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msmarco_v2.1_doc_47_1316118787#12_2854454655 | Title: What is Equity? - NAME Learn
Headings:
What is Equity?
Content: Unfortunately, ideal rights are not honored for all students. As discussed earlier, one-size fits all curriculum perpetuates normative ideologies and othering that marginalizes particular students and groups. Ideal rights are routinely violated for students and groups who do not fit into White middle-class, heterosexual and English speaking models. These violations create a need for an equitable education that benefits all students by providing each learner with the specific type and amount of resources, which serve as access to opportunities, needed to be successful. This is where pedagogy as a multicultural dimension becomes integral in that culturally responsive pedagogy specifically works to dismantle inequitable structures sustained and perpetuated by the current sociopolitical context of teaching and learning. More importantly, culturally responsive pedagogy, when combined with an equity pedagogy framework, looks at the intersectionality of diverse students across curriculum, assessment, pedagogy, and intellectual challenge. There are various ways that teachers are attending to the equity issues in their classrooms, and equity pedagogy is one of the most acknowledged practices. Equity pedagogy is an approach to education in which teachers develop teaching strategies and cultivate classroom environments that better support all students, especially those who have been disadvantaged in school and the outside society (Banks & Banks, 1995; Banks & Tucker, n.d. ). Equity pedagogy can be applied through steps such as: ( | https://www.nameorg.org/learn/what_is_equity.php |
msmarco_v2.1_doc_47_1341553207#2_2919150176 | Title: Finding a Mental Health Professional | NAMI: National Alliance on Mental Illness
Headings: Finding a Mental Health Professional
Finding a Mental Health Professional
Step 1: Think About Whom You're Looking For
Step 2: Gather Referrals
Step 3: Make the Call
Step 4: Ask Questions
Step 5: Build a Relationship
Content: Most people treating a mental health condition have at least two separate professionals, one focusing on medication (the biological side) and the other focusing on emotional or behavioral therapies (the mind side). Here are some things to think about: If you haven't talked to a physician yet, you should see one for a physical exam. Many illnesses can cause symptoms similar to mental illness. Even if you don't think your condition will require medical treatment, tell a doctor about your symptoms and get a diagnosis. If you have a mental health condition that may benefit from medication, you should probably consult a mental health specialist, such as a psychiatrist, rather than relying on a primary care doctor. Primary care doctors are important allies in managing your "big picture" health, but a specialist has had more experience treating conditions like yours. If you're seeking help with emotions, behaviors and thinking patterns, you should locate a therapist or counselor. Like doctors, therapists and counselors have specialties, so you can find one who knows about your specific condition. If you have to wait for an appointment, you can start using other support resources in the meantime. | https://www.nami.org/Your-Journey/Individuals-with-Mental-Illness/Finding-a-Mental-Health-Professional |
msmarco_v2.1_doc_47_1342425045#1_2920966876 | Title: Investing in Public Electric Vehicle Charging Networks - Nanalyze
Headings: Investing in Public Electric Vehicle Charging Networks
Investing in Public Electric Vehicle Charging Networks
The Economics Behind EV Charging Stations
The Growth of Public Electric Vehicle Charging Networks
Conclusion
Published: June 12, 2019
Content: As the total number of electric cars worldwide passed 3 million in 2017, the number of private charging stations was just shy of 3 million. Passenger car owners primarily use their charge points at home, opting for public charging on the rare occasion when they take longer trips. With the range of EVs increasing about 15% with every model year, we’re slowly inching towards the 400-mile median range of gasoline cars, where long-distance trips become more frequent and the demand for public charging networks is likely to grow. Here’s a look at that growth so far. 2014
2015
2016
2017
2018
No. of Public Charging Stations Globally
108,000
184,000
313,000
430,000
600,000
Growth (%)
70%
70%
37%
40%
No. of EVs Globally
700,000
1,230,000
2,000,000
3,100,000
5,100,000
Growth (%)
76%
63%
55%
65%
Credit: The International Energy Agency, Bloomberg
The Economics Behind EV Charging Stations
Public chargers need to be quick. Nobody wants to spend a Saturday afternoon in McDonald’s waiting for their car to power up and getting fatter. Not all chargers are created the same, and right now there are three types of charging stations available with varying performance levels. | https://www.nanalyze.com/2019/06/public-electric-vehicle-charging-networks/ |
msmarco_v2.1_doc_47_1342425045#7_2920979145 | Title: Investing in Public Electric Vehicle Charging Networks - Nanalyze
Headings: Investing in Public Electric Vehicle Charging Networks
Investing in Public Electric Vehicle Charging Networks
The Economics Behind EV Charging Stations
The Growth of Public Electric Vehicle Charging Networks
Conclusion
Published: June 12, 2019
Content: As there is no particular stakeholder group that solely stands to benefit from charging networks, the installation and operation of EV charging points remains a fragmented industry . Various stakeholders have various needs as seen below: Governments were the first movers to build networks to support “green” policies that perhaps have political motivations
Carmakers need charging networks to ramp up sales of their new models and increase revenues
Utility companies aim to diversify revenue streams and maintain revenues in a period of decreasing consumption patterns
Oil companies want to hedge the risk of decreasing demand for oil ( and increase their ESG score while they’re at it)
Charging technology developers are looking for growth and an added revenue opportunity from operating their own networks
Charging point operators differ in key regions – Credit: Bloomberg
How the industry will pan out in the long run is beside the point for charging technology startups that see enough demand from stakeholders to be able to grow in markets where EV adoption is increasing. Let’s look at seven startups across the globe that are approaching the demand for public charging networks with a diverse set of business models ( list courtesy of CB Insights ). Founded in 2010, San Francisco startup Volta Charging has raised $62.3 million to build a charging network that targets retail establishments. Volta offers free installation and free charging to hosting venues that meet its requirements and is wholly dependent on advertising revenues. Credit: Volta Charging
The company claims their chargers are the most highly utilized in the industry, used during 80% of retail hours. According to Volta, the stations drive a 70% increase in EV-driving customers, and 68% of customers who drive traditional cars consider going electric after seeing a Volta station ( whatever that means ). | https://www.nanalyze.com/2019/06/public-electric-vehicle-charging-networks/ |
msmarco_v2.1_doc_47_1342855902#2_2922065960 | Title: 10 Most Important Reasons to Respect our Elders | NanaVarna
Headings: 10 Most Important Reasons to Respect our Elders
10 Most Important Reasons to Respect our Elders
Youth can walk faster, but the elder knows the road – African Proverb
Respect our Elders – They Are Living Source of Knowledge
Now a question crops up! Why do we spontaneously respect the elderly?
10 reasons why it is important to respect our elders
Elderly People Are Knowledge Capsule
Aged People Are Bridges, Be gentle to Them
The Mature Are Wise Advisors, Consider them As Your Guru
Ageing Advice Can Transform Your Failure into Success, Profit from it
Seniors Are the Best Career Guides, Listen to Them
Respect the Older to Help You Chisel your Personality
The Aged Can Increase the Degree of Positivity in You, Acknowledge it
Old People Are the Best Masters to Explain Karma
Grasp the Worldview from the Knowledgeable
Learn “Patience” from the Elderly, Follow from their Life Experience
About the author
Amlan Chowdhury
Content: Though there are many reasons to attribute to this, the following are the 10 most important reasons why we should respect our elders: Elderly People Are Knowledge Capsule
The mature ones want companions to spend time and unfold many shades of life when someone approaches them. Over the decades, the elderly people had experienced much up and downs, witnessed different difficult circumstances, had their own quantum of happiness and tragedies and seen the passages of time. Hence, nobody else can guide us better than them. Aged People Are Bridges, Be gentle to Them
The elderly is bridges to the past, present, and future. By being respectful to them, you may draw some ounces of insight on how to conduct life successfully from their ocean of knowledge regarding the practicalities of human lives. They know the path of life greater and would rightly direct you, showing the dos and don’ts in existence. They can always be your mentors and escort you in all walks of life. The Mature Are Wise Advisors, Consider them As Your Guru
The elderly can act as your Guru. Their profound knowledge and oceanic depth in understanding of the mundane, worldly affairs can help one in averting wrong decisions or incorrect judgment in life. | https://www.nanavarna.com/10-reasons-why-important-to-respect-our-elders/ |
msmarco_v2.1_doc_47_1357906263#7_2934713862 | Title: 4 Human Consequences and Responses | Global Environmental Change: Understanding the Human Dimensions | The National Academies Press
Headings: 4
Human Consequences and Responses
4
Human Consequences and Responses
UNDERSTANDING HUMAN CONSEQUENCES
SOME DIMENSIONS OF HUMAN RESPONSE
Responses to Experienced Versus Anticipated Change
Deliberate Responses Versus Actions with Incidental Effects
Coordinated Versus Uncoordinated Responses
Interventions at Different Points in the Process
THE PIVOTAL ROLE OF CONFLICT
A Current Controversy: To Mitigate or Not to Mitigate?
Implications of Conflict About Human Response
HUMAN RESPONSE: THREE CASES
INTERNATIONAL REGULATION OF OZONE-DEPLETING GASES
THE U.S. ENERGY CONSERVATION ACHIEVEMENTS OF 1973-1985
Preexisting Trends
Uncoordinated Responses to Recent Events
Policy Responses and Implementation
Implications for Future Climate Change
THE HUMAN CONSEQUENCES OF REGIONAL DROUGHT IN THE SAHEL
Different Droughts, Different Responses
Relationship of Policy to Indigenous Response Systems
SEVEN HUMAN SYSTEMS
INDIVIDUAL PERCEPTION, JUDGMENT, AND ACTION
Individual Judgment and Choice
Aggregated Individual Responses
Individuals as Social and Political Actors
MARKETS
SOCIOCULTURAL SYSTEMS
Indigenous Sociocultural Systems of Adaptation to Environment
Social Bonds and Responses to Environmental Change
ORGANIZED RESPONSES OUTSIDE GOVERNMENT
Communities
Social Movements
Corporations and Trade and Industry Associations
NATIONAL POLICY
National Differences in Environmental Policy
The Environmental Decision-Making Process
INTERNATIONAL COOPERATION
GLOBAL SOCIAL CHANGE
CONCLUSIONS
THE KNOWLEDGE BASE FOR HUMAN RESPONSES IS INHERENTLY VALUE LADEN
HUMAN RESPONSES MUST BE ASSESSED AGAINST A CHANGING BASELINE
HUMAN RESPONSE CAN INVOLVE INTERVENTION ANYWHERE IN THE CYCLE OF CAUSATION
HUMAN RESPONSES AFFECT THE DRIVING FORCES OF GLOBAL CHANGE
NOTES
Content: We do not discuss ways to improve forecasts of the state of the natural environment; that topic is outside the range of human dimensions. Neither do we devote much attention to improving forecasts of social and economic organization or of human values, even though these topics clearly belong to the social sciences and are critical to understanding the effects of global change. We bypass these issues because the need for improved social, economic, and political forecasting is generic in the social sciences, and addressing this broad need would take us far beyond our charge to focus on human-environment interactions. We offer only limited discussion of how future global change might proximally affect what humans value, because the variety of possible global changes and the uncertainty about the effects of each make it far too difficult to go into detail. Instead, we review basic knowledge about how human systems respond to external stresses, in the context of discussing human responses. In our judgment, understanding human responses is key to understanding the human consequences of global change. We do not mean to downplay the importance of certain kinds of research that do not focus explicitly on responses. Two such research traditions, in particular, are highly relevant. The impact-assessment tradition involves projecting the human consequences of a
Page 104
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range of natural-environment scenarios under given assumptions about human response. | https://www.nap.edu/read/1792/chapter/6 |
msmarco_v2.1_doc_47_1357906263#10_2934724320 | Title: 4 Human Consequences and Responses | Global Environmental Change: Understanding the Human Dimensions | The National Academies Press
Headings: 4
Human Consequences and Responses
4
Human Consequences and Responses
UNDERSTANDING HUMAN CONSEQUENCES
SOME DIMENSIONS OF HUMAN RESPONSE
Responses to Experienced Versus Anticipated Change
Deliberate Responses Versus Actions with Incidental Effects
Coordinated Versus Uncoordinated Responses
Interventions at Different Points in the Process
THE PIVOTAL ROLE OF CONFLICT
A Current Controversy: To Mitigate or Not to Mitigate?
Implications of Conflict About Human Response
HUMAN RESPONSE: THREE CASES
INTERNATIONAL REGULATION OF OZONE-DEPLETING GASES
THE U.S. ENERGY CONSERVATION ACHIEVEMENTS OF 1973-1985
Preexisting Trends
Uncoordinated Responses to Recent Events
Policy Responses and Implementation
Implications for Future Climate Change
THE HUMAN CONSEQUENCES OF REGIONAL DROUGHT IN THE SAHEL
Different Droughts, Different Responses
Relationship of Policy to Indigenous Response Systems
SEVEN HUMAN SYSTEMS
INDIVIDUAL PERCEPTION, JUDGMENT, AND ACTION
Individual Judgment and Choice
Aggregated Individual Responses
Individuals as Social and Political Actors
MARKETS
SOCIOCULTURAL SYSTEMS
Indigenous Sociocultural Systems of Adaptation to Environment
Social Bonds and Responses to Environmental Change
ORGANIZED RESPONSES OUTSIDE GOVERNMENT
Communities
Social Movements
Corporations and Trade and Industry Associations
NATIONAL POLICY
National Differences in Environmental Policy
The Environmental Decision-Making Process
INTERNATIONAL COOPERATION
GLOBAL SOCIAL CHANGE
CONCLUSIONS
THE KNOWLEDGE BASE FOR HUMAN RESPONSES IS INHERENTLY VALUE LADEN
HUMAN RESPONSES MUST BE ASSESSED AGAINST A CHANGING BASELINE
HUMAN RESPONSE CAN INVOLVE INTERVENTION ANYWHERE IN THE CYCLE OF CAUSATION
HUMAN RESPONSES AFFECT THE DRIVING FORCES OF GLOBAL CHANGE
NOTES
Content: Responses to Experienced Versus Anticipated Change
People and social institutions may respond to environmental change as it is experienced (post facto) or as it is anticipated. 1 In the past, people responded mainly to experienced environmental change; only in very recent history, because of increasing scientific knowledge, has there been any rational basis for anticipatory responses. Policy makers and others are now faced with a variety of options, some of which involve anticipatory action and some of which depend on awaiting the experience of global change. Deliberate Responses Versus Actions with Incidental Effects
Some human actions can be taken deliberately in response to global change. For instance, people can build dikes to keep out rising seas or reduce greenhouse gas emissions to mitigate global warming. Human actions can also affect human responses to global change incidentally to their intended purposes. For example, European settlement of the Americas gave Europeans and, later, others access to a wider variety of food crops, making human survival less dependent, at least in principle, on a small number of staples that might be vulnerable to altered growing conditions caused by environmental change. World markets have subsequently reduced the number of major staple foods so that, in practice, people may eat no larger a variety of foods than before (Plotkin, 1988). High taxes on gasoline in Europe and Japan, enacted for reasons unrelated to the global environment, encouraged
development and purchase of small, fuel-efficient automobiles that incidentally slow the pace of global warming. | https://www.nap.edu/read/1792/chapter/6 |
msmarco_v2.1_doc_47_1357906263#11_2934728061 | Title: 4 Human Consequences and Responses | Global Environmental Change: Understanding the Human Dimensions | The National Academies Press
Headings: 4
Human Consequences and Responses
4
Human Consequences and Responses
UNDERSTANDING HUMAN CONSEQUENCES
SOME DIMENSIONS OF HUMAN RESPONSE
Responses to Experienced Versus Anticipated Change
Deliberate Responses Versus Actions with Incidental Effects
Coordinated Versus Uncoordinated Responses
Interventions at Different Points in the Process
THE PIVOTAL ROLE OF CONFLICT
A Current Controversy: To Mitigate or Not to Mitigate?
