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This is documentation for Mathematica 6, which was
based on an earlier version of the Wolfram Language.
View current documentation (Version 11.1)
QuantilePlot[data1, data2]
creates a quantile-quantile plot from the real-valued vectors data1 and data2.
• QuantilePlot plots empirical quantiles of the the two vectors against each other.
• QuantilePlot sorts the shorter data set, and then determines interpolated quantiles at the equivalent position in the longer list of data.
• For data sets of equal length, QuantilePlot yields the equivalent of plotting the sorted lists against each other.
• QuantilePlot has the same options as Graphics, with the following additions and changes:
AxesTruewhether to draw axes
PlotMarkersAutomaticmarkers for points
ReferenceLineStyleAutomaticstyle for the reference line
• The reference line has a slope of unity. If the points on the plot fall mostly on or near the reference line, the distributions are roughly the same.
QuantilePlot of two data sets:
Click for copyable input
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The Early History of Braces
You may think the desire for straight teeth is a feature of our modern image-conscious society.
But there is evidence going back hundreds of years of devices being used to straighten teeth.
Archaeologists have discovered mummified remains where there were crude metal bands wrapped around individual teeth.
And Roman tombs also revealed evidence of teeth being bound with gold wire.
Around 500BC, Hippocrates and Aristotle both talked about how to straighten teeth and fix various dental conditions.
Nevertheless, it was much later that significant progress was made in orthodontics.
In 1728, French Dentist Pierre Fauchard published a book called the “The Surgeon Dentist” with an entire chapter on ways to straighten teeth.
Scottish surgeon John Hunter wrote “The Natural History of the Human Teeth” in 1771, which described dental anatomy in clear detail and came up with terms in use today such as cuspids, incisors and molars.
While teeth straightening has been practiced since early times, orthodontics did not exist as a separate science until the mid-1800s.
The introduction of the wire crib in 1819 is seen as marking the birth of contemporary orthodontics although the term orthodontia was actually coined by Joachim Lafoulon in 1841.
In the late 1800s, Eugene Solomon Talbot was believed to be the first person to suggest using X-rays for orthodontic diagnosis.
But the real advancements in orthodontics came in the late 19th and 20th Centuries.
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François Viète was born in Fontenay-le-Comte, in Poitou in 1540. He studied law in Poitiers, following his father’s profession. Viète was a Huguenot and his life was much affected by the religious wars that afflicted France in the late sixteenth century. He managed to steer a steady course in these turbulent times, serving kings on both sides of the religious divide, the Catholic, Henri III (1551-1589), and his Protestant successor, Henri IV (1553-1610). In the war with Philip II of Spain (1527-1598), that emerged after relative peace had been restored in France, Viète used his mathematical talent to crack Spanish code to the advantage of France.
François Viète, De aequationum recognitione et emendatione tractatus duo (Paris, 1615), title page.
Although Viète worked also in geometry and trigonometry, it is for his pioneering breakthrough in algebra that he is best known, especially in the development of notation, laying the foundation for what we use today. In his perception of the development of mathematical ideas, he preferred to give credit to the work of Greek, rather than Arabic/Islamic, mathematicians. Stedall (2008, p. 47) summarises his point of view as follows:
‘Viète’s most important contribution to mathematics was his recognition that geometric relationships could be expressed and explored through algebraic equations, leading to a powerful fusion of two previously distinct legacies: classical Greek geometry and Islamic algebra. The central technique of algebra, taught in many sixteenth-century texts as the “Rule of Algebra”, was one that should assign a symbol or letter to an unknown quantity and then, bearing in mind the requirements of the problem, manipulate it alongside known quantities to produce an equation. For Viète, never content with a simple idea unless he could clothe it in a Greek term, this was the classical method of “analysis” in which, he claimed, one assumes that what one is seeking is somehow known and then sets up the relationships or equations it must satisfy. Thus Viète saw the application of algebra to geometric quantities as the restored art of analysis.’
The Edward Worth Library has a copy of his De aequationum recognitione et emendatione tractatus duo (Paris, 1615). (Two treatises on the understanding and amendment of equations).
Although some earlier mathematicians, such as Diophantus in the third century, al-Khwārizmī in the ninth and Cardano in the sixteenth, had a good grasp of the generality of algebra, they did not combine the mathematical concepts with an efficient notation to express the power of algebra fluently. For example, when Cardano discovered the general formula for the solution of cubic equations, he expressed it as a procedure applied to specific equations, such as x³ + 6x = 20. Moreover, he stated the problem in terms of words (‘a cube and 6 things are equal to 20’) rather than symbols. Viète might have expressed this problem more generally as: A cubus + B plano in A, æquetur C solido, and then would have solved for A in terms of B and C. He adopted the convention of using capital letters for both (unknown) variables and (known) constants, choosing vowels for variables and consonants for constants. He could not accept adding terms having different dimensions, such as a ‘volume’, x³, to a ‘length’, 6x. He insisted that equations should be homogeneous, so that, if A is a length, B will need to be an area (‘plano’) for A³+BA to make sense (as a volume); moreover, the C on the right-hand side of this equation is a volume (‘solido’).
De aequationum recognitione et emendation contains a large number of theorems, written in Latin. Although Viète used symbols for variables and constants, the substantial textual content makes his work difficult to access for today’s reader. Let us conclude with one short theorem from this work.
François Viète, De aequationum recognitione et emendatione tractatus duo (Paris, 1615), p. 19.
The statement of the theorem is essentially: if A² = Z (an area), and A – B = E, then we can conclude that E² + 2BE = Z – B². Here, we should think of A and E as variables, while Z and B are constants. This simple theorem shows how the substitution y = x – b allows us to express the quadratic equation, x² = c, in terms of a quadratic equation in y: y² + 2by = c – b².
Encyclopædia Britannica, entry for Mathematics in the 17th and 18th centuries (2016).
Hartshorne, Robin, François Viète, (University of California at Berkeley).
O’Connor, J.J. and Robertson E.F., François Viète, MacTutor History of Mathematics, (University of St Andrews, Scotland, February 2000).
Text: Maurice OReilly and Conor McElduff.
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Study Tools
“Stop! In the name of Christ, stop!”
He ran in between two combatants, two gladiators who were fighting to the death, and he begged them to stop.
Who was this man? His name was Telemachus.
Telemachus was a monk who lived in a cloistered monastery somewhere in Eastern Europe in the late 4th century. He felt God say to him, “Go to Rome.”
And so he put his possessions in a bag and set off for Rome.
When he arrived in the city on January 1, 404, people were thronging in the streets. He asked what all the excitement was about, and was told that this was the day that the gladiators would be fighting to the death in the Roman Coliseum.
He ran to the Coliseum, and as he arrived, he heard the gladiators say, “Hail to Caesar! We die for Caesar!”
He thought, “This isn’t right.”
That’s when he jumped over the railing and went out into the middle of the field, got between two gladiators, held up his hands, and shouted, “Stop! In the name of Christ, stop!”
How did the crowd respond?
The crowd protested and began to shout, “Run him through! Run him through!”
A gladiator came over and hit Telemachus in the stomach with the back of his sword. It sent him sprawling in the sand.
Telemachus got up and stood between the gladiators again, and shouted, “Stop! In the name of Christ, stop!”
But the crowd chanted louder and louder, ‘Run him through! Run him through! Run him through!”
One gladiator came over and thrust his sword through the little monk’s stomach and he fell into the sand, which began to turn crimson with his blood.
One last time he gasped out, “Stop! In the name of Christ, stop!”
A hush came over the 80,000 people in the Coliseum.
Then, one man stood up and left. Then another. And another. And within minutes all 80,000 people walked out of the Coliseum. It was the last known gladiatorial contest in the Roman Empire.
Three days later, the Roman Emperor Honorius declared Telemachus a martyr, and officially ended all gladiatorial contests.
Can one person make a difference?
Telemachus was appalled by what he saw in the Roman Coliseum. He could not believe that four centuries after Christ people were still killing each other for pleasure.
