lasting legacy among Book of Mormon peoples. John W. Welch has explained, Seeing Lehi in the patriarchal tradition is borne out by the fact that Lehi was remembered by Nephites from beginning to end as “father Lehi.” … Since Lehi is the only figure in the Book of Mormon called “our father,” this designation appears to be a unique reference to Lehi’s patriarchal position at the head of Nephite civilization, society, and religion.6 Third, it is interesting that in both Lehi’s discourse and the Testament of Joseph, Joseph seems to prophesy of a portion of Israel being broken off and led to a land of promise, the gathering of Israel, and the Messiah from the tribe of Judah. The prophecy cannot currently be traced back to Lehi’s time, let alone all the way back to Joseph of Egypt. Yet, this comparison illustrates that some well-documented ancient traditions are consonant with the Book of Mormon. Finally, it provides an example for fathers and patriarchs today. The tradition, initially but briefly present in Genesis 49, was not maintained and developed only by the Jews after their return to Jerusalem in the Second Temple period but was called upon extensively and effectively by Lehi in the sixth century BC. Building from there, later prophets in the Book of Mormon followed Lehi’s example, as Alma does in Alma 36–42 and Helaman does in Helaman 5:5–13. Latter-day Saint fathers today also follow these patriarchal examples as they bless, instruct, exhort, and testify to their children and grandchildren. John W. Welch, “Lehi’s Last Will and Testament: A Legal Approach,” in Second Nephi, The Doctrinal Structure, ed. Monte S. Nyman and Charles D. Tate Jr. (Provo, UT: BYU Religious Studies Center, 1989), 61–82. - 1. James H. Charlesworth, Introduction to Testaments Section, in The Old Testament Pseudepigrapha, 2 vols., ed. James H. Charlesworth (Peabody, Mass.: Henrickson Publishers, 1983), 1:773, brackets added. - 2. For background and translation of the Testaments of the Twelve Patriarchs, see H.C. Kee, “Testaments of the Twelve Patriarchs: A New Translation and Introduction,” in The Old Testament Pseudepigrapha, 1:775–828. All quotations will come from this edition. - 3. All references to chapter and verse in the Testament of Joseph. - 4. In Genesis, Jacob (1) “called unto his sons” to gather together (49:1-2); (2) his words to Reuben warn against instability (49:4), and his words to Simeon and Levi condemn “cruelty,” murder, anger, and wrath (49:5–6); (3) he speaks of waiting for the Lord's salvation (49:18) and his words to Joseph illustrate the blessings of leaning on the strength of “the mighty God of Jacob,” and the “stone of Israel” (49:24); (4) the bulk of the chapter is blessings (49:8–13, 19–26, 28) and cursings (49:4, 7, 15); (5) All his words to his sons are about “that which shall befall you in the last days” (49:1), but the blessings to both Judah (49:8–12) and Joseph (49:22–26) are particularly prophetic. - 5. While the testamentary literature is from a period later than Lehi’s own day, it ultimately stems from Genesis 49, which could have been on the brass plates. Both the Nephites and the later Jews may have developed “testament” traditions independently based upon Genesis 49 as a model. - 6. John W. Welch, “Lehi’s Last Will and Testament: A Legal Approach,” in Second Nephi, The Doctrinal Structure, ed. Monte S. Nyman and Charles D. Tate Jr. (Provo, UT: BYU Religious Studies Center, 1989), 69–70. Get the latest updates on Book of Mormon topics and research for free
Language is possibly the most important aspect of human social life and interaction that we know of today. Although scientists have studied various languages and their sources for ages, they have never found another animal on this planet that is able to communicate quite the way humans can, exchanging abstract ideas and conceptual representations through words alone. Since ancient times, the Hindu tradition in India has paid close attention to the use of language in everyday life, and how it is able to effortlessly convey meanings, thoughts, impressions, beliefs, and other complex notions that can be demonstrated in no other manner. Language was so important to Hindus that they incorporated it directly into their spiritual practices, and it became yet another medium for reaching their ultimate goal, moksa: realisation of the Ultimate Truth within oneself. Although there have been hundreds of languages spoken across India since ancient times, the Hindus selected Sanskrit as the language in which to write their spiritual literature. Obviously then, Sanskrit must be considered an extremely important aspect of the Hindu tradition, so important that some Hindus believed in a deified language, the goddess Vac. According to her myth, the world was created through her divine speech, and the Sanskrit used today is merely a part of that language she spoke (Coward 3). Others believed, according to what is written in the Brahmanas, that the Indian warrior god, Indra, was the first to create coherent language when he analysed speech utterances in terms of their parts and created a grammatical structure (Coward 13). However, the Hindu grammarians who studied Sanskrit held a more practical view of the language, and put a great deal of time and effort into examining its subtleties. Most of the Hindu grammarians studied how the grammar was initially constructed, including the most famous grammarian, Panini. He is believed to have lived between the 7th and 3rd centuries BCE, and was the author of the oldest surviving literary work on Sanskrit grammar, the renowned Astadhyayi (The Eight Chapters) which lays down the entire structure of Sanskrit grammar in roughly four thousand sutras (Coward 111). Although Panini’s contribution to the composition of the Sanskrit language is unsurpassed, the Astadhyayi is foremost a linguistic analysis, and Panini did not spend much time discussing the actual philosophy behind Sanskrit. When we do examine the philosophy behind Sanskrit, we see that language was often related with the life-cycle of the universe, and there is no better example than that of the Hindus’ most sacred mantra, Aum. For Hindus, the entire creation and destruction of the universe can be represented by the utterance of this one monosyllable, and although it may be difficult for some people to immediately grasp this concept, the explanation for how it works is actually quite elegant. Aum is said to encompass all spoken language because the “A” syllable begins at the back of the mouth—where all language must begin—and then the whole word ends with a “fourth” syllable, silence (Prattis 83). If language is used as a metaphor for the universe, then Aum is that essential element that holds the cosmos together; when it stops, the universe will stop as well. Hindus identify Aum as “a primordial sound, inherent in the Universe” (Prattis 82) and “it denotes the super conscious state of Samadhi or Turiya” (Prattis 83). This description of Aum as a cosmic concept is related to the sphota theory of language, which is spoken of extensively by another grammarian, Bhartrhari. Although Bhartrhari was not the grammarian who originally invented the sphota theory, he comments on it extensively in his work, the Vakyapadiya, which explains how sentences are meaningful to us despite differences in accent, speech tempo, and so forth. The sphota theory also states that individual words cannot have meaning when they are uttered on their own; it is only when they are ordered together into a coherent sentence that they take on meaning. Sentences are also unable to gain meaning without the active participation of both the speaker and the listener. Both individuals must understand the sentence in order for it to make sense, or the language merely becomes gibberish. When the sentence is thought of by the speaker and understood by the listener, they work as a single unit, and only then does meaning erupt from the words and enter the minds of both individuals (Coward 10-11). Where the mantra, Aum, is concerned, the meaning of the Ultimate Truth will supposedly issue from the sound of Aum while it is chanted. People seeking the Truth are both the speakers and listeners of this mantra, and they have only to grasp the meaning before they are able to fully understand the Ultimate Truth and achieve spiritual liberation. Patanjali, another very famous Hindu grammarian, was careful to emphasize the fact that language is special; it is not some everyday commodity that can be created and destroyed at will, but rather an ever-changing means of communicating with one another. He had a famous notion, known today as “Patanjali’s Potters Principle,” which roughly states that “if you want pots, you go to a potter, but if you want words, you don’t go to a grammarian” (Staal 27). What he meant by this was that languages are more significant than regular, everyday commodities like pots. Words cannot just be made up on the spot by a grammarian like a pot can by a potter, but rather, new words come into being as a language evolves. Patanjali also made it clear that grammarians were not the creators of languages, but merely the analysers of it. It was not the grammarians who decided whether something in a language was “right” or “wrong” but the people who spoke that language instead. He said that if a man wanted to learn about how a language was put together, then he should see a grammarian, but if he wanted to learn a new language altogether, the only way would be to go to where that language was spoken and simply listen to it himself (Staal 27). Language and speech has had a tremendous amount of influence on Hindu thought and philosophy. The amount of time, thought, and effort that Indians have put into creating and preserving their elegant Sanskrit is astounding to other cultures who have never viewed language as anything more than a simple means of communication. Hindus understand that this unique type of expression is not something to be taken for granted, and they revere language as something that can actually help them achieve that crucial goal they strive for throughout their lifetimes, knowledge of the Ultimate Truth of both the universe without, and the true Self within. REFERENCES & RECOMMENDED READING Coward, H.G. & K. Kunjunni Raja (1990) Encycolpedia of Indian Philosophies: The Philosophy of the Grammarians. Princeton: Princeton University Press. Prattis, J.I. (2002) “Mantra and consciousness expansion in India.” Journal of Ritual Studies. Vol. 16, no. 1, pp. 78-96. Staal, Frits (1982) “Ritual, grammar, and the origins of science in India.” Journal of Indian Philosophy. Vol. 1, no. 0, pp. 3-36. Related Topics for Further Investigation Sanskrit grammatical structure The sphota theory of language Meditation using mantras Mantras used in rituals Noteworthy, Related Websites Written by Jackie Hannaford (Spring 2006), who is solely responsible for its content.
Kanji for achievement "勳" - Onyomi What is Onyomi? Reading based on old Chinese pronunciation. - Kunyomi What is Kunyomi? Reading based on Japanese to express the meaning of kanji. There are some Kanji characters that need to be fed, such as “嬉しい”. - Strokes What is Strokes? The stroke order is the order of writing kanji. Created with the aim of unifying the stroke order as much as possible so as not to cause confusion in learning instruction. - Radical What is Radical? Radical is a part of a kanji used to classify kanji. In radical classification, at least one radical is assigned to all Kanji characters.
Researchers say that dogs can use their sense of smell to detect the age, gender, and mood of other dogs. Dogs can even be trained to detect explosives and illegal drugs. While humans mainly use sight to investigate their surroundings, dogs use their sense of smell. They “read” with their nose. Consider: A dog’s sense of smell is thousands of times more refined than ours. According to the U.S. National Institute of Standards and Technology, a dog “can detect certain compounds at parts per trillion. This feat is the equivalent of tasting about a quarter teaspoon of sugar dissolved in an Olympic-sized swimming pool.” What accounts for the dog’s superior sense of smell? A dog’s nose is wet and is therefore better able to capture scent particles. A dog’s nose has two airways—one for breathing, another for smelling. When a dog sniffs, air is directed to the part of the nasal cavity that contains scent receptors. A dog’s olfactory region can measure 130 square centimeters (20 sq in.) or more, whereas a human’s measures only 5 square centimeters (0.8 sq in.). A dog can have up to 50 times as many scent receptor cells as we do. All of this enables a dog to differentiate between the components of a complex scent. For example, we can smell soup, but a dog can detect every ingredient in the recipe, according to some experts. Researchers at the Pine Street Foundation, a cancer research institute, say that the dog’s brain and nose work together to be “one of the most sophisticated odor detection devices on the planet.” Scientists are developing electronic “noses” to detect explosives, contraband, and disease, including cancer. What do you think? Did the dog’s sense of smell evolve? Or was it designed?