Implications of Conflict About Human Response
HUMAN RESPONSE: THREE CASES
INTERNATIONAL REGULATION OF OZONE-DEPLETING GASES
THE U.S. ENERGY CONSERVATION ACHIEVEMENTS OF 1973-1985
Preexisting Trends
Uncoordinated Responses to Recent Events
Policy Responses and Implementation
Implications for Future Climate Change
THE HUMAN CONSEQUENCES OF REGIONAL DROUGHT IN THE SAHEL
Different Droughts, Different Responses
Relationship of Policy to Indigenous Response Systems
SEVEN HUMAN SYSTEMS
INDIVIDUAL PERCEPTION, JUDGMENT, AND ACTION
Individual Judgment and Choice
Aggregated Individual Responses
Individuals as Social and Political Actors
MARKETS
SOCIOCULTURAL SYSTEMS
Indigenous Sociocultural Systems of Adaptation to Environment
Social Bonds and Responses to Environmental Change
ORGANIZED RESPONSES OUTSIDE GOVERNMENT
Communities
Social Movements
Corporations and Trade and Industry Associations
NATIONAL POLICY
National Differences in Environmental Policy
The Environmental Decision-Making Process
INTERNATIONAL COOPERATION
GLOBAL SOCIAL CHANGE
CONCLUSIONS
THE KNOWLEDGE BASE FOR HUMAN RESPONSES IS INHERENTLY VALUE LADEN
HUMAN RESPONSES MUST BE ASSESSED AGAINST A CHANGING BASELINE
HUMAN RESPONSE CAN INVOLVE INTERVENTION ANYWHERE IN THE CYCLE OF CAUSATION
HUMAN RESPONSES AFFECT THE DRIVING FORCES OF GLOBAL CHANGE
NOTES
Content: For instance, people can build dikes to keep out rising seas or reduce greenhouse gas emissions to mitigate global warming. Human actions can also affect human responses to global change incidentally to their intended purposes. For example, European settlement of the Americas gave Europeans and, later, others access to a wider variety of food crops, making human survival less dependent, at least in principle, on a small number of staples that might be vulnerable to altered growing conditions caused by environmental change. World markets have subsequently reduced the number of major staple foods so that, in practice, people may eat no larger a variety of foods than before (Plotkin, 1988). High taxes on gasoline in Europe and Japan, enacted for reasons unrelated to the global environment, encouraged
development and purchase of small, fuel-efficient automobiles that incidentally slow the pace of global warming. By bringing about technological change, these taxes also incidentally have helped make it easier for all countries—even those without high gasoline taxes or companies that produce fuel-efficient automobiles—to respond to the challenge of global warming with improved energy efficiency. Changes in society that incidentally affect human responses to global change are important both directly and because they could become tomorrow's deliberate responses. For example, gasoline taxes, which were not initiated with the global environment as a consideration, could be increased to cut CO 2 emissions. Studies of the incidental effects of such actions might inform decision makers about what could happen without deliberate intervention and about which present policies might make societies more robust in the face of global change. Both kinds of knowledge are essential for informed policy debates. | https://www.nap.edu/read/1792/chapter/6 |
msmarco_v2.1_doc_47_1360183481#11_2936079778 | Title: The Movement Toward Democracy in Africa | Democratization in Africa: African Views, African Voices | The National Academies Press
Headings: 1
The Movement Toward Democracy in Africa
1
The Movement Toward Democracy in Africa
IMPACT OF NEW EXTERNAL ACTORS
COLONIAL LEGACY AND DEMOCRATIC DEVELOPMENT IN AFRICAN SOCIETIES
DEMOCRACY AND AFRICAN VALUES
POLITICAL LIBERALIZATION AND DEMOCRATIZATION
Content: In addition, long, drawn-out wars for self-determination such as the Eritrean and West Saharan conflicts have terminated hostilities and are now engaged in preparation for referendum. Competitive politics also has reemerged in some states with the democratic replacement of leaders through the ballot box, as the cases of Benin, Sao Tomé and Príncipe, Cape Verde, and Zambia illustrate. For these reasons, the workshop participants expressed some degree of confidence that the changes taking place would have a better opportunity for success than the transitions from colonial rule. IMPACT OF NEW EXTERNAL ACTORS
Although pressures for change had been building in a number of countries, it was widely agreed that the ending of the cold war served as a catalyst for action. During the cold war, some countries capitalized on superpower competition, seeking military and development assistance from either the Soviet Union and its allies or from the West in exchange for strategic considerations. The Soviet Union, like the People's Republic of China, also provided an alternative development model for African states to emulate. The end of the cold war has left the leaders of these countries exposed and scrambling to establish a new set of relationships on the continent and in the world community. One person observed: " For the African heads of state who played Western and Eastern support against each other, the collapse of the Soviet Union came as a shock. . . . African states now have to either rely on themselves or submit to external pressures for democratic reforms." | https://www.nap.edu/read/2041/chapter/3 |
msmarco_v2.1_doc_47_1364523143#1_2938139443 | Title: 2 Factors That Affect Health-Care Utilization | Health-Care Utilization as a Proxy in Disability Determination | The National Academies Press
Headings:
2
Factors That Affect Health-Care Utilization
NEED FOR HEALTH-CARE SERVICES
ACCESS TO HEALTH CARE
Ability and Propensity to Use Services
Insurance and Ability to Pay for Services
DIFFERENCES IN HEALTH-CARE UTILIZATION ASSOCIATED WITH SELECTED CHARACTERISTICS
Race and Ethnicity
Sex
Working Age Adults
Spoken Language
Income and Poverty
Geography
Sociodemographic and Characteristics
Risk Factors
Utilization
Access
Geographic Practice Patterns
PEOPLE WITH DISABILITIES
SUMMARY AND CONCLUSIONS
REFERENCES
Content: Health-Care Utilization as a Proxy in Disability Determination. Washington, DC: The National Academies Press. doi: 10.17226/24969. ×
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2
Factors That Affect Health-Care Utilization
The committee was tasked with identifying factors that influence a person’s use of health-care services, including poverty and level of urbanization. This chapter will address those factors. The committee has organized the beginning of the chapter around individual and societal determinants of health-care utilization, including factors that affect the need for care, the propensity to use services, and barriers to the use of services. That is followed by a brief overview of disparities in the use of health care that have differentially affected different population groups. Finally, it concludes with a discussion of what is known about the relationship between disability status and use of health-care services. | https://www.nap.edu/read/24969/chapter/4 |
msmarco_v2.1_doc_47_1364523143#10_2938157056 | Title: 2 Factors That Affect Health-Care Utilization | Health-Care Utilization as a Proxy in Disability Determination | The National Academies Press
Headings:
2
Factors That Affect Health-Care Utilization
NEED FOR HEALTH-CARE SERVICES
ACCESS TO HEALTH CARE
Ability and Propensity to Use Services
Insurance and Ability to Pay for Services
DIFFERENCES IN HEALTH-CARE UTILIZATION ASSOCIATED WITH SELECTED CHARACTERISTICS
Race and Ethnicity
Sex
Working Age Adults
Spoken Language
Income and Poverty
Geography
Sociodemographic and Characteristics
Risk Factors
Utilization
Access
Geographic Practice Patterns
PEOPLE WITH DISABILITIES
SUMMARY AND CONCLUSIONS
REFERENCES
Content: However, the committee did examine national data when they were available. Need for and access to health care are discussed below. Those sections are followed by a discussion of differences in utilization according to selected characteristics. Finally, health-care utilization by people who have disabilities is discussed. NEED FOR HEALTH-CARE SERVICES
Health status and the need for health-care services to improve or maintain health are major determinants of health-care utilization. The World Health Organization states that health is determined by a person’s individual characteristics and behaviors, physical environment, and socioeconomic environment ( WHO, 2017 ). People’s individual characteristics include their biology and genetics, such as inherited diseases and conditions that require medical care. The prevalence of those conditions differs by sex, age, race and ethnicity, employment status, and other factors. Physical environments can affect health because of pollutants or other environmental health hazards. Individual behaviors, such as smoking or lack of exercise and overeating, also cause health conditions that require health care ( ODPHP, 2017a ). | https://www.nap.edu/read/24969/chapter/4 |
msmarco_v2.1_doc_47_1364523143#11_2938159099 | Title: 2 Factors That Affect Health-Care Utilization | Health-Care Utilization as a Proxy in Disability Determination | The National Academies Press
Headings:
2
Factors That Affect Health-Care Utilization
NEED FOR HEALTH-CARE SERVICES
ACCESS TO HEALTH CARE
Ability and Propensity to Use Services
Insurance and Ability to Pay for Services
DIFFERENCES IN HEALTH-CARE UTILIZATION ASSOCIATED WITH SELECTED CHARACTERISTICS
Race and Ethnicity
Sex
Working Age Adults
Spoken Language
Income and Poverty
Geography
Sociodemographic and Characteristics
Risk Factors
Utilization
Access
Geographic Practice Patterns
PEOPLE WITH DISABILITIES
SUMMARY AND CONCLUSIONS
REFERENCES
Content: The World Health Organization states that health is determined by a person’s individual characteristics and behaviors, physical environment, and socioeconomic environment ( WHO, 2017 ). People’s individual characteristics include their biology and genetics, such as inherited diseases and conditions that require medical care. The prevalence of those conditions differs by sex, age, race and ethnicity, employment status, and other factors. Physical environments can affect health because of pollutants or other environmental health hazards. Individual behaviors, such as smoking or lack of exercise and overeating, also cause health conditions that require health care ( ODPHP, 2017a ). Recent attention to social determinants of health, such as education, economic stability, community safety, and availability of adequate housing and healthful food, has shown that they correlate with healthier populations ( ODPHP, 2017a ). People who have unmet social needs are more likely to be frequent ED users, to have repeat “no-shows” for medical appointments, and to have poorer glycemic and cholesterol control than those who are able to meet their needs ( Thomas-Henkel and Schulman, 2017 ). How need affects differential health-care utilization by specific populations of interest is discussed below with reference to poverty and its correlates and geographic area of residence, race and ethnicity, sex, age, language spoken, and disability status. Ideally, need should be the major determinant of health-care utilization, but other factors clearly have an effect. One of those factors is the ability to access care—including whether it is available, timely and convenient, and affordable ( Figueroa et al., | https://www.nap.edu/read/24969/chapter/4 |
msmarco_v2.1_doc_47_1364523143#12_2938161689 | Title: 2 Factors That Affect Health-Care Utilization | Health-Care Utilization as a Proxy in Disability Determination | The National Academies Press
Headings:
2
Factors That Affect Health-Care Utilization
NEED FOR HEALTH-CARE SERVICES
ACCESS TO HEALTH CARE
Ability and Propensity to Use Services
Insurance and Ability to Pay for Services
DIFFERENCES IN HEALTH-CARE UTILIZATION ASSOCIATED WITH SELECTED CHARACTERISTICS
Race and Ethnicity
Sex
Working Age Adults
Spoken Language
Income and Poverty
Geography
Sociodemographic and Characteristics
Risk Factors
Utilization
Access
Geographic Practice Patterns
PEOPLE WITH DISABILITIES
SUMMARY AND CONCLUSIONS
REFERENCES
Content: Recent attention to social determinants of health, such as education, economic stability, community safety, and availability of adequate housing and healthful food, has shown that they correlate with healthier populations ( ODPHP, 2017a ). People who have unmet social needs are more likely to be frequent ED users, to have repeat “no-shows” for medical appointments, and to have poorer glycemic and cholesterol control than those who are able to meet their needs ( Thomas-Henkel and Schulman, 2017 ). How need affects differential health-care utilization by specific populations of interest is discussed below with reference to poverty and its correlates and geographic area of residence, race and ethnicity, sex, age, language spoken, and disability status. Ideally, need should be the major determinant of health-care utilization, but other factors clearly have an effect. One of those factors is the ability to access care—including whether it is available, timely and convenient, and affordable ( Figueroa et al., 2017 ). Page 23
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Suggested Citation: " 2 Factors That Affect Health-Care Utilization." National Academies of Sciences, Engineering, and Medicine. 2018. | https://www.nap.edu/read/24969/chapter/4 |
msmarco_v2.1_doc_47_1364523143#17_2938171229 | Title: 2 Factors That Affect Health-Care Utilization | Health-Care Utilization as a Proxy in Disability Determination | The National Academies Press
Headings:
2
Factors That Affect Health-Care Utilization
NEED FOR HEALTH-CARE SERVICES
ACCESS TO HEALTH CARE
Ability and Propensity to Use Services
Insurance and Ability to Pay for Services
DIFFERENCES IN HEALTH-CARE UTILIZATION ASSOCIATED WITH SELECTED CHARACTERISTICS
Race and Ethnicity
Sex
Working Age Adults
Spoken Language
Income and Poverty
Geography
Sociodemographic and Characteristics
Risk Factors
Utilization
Access
Geographic Practice Patterns
PEOPLE WITH DISABILITIES
SUMMARY AND CONCLUSIONS
REFERENCES
Content: and to have the need for services fulfilled. Access can be seen as a continuum: even if care is available, many factors can affect ease of access to it, for example, the availability of providers who will accept a person’s insurance (including Medicaid), ease in making an appointment with a given provider, the ability of a patient to pay for care (even if a patient is insured, due to cost-sharing copayments and deductibles), and the difficulty of arranging transportation to and from healthcare facilities ( AHRQ, 2010, MACPAC, 2016 ). Some of those issues are discussed below. Ability and Propensity to Use Services
People cannot access care if it does not exist in their geographic area, or if providers will not treat them because of insurance or other issues. Rural areas in particular have been identified as lacking a sufficient supply of specialty physicians and, in particular, mental health-care providers ( Meit et al., 2014; Douthit et al., 2015 ). Assuming that services are available, access to care might be impeded by other barriers | https://www.nap.edu/read/24969/chapter/4 |
msmarco_v2.1_doc_47_1365179783#5_2938500822 | Title: 5 Replicability | Reproducibility and Replicability in Science | The National Academies Press
Headings: Reproducibility and Replicability in Science
(2019)
Reproducibility and Replicability in Science (2019)
5
Replicability
ASSESSING REPLICABILITY
THE EXTENT OF NON-REPLICABILITY
Assessments of Replicability
Perspectives of Researchers Who Have Studied Replicability
Surveys
Retraction Trends
SOURCES OF NON-REPLICABILITY
Non-Replicability That Is Potentially Helpful to Science
BOX 5-1
Varied Sources of Non-Replication
Shaken or Stirred
The Lifespan of Worms
Unhelpful Sources of Non-Replicability
Publication Bias
Misaligned Incentives
Inappropriate Statistical Inference
Poor Study Design
Errors
Incomplete Reporting of a Study
Fraud and Misconduct
BOX 5-2
A Note on Generalizability
Content: 10.17226/25303. ×
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However, a successful replication does not guarantee that the original scientific results of a study were correct, nor does a single failed replication conclusively refute the original claims. A failure to replicate previous results can be due to any number of factors, including the discovery of an unknown effect, inherent variability in the system, inability to control complex variables, substandard research practices, and, quite simply, chance. The nature of the problem under study and the prior likelihoods of possible results in the study, the type of measurement instruments and research design selected, and the novelty of the area of study and therefore lack of established methods of inquiry can also contribute to non-replicability. Because of the complicated relationship between replicability and its variety of sources, the validity of scientific results should be considered in the context of an entire body of evidence, rather than an individual study or an individual replication. Moreover, replication may be a matter of degree, rather than a binary result of “success” or “failure.” 1 We explain in Chapter 7 how research synthesis, especially meta-analysis, can be used to evaluate the evidence on a given question. ASSESSING REPLICABILITY
How does one determine the extent to which a replication attempt has been successful? When researchers investigate the same scientific question using the same methods and similar tools, the results are not likely to be identical—unlike in computational reproducibility in which bitwise agreement between two results can be expected (see Chapter 4 ). We repeat our definition of replicability, with emphasis added: | https://www.nap.edu/read/25303/chapter/8 |
msmarco_v2.1_doc_47_1368716868#8_2940899866 | Title: 4 Immigration's Effects on Jobs and Wages: First Principles | The New Americans: Economic, Demographic, and Fiscal Effects of Immigration | The National Academies Press
Headings: 4
Immigration's Effects on Jobs and Wages: First Principles
4
Immigration's Effects on Jobs and Wages: First Principles
First Principles: Labor Market Effects of Immigration
Baseline Analysis
Model Extensions
Immigration and Trade
Returns to Scale, Bottlenecks, and Externalities
Plausible Magnitudes of Effects
Growth And Immigration
Growth and Immigration in Historical Context
A Simple Framework for Economic Growth
Immigration in the Simple Framework
Persistence of the Effects of Immigration on Growth
Changes in Technology
Immigration and Changes in Technology
The Impact of Immigration on Income, Wealth, and Growth
Conclusions
References
Appendix 4.A
Immigration in the Two-Good, Two-Factor Model
Appendix 4.B
Assessing the Labor Market Benefits and Costs of Immigration
Content: Chapter 5 focuses on the empirical evidence concerning the role of immigrants in the labor market. The issues covered range over the changing relative economic status of immigrants, their ability to assimilate economically, the effects of immigration on the wages and employment of native-born workers, and the impact of immigration on the prices of goods and services. First Principles: Labor Market Effects of Immigration
Whether native-born Americans gain or lose, immigration most directly affects the welfare of immigrants themselves. Immigrants come with the expectation that they will gain from immigration. If they had not felt that they would gain, they were free not to immigrate. Economic betterment is only one of many reasons why immigrants come here. Some may come expecting economic loss, but this must be offset by higher perceived gains in other things they value, like political freedom or reunion with their families. These gains are all before the fact. It may turn out that some immigrants are disappointed with life in their new country and some who fail to realize a gain return to their country of origin. | https://www.nap.edu/read/5779/chapter/6 |
msmarco_v2.1_doc_47_1368832630#2_2940930901 | Title: Chapter 1: Why Teach Evolution? | Teaching About Evolution and the Nature of Science | The National Academies Press
Headings: 1
Why Teach Evolution?
1
Why Teach Evolution?
Solving the Puzzle
Evolution and the Nature of Science
Evolution and Everyday Life
Dialogue
NOTES
Content: The National Academies Press. doi: 10.17226/5787. ×
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1
Why Teach Evolution? Why is it so important to teach evolution? After all, many questions in biology can be answered without mentioning evolution: How do birds fly? How can certain plants grow in the desert? Why do children resemble their parents? Each of these questions has an immediate answer involving aerodynamics, the storage and use of water by plants, or the mechanisms of heredity. | https://www.nap.edu/read/5787/chapter/2 |
msmarco_v2.1_doc_47_1368832630#3_2940931823 | Title: Chapter 1: Why Teach Evolution? | Teaching About Evolution and the Nature of Science | The National Academies Press
Headings: 1
Why Teach Evolution?
1
Why Teach Evolution?
Solving the Puzzle
Evolution and the Nature of Science
Evolution and Everyday Life
Dialogue
NOTES
Content: After all, many questions in biology can be answered without mentioning evolution: How do birds fly? How can certain plants grow in the desert? Why do children resemble their parents? Each of these questions has an immediate answer involving aerodynamics, the storage and use of water by plants, or the mechanisms of heredity. Students ask about such things all the time. The answers to these questions often raise deeper questions that are sometimes asked by students: How did things come to be that way? What is the advantage to birds of flying? How did desert plants come to differ from others? | https://www.nap.edu/read/5787/chapter/2 |
msmarco_v2.1_doc_47_1368832630#23_2940959051 | Title: Chapter 1: Why Teach Evolution? | Teaching About Evolution and the Nature of Science | The National Academies Press
Headings: 1
Why Teach Evolution?
1
Why Teach Evolution?
Solving the Puzzle
Evolution and the Nature of Science
Evolution and Everyday Life
Dialogue
NOTES
Content: An understanding of evolution has been essential in finding and using natural resources, such as fossil fuels, and it will be indispensable as human societies strive to establish sustainable relationships with the natural environment. Such examples can be multiplied many times. Evolutionary research is one of the most active fields of biology today, and discoveries with important practical applications occur on a regular basis. Those who oppose the teaching of evolution in public schools sometimes ask that teachers present "the evidence against evolution." However, there is no debate within the scientific community over whether evolution occurred, and there is no evidence that evolution has not occurred. Some of the details of how evolution occurs are still being investigated. But scien | https://www.nap.edu/read/5787/chapter/2 |
msmarco_v2.1_doc_47_1368865010#1_2940962407 | Title: Chapter 5: Frequently Asked Questions About Evolution and the Nature of Science | Teaching About Evolution and the Nature of Science | The National Academies Press
Headings: 5
Frequently Asked Questions About Evolution and the Nature of Science
5
Frequently Asked Questions About Evolution and the Nature of Science
Definitions
What is evolution?
What is "creation science"?
The Supporting Evidence
How can evolution be scientific when no one was there to see it happen?