In the 21st century we find the gladiatorial contests crude and barbaric. And yet, we have our own modern crude and barbaric killing for pleasure—abortion. Although there are some medically necessary abortions—such as when the life of the mother is at stake—the fact is that the vast majority of abortions are for the pleasure of the individuals who do not want that child.
Last week I started a new series of messages titled, “Politics According to the Bible.” It is my intention for about 8 weeks or so to examine some key political issues that confront us today.
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} CAS: Teachers - The Emperor Penguin's Egg
Teachers > Lessons & Kits > Lesson Plans > Anytime Lesson Plan: The Emperor Penguin's Egg
Anytime Lesson Plan: The Emperor Penguin's Egg
In this at home lesson, students will learn to use their balancing and group skills to protect their Emperor penguin egg in harsh conditions. Students will read a story read aloud about penguins and pretend to be an Emperor penguin carrying an egg (using a ball or any other object) using their feet to understand how they care for their young.
In this activity, students will:
1. read a story read aloud about penguins.
• standard size pillows
• rope or string
• flippers or slippers
• painter’s tape or masking tape
• thick blankets
• poster boards or other objects to create the harsh winds (optional)
• DVD: March of the Penguins
1. Borrow A Mother’s Journey by Sandra Markle or Penguin Chick by Betty Tatham and March of the Penguins from your local library
2. Find an area in your home where you can play the Emperor Penguin’s Egg activity
4. You will be working in pairs, so make sure you have an even number of participants.
5. Have all participants place a standard size pillow in front of their bodies and have them wrap rope to tie the pillow around them. This will act as your penguin belly.
6. Distribute one soft ball or toy to be used as the egg per group.
7. Lay a couple of thick blankets on your activity space to resemble the harsh conditions the penguins have to walk on during their parenting process.
8. Have one person on the side creating wind by making a fanning motion with a poster board, or you can use a fan or any other object you have around the house.
9. Each participant should put on flippers/slippers to waddle like a penguin.
10. You can make it into a relay race if you’d like by seeing which group makes it to the end first.
1. Before you begin your activity, take a moment to read A Mother’s Journey by Sandra Markle or Penguin Chick by Betty Tatham.
2. Go to the beginning of your activity space (marked by a line of tape), and stand facing your partner a few meters apart with your hands by your side and your feet together.
3. Balance the soft ball or toy (the penguin egg) on top of your feet.
4. Waddle towards each other always staying on the blankets while keeping the egg precariously perched on your feet.
5. Now, here is the tricky part! Pass the egg to your partner’s feet, without using your hands or letting the egg touch the ground. If the egg touches the ground and stays there, it will freeze and won’t survive.
6. It’s not easy to do, so keep practicing. As an Emperor penguin, you want your egg to survive so it can hatch as a penguin chick.
7. Once you’ve experienced being an Emperor penguin parent, gather around to watch the documentary, March of the Penguins.
• Markle, S. 2005. A Mother’s Journey. Charlesbridge Publishing.
• Tatham, B. 2008. Penguin Chick. HarperCollins Publishing.
• Wikipedia, The Free Encyclopedia. Emperor penguin. Retrieved February 9, 2012, from http://en.wikipedia.org/wiki/Emperor_Penguin
California Content Standards
Grade 1
Life Sciences
Grade 2
Life Sciences
Grade 3
Life Sciences
• 3a. Students know plants and animals have structures that serve different environments, such as growth, survival, and reproduction.
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Definitions for tlingit people
This page provides all possible meanings and translations of the word tlingit people
1. Tlingit people
The Tlingit are an indigenous people of the Pacific Northwest Coast of America. Their name for themselves is Lingít, meaning "People of the Tides". The Russian name Koloshi or the related German name Koulischen may be encountered in older historical literature, such as Shelikhov's 1796 map of Russian America. The Tlingit are a matrilineal society that developed a complex hunter-gatherer culture in the temperate rainforest of the southeast Alaska coast and the Alexander Archipelago. An inland subgroup, known as the Inland Tlingit, inhabits the far northwestern part of the province of British Columbia and the southern Yukon Territory in Canada.
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What Makes a Region a Region?
This worksheet activity provides an opportunity for you to engage deeply with a specific geographic region by analyzing the fundamental themes of geography that characterize that region. To complete this assignment, review the Worksheet Template Guidelines and Rubric document and complete the following steps: Use the resource and the required resources in this module to specifically discuss the criteria used to identify the realms (or regions) and subregions. Use the Worksheet Template Guidelines and Rubric document to address the questions related to geographic themes. Select a region from the list below. Maritime Northeast French Canada Core Southeast Southwest Continental Interior Western Frontier Pacific Hinge Northern Frontier
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(1885–1945). Statesman John Curtin was prime minister of Australia from 1941 to 1945, which encompassed most of the World War II years. He had become leader of the Australian Labor Party in 1935.
John Joseph Curtin was born on Jan. 8, 1885, in Creswick, Victoria, Australia. He took part in trade union and anti-draft activity in Melbourne in the 1910s before becoming editor of the Westralian Worker, a Perth newspaper. In 1928 he entered the federal Parliament as a member of the Labor Party, becoming its leader in 1935. Curtin unified the party, helping to prepare the entity for its rise to power in 1941.
Curtin served as a member of the Advisory War Council in 1940 and became prime minister and minister for defense the following year. He led a full-scale national mobilization for war and changed Australia’s traditional military dependence on Great Britain when he appealed principally to the United States for aid. Curtin also established economic policies that would guide Australia’s growth during the postwar period. Curtin died on July 5, 1945, in Canberra, Australian Capital Territory, Australia.
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Madrid, Biblioteca Nacional de España, Res/215, ff. 2v-3r
Suma de Cosmografía de Pedro de Medina Facsimile Edition
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Produced by one of the most important cosmographers of the fifteenth century, the Suma de Cosmographia is an outstanding example of Renaissance cartography and geography. It was made for educational use, specifically the instruction of a prince, rather than just an esthetic or artistic motive. Nevertheless, its artistic value and its importance in the history of cartography are undeniable, and the world map shows a very accurate representation of several parts of the known world at the beginning of the sixteenth century.
The author of this map, Pedro de Medina (1493-1567) was the most successful scientific writer of sixteenth-century Spain, as well as a renowned cosmographer, cartographer, and mathematician. He worked as an examiner of the pilots and officials who were being instructed to sail the Atlantic on the way to the New World, and some of the most important geographical and cartographical works of the sixteenth century were created by him.
A Reflection of Sixteenth-Century Geographical Knowledge
This manuscript map is drawn in fols. 2v-3r of Pedro de Medina’s Suma de Cosmographia, which he made in the mid-sixteenth century. It measures 82 x 59 cm, and is colored with ink and oil paint on parchment. The continents are prominently filled with decorative elements, such as trees, rivers, and abundant cartouches with the names of the different countries and regions.
The still unknown areas, like most of North America, are blank, and the southern edge of the New World is still marked as Tierra Yncognita (unknown land). Both the seas and the unknown regions are filled with ships, compass roses, and inscriptions, as an example of the attempt of the cartographer to avoid blank spaces, which is a common feature of historical maps.
De Medina gives special importance to the vertical line running through eastern south America, which represents the demarcation of the newly discovered lands between Portugal and Castille according to the Treaty of Tordesillas, signed by both kingdoms in 1494. He places the Moluccas, the Spice Islands, at the western edge of the map, in the Spanish hemisphere, and some of the ships trace the route through the Strait of Magellan across the Pacific to the Moluccas.
Thus, Pedro de Medina’s world map is a very interesting reflection of not only geographic knowledge but also politics and economics in sixteenth-century Spain.
Suma de Cosmographia. A Milestone in Early Modern Spanish Geography
In the years following the first voyages to the New World, the complexity of managing Castille’s overseas affairs demanded the creation of an official institution to handle it. Thus in 1503 the Crown of Castille established the Casa de la Contratación de las Indias ("House of Trade of the Indies") in Seville. This institution instructed the officials and pilots to navigate to the Indies, providing them with deep theoretical knowledge.
Given the difficulty of getting sufficient candidates to become pilots, a series of works and treatises were written by the experts and professors of the Casa de la Contratación to develop a system of “distance learning”. One of the most successful authors was Pedro de Medina, who was not technically a part of that institution, but worked in its context in Seville.