This article needs additional citations for verification. (November 2018) (Learn how and when to remove this template message) Transaction processing is information processing in computer science that is divided into individual, indivisible operations called transactions. Each transaction must succeed or fail as a complete unit; it can never be only partially complete. For example, when you purchase a book from an online bookstore, you exchange money (in the form of credit) for a book. If your credit is good, a series of related operations ensures that you get the book and the bookstore gets your money. However, if a single operation in the series fails during the exchange, the entire exchange fails. You do not get the book and the bookstore does not get your money. The technology responsible for making the exchange balanced and predictable is called transaction processing. Transactions ensure that data-oriented resources are not permanently updated unless all operations within the transactional unit complete successfully. By combining a set of related operations into a unit that either completely succeeds or completely fails, one can simplify error recovery and make one's application more reliable. Transaction processing systems consist of computer hardware and software hosting a transaction-oriented application that performs the routine transactions necessary to conduct business. Examples include systems that manage sales order entry, airline reservations, payroll, employee records, manufacturing, and shipping. Since most, though not necessarily all, transaction processing today is interactive the term is often treated as synonymous with online transaction processing. Transaction processing is designed to maintain a system's Integrity (typically a database or some modern filesystems) in a known, consistent state, by ensuring that interdependent operations on the system are either all completed successfully or all canceled successfully. For example, consider a typical banking transaction that involves moving $700 from a customer's savings account to a customer's checking account. This transaction involves at least two separate operations in computer terms: debiting the savings account by $700, and crediting the checking account by $700. If one operation succeeds but the other does not, the books of the bank will not balance at the end of the day. There must, therefore, be a way to ensure that either both operations succeed or both fail so that there is never any inconsistency in the bank's database as a whole. Transaction processing links multiple individual operations in a single, indivisible transaction, and ensures that either all operations in a transaction are completed without error, or none of them are. If some of the operations are completed but errors occur when the others are attempted, the transaction-processing system "rolls back" all of the operations of the transaction (including the successful ones), thereby erasing all traces of the transaction and restoring the system to the consistent, known state that it was in before processing of the transaction began. If all operations of a transaction are completed successfully, the transaction is committed by the system, and all changes to the database are made permanent; the transaction cannot be rolled back once this is done. Transaction processing guards against hardware and software errors that might leave a transaction partially completed. If the computer system crashes in the middle of a transaction, the transaction processing system guarantees that all operations in any uncommitted transactions are cancelled. Generally, transactions are issued concurrently. If they overlap (i.e. need to touch the same portion of the database), this can create conflicts. For example, if the customer mentioned in the example above has $150 in his savings account and attempts to transfer $100 to a different person while at the same time moving $100 to the checking account, only one of them can succeed. However, forcing transactions to be processed sequentially is inefficient. Therefore, concurrent implementations of transaction processing is programmed to guarantee that the end result reflects a conflict-free outcome, the same as could be reached if executing the transactions sequentially in any order (a property called serializability). In our example, this means that no matter which transaction was issued first, either the transfer to a different person or the move to the checking account succeeds, while the other one fails. The basic principles of all transaction-processing systems are the same. However, the terminology may vary from one transaction-processing system to another, and the terms used below are not necessarily universal. Transaction-processing systems ensure database integrity by recording intermediate states of the database as it is modified, then using these records to restore the database to a known state if a transaction cannot be committed. For example, copies of information on the database prior to its modification by a transaction are set aside by the system before the transaction can make any modifications (this is sometimes called a before image). If any part of the transaction fails before it is committed, these copies are used to restore the database to the state it was in before the transaction began. It is also possible to keep a separate journal of all modifications to a database management system. (sometimes called after images). This is not required for rollback of failed transactions but it is useful for updating the database management system in the event of a database failure, so some transaction-processing systems provide it. If the database management system fails entirely, it must be restored from the most recent back-up. The back-up will not reflect transactions committed since the back-up was made. However, once the database management system is restored, the journal of after images can be applied to the database (rollforward) to bring the database management system up to date. Any transactions in progress at the time of the failure can then be rolled back. The result is a database in a consistent, known state that includes the results of all transactions committed up to the moment of failure. In some cases, two transactions may, in the course of their processing, attempt to access the same portion of a database at the same time, in a way that prevents them from proceeding. For example, transaction A may access portion X of the database, and transaction B may access portion Y of the database. If at that point, transaction A then tries to access portion Y of the database while transaction B tries to access portion X, a deadlock occurs, and neither transaction can move forward. Transaction-processing systems are designed to detect these deadlocks when they occur. Typically both transactions will be cancelled and rolled back, and then they will be started again in a different order, automatically, so that the deadlock doesn't occur again. Or sometimes, just one of the deadlocked transactions will be cancelled, rolled back, and automatically restarted after a short delay. Deadlocks can also occur among three or more transactions. The more transactions involved, the more difficult they are to detect, to the point that transaction processing systems find there is a practical limit to the deadlocks they can detect. In systems where commit and rollback mechanisms are not available or undesirable, a compensating transaction is often used to undo failed transactions and restore the system to a previous state. A transaction's changes to the state are atomic: either all happen or none happen. These changes include database changes, messages, and actions on transducers. Consistency: A transaction is a correct transformation of the state. The actions taken as a group do not violate any of the integrity constraints associated with the state. Even though transactions execute concurrently, it appears to each transaction T, that others executed either before T or after T, but not both. Once a transaction completes successfully (commits), its changes to the database survive failures and retain its changes. Transaction processing has these benefits: - It allows sharing of computer resources among many users - It shifts the time of job processing to when the computing resources are less busy - It avoids idling the computing resources without minute-by-minute human interaction and supervision - It is used on expensive classes of computers to help amortize the cost by keeping high rates of utilization of those expensive resources - They have relatively expensive setup costs - There is a lack of standard formats - Hardware and software incompatibility Standard transaction-processing software, such as IBM's Information Management System, was first developed in the 1960s, and was often closely coupled to particular database management systems. Client–server computing implemented similar principles in the 1980s with mixed success. However, in more recent years, the distributed client–server model has become considerably more difficult to maintain. As the number of transactions grew in response to various online services (especially the Web), a single distributed database was not a practical solution. In addition, most online systems consist of a whole suite of programs operating together, as opposed to a strict client–server model where the single server could handle the transaction processing. Today a number of transaction processing systems are available that work at the inter-program level and which scale to large systems, including mainframes. One effort is the X/Open Distributed Transaction Processing (DTP) (see also Java Transaction API (JTA). However, proprietary transaction-processing environments such as IBM's CICS are still very popular, although CICS has evolved to include open industry standards as well. The term extreme transaction processing (XTP) was used to describe transaction processing systems with uncommonly challenging requirements, particularly throughput requirements (transactions per second). Such systems may be implemented via distributed or cluster style architectures. It was used at least by 2011. - Gray, Jim; Reuter, Andreas. "Transaction Processing – Concepts and Techniques (Powerpoint)". Retrieved Nov 12, 2012. - Koen Vanderkimpen and Dirk Deridder. "Going eXtreme for Health Care". Devoxx 2011 presentation. Retrieved March 18, 2017. - Kevin Roebuck (2011). Extreme Transaction Processing. Lightning Source. ISBN 978-1-74304-266-3. - Gerhard Weikum, Gottfried Vossen, Transactional information systems: theory, algorithms, and the practice of concurrency control and recovery, Morgan Kaufmann, 2002, ISBN 1-55860-508-8 - Jim Gray, Andreas Reuter, Transaction Processing — Concepts and Techniques, 1993, Morgan Kaufmann, ISBN 1-55860-190-2 - Philip A. Bernstein, Eric Newcomer, Principles of Transaction Processing, 1997, Morgan Kaufmann, ISBN 1-55860-415-4 - Ahmed K. Elmagarmid (Editor), Transaction Models for Advanced Database Applications, Morgan-Kaufmann, 1992, ISBN 1-55860-214-3 \|Wikimedia Commons has media related to Transaction processing.\|
Search Results: 6 of 6 Improving Reading is perhaps the most comprehensive, useful reading resource available. It is full of ideas for professionals who work with whole classes, individual students, or groups of students. The eight chapters correlate with the main components of a comprehensive reading curriculum and the Common Core. Sections within each chapter provide teaching interventions, strategies, activities, and resources to help students overcome specific reading problems or to achieve the Common Core standards. Basic Reading Inventory provided valuable information that other district and state tests did not. Thank you for making this test available to our students!” Dr. Linda J. Button, University of Colorado - Colorado Springs "I use Jerry Johns’ Basic Reading Inventory because I can assess any K-12 student with the many assessments provided. It’s all contained in one book!" Dr. Jacque Hale, Assistant Principal, Pueblo Elementary School, Scottsdale, AZ Spanish Reading Inventory (Pre-Primer to Grade 8) is a collection of individually administered informal reading tests designed to help teachers and other professionals determine a student's reading proficiency in Spanish. A series of word lists and passages ranging from the early stages of reading (pre-primer) through eighth grade are read by the student. Based on the student's comprehension and word recognition, an assessment can be made of his or her reading ability. NEW TO THIS EDITION Visualization has not been a common word in most classroom reading programs. In recent years, however, the impact of visualization on student comprehension has gained greater awareness among reading educators. This compact, easy-to-use book helps teachers understand visualization and how to apply the strategies in their classrooms. Includes 57 lessons arranged within 13 goals, assessments for the goals, and rubrics to score the assessments. Also contains links to literature questions and cues to use with students. Improving Writing: Resources, Strategies, and Assessments, by well-known and trusted authors Susan Davis Lenski and Jerry L. Johns, provides teachers with all the background they need to help students improve their writing skills. A variety of strategies, assessment ideas, and resources will meet diverse student needs. A quick reference guide helps educators choose a goal and identify possible strategies to teach. Each goal gives background information, multiple instructional strategies and resources.
1.3. Social annotation and collaborative learning With a social annotation tool, learners can make text-based annotations on a webpage or a document by highlighting a specific portion of the text and adding a comment. The annotations can be either private or shared with a group. Members within the group are able to see and respond to each other's shared annotations. Social annotation tools, therefore, make it possible for users to discuss and learn a piece of text collaboratively without time and space constraints. Recently, researchers have showed an increasing interest in studying social annotation tools. Various collaborative social annotation tools have been developed (Chen et al., 2012; Desmontils et al., 2004 ; Fu et al., 2005), and a number of studies have been conducted to understand the usability of social annotation tools as well as their effects on users' motivation, learning and social ability (Nokelainen et al., 2005). A few researchers are interested in understanding the nature and characteristics of conversation afforded by social annotation tools. For example, when comparing the discussion using a social annotation tool — WebAnn with that in Epost, a typical discussion board system, Brush and colleagues (2002) found that there was more discussion in WebAnn, and students perceived the discussion in WebAnn more focused and more thoughtful. Davis and Huttenlocher's (1995) study suggested conversations supported by the social annotation tool called CoNote was much richer as compared to those in a newsgroup, bulletin board or email distribution list. Consistently with these findings, van der Pol, Admiraal, and Simons's (2006) study concluded that discussion supported by the social annotation tool referred more frequently to the text, and was more focused and communicatively efficient than discussion in the threaded discussion forum. Some researchers have investigated how the use of social annotations tools affects student learning. Wolfe (2008) suggested that annotations stimulated readers to think through the issues and reflect thoroughly on their own positions, especially when readers encountered both positive and negative comments on the same segment of text. Hwang, Wang, and Sharples (2007) conducted a series of quasi-experiments comparing student learning achievements in different learning activities with or without the social annotation tool — VPen and concluded that students learned significantly better with the support of VPen. Similarly, studies conducted by other researchers (Johnson et al., 2010 ; Su et al., 2010) revealed that the students who were engaged with the text collaboratively using social annotation tools had a greater improvement in their reading comprehension than those who worked independently on the text with annotation tools. Overall, participants across the studies reported a positive attitude toward social annotation (Samuel, Kim, & Johnson, 2011). In Hwang et al. (2007) study, for example, when learners' perceived satisfaction with the annotation system was measured, researchers found that the annotation system increased learners' interest and achievements in learning and improved learner–content interaction. Similarly, Mendenhall and Johnson's (2010) study showed that students had a positive experience in using the social annotation system, and the annotations were considered useful for peer critiques. Researchers also found links between the use of social annotation tools and users' motivation. In Nokelainen et al. (2005) study, the level of students' self-rated motivation had a positive effect on their performance in the social annotation activity and their final grades, suggesting that motivation played an important role in learning with social annotation tools. Razon and colleague's (2012) study also revealed that using social annotation tools could promote learners' motivation for reading. Reference: Gao, 2013. Retrieved from http://www.sciencedirect.com/science/article/pii/S1096751612000802
Writer: Nicola Sharman Photo by Stephen O’Donnell on Unsplash On 1 November, delegates from around the world will come together for two weeks at COP26 in Glasgow, Scotland, to discuss the international response to climate change. After a one-year delay due to the pandemic, the Glasgow conference marks a critical moment for countries to strengthen their collective commitments to address the climate crisis. Here, Nicola Sharman explains the significance of COP26, five key issues on the agenda, and the challenges ahead. What is COP26? COP26 refers to the twenty-sixth session of the Conference of the Parties to the United Nations Framework Convention on Climate Change (UNFCCC), the international treaty under which almost all countries around the world have agreed to cooperate to address the climate crisis. Each year, the COP brings together government officials and policymakers to discuss climate action, as well as a broad range of other stakeholders (including subnational governments, business representatives, academics and civil society NGOs) looking to network, share knowledge and influence decision-making. This year, around 30,000 delegates are expected in Glasgow. What have countries agreed to do to combat climate change so far? Since 2015, the focus of the annual conferences has been on the Paris Agreement. The Paris Agreement sets the goal of keeping global temperature increases to well below 2°C above pre-industrial levels, and taking efforts to limit warming to no more than 1.5°C, in order to limit the worst effects of climate change. To mitigate climate change, countries must each make and implement self-defined targets – known as Nationally Determined Contributions (NDCs) – to mitigate their greenhouse gas emissions according to their highest possible ambition. In addition, developed countries are expected to provide financial, technological, and capacity-building support to developing countries to help them limit their emissions and adapt to the impacts of climate change. This pledge-and-review model was adopted after political disputes as to the allocation of responsibility interfered with the previous arrangement, the Kyoto Protocol. The Protocol imposed quantified emission reduction obligations on developed countries, but not developing countries, and this split approach ultimately led to the United States refusing to ratify the treaty and Canada pulling out. The Paris Agreement was instead carefully negotiated to encourage the broadest possible participation due to the flexibility it leaves to nation states, while also creating strong political expectations that each country should play their part. Why is this year’s conference so important? Against this background, COP26 is considered by many to be a key milestone for the Paris Agreement and a decisive moment for determining the possible extent of its success. This is in large part because it is the first COP session since the formal deadline passed for the renewal or update of the parties’ NDCs, which 49 parties covering almost 50% of the global population have yet to do. It is also the last COP session before the first global stocktake begins. The global stocktake is the process to assess the collective progress that has been made towards implementing the Paris Agreement and achieving its purpose and long-term goals. What needs to be achieved? There are several key issues upon which the perceived success of the conference hinges: - Securing strengthened NDCs The core express aim of COP26 is to ‘keep 1.5 degrees within reach’. According to a recent UNFCCC report, the national pledges currently on the table are falling significantly short of the temperature goal, instead putting the world on track for continued emissions growth until 2030 and a 2.7°C increase by the end of the century. At this stage, we can’t expect the emissions gap to be entirely closed, but securing stronger mitigation commitments from key players will be crucial to maintaining faith in and momentum behind the Paris Agreement. A number of key countries such as Brazil and Russia have so far disappointed by not raising their ambition in their latest NDC submissions. Now, the spotlight is firmly on other major economies such as China and India, who have yet to submit a new or updated NDC. 2. Delivering climate finance In 2009, developed countries agreed that they would mobilise at least US$100 billion in climate finance a year by 2020, from both public and private sources. This financing is intended to support low-income countries who lack resources to make emission reductions and increase their climate resilience. However, it has become apparent that the 2020 target has been missed, and how the financing should be mobilised remains unclear. This is a fundamental issue and essential for maintaining trust between the developed and developing world. On 25 October, the UK COP26 presidency, in conjunction with Germany and Canada, published a Climate Finance Delivery Plan that projects the finance goal will slip until 2023, which some developing countries have responded is still not good enough. It was also agreed at Katowice in 2018 that a new and increased finance target must also be negotiated prior to 2025 and applied from 2025 onwards. 3. Agreeing carbon market trading rules Article 6 of the Paris Agreement provides for parties to cooperate to meet their mitigation commitments through the use of carbon emissions trading, which proponents argue will enable deeper emission cuts and improved climate finance flows. Two market mechanisms are envisaged – one under Article 6.2 that allows for bilateral emissions trading between countries and one under Article 6.4 that allows for international trading amongst both public and private sector entities of carbon credits gained from offset projects. But countries have so far been unable to agree on detailed implementation rules for these two mechanisms. It is a complex area which will rely on consistent methods for measuring, verifying and monitoring offsets and there was disappointment when the outstanding issues were not resolved at COP25 in Madrid. Time is now of the essence in this area and countries are under significant pressure to bridge their differences at COP26. 4. Mobilising climate action by non-state actors Increasing attention has been paid in recent years to the instrumental role of voluntary climate action by subnational governments, cities, businesses and investors in achieving the goals of the Paris Agreement. The Race to Zero campaign has aimed to build momentum behind global climate action by encouraging such actors, who can have vast economic influence, to commit to achieving net-zero emissions by 2050. It has become an important focus of the Glasgow conference, where the progress in this domain will be showcased. 5. Finalising other technical details Other outstanding issues are technical in nature but crucial for the effective operation of the Paris Agreement. This includes deciding whether a common timeframe for the 2025 NDCs should apply, meaning that all countries’ emission reduction target dates and the implementation periods for meeting those targets would be synchronised. Additionally, countries need to agree on the detailed format according to which they will report on their emission reductions and other climate action under the Transparency Framework created by Article 13 of the Paris Agreement. These reporting requirements are essential for keeping countries accountable to one another, for maintaining trust and to allow progress to be monitored. What are the challenges and likely outcomes? Making progress on these key issues at COP26 will require substantial political will, and contextual political and socioeconomic factors such as the pandemic and the ongoing energy crisis have set a particularly challenging backdrop. COP26 has of course also had the additional logistical challenge of occurring during a global pandemic. Aside from the initial one-year delay, travel obstacles, prohibitive costs, and health risks remain a severe concern. Many fear that these factors will result in the exclusion of representatives from low-income countries, vulnerable groups and other minorities, which resulted in calls from environmental groups last month that it should be further postponed. Nonetheless, an extensive amount of diplomatic work continues amongst political leaders in the lead-up to COP26, as new developments emerge on almost a daily basis regarding the stances that countries are preparing to take. As co-president and host of COP26, the UK has had a particularly key role in demonstrating leadership, which it has done for example through the announcement of its own net zero climate strategy last week. At the same time, the credibility of the UK’s role may be called into question due to the government’s planned approval of the new Cambo oilfield in the North Sea. Elsewhere, the US and China have been specifically called upon to find common ground with regard to their climate commitments before delegates convene in Glasgow, while reports that the Chinese and Russian presidents, Xi Jinping and Vladimir Putin, will not be attending have been met with disappointment. Previous optimistic rhetoric is now being replaced by doubt and concern about whether COP26 will achieve what it needs to. We will begin to find out what the culmination of all these diplomatic efforts will be as the conference gets underway next week. Writer Nicola Sharman is a PhD Researcher at the University of Eastern Finland. Her work forms part of the 2035Legitimacy project and will explore the legitimacy dimensions of international climate decision-making processes.