Isn't evolution just an inference?
Is evolution a fact or a theory?
Why isn't evolution called a law?
Don't many famous scientists reject evolution?
Isn't the fossil record full of gaps?
Can evolution account for new species?
If humans evolved from apes, why are there still apes?
Doesn't the sudden appearance of all the "modern groups" of animals during the Cambrian explosion prove creationism?
Religious Issues
Can a person believe in God and still accept evolution?
Aren't scientific beliefs based on faith as well?
Legal Issues
Why can't we teach creation science in my school?
Educational Issues
If evolution is taught in schools, shouldn't creationism be given equal time?
Why should teachers teach evolution when they already have so many things to teach and can cover biology without mentioning evolution?
Should students be given lower grades for not believing in evolution?
Can evolution be taught in an inquiry-based fashion?
Content: Frequently Asked Questions About Evolution and the Nature of Science." National Academy of Sciences. 1998. Teaching About Evolution and the Nature of Science. Washington, DC: The National Academies Press. doi: 10.17226/5787. ×
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5
Frequently Asked Questions About Evolution and the Nature of Science
Teachers often face difficult questions about evolution, many from parents and others who object to evolution being taught. Science has good answers to these questions, answers that draw on the evidence supporting evolution and on the nature of science. | https://www.nap.edu/read/5787/chapter/6 |
msmarco_v2.1_doc_47_1368865010#2_2940964600 | Title: Chapter 5: Frequently Asked Questions About Evolution and the Nature of Science | Teaching About Evolution and the Nature of Science | The National Academies Press
Headings: 5
Frequently Asked Questions About Evolution and the Nature of Science
5
Frequently Asked Questions About Evolution and the Nature of Science
Definitions
What is evolution?
What is "creation science"?
The Supporting Evidence
How can evolution be scientific when no one was there to see it happen?
Isn't evolution just an inference?
Is evolution a fact or a theory?
Why isn't evolution called a law?
Don't many famous scientists reject evolution?
Isn't the fossil record full of gaps?
Can evolution account for new species?
If humans evolved from apes, why are there still apes?
Doesn't the sudden appearance of all the "modern groups" of animals during the Cambrian explosion prove creationism?
Religious Issues
Can a person believe in God and still accept evolution?
Aren't scientific beliefs based on faith as well?
Legal Issues
Why can't we teach creation science in my school?
Educational Issues
If evolution is taught in schools, shouldn't creationism be given equal time?
Why should teachers teach evolution when they already have so many things to teach and can cover biology without mentioning evolution?
Should students be given lower grades for not believing in evolution?
Can evolution be taught in an inquiry-based fashion?
Content: The National Academies Press. doi: 10.17226/5787. ×
Save
Cancel
5
Frequently Asked Questions About Evolution and the Nature of Science
Teachers often face difficult questions about evolution, many from parents and others who object to evolution being taught. Science has good answers to these questions, answers that draw on the evidence supporting evolution and on the nature of science. This chapter presents short answers to some of the most commonly asked questions. Definitions
What is evolution? Evolution in the broadest sense explains that what we see today is different from what existed in the past. Galaxies, stars, the solar system, and earth have changed through time, and so has life on earth. Biological evolution concerns changes in living things during the history of life on earth. | https://www.nap.edu/read/5787/chapter/6 |
msmarco_v2.1_doc_47_1380829553#0_2957375376 | Title: Mexico Drug Addiction
Headings:
Mexico Drug Addiction
Mexico’s Addiction Survey Reports Rapid Growth in Drug Use
Marketing Tactics Increase the Illicit Drug Customer Base
The Nation Grapples with the Solutions
Narconon Centers Open to Bring Help and Hope to Those Addicted
Be Drug Free. For Good.
GET HELP NOW
Content: Mexico Drug Addiction
Mexico Drug Addiction
For many years, Mexico has been a well-known producer of drugs such as marijuana, methamphetamine, and heroin, with the United States as its primary market. In the 1990s, the pattern of trafficking shifted as Columbian cocaine manufacturers tired of losing product and personnel in drug enforcement seizures and handed off cocaine trafficking into the U.S. to the Mexican drug trafficking organizations. Using the channels of smuggling and distribution that already existed, the Mexican drug trafficking organizations became stronger, poly-drug trafficking organizations. Cocaine that used to be shuttled to the U.S. via boats in the Caribbean was now sneaked through ports of entry in Southern California or Texas in combination with other drugs or was airlifted across the border. As the new millennium rolled around, the patterns of drug trafficking continued to change. The war on drugs on the U.S. side escalated and several of the top drug cartel leaders were arrested or killed. These openings at the top led to turf wars that have killed more than 7,000 people - most of them federal or local police or drug traffickers, but too many being innocent bystanders. Particularly in the Tijuana area and Ciudad Juarez across the border from El Paso, the violence and body count was high. Border security increased after September 11, 2001. Increased investment in surveillance and monitoring meant that it was harder to get illicit drugs into the United States. | https://www.narconon.org/drug-information/mexico-drug-addiction.html |
msmarco_v2.1_doc_47_1381598616#1_2959286258 | Title: Brackeen v. Bernhardt - Indian Child Welfare Act - Native American Rights Fund : Native American Rights Fund
Headings: Brackeen v. Bernhardt – Indian Child Welfare Act
Brackeen v. Bernhardt – Indian Child Welfare Act
Find ICWA-related information and resources at https://icwa.narf.org/.
CASE UPDATES:
November 7, 2019
Fifth Circuit Court of Appeals to Rehear Brackeen v. Bernhardt
August 9, 2019
Fifth Circuit Court of Appeals Reaffirms the Constitutionality of ICWA
February 20, 2019
ICWA is constitutional.
ICWA ensures that Native children and families receive the services they deserve.
Content: It is the first time that a state has sued the federal government over ICWA’s constitutionality. In 2018, a federal district court in Texas, in a widely criticized decision, held that ICWA violates the US Constitution. Last year, in response to appeals brought by the federal government and the intervening tribal nations at that time (the Cherokee Nation, Morongo Band of Mission Indians, Oneida Nation, Quinault Indian Nation, and the Navajo Nation), a three-judge panel from the Fifth Circuit reversed that decision, reaffirming the constitutionality of ICWA. In an en banc review, complex cases of broad legal significance are reconsidered by the entire court, and not just a three-judge panel. For the Brackeen v. Haaland case, the decision reached by the en banc review panel will replace the three-judge panel decision from August 2019. Briefing in the case can be found at the Tribal Supreme Court Project website. CASE UPDATES: April 6, 2021
On April 6, 2021, the United States Fifth Circuit Court of Appeals published its en banc decision in Brackeen v. Haaland (formerly Brackeen v. Bernhardt ), a case challenging the constitutionality of the Indian Child Welfare Act (ICWA). While the Protect ICWA Campaign is pleased to see that the court recognized that ICWA generally is within Congress’s authority, we are deeply concerned that aspects of this opinion misunderstand the unique relationship between the United States and tribal nations. The opinion is 325 pages long, and given its length and complexity we are still analyzing the decision and will provide further information in the coming days. | https://www.narf.org/cases/brackeen-v-bernhardt/ |
msmarco_v2.1_doc_47_1381861210#9_2959591139 | Title: Protect Tribal Natural Resources - Native American Rights Fund : Native American Rights Fund
Headings: Protect Tribal Natural Resources
Protect Tribal Natural Resources
NARF Cases, Projects, and Resources:
NARF Cases, Projects, and Resources:
NARF Cases, Projects, and Resources:
Related NARF News:
NARF Cases, Projects, and Resources:
Content: Nez Perce Tribe Water Rights
Kickapoo Water Rights
Tule River Tribe: California
Research Guide: Water Rights and Indian Lands (National Indian Law Library website)
In Honor of World Water Day (March 22)
Oregon Court Affirms Klamath Tribes’ Water Rights
Supreme Court Will Not Review Decision on Klamath Basin Tribes’ Senior Water Rights
Hunting and Fishing Rights
Historically, most tribes depended to some degree on hunting and fishing for subsistence, economic, and cultural purposes. Hunting and fishing remains vital to many tribes today. Tribal rights to hunt and fish are grounded in tribal sovereignty and affirmed in many treaties and agreements. As with water, the overall demand for animals and fish today exceeds the supply. Much of the depletion or scarcity can be attributed to ill-advised federal policies that allowed the misuse and destruction of habitat. This situation puts tribal hunting and fishing rights at great risk of being taken away or diminished. NARF has defended tribal hunting, fishing, and subsistence rights in a variety of cases. NARF was involved in the historic Pacific Northwest and western Great Lakes litigation that affirmed the off-reservation treaty fishing rights of dozens of tribes. | https://www.narf.org/our-work/protection-tribal-natural-resources/ |
msmarco_v2.1_doc_47_1385764180#5_2968191120 | Title: Marriage and Family in Western Civilization by William H. Young | NAS
Headings: Marriage and Family in Western Civilization
Marriage and Family in Western Civilization
Content: From members and followers of the Frankfurt School (and despite widespread criticism that its research had been fitted to conclusions reached in advance and that it lacked evidence), The Authoritarian Personality (1950) changed academic attitudes towards the family within psychology and sociology. Herbert Marcuse argued that monogamous marriage enforced submission to social rules and the compulsion to work. Cultural Marxism and psychoanalysis converged on the theory that the patriarchal, authoritarian family and its repressive morality served the interests of class society. Sexual liberation and obsession, relativism, and self-centered expressive individualism (choice over commitment) spread from the academy to society. Stemming from The Second Sex (1953) by Simone de Beauvoir, the French Marxist, gender feminism posited social construction of a new gender identity and a gender-neutral society, in which women were independent of morality and nature. Gender feminism seeks to abolish traditional marriage and deigns childcare worthy only of servants, like the role of Roman slaves near the end of that republic. It substitutes social science and the state for the family as developers of the faculties of children, emasculating the ethic of parental responsibility. These academically inspired beliefs, along with the welfare state, instigated a massive disintegration of marriage and the family—and a widespread betrayal of children—from which many of our most threatening social problems and individual distress originate The consequences are severe: drastically higher rates of divorce, out-of-wedlock births, and single-parent and cohabiting families. Since the 1960s: | https://www.nas.org/articles/Marriage_and_Family_in_Western_Civilization |
msmarco_v2.1_doc_47_1385781604#7_2968234519 | Title: Science and Western Civilization by William H. Young | NAS
Headings: Science and Western Civilization
Science and Western Civilization
Content: This led to the realization that the other Newtonian entities were also really known only by their mathematical structure, that their reality could only be established mathematically. That science was confined to knowledge of structure was of great “humanistic” importance, for it meant that the nature of realities other than those provided by science was not precluded. The truly significant change in modern science in the early twentieth century was the change in its metaphysical foundations. Scientism, the belief that scientific methods can and should be applied in all investigations, was replaced by the belief that science provides knowledge about only a limited aspect of reality, that man’s religious impulses, philosophical and humanistic ideas, and mystical beliefs are other aspects of reality. Again, in the early twenty-first century, scientific discoveries regarding human nature by the new sciences of genetics, neurobiology, and evolutionary psychology have led to a reappearance of scientism from some bio-prophets. The new scientism argues that man’s consciousness arises from electrochemical brain processes, not from an immaterial psyche or soul. As before, it is not the science itself that is the issue, but the speculative philosophies, especially on religious belief, not necessitated by the scientific discoveries. For the first time in our history, academic postmodern multiculturalism rejects Western science and denies the validity of scientific actuality and methodology. Ironically, it also rejects the verities or truths provided by Western liberal education, in both instances adopting the illusion that all reality is socially constructed, and reflects mere opinion. And the sustainability ideology revives the romantic worship, rather than the understanding, of nature. | https://www.nas.org/articles/science_and_western_civilization |
msmarco_v2.1_doc_47_1385781604#8_2968236681 | Title: Science and Western Civilization by William H. Young | NAS
Headings: Science and Western Civilization
Science and Western Civilization
Content: The new scientism argues that man’s consciousness arises from electrochemical brain processes, not from an immaterial psyche or soul. As before, it is not the science itself that is the issue, but the speculative philosophies, especially on religious belief, not necessitated by the scientific discoveries. For the first time in our history, academic postmodern multiculturalism rejects Western science and denies the validity of scientific actuality and methodology. Ironically, it also rejects the verities or truths provided by Western liberal education, in both instances adopting the illusion that all reality is socially constructed, and reflects mere opinion. And the sustainability ideology revives the romantic worship, rather than the understanding, of nature. Our colleges and universities should once again teach the unique philosophic, humanistic, scientific, and religious heritage of Western civilization, as recommended by NAS in The Vanishing West and earlier reports. Science and the scientific method provide only a partial set of answers to our material reality. Science cannot and does not answer questions of being, cause, purpose, inwardness, hierarchy, and the goodness and badness of things. Philosophic reason, revelatory religion, and humanistic literature and art are complementary sources of such answers for man provided by a liberal education. However, natural science—not religious or irrational belief—and the scientific method are, and should continue to be, the basis for measuring and predicting man’s interactions with a non-sacred physical nature. | https://www.nas.org/articles/science_and_western_civilization |
msmarco_v2.1_doc_47_1388444863#1_2973296989 | Title: Life Support Systems | NASA
Headings: Life Support Systems
Life Support Systems
Sustaining Humans Beyond Earth
SYSTEMS ARCHITECTURE
ENVIRONMENTAL MONITORING
ATMOSPHERE MANAGEMENT
Oxygen Generation and Recovery
Carbon Dioxide Removal
Trace Contaminant and Particulate Control
WATER MANAGEMENT
ADDITIONAL RESOURCES
Content: The Simplified Life Support Systems Schematic shows all of the elements of a life support system, including various processors for waste, air, and water. Credits: NASA
NASA’s Life Support Systems (LSS) activities develop the capabilities to sustain humans who are living and working in space - away from Earth’s protective atmosphere and resources like water, air, and food. This includes monitoring atmospheric pressure, oxygen levels, waste management, and water supply, as well as fire detection and suppression. After forty years of development, LSS technologies have advanced a great deal but remain heavily dependent on Earth. Sending life-sustaining supplies 250 miles to the International Space Station (ISS) requires careful planning, and a robust international supply chain for delivery in one or two days after launch. Existing life support systems on the ISS provide oxygen, absorb carbon dioxide, and manage vaporous emissions from the astronauts themselves. Analysis of these systems allows NASA to identify areas where additional technology development is needed. Addressing any gaps will make life support systems more reliable and effective, which will lead to integrated testing on Earth and ISS in preparation for future human spaceflight missions deeper into the solar system. In the 2020s, humans will conduct proving ground missions in cislunar space, which lies between Earth and the Moon or its orbit. | https://www.nasa.gov/content/life-support-systems |
msmarco_v2.1_doc_47_1388444863#2_2973298936 | Title: Life Support Systems | NASA
Headings: Life Support Systems
Life Support Systems
Sustaining Humans Beyond Earth
SYSTEMS ARCHITECTURE
ENVIRONMENTAL MONITORING
ATMOSPHERE MANAGEMENT
Oxygen Generation and Recovery
Carbon Dioxide Removal
Trace Contaminant and Particulate Control
WATER MANAGEMENT
ADDITIONAL RESOURCES
Content: Sending life-sustaining supplies 250 miles to the International Space Station (ISS) requires careful planning, and a robust international supply chain for delivery in one or two days after launch. Existing life support systems on the ISS provide oxygen, absorb carbon dioxide, and manage vaporous emissions from the astronauts themselves. Analysis of these systems allows NASA to identify areas where additional technology development is needed. Addressing any gaps will make life support systems more reliable and effective, which will lead to integrated testing on Earth and ISS in preparation for future human spaceflight missions deeper into the solar system. In the 2020s, humans will conduct proving ground missions in cislunar space, which lies between Earth and the Moon or its orbit. Demonstrating key capabilities like these advanced life support systems will enable future deep space missions. SYSTEMS ARCHITECTURE
With so many complex systems comprising life support in space, it is important to understand the overall system requirements to ensure that all the components integrate well together and that ground testing is as representative of destination environments as possible. Specifically in this area, we: Define life support system architectures for different space mission classes. Assess life support system technologies. | https://www.nasa.gov/content/life-support-systems |
msmarco_v2.1_doc_47_1392605237#6_2980248642 | Title: Rising Waters
Headings: RISING WATERS
RISING WATERS
How NASA is Monitoring Sea Level Rise
SATELLITE DATA: 1993-PRESENT
Rate of Change
NASA Studies All Aspects of Sea Level Rise
Humanity, not one agency, not one country, not one continent, but . . . humanity has been monitoring global sea level from space with exquisite accuracy for more than 28 years.
Four Impacts of Sea Level Rise
4. Sea Level Rise Around the World
1. Rising Seas Cause Blue-Sky Flooding
2. Warmer Water, Dropping Land, Rising Seas
3. Sea Level Rise on NASA's Doorstep
4. Sea Level Rise Around the World
1. Rising Seas Cause Blue-Sky Flooding
2. Warmer Water, Dropping Land, Rising Seas
3. Sea Level Rise on NASA's Doorstep
4. Sea Level Rise Around the World
Rising Sea Level: Meltwater from Ice
Rising Sea Level: Thermal Expansion
Complicating Sea Level: Ocean Circulation
Complicating Sea Level: Solid Earth Dynamics
continue to article
Future Sea Level
Content: NASA/Jet Propulsion Laboratory
In 2014, NASA created a Sea Level Change Science Team to bring together experts from across the agency and at other institutions that study different aspects of this multidisciplinary problem. Scientists studying glaciers, ice sheets, ocean physics, land movement and more are brought together to tackle what sea level rise looks like now – and what it will look like in the future. "We’re united by this big goal," said Nadya Vinogradova Shiffer, the NASA program manager who oversees the team. " Sea level is impacted by these different factors that one discipline doesn't cover – so we’ve got to bring in experts to approach it from all angles." Four Impacts of Sea Level Rise
Previous
4. Sea Level Rise Around the World
Coasts are vulnerable to sea level rise around the world, but sea level does not affect all coasts equally. NASA data, along with that of our U.S. and international partners, are used to monitor sea level conditions world-wide. 1. Rising Seas Cause Blue-Sky Flooding
Cities including Annapolis in Maryland, Hampton Roads in Virginia, and Miami were originally designed and built to provide enough protection against flooding, but sea level rise has caused that buffer to shrink. This leads to sunny-day flooding that seeps into septic systems and onto parking lots and roads—slowing response times for first responders. | https://www.nasa.gov/specials/sea-level-rise-2020/ |
msmarco_v2.1_doc_47_1392605237#13_2980264470 | Title: Rising Waters
Headings: RISING WATERS
RISING WATERS
How NASA is Monitoring Sea Level Rise
SATELLITE DATA: 1993-PRESENT
Rate of Change
NASA Studies All Aspects of Sea Level Rise
Humanity, not one agency, not one country, not one continent, but . . . humanity has been monitoring global sea level from space with exquisite accuracy for more than 28 years.