Not much is known about De Medina’s life; he belonged to the environment of the duchy of Medina Sidonia, and worked as a cosmographer and cartographer. He wrote some of the most important treatises of sixteenth-century Spanish cosmographical and nautical science, such as Libro de Cosmografía ("Book of Cosmography", 1538) and El arte de navegar ("The Art of Sailing", 1545), which had an enormous success and was translated to several European languages, a testament to its unique nature.
Nevertheless, the most beautiful of Medina’s works is Suma de Cosmographia, written in the mid-sixteenth century, and intended to be read by a prince or a king, i.e. by a non-specialist reader. The manuscript contains several beautiful astronomical figures and information, and the world map on fols. 2v-3r is an outstanding image of the known world in the first decades after the discovery of the New World. This manuscript is located in the National Library of Spain in Madrid under the shelfmark Res/215.
We have 1 facsimile edition of the manuscript "Suma de Cosmografía de Pedro de Medina": Suma de cosmografía de Pedro de Medina facsimile edition, published by Ediciones Grial, 1999
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Map description compiled by Kevin R. Wittmann.
Please Read
Suma de cosmografía de Pedro de Medina
Valencia: Ediciones Grial, 1999
• Commentary (Spanish) by Martín-Meras, Luisa
• Limited Edition: 921 copies
• Full-size color reproduction of the entire original document, Suma de Cosmografía de Pedro de Medina: the facsimile attempts to replicate the look-and-feel and physical features of the original document; pages are trimmed according to the original format; the binding might not be consistent with the current document binding.
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VIENA, Austria — The teeth of a previously undiscovered shark species considered to be the oldest to have existed in Austria provide evidence of a global freeze that occurred about 325 million years ago, forming glaciers in the mountains of the tropics.
The Carboniferous Period — roughly 358 to 298 million years ago — experienced some dramatic climate changes. Ice caps formed several times at the poles, leading to a dramatic sea-level drop and, consequently, to the extinction of many prehistoric sharks species, scientists say.
A team of researchers from the Natural History Museum in Vienna, the University of Vienna, the State Museum of Carinthia, and the University of Saint Petersburg in Russia evaluated the shark teeth that were found between 1989 and 2015 by fossil collectors who donated them to the NHM Vienna and the State Museum of Carinthia.
The research team was led by Iris Feichtinger and Viola Winkler from the Natural History Museum Vienna, who visualized the shark teeth with the help of X-ray microtomography, an imaging technology that uses X-rays to create cross-sections of a physical object.
In analyzing the teeth’s internal canals of blood vessels, the researchers quickly realized that they came from a previously unknown shark species.
A 3D visualization of the shark tooth at the Natural History Museum Vienna in Austria. (NHM Vienna/Zenger)
The team named the species Cladodus gailensis after Gail Valley in the Carnic and Gailtal Alps in Austria where it was found. The mountains formed from the impact of the world’s land that was then collected into just two supercontinents — Euramerica and Gondwana — pressing together near the equator.
The Carnic and Gailtal Alps — a mountain belt belonging to the Southern Limestone Alps located in Austria and Italy — have provided evidence for a highly abundant aquatic ecosystem during the Carboniferous period and included various corals and trilobites as well as prehistoric sharks.
The Carboniferous is a geologic period and system of the Paleozoic that spans 60 million years from the end of the Devonian Period 358.9 million years ago to the beginning of the Permian Period about 298.9 million years ago.
Its name derives from the Latin words carbo and fero, and it translates to coal-bearing, referring to the many coal beds formed globally during that time.
The breakup of the Pangaea supercontinent and the movement of its various elements to their present-day positions. United States Geological Survey in Reston, Virginia. (Kious, Jacquelyne; Tilling, Robert I.; Kiger, Martha; Russel, Jane-Wikimedia Commons)
Feichtinger’s team discovered that global freezing had a huge impact on shark diversity. Shortly before the first major glacial period, the changing climate led to a first mass extinction among prehistoric sharks. Then, following a brief recovery period, a second drastic extinction occurred.
After the peak of the glaciation, water that melted from the thawing ice sheets led to the formation of new habitats, which freshwater sharks immediately occupied.
“Although marine sharks were strongly affected and recovered slowly, freshwater sharks began to spread rapidly throughout the rivers and lakes of the continents, leading to a significant increase in diversity,” said Feichtinger.
Georg Feulner of the Potsdam Institute for Climate Impact Research investigated the atmosphere’s carbon dioxide levels during the Carboniferous using a climate model specific for the ancient period.
“The result was a global temperature of about 34.52 degrees Fahrenheit (1.4 degrees Celsius). By comparison, last century’s average global temperature was 60.44 degrees Fahrenheit (15.8 degrees Celsius). A global temperature of 34.52 degrees Fahrenheit was cold enough to put glaciers on mountain ranges in the tropics of the Pangaea [super]continent,“ said Feulner.
Edited by Angie Ivan and Matthew B. Hall
The post Jawsome: Scientists Reveal 325 Million-Year-Old Shark’s Tooth Is From A New Species appeared first on Zenger News.
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The Tradition of the Christmas Pudding
By 1595, frumenty was slowly changing into a 'plum pudding', having been thickened with eggs, breadcrumbs, dried fruit and given more flavor with the addition of beer and spirits. (The word 'plum' could also then mean dried plums like prunes and other dried fruit.) It became the customary Christmas dessert around 1650, but in 1664 the Puritans banned it as a bad custom.
A family sit around a table eating their Christmas meal and Wellcome V0040154
A family sit around a table eating their Christmas meal and greet the arrival of the plum pudding which is being carried in on a large tray. Reproduction after Cecil Aldin. via Wikimedia Commons
The Sunday before Advent Sunday (which is also the last Sunday in the Church Year), is sometimes know as 'Stir-up Sunday'. This is because opening words of the Collect for the day (the main prayer) in the Book of Common Prayer of 1549 (used in Anglican Churches) says:
Although Christmas Puddings are eaten at Christmas, some customs associated with the pudding are about Easter! The decorative sprig of holly on the top of the pudding is a reminder of Jesus' Crown of Thorns that he wore when he was killed. Brandy or another alcoholic drink is sometimes poured over the pudding and lit at the table to make a spectacular display. This is said to represent Jesus' love and power.
In the Middle Ages, holly was also thought to bring good luck and to have healing powers. It was often planted near houses in the belief that it protected the inhabitants.
During Victorian times, puddings in big and rich houses were often cooked in fancy moulds (like jelly ones). These were often in the shapes of towers or castles. Normal people just had puddings in the shape of balls. If the pudding was a bit heavy, they were called cannonballs!
Christmas pudding
Putting a silver coin in the pudding is another age-old custom that is said to bring luck to the person that finds it. In the UK the coin traditionally used now is a silver 'sixpence'. The closest coin to that now is a five pence piece!
The tradition seems to date back to the Twelfth Night Cake which was eaten during the festivities on the 'Twelfth Night' of Christmas (the official end of the Christmas celebrations). Originally a dried pea or bean was baked in the cake and whoever got it, was 'king or queen' for the night. There are records of this practice going back to the court of Edward II (early 1300s). The bean was also sometimes a silver ring of small crown.
The first coins used were a Silver Farthing or penny. After WWI it became a silver threepenny bit. In 1937 the Threepence coin changed design (and also became made from mostly brass) so the silver sixpence took over as the pudding coin. The UK's Royal Mint still makes special 'Christmas Silver Sixpence' coins every year which you can use in puddings - but they cost a lot more to buy than sixpence! Some families still use old silver threepenny bits in their puddings.
You might also get other items (sometimes called 'tokens' or 'favours') placed in the Christmas Pudding which also meant to have special meanings:
Here's a recipe for Christmas Pudding.
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By Process, we mean an activity that transforms inputs into outputs. The outputs might then become inputs to other processes, forming networks and chains. Those chains may be circular, where an output from one process becomes an input to another process that occurred previously in the same chain.