Virtual currencies use advanced cryptography to ensure the security of the system, and in particular a branch of cryptography referred to a Public Key Cryptography (PKC). In earlier times cryptography relied on secret keys that had to be known by both sender and recipient. The sender would encrypt the message with the secret key and the recipient would have to decipher the message with the same key to be able to gain access to its content. Keys had to be agreed on ahead of time, and strict security measures had to be in place to protect the keys. This type of cryptography is said to be symmetrical, since both parties to the communication use the same keys. In 1976, Whitfield Diffie and Martin Hellman introduced the concept of PKC, which focused on ways that parties could share symmetric keys. Fo;;owing on from that, the RSA (Rivest–Shamir–Adleman) algorithm was published in 1978 and uses modulo-n arithmetic and prime numbers for encryption and decryption. It remains one of the most commonly used PKC algorithms. Since then there have been numerous alternatives developed, including the popular elliptic curve cryptography (of which there are many practical variants) which was developed in 1985. The main differences in these schemes is the mathematics behind each encryption/decryption algorithm. So how does it work? PKC algorithms require the generation of a key pair – a public key and a private key – using advanced mathematics. Even though the mathematical relationship between the key pairs is known, it is not possible (without vast computing power) to determine the private key, even if the formula for generating the public key and the public key itself is known. The difficulty of computing the private key can be increased by increasing key length. The private key needs to remain secret while the public key can be released to anyone. The private key can be used to encrypt messages. Anyone with the matching public key (it is often broadcast to all users on the network) will be able to decrypt those messages, and know that the message could only have originated from the person who encrypted it with the private key. In this way the message is said to be signed (with the private key) by the sender. A public key can also be used to encrypt a message that can only be read by someone who has access to the private key. The infographic below shows how PKC works in practice. For more information about the report quoted in this post please visit: https://canadianpaymentsinsights.com
Includes three different practice sheets for each word to reinforce sight word recognition, such as: • Trace both whole and part of the word and then fill in the missing letters. • Visual discrimination - circle the correct word amongst several “look alike” words. • Write the letters of the word in boxes sized to each letter, to help children recognize the general shape of the word. • Write the sight words in sentences with a “fill in the blank” format. • Reading comprehension - read the word in a sentence, circle it, and illustrate its meaning. • Mini-Songbooks include fun illustrations of the hand motions from the song. Includes 262 pages: 40 words total, 3 worksheets per word, plus 2 page mini-songbook per word, flashcards and instructions Words Covered Follow the Dolch Primer Word List: all, am, are, at, ate, be, black, brown, but, came, did, do, eat, four, get, good, have, he, into, like, must, new, no, now, on, our, out, please, pretty, ran, ride, saw, say, she, so, soon, that, there, they, this, too, under, want, was, well, went, what, white, who, will, with, yes. Check out Heidi's blog for more information on Sing & Spell series: -Back from CKA, and Back to Work -What is the best way to use "Sing and Spell"? -Brand New: Hidden Sight Word Coloring Worksheets! -Questions and Answers Printable Download - $14.00 • Includes Downloadable, Digital Files (.pdf) of workbook Masters ©Heidi Butkus - All HeidiSongs materials, including CDs, DVDs, streaming media, printable files and printed books, are for use in ONE classroom. HeidiSongs Copyright Policy is here.
But it's warm in here! Warm enough to grow trees. Five trees flourished over break, and the other 11 are outside for a deep freeze. Upon return to school, we labeled the five trees with numbers from shortest to tallest. At circle times that week, the Fireflies observed and analyzed the similarities and differences between the growing trees. .. “Tree 5 and 4 both have six leaves.” “Tree 3 has a cracked acorn but Tree 2 does not.” “The stems on the all the trees are red” “Tree two has buds and the other trees have leaves” “I can’t see the roots any more.” Please read more of the children’s observations, they are posted in the room under the bulletin board. After the observation and discussion, each child made an observational drawing to document and “draw what you see.” The children noticed differences in height, color, number or leaves, buds on the small tree trunks. The drawings are impressive and on display in the room and hallway.
Why Living Cells Are The Future Of Data Processing Biocomputers make maps, run logic gates, perform binary calculations and more. Not all computers are made of silicon. By definition, a computer is anything that processes data, performs calculations, or uses so-called logic gates to turn inputs (for example, 1s and 0s in binary code) into outputs. And now, a small international community of scientists is working to expand the realm of computers to include cells, animals, and other living organisms. Some of their experiments are highly theoretical; others represent the first steps toward usable biological computers. All are attempts to make life perform work now done by chips and circuit boards. Last year, for example, a computer scientist at the University of the West of England named Andy Adamatzky and a team of Japanese researchers built logic gates that ran on soldier crabs. First they constructed mazes that replicated the shape of the wires in a computer’s logic gates. Then they chased two swarms of crabs (inputs) from one end of the gate to the other. When the swarms collided, they combined to form a new swarm (output), which often headed in the direction of the sum of their vectors, demonstrating that a living, somewhat random system can produce useful order. Power In Numbers If crabs are good at clustering together, a single-celled organism that resides in rotting trees—Physarum polycephalum, or slime mold—is surprisingly adept at making maps. Adamatzky and Selim Akl, a computer scientist at Queens University in Ontario, have spent the past few years using slime mold to map networks. Slime mold “will lead the revolution in the bioelectronics and computer industry.” In one experiment, they took a map of Canada, dropped oat flakes (slime-mold food) on the nation’s major cities, and placed the mold on Toronto. It oozed forth to form the most efficient paths to the cities, creating networks of “roads” that almost perfectly mimicked the actual Canadian highway system. Last April, biocomputers got even more impressive. Swiss bioengineers announced that they had programmed human cells to do binary addition or subtraction, which is how a computer does arithmetic. They genetically engineered the cells with an elaborate circuit of genes that turn one another on or off. The cells can process two inputs added to their dish (the molecules erythromycin and phloretin) and display an answer by producing red or green fluorescent proteins. What’s the point of all of this? Adamatzky says that slime mold’s mapping abilities could design roads, wireless networks, and information-processing circuits better than today’s computers. Combining slime mold with electronics could also yield benefits. Adamatzky is already making a computer chip that marries the speed of electrical communication with the learning capabilities of slime mold. The hybrid technology would process information less like a computer and more like a brain, learning and growing through experiences and trial and error, making it possible to solve problems in both neuroscience and computer science. “We envisage that the Physarum-based computing research will lead to a revolution in the bioelectronics and computer industry,” he says. His colleague Akl says one advantage of biocomputers may be that they can function in places that conventional electronics can’t. “Think about computing in harsh environments like the bottom of the ocean, the human body, or on another planet where our computers may not survive,” he says. Life forms could thrive in settings where silicon chips might melt, freeze, or disintegrate. But the biggest benefits could be in medicine, because cells are adept at interacting with other cells. Martin Fussenegger, a bioengineer at ETH Zurich and the lead researcher on the cell-calculator project, says cells could be programmed into “smart cell implants” that sense health problems in the human body and administer tailored therapies. For example, a patient with a high risk of breast cancer could receive an implant that would recognize cancer-indicating molecules and produce proteins to kill the cells making them. “A diseased cell is a program with a bug,” Akl says. “Computer scientists are good at finding bugs and fixing them. I leave the rest to your imagination.”
It has been said that we are what we eat. Nutrition plays an important role in optimal health, and a healthy, balanced diet is essential to good nutrition. How do you know if your diet is well balanced? You need to be eating a variety of foods from the five main food groups. What Are the Five Food Groups? If you take care to consume foods from each of the five groups every day, you are eating a balanced diet. The five food groups are: Fruits are nutritious and a healthy alternative to candy, cookies, and sweet desserts. They are high in natural sugar, but they also provide fiber, vitamins, and antioxidants, and are less likely to spike your blood sugar. Eat whole fruits instead of drinking fruit juice. Fresh or frozen whole fruits contain more nutrients than juice, and they don’t have added sugar, as juice often does. Avoid fruit canned in syrup. Vegetables supply our bodies with essential vitamins, minerals, and antioxidants. For optimal nutrition, eat a variety of veggies in different colors. The vegetable food group has five subgroups: Orange or red vegetables Legumes (beans and peas) Other vegetables (such as zucchini and eggplant) The USDA recommends choosing some vegetables from each of the subgroups every week. This food group includes whole grains and refined grains. Whole grains are the best choice for a healthy diet. They retain all parts of the grain, contain more fiber and protein, break down more slowly, and have less effect on blood sugar than refined grains. Healthy whole-grain selections include oats, brown rice, quinoa, barley, and buckwheat. Protein is essential for muscle development and maintenance, wound healing, and other functions of the body. Our main sources of protein are meats and beans. Healthy animal protein comes from red meats, poultry, and fish. Plant-based proteins are good sources of fiber and nutrients. Examples of healthy plant-based protein foods include beans, almonds, peas, sunflower seeds, walnuts, and lentils. Dairy products, such as milk, cheese, cottage cheese, and yogurt, are a great source of protein, calcium, and vitamin D. Low-fat varieties are available for those who want to reduce their fat intake. Lactose-free products are also available for lactose-intolerant individuals. What About Fats and Oils? Fat is essential for our bodies to function properly. However, too much fat in your diet can lead to weight gain. There has been conflicting data over the years about which are the good fats and which are bad. The latest recommendations are to use fish and vegetable oils, limit butterfat, and avoid trans fats completely. What Does Your Doctor Say? Your physician can order lab work to test for nutritional deficiencies. With regular checkups, your doctor can help ensure you are getting the nutrients you need in sufficient quantities. You should have a thorough physical exam at least once a year. Our agent can help you obtain a health insurance plan that allows you to get the medical care you need.