Four Impacts of Sea Level Rise
4. Sea Level Rise Around the World
1. Rising Seas Cause Blue-Sky Flooding
2. Warmer Water, Dropping Land, Rising Seas
3. Sea Level Rise on NASA's Doorstep
4. Sea Level Rise Around the World
1. Rising Seas Cause Blue-Sky Flooding
2. Warmer Water, Dropping Land, Rising Seas
3. Sea Level Rise on NASA's Doorstep
4. Sea Level Rise Around the World
Rising Sea Level: Meltwater from Ice
Rising Sea Level: Thermal Expansion
Complicating Sea Level: Ocean Circulation
Complicating Sea Level: Solid Earth Dynamics
continue to article
Future Sea Level
Content: Next
1
2
3
4
Rising Sea Level: Meltwater from Ice
About two-thirds of global sea level rise is due to meltwater from glaciers and ice sheets, the vast expanses of ice that cover Antarctica and Greenland. In Greenland, most of the ice loss stems from warming air temperatures that melt the surface of the ice sheet, as well as calving from the glaciers that empty into the sea. In Antarctica, however, year-round freezing temperatures mean that the surface of the interior ice sheet doesn't melt. Instead, most of the ice is lost as warmer ocean temperatures join warm air temperatures to eat away at the floating ice shelves at the ends of glaciers in West Antarctica. This causes the glaciers to speed up, and more ice to flow – and melt – into the sea. Your browser does not support the video tag. Warmer air temperatures can melt the top of ice sheets from above, while warm ocean waters eat away at the ends of glaciers and ice shelves where they meet the sea. Credit: NASA
NASA measures this change from space. | https://www.nasa.gov/specials/sea-level-rise-2020/ |
msmarco_v2.1_doc_47_1396623961#1_2988571213 | Title: 5 Semiconductor Stocks to Buy as Supply Shortage Boosts Demand | Nasdaq
Headings: 5 Semiconductor Stocks to Buy as Supply Shortage Boosts Demand
5 Semiconductor Stocks to Buy as Supply Shortage Boosts Demand
Semiconductor Shortage Affecting Auto Industry
Semiconductor Industry Thriving
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Content: Semiconductor Shortage Affecting Auto Industry
The automotive industry has already suffered a lot as factories remained closed for weeks and production came to a halt following the coronavirus outbreak. Now, as things are finally starting to look up, carmakers are faced with another roadblock in the form of a shortage in the supply of semiconductors. Microchips are an integral part of both the auto industry as well as the infotainment industry. As people remained locked up in their homes during the pandemic, demand for consumer electronic goods shot up, thus driving sales of microchips. This saw demand for microchips growing and resulting in a shortage of supply. Also, production of semiconductors came to a halt during the initial days of the pandemic, which has deepened the crisis. The recovery of the automotive sector was faster than projected, due to pent-up demand during the shutdown period, which is now hampering the balance between demand and supply. Auto giants like Ford Motor Company F , Nissan NSANY and Toyota Motors TM, and several others are already facing production constraints amid a shortage of semiconductors and are thus being compelled to delay the production of some of their models. 00:03
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While the auto sector has been struggling, the semiconductor industry has been one of the biggest beneficiaries of the pandemic, demand outpacing supply. In fact, high demand helped the microchip industry’s revenues to rebound in 2020. | https://www.nasdaq.com/articles/5-semiconductor-stocks-to-buy-as-supply-shortage-boosts-demand-2021-01-26 |
msmarco_v2.1_doc_47_1406499202#7_3008581846 | Title: Understanding Race and Privilege
Headings: Understanding Race and Privilege
Understanding Race and Privilege
Background Information
The Role of Privilege
The Effect of Privilege in Schools
Self-Reflection Questions
Suggestions for Talking to Others About Privilege
Start by discussing how privilege looks in our society and which groups have privilege and which do not.
Stress that privilege is relative to each individual’s lived experience.
Recognize that having privilege does not require feeling guilty for your privilege.
Determine and offer ways to challenge systems of privilege and oppression in your own life.
Conclusion
Resources
Related NASP Resources
Online
Books
References
Content: John (a boy) is perceived to understand science better than Jane (a girl). Although John and Jane are both in the same science class and have the same grades on their assignments and exams, because he’s a boy, John’s perceived superior understanding of science can become advantageous if he (rather than Jane) is encouraged to join science clubs. Over time, John’s participation in various science clubs may lead to receiving better grades in science and improve his chances of being accepted into more rigorous and competitive classes and programs in the future. Privilege oppresses certain groups. As explained by Wildman and Davis (1995),
Members of the privileged group gain many benefits by their affiliation with the dominant side of the power system. Privileged advantage in societal relationships benefits the holder of privilege, who may receive deference, special knowledge, or a higher comfort level to guide societal interaction. Privilege is not visible to its holder; it is merely there, a part of the world, a way of life, simply the way things are. Others have a lack, an absence, a deficiency. Privilege exists when one group has something of value that is denied to others simply because of group membership and not based on what a person or group has done or failed to do (Johnson, 2006). | https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/understanding-race-and-privilege |
msmarco_v2.1_doc_47_1406499202#9_3008586762 | Title: Understanding Race and Privilege
Headings: Understanding Race and Privilege
Understanding Race and Privilege
Background Information
The Role of Privilege
The Effect of Privilege in Schools
Self-Reflection Questions
Suggestions for Talking to Others About Privilege
Start by discussing how privilege looks in our society and which groups have privilege and which do not.
Stress that privilege is relative to each individual’s lived experience.
Recognize that having privilege does not require feeling guilty for your privilege.
Determine and offer ways to challenge systems of privilege and oppression in your own life.
Conclusion
Resources
Related NASP Resources
Online
Books
References
Content: For those who routinely benefit from privilege, the challenge is to not quickly deny its existence. It is important to recognize that privilege is a part of the reality that helps some while it impedes others’ experiences. For example, although being female or a person of color does not necessarily directly determine an outcome, these characteristics can easily and quickly make these individuals less likely to be hired, recognized, or rewarded in a variety of situations. Privilege is problematic (a) when it skews our personal interactions and judgments and (b) when it contributes to or blinds us to systemic barriers for those who do not possess a certain privilege, thereby creating or perpetuating inequity. In American culture, certain groups have the privilege of operating within settings—through no effort on their part—that are more conducive for their success, while others—through no fault of their own—find themselves in settings that make success more difficult (Miranda, Boland, & Hemmeler, 2009). Again, this concept refers to any advantage that is unearned, exclusive, and socially conferred. For example, with White privilege, White people are generally assumed to be law abiding until they show that they are not. On the other hand, people of color, in particular African Americans and Latinos, are routinely assumed to be criminals or potential criminals until they show that they are not (Johnson, 2006). The Effect of Privilege in Schools
In schools, privilege-based bias plays out in many ways but perhaps most acutely in discipline. Macintosh (2014) refers to the disproportionate disciplinary outcomes in schools and the importance of evaluating implicit bias in the context of vulnerable decision points that are highly susceptible to individuals’ unconscious bias. | https://www.nasponline.org/resources-and-publications/resources-and-podcasts/diversity-and-social-justice/social-justice/understanding-race-and-privilege |
msmarco_v2.1_doc_47_1406646721#4_3008915588 | Title: Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Headings: Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
1. Historical Reference about Population of Saint Thomas Christians
1.1 The Undivided Church of Saint Thomas Christians
1.2 Statistics after the Coonan Cross Oath
a) Seventeenth Century
b) Eighteenth Century
Summary about Syro Malabar Catholics in Eighteenth century
Summary about Syriac Orthodox in Eighteenth century
c) Following Centuries
Among the Syro Malabar Church Catholics
1. Nineteenth Century
2. Twentieth Century
Among the Syriac Orthodox
1. Nineteenth Century
2. Twentieth Century
2.Current Population Statistics of Saint Thomas Christians
2.1 District wise Population & Percentile in Kerala
3. Individual Church Populations
a) Catholic Communion
b) Oriental Orthodox Communion
c) Anglican Communion
3.4-Mar Thoma Syrian Church – 550,000
d) Independent
3.5-Thoziyur Church- 10,000
e) Church of East Communion
3.6-Chaldean Syrian Church -25,000
a) Catholic Communion
3.1 Syro Malabar Church
3.2 Syro Malankara Church
b) Oriental Orthodox Communion
3.3 Malankara Syriac Orthodox Church ( Jacobite) & Malankara Orthodox Syrian Church ( Orthodox)
c) Anglican Communion
3.3 Mar Thoma Syrian Church
d) Independent
3.4 Thoziyur Church
e) Church of East Communion
3.5 Chaldean Syrian Church
4. Population of Other Churches in Kerala
Summary
* Based on available sources known to the Author and shared by others in discussion.
NSC- Admin
Content: Letter dated 1st Jan 1629. Another letter of 4th Jan 1534). Archdeacon Thomas Parampil, in his letters to Pope and to the Cardinals of Propaganda, claimed that the Thomas Christians were more than 200,000. 4
Bishop Sebastiani ( first Latin Vicar Apostolic of Malabar), also in his report to Propaganda, gave the same number as given by the Archdeacon Thomas Parampil. Fr. Franics Barreto SJ, wrote in 1645, that the Thomas Christians were about 150,000. 5
1.2 Statistics after the Coonan Cross Oath
In the middle of Seventeenth century, followed with the Syond of Diamper ( 1599) and Coonan Cross Oath ( 1653), and subsequent happenings (1653-1665), the united Church of Saint Thomas Christians was gradually divided in to two: one with allegiance to Rome, the Catholics (Syro Malabar Church) and the other with allegiance to Syriac Orthodox Patriarch of Antioch, the Syriac Orthodox. Following are the available statistics after the Coonan Cross Oath. a) Seventeenth Century
According to some documents, all the Thomas Christians except a few ( 400 or 500 or 4000) adhered to those who had taken the Coonan Cross Oath on Friday, January 3rd 1653. | https://www.nasrani.net/2007/02/13/population-statistics-demography-saint-thomas-christians-churches/ |
msmarco_v2.1_doc_47_1406646721#5_3008918783 | Title: Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Headings: Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
Population Statistics and Demography of Saint Thomas Christians, Churches with historical references
1. Historical Reference about Population of Saint Thomas Christians
1.1 The Undivided Church of Saint Thomas Christians
1.2 Statistics after the Coonan Cross Oath
a) Seventeenth Century
b) Eighteenth Century
Summary about Syro Malabar Catholics in Eighteenth century
Summary about Syriac Orthodox in Eighteenth century
c) Following Centuries
Among the Syro Malabar Church Catholics
1. Nineteenth Century
2. Twentieth Century
Among the Syriac Orthodox
1. Nineteenth Century
2. Twentieth Century
2.Current Population Statistics of Saint Thomas Christians
2.1 District wise Population & Percentile in Kerala
3. Individual Church Populations
a) Catholic Communion
b) Oriental Orthodox Communion
c) Anglican Communion
3.4-Mar Thoma Syrian Church – 550,000
d) Independent
3.5-Thoziyur Church- 10,000
e) Church of East Communion
3.6-Chaldean Syrian Church -25,000
a) Catholic Communion
3.1 Syro Malabar Church
3.2 Syro Malankara Church
b) Oriental Orthodox Communion
3.3 Malankara Syriac Orthodox Church ( Jacobite) & Malankara Orthodox Syrian Church ( Orthodox)
c) Anglican Communion
3.3 Mar Thoma Syrian Church
d) Independent
3.4 Thoziyur Church
e) Church of East Communion
3.5 Chaldean Syrian Church
4. Population of Other Churches in Kerala
Summary
* Based on available sources known to the Author and shared by others in discussion.
NSC- Admin
Content: Franics Barreto SJ, wrote in 1645, that the Thomas Christians were about 150,000. 5
1.2 Statistics after the Coonan Cross Oath
In the middle of Seventeenth century, followed with the Syond of Diamper ( 1599) and Coonan Cross Oath ( 1653), and subsequent happenings (1653-1665), the united Church of Saint Thomas Christians was gradually divided in to two: one with allegiance to Rome, the Catholics (Syro Malabar Church) and the other with allegiance to Syriac Orthodox Patriarch of Antioch, the Syriac Orthodox. Following are the available statistics after the Coonan Cross Oath. a) Seventeenth Century
According to some documents, all the Thomas Christians except a few ( 400 or 500 or 4000) adhered to those who had taken the Coonan Cross Oath on Friday, January 3rd 1653. 6
Rome send Carmelites and within a year of their arrival (1657), the Carmelites had succeeded in reconciling forty-four churches. Chandy Perambil (Alexander de Campo) who was a relative and councilor of Archdeacon Thomas headed the movement. The Carmelites by 1662 got around eighty-four churches, leaving only thirty-two churches to the Archdeacon Thomas who was ordained as Mar Thoma 1. The author doesn’t know how “partial control ” churches are included in this list. 7
Based on this, these 84 Churches and their congregations where the body from which Syro Malabar Church have descended and the other 32 Churches and their congregation where the body from which Syriac Orthodox and their subdivisions Mar Thoma Church ( Reformed Syrians-1876 AD), Orthodox- Jacobite Split ( 1910-1912 AD), Syro Malankara Church ( 1930 AD) have descended. | https://www.nasrani.net/2007/02/13/population-statistics-demography-saint-thomas-christians-churches/ |
msmarco_v2.1_doc_47_1414273292#0_3022831472 | Title: Jamaican Food Products - National Baking Company HTB HoMade
Headings: Coming in Hot
Coming in Hot
Jamaica
London
New York
National Spiced Buns
Savory Royals
HTB Ginger Biscuits
National Baking Company — Filling the Gap
National Bakery History
Community Involvement
National in Your Grocery Store
How Much Do We Love Bread? Let Us Count the Ways
National Heritage Week Should Inspire Jamaicans Everywhere
Content: Jamaican Food Products - National Baking Company HTB HoMade
Coming in Hot
We have set up distribution centres in New York to serve all five boroughs. Eventually, we will expand to serve other states along the east coast. Our London distribution centre will serve London, Greater London, Manchester, Birmingham, and North Hampton. Jamaica
Home to the National, HTB, and HoMade brands, Jamaica has produced a business environment that reflects a history of gritty and defiant entrepreneurship. National Baking Company emerged from the resolve of a businessman operating out of a small bakery in St. Elizabeth. The history of the evolution of National Baking Company shows a level of business intellect often associated with major players on the world stage. Learn More
London
The United Kingdom for many Jamaicans is home away from home. Our ties as a former British colony mean a strong entwining of British and uniquely Jamaican customs. This connection remains strong with the large populations of Jamaican immigrants and the flow of Jamaicans to the former mother country that still continues today. Learn More
New York
New York has historically been home to a large population of Jamaican immigrants who have played a vital role in spreading our culture to the region. | https://www.nationalbakingcompany.com/ |
msmarco_v2.1_doc_47_1418011281#12_3031053993 | Title: Credit Card Debt & Age: What Happens When Seniors Can't Pay?
Headings: Credit Card Debt and Age: What Happens When Seniors Can No Longer Pay Their Debts?
Credit Card Debt and Age: What Happens When Seniors Can No Longer Pay Their Debts?
Many seniors must use credit cards to make ends meet
Is credit card debt inherited?
What options do seniors have to help them manage their debt?
Getting help from family members
Refinancing an existing home mortgage
Take out a home equity line of credit
Apply for a reverse mortgage
The sale of assets
Utilizing a debt relief company
Do you qualify for debt consolidation?
About Leslie Lynn
Content: If they have owned their home for a long time, they may have a short period left before paying it off. If this is the case, refinancing and extending the term of the loan could be a bad idea. Depending on their remaining lifespan, refinancing to a 30-year mortgage, for example, would likely mean never being free from the mortgage burden. In addition, it could mean they will pay much more interest over the life of their mortgage loan. Rolling their debt into a refinanced mortgage may help solve the problem now, but, if income does not increase and household expenses do not decrease, then chances are they will find themselves relying on credit cards once again. In addition, moving debt from an unsecured position to a secured position late in life is probably not in the best interest of the estate. Seniors should engage in frank conversations with their loved ones about their estate and any legal and financial decisions they make late in life. This can help seniors avoid making mistakes that could have long-term financial impacts. Take out a home equity line of credit
If a senior has owned his or her home for a long time, or owes less than it is worth, another option is to take out a loan against the home’s equity. These home equity lines of credit (HELOC) allow a borrower to tap into the equity in the home on an as needed basis. | https://www.nationaldebtrelief.com/credit-card-debt-age/ |
msmarco_v2.1_doc_47_1418011281#13_3031056184 | Title: Credit Card Debt & Age: What Happens When Seniors Can't Pay?
Headings: Credit Card Debt and Age: What Happens When Seniors Can No Longer Pay Their Debts?
Credit Card Debt and Age: What Happens When Seniors Can No Longer Pay Their Debts?
Many seniors must use credit cards to make ends meet
Is credit card debt inherited?
What options do seniors have to help them manage their debt?
Getting help from family members
Refinancing an existing home mortgage
Take out a home equity line of credit
Apply for a reverse mortgage
The sale of assets
Utilizing a debt relief company
Do you qualify for debt consolidation?
About Leslie Lynn
Content: In addition, moving debt from an unsecured position to a secured position late in life is probably not in the best interest of the estate. Seniors should engage in frank conversations with their loved ones about their estate and any legal and financial decisions they make late in life. This can help seniors avoid making mistakes that could have long-term financial impacts. Take out a home equity line of credit
If a senior has owned his or her home for a long time, or owes less than it is worth, another option is to take out a loan against the home’s equity. These home equity lines of credit (HELOC) allow a borrower to tap into the equity in the home on an as needed basis. Generally, these loans are at a low interest rate, so paying off credit card debt with the proceeds of such a loan seems like a good idea. The payments on the debt will certainly decrease, but again, if nothing changes in the way of income and expenses, credit card debt could begin to accumulate once more. In addition, the credit debt would move from an unsecured position to a position secured against the home. This could affect the total liquid assets of the estate in a negative way. If things deteriorate, this could also place the home in jeopardy of foreclosure. | https://www.nationaldebtrelief.com/credit-card-debt-age/ |
msmarco_v2.1_doc_47_1418272206#4_3031560337 | Title: Understanding Small Business Debt Consolidation Loans
Headings: Understanding Small Business Debt Consolidation Loans
Understanding Small Business Debt Consolidation Loans
What is the definition of debt consolidation? What does it entail?