• For example: a farming process takes compost, soil, seeds, water and human and mechanical work as inputs, and transforms them into grains, nuts, fruit, and vegetables. Those ingredients may go to kitchens that create dinners for people to eat. Some of those ingredients may be pared off in preparation, or spoil, or be left on plates. Those leftovers go into compost, which starts the process chain over from the beginning.
• Or for a bad example: a CAFO (Confined Animal Feeding Operation) produces a lot of manure. They put manure into big lagoons, which drain into the water table, and come back up in people's drinking water, causing diseases, for which the people become inputs to hospital processes.
• One of the inputs to the CAFO process is antibiotics. The animals are filled with antibiotics because they get sick in the CAFO environment. And the antibiotics are also an output, mixed in with the manure and meat.
• The antibiotics then breed resistant bacteria, which end up in the people, and send them to the hospital, and then kill the people, because the common antibiotics no longer work. And the resistant bacteria remain in the hospital to kill other people.
Connected processes enable us to see cause and effect, if we want.
Below is a view of processes, which occur in resource flow networks, and live in three layers: Knowledge, which describe how processes work. Plans, which describe processes which are intended to happen. And Observation, which is a record of processes that have already happened.
process resource flow
Here is a specific example:
salsa flow
Copy link
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Plate 15
Clinostratification: laterally accreting bodies
A tabular body made of sandstone and conglomerate beds is here sandwiched between other similar bodies: its base runs close to the bottom of the photo, and the top is marked by an alignment of shrubs. The thickness is about 7 m. The section is of Pliocene age and crops out in a mountain cliff south of Bologna (the so-called Pliocene rampart).
At first sight, the inclined bedsets look like the foresets shown in plate 14. The main difference consists in the fact that they lie on an erosional surface, not on a depositional one. To explain how this erosion occurred, think of the lateral migration of a meandering fluvial channel (inset, right-hand side). In a meander loop, erosion takes place on the outer bank and on the channel bottom, deposition on the inner side. The sloping surface of the inner bank thus accretes toward the channel axis, forming a point bar. The bar consequently grows at an angle of 60°-90° with the main flow direction. The growth is not continuous but occurs mainly during floods, when the stream discharge is at a peak. The inclined bedding formed in this way is called epsilon bedding (it was labeled with this Greek letter in a classification of cross-bedding types of the 1960s, by J. R. L. Allen). The migrating point bar "runs after" the erosional bank in order to maintain a constant section for the flow in the channel; in doing so, it encroaches on the channel bed and buries it. The lateral migration of the channel bottom incrementally creates the planar erosion surface that will form the base of the point bar body. This surface is thus the cumulative result of many erosional events; in temporal terms, it is diachronous, or time-transgressive. In other cases, similar flat surfaces are, instead, the product of instantaneous, single-event erosion.
An important implication of this mechanism should be borne in mind: an erosional surface representing a fossil channel is not necessarily channel-shaped. If a channel changes its position, either by progressive migration or sudden shifts, the geometry that will be preserved in stratigraphic sections is not the instant channel form, but the record of shifting. This record consists in a flat erosional surface in the simplest case, as seen here, or in a more irregular and complicated one (with scours, steps, terraces, etc.).
Pliocene Intra-apenninic Basin, Zena Valley, northern Apennines.
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The Azimuth Project
Solar radiation (Rev #3)
Solar output
Because the radiation hits the Earth at an angle, and not at all at night, the average global power density is 342 W/m2 at the top of the atmosphere. (This is one quarter of 1366 W/m2, since the area of a sphere is four times the area of its circular shadow.)
Surface receipt of solar radiation
The earth’s surface receives 156 W/m2 from the sun (as a global average) and emits 55 W/m2 long-wave energy to the atmosphere. The atmosphere receives 84 W/m2 and emits 185 W/m2 to space. (The figures here are from Barry and Chorley, 2003. The account in Kiehl and Trenberth’s paper is more complicated.)
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The Giant Clam
General Information of the Endangered Giant Clam
giant clam
The Giant Clam is a pretty animal because of its beautiful color patterns on its mantles. The giant clams are the members of the clam genus Tridacna that are the largest living bivalve mollusks. There are actually several species of "giant clams" in the genus Tridacna, which are often misidentified for Tridacna gigas, the most commonly intended species referred to as “the giant clam”.
The giant clams mostly found in shallow coral reefs of the Indian and Pacific Oceans, especially around Indonesia, the giant clam can grow up to about 1.2 m, weigh can be more than 200 kg and live can be more than 100 years, being the largest living bivalve mollusk.
One interesting aspect of the giant clam and its close relatives is that they live in a symbiotic association with some dinoflagellates (the so-called zoxanthellae, also found in corals), having even a special structure, the zooxanthellal tubular system, to house them. During the day, the giant clam exposes its mantle to the light in order to allow the algae to photosynthesize. Part of the nutrients produced by the algae are given to the clam. This allows the giant clam to survive in otherwise nutrient-poor environments, where its standard bivalvian feeding stile, by filtering partiles from the water, would not be enought to allow it to grow properly.
The giant clam lives in flat coral sand or broken coral and can be found at depths of as much as 20 m, and it become extinct in many areas where it was once common. The Tridacna Maxima clam has the largest geographical distribution among giant clam species; it can be found off high or low elevation islands, in lagoons or fringing reefs that offer enough sunlight.
Giant clams play various ecological roles within coral reef ecosystems, they are suppliers of food and shelters, contributors to reef productivity, and builders and shapers of reefs.
Moreover, giant clams counteract eutrophication, the nutrient enrichment of water that typically leads to excessive algal growth, by filtering the water and sequestering nutrients. Giant clams also contribute to the topographic relief of reefs, which in itself modifies or creates habitat and affects local water flow and their presence is indicative of reef health. Unfortunately, overfishing has put giant clams under great pressure, and their local extinction could be detrimental to coral reefs
The giant clam populations are in decline in much of their native range and they have numerous life characteristics that act against their long term survival. They are slow growing, reaching full sexual maturity between 9-10 years old.
The suite of challenges facing these creatures include overfishing, habitat degradation and destruction, overharvesting for the ornamental trade, and impacts from climate change. These threats have led to local extinctions of multiple species, especially the larger ones.
Tridacna gigas is one of the most endangered clam species, because it is used as food in many countries, especially in Asia. Some Asian delicacies include the meat from the muscles of clams. Additionally, the giant shell is considered a valuable decorative item and can be sold for large amounts of money.
Countless issues that the oceans are currently experiencing, the extinction of plant and animal species is endangering the functioning of ecosystems and Our concern is needed to help the species that are on the edge of extinction!.
Get in Touch
• Toli Toli Village, Sub District Lalonggasumeeto, Konawe Regency, South East Sulawesi
• Phone/Wa : +6282293651155
Donate to Help Us!
You can help us by giving a donation, it will help us to Growing and Survive!
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1st Century - Tunic 1
1st Century - Tunic 2
1st Century - Tunic 3
1st Century - Tunic 4
Sumner Tunic Drawings 2
Sumner Tunic Drawings 1
***We strongly recommend you make your own!***
The Principate tunic was a simple garment typically made from two large, rectangular sheets of fabric sewn together at the shoulders and down the sides below the armpits, with the neck and lower hem utilizing the selvedged edges; this largely eliminated the need for hemming. Selvedged borders were typically tablet woven or used tubular selvedging, with the stitches of the tunic being running stitches and flat-felled seams. Dimensions for tunics are given both by primary sources and archaeological finds: Cato the Elder states a farmer's tunic should be approximately 107cm long, while the BGU VII 1564 papyrus says a tunic should be 3.5 cubits long by 3 cubits wide, or about 155cm long by 133cm wide. Archaeologically, the best examples from the early Principate come from Nahal Hever (100cm long by 115cm wide), Nubia Grave Q150 (127cm long by 140cm wide), and Khirbet Qazone in Jordan (117cm long by 142cm wide). Roman fabrics were typically woven in 2/2 or 2/1 twill (plain weave or "tabby weave"), but broken herringbone and diamond twill are also known from the period, albeit much rarer. While early plaids are known from the period from parts of Gaul, Britain, and other regions in Europe, historically accurate plaid weaves are nigh impossible to find.