A stunning new study reveals an amazing technique used by Psittacosaurus, a small herbivorous dinosaur. As we reported recently, a team of scientists working with the University of Bristol in the U.K. have discovered a well-preserved fossil that shines new light on how smaller dinosaurs may have dealt with hungry predators coming their way. Researchers have confirmed one of the first camouflage patterns ever discovered on a dinosaur, offering insights into what it took to survive during the Cretaceous period. The study confirms that the dinosaur discovered, known as Psittacosaurus, or “parrot-lizzard,” exhibited some of the same natural camouflage patterns as many living species today. The fossilized remains reveal a brown back and light belly on the dinosaur, a contrast that would have confused predators. Antelopes, fish and a wide range of other animals roaming the earth in the present exhibit similar markings. According to study co-author Jakob Vinther from the University of Bristol, “This one is unique. We can very clearly see that there are color patterns… stripes, spots.” The fossilized dinosaur is roughly the size of a golden retriever, and sports small spikes on its cheeks. It had a beaked jaw and sported quills running down the back of its tail. The specimen was discovered in China, where researchers say it lived roughly 120 million years ago. Its camouflage was probably put to good use too — it shared its habitat with Yutyrannus, a massive reptile related to the ferocious T-Rex. Researchers were able to determine the small dinosaur’s color patterns by examining the pigment left over in the fossilized remains. The contrast between the light and dark pigments interferes with a predator’s ability to locate prey using the shadows cast on the object, and was most effective during spotty light conditions. The study was published in the journal Current Biology.
What is glomerulonephritis? Glomerulonephritis, also known as Acute Post-Streptococcal Glomerulonephritis, comes in many forms but basically, it’s an immune-related disease that causes glomerular inflammation. Glomerulonephritis is a representative form of nephritic disease and is post-streptococcal glomerulonephritis, (ASPSGN). These infections usually originate from the tonsils, upper respiratory tract or even the middle ear from infections there. After around 1-3 week signs may start to show in the kidneys, specifically the glomerulus of the kidneys which is where the start of the filtration takes place. In a normal capillary, it will have an endothelial cell layer. The capillary will be unblocked in a normal glomerulus and the blood can flow easily. In mild glomerulonephritis, the endothelial cell and membrane are swollen and the capillary is narrowed which decreases the glomerular filtration rate, (filtration rate of the kidney), Immune complex deposits start to form and inflammation also narrows the capillary flow of blood. In Severe Glomerulonphritis the endothelial cells are totally swollen, the inflammation is worse and there is little room for the blood to flow hence the urine output will reduce drastically known as oliguria. So the key is to prevent swelling of the enodthelial cells and erradicate the inflammation. causes of Glomerulonephritis Some of the causes of glomerulonephritis could be - Thought to be part of an autoimmune reaction called type III hypersensitivity. This is where antigen-antibody immune complexes are formed due to a response of infection. It’s also connected to glomerular or nephrotic disease and could be due to a post-streptococcal infection. Streptococcal infection is usually presented in the throat as strep throat, middle ear infections and upper respiratory infections. Mostly found in children - If there is no associated disease, it’s considered primary. - It’s considered secondary would be when the condition is associated with another complication such as Systemic Lupus Erythematosus. - Autoimmune mediated injury to the glomeruli which occurs around 1-3 weeks after a bacterial infection has been diagnosed. Often related to tonsils, sinuses, teeth and respiratory tract. signs and symptoms Some of the signs and symptoms that you may have are:- - Back pain especially around the kidney area, lower abdominal/ lower/mid back pain - You may find you have oedema and fluid retention. This you can see around the face or legs and feet. - Limited urine flow is known as oliguria - High blood pressure/hypertension due to glomerulosclerosis which is scarring & fibrosis of the glomerular capillaries. - You may also experience headaches, fatigue, fever, nausea and malaise. - If you notice blood in your urine, known as haematuria - Or if you are diagnosed with protein in your urine, your doctor will refer to this as proteinuria these are also signs of this condition. - If you notice your pee is being coffee coloured or “smoky” this could be due to protein leaking from the kidneys and also red blood cells that have leaked out. Urinalysis will be used to determine if you have increased erythrocytes, which would indicate infection, kidney stones or tumour and protein found in the nitrates that will show up on the analysis. Blood tests can show an elevated Erythrocyte Sedimentation Rate (ESR) and C-Reactive (CRP) as well as a low Glomerular Filtration Rate (GFR) which shows the function of your kidneys. Anything less than 60 would indicate Kidney disease. You would also look out for elevated creatinine and antibodies. Approximately 10% of cases become chronic glomerulonephritis, which can then lead to nephrotic syndrome. Chronic kidney disease Acute kidney failure in around 2-5% which can be fatal what your doctor will offer you 1. Your doctor will offer you a complete medical history check. Give as much information as you can. look at the possible causes and see which one applies to you the most. This will help your doctor to ensure that the right tests are carried out. 2. You may be offered Urninanalysis to look for your Erythrocytes and Nitrates 3. You may be offered a blood test to evaluate your ESR, CRP and GFR. Also looking at creatinine, and serum urea. Getting educated is also a great way to support yourself. Take a look at this video to see how this condition occurs Key areas to help yourself with are to:- - Reboot, and not put too much strain on your kidneys. Not too much protein and a clean diet that can help to health. - Stay hydrated - See the advice from your doctor but do your research into the effectiveness of any prescribed antibiotics - Watch out for kidney stone, known as renal calculi - Look for a natural protocol. You may like to try the one we have in our Ultimate Health program Take the next step to prevent illnesses & health issues, Join Ultimate Health, Your Journey Starts Here! At Ultimate Health we look for prevention and treating the cause. We always start by wiping the slate clean with a Reboot and then looking to help support your body to heal using natural proven principles. Naturopathic solutions and a protocol that supports your body and every system that it runs. We help you to manage the many multifunctional influences that can cause conditions like this in the first place. Detoxification is key, as well as reducing internal inflammation, getting conscious about your health and finding out what is actually healthy for you. If you need a map we have the One Clear Path to support your entire journey to your Ultimate Health. Here are the Pathways we use to support you: - Group Support - One to One consultations - Whole-Food Plant-Based Diet - Meal Plans that are done for you - Education on the Real Truth about What is Actually Healthy, not just what the media tells you is “Healthy“.
Glaucoma is the term for a diverse group of eye diseases, all of which involve progressive damage to the optic nerve. Glaucoma is usually, but not always, accompanied by high intraocular (internal) fluid pressure. Optic nerve damage produces certain characteristic defects in the individual’s peripheral (side) vision, or visual field. There are three basic types: Primary, Secondary, and Congenital Glaucoma. Primary Glaucoma is the most common type and can be divided into open angle and closed angle Glaucoma. Open angle Glaucoma is the type seen most frequently in the United States. It is usually detected in its early stages during routine eye examinations. Closed angle Glaucoma, also called acute Glaucoma, usually has a sudden onset. It is characterized by eye pain and blurred vision. Secondary Glaucoma occurs as a complication of a variety of other conditions, such as injury, inflammation, vascular disease and diabetes. Congenital Glaucoma is due to a developmental defect in the eye’s drainage mechanism. Early detection of open angle Glaucoma is extremely important, because there are no early symptoms. Fortunately, routine eye exams are a major factor in early detection. People with a family history of Glaucoma should be checked at intervals in their 30s to establish a baseline. Initially, detection is based often on intraocular pressure readings, but also includes observation of the optic nerve as well as evaluation of optic nerve function using visual field tests. When medication and laser surgery fail to control progression of Glaucoma, a surgical procedure known as a filtering operation is recommended to create an artificial outlet for fluid from the eye, thus lowering intraocular pressure. Requiring use of an operating microscope and a local anesthetic, this procedure is performed in the hospital. If such a procedure is not feasible or has failed, production of aqueous fluid may be reduced by freezing (cryoprobe) or laser energy directly applied to the eyeball over the area where the fluid is produced. The most helpful advice concerning Glaucoma is to keep in mind the importance of early detection through routine eye examination, faithful use of prescribed medications, and close monitoring by an eye doctor of the optic nerve, visual fields and pressures. Between 89,000 and 120,000 people are blind from Glaucoma yearly. It is a leading cause of blindness, accounting for between nine and 12 percent of all cases of blindness. The rate of blindness from Glaucoma is between 93 and 126 per 100,000 population over 40. Between two million and three million Americans age 40 and over, or about one in every 30 people in that age group have Glaucoma. This includes at least one half of all those who have Glaucoma are unaware of it. In the vast majority of cases, especially in early stages, there are few signs or symptoms. In the later stages of the disease, symptoms can occur that include: loss of side vision; an inability to adjust the eye to darkened rooms; difficulty focusing on close work; rainbow colored rings or halos around lights; and frequent need to change eyeglass prescriptions . Not yet. Any sight that has been destroyed cannot be restored, but medical and surgical treatment can help stop the disease from progressing. Not yet, but blindness from Glaucoma can be prevented through early detection and appropriate treatment. A number of risk factors for the development of Glaucoma exist. The most important of these include high pressure inside the eye, advanced age, extreme near-sightedness, or a family history of Glaucoma. Have annual eye exams. See us immediately if you notice any symptoms or any decline in your vision.
An arrhythmia is an abnormal heart rhythm. Some arrhythmias can cause problems with contractions of your heart chambers by: Not allowing the lower chambers (ventricles) to fill with enough blood, because an abnormal electrical signal is causing your heart to pump too fast or too slow. Not allowing enough blood to be pumped out to your body, because an abnormal electrical signal is causing your heart to pump too slowly or too irregularly. Not allowing the top chambers (atria) to work properly. An arrhythmia can occur in the sinus node, the atria, or the atrioventricular node. These are called supraventricular arrhythmias. A ventricular arrhythmia is caused by an abnormal electrical focus within your ventricles. This results in abnormal conduction of electrical signals within your ventricles. Arrhythmias can also be listed as slow (bradyarrhythmia) or fast (tachyarrhythmia). "Brady-" means slow, and "tachy-" means fast. In any of these situations, your body's vital organs may not get enough blood to meet their needs. An arrhythmia occurs when there is a problem with the electrical system that is supposed to control a steady heartbeat. With a problem in the electrical system, your heart may beat too fast, too slow, or irregularly. Many things can affect the electrical system of your heart and cause an arrhythmia. Substances such as caffeine, alcohol, tobacco, illegal drugs, diet medicines, some herbs, and even prescription medicines can trigger an arrhythmia. Health conditions such as coronary heart disease, high blood pressure, and diabetes raise your risk for arrhythmias. Arrhythmias become more common as you get older. The effects on the body are often the same, whether the heartbeat is too fast, too slow, or too irregular. Some symptoms of arrhythmias include: A sensation of fluttering or irregular heartbeat (palpitations) Low blood pressure Collapse and cardiac arrest Difficulty feeding (in babies) The symptoms of an arrhythmia may look like other conditions. Always see your healthcare provider for a diagnosis. Several tests may be used to diagnose arrhythmias. Some of these are discussed below. Electrocardiogram (ECG) measures the electrical activity of your heart. Small sticky patches called electrodes are placed at specific locations on your body such as your chest, arms, and legs. The electrodes are connected to wires that pick up the heart's electrical activity and send it to the machine. The machine interprets the activity and makes a graph (tracing). An ECG can show: Damage to the heart from a lack of oxygen to the heart muscle (ischemia). This is also called a heart attack (myocardial infarction). A problem with one or more of the valves Another type of heart condition The ECG has several variations: Exercise ECG, or stress test. You are attached to the ECG machine as described above. But you walk on a treadmill or pedal a stationary bike while the ECG is recorded. This test is done to check for changes in the ECG during stress, such as exercise. Signal-averaged ECG. This procedure is done in the same manner as a regular an ECG, except that your heart's electrical activity is recorded over a longer period of time, usually 15 to 20 minutes. Signal-averaged ECGs are done when your healthcare provider thinks you may have an arrhythmia, but it's not seen on a regular ECG. The signal-averaged ECG has more sensitivity to problems in the ventricles called "late potentials." Signal-averaged ECG is used in research and seldom used in for patients. Electrophysiologic studies (EPS). This is a nonsurgical but invasive test in which a small, thin tube (catheter) is put into a large blood vessel in your leg or arm and moved to your heart. This lets your healthcare provider find where the arrhythmia originates within your heart tissue. Your provider can then figure out how to best treat it. Sometimes, your provider can treat the arrhythmia by doing an ablation at the time of the study. Holter monitor. A Holter monitor is a continuous ECG recording done over a period of 24 or more hours. Electrodes are attached to your chest and connected to a small portable ECG recorder by lead wires. Holter monitoring may be done when your healthcare provider thinks you may have an arrhythmia. Arrythmias may last only a very short time and not be seen on during the shorter recording time of a regular ECG. While wearing a Holter monitor, you can go about your daily activities. But you should not do activities that cause a lot of sweating. This could cause the electrodes to become loose or fall off. You should also not take a shower or swim while wearing a a Holter monitor. Event monitor. This is similar to a Holter monitor, except that you start the ECG recording only when you feel symptoms. Event monitors are typically worn longer than Holter monitors. You can remove the monitor to shower or bathe. Mobile cardiac monitoring. This is similar to Holter and event monitors. The ECG is checked constantly to spot arrhythmias. The ECG is recorded and sent to your healthcare provider regardless of whether you have symptoms. You can also start recordings yourself when you have symptoms. These monitors can be worn up to 30 days. Implantable loop recorder. This is a miniature heart recording device that is implanted underneath the skin over your heart. It can record the heart rhythm for up to 3 years. It is useful in diagnosing arrhythmias that happen only now and then or rarely.. Some arrhythmias may cause few, if any, problems. In this case, you may not need treatment. When the arrhythmia causes symptoms, you have several different choices for treatment. Your healthcare provider will discuss your treatment options with you. Together you will choose a treatment that is best for you. The choice will be based on the type of arrhythmia you have, how severe your symptoms are, and if you have other conditions such as diabetes, kidney failure, or heart failure. These can affect the course of the treatment. Some treatments for arrhythmias include: Lifestyle changes. Stress, caffeine, and alcohol can cause arrhythmias. Your healthcare provider may advise you to not have caffeine, alcohol, or any other things that may be causing the problem. If your provider thinks that stress is a cause, they may suggest meditation, stress-management classes, an exercise program, or psychotherapy to ease stress. Medicine. Medicine can treat arrhythmias. The medicine used will be based on to the type of arrhythmia you have, whether you have other health conditions, and whether you take other medicines. Medicines may be used to slow down a fast arrhythmia or lower your chances for a stroke by keeping blood clots from forming. Cardioversion. In this procedure, the healthcare provider sends an electrical shock to your heart through the chest. This may stop certain very fast arrhythmias such as atrial fibrillation, supraventricular tachycardia, or atrial flutter. You are connected to an ECG monitor, which is also connected to the defibrillator. The electrical shock is given at a point during the ECG cycle to change the rhythm to a normal one. Ablation. This is an invasive but nonsurgical procedure done in the electrophysiology lab. The healthcare provider puts a thin, flexible tube (catheter) into your heart through a large blood vessel in your groin or arm. The provider may use high-frequency radio waves to heat the tissue at the site of the arrhythmia and destroy it. This method is called radiofrequency ablation. Cryoablation is another method that can be used. For this, an ultra-cold substance is put on the site. This freezes and destroys the tissue . Pacemaker. A permanent pacemaker is a small device that is put under the skin, often in the chest region just under the collarbone. It sends electrical signals to control a slow heartbeat. A permanent pacemaker may be used to make the heart beat if the heart's natural pacemaker (the SA node) is not working as it should, or if the electrical pathways are blocked. Pacemakers are often used for slow arrhythmias such as sinus bradycardia, sick sinus syndrome, or heart block. Implantable cardioverter defibrillator (ICD). An ICD is a small device similar to a pacemaker. It is put under the skin, often just under the collarbone. An ICD senses the heart rhythm. When the device detects an abnormal rhythm, , it sends an electrical shock to the heart. This corrects the rhythm to a more normal heart rhythm. Some ICDs can act as a pacemaker to send an electrical signal to adjust a slow heart rate. ICDs are often used for life-threatening fast arrhythmias such as ventricular tachycardia or ventricular fibrillation. Surgery. Surgery is usually done only when all other treatments have failed. Surgical ablation is major surgery that needs general anesthesia. The surgeon opens your chest to reach your heart. The surgeon destroys or removes the tissue causing the arrhythmia. Some arrhythmias have no complications. But arrhythmias that are more serious can cause heart failure, stroke, or even cardiac arrest. Living with an arrhythmia includes making lifestyle changes such as not having caffeine, alcohol, or other triggers. It also includes taking medicines as directed. It may also include having a pacemaker or ICD inserted. If you have a pacemaker or ICD, ask your healthcare providers about any limits or lifestyle changes you may need to make. Working with your healthcare provider can promote your health and well-being. Tell your healthcare provider if: Your symptoms get worse or you start to have new symptoms You have side effects from your medicine You need help with managing stress or emotions An arrhythmia can occur in the sinus node, the atria, or the atrioventricular node, or the ventricle. Some arrhythmias cause few, if any, problems. Other arrhythmias can cause serious complications such as heart failure, stroke, or even cardiac arrest. Many treatment options are available to treat arrhythmia, including medicines, devices, cardiac ablation, and surgery. Many arrhythmias can be controlled with procedures. Tips to help you get the most from a visit to your healthcare provider: Know the reason for your visit and what you want to happen. Before your visit, write down questions you want answered. Bring someone with you to help you ask questions and remember what your provider tells you. At the visit, write down the name of a new diagnosis, and any new medicines, treatments, or tests. Also write down any new instructions your provider gives you. Know why a new medicine or treatment is prescribed, and how it will help you. Also know what the side effects are. Ask if your condition can be treated in other ways. Know why a test or procedure is recommended and what the results could mean. Know what to expect if you do not take the medicine or have the test or procedure. If you have a follow-up appointment, write down the date, time, and purpose for that visit. Know how you can contact your provider if you have questions.