What’s the difference between debt consolidation and debt refinancing?
When should you consider small business debt consolidation?
How can a business owner become a better candidate for a debt consolidation loan?
What’s the difference between secured debt consolidation and unsecured debt consolidation?
What are the pros of small business debt consolidation?
What are the cons of small business debt consolidation?
Do you qualify for debt consolidation?
About Daniel Bauer
Content: With the debt consolidated onto a much more forgiving card, you can focus on paying it off while paying less interest overall. Other individuals might take advantage of financial instruments that they’re already a part of to consolidate their debts. It’s possible to borrow against the equity of your home, your life insurance policy, or even your 401k to consolidate larger amounts of debt quickly. As mentioned before, there important pros and cons to consider. For individuals and small businesses alike, debt consolidation loans are definitely the most popular form of debt consolidation. When you take out a loan to consolidate your debt, you use the proceeds from the loan to pay off multiple debts at once, essentially rolling them all into the new loan. While all of these methods of debt consolidation have their benefits, we’re going to focus on debt consolidation loans, because they are easily the most useful form of debt consolidation for most small business owners. What’s the difference between debt consolidation and debt refinancing? Many people tend to confuse debt consolidation and debt refinancing, which is understandable. After all, both concepts exist to help people to make their debt easier to deal with, and both entail taking out a new loan. | https://www.nationaldebtrelief.com/debt-consolidation/small-business-debt-consolidation/ |
msmarco_v2.1_doc_47_1418693363#7_3032608666 | Title: 10 Reasons Why People Stay in Debt - National Debt Relief
Headings: 10 Reasons Why People Stay in Debt
10 Reasons Why People Stay in Debt
1. Failing to Plan
2. Out-of-Control Spending
3. Limited Cash Flow
4. Unemployment (or Underemployment)
5. A Devil May Care Attitude
6. Living Beyond Your Means
7. Failure to Adapt
8. ‘I Don’t Know How’
9. Lack of Follow-through
10. Marriage Problems
You Don’t Have to Stay in Debt Forever
Do you qualify for debt consolidation?
About Arsen Libanov
Content: However, many aren’t in a position to work more or cut additional expenses, and their limited income can make it difficult to get out of debt. 4. Unemployment (or Underemployment)
Another reason why people stay in debt is job loss. If you accumulate significant amounts of debt while you’re working, then suddenly find yourself unemployed, it’ll be difficult to make payments on those debts. You’ll often rack up additional interest expenses and penalty fees while trying to remedy your unemployment situation. If you’re fortunate enough to find another job, you’ll likely find that your credit card balances have ballooned significantly. Similarly, underemployment can also lead to significant debt accumulation. If you find yourself with a substantial cut in hours and a smaller paycheck, it may be hard to make much more than the minimum payment on your credit cards. You may also rely upon your credit cards to buffer you through the rough patch until your past income level is restored. Doing this will likely lead to high balances that take a long time to pay off, which is yet another reason why people stay in debt. | https://www.nationaldebtrelief.com/reasons-why-people-stay-in-debt/ |
msmarco_v2.1_doc_47_1418738003#1_3032712647 | Title: Small Business Debt Relief: How To Save On Overhead Expenses
Headings: Small Business Debt Relief: How To Save On Overhead Expenses
Small Business Debt Relief: How To Save On Overhead Expenses
Tips to lower your overhead expenses to help pay off debt
Small business debt relief options
Do you qualify for debt consolidation?
Content: Even business processes that you outsource are sometimes done on credit. Some companies allow business clients to pay based on a predetermined payment term of either 30, 60 or 90 days. These are all payables in your business that technically, puts your company in debt. Below we’ll discuss some small business debt relief options. A business debt is actually one of the smart loans that you can make. Any debt that can contribute to the growth of your personal wealth has the potential to be good for you – but only if you know how to pay it off properly. Sometimes, business owners concentrate too much on growing the business that they fail to pay attention to their credit. They end up racking too much debt – up to the point when it overruns their profits. That can be very damaging because any interest rate that you are paying on your loan is wasted profit for your business. Tips to lower your overhead expenses to help pay off debt
Some people quickly jump to small business debt relief options without really thinking about the cause of their credit problems. | https://www.nationaldebtrelief.com/small-business-debt-relief/ |
msmarco_v2.1_doc_47_1418738003#2_3032714261 | Title: Small Business Debt Relief: How To Save On Overhead Expenses
Headings: Small Business Debt Relief: How To Save On Overhead Expenses
Small Business Debt Relief: How To Save On Overhead Expenses
Tips to lower your overhead expenses to help pay off debt
Small business debt relief options
Do you qualify for debt consolidation?
Content: Any debt that can contribute to the growth of your personal wealth has the potential to be good for you – but only if you know how to pay it off properly. Sometimes, business owners concentrate too much on growing the business that they fail to pay attention to their credit. They end up racking too much debt – up to the point when it overruns their profits. That can be very damaging because any interest rate that you are paying on your loan is wasted profit for your business. Tips to lower your overhead expenses to help pay off debt
Some people quickly jump to small business debt relief options without really thinking about the cause of their credit problems. Sometimes, the cure for debt is not really how you pay it off, but how you manage your overhead expenses to keep it within what your profit can afford. It is a lot similar to how consumers must live within their means. Your business must be able to operate way below what you profit each month. If you are just breaking even, then going in business is not really a great idea. You want you business to earn you money and that means all your payables must be below what you are getting as revenues. | https://www.nationaldebtrelief.com/small-business-debt-relief/ |
msmarco_v2.1_doc_47_1419668094#0_3034633567 | Title: FRA Regulation 49 CFR Part 219 - National Drug Screening
Headings: FRA Regulation 49 CFR Part 219
FRA Regulation 49 CFR Part 219
Federal Railroad Administration (FRA)
Summary
Covered employee
Types of tests for drugs
Types of tests for alcohol
Definition of accident requiring testing
Reasonable-suspicion determination
Reasonable-cause determination
Pre-duty alcohol use prohibitions
Actions for BACs 0.02 – 0.039
Employee Training
Supervisor Training
Additional Information About Regulation 49
Locomotive Engineers
Employee Referral Programs
Content: FRA Regulation 49 CFR Part 219 - National Drug Screening
FRA Regulation 49 CFR Part 219
Federal Railroad Administration (FRA)
Railroads in the United States are required to have DOT drug and alcohol testing program and regulated by 49 CFR Part 40. Additional agency regulations must be followed. The FRA regulation is 49 CFR Part 219 and the summary highlights are below. Summary
Covered employee
A person who performs hours of service functions at a rate sufficient to be placed into the railroad’s random testing program. Categories of personnel who normally perform these functions are locomotive engineers, trainmen, conductors, switchmen, locomotive hostlers/helpers, utility employees, signalmen, operators, and train dispatchers. Types of tests for drugs
Pre-employment, random, reasonable suspicion, reasonable cause, post-accident, return-to-duty, and follow-up. Types of tests for alcohol
Pre-employment (optional), random, reasonable suspicion, reasonable cause, post-accident, return-to-duty, and follow-up. Definition of accident requiring testing
FRA’s post-accident testing rule requires urine and blood specimen collection from surviving employees and also tissue from deceased employees (these collection procedures go well beyond the normal Part 40 procedures). For surviving employees, these specimens are collected at an independent medical facility. FRA regulation, 49 CFR Part 219 Subpart C, stipulates the level of events requiring testing and who has to be tested. | https://www.nationaldrugscreening.com/fra-regulation-49/ |
msmarco_v2.1_doc_47_1419668094#3_3034640575 | Title: FRA Regulation 49 CFR Part 219 - National Drug Screening
Headings: FRA Regulation 49 CFR Part 219
FRA Regulation 49 CFR Part 219
Federal Railroad Administration (FRA)
Summary
Covered employee
Types of tests for drugs
Types of tests for alcohol
Definition of accident requiring testing
Reasonable-suspicion determination
Reasonable-cause determination
Pre-duty alcohol use prohibitions
Actions for BACs 0.02 – 0.039
Employee Training
Supervisor Training
Additional Information About Regulation 49
Locomotive Engineers
Employee Referral Programs
Content: Actions for BACs 0.02 – 0.039
The employee cannot be returned to duty until the start of the employee’s next regularly scheduled duty period, but not less than 8 hours following the test. Railroads are prohibited from taking further disciplinary action under their own authority. Employee Training
Employer must provide education materials that explain the requirements of the FRA rules as well as railroad policies and procedures with respect to meeting these requirements. Supervisor Training
A total of three hours of training is required: one-hour on the specific, contemporaneous physical, behavioral, and performance indicators of probable drug use; one- hour of similar training on probable indicators of alcohol use; and one-hour of training on how to determine if an accident qualifies for post-accident testing. Additional Information About Regulation 49
Reportable employee drug and alcohol violations: No requirements to report violations to FRA. Engineers, who are the only certificate holders in the rail industry, will have their certificates reviewed for suspension or revocation by the employer when a FRA violation occurs. | https://www.nationaldrugscreening.com/fra-regulation-49/ |
msmarco_v2.1_doc_47_1425498670#8_3051308422 | Title: Constantine—facts and information
Headings: Who was Constantine?
Who was Constantine?
Ancient Rome 101
Birth of Christianity
A change of scene
Constantinople, the new Rome
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Content: A change of scene
Constantine assumed sole control over the empire in A.D. 324. Rome, however, was losing its luster for him. Tensions remained high between the city’s pagans and the Christian emperor. Moreover, from a military standpoint, Constantine realized it would be easier to fend off threats from the east and to protect valuable territory—and granaries—in Egypt if he moved his capital to a more defensible eastern location. He left Rome for good to build an imperial city that would glorify both his power and his faith. Constantinople (modern-day Istanbul), his capital, was dedicated in A.D. 330. Previously known as Byzantium, it had been under Roman control for well over a century, but Constantine rebuilt and expanded it on a monumental scale. He tripled the size of the existing city and offered full citizenship and free bread to encourage men of rank to move there with their families. A large palace and imposing legislative halls established the city’s gravitas as the new capital. Churches began to punctuate the skyline; | https://www.nationalgeographic.com/culture/article/constantine |
msmarco_v2.1_doc_47_1425498670#9_3051310527 | Title: Constantine—facts and information
Headings: Who was Constantine?
Who was Constantine?
Ancient Rome 101
Birth of Christianity
A change of scene
Constantinople, the new Rome
Read This Next
Hiking a desert park? Here’s how to help preserve the landscape
Meat production leads to thousands of air quality-related deaths annually
At last, a malaria vaccine has passed important clinical trials
Oil company accused of ignoring community concerns about water, wildlife
Go Further
Animals
Environment
History & Culture
Science
Travel
Subscriber Exclusive Content
See how NASA’s new Mars rover will explore the red planet
Why are people so dang obsessed with Mars?
How viruses shape our world
The era of greyhound racing in the U.S. is coming to an end
See how people have imagined life on Mars through history
Content: Constantinople (modern-day Istanbul), his capital, was dedicated in A.D. 330. Previously known as Byzantium, it had been under Roman control for well over a century, but Constantine rebuilt and expanded it on a monumental scale. He tripled the size of the existing city and offered full citizenship and free bread to encourage men of rank to move there with their families. A large palace and imposing legislative halls established the city’s gravitas as the new capital. Churches began to punctuate the skyline; Christians were welcomed, and other faiths were generally tolerated. The ascendant Constantinople soon eclipsed Rome. The western empire gradually crumbled until Rome’s fall in A.D. 476. Yet Constantine’s capital—and the Christian foundation he laid there for the empire—continued to thrive for nearly a thousand years. Constantinople, the new Rome
By the time Constantine established his new capital in A.D. 330, the city that would be called Constantinople had changed hands multiple times among regional superpowers. | https://www.nationalgeographic.com/culture/article/constantine |
msmarco_v2.1_doc_47_1425498670#10_3051312626 | Title: Constantine—facts and information
Headings: Who was Constantine?
Who was Constantine?
Ancient Rome 101
Birth of Christianity
A change of scene
Constantinople, the new Rome
Read This Next
Hiking a desert park? Here’s how to help preserve the landscape
Meat production leads to thousands of air quality-related deaths annually
At last, a malaria vaccine has passed important clinical trials
Oil company accused of ignoring community concerns about water, wildlife
Go Further
Animals
Environment
History & Culture
Science
Travel
Subscriber Exclusive Content
See how NASA’s new Mars rover will explore the red planet
Why are people so dang obsessed with Mars?
How viruses shape our world
The era of greyhound racing in the U.S. is coming to an end
See how people have imagined life on Mars through history
Content: Christians were welcomed, and other faiths were generally tolerated. The ascendant Constantinople soon eclipsed Rome. The western empire gradually crumbled until Rome’s fall in A.D. 476. Yet Constantine’s capital—and the Christian foundation he laid there for the empire—continued to thrive for nearly a thousand years. Constantinople, the new Rome
By the time Constantine established his new capital in A.D. 330, the city that would be called Constantinople had changed hands multiple times among regional superpowers. Darius I of Persia, the Delian League, the Spartans, and Alexander the Great all had ruled the strategic port known as Byzantium on the Bosporus, a strait between the Black Sea and Sea of Marmara. Roman emperor Septimius Severus destroyed the city in A.D. 196 and rebuilt a grander version, which Constantine expanded upon for his New Rome. The city became a prosperous and important center of faith, power, trade, and architecture. The landmark Hagia Sophia (above) was built by Emperor Justinian during the sixth century, the peak of Constantinople’s glory. This text is an excerpt from the National Geographic special issue The Most Influential Figures of Ancient History. | https://www.nationalgeographic.com/culture/article/constantine |
msmarco_v2.1_doc_47_1425537470#1_3051387923 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods. Even the most barren of refrigerators has a lingering bottle that clatters with the whoosh of an opened door. It is the hero of American condiments: ketchup. In the U.S., 97 percent of households report having a bottle at the table. How did a simple sauce come to be so loved by America? It turns out ketchup’s origins are anything but American. Ketchup comes from the Hokkien Chinese word, kê-tsiap, the name of a sauce derived from fermented fish. It is believed that traders brought fish sauce from Vietnam to southeastern China. The British likely encountered ketchup in Southeast Asia, returned home, and tried to replicate the fermented dark sauce. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#2_3051389226 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: How did a simple sauce come to be so loved by America? It turns out ketchup’s origins are anything but American. Ketchup comes from the Hokkien Chinese word, kê-tsiap, the name of a sauce derived from fermented fish. It is believed that traders brought fish sauce from Vietnam to southeastern China. The British likely encountered ketchup in Southeast Asia, returned home, and tried to replicate the fermented dark sauce. This probably happened in the late 17th and early 18th centuries as evidenced by a recipe published in 1732 for “Ketchup in Paste,” by Richard Bradley, which referenced “Bencoulin in the East-Indies” as its origin. ( See “ How a Food Becomes Famous .”) But this was certainly not the ketchup we would recognize today. Most British recipes called for ingredients like mushrooms, walnuts, oysters, or anchovies in an effort to reproduce the savory tastes first encountered in Asia. Mushroom ketchup was even a purported favorite of Jane Austen. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#3_3051390742 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: This probably happened in the late 17th and early 18th centuries as evidenced by a recipe published in 1732 for “Ketchup in Paste,” by Richard Bradley, which referenced “Bencoulin in the East-Indies” as its origin. ( See “ How a Food Becomes Famous .”) But this was certainly not the ketchup we would recognize today. Most British recipes called for ingredients like mushrooms, walnuts, oysters, or anchovies in an effort to reproduce the savory tastes first encountered in Asia. Mushroom ketchup was even a purported favorite of Jane Austen. These early ketchups were mostly thin and dark, and were often added to soups, sauces, meat and fish. At this point, ketchup lacked one important ingredient. Enter the tomato. The first known published tomato ketchup recipe appeared in 1812, written by scientist and horticulturalist, James Mease, who referred to tomatoes as “love apples.” His recipe contained tomato pulp, spices, and brandy but lacked vinegar and sugar. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#4_3051392261 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: These early ketchups were mostly thin and dark, and were often added to soups, sauces, meat and fish. At this point, ketchup lacked one important ingredient. Enter the tomato. The first known published tomato ketchup recipe appeared in 1812, written by scientist and horticulturalist, James Mease, who referred to tomatoes as “love apples.” His recipe contained tomato pulp, spices, and brandy but lacked vinegar and sugar. Ketchup’s success was due in part because it could be kept for up to a year. Still, preservation of tomato ketchups proved challenging. Since tomato-growing season was short, makers of ketchup had to solve the problem of preserving tomato pulp year round. Some producers handled and stored the product so poorly that the resulting sauce contained contaminants like bacteria, spores, yeast, and mold—leading French cookbook author Pierre Blot to call commercial ketchup “filthy, decomposed and putrid” in 1866. Early investigations into commercial ketchup found that it contained potentially unsafe levels of preservatives, namely coal tar, which was sometimes added to achieve the a red color, and sodium benzoate, an additive that retarded spoilage. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#5_3051393978 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: Ketchup’s success was due in part because it could be kept for up to a year. Still, preservation of tomato ketchups proved challenging. Since tomato-growing season was short, makers of ketchup had to solve the problem of preserving tomato pulp year round. Some producers handled and stored the product so poorly that the resulting sauce contained contaminants like bacteria, spores, yeast, and mold—leading French cookbook author Pierre Blot to call commercial ketchup “filthy, decomposed and putrid” in 1866. Early investigations into commercial ketchup found that it contained potentially unsafe levels of preservatives, namely coal tar, which was sometimes added to achieve the a red color, and sodium benzoate, an additive that retarded spoilage. By the end of the 19th Century, benzoates were seen as particularly harmful to health. At the forefront of the war against them was one Dr. Harvey Washington Wiley, who maintained that the use of these harmful preservatives was unnecessary if high quality ingredients were used and handled properly. ( See “ Chemicals Within Us .”) Wiley partnered with a Pittsburgh man named Henry J. Heinz who had started producing ketchup in 1876. Heinz was also convinced American consumers did not want chemicals in their ketchup. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#6_3051395790 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: By the end of the 19th Century, benzoates were seen as particularly harmful to health. At the forefront of the war against them was one Dr. Harvey Washington Wiley, who maintained that the use of these harmful preservatives was unnecessary if high quality ingredients were used and handled properly. ( See “ Chemicals Within Us .”) Wiley partnered with a Pittsburgh man named Henry J. Heinz who had started producing ketchup in 1876. Heinz was also convinced American consumers did not want chemicals in their ketchup. In answer to the benzoate controversy, Heinz developed a recipe that used ripe, red tomatoes—which have more of the natural preservative called pectin than the scraps other manufacturers used—and dramatically increased the amount of vinegar and to reduce risk of spoilage. Heinz began producing preservative-free ketchup, and soon dominated the market. In 1905, the company had sold five million bottles of ketchup. With the rise of commercial ketchup, recipes for the condiment slowly vanished from cookbooks. Home cooks found that homemade ketchup just didn’t taste “right.” | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1425537470#7_3051397433 | Title: How Was Ketchup Invented?