The Romans typically wore two tunics, which were called camisia (from Greek kamision) and tunica or colobium (from Greek kolovion). The camisa was an undertunic, always of linen, and usually off-white or bleached white. The primary tunic, called tunica or colobium, is debated in composition, as papyrus BGU VII 1564 says it should be of white wool, and sculptural evidence occasionally depicts soldiers' tunics in detail high enough that the method of edging employed specifically for wool tunics is visible. The best material for tunics (barring silk) was considered to be fine south Italian wool according to the 6th century author John Lydos. However, the majority of archaeological finds of fabrics from across the empire, including partial or full tunics, are in linen, with the exception of those from the deep south of Egypt, where cotton was unusually common.
Although the Romans were not exceptionally strict about the color of the tunic when unarmed, the Romans did strictly enforce the use of a "battle tunic," called in the late empire a blattea or alavandikon (later armelausa, from Greek armelausion). It is unknown if this policy were codified into law in the principate as it was in late antiquity, however, some third century sources seem to indicate the existence of a "battle tunic" before late antiquity, possibly called the tunica rustica, after its red color. Red, green, blue, and white are all evidenced in combat scenes in art. Members of Legio VI are therefore advised to choose a natural shade of RED for their primary tunic's color; this can range widely in hue and tone, with linen usually taking lighter salmon pink shades, and wool able to hold deeper colors ranging from a "rust" orange-red to a deep "garnet". The primary dyes used for tunics were madder and European cochineal, although modern dyes are acceptable provided they match natural, historical shades.
Recommended Suppliers
Soul of the Warrior - Owned by the Centurio of Legio VI, this site will cover many of your clothing-based needs.
Medievaldesign - Makes a wool or linen principate tunic, with or without Clavii.
Caleb Burch - Can make a variety of wool tunics based on custom measurements. One of the best historical tailors in the U.S.
Valeria Corvina - An excellent seamstress specializing in Roman-era garments, she can make any wool or linen tunic you need.
Marled Mader - One of the best weavers and seamstresses in Europe. Can make tunics in hand-woven, hand-dyed fabric.
Fabrica Cacti - Can make a diamond twill wool tunic in any authentic color. Based in Poland.
Made in Duendecya - Can make a wool or linen tunic in any authentic color. Based in Spain.
Fabric Store - Covers all of your 100% linen needs.
B. Black and Sons Fabrics - Offers a variety of 100% wool in different weights and twills.
Dorr Mill - Offers a variety of 100% wool in different weights and twills.
Linengraphy - Sells herringbone weave linen in a limited color selection. Based in Lithuania.
Woolsome - Sells a variety of 100% wool in different weights and twills, as well as plain weave linen in undyed, bleached, and modern dyes. Run by Legio XXI in Poland.
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Fun with colanders
Colander_1.jpgObjective: Using familiar household objects in creative ways to engage children’s interests in learning.
Find an assortment of colanders at your local dollar store, made of plastic and/or metal, in different sizes and colors.
1. Put in your water table or sensory bin to explore and strain big and small objects.
2. Place a colander upside down on a metal tray. Have the children poke a variety of objects like straws, feathers, pipe cleaners, stir sticks or dowels. Draw the children’s attention to the sound the straws make when they hit the tray. Talk about which objects fit in the holes and which don’t.
3. Have the children lace shoelaces, pipe cleaners, gimp, yarn etc. in and out of the holes of the colander to create designs. This is a good art activity for 2 or more children to work on together.
4. Place a light source under an upturned colander and encourage the children to explore the dot patterns on their hands or other surfaces. Put marbles in a colander with a light source underneath and let the children look and touch and see the changing color patterns. Try these activities in a darkened room for extra impact.
5. Display different sized colanders on the table and talk about how they fit together. Compare and match according to size and color.
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"url": "https://cissnewsletter.ca/2019/01/07/fun-with-colanders/"
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Light microscopes are comprised of several necessary mechanical and also optical components that all occupational together to make it function as effectively as possible. Among these contents is the iris diaphragm.
You are watching: What is the function of the diaphragm on a microscope
Here is a guide on what the microscope’s iris diaphragm is, what it deserve to do, and how the works, and other applications that make use of iris diaphragms.
What is a diaphragm?
A diaphragm is defined as one opaque structure with a circular opening, referred to as aperture, in ~ the center, which is used to manage the lot of light that passes through one point to another. The diaphragm is frequently referred to as an aperture stop, flare stop, or ar stop.
The diaphragm is located in between a light resource and a lens, along the optical axis that the lens system, in order because that it to manage the amount of irradiate coming native the light resource and passing through the lens. The dimension of the diaphragm’s aperture is what determines the quantity of light.
As such, diaphragms commonly feature variable size apertures. These flexible diaphragms are referred to as iris diaphragms or irises.
What is an iris diaphragm?
As described above, the microscope’s iris diaphragm controls the illumination and contrast that the intensified image the the specimen. The wider the diaphragm’s aperture, the higher the illumination and the lower the contrast, and vice versa.
The diaphragm can be discovered near the bottom of the microscope, above the light resource and the condenser, and also below the specimen stage. This deserve to be controlled through a mechanical lever, or with a dial equipment on the diaphragm.
You can change the diaphragm by transforming it clockwise come close it, or counterclockwise to open up it. Just open the iris diaphragm of the microscopic lense to a allude where the light passing v barely extends past the microscope’s field of view.
Note: Sometimes, the iris diaphragm the a microscope is situated within the condenser, in which situation it’s dubbed an Abbe condenser. If this is the instance for your microscope, you need to find the diaphragm regulate mechanism top top the condenser.
Iris diaphragm vs brightness
What’s important to psychic is that the microscope’s iris diaphragm is no what directly determines the soot of the light, and also therefore brightness of the image. This is mostly dependent on the strongness of the irradiate source, and the setup of the condenser.
The iris diaphragm only works in controlling the broad of the irradiate beam passing through to the specimen, in order to determining how much of the specimen is being illuminated.
Iris diaphragm vs magnification
The usage of a diaphragm in managing illumination and also thereby regulating the comparison is especially important in intermediate and also high magnifications the a specimen under the microscope.
This is because at greater magnification levels, less light overcome through, and as such, the diaphragm requirements to have actually a broader opening to accommodate much more light.
Other applications
Apart native microscopy, diaphragms have actually plenty of uses in a variety of other optical instruments, including cameras. As with microscopy, the straightforward principles of a diaphragm is the same in photography.
See more: How Much Does A Cup Of Broccoli Weigh T Conversion, How Many Ounces Of Broccoli Is A Serving
Interestingly, however, if the goal in microscopy is to make the photo as clear as possible, photography frequently intentionally manipulates the diaphragm to create artful the end of emphasis spots referred to as Bokeh. Over there are even specially shaped diaphragms that are designed come achieve certain imagery effects.
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Echos of Light
The strange variable star V838 Monocerotis flared up nearly 5 years ago, and astronomers have been trying to figure out what’s going on ever since. As the light from the flare up propagates out from the star, it illuminates the surrounding cloud of dust. This light reflects off the dust, and we see this echo here on Earth. This latest photograph from the Hubble Space Telescope shows the changes that have happened over the last year. One interesting feature are the whorls and eddies in the dust, which could be caused by powerful magnetic fields.
Because of the extra distance the scattered light travels, it reaches the Earth long after the light from the stellar outburst itself. Therefore, a light echo is an analog of a sound echo produced, for example, when sound from an Alpine yodeler echoes off of the surrounding mountainsides.
The echo comes from the unusual variable star V838 Monocerotis (V838 Mon), located 20,000 light-years away on the periphery of our Galaxy. In early 2002, V838 Mon increased in brightness temporarily to become 600,000 times brighter than our Sun. The reason for the eruption is still unclear.
Hubble has been observing the V838 Mon light echo since 2002. Each new observation of the light echo reveals a new and unique “thin-section” through the interstellar dust around the star. The new images of the light echo were taken with Hubble’s Advanced Camera for Surveys in November 2005 (left) and September 2006 (right). Particularly noticeable in the images are numerous whorls and eddies in the interstellar dust, which are possibly produced by effects of magnetic fields.