Monarch butterflies are perhaps the most recognizable butterfly in the nation. They are indicators of a healthy environment and a healthy ecosystem. Each year they prove their remarkable resilience with a migration of 2,500 miles. However, their numbers are dwindling. Habitat loss, fragmentation, and the increase use of pesticides threaten Monarch butterflies. There may be hope with your help! Below are steps you can take to help the species thrive once again. Milkweed plants provide Monarch caterpillars with the vital nutrients they need to go through metamorphosis. In fact, Monarch caterpillars only eat milkweed. Yet this crucial plant is disappearing because it is considered a weed. You can help by planting milkweed that is native to your area. If you find you have a green thumb and really enjoy gardening, feel free to add in other native plants. Native plant gardens are critical in sustaining a balanced ecosystem. They tend to be heartier, require less maintenance, and are a valuable source of energy for native insects and birds. If you don’t have enough space for a garden, put out a couple pots with milkweed in them. Help scientists track Monarchs Another way you can support Monarch butterflies is by helping scientists track them. Tracking Monarchs allows researchers to study their migration patterns, timing, and habitat use. You can help track Monarchs right here at the zoo! On Saturday, September 28 from 1:00 pm to 2:30 pm you can join educators for an important citizen science program called Monarch Watch. Tag butterflies and get a firsthand look at their different life stages. The tags and tagging process do not harm butterflies and the information recorded from them is incredibly valuable in helping their conservation. Help create rights-of-way It is important to create rights-of-way for Monarch butterflies. Rights-of-way are channels that connect habitats. They include roadsides, distribution lines, railroad corridors, etc. Rights-of-way are like the roads we use to connect us to cities and towns, without them we would have a lot of trouble getting around. You and your community can plant milkweed, and other native flowering plants, along these passages to encourage the migration of Monarchs. Monarchs often do not have enough food along rights-of-way to make it through their entire migration. Cultivating healthy rights-of-way will help make sure no butterflies go hungry during their infamous trek. You can also reach out to your local municipalities to voice your concerns over a lack of healthy rights-of-way. Together, communities can help change the landscape for Monarch butterflies. Written by Christa Fryling
This is a post about language and life, because the words and styles of speech available to you influence your very ideas and expressions. Two very notable differences between Spanish and English are: - Spanish is more ambiguous; sentences are in passive voice, and often lack subjects! - Spanish is spoken more frequently in adages, sayings and old-fashioned expressions (which only add to the ambiguity of the language). My colleague held up a bag and said, “Me trajeron una funda de chocolates. Quieres uno?” Literally translated, this means, “They brought me a bag of chocolates. Would you like one?” (but the pronoun is implied more like “chocolates were brought to me”) After gladly scarfing down a Milky Way mini, I said, “Yum, who brought them to you?” With a wink, she responded in Spanish, “You can share the miracle but not the Saint.” Naturally it’s humorous that a typical form of speech omits the subject without deliberately sounding ambiguous (for example by including the word “someone” in english); the language allows for pronouns or implied pronouns, so when you break something you just say “broke itself,” when you miss the bus you say, “went it did,” or when you want to be secretive or modest you just say, “chocolates were brought to me.” The other interesting part of this conversation was the old-fashioned expression. It’s just one example of the fantastic expressions you hear in Spanish all the time. These seem to keep the culture linked to an old-fashioned wisdom that American’s seem less in touch with. - “Quien lo herede no lo hurte”: He who inherits it doesn’t steal it. - “De tal palo tal astilla”: As is the stick so is the splinter, or, the apple doesn’t fall far from the tree. - “Lo que tiene Padrino se bautiza”: Only he who has a godfather gets baptized. - “El Diablo sabe más por viejo que por diablo”: The devil knows more because he’s old than because he’s the Devil, i.e., experience is more valuable than expertise. - “Agua que no has de beber déjala correr”: Water that you don’t plan to drink – let it run; in other words, if it doesn’t concern you, leave it alone. - “Árbol que nace torcida nunca endereza”: The tree that is born twisted never straightens. - “No hay mal que por bien no venga”: There is nothing bad out of which good does not come. Or every cloud has a silver lining. - “Quien con lobos se junta, a aullar aprende”: He who hangs out with wolves learns to howl.
The Astrogators' Guide to Magnitude and Luminosity Back to Contents Anyone who has seen the unobscured night sky knows that the dark of the cosmic abyss sparkles with lights of differing brightness. The Greek astronomer Hipparchos (ca. BC 190B ca. BC 120) began the process of classifying the brightnesses of the stars, ranking the stars on a six-point scale, from the brightest (first magnitude) to the almost invisible (sixth magnitude). Claudius Ptolomaeus refined the system in his masterwork, The Almagest. Of necessity, Hipparchos gave us a purely subjective system, but not an inaccurate one, as the following indicates: In 1665 Christiaan Huygens (1629 Apr 14B 1695 Jul 08) made the first measurement indicating the scale of interstellar distances. He measured the distance from Earth to Sirius, the brightest star in the European sky, and did so by comparing the star's brightness to the brightness of the sun. Viewing the sun through a small hole, he moved away from the hole until its brightness matched his memory of how bright Sirius appeared in the night sky. At that point, he knew, the ratio of the size of the hole to the distance between the hole and his eye equaled the ratio of the size of the sun on the sky to the distance it would have to lie from Earth to appear as bright as the hole, which distance he calculated as 22,664 AU. If Huygens had known that Sirius has 26.1 times the luminosity of the sun, instead of assuming that Sirius glows just as brightly as the sun does, he would have calculated the distance as 591,530 AU. That compares very well with the modern figure of 543,900 AU obtained from parallax measurement. By the middle of the Nineteenth Century astronomers were measuring the amounts of light that they were receiving from stars and combining those data with the distances determined by parallax to calculate the stars' luminosities, the rates at which the stars emit energy. In 1856 the English astronomer Norman Robert Pogson (1829 Mar 23 B 1891 Jun 23) noticed that the range of stellar magnitudes from one to six roughly corresponds to a luminosity ratio of 100:1. Thus each increase by one unit of magnitude corresponds to a decrease in luminosity by a factor equal to the fifth root of one hundred, 2.511886, which astronomers call Pogson's ratio. In Pogson's system a star's absolute magnitude acts as the logarithm to base 2.511886 of the star's absolute luminosity, so we have the minus sign encoding the fact that as magnitude increases so luminosity increases. We want to calculate the luminosity of a star as a multiple of the sun's luminosity and not in actual kilowatts glown into space, so we need only refer Equation 1 to the sun's absolute magnitude of +4.71 and its luminosity, Lsol. For a star of absolute magnitude M we have, then, Alternatively we have If we know the luminosity of a star and the star's distance from Earth, we use the Stefan-Boltzmann law to calculate the star's radius. We can assume into our premises the statement that stars radiate as ideal blackbodies to a very accurate approximation of the truth. Thus, the rate of energy emission per square kilometer of photospheric surface stands in proportion to the fourth power of that photosphere's absolute temperature and we calculate the star's luminosity by multiplying that number by the star's surface area, which stands in square proportion to the star's radius. If we compare that calculation with the same calculation for the luminosity of the sun, the proportionality constants cancel each other and we get In that equation we measure the star's temperature in Kelvin degrees. Given a star's luminosity and temperature, we can then solve that equation for the star's radius and get In this way we can gain information about stars without actually measuring the relevant quantities directly. Back to Contents
New research from HHMI scientists reveals how a foreign-DNA-destroying system, known as CRISPR, efficiently locates its DNA targets within a bacterial genome. Many bacteria are equipped with an immune system that seeks out and chops up invaders' DNA. This type of defense mechanism recognizes and targets short regions of foreign DNA lurking within the millions of letters of a bacterium's own genetic code. New research from Howard Hughes Medical Institute (HHMI) scientists reveals how this foreign-DNA-destroying system, known as CRISPR, efficiently locates its DNA targets within a bacterial genome. The research, led by HHMI investigator Jennifer Doudna at the University of California, Berkeley, and HHMI early career scientist Eric Greene at Columbia University, focused on a protein called Cas9. In 2012, Doudna's lab and the lab of Emmanuelle Charpentier at Umea University showed that Cas9 is a dual-RNA guided DNA endonuclease responsible for CRISPR-based immunity in certain bacteria. The Cas9 protein relies on a short RNA guide sequence—made up of 20 letters of genetic code—to find foreign DNA inside a bacterial cell. Doudna, Greene, and their colleagues have discovered that the CRISPR complex focuses its search by first scanning the genome for a very short signal motif. Once it finds that motif, Cas9 devotes the time and energy to searching nearby DNA for a sequence that matches its RNA guide. The finding, which is described in the January 29, 2014, online issue of the journal Nature, helps explain how the CRISPR complex accomplishes its “needle-in-the-haystack” search for foreign DNA quickly enough to fend off viral invaders, while avoiding cleaving a bacterium's own DNA. “Rather than spending a lot of time searching through every base pair of DNA, the enzyme really only spends time at sites that have this motif,” Doudna says. Rather than spending a lot of time searching through every base pair of DNA, the enzyme really only spends time at sites that have this motif. Doudna, whose team has adapted the bacterial CRISPR system into a targeted DNA-snipping tool that researchers are now using to edit genomes in their laboratories, says the discovery also lessens concerns about CRISPR potentially cleaving DNA in unwanted locations in research applications. After demonstrating that short sequences of RNA guide Cas9 to attack viral DNA, Doudna and her colleagues remained curious about how the complex found those targets. To scan the genetic code, the complex would have to pry apart the two intertwined strands of the DNA double helix to reveal the nucleotide letters inside—a process that would demand too much time and energy if it were carried out indiscriminately. What the team needed, they decided, was to watch the complex in action. Greene's lab had pioneered a technique that lets researchers watch individual proteins interact with single molecules of DNA. “Using this technology, we can see how different proteins bind to DNA. We can tell how things are working just by looking at them,” he says. So Samuel Sternberg, a graduate student in Doudna's lab, traveled to Columbia to set up single-molecule experiments with Sy Redding, a graduate student in Greene's lab. The researchers immobilized DNA on a glass slide, stretching out individual strands and arranging them side-by-side into what Greene calls “DNA Curtains.” They then allowed a Cas9 enzyme, equipped with its RNA guide, to interact with the DNA. Each Cas9 protein carried a fluorescent tag, so the team could follow its movements and examine which segments of DNA attracted the most attention from the CRISPR complex. What they saw, Greene says, is that the CRISPR complex bounced against the DNA in what at first appeared to be a random pattern while searching for its proper target site—most of the time falling right back off before eventually finding the correct site. When they investigated the transient interactions in greater detail, they found that Cas9 showed a clear preference for DNA strands with a higher occurrence of a short signal sequence—a pair of Gs embedded somewhere in As, Ts, Gs, and Cs of the genetic code. The team followed these observations with biochemical experiments, in which they could control the composition of the DNA that the CRISPR complex encountered. When they measured the cleavage of different DNA strands, they found that Cas9 would not cleave strands that lacked the GG signal—even if the DNA contained the target sequence matching the enzyme's RNA guide. “Only DNA sequences that had GG dinucleotides could be recognized at all by Cas9,” Doudna says. After it found a GG motif, Cas9 was selective, cleaving only DNA molecules containing a match for the guide RNA. The GG motif was also essential to trigger the enzyme's DNA-cleaving activity, the scientists found. The team's experiments indicate that the Cas9 enzyme attaches to DNA wherever it finds a GG motif, then tests the adjacent DNA to determine if its sequence that matches its RNA guide. “The protein looks for this motif first,” says Sternberg. “Only when it finds this motif does it use the time and energy to pry open the DNA and ask whether it matches the RNA.” “The vast majority of GGs will not be adjacent to a sequence that matches the guide RNA sequence,” Doudna says. But if the enzyme does find a match, it snips the DNA in two. Redding likens Cas9's target search to a person trying to find a pair of red socks in their bedroom dresser. Opening drawers at random to sift through stacks of pants and shirts and trying to put them on our feet would waste time and effort. “But that's not how we work,” he says. “We just open the sock drawer and pick the pair of socks we want to wear that day.” Cas9 does exactly the same thing, and simplifies its “search problem” by only looking at DNA sites next to a GG motif (a.k.a “the sock drawer”) for the sequence that matches its guide RNA. Doudna says the findings also have implications for researchers who are using the CRISPR system for genome editing. “One of the concerns for people who are using this as a tool has been whether there are off-target effects, in which sites are inadvertently recognized by Cas9 and perhaps cut or modified in experiments,” she notes. The finding that the Cas9 enzyme ignores target sequences that are not adjacent to the GG signal reduces this concern, she says. “Even if you have a perfect match to the guide RNA, if it's not adjacent to the GG dinucleotide, that will not be seen by Cas9.”