Headings: How Was Ketchup Invented?
How Was Ketchup Invented?
It is a dynamic red concoction. At once savory and sweet, with just the right amount of puckering twang, it is slathered and squirted onto our favorite foods.
Ketchup
Go Further
Animals
History & Culture
Content: In answer to the benzoate controversy, Heinz developed a recipe that used ripe, red tomatoes—which have more of the natural preservative called pectin than the scraps other manufacturers used—and dramatically increased the amount of vinegar and to reduce risk of spoilage. Heinz began producing preservative-free ketchup, and soon dominated the market. In 1905, the company had sold five million bottles of ketchup. With the rise of commercial ketchup, recipes for the condiment slowly vanished from cookbooks. Home cooks found that homemade ketchup just didn’t taste “right.” This is not surprising. Americans now purchase 10 billion ounces of ketchup annually, which translates to roughly three bottles per person per year. If you can buy something delicious off the shelf, why on Earth would you attempt to make it? Photograph by Jasmine Wiggins
Please be respectful of copyright. Unauthorized use is prohibited. | https://www.nationalgeographic.com/culture/article/how-was-ketchup-invented |
msmarco_v2.1_doc_47_1427493981#0_3056008426 | Title: Hernán Cortés conquers the Aztec Empire
Headings:
Guns, germs, and horses brought Cortés victory over the mighty Aztec empire
Content: Hernán Cortés conquers the Aztec Empire
History Magazine
Guns, germs, and horses brought Cortés victory over the mighty Aztec empire
The Aztec outnumbered the Spanish, but that didn't stop Hernán Cortés from seizing Tenochtitlan, the Aztec capital, in 1521. This 18th-century oil painting, part of the Conquest of Mexico series at the Library of Congress, shows Hernán Cortés poised at the gates of the capital of the Aztec Empire. Photograph by EILEEN TWEEDY/ART ARCHIVE
By Bernat Hernández
Published December 18, 2018
• 14 min read
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After the expedition led by Vasco Núñez de Balboa who crossed Central America to reach the Pacific in 1513, Europeans began to see the full economic potential of this "New World." At first, colonization by the burgeoning new world power, Spain, was centered on the islands of the Caribbean, with little contact with the complex, indigenous civilizations on the mainland. It was not long, however, before the lure of wealth spurred Spain’s adventurers beyond exploration and into a phase of conquest that would lay the foundations of the modern world. Whole swaths of the Americas rapidly fell to the Spanish crown, a transformation begun by the ruthless conqueror of the Aztec Empire, Hernán Cortés. ( See also: New clues to the lost fleet of Cortés .) Like other conquistadores of the early 16th century, Cortés had already gained considerable experience by living in the New World before embarking on his exploits. Born to modest lower nobility in the Spanish city of Medellín in 1485, Cortés stood out at an early age for his intelligence and his restless spirit of adventure inspired by the recent voyages of Christopher Columbus. | https://www.nationalgeographic.com/history/magazine/2016/05-06/cortes-tenochtitlan/ |
msmarco_v2.1_doc_47_1432431557#2_3068108763 | Title: Death Valley National Park - National Geographic
Headings: Death Valley National Park
Zabriskie Point
Death Valley National Park
Did You Know?
Content: Please be respectful of copyright. Unauthorized use is prohibited. Please be respectful of copyright. Unauthorized use is prohibited. Please be respectful of copyright. Unauthorized use is prohibited. 1 / 8
1 / 8
<p><br> Not for the faint of heart, Death Valley National Park, in California and Nevada, is hot and dry. Temperatures in the park once hit 134°F (57°C) in July 1913. Zabriskie Point, seen here, offers a spectacular view of the badlands.</p>
Zabriskie Point
Not for the faint of heart, Death Valley National Park, in California and Nevada, is hot and dry. Temperatures in the park once hit 134°F (57°C) in July 1913. | https://www.nationalgeographic.com/travel/national-parks/death-valley-national-park/ |
msmarco_v2.1_doc_47_1432431557#3_3068109785 | Title: Death Valley National Park - National Geographic
Headings: Death Valley National Park
Zabriskie Point
Death Valley National Park
Did You Know?
Content: Unauthorized use is prohibited. 1 / 8
1 / 8
<p><br> Not for the faint of heart, Death Valley National Park, in California and Nevada, is hot and dry. Temperatures in the park once hit 134°F (57°C) in July 1913. Zabriskie Point, seen here, offers a spectacular view of the badlands.</p>
Zabriskie Point
Not for the faint of heart, Death Valley National Park, in California and Nevada, is hot and dry. Temperatures in the park once hit 134°F (57°C) in July 1913. Zabriskie Point, seen here, offers a spectacular view of the badlands. Photograph by Michael Melford
Travel
Death Valley National Park
Published November 2, 2015
• 3 min read
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The largest national park south of Alaska, Death Valley is known for extremes: It is North America's driest and hottest spot (with fewer than two inches/five centimeters of rainfall annually and a record high of 134°F), and has the lowest elevation on the continent—282 feet below sea level. Even with its extremes, the park still receives nearly a million visitors each year. In 1849 emigrants bound for California's gold fields strayed into the 120-mile long basin, enduring a two-month ordeal of "hunger and thirst and an awful silence." | https://www.nationalgeographic.com/travel/national-parks/death-valley-national-park/ |
msmarco_v2.1_doc_47_1432431557#4_3068111397 | Title: Death Valley National Park - National Geographic
Headings: Death Valley National Park
Zabriskie Point
Death Valley National Park
Did You Know?
Content: Zabriskie Point, seen here, offers a spectacular view of the badlands. Photograph by Michael Melford
Travel
Death Valley National Park
Published November 2, 2015
• 3 min read
Share
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The largest national park south of Alaska, Death Valley is known for extremes: It is North America's driest and hottest spot (with fewer than two inches/five centimeters of rainfall annually and a record high of 134°F), and has the lowest elevation on the continent—282 feet below sea level. Even with its extremes, the park still receives nearly a million visitors each year. In 1849 emigrants bound for California's gold fields strayed into the 120-mile long basin, enduring a two-month ordeal of "hunger and thirst and an awful silence." One of the last to leave looked down from a mountain at the narrow valley and said, "Good-bye, Death Valley." The moniker belies the beauty in this vast graben, the geological term for a sunken fragment of the Earth's crust. Here are rocks sculptured by erosion, richly tinted mudstone hills and canyons, luminous sand dunes, lush oases, and a 200-square-mile salt pan surrounded by mountains, one of America's greatest vertical rises. In some years spring rains trigger wildflower blooms amid more than a thousand varieties of plants. Native Americans, most recently the Shoshone, found ways to adapt to the more recent and forbidding desert conditions that exist here now. | https://www.nationalgeographic.com/travel/national-parks/death-valley-national-park/ |
msmarco_v2.1_doc_47_1433157533#12_3069917643 | Title: Many Ways to Name a Place | National Geographic Society
Headings: Many Ways to Name a Place
Many Ways to Name a Place
Links
website
1. Introduce the concept of living in one place that can be identified by many different names.
2. Compare several maps showing a “home” at different scales.
3. View students’ many places on an interactive map.
4. Have students map their home at multiple scales.
5. Have students create their own atlases of their home at multiple scales.
Informal Assessment
Extending the Learning
Tips & Modifications
Content: As a class, read " Creating a Geotour with MapMaker Interactive " as you model how to create a geotour using the map. Then have students create geotours of their personal or global landmark versions of the "Many Ways to Name a Place" atlases, or of a new task you assign. In small groups, have students create a series of 3-D maps of their school’s many locations. Assign each group a different scale. Provide students with clay, construction paper, tissue paper, glue, paints, a cardboard base, and other art supplies. Subjects & Disciplines
Geography
Learning Objectives
Students will: identify a location in a neighborhood, city, state, country, continent, and the world
describe the map features at different scales
identify their own location in the world
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Information organization
Visual instruction
Skills Summary
This activity targets the following skills: 21st Century Student Outcomes
Information, Media, and Technology Skills
Information, Communications, and Technology Literacy
Learning and Innovation Skills
Communication and Collaboration
Critical Thinking and Problem Solving
Critical Thinking Skills
Applying
Understanding
Geographic Skills
Acquiring Geographic Information
Analyzing Geographic Information
Connections to National Standards, Principles, and Practices
National Council for Social Studies Curriculum Standards
Theme 3 : People, Places, and Environments
National Geography Standards
Standard 1 : How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
Standard 5 : | https://www.nationalgeographic.org/activity/many-ways-name-place/ |
msmarco_v2.1_doc_47_1433157533#13_3069920093 | Title: Many Ways to Name a Place | National Geographic Society
Headings: Many Ways to Name a Place
Many Ways to Name a Place
Links
website
1. Introduce the concept of living in one place that can be identified by many different names.
2. Compare several maps showing a “home” at different scales.
3. View students’ many places on an interactive map.
4. Have students map their home at multiple scales.
5. Have students create their own atlases of their home at multiple scales.
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Subjects & Disciplines
Geography
Learning Objectives
Students will: identify a location in a neighborhood, city, state, country, continent, and the world
describe the map features at different scales
identify their own location in the world
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Information organization
Visual instruction
Skills Summary
This activity targets the following skills: 21st Century Student Outcomes
Information, Media, and Technology Skills
Information, Communications, and Technology Literacy
Learning and Innovation Skills
Communication and Collaboration
Critical Thinking and Problem Solving
Critical Thinking Skills
Applying
Understanding
Geographic Skills
Acquiring Geographic Information
Analyzing Geographic Information
Connections to National Standards, Principles, and Practices
National Council for Social Studies Curriculum Standards
Theme 3 : People, Places, and Environments
National Geography Standards
Standard 1 : How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
Standard 5 : That people create regions to interpret Earth's complexity
Common Core State Standards for English Language Arts & Literacy
Reading Standards for Informational Text K-5 : Integration of Knowledge and Ideas, RI.4.7
Reading Standards for Informational Text K-5 : Integration of Knowledge and Ideas, RI.5.7
Reading Standards for Informational Text K-5 : Integration of Knowledge and Ideas, RI.3.7
The College, Career & Civic Life (C3) Framework for Social Studies State Standards
Geographic Representations: Spatial Views of the World: | https://www.nationalgeographic.org/activity/many-ways-name-place/ |
msmarco_v2.1_doc_47_1433177429#3_3069963668 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Tell students they will use these words again when they create a map of their classroom. 3. Talk about the purpose of a map. Explain that a map shows where things are located. Usually a map shows a place from above. Have students imagine they have wings like a butterfly, and they can fly up to the ceiling of the classroom. Ask: What do you see from up there? What shapes do you see? Tell them that their map of the classroom will show what the room looks like from above. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#5_3069965448 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: It will show where things in the classroom are. If helpful, project the provided image of the Classroom Map so visual and struggling learners can understand the perspective of a birds'-eye-view map. 4. Make a map of the classroom. Show students the shape of the classroom drawn on butcher paper. Ask: What do you think these lines are? ( the walls) What are these openings? ( door [s], windows) Show students one of the cutout shapes and decide together which item in the class it looks like. Remind students they are looking down from above. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#8_3069968620 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Talk about and count other items in the classroom that can be included on the map, such as desks, chairs, carpets, or bookshelves. Place cutouts of other features or draw them on the map. As you decide what to include on the map, use the words “next to,” “near,” “far,” and “between” to describe the locations of objects. Have students repeat statements using these words or think of their own statements using the language of location. 6. Practice reading and using the map. Ask students to show how they move around in the classroom by walking their fingers on the map from one place to another. For example, have a student walk her fingers on the map from the rug to where she sits at the table. Then place sticky notes with students’ names in a few places on the map. Ask them to walk to that location. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#9_3069969848 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Practice reading and using the map. Ask students to show how they move around in the classroom by walking their fingers on the map from one place to another. For example, have a student walk her fingers on the map from the rug to where she sits at the table. Then place sticky notes with students’ names in a few places on the map. Ask them to walk to that location. Other students can give them hints about where to go using the location words. 7. Use the map to have a treasure hunt. Have students cover their eyes while you hide a few objects, such as marbles or small plastic animals, in different locations in the classroom. Return to the map and point to one location where students can hunt for the treasure. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#13_3069974923 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: The bookcase is next to the door. The bookcase is near the teacher’s desk. The treasure was far from my desk.” Extending the Learning
As a class, make a map on large paper of the playground or other location in the school. Have students decide what objects should be included. Ask: How can a map of the playground or the school be useful to people? Read Me on the Map, by Joan Sweeney, to introduce how people can create and use maps, and also how maps represent places all over the world. As a homework assignment, have students create a map of their room at home with a family member’s help. Reinforce spatial skills and help with classroom organization by using the classroom map when you assign students to different locations or centers. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#14_3069976059 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Ask: How can a map of the playground or the school be useful to people? Read Me on the Map, by Joan Sweeney, to introduce how people can create and use maps, and also how maps represent places all over the world. As a homework assignment, have students create a map of their room at home with a family member’s help. Reinforce spatial skills and help with classroom organization by using the classroom map when you assign students to different locations or centers. Write students’ names on sticky notes, and post them on the map. Subjects & Disciplines
Geography
Learning Objectives
Students will: identify items in the classroom that should be included on a map
visualize the view of furniture in the room from above
use the language of location in describing their location, items on the map, and locations in the classroom
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Hands-on learning
Visual instruction
Skills Summary
This activity targets the following skills: 21st Century Student Outcomes
Learning and Innovation Skills
Communication and Collaboration
Geographic Skills
Organizing Geographic Information
Connections to National Standards, Principles, and Practices
National Council for Social Studies Curriculum Standards
Theme 3 : People, Places, and Environments
National Geography Standards
Standard 1 : | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#15_3069977803 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Write students’ names on sticky notes, and post them on the map. Subjects & Disciplines
Geography
Learning Objectives
Students will: identify items in the classroom that should be included on a map
visualize the view of furniture in the room from above
use the language of location in describing their location, items on the map, and locations in the classroom
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Hands-on learning
Visual instruction
Skills Summary
This activity targets the following skills: 21st Century Student Outcomes
Learning and Innovation Skills
Communication and Collaboration
Geographic Skills
Organizing Geographic Information
Connections to National Standards, Principles, and Practices
National Council for Social Studies Curriculum Standards
Theme 3 : People, Places, and Environments
National Geography Standards
Standard 1 : How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
Standard 3 : How to analyze the spatial organization of people, places, and environments on Earth's surface
Common Core State Standards for English Language Arts & Literacy
Reading Standards for Informational Text K-5 : Key Ideas and Details, RI.K.2
Reading Standards for Informational Text K-5 : Integration of Knowledge and Ideas, RI.1.7
The College, Career & Civic Life (C3) Framework for Social Studies State Standards
Geographic Representations: Spatial Views of the World: | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#18_3069982135 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places. What You’ll Need
Materials You Provide
Butcher paper
Construction paper
Markers
Small objects to hide, such as marbles, plastic animals, or eggs
Removable tape or glue
Safety scissors
Sticky notes
Resources Provided
The resources are also available at the top of the page. Required Technology
Internet Access: Optional
Tech Setup: 1 computer per classroom, Projector
Physical Space
Classroom
Other Notes
Prepare items from Step 1 before beginning the activity with students. These include the classroom map outline, paper shapes for furniture, and sticky notes with students’ names. In Practice
Find resources that show best teaching practices and example student outcomes for this activity. Picture of Practice
Mapping the Classroom
Background Information
Learning to use and create maps builds students’ spatial thinking skills as well as language skills in the early years. Spatial thinking is important for students to develop as they connect the “why of where” in geography, Earth and environmental sciences, and history. Spatial thinking is also positively correlated with success in math and science, as it involves knowing and understanding spatial concepts and relations, how we represent those concepts and relations in different ways, and also how we can reason with spatial information. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#19_3069983975 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: These include the classroom map outline, paper shapes for furniture, and sticky notes with students’ names. In Practice
Find resources that show best teaching practices and example student outcomes for this activity. Picture of Practice
Mapping the Classroom
Background Information
Learning to use and create maps builds students’ spatial thinking skills as well as language skills in the early years. Spatial thinking is important for students to develop as they connect the “why of where” in geography, Earth and environmental sciences, and history. Spatial thinking is also positively correlated with success in math and science, as it involves knowing and understanding spatial concepts and relations, how we represent those concepts and relations in different ways, and also how we can reason with spatial information. Students who acquire robust spatial thinking skills will be at an advantage in our increasingly global and technological society and will also build a foundation for analyzing environmental issues and challenges. Prior Knowledge
None
Recommended Prior Activities
None
Vocabulary
language skills
Noun
skills including conventions of standard English, knowledge of language, and vocabulary acquisition and use. location
Noun
position of a particular point on the surface of the Earth. map
Noun
symbolic representation of selected characteristics of a place, usually drawn on a flat surface. map skills
Noun
skills for reading and interpreting maps, from learning basic map conventions to analyzing and comprehending maps to address higher-order goals. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#20_3069985963 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: Students who acquire robust spatial thinking skills will be at an advantage in our increasingly global and technological society and will also build a foundation for analyzing environmental issues and challenges. Prior Knowledge
None
Recommended Prior Activities
None
Vocabulary
language skills
Noun
skills including conventions of standard English, knowledge of language, and vocabulary acquisition and use. location
Noun
position of a particular point on the surface of the Earth. map
Noun
symbolic representation of selected characteristics of a place, usually drawn on a flat surface. map skills
Noun
skills for reading and interpreting maps, from learning basic map conventions to analyzing and comprehending maps to address higher-order goals. spatial thinking