Original Source: Hubble News Release
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Why did Brecht create epic theatre?
Why did Brecht create epic theatre?
Brecht desired that his audiences stay objective and unemotional during his plays in order to make reasoned judgements about the political implications of his work. To do this, he devised a set of theatrical elements known as epic theatre. These included using large casts, simple props, no location changes, and music with text.
He also wanted to challenge his audiences' perceptions by making unexpected juxtapositions between scenes from different periods or locations. For example, one scene might show a peasant revolt against a nobleman, while another scene shows that same nobleman accepting gifts from a foreign power.
Finally, Brecht wanted to provoke his audiences into thinking critically about their world by showing them how things are really not what they seem. For example, he would juxtapose images of poverty with images of luxury to demonstrate that wealth is not distributed equally among people.
These are just some of the many reasons why Bertolt Brecht created epic theatre. Epic theatre requires its audiences to become aware thinkers and critics who can make sense of various events that take place within the play. By doing this, it encourages them to participate in society even though they are sitting in a room watching a play.
What is Brecht's style of theatre?
Brecht was a Marxist who used his theater to make a political statement. Epic theatre is a sort of political theater that confronts current concerns, however Brecht preferred the term dialectal theatre later in his life. It involves using traditional or popular themes or styles to comment on current events.
Brecht was a communist who believed that art had the power to influence people and could be used to make political statements. He wanted to use his theater to talk about current issues which often involved politics. In order to do this effectively, he developed an innovative approach to writing and performing scripts called "epic theatre".
Epic theatre is a kind of political theater that uses traditional or popular themes or styles to comment on current events. It was invented by German playwright Bertolt Brecht (1898-1956).
In his early plays, such as The Threepenny Opera and Mother Courage and Her Children, Brecht used vulgar language, explicit scenes and ideas usually found in music-hall songs and operas. This type of theater was not allowed at the time it was written (the 1920s and 1930s) so it had to be performed in secret. But after World War II began, it became possible to perform these works openly again. Today they are considered some of the most important voices in the history of modern theater.
What impact did Bertolt Brecht have on theatre?
Brecht affected the history of drama by developing epic theater, which was founded on the premise that the theatre should not aim to make its audience believe in the presence of the actors on stage, but rather make them realize that what they see on stage is only a retelling of previous events. This new type of theater became popular in Germany during and after World War II.
Furthermore, he advocated for social problem solving instead of merely entertaining audiences, which is why his work is still relevant today. Even though he lived nearly 90 years ago, his ideas continue to influence playwrights around the world.
In addition to being a famous German poet and playwright, Brecht was also involved in political activism against Nazi Germany. In 1926, he formed a company called The Thalia Theatre to produce his own works instead of traditional plays. The group only lasted one year because of financial difficulties, but it allowed him to experiment with new forms of theater that attracted crowds during this time when many other theaters were closing down. After Hitler came to power in 1933, Brecht became concerned that contemporary issues were no longer being addressed through theater, so he began writing scripts about war, politics, and society. These plays are known as "epic theater" because they attempt to analyze important themes through the use of historical figures and events as characters or situations.
About Article Author
Michael Zachery
Related posts
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History of Mining in Ghana and Vietnam
History of Mining in Ghana and Vietnam
The mining of minerals, especially coal, has always had a strong hold in the hearts of people. The word ‘miner’ is the operative word here. These people worked actively for hours at finding veins of coal, or sand, or other minerals.
In ancient days, mining was considered a highly skilled trade in west Africa. The activities have slowly crept in across the continent, and today, mining is undertaken on small farms and in crowded accommodation units, where space is at a premium.
Kirma Cres, a graduate and a lecturer in mining education at Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, says that information and knowledge about the causes of the explosion and the subsequent disaster, and the technology that was used to contain it, are crucial to understanding what happened and how it could have been prevented. She says that such information will help to protect other workers and prevent future disasters.
Mining experts also say that the way in which the dirt and rock was accumulated and stored could also have played a part in generating massive damage in the vicinity of Kirma Cres. These include the accumulation, during several years, of debris and sludge, which is often found on the slopes of mount Bonneville.
Several aftershocks were recorded, and buildings along the ridge were literally ‘wedged’ by the falling rock. The reported magnitude of the quake was multiplied by three when the aftershocks continued for several weeks. Among the buildings destroyed were the Ming and chatting Sharpsite Clock, the oldest minted currency in Ghana, dating from 1795. The clock was built on the summit of the hill Banro, and its mechanism was simple: a weight was attached to a bunch of beads, the latter being weighted down by sand bags under the platform.Rubbish bins in the centre of the town were uncapped, and human remains were found in and around them, even after the archives had been ransacked and sorted.
In the aftermath of the earthquake the country was quiet: it was not until noon on 23 November that the news of the disaster spread across the length and breadth of the country.Shocked and mourning, people travelled to Kumasi to help with the recovery: it was not until the following day, when the first news of the disaster got to the London office of the Kwame Nkrumah University of Science and Technology (KNUST), Kumasi, that the full horror of the situation became known.
The subject was discussed at length in the next day’s papers, and on the following week’s programmes: not one person was prepared to talk about the disaster, or even to suggest any changes to the way the country rebuilds after earthquakes. It was noted that many of the houses in the street along the university campus were destroyed. Assistant Professor Ross was appointed to take possession of the site, and to oversee the reconstruction of the destroyed houses.
Students from Kumasi began to travel to Warwick in considerable numbers: thirteen in all, some by train and some by car. Another five trainsload of students arrived in Sotherham by Airline, and another three by road. Yet another trainload of students arrived at the port in order to return to Ghana, and another three tanks of petrol arrived at Kousseendorf.
Dibaca juga : How to Tighten Up Your Poker Game
All the students were enthusiastic and glad to see each other, telling each other stories of their experiences on their way to England. It was said that the road from KNUST to the university was a twenty-five mile trek on bad roads, and that half the students had left thewo students in their cars, half in pmontiple.
At about four o’clock, after a longest day’s travel, we reached the hotel where I was staying, and the translator who had accompanied me, Mr. A.W. Evans, appeared shortly afterwards. All were very tired and hungry, but happy to see each other. Even the angry rival tribesmen had come to greet us, and wanted to speak to me.
That night, after a much-needed night’s sleep, I dreamed that I was back in my hotel room in Kumasi, awaiting the first calls from the professor. The bell rang at 6 A.M. sharply. I must have crawled out of bed at 7, for I was faced with the comprehensible reality of existence: there are more important things to do, and there is much to be done, and Professor Evans had to get up and go away to his study. But already I was half-way up the stairs and into my study when I heard the Practical Examination Board lit at 7:8 A.M. For those who are interested, the answer to “what” is None of the above. I still have no idea why Evans got up and went, but thought let’s hope it was to the library.
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Free learning resources from arts, cultural and heritage organisations.
Teachers Notes
Resource created by: Leeds Museums & Galleries, Thwaite Watermill.
Written by Chloe Fowler.
This Learning Story takes readers through the history of Thwaite Watermill, a council run museum in Leeds, from the construction of the site’s first mill in 1641 up until the present day.
A Global View
Thwaite's first watermill was built in 1641 after the construction of a weir on the site. At this time elsewhere, China began a period of terrible famine and plague which lasted several years and killed huge portions of the population. The Dutch East India Company captured the state of Malacca, Malaysia, from the Portuguese after a bloody assault, reducing Portuguese power in the east. In America, Massachusetts became the first colony in New England to recognise slavery through legislation.
Curriculum Links
• KS2 and KS3 History: Local History Study
• KS3 History: Industry 1745 - 1901 | Chronology beyond 1066 | Challenges for Britain 1901-present day: World War Two
• KS2 and KS3 Design Technology: Exploring mechanisms such as wheels and axles, understanding mechanical systems | Characteristics of materials and their possible uses
• KS3 Design Technology: Technological developments and their impact on individuals, society and the environment
• KS2 and KS3 Geography: Interpreting and using maps and aerial photos
• KS3 Geography: How interaction of human and physical processes causes change in landscapes | How human activity relies on effective natural systems
• KS2 Science: Materials (Types of rock and their different appearances and physical properties)
• KS2 Science: Processes: changing states, mixtures.