Individual differences \| Methods \| Statistics \| Clinical \| Educational \| Industrial \| Professional items \| World psychology \| Biological: Behavioural genetics · Evolutionary psychology · Neuroanatomy · Neurochemistry · Neuroendocrinology · Neuroscience · Psychoneuroimmunology · Physiological Psychology · Psychopharmacology (Index, Outline) Hunger is a feeling experienced by animals when the glycogen level of the liver falls below a certain point, usually followed by a desire to eat. The usually unpleasant feeling originates in the hypothalamus and is released through receptors in the liver and stomach. In contrast Satiety is the absence of hunger; it is the sensation of feeling full. Appetite is another sensation experienced with eating, however, it differs from hunger; it is the desire to eat food without a physiological need. The term is commonly used more broadly to refer to cases of widespread malnutrition or deprivation among populations, usually due to poverty, political conflicts or instability, or adverse agricultural conditions (famine). (See malnutrition for statistics and other information on hunger as a political and economic problem.) Hunger as a conditionEdit The term hungry is commonly used to mean having an appetite for food or to be ready for a meal. After a long period without food, the mild sensation of hunger associated with being ready for a meal becomes progressively more severe, until it is acutely painful. As hunger grows, most living things will experience some internal effects. In humans and other animals, hunger can cause a gurgling sound with a bubbling feeling in the small intestine (many mistakenly think the stomach does this), and can shrink the stomach. Prolonged hunger will drive people to eat substances with no nutritional value (such as grass and soil) simply to fill their stomachs, but doing so actually has an adverse effect on energy balance as energy is still required to digest these substances. Sometimes hunger is defined as the condition in which an organism can only use its protein tissue (e.g. muscles) as the source of energy, a state which sets in after all sugars and fats etc. are used up. [How to reference and link to summary or text] An average nourished human can survive about 50 days without food intake. Hunger can also be applied metaphorically to cravings of other sorts. Satiety refers to the psychological feeling of "fullness" or satisfaction rather than to the physical feeling of being engorged, i.e. the feeling of physical fullness after eating a very large meal. Neurobiology of hungerEdit Hunger is mediated by several molecular signalling pathways in mammals. Hormones known to affect hunger include ghrelin, leptin, and Peptide YY3-36 . The fluctuation of leptin and ghrelin hormone levels results in the motivation of an organism to consume food. When an organism eats, adipocytes trigger the release of leptin into the body. Increasing levels of leptin results in a reduction of one's motivation to eat. After hours of non-consumption, leptin levels drop significantly. These low levels of leptin cause the release of secondary hormone, ghrelin, which in turn reinitiates the feeling of hunger. Some studies have suggested that an increased production of ghrelin may enhance appetite evoked by the sight of food, while an increase in stress may also influence the hormone's production. These findings may help to explain why hunger can prevail even in stressful situations. Satiety directly influences feelings of appetite that are generated in the limbic system, and hunger that is controlled by neurohormones, especially serotonin in the lateral hypothalamus. Various hormones, first of all cholecystokinin, have been implicated in conveying the feeling of satiety to the brain. Leptin increases on satiety, while ghrelin increases when the stomach is empty. Hunger appears to increase activity and movement in many animals - for example, an experiment on spiders showed increased activity and predation in starved spiders, resulting in larger weight gain. This pattern is seen in many animals, including humans while sleeping. It even occurs in rats with their cerebral cortex or stomachs completely removed. Increased activity on hamster wheels occurred when rats were deprived not only of food, but also water or B vitamins such as thiamine This response may increase the animal's chance of finding food, though it has also been speculated the reaction relieves pressure on the home population. - Animal feeding behavior - Eating disorder - Food deprivation \|This page uses Creative Commons Licensed content from Wikipedia (view authors).\| <ref>tags exist, but no <references/>tag was found
Many children with autism spectrum disorders (ASD) are attracted to video and computer games. In a number of studies, educational video games have been found effective in helping children with autism in several developmental areas. Children with autism have difficulty with facial recognition and nonverbal communication, which is thought to contribute to problems with development of complex social skills. Video games that enhance perceptual discrimination have potential in helping with memory and facial discrimination. Learning difficulties are also common with autism, and studies have demonstrated that video game play is linked to improvement in learning and in the ability to focus. Improvements are also seen in social interaction and communication, and in learning to strategize and reason. Autistic children who have difficulty communicating or expressing themselves often can learn non-verbally through music and art in video games. While little progress has been made in developing video games specifically targeted towards autistic children, there are many excellent computer games and video games that can help autistic children learn. Educational topics can range from basic letters, numbers, shapes and sounds, to more advanced social skills and decision-making. Regardless of which games you choose, the most important thing is to start as early as possible. The earlier autistic children are able to experience supported learning, the better the outcome. Choosing a System Educational games for autistic children can be played on a range of platforms in addition to the computer: Xbox 360, PSVita, Nintendo Wii, Nintendo DS, and Nintendo 3DS. Which platform is chosen depends to a large degree on individual needs and personal preference. Some autistic children have fine motor control difficulties, so they may have less success playing a game on handheld systems like Nintendo DS or PSVita. Other autistic children love the sense of control offered by a handheld device. Some autistic children will find the Nintendo Wii controller more intuitive and easier to manipulate than the traditional Xbox 360 controller. Systems that allow movement might work better for some children. Games that rely heavily on visuals can be very effective for many children with autism, so the advanced graphics of the Nintendo 3DS might be more appealing. Variety of game choices available for the different systems may be an aspect that parents want to consider as well. If you are looking to target learning of social skills, for example, you may want a system that allows interactive online play, or games that are PC-based. Choosing a Game Which games are most effective depends on a number of factors. Video and computer games support learning for autistic children of all ages, but it is essential to take into account not just physical age, but emotional maturity and mental capacity. Personal preference is important, since the child needs to be interested and want to play the game. Choice of game also depends on the child's particular area of learning difficulty and the degree of disability. Trial and error is necessary: some games work, some don't. Each child with autism is unique, so which games work best to support learning will also be a unique choice. Most parents of an autistic child are in communication with autistic support groups and may have an IEP (Individualized Educational Program) for their child. Discussing game choices with the IEP team and asking other parents for recommendations are good ways to get some guidance on which games to try. When you find something that works, spread the word. In choosing the best video or computer games for your autistic child, you want to consider: * age, both physical and mental * developmental level * the child's interests * attention span * specific learning goals * desired social skills * availability of others to interact with * your child's unique overall needs Some Things to Avoid Although the goal of having your autistic child play video games may be an educational one, it is important that they have fun, too. Regulating the amount of time spent in game play is also necessary. Regardless of how educational it may be, every child needs limits placed on how long they are allowed to spend each day with the Xbox 360 or Nintendo Wii. Make sure you choose games that are age-appropriate, and it goes without saying that violence levels need to be monitored. Sensory overload is a problem for many autistic children, so the game's sound and visual stimuli should be watched for potential problems. In short, parents need to be supervising and remain involved and aware of how their child is responding to the video game if it is to be an effective learning tool. Know when it is time to turn the game off, and enforce the rules. Top 10 Games Here are some recommended starting places for educational video games that will help your autistic child learn. These games are in random order and might not be benneficial to all Autistic children. 1. Reader Rabbit series - Available for the Nintendo Wii gaming system, Reader Rabbit has been teaching children basic reading, math, comprehension and problem solving for more than 20 years. It comes in a range of levels from preschool to early grades. 2. Jump Start series - Available for PC and all gaming systems. This series has a number of different modules for all levels from preschool up, with different learning targets: spelling, reading, math, music, art, and more. 3. Big Brain Academy for Wii - A game with puzzles that help develop memory, identification, and visualization abilities. Up to eight players can participate, and social skills are encouraged. 4. Magic School Bus for DS - The game uses bright graphics to teach basic letters and automatically adjusts skill level. 5. Let's Draw for DS - Players can draw anything they like and then animate the picture. 6. Little Big Planet, for Playstation platforms, PSVita - This is a graphics-intensive problem solving game that has levels from preschool all the way up. 7. Rhythm Heaven Fever for Wii - A game for all ages that encourages development of rhythm. 8. Petz Fantasy 3D for Nintendo 3DS - From kindergarten to all ages, a game that encourages social skills through caring for pets. 9. Dance Central/DanceMasters for Xbox 360 - There are a number of games in this series, all encourage children to develop rhythmic movement and dance. 10. Autism/DTT Colors Full and Autism/DTT Shapes, for Android apps - These are games specifically designed for autistic children to teach colors and shapes, and to encourage better focus. There are many, many other possibilities, and the above are simply suggestions. Games that are visually appealing, offer multiple levels of play that target all ages, and games that encourage creativity, art and music, are all good choices for video and computer games that will help your autistic child learn. With autism spectrum disorder affecting increasing numbers of children, research in this area is extremely important. Video and computer games are an effective educational tool for all children. In the case of autistic children, video games have great potential as a method to encourage and support learning.
Technical drawing, also known as drafting or draughting, is the act and discipline of composing drawings that visually communicate how something functions or is to be constructed.Technical drawing is essential for communicating ideas in industry and engineering.To make the drawings easier to understand, people use familiar symbols, perspectives, units of measurement, notation systems, visual styles, and page layout. Together, such conventions constitute a visual language, and help to ensure that the drawing is unambiguous and relatively easy to understand. These drafting conventions are condensed into internationally accepted standards and specifications that transcend the barrier of language making technical drawings a universal means of communicating complex mechanical concepts.This need for precise communication in the preparation of a functional document distinguishes technical drawing from the expressive drawing of the visual arts. Artistic drawings are subjectively interpreted; their meanings are multiply determined. Technical drawings are understood to have one intended meaning.A drafter, draftsperson, or draughtsman is a person who makes a drawing (technical or expressive). A professional drafter who makes technical drawings is sometimes called a drafting technician. Professional drafting is a desirable and necessary function in the design and manufacture of complex mechanical components and machines. Professional draftspersons bridge the gap between engineers and manufacturers, and contribute experience and technical expertise to the design process.