Noun
collection of learned skills including the elements of concepts of space, tools of representation, and processes of reasoning. Books
Sweeney, Joan. Me on the Map. Dragonfly Books: New York, 1998. | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433177429#21_3069987324 | Title: Mapping the Classroom | National Geographic Society
Headings: Mapping the Classroom
Mapping the Classroom
Informal Assessment
Extending the Learning
Tips & Modifications
Content: spatial thinking
Noun
collection of learned skills including the elements of concepts of space, tools of representation, and processes of reasoning. Books
Sweeney, Joan. Me on the Map. Dragonfly Books: New York, 1998. Maps
National Geographic Education: Classroom Map
Tips & Modifications
1 OF 4
1/4
Modification
Consider creating the map more than once with a small group | https://www.nationalgeographic.org/activity/mapping-classroom/ |
msmarco_v2.1_doc_47_1433203120#11_3070032090 | Title: Mapping Our Human Footprint | National Geographic Society
Headings: Mapping Our Human Footprint
Mapping Our Human Footprint
Links
website
map
Extending the Learning
Partner
Content: it shows areas that have been affected by human populations. Have students compare the two data layers on the interactive map. Ask them to identify the differences they see. Extending the Learning
Go to the National Geographic Society website to find out where you can get the Human Footprint DVD. Subjects & Disciplines
Geography
Human Geography
Physical Geography
Learning Objectives
Students will: explain what information the Human Footprint data layer and map legend show
use the Human Footprint data layer to analyze the degree of human impact in their hometown
make connections between areas of human impact and geographic factors
describe similarities and differences between the Human Footprint data layer and a Population Density data layer
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Visual instruction
Skills Summary
This activity targets the following skills: Critical Thinking Skills
Analyzing
Understanding
Connections to National Standards, Principles, and Practices
National Geography Standards
Standard 14 : How human actions modify the physical environment
What You’ll Need
Resources Provided
The resources are also available at the top of the page. Required Technology
Internet Access: Required
Tech Setup: | https://www.nationalgeographic.org/activity/mapping-our-human-footprint/ |
msmarco_v2.1_doc_47_1433340416#4_3070377908 | Title: Ocean Maps | National Geographic Society
Headings: Ocean Maps
Ocean Maps
Links
Funder
Content: Have a whole-class discussion. Ask: What is the purpose of these maps? How do you think maps like these can help you learn about the ocean? Why is it useful to create maps? Why is it good to have maps that show information other than just the “basics,” such as the locations of the continents or major islands? Subjects & Disciplines
Geography
Physical Geography
Learning Objectives
Students will: explain the uses of ocean maps
describe the information shown in different types of ocean maps
evaluate the purposes of different types of ocean maps
Teaching Approach
Learning-for-use
Teaching Methods
Discussions
Visual instruction
Skills Summary
This activity targets the following skills: Critical Thinking Skills
Analyzing
Understanding
Geographic Skills
Acquiring Geographic Information
Analyzing Geographic Information
Connections to National Standards, Principles, and Practices
National Geography Standards
Standard 1 : How to use maps and other geographic representations, geospatial technologies, and spatial thinking to understand and communicate information
What You’ll Need
Resources Provided
The resources are also available at the top of the page. | https://www.nationalgeographic.org/activity/ocean-maps/ |
msmarco_v2.1_doc_47_1433995637#1_3071652318 | Title: Earth's Changing Climate | National Geographic Society
Headings: Earth's Changing Climate
Earth's Changing Climate
Select Text Level:
Earth’s Changing Climate
Natural Causes of Climate Change
Human Causes of Climate Change
Global Warming
Content: It has a dry climate. Because climates are mostly constant, living things can adapt to them. Polar bears have adapted to stay warm in polar climates, while cacti have evolved to hold onto water in dry climates. The enormous variety of life on Earth results in large part from the variety of climates that exist. Climates do change, however—they just change very slowly, over hundreds or even thousands of years. As climates change, organisms that live in the area must adapt, relocate, or risk going extinct . Earth’s Changing Climate
Earth’s climate has changed many times. For example, fossils from the Cretaceous period (144 to 65 million years ago) show that Earth was much warmer than it is today. Fossilized plants and animals that normally live in warm environments have been found at much higher latitudes than they could survive at today. For instance, breadfruit trees, now found on tropical islands, grew as far north as Greenland. | https://www.nationalgeographic.org/article/earths-changing-climate/ |
msmarco_v2.1_doc_47_1433995637#2_3071653732 | Title: Earth's Changing Climate | National Geographic Society
Headings: Earth's Changing Climate
Earth's Changing Climate
Select Text Level:
Earth’s Changing Climate
Natural Causes of Climate Change
Human Causes of Climate Change
Global Warming
Content: As climates change, organisms that live in the area must adapt, relocate, or risk going extinct . Earth’s Changing Climate
Earth’s climate has changed many times. For example, fossils from the Cretaceous period (144 to 65 million years ago) show that Earth was much warmer than it is today. Fossilized plants and animals that normally live in warm environments have been found at much higher latitudes than they could survive at today. For instance, breadfruit trees, now found on tropical islands, grew as far north as Greenland. Earth has also experienced several major ice ages—at least four in the past 500,000 years. During these periods, Earth’s temperature decreased, causing an expansion of ice sheets and glaciers. The most recent Ice Age began about 2 million years ago and peaked about 20,000 years ago. The ice caps began retreating 18,000 years ago. They have not disappeared completely, however. | https://www.nationalgeographic.org/article/earths-changing-climate/ |
msmarco_v2.1_doc_47_1434483472#6_3072704324 | Title: Industrialization, Labor, and Life | National Geographic Society
Headings: Industrialization, Labor, and Life
Industrialization, Labor, and Life
Select Text Level:
Content: As countries industrialized, factories became larger and produced more goods. Larger companies that were able to achieve economies of scale did better in international trade. Earlier forms of work began to disappear. Perhaps the most harmful consequences of industrialization were those affecting families. Before industrialization, families served both social and economic purposes. Married couples and their children often worked together in farms or shops. In 18 th -century Great Britain, women and men often worked in their homes doing jobs such as spinning wool into textiles and weaving textiles into cloth. They then sold their products in a system that was called the "putting-out" or domestic system. However, the rise of factories meant that most male workers no longer worked at home. Some men left their families behind for jobs in the city. | https://www.nationalgeographic.org/article/industrialization-labor-and-life/7th-grade/ |
msmarco_v2.1_doc_47_1435566299#0_3074892110 | Title: Map Skills for Elementary Students | National Geographic Society
Headings: Map Skills for Elementary Students
Map Skills for Elementary Students
Spatial Thinking in Grades preK-6
Spatial Thinking and Maps Skills in Young Children
Mapping Concepts and Skills
Spatial Thinking
Activity Summary
Large-Format Maps
State Tabletop Maps
World Map for Kids
Maps of Familiar Places
Park Map
Neighborhood Map
Community Map
Classroom Map
Educational Video
The Cartographer's Dilemma
Pictures of Practice
Mapping the Classroom
Mapping Storybooks
Model Student Work
Many Ways to Name a Place
Maps as Tools for Adventure
Map Games
Content: Map Skills for Elementary Students | National Geographic Society
Collections
Map Skills for Elementary Students
Spatial Thinking in Grades preK-6
Photograph by Winn Brewer, National Geographic
Spatial Thinking and Maps Skills in Young Children
Spatial thinking allows students to comprehend and analyze phenomena related to the places and spaces around them—and at scales from what they can touch and see in a room or their neighborhood to a world map or globe. Spatial thinking is one of the most important skills that students can develop as they learn geography, Earth, and environmental sciences. It also deepens and gives a more complete understanding of history and is linked to success in math and science. Young students also enhance their language skills as they collaborate and communicate about spatial relationships. Students who develop robust spatial thinking skills will be at an advantage in our increasingly global and technological society. This collection can help you teach an assortment of map skills through activities that address the spatial thinking abilities of young children and developmental appropriateness. The collection is not intended to be a complete map skill program, and the activities can be adapted for higher or lower grades. Click here for a downloadable summary of all activities and the learning objectives and spatial thinking concepts targeted in each activity. Mapping Concepts and Skills
Spatial Thinking
Learn more about the development of concepts and skills across the early years. Activity Summary
Click here for a downloadable summary of all activities in the Map Skills for Elementary Students collection and the learning objectives and spatial thinking concepts targeted in each activity. | https://www.nationalgeographic.org/education/map-skills-elementary-students/ |
msmarco_v2.1_doc_47_1435566299#1_3074894720 | Title: Map Skills for Elementary Students | National Geographic Society
Headings: Map Skills for Elementary Students
Map Skills for Elementary Students
Spatial Thinking in Grades preK-6
Spatial Thinking and Maps Skills in Young Children
Mapping Concepts and Skills
Spatial Thinking
Activity Summary
Large-Format Maps
State Tabletop Maps
World Map for Kids
Maps of Familiar Places
Park Map
Neighborhood Map
Community Map
Classroom Map
Educational Video
The Cartographer's Dilemma
Pictures of Practice
Mapping the Classroom
Mapping Storybooks
Model Student Work
Many Ways to Name a Place
Maps as Tools for Adventure
Map Games
Content: This collection can help you teach an assortment of map skills through activities that address the spatial thinking abilities of young children and developmental appropriateness. The collection is not intended to be a complete map skill program, and the activities can be adapted for higher or lower grades. Click here for a downloadable summary of all activities and the learning objectives and spatial thinking concepts targeted in each activity. Mapping Concepts and Skills
Spatial Thinking
Learn more about the development of concepts and skills across the early years. Activity Summary
Click here for a downloadable summary of all activities in the Map Skills for Elementary Students collection and the learning objectives and spatial thinking concepts targeted in each activity. Large-Format Maps
State Tabletop Maps
Dive into state geography learning with printable, tiled tabletop maps. World Map for Kids
National Geographic's The World for Kids wall map is an enticing and engaging world map perfect for classroom, home or library. Recommended by geography educators for ages 7-12, this map features an optimized map design for readability and easy, intuitive learning. Maps of Familiar Places
Introduce young students to the concept of maps as representations of places with these community maps. Park Map
Introduce young students to the concept of maps as representations of places with this park map. | https://www.nationalgeographic.org/education/map-skills-elementary-students/ |
msmarco_v2.1_doc_47_1437233793#10_3077765899 | Title: desert | National Geographic Society
Headings: desert
desert
Encyclopedic Entry
Vocabulary
Images
Websites
Content: Few organisms can withstand the freezing, dry climate of Antarctica. Changing Deserts
The regions that are deserts today were not always so dry. Between 8000 and 3000 BCE, for example, the Sahara had a much milder, moister climate. Climatologists identify this period as the “ Green Sahara .” Archaeological evidence of past settlements is abundant in the middle of what are arid, unproductive areas of the Sahara today. This evidence includes rock paintings, grave s, and tools. Fossil s and artifact s show that lime and olive trees, oaks, and oleander s once bloomed in the Sahara. Elephants, gazelles, rhinos, giraffes, and people used stream-fed pools and lakes. There were three or four other moist periods in the Sahara. Similar lush conditions existed as recently as 25,000 years ago. | https://www.nationalgeographic.org/encyclopedia/desert/ |
msmarco_v2.1_doc_47_1438603952#4_3079976681 | Title:
Headings:
Content: Among these leaders were Nerva, Trajan, Hadrian, Antoninus Pius, and Marcus Aurelius. Collectively, they are known as the Five Good Emperors and they expanded Rome’s frontierto the height of its expansion, controlling territoryfrom Britain all the way to parts of Mesopotamia. However, the size of the empire made it difficult to control from Rome alone. The emperor Diocletian decided to divide it into western and eastern halves in A.D. 285 to make managing the empire easier. Competition between the leaders of the halves emerged and resulted in civil war, which ultimately led the general Constantine to unify the empire under his own rule. He decided to move the imperial capital from Rome to the site of the ancient city of Byzantium, renaming the city Constantinople, and developing it further in the Roman style. Once Constantine moved the capital, Rome transitioned to a period of decline. War, a weakened treasury, and deterioration of infrastructureled to the loss of territory in the western half of the empire. The Western Empire finally collapsed in A.D. 476 while the Eastern Empire continued on as the Byzantine Empire until the city fell in A.D. 1453. This is a bronze statue of Caesar Augustus in the Via del Fori Imperiali, Rome, Lazio, Italy. | https://www.nationalgeographic.org/encyclopedia/imperial-rome/ |
msmarco_v2.1_doc_47_1438603952#5_3079978162 | Title:
Headings:
Content: He decided to move the imperial capital from Rome to the site of the ancient city of Byzantium, renaming the city Constantinople, and developing it further in the Roman style. Once Constantine moved the capital, Rome transitioned to a period of decline. War, a weakened treasury, and deterioration of infrastructureled to the loss of territory in the western half of the empire. The Western Empire finally collapsed in A.D. 476 while the Eastern Empire continued on as the Byzantine Empire until the city fell in A.D. 1453. This is a bronze statue of Caesar Augustus in the Via del Fori Imperiali, Rome, Lazio, Italy. Tino Soriano
deteriorate
V
to wear away or become lower in quality. dynasty
Noun
series of rulers from one family or group. emperor
Noun
ruler of an empire. empire
Noun
group of nations, territories or other groups of people controlled by a single, more powerful authority. frontier
Noun
largely unpopulated area that is slowly being opened up for settlement. | https://www.nationalgeographic.org/encyclopedia/imperial-rome/ |
msmarco_v2.1_doc_47_1439421803#8_3081449046 | Title: navigation | National Geographic Society
Headings: navigation
navigation
Encyclopedic Entry
Vocabulary
Content: Radio Navigation
Radio navigation is similar to celestial navigation, except it replaces objects in the sky with radio waves being broadcast. The navigator can tune into a radio station and use an antenna to find the direction of the broadcasting radio antenna. Position can be determined by measuring the time it takes to receive radio signals from the stations of known locations on the ground or aboard satellites. Radar is a type of radio navigation. It originally stood for Radio Detection And Ranging. Radar is a system that measures the time it takes to bounce electromagnetic waves off an object and back to a receiver. The waves that reflect back to the receiver indicate the object's distance. GPS
GPS, or global positioning system, is a satellite -based navigation system. While the GPS system is funded and controlled by the U.S. governments Department of Defense, anyone with a GPS receiver can use it. The earliest GPS system was launched between 1978 and 1985 with 11 satellites. | https://www.nationalgeographic.org/encyclopedia/navigation/ |
msmarco_v2.1_doc_47_1440671070#0_3083318010 | Title: Sea Level Rise | National Geographic Society
Headings: Sea Level Rise
Sea Level Rise
Media Credits
Director
Author
Production Managers
Program Specialists
Last Updated
Media
Text
Interactives
Content: Sea Level Rise | National Geographic Society
Sea Level Rise
Encyclopedic Entry
Vocabulary
Sea level rise is an increase in the level of the world’s oceans due to the effects of global warming. Burning fossil fuels is one of the causes of global warming because it releases carbon dioxide and other heat-trapping gasses into the atmosphere. The oceans then absorb the majority of this heat. As water becomes warmer, it expands. This results in ocean levels rising worldwide. Land-based ice, such as glaciers and ice sheets, is greatly affected by global warming, as well. These reserves of ice are located in places like Greenland and Antarctica. Typically, they experience melt during the warmer months of the year and the ice is replenished in colder months. With the average year-round global temperatures rising, however, ice caps and glaciers are experiencing a disproportionate amount of melting at an accelerated rate. Sea level rise poses a serious threat to coastal life around the world. | https://www.nationalgeographic.org/encyclopedia/sea-level-rise/ |
msmarco_v2.1_doc_47_1440671070#1_3083319418 | Title: Sea Level Rise | National Geographic Society
Headings: Sea Level Rise
Sea Level Rise
Media Credits
Director
Author
Production Managers
Program Specialists
Last Updated
Media
Text
Interactives
Content: Land-based ice, such as glaciers and ice sheets, is greatly affected by global warming, as well. These reserves of ice are located in places like Greenland and Antarctica. Typically, they experience melt during the warmer months of the year and the ice is replenished in colder months. With the average year-round global temperatures rising, however, ice caps and glaciers are experiencing a disproportionate amount of melting at an accelerated rate. Sea level rise poses a serious threat to coastal life around the world. Consequences include increased intensity of storm surges, flooding, and damage to coastal areas. In many cases, this is where large population centers are located, in addition to fragile wildlife habitats. Therefore, people may become displaced and will need to seek safer homes. Even life farther inland is threatened because rising seas can contaminate soil and groundwater with salt. Predicting how high the sea levels will rise is difficult. | https://www.nationalgeographic.org/encyclopedia/sea-level-rise/ |
msmarco_v2.1_doc_47_1443474529#0_3089468887 | Title: Voting Process | National Geographic Society
Headings: Voting Process
resource library COLLECTION
Voting Process
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Map
Voter Registration Strategies and Percentages
Civics, Social Studies, Human Geography, Geography
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nation
Human Geography, Civics, Social Studies, Arts and Music, Geography
Encyclopedic Entry
Congress
Social Studies, Civics
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Win the White House
Social Studies, U.S. History, Civics
Interactive
LawCraft
Social Studies, U.S. History, Civics
Activity
Tracing Democratic Ideas
U.S. History, Social Studies
Photograph
“The Quadrennial Choosing”
Civics, Social Studies, English Language Arts
Article leveled
Voting Rights Throughout United States History
Interactive
Represent Me
Social Studies, U.S. History, Civics
Article leveled
Why Voting Is Important
Social Studies, U.S. History, Civics
Interactive
Cast Your Vote
World History, Social Studies, U.S. History
Map
The Electoral College
Civics, U.S. History, Social Studies
Encyclopedic Entry
Voter
Civics, U.S. History, Social Studies
Article
Museum Administrator: Charles Morton
Geography, Human Geography, Anthropology, U.S. History, Social Studies
Educational Resources in Your Inbox
Content: Voting Process | National Geographic Society
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Voting Process
Voting is a fundamental process in a democratic system. It is a chance for the citizens of a country to have a say in the people who represent them or an issue that impacts them. Informed voting and participating in elections is one of the responsibilities of citizens of the United States. In the United States, the voting process is fairly straightforward. First, an eligible citizen registers to vote, studies the candidates and issues, looks up their polling location, then casts their ballot during the election. Teach your students about the importance of voting with these resources. grades
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Social Studies, Civics
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Map
9
Voter Registration Strategies and Percentages
Civics, Social Studies, Human Geography, Geography
In the United States, voter registration changes throughout the years. Have students use this map to look at American voter registration in 1990 to facilitate discussions on what has changed since then and why. Grades
5 - 8
Encyclopedic Entry
19
nation
Human Geography, Civics, Social Studies, Arts and Music, Geography
Encyclopedic entry. | https://www.nationalgeographic.org/topics/resource-library-voting-process/ |
msmarco_v2.1_doc_47_1444583193#0_3091913440 | Title: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Headings: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Big corporates, farmers believe, are new Zamindars who get the Government to act on their behalf. They are convinced this is a game of the big against the small and of the powerful against the weak