Discussion Ideas
• What was the worst/best job working at/for Thwaite Mill throughout history? Why?
- Consider workers in drying sheds/bagging area/Putty Packing Room, engineers, domestic servants in house, urine collectors for fulling mill, manager, pennyman
• How did the development of canals and waterways contribute to the Industrial Revolution in Britain?
• How typical was Thwaite Watermill of a factory during the Industrial Revolution?
- Consider working conditions, production methods, environmental impact etc.
• How is your house today different from the houses on Dandy Row, built at the end of the Georgian period (1820s)?
• Would you have enjoyed living at Dandy Row? Why/why not?
• Was the island a good place to live during the Second World War? Why/why not?
Design and Technology
• In what ways was Thwaite Watermill more environmentally friendly than other mills/factories during the Industrial Revolution?
• What could places of industry do today to become more environmentally friendly
- What could you do personally?
• What are the benefits and limitations of using river water as a source of power
• Why do you think the Horns made putty from chalk and linseed oil? What makes them suitable materials for creating a window sealant?
• How do you think cloth manufacture has changed since the mid-1600s, when Thwaite Watermill was used for fulling?
• The wooden buckets on the water wheels at Thwaite Watermill have to be replaced every few decades. Why is this?
• What made this part of Leeds ideal for building a watermill?
• Can you think of other geographical features which are particularly suited to certain buildings or types of human activity?
- Consider hills, coast, forest, valleys, deltas, marshes...
• Consider each stage of the putty production process. What is the state of matter during each stage? (Solid, liquid, gas, mixture?)
• What processes are used to change the state of matter or separate mixtures during the putty production process? (e.g. evaporation to dry crushed chalk by removing water)
Activity Ideas
• Download and complete the History of Thwaite Chronology Task to tell the story of Thwaite Watermill through time. (either as a card-sort or a human timeline)
• Complete a research project on an inventor or engineer from the Industrial Revolution (e.g. Thomas Hewes or George Stephenson, both linked to Thwaite Mill). What did they do? Why was their work so important?
• Write a diary entry for a mill worker living at Dandy Row. Do you enjoy your job? Why/why not? What was the best/worst part of your day?
• Draw a picture of a Dandy Row cottage and label the key features, then draw a second picture of your own/a modern day house and label the differences. Alternatively, draw two pictures without labels and get a partner to list or circle the differences.
• Write a diary entry for somebody living on the mill island during the Second World War. How did your daily life change? What was good or bad about living on the island at this time?
Design and Technology
• Download and complete the Labelling a Mill Diagram activity.
• Download and complete the Naming Types of Waterwheel activity.
• Download and complete the Putty-making Chronology Task to explain how putty was made at Thwaite Watermill. (either as a card-sort or human timeline)
• Build your own water wheel using materials such as paper cups, plastic bottles, straws, string, a hole punch etc. There are lots of methods suggested online for this – see Supporting Links for an example.
• Use kits such as those by K’nex to build systems with turning cogs, pulleys and levers, similar to those operating in the mill.
Geography and History
• Print out (or project onto a smartboard/whiteboard) a map of your local area from the 1940s. Circle the places which you think would have been key bombing targets for the German air force. Maps can be found online – see Supporting Links for useful website 'Old Maps Online'
- Consider which places were important for supporting British fighting, which places were important for upholding morale, which places would have been easier to identify due to geographical features like rivers etc.
• Look at/feel different samples of flint, chalk and chinastone. Can you work out which is which from a set of descriptions, and suggest what uses they have now or had in the past? (Download the Rocks, Descriptions and Uses Match-Up for a possible worksheet to accompany this activity, or to be completed as a stand-alone task)
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The Function of the Sclera in a Human Eye
The sclera of the eye is better known as the white of the eye. The word "sclera" comes from the Greek word "skleros," which means hard. The plural of sclera is sclerae.
Diagram showing the structures of the human eye / Getty Images
The Sclera
The sclera is tough and fibrous, protecting the interior components of the eye from injury, and makes up the exterior coating of the eye. The sclera forms the entire visible white exterior of the eye, while the iris is the colored portion inside the anterior chamber of the eye.
Although we can only see the visible portion of the sclera, it actually surrounds the entire eye and provides structure for the internal contents of the eye, which are mostly made up of a thick liquid called the vitreous humor.
The sclera is composed of four layers. The inside layer is called the endothelium, followed by the stroma, the lamina fusca, and the episclera on the outside.
The Color of the Sclera
The sclera begins to turn yellow in individuals experiencing liver failure. This condition is called jaundice and indicates that the liver is no longer filtering the blood well.
In rare cases, the sclera can turn blue. This can be caused by long-term use of some medications, a rare condition called osteogenesis imperfecta (brittle bone disease), ingesting silver, and conditions that cause the sclera to be thin, which allows the blue color of veins to show through.
If you notice a color change in the sclera, you should seek advice from a healthcare professional.
Was this page helpful?
2 Sources
1. About Jaundice. Cleveland Clinic. July 2018.
2. Siddiqui AA, Eghrari AO. Blue Sclera in Schmidt-Erfurth U, Kohnen T. (eds). Encyclopedia of Ophthalmology. Springer. 2014.
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Navigation sidebar:
1. Antique use of the term
2. Archaeological definition
3. Further characteristics
1. Emergence of oppida
2. Distribution and siting
3. Size
4. Fortification
5. Duration of use
6. Are oppida urban?
1. Trade
2. Industry
3. Cult
4. Coinage
5. Central places for the area
7. Population
1. Population size
2. Zoning
3. Land utilization in oppida
8. Why did oppida emerge?
4. Footnotes
Antique use of the term
The word oppidum was used by Caesar in De Bello Gallico, in which he reports about his warfare against the Gauls. The sites referred to as oppida are described as fortified settlements, which represent the central place for a tribe. Some tribes had several of these places. Caesar describes Bibracte in more detail and mentions senate meetings and an election (Collis, 1997). According to this, it is assumed that the word oppidum in Caesars usage is intended to mean “town”, especially as some of these places are also mentioned as urbs. On the other hand he is using the word oppidum for merely defensive sites in Britain, which had no central place function. Collis thinks that this is due to translation from Gallic informants, who called these sites *dunon, which was translated oppidum, even though the meaning did not quite match.
Archaeological definition
In France the term oppidum is used for every fortified Iron Age settlement; while in the Czech Republic, Slovakia, and Germany the word oppidum is more a technical term for large (over 20-30 ha) fortified Late Iron Age settlements, thus excluding hillforts, which are smaller than 20-30 ha, and settlements like the Heuneburg, which is comparatively small and of Early Iron Age date. The use of the term oppidum is variable in Britain, as some authors rely on the Czech, Slovakian and German scheme, while others rely on Caesar's second hand description of British oppida, and thus include merely defensive sites with little or no habitation as well as small sites into their definition (Collis, 1984; Avery, 1976).
Further characteristics
The chief characteristics of oppida have just been mentioned, but there are more details to be added to the picture especially concerning regional variances. But a word of caution is necessary, because only few of the oppida have been excavated to any larger extent. Most of the assumptions are based on a few well excavated sites (like Bibracte, Manching, Staré Hradisko and Hrazany). Often enough only the ramparts have been investigated, because of the enormous size of the oppida, which makes settlement archaeology difficult, especially if a representative insight in the settlement history and the internal organization of the site are the aim (Wells 1984, 1987).
Emergence of oppida
It is assumed that the first oppida appeared in the Czech Republic, Slovakia, and southern Germany. Some of the oppida date into La Tène C21. In La Tène D1 more sites in central Europe emerge, for example in southern and middle Germany, Switzerland, Luxemburg, and France. Finally, around 50 BC and later, more sites in France and the first ones in Britain appear (Collis, 1984).
Distribution and siting
True oppida occur in France, middle and southern Germany, Switzerland, the Czech Republic, Slovakia, and Hungary (Wells, 1984). In adjoining areas we find similar developments, which do not exactly match the definition of oppida, but share some of their features. Also true oppida show regional variances in size, occupation, fortification etc. (Collis, 1995).