What happens in between? How do we transition between 100 million years of geologic history? As we drove beyond Kanab and Fredonia onto the sage-covered plains, we could look north and see the Grand Staircase. It is a series of cliffs that contain all of the sediments that once covered the Grand Canyon region, but which have been eroded away in a northward direction. Clarence Dutton coined the term in the 1870s and identified each cliff by color: Chocolate, Vermilion, White, Gray and Pink. \|Source: National Park Service\| The Grand Staircase is preserved today as the western part of Grand Staircase-Escalante National Monument. It is a larger park than Grand Canyon, and contains a diverse landscape of deep slot canyons, high plateaus, faults and monoclines. The origin of the park was clouded by controversy (President Clinton established the park over the objections of local politicians), but new national monuments often are controversial. It is odd that literally no streams or rivers cross the surface of the plateau. It turns out that the Kaibab Plateau is covered by the Permian-aged Kaibab Formation, a layer composed mostly of limestone. Limestone is soluble in slightly acidic water and joints and fissures will grow into caverns. The ceilings of some caverns will collapse, forming sinkholes. Any surface water tends to disappear into the subsurface quickly. Such surfaces are said to exhibit karst topography. Some of the sinkholes will fill with clay or mud, forming an impermeable layer. It is these sinkholes that will develop into the lakes and ponds occasionally found on the North Rim. They are pretty much the only source of open water and thus are important to the animals that live here. It was exciting to see these creatures, a feeling reminiscent of being in Yellowstone National Park, but it was disturbing as well. The animals trample springs and meadows, and may be upsetting the checks and balances of the local ecosystem. The park service is quite unsure about what to do. \|Definitely a bunch of bull!\|
American Sign Language/Fingerspelling 1 The American Manual Alphabet is a manual alphabet that augments the vocabulary of American Sign Language when spelling a word for which there is no sign. Beginners often make the mistake of fingerspelling any word for which they do not know the sign - this is incorrect. If you do not know the sign, talk about the subject instead of simply spelling the English word. Use fingerspelling only when it is the preferred or only option, such as with proper names, the titles of works, or certain technical vocabulary. Places normally have their own sign, as do most technologies. ASL includes both fingerspelling borrowings from English, as well as the incorporation of alphabetic letters from English words into ASL signs to distinguish related meanings of what would otherwise be covered by a single sign in ASL. For example, two hands trace a circle to mean 'a group of people'. Several kinds of groups can be specified by handshape: When made with C hands, the sign means 'class'; when made with F hands, it means 'family'. Such signs are often referred to as initialized signs because they substitute the first initial an English word as the handshape in order to provide a more specific meaning. When using alphabetic letters in these ways, several otherwise non-phonemic handshapes become distinctive. For example, outside fingerspelling there is but a single fist handshape, with the placement of the thumb irrelevant, but within fingerspelling the position of the thumb on the fist distinguishes the letters A, S, and T. Letter-incorporated signs which rely on such minor distinctions tend not to be stable in the long run, but they may eventually create new distinctions in the language. For example, due to signs such as 'elevator', which generally requires the E handshape, some argue that E has become phonemically distinct from the 5/claw handshape. Fingerspelling has also given way to a class of signs known as "loan signs" or "borrowed signs." Sometimes defined as lexicalized fingerspelling, loan signs are somewhat frequent and represent an English word which has, over time, developed a unique movement and shape. Sometimes loan signs are not even recognized as such because they are so frequently used and their movement has become so specialized. Loan signs are sometimes used for emphasis (like the loan sign #YES substituted for the sign YES), but sometimes represent the only form of the sign (e.g., #NO). Probably the most commonly used example of a loan sign is the sign for NO. In this sign, the first two fingers are fused, held out straight, and then tapped against the thumb in a repeated motion. When broken down, it can be seen that this movement is an abbreviated way of fingerspelling N-O-N-O. Loan signs are usually glossed as the English word in all capital letters preceded by the pound sign(#).Other commonly known loan signs include #CAR, #JOB, #BACK, #YES, and #EARLY. Letters should be signed with the dominant hand and in most cases, with palm facing the viewer. The hand should either remain in place while fingerspelling, or more often, drift slightly away from the midline in the manner of text being written out in the air; although, this is a subtle movement and should not be exaggerated. Do not bounce your hand as you spell each letter. Additionally, when fingerspelling the hand must not bounce between letters. An exception is the case of double letters as with the word carry in which the double R can be shown by slightly bouncing the corresponding handshape, or by dragging it, slightly, to the side. Either method is a correct way to show double letters. However, people who bounce between every letter produce fingerspelling that is very hard to read, especially for experienced signers who are used to proper fingerspelling. Those who cannot overcome the habit of bouncing every letter may find it helpful to hold the wrist or forearm of the dominant hand with the free hand so that they are forced to keep the hand from moving up and down while fingerspelling. Usually, only a few hours or days of this is enough to break the habit of unnecessary bouncing while fingerspelling. If fingerspelling multiple words, there should be a very brief pause between terms so as to signify the beginning and ending of individual words. Long nails or excessive jewelry can be distracting when watching fingerspelling and for this reason people who regularly use sign language usually avoid them. When fingerspelling acronyms in American Sign Language, such as with RID, the letters are often moved in a small circle to emphasize that they should not be read together as a word. Many mistakes made by beginning fingerspellers are directly attributable to how the manual alphabet is most often shown in graphics. In most drawings or illustrations of the American Manual Alphabet, some of the letters are depicted from the side to better illustrate the desired handshape; however in practice, the hand should not be turned to the side when producing the letter. The letters O are two that are often mistakenly turned to the side by beginners who become used to seeing them from the side in illustrations. This means the viewer will not see the hole in your O - that is how it's supposed to be. Important exceptions to the rule that the palm should always be facing the viewer are the letters H. These two letters should be made, not with the palm facing the viewer or the speaker, but with the palm facing sideways with the hand in an ergonomically neutral position. Another mistake made by people faithfully following the pictures in most illustrations of the ASL fingerspelling alphabet is the signing of the cardinal numbers 5 with the palm facing out. The cardinal numbers 5 should be signed palm in (towards the signer). This is in contrast with the cardinal numbers 9 which should be produced with the palm turned to face the person being addressed. As with the letter O, the zero should not be turned to the side, but shown palm facing forward. This applies only to the cardinal numbers however. Using numbers in other situations, such as with for showing the digits of the time for example, has different rules. When signing the time, the numbers are always facing the person being addressed, even the numbers one through five. Other signing situations involving numbers have their own norms that must be learned on a case-by-case basis. Rhythm, speed & movement When fingerspelling, your hand should be at shoulder height, and should not "bounce" with each letter. Your hand should stay in one place and only the handshape changes (and orientation for some letters). If you have trouble doing this, you might want to hold your forearm with your non-dominant hand in order to force your spelling hand to stay still. "Bouncing" the letters makes your fingerspelling very difficult to read, even for native signers. As well, clear handshapes are much easier to read than fast fingerspelling. Do not concentrate on speed, as fast fingerspelling with poorly formed handshapes will be difficult to read. Try to fingerspell the whole word at the same speed, not speeding up or slowing down. A pause indicates the beginning of a new word, so if you suddenly slow down because a letter combination is difficult, your reader may think you are starting a new word, leading to misunderstanding. An exception to this sometimes appears at the beginning of a word. The first letter may be held for the length of a letter extra as a cue that the signer is about to start fingerspelling. - ASL Fingerspelling Resource Site Free online fingerspelling lessons, quizzes, and activities. - ASL Fingerspelling Online Advanced Practice Tool Test and improve your receptive fingerspelling skills using this free online resource. - Fingerspelling Online Advanced Practice Tool Continue to test and improve your receptive fingerspelling skills using this free online resource. - Fingerspelling Beginner's Learning Tool Learn the basic handshapes of the fingerspelled alphabet. - Manual Alphabet and Fingerspelling Further information, fingerspelling Tips and video example of ASL Alphabet.
Sign up to Coursera courses for free This course teaches a calculus that enables precise quantitative predictions of large combinatorial structures. In addition, this course covers generating functions and real asymptotics and then introduces the symbolic method in the context of applications in the analysis of algorithms and basic structures such as permutations, trees, strings, words, and mappings. All the features of this course are available for free. It does not offer a certificate upon completion. Analysis of Algorithms We begin by considering historical context and motivation for the scientific study of algorithm performance. Then we consider a classic example that illustrates the key ingredients of the process: the analysis of Quicksort. The lecture concludes with a discussion of some resources that you might find useful during this course. We begin this lecture with an overview of recurrence relations, which provides us with a direct mathematical model for the analysis of algorithms. We finish by examining the fascinating oscillatory behavior of the divide-and-conquer recurrence corresponding to the mergesort algorithm and the general "master theorem" for related recurrences. Since the 17th century, scientists have been using generating functions to solve recurrences, so we continue with an overview of generating functions, emphasizing their utility in solving problems like counting the number of binary trees with N nodes. Exact answers are often cumbersome, so we next consider a scientific approach to developing approximate answers that, again, mathematicians and scientists have used for centuries. Analytic Combinatorics. With a basic knowledge of recurrences, generating functions, and asymptotics, you are ready to learn and appreciate the basic features of analytic combinatorics, a systematic approach that avoids much of the detail of the classical methods that we have been considering. We introduce unlabeled and labelled combinatorial classes and motivate our basic approach to studying them, with numerous examples. The quintessential recursive structure, trees of various sorts are ubiquitous in scientific enquiry, and they arise explicitly in countless computing applications. You can find broad coverage in the textbook, but the lecture focuses on the use of analytic combinatorics to enumerate various types of trees and study parameters. The study of sorting algorithms is the study of properties of permutations. We introduce analytic-combinatoric approaches to studying permutations in the context of this relationship. Strings and Tries From DNA sequences to web indices, strings (sequences of characters) are ubiquitous in modern computing applications, so we use analytic combinatorics to study their basic properties and then introduce the trie, an essential and fundamental structure not found in classical combinatorics. Words and Mappings We view strings as sets of characters or as functions from [1..N] to [1..M] to study classical occupancy problems and their application to fundamental hashing algorithms. Functions from [1..N] to [1..N] are mappings, which have an interesting and intricate structure that we can study with analytic combinatorics.
What makes it work? - Development through research: Materials are tested by observations of students using them, student interviews, and written tests of conceptual understanding. Materials are then revised in an iterative cycle based on research results. - Constructing understanding: To deeply understand a concept, students must do the work of making sense of it for themselves. - Active engagement: Students spend class time actively working on problems rather than listening to lectures. This enables them to do their thinking in an environment where they can get help from instructors and peers, rather than only while doing homework on their own. - Conceptual focus: A focus on conceptual understanding rather than computation helps students to make sense of the underlying models, giving them reasoning skills that they can apply to both qualitative and quantitative problems. - Verbalizing thinking: Students are more able to internalize new ideas if they verbalize their thinking through writing, peer discussion, responding to instructors' questions, or some combination. - Peer discussion: Students who understand the material benefit from explaining it to others, students who do not understand the material benefit from personalized instruction from peers, and all students benefit from verbalizing their thinking. - Group work: Working in small groups to solve problems helps students learn from their peers and allows them to solve problems that are more difficult than any one student could solve on their own. - Model-building: Students learn how to do physics by modeling real physical systems, doing the work of deciding what approximations and assumptions to make, rather than being given simplified problems where this work has been done for them. - Explicitly taking students' prior thinking into account: Students come into physics class with many ideas and intuitions that can interfere with or contribute to their ability to understand the content of the class. Instruction is more effective if it starts from these ideas and guides students towards a correct understanding, rather than starting with the correct physics ideas phrased in ways that don't connect with students' current understanding. - Confronting student difficulties: Research has identified many common student difficulties that interfere with learning of physics. Addressing these difficulties directly helps students to overcome them. - Building on students' productive resources: Students have many intuitions and ideas that are not necessarily correct or incorrect, but can be refined to form the basis of a correct understanding. Instruction elicits these ideas and guides students to refine them productively. - Commitment to an answer: Asking students to predict the results of experiments helps them commit to an idea and therefore be more likely to remember if the results do not match their expectations. - Formative assessment: Instructors find out what their students are thinking and modify instruction to respond accordingly. - Rapid feedback: Students get feedback on their thinking while it is happening and are guided to use that feedback to modify their thinking. - Multiple representations: Using many different representations (e.g. words, pictures, graphs, equations) for the same problem allows students to understand concepts more deeply and in a less context-dependent way. - Organizing knowledge: Instruction helps students to organize their knowledge into a coherent structure of interrelated ideas so that they have the resources to figure out how to solve novel problems. - Metacognition: Students are encouraged to explicit reflect on their own thinking process in order to learn how to figure things out. - Explicitly addressing epistemology: "Epistemology" is the study of what it means to know. If we want students to learn that physics is a coherent framework that they can use to make sense of the real world, rather than a random collection of facts handed down by authority, instruction must explicitly address what it means to know in physics.
Dengue is the most common vector-borne viral disease in the world, according to a report from the Centers for Disease Control and Prevention (CDC). For United States residents, dengue threatens mostly travelers to tropical areas, but local infections are on the rise. Dr. A. Trout of Rochester General Hospital, New York, and colleagues explained why the CDC is concerned. “Cases of dengue in returning U.S. travelers have increased steadily during the past 20 years,” Trout wrote. Mosquito transmission of the virus cause an estimated 50 to 100 million infections and 25,000 death per year worldwide. Reported cases have increased fourfold since the 1980's in Mexico, Central America, South America, and the Caribbean. Rapid urbanization with mosquito breeding sites and increased international travel are contributing factors. Travelers who return to the United States with dengue fever have the potential to introduce the virus to local mosquitoes, who can then infect others and produce an outbreak. Trout reported that seven localized outbreaks have occurred along the Texas-Mexican border since 1980. Dengue fever struck Key West, Florida, in the fall of 2009 and sickened 28 people before the outbreak was contained. The Florida Keys Mosquito Control District responded with increased insecticide spraying, a public education campaign, and an intense door-to-door campaign to find and eliminate mosquito breeding sites. Dengue infections cause a range of symptoms, from a mild fever to life-threatening hemorrhagic fever or dengue shock syndrome. Trout encouraged prompt diagnosis reporting of dengue to stop the spread of disease as soon as possible. In a separate study, Judy A. Streit and colleagues at the University of Iowa found an upward trend in dengue cases among patients hospitalized in the United States. Over the study period of 2000 to 2007, an estimated 1,250 patients were hospitalized for dengue, and the annual rate tripled. “Although infrequent, severe consequences of dengue infection may occur in returning travelers,” Streit warned.