Jagdish Rattanani
Content: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Opinion
Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Big corporates, farmers believe, are new Zamindars who get the Government to act on their behalf. They are convinced this is a game of the big against the small and of the powerful against the weak
Representative Image (Photo Courtesy: Twitter/@KisanEktaMurcha)
Jagdish Rattanani
Published: 02 Jan 2021, 6:30 PM
Engagement: 537
The farmers of India have made their opposition to the farm bills very clear. The issues are complex but faces never-before seen on television and on YouTube et al have explained them rather well and told us why they stand against the bills that were rushed through Parliament with no debate. To the extent the new laws are the handiwork of the BJP and are pushed by its leadership, the protestors have taken a stand against the party and the Prime Minister Narendra Modi. This is a political fight in which the PM isn’t backing down yet, but he isn’t in the lead. His much-hyped communications skills and vaunted political craft pale in comparison to the farmers’ explanations of why they have taken this hard stance against the government. In a line, the farmers are saying this: | https://www.nationalheraldindia.com/opinion/farmers-agitation-is-a-vote-of-no-confidence-in-indias-private-sector |
msmarco_v2.1_doc_47_1444583193#1_3091915529 | Title: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Headings: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Big corporates, farmers believe, are new Zamindars who get the Government to act on their behalf. They are convinced this is a game of the big against the small and of the powerful against the weak
Jagdish Rattanani
Content: The issues are complex but faces never-before seen on television and on YouTube et al have explained them rather well and told us why they stand against the bills that were rushed through Parliament with no debate. To the extent the new laws are the handiwork of the BJP and are pushed by its leadership, the protestors have taken a stand against the party and the Prime Minister Narendra Modi. This is a political fight in which the PM isn’t backing down yet, but he isn’t in the lead. His much-hyped communications skills and vaunted political craft pale in comparison to the farmers’ explanations of why they have taken this hard stance against the government. In a line, the farmers are saying this: don’t kill the mandis that have stood the test of time and leave us to the vagaries of private traders, corporates or what are called market forces. While this clean and clear framing stands out, we cannot miss that the agitation is even more a vote of no confidence against the private sector of India. This is the lesser said story of the protests and it carries implications beyond the immediate battle and how it eventually turns out. Thirty years after India took the path of economic reforms under Dr. Manmohan Singh as the finance minister, here is the peasantry of India saying that large corporates have not inspired confidence and do not have a track record that offers comfort. As a result, they are unwilling to leave the security of a government-guaranteed support price for their produce, duly legislated so that it is armed with the teeth of the law. | https://www.nationalheraldindia.com/opinion/farmers-agitation-is-a-vote-of-no-confidence-in-indias-private-sector |
msmarco_v2.1_doc_47_1444583193#2_3091917881 | Title: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Headings: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Big corporates, farmers believe, are new Zamindars who get the Government to act on their behalf. They are convinced this is a game of the big against the small and of the powerful against the weak
Jagdish Rattanani
Content: don’t kill the mandis that have stood the test of time and leave us to the vagaries of private traders, corporates or what are called market forces. While this clean and clear framing stands out, we cannot miss that the agitation is even more a vote of no confidence against the private sector of India. This is the lesser said story of the protests and it carries implications beyond the immediate battle and how it eventually turns out. Thirty years after India took the path of economic reforms under Dr. Manmohan Singh as the finance minister, here is the peasantry of India saying that large corporates have not inspired confidence and do not have a track record that offers comfort. As a result, they are unwilling to leave the security of a government-guaranteed support price for their produce, duly legislated so that it is armed with the teeth of the law. It is not insignificant that large corporates are being named as crony capitalists but they only serve to give specifics, the concreteness, and the proof as it were, of what the farmers believe and present as a concern. And this concern is against large corporate machines that the government wishes and hopes will change India’s rural landscape. Exposing the average Indian farmer, small holder, with little or no bargaining power, less savvy about contracts and fine print, to these large entities is not something the vast majority now sitting in protest are willing to stomach. In fact, they appear convinced that this is the game of the big against the small, of the powerful against the weak, or corporates against the people. That frames the agitation rather well as the battle of the people on the streets versus the combine of big business and the government in its pocket. | https://www.nationalheraldindia.com/opinion/farmers-agitation-is-a-vote-of-no-confidence-in-indias-private-sector |
msmarco_v2.1_doc_47_1444583193#8_3091930893 | Title: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Headings: Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Farmers’ agitation is a vote of ‘no confidence’ in India’s private sector
Big corporates, farmers believe, are new Zamindars who get the Government to act on their behalf. They are convinced this is a game of the big against the small and of the powerful against the weak
Jagdish Rattanani
Content: This means the Prime Minister of India cannot be seen, almost like a model, in full page ads of a chosen business house. That tells us the story of why reforms won’t progress because the government has told us that it is on the side of big business, not on the side of the people of India. That is the precise complaint of the farmers of India. ( The writer is a journalist and a faculty member at Bhavan’s SPJIMR. Views are personal)
( Syndicate: The Billion Press)
For all the latest India News, Follow India Section. Government
farmers protest
farm laws
2 Comment (s) | https://www.nationalheraldindia.com/opinion/farmers-agitation-is-a-vote-of-no-confidence-in-indias-private-sector |
msmarco_v2.1_doc_47_1444775633#3_3092351673 | Title: National Coalition for the Homeless
Headings: Health Care and Homelessness
Health Care and Homelessness
Content: The National Health Care for the Homeless Council (2008) estimates that 70% of Health Care for the Homeless (HCH) clients do not have health insurance. Moreover, approximately 14% of people treated by homeless health care programs are children under the age of 15 (National Health Care for the Homeless Council, 2008). Inadequate health insurance is itself a cause for homelessness. Many people without health insurance have low incomes and do not have the resources to pay for health services on their own. A serious injury or illness in the family could result in insurmountable expenses for hospitalizations, tests, and treatment. For many, this forces a choice between hospital bills or rent. According to the National Health Care for the Homeless Council (2008), half of all personal bankruptcies in the United States are caused by health problems. Health care is even more of a problem for people who are already homeless. Homeless people are three to six times more likely to become ill than housed people (National Health Care for the Homeless Council, 2008). Homelessness precludes good nutrition, good personal hygiene, and basic first aid, adding to the complex health needs of homeless people. | https://www.nationalhomeless.org/factsheets/health.html |
msmarco_v2.1_doc_47_1459629778#0_3124635706 | Title: The Scientific and Technological Advances of World War II | The National WWII Museum | New Orleans
Headings: The Scientific and Technological Advances of World War II
The Scientific and Technological Advances of World War II
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Content: The Scientific and Technological Advances of World War II | The National WWII Museum | New Orleans
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The Scientific and Technological Advances of World War II
The war effort demanded developments in the field of science and technology, developments that forever changed life in America and made present-day technology possible. Of the enduring legacies from a war that changed all aspects of life—from economics, to justice, to the nature of warfare itself—the scientific and technological legacies of World War II had a profound and permanent effect on life after 1945. Technologies developed during World War II for the purpose of winning the war found new uses as commercial products became mainstays of the American home in the decades that followed the war’s end. Wartime medical advances also became available to the civilian population, leading to a healthier and longer-lived society. Added to this, advances in the technology of warfare fed into the development of increasingly powerful weapons that perpetuated tensions between global powers, changing the way people lived in fundamental ways. The scientific and technological legacies of World War II became a double-edged sword that helped usher in a modern way of living for postwar Americans, while also launching the conflicts of the Cold War. When looking at wartime technology that gained commercial value after World War II, it is impossible to ignore the small, palm-sized device known as a cavity magnetron. This device not only proved essential in helping to win World War II, but it also forever changed the way Americans prepared and consumed food. This name of the device—the cavity magnetron—may not be as recognizable as what it generates: | https://www.nationalww2museum.org/war/articles/scientific-and-technological-advances-world-war-ii |
msmarco_v2.1_doc_47_1461505834#23_3126026668 | Title: Germany vs United States Crime Stats Compared
Headings: Crime Stats
: compare key data on
Germany
&
United States
Crime Stats: compare key data on Germany & United States
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APA MLA MHRA CSE AMA Chicago Bluebook Bluebook/JOLT
Citation
Compare Germany and United States in
Content: Murders > WHO : Intentional homicide rate is the estimate of intentional homicides in a country as a result of domestic disputes that end in a killing, interpersonal violence, violent conflicts over land resources, inter-gang violence over turf or control, and predatory violence and killing by armed groups. The term, intentional homicide, is broad, but it does not include all intentional killing. In particular, deaths arising from armed conflict are usually considered separately. The difference is usually described by the organisation of the killing. Individuals or small groups usually commit homicide, whereas the killing in armed conflict is usually committed by more or less cohesive groups of up to several hundred members. Two main sources of data are presented: crimina | https://www.nationmaster.com/country-info/compare/Germany/United-States/Crime |
msmarco_v2.1_doc_47_1462607250#16_3126607263 | Title: New Zealand vs United States Crime Stats Compared
Headings: Crime Stats
: compare key data on
New Zealand
&
United States
Crime Stats: compare key data on New Zealand & United States
Definitions
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Factoid #93
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Content: Intentional homicide rate is the estimate of intentional homicides in a country as a result of domestic disputes that end in a killing, interpersonal violence, violent conflicts over land resources, inter-gang violence over turf or control, and predatory violence and killing by armed groups. The term, intentional homicide, is broad, but it does not include all intentional killing. In particular, deaths arising from armed conflict are usually considered separately. The difference is usually described by the organisation of the killing. Individuals or small groups usually commit homicide, whereas the killing in armed conflict is usually committed by more or less cohesive groups of up to several hundred members. Two main sources of data are presented: criminal justice (law enforcement) measures (this series), supplemented by data from national statistical agencies, and measures from public health sources (see other intentional homicide series). These various sources measure slightly different phenomena and are therefore unlikely to provide identical numbers." Murders with firearms : Total recorded intentional homicides committed with a firearm. | https://www.nationmaster.com/country-info/compare/New-Zealand/United-States/Crime |
msmarco_v2.1_doc_47_1464903705#17_3127349268 | Title: United Kingdom vs United States Crime Stats Compared
Headings: Crime Stats
: compare key data on
United Kingdom
&
United States
Crime Stats: compare key data on United Kingdom & United States
SHOW ALL
Definitions
SHOW ALL
APA MLA MHRA CSE AMA Chicago Bluebook Bluebook/JOLT
Citation
Compare United Kingdom and United States in
Content: See this sample survey for the United States, respondents were asked " (How much of a problem are...) violent crimes such as assault and armed robbery?". The higher the value, the more survey respondents believe it is high in their country. Murders > WHO : Intentional homicide rate is the estimate of intentional homicides in a country as a result of domestic disputes that end in a killing, interpersonal violence, violent conflicts over land resources, inter-gang violence over turf or control, and predatory violence and killing by armed groups. The term, intentional homicide, is broad, but it does not include all intentional killing. In particular, deaths arising from armed conflict are usually considered separately. The difference is usually described by the organisation of the killing. Individuals or small groups usually commit homicide, whereas the killing in armed conflict is usually committed by more or less cohesive groups of up to several hundred members. Two main sources of data are presented: criminal justice (law enforcement) measures (this series), supplemented by data from national statistical agencies, and measures from public health sources (see other intentional homicide series). | https://www.nationmaster.com/country-info/compare/United-Kingdom/United-States/Crime |
msmarco_v2.1_doc_47_1468026689#3_3132861027 | Title: Countries of the Third World - Nations Online Project
Headings: Countries of the Third World
Countries of the Third World
Third World Countries in terms of political rights and civil liberties.
Third World Countries in Terms of their Gross National Income (GNI) per capita.
Third World Countries in Terms of their Human Development.
Third World Countries in Terms of Poverty
Third World Countries in Terms of Press Freedom
Content: The most repressive regimes in the world. List of countries with the worst records for political rights and civil liberties. Within these countries and territories, state control over daily life is pervasive and wide-ranging. Independent organizations and political opposition are banned or suppressed, and fear of retribution for independent thought and action is part of everyday life. According to the Freedom House report Freedom in the World 2007, there are eight countries judged to have the worst records: Burma (Myanmar), Cuba, Libya, North Korea, Somalia, Sudan, Turkmenistan, and Uzbekistan. Also included are two territories, Chechnya ( Russian Federation) and Tibet, whose inhabitants suffer intense repression. These states and regions received the Freedom House survey’s lowest rating: 7 for political rights and 7 for civil liberties. The report also includes nine other countries that are at the bottom of Freedom House's list of most repressively governed countries: | https://www.nationsonline.org/oneworld/third_world.htm |
msmarco_v2.1_doc_47_1468026689#4_3132862638 | Title: Countries of the Third World - Nations Online Project
Headings: Countries of the Third World
Countries of the Third World
Third World Countries in terms of political rights and civil liberties.
Third World Countries in Terms of their Gross National Income (GNI) per capita.
Third World Countries in Terms of their Human Development.
Third World Countries in Terms of Poverty
Third World Countries in Terms of Press Freedom
Content: Burma (Myanmar), Cuba, Libya, North Korea, Somalia, Sudan, Turkmenistan, and Uzbekistan. Also included are two territories, Chechnya ( Russian Federation) and Tibet, whose inhabitants suffer intense repression. These states and regions received the Freedom House survey’s lowest rating: 7 for political rights and 7 for civil liberties. The report also includes nine other countries that are at the bottom of Freedom House's list of most repressively governed countries: Belarus, China, Cote d’Ivoire, Equatorial Guinea, Eritrea, Laos, Saudi Arabia, Syria, and Zimbabwe. The territory of Western Sahara (most of the region is controlled by Morocco) is also included in this group. While these states scored slightly better than the “worst of the worst,” they offer minimal scope for private discussion while severely suppressing opposition political activity, impeding independent organizing, and censoring or punishing criticism of the state. (Source: Freedom House Freedom in the World 2007)
Not much has changed since 2007, except that the flow of refugees from poorer countries toward first-world countries has increased significantly. | https://www.nationsonline.org/oneworld/third_world.htm |
msmarco_v2.1_doc_47_1469466113#0_3135854804 | Title: What is the Average Cost of Utilities? - Nationwide
Headings: How much is the average household utility bill?
How much is the average household utility bill?
What are utilities?
What impacts the cost of utilities?
Non-energy-related utilities and their costs
How to save money on utilities
Content: What is the Average Cost of Utilities? - Nationwide
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Utilities are a staple of life. They ensure that your household functions properly and remains comfortable and livable. But utilities can be costly for homeowners, landlords and even renters. The typical U.S. family spends $2,060 on average per year for home utility bills, according to EnergyStar.gov. What you pay depends on several factors, including the size and quality of your living space, the surrounding climate, and your usage patterns. For example, areas prone to extremes in temperature can lead to higher usage of air conditioning and heating systems. Areas where transportation and infrastructure costs are higher can see increases in utility prices, too. What are utilities? | https://www.nationwide.com/lc/resources/personal-finance/articles/average-cost-of-utilities |
msmarco_v2.1_doc_47_1469466113#1_3135856374 | Title: What is the Average Cost of Utilities? - Nationwide
Headings: How much is the average household utility bill?
How much is the average household utility bill?
What are utilities?
What impacts the cost of utilities?
Non-energy-related utilities and their costs
How to save money on utilities
Content: The typical U.S. family spends $2,060 on average per year for home utility bills, according to EnergyStar.gov. What you pay depends on several factors, including the size and quality of your living space, the surrounding climate, and your usage patterns. For example, areas prone to extremes in temperature can lead to higher usage of air conditioning and heating systems. Areas where transportation and infrastructure costs are higher can see increases in utility prices, too. What are utilities? Utilities fall into six categories: Water
Heating/Cooling
Electricity/gas (in addition to heating/cooling, this covers lighting and general electrical needs)
Trash/recycling
Landline phone
Internet/cable
If you're moving into a new place, you can sometimes find out the average cost of utilities in that area by asking a landlord, apartment manager, or realtor. If you're renting, the landlord or manager may understand utility costs from other residents or may be able to connect you with someone currently living there. If you're buying a home, a realtor should be able to provide you with copies of the current homeowner's utility bills. What impacts the cost of utilities? | https://www.nationwide.com/lc/resources/personal-finance/articles/average-cost-of-utilities |
msmarco_v2.1_doc_47_1469466113#2_3135858079 | Title: What is the Average Cost of Utilities? - Nationwide
Headings: How much is the average household utility bill?
How much is the average household utility bill?
What are utilities?
What impacts the cost of utilities?
Non-energy-related utilities and their costs
How to save money on utilities
Content: Utilities fall into six categories: Water
Heating/Cooling
Electricity/gas (in addition to heating/cooling, this covers lighting and general electrical needs)
Trash/recycling
Landline phone
Internet/cable
If you're moving into a new place, you can sometimes find out the average cost of utilities in that area by asking a landlord, apartment manager, or realtor. If you're renting, the landlord or manager may understand utility costs from other residents or may be able to connect you with someone currently living there. If you're buying a home, a realtor should be able to provide you with copies of the current homeowner's utility bills. What impacts the cost of utilities? These factors can affect the average household utility cost: Where you live: If you’re in a temperate climate, utilities won’t cost as much because there’s less need for constant heating in winter and air conditioning in summer. Your use of resources: Your average utilities cost depends on your use of electricity and gas. | https://www.nationwide.com/lc/resources/personal-finance/articles/average-cost-of-utilities |
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