Submitted by diaskeaus on Thu, 06/14/2007 - 06:06 Submitted by diaskeaus on Thu, 11/02/2006 - 09:31 - Discuss how the main character is like or unlike people you know. - Pretend you're one character and introduce the other characters to your class. - As an interior decorator, how would you decorate a character's bedroom and why? - Invite one character to dinner and write a note of explanation to your mother. - Invite three celebrities to a party for the main character and explain your choice. - Write a page about a character beginning with the sentence: "I was (any verb) by ..." - Make a time line of the events in the life of the main character. - Write a chronology for one character. - Make up five i
“To transform our culture by creating a world where science and technology are celebrated and where young people dream of becoming science and technology leaders.” -Dean Kamen Founded by inventor Dean Kamen in 1989, the mission of FIRST (For Inspiration and Recognition of Science and Technology) is to inspire young students to become science and technology leaders. FIRST does this by engaging students in mentor-based programs that build science, engineering and technology skills and fostering self-confidence, communication and leadership skills. Two important values behind FIRST are gracious professionalism, and coopertition. Gracious Professionalism is a way of competing, while still treating each other with respect and kindness. Coopertition is a term coined by cooperation and competition and encourages sportsmanship. It encourages team to help each other even in the face of competition. FIRST inspires students in the STEM field from all ages. It consists of four main programs: - Junior FIRST LEGO League (Jr. FLL ages 6-9): Students in teams of 2-6 are given a challenge, and must develop a proposed solution. Students will then build a Lego model of their solution and present their findings through a poster. More information about Jr. FLL can be found here. - FIRST LEGO League (FLL. ages 9-14): Students in teams of 2- 10 are given a challenge, and must build and program a Lego robot to complete different missions. Students also must research and present their solutions. More information about FLL can be found here. - FIRST Tech Challenge (FTC, Grades 7-12): Students are given a game challenge and much design, build, and program a robot that will compete with other teams. FTC aims to provide the same challenge as FRC (below), but in a more affordable format. More information about FTC can be found here. - FIRST Robotics Competition (FRC, Grades 9-12): Students work with mentors to design, build, and program a 120 pound robot, in six weeks, that is built to meet the demands of a competition game challenge. More information about FRC can be found here.
Space Weather Hands-on Activities for Classroom & Home Hands-on Activities, Lesson Plans, Games and Quizzes for use in the Classroom or at Home These activities cover Space Weather and related topics, such as magnetism and the Sun. Our team of content developers and expert teachers created some of the activities in this section. Other activities listed here are ones that we use and recommend. - The Magnetometer - Build your own magnetometer and use it to explore magnetic fields. - Terrabagga Activity - Use a homemade magnetometer instrument to explore the magnetic field of a simulated planet. - Graphing Sunspot Cycles - Helps your students determine sunspot number cycles and make predictions in the near future. - Plotting Sunspot Activity - A comprehensive activity that will help your students understand sunspots. - Tracking an Active Sunspot Region - An activity that will help your students understand how a single sunspot moves across the Sun. - A Peek Into the Lives of Stars Quiz - This quiz corresponds to the Tour on the Windows to the Universe site called A Peek into the Lives of Stars. - Solar Concentration Game - A great game to play online! - Ulysses Solar Word Search Game - The words chosen are associated with the Ulysses solar mission.
Bacteremia refers to the presence of viable bacteria that is actually circulating in the blood. The presence of bacteria in the blood. Bacteremia, the presence of bacteria in the bloodstream, whether associated with active disease or not. The transient bacteremia that follows dental manipulation or surgical procedures may have little significance in the otherwise healthy individual with a functioning immune system. By contrast, extensive bacteremia, when it is associated with the release of bacterial toxins into the circulation (septicemia), can be a serious medical emergency leading to bacteremic shock and eventual vascular collapse. "Blood poisoning" is not a medical term. As the term is usually used, it refers to the presence of bacteria in the blood (bacteremia) — and not a poisonous substance in the blood. So "blood poisoning" is really a misnomer. Bacteremia: The presence of live bacteria in the bloodstream. Bacteremia is analogous to viremia (the presence of a virus in the blood) and parasitemia (the presence of a parasite in the blood). Bacteremia, viremia and parasitemia are all forms of sepsis (bloodstream infection). The term "bacteremia" was compounded from "bacteria" and "-emia" (in the blood). Also called bacillemia. The usually transient presence of bacteria in the blood. The Free (Medical) Dictionary Bacteremia occurs when bacteria enter the bloodstream. This may occur through a wound or infection, or through a surgical procedure or injection. Bacteremia may cause no symptoms and resolve without treatment, or it may produce fever and other symptoms of infection. In some cases, bacteremia leads to septic shock, a potentially life-threatening condition. Bacteremia (also Bacteraemia or Bactermia) is the presence of bacteria in the blood. The blood is normally a sterile environment, so the detection of bacteria in the blood (most commonly with blood cultures) is always abnormal. Bacteria can enter the bloodstream as a severe complication of infections (like pneumonia or meningitis), during surgery (especially when involving mucous membranes such as the gastrointestinal tract), or due to catheters and other foreign bodies entering the arteries or veins (including intravenous drug abuse). Bacteremia can have several consequences. The immune response to the bacteria can cause sepsis and septic shock, which has a relatively high mortality rate. Bacteria can also use the blood to spread to other parts of the body (which is called hematogenous spread), causing infections away from the original site of infection. Examples include endocarditis or osteomyelitis. Treatment is with antibiotics, and prevention with antibiotic prophylaxis can be given in situations where problems are to be expected.
The Human Immunodeficiency Virus (HIV) is the virus that causes Acquired Immunodeficiency Syndrome (AIDS). HIV severely weakens the immune system, leaving people vulnerable to many different types of infections and diseases. HIV is transmitted through: While there are a number of efforts worldwide to identify an effective vaccine, medical science has not, to date, found a cure for AIDS. AIDS is fatal if left untreated. Medications can enhance the quality of life of people living with HIV/AIDS, and many live full lives years beyond their initial HIV diagnosis. Health Canada 's First Nations and Inuit Health Branch is actively engaged in working to address the HIV/AIDS epidemic among on-reserve First Nations people and in Inuit communities across Canada. We support communities in developing the knowledge, skills, and tools they need to prevent HIV transmission and to facilitate care and support for those infected and affected by HIV/AIDS. Although incidence (new HIV infections among the total population) has gone down in the Canadian population, it appears that HIV rates have been steadily increasing in First Nations and Inuit populations. They are at increased risk for HIV infections for several reasons. Social, economic, and behavioural factors such as poverty, substance use, including injection drug use, sexually transmitted diseases, and limited access to health services, have increased their vulnerability. Aboriginal people in Canada continue to be over-represented in the HIV epidemic: AIDS is now as pre-eminent in the Aboriginal population as it is in the general population. For more information on HIV/AIDS, refer to Health Canada's HIV and AIDS section.
Education is a learning process relevant to the local environment and should be based on socio-economic developmental opportunities within the geographical area and familiarity of the student. Research, experimentation and development of processes and products must complement technical and scientific knowledge with critical thinking capable of influencing public policy, of planning, debate and negotiation. Education is real life. Problem Based Learning focused on local developmental issues through on-site investigation, building proposals and applying solutions at the ground-level. Nutrition: A basic cornerstone in human development. The program includes nutrition training and workshops, medical checkups and monitoring and the planting, processing and consumption of vegetables, fruits, proteins and grains. Creative Achievement: Awakening the inner power through Performing and Visual Arts, Sports, Languages and Mental Health. Combining personal interests with self-instructional digital technology creates a highly personalized and adaptable learning environment for each student. The educational program, business plans and projects are structured according to the personal interests of each student. A Personal Learning Environment (PLE) is the “tool kit” which our students will use and update throughout their lives as needed. This emphasis on digital tools and resources actually levels the playing field for our students, giving them access to the same information and processes as students in what are considered more favorable conditions. Role of Education We believe that education must assume responsibility for local economic growth and social health. Education benefits the community not only by developing well-prepared citizens for the future, but through the learning process itself, which has positive impact on present-day challenges. Many understand the importance of linking education to local settings or surroundings, but we go one step further: we maintain that real learning must not and does not stop at observation, but must include interaction.
Evolution of the eye Complex eyes appear to have first evolved within a few million years, in the rapid burst of evolution known as the Cambrian explosion. There is no evidence of eyes before the Cambrian, but a wide range of diversity is evident in the Middle Cambrian Burgess Shale. Eyes show a wide range of adaptations to meet the requirements of the organisms which bear them. Eyes may vary in their acuity, the range of wavelengths they can detect, their sensitivity in low light levels, their ability to detect motion or resolve objects, and whether they can discriminate colours. Rate of evolution[change \| edit source] The first fossils of eyes appeared during the lower Cambrian period, about 540 million years ago. This period saw a burst of apparently rapid evolution, dubbed the 'Cambrian explosion'. One biologist holds that the evolution of eyes started an arms race that led to a rapid spate of evolution. Earlier than this, organisms may have had use for light sensitivity, but not for fast movement and navigation by vision. It is difficult to estimate the rate of eye evolution. Simple modelling, supposing small mutations exposed to natural selection, shows that a primitive optical sense organ based upon efficient photopigments could evolve into a complex human-like eye in about 400,000 years. Early stages of eye evolution[change \| edit source] The earliest light sensors were photoreceptor proteins. They are eyespots, found in protists. Eyespots can only distinguish light from dark. This is enough for photoperiodism and daily synchronization of circadian rhythms. They cannot distinguish shapes or determine the direction light is coming from. Eyespots are found in nearly all major animal groups. The Euglena's eyespot, called a stigma, is at the front. Its red pigment shades a collection of light sensitive crystals. Together with the leading flagellum, the eyespot allows the organism to move in response to light to assist in photosynthesis, and to predict day and night, the primary function of circadian rhythms. Visual pigments are located in the brains of more complex organisms, and are thought to have a role in synchronising spawning with lunar cycles. By detecting the subtle changes in night-time illumination, organisms could synchronise the release of sperm and eggs to maximise the probability of fertilisation. Vision itself relies on a basic biochemistry which is common to all eyes. How this biochemical toolkit is used to interpret an organism's environment varies widely. Eyes have a wide range of structures and forms, all of which have evolved quite late relative to the underlying proteins and molecules. At a cellular level, there appear to be two main "designs" of eyes, one possessed by the protostomes (molluscs, annelid worms and arthropods), the other by the deuterostomes (chordates and echinoderms). Related pages[change \| edit source] References[change \| edit source] - Haszprunar (1995). "The mollusca: coelomate turbellarians or mesenchymate annelids?". In Taylor. Origin and evolutionary radiation of the Mollusca: centenary symposium of the Malacological Society of London. Oxford: Oxford Univ. Press. ISBN 0-19-854980-6. - Kozmik, Z (2003). "Role of Pax genes in eye evolution: a Cnidarian PaxB gene uniting Pax2 and Pax6 functions". Developmental Cell 5: 773–785. doi:10.1016/S1534-5807(03)00325-3. - Land M.F. and Nilsson D.-E. 2002. Animal eyes, Oxford University Press, Oxford. - Parker A.R. 2009. On the origin of optics. Optics & Laser Technology 43: 323. doi:10.1016/j.optlastec.2008.12.020 - Parker, Andrew (2003). In the blink of an eye: how vision sparked the big bang of evolution. Cambridge, MA: Perseus Pub.. ISBN 0738206075. - Nilsson, D-E; Pelger S (1994). "A pessimistic estimate of the time required for an eye to evolve". Proc R Soc Lond B 256 (1345): 53–58. doi:10.1098/rspb.1994.0048. PMID 8008757. - Land M.F. & Fernald R.D (1992). "The evolution of eyes". Annual Review of Neuroscience 15: 1–29. doi:10.1146/annurev.ne.15.030192.000245. PMID 1575438. Other websites[change \| edit source] - Springer Verlag Evolution: Education and Outreach Volume 1, Number 4 / October 2008. Special Issue: The evolution of eyes. 26 articles, restricted access.
The parenting style, skills and effectiveness have a definite bearing on the development of the child. However, the family structure also influences the behaviour of the child. Family structure contributes a great deal to the child’s behaviour. Since parents are the primary socializing agents of children and they greatly contribute to their child’s behaviour. When children come from different familial structures, it is essential to understand how that type of family affects their behaviour. Intact families and single parent families often function differently from each other. Many families show similarities, however who is in charge of the family is a key contributor to child behaviour. According to the strain theory by Agnew (1985), familial structure affects their development, how they relate to things and people and how they react to everyday situations. As transitions in families take place and as times evolve it becomes essential to understand how these transitions affect the family structure and those experiencing the transitions. Children coming from a non-intact family which is often considered single parent families show higher incidences of deviant behaviours. Another contributing factor of single parent families on children is time constraint.Most single parents work hard to keep their family equipped with essential needs.Lack of supervision and lack of time spent with children deeply contributes and shapes their overall functioning and their behaviour especially surrounding delinquency issues. Intact families also face time constraints but this is levelled between two parents which usually will allow at least one parent to be available to children. This helps with supervision and communication which can often lack in single parent households. Blended families also show some alarming findings, when single parent families transition into blended families, deviant behaviours, especially violent offending increases. These types of families host a whole new set of experiences for children. Children experiencing transitions in their families often experience high levels of stress because of the transition. The stress the children experience is closely related to strain theory. How children react to situations with their siblings will give a parent an idea of how they will react around their peers. The bond between parents and a child is important for the child to form healthy relationships down the road. Also the bond between parents and children becomes essential in reducing undesired deviant behaviours in youth. It is also important to keep the parent and child informed of their role. When the child and parent experience positive open communication with each other it then gives the child a positive relationship to reference when conducting themselves at school with teachers and authority. It also gives the child a well developed self esteem and better self concept which in turn allows the children to have high standards of conducting themselves positively to peers and in school. This directly links to social learning theory; children will model what they have observed from family members especially parents, this is important in understanding their behaviour at school. If negative reactions occur in the home and the child observes this behaviour it is likely they will have the same reaction should a similar situation arise at school. When relations between members have negative occurrences it puts children at risk.

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