The oppida themselves are usually situated in easily defensible positions, like hilltops (e.g. Bibracte, Dünsberg) and peninsulae formed by river loops (e.g. Berne-Engehalbinsel, Altenburg-Rheinau)2. Often these sites were chosen for defence purposes, and not for their accessibility or their proximity to trade routes. In many cases this meant that the sites had no former “history”, i.e. they did not naturally evolve out of smaller settlements, but were consciously created (Collis, 1997). Their development was usually rapid. When an oppidum was founded the population of the surrounding area concentrated in it. Often this concentration lasted only for a few generations, then the sites were abandoned for more accessible places, or survived as little villages. Nevertheless some of the Gaulish oppida evolved into Roman towns (e.g. Bibracte or Paris) (Collis, 1995).
Woolf states that usually a minimum size of 20-25 ha is asserted for oppida. Collis sets his threshold at 30 ha, to separate oppida from hillforts. He maps 59 of these sites in Europe.
The differences in size can be enormous. Most sites are small, but the largest have 300 ha and more, for example Altenburg-Rheinau 315 ha, Manching 380 ha, Kelheim 600 ha, Heidengraben 1662 ha (Kuckenburg, 1993). Size is one of the criteria for oppida which is often neglected by authors—in particular when the site shows other criteria which are commonly associated with oppida. This is especially true for France (especially northern France has a large amount of smaller “oppida-like” settlements) and Britain3.
Fortification is one of the main characteristics for an oppidum, but as mentioned by Woolf, probably not a very good one. The fact that fortification seemed to be a central feature of oppida goes back to Caesar and his description of these sites in De Bello Gallico.
The ramparts show regional variation, and usually four different construction techniques are mentioned: Preist-Altkönig, Hollingbury, murus gallicus and Kelheim (Collis, 1975). In addition to these there is the Ehrang construction (like the murus gallicus but without nails (Audouze, 1992)) which is usually incorporated into the group of muri gallici. These are only principle construction schemata, which in reality appear with different kinds of variation. Almost every oppidum has a special type of rampart construction—if not several (Leicht, 2000). Nevertheless there are differences in the distribution of the main fortification types (see Audouze, 1992: fig. 50), (Woolf, 1993). In France muri gallici prevail, while in the more eastern regions (Germany, Slovakia and the Czech Republic) various layouts of the timber-framed wall are preferred (Endert, 1987).
Gates are another important feature of the fortification, they differ roughly in their use through time. The main types according to Collis are: the simple gap, the overlapping entrance, the inturned entrance and the Zangentor4, and hornworks. Of these gate types all but the hornworks %I am not too sure %whether one of the gates might have a tutulus in front of it\ldots appear at the Dünsberg.
The last thing left to mention about the fortification is the complexity of enclosures. Collis mentions that outside Britain most of the complex enclosures with more than two ramparts are confined to the Mittelgebirge5, to which belongs the Dünsberg.
Coming back to the problem of defenses as a necessary attribute for oppida—some authors like Hill think it would be better to judge sites by the action that took place in them and not on the fact whether or not they had fortifications. He is taking up arguments offered by Woolf, who stated that the fortified nucleated settlements were not really different in use, size etc. from their unfortified neighbours. On the other hand he acknowledges the communal efforts to establish these huge fortifications, and assumes that these were just reactions to a thread or a crisis. As a confirmation for this thesis the development of Manching could be cited, or other oppida where the buildings were not confined to the area inside the walls, but where the settlement continued outside as well6. On the other hand we know of deliberate foundations (see section siting).
Collis also mentions sites, which lie outside the boundaries of the “oppida civilization”, for example the Zemplín type settlements in Slovakia and Hungary, which are concentrated habitation sites around a small fortification. They have otherwise all the characteristics of oppida: trade, industry, nucleation etc.. In France on the other hand we have small fortified and unfortified settlements, which show the traits of oppida only at a smaller scale. He even adds fortified sites in Spain and Portugal to the picture, which are the size of Gaulish oppida, but were already in existence before the Roman conquest in the 2nd cent. BC. He continues to describe the British “oppida” and mentions their unusual siting in the valleys and the lowland, as well as their small settlements in the often huge embanked area, where the fortification seems to have been a prestige object. Their role in trade and crafts is unknown.
All these peripheral sites share some aspects of the oppida but not others. It is certainly difficult to decide in which way to broaden (or not to broaden) the term oppida, or to come up with more meaningful definitions, although this is not the aim of this work.
Duration of use
In the east oppida usually stayed in use for about a century or longer (Wells, 1984), but Collis mentions that some places in France had a use of less than a generation. They were then abandoned for some other settlement. He uses an example where four sites (Corent, Gondole, Gergovie, and Augustonemetum) followed each other in a rapid succession and other regions witnessed similar developments. Nevertheless some French sites had more continuity as they lived on as Roman towns (see section siting).
Are oppida urban?
One of the most controversial points related to oppida is the question whether they really were urban settlements, as Caesar described them to be. This question is hard to answer, because only a few sites have undergone modern large-scale excavation, and the surrounding area of these places is even less investigated, so that their role as central places stays obscure. The best excavated and most cited oppidum is Manching, which is in many respects not a typical site. The same accounts for Bibracte, which developed into a Roman town, and in turn effaced the underlying Pre-Roman remains. So the focus for the following questions has to rely on less well excavated sites, which obviously leaves a lot of questions unanswered.
It is not entirely clear how important trade was for the development of oppida. Remains of imported goods such as amphorae have been found in settlements, but long distance trade with the Mediterranean existed long before the oppida came into being.
Most of the traded goods stayed near the border to the Mediterranean cultures, so that in central and southern Gaul large amounts of wine amphorae were found, while their quantity decreases in the inner regions of France (Collis, 1995). Antique sources mention the trade of iron objects between the Romans and the the residents of Noricum. More information about this trade comes from graffitis in Magdalensberg. Further we are told about the exchange of slaves for wine by antique authors, while trade goods like Campanian fine wares, or silver bowls appear at the oppida themselves (Collis, 1997). The question is whether this trade really played such an important role as is often suggested—even the whole existence of oppida is ascribed to it (Wells, 1987). I think that the trade with the Mediterranean was not so important.
Besides the long distance trade, which was according to classical authors organized by Italians7, there is also local trade and trade between oppida (Collis, 1997). Raw materials for production in the oppida could come from considerable distances. For example, the graphite clay for the potteries in Manching was transported over 200 km from Passau. On the other hand the trade of raw iron seems to have ceased, and now the finished goods were traded. Goods manufactured at the oppida were distributed to the surrounding areas, like the painted wares from Stradonice which can be found in the whole of Bohemia. Finished graphite ware cooking pots were also widely distributed (Collis, 1997). How this trade was organized is unclear.
There is plenty of evidence for manufacturing in the oppida. Iron working took place in all of them, and also ‘bronze casting, glass manufacture, pottery making, coin minting, textile production, bone and antler carving, and jewelry manufacture’ (Wells, 1984). Collis even goes so far as to mention mass production of for example brooches and belthooks, which now had stereotypical patterns. On the other hand a lot of specialized tools were produced: for agriculture, crafts, personal adornment, household equipment, wagons, horse gear, and warfare (Collis, 1984). Závist contained 85 different blacksmithy products, while in Hrazany about 65 different objects were produced (Drda, 1995). Pottery production also became more “industrialized”. For example almost 75 percent of the pottery in Manching was manufactured on the potters wheel (Collis, 1997).
Cult related finds in oppida are very rare or not easily identified. In Manching some round buildings with a rectangular ditch enclosing them are taken for temples, one of these buildings has hoards associated with it. A cult-tree (a gilded branch with leafs, together with a gilded sheath) was found, as well as remains of a horse statue made from iron. The horse statue was discovered close to a hoard of weapons, and the fact that the horse was destroyed and its remains scattered is taken as further evidence for a battle at the end of the 2nd century BC in which some of the sanctuaries were looted and destroyed (Sievers, 1999, 1993). During the excavations at Manching huge amounts of weapons and human bones were found. Some of the weapons were too bent to be the remains of a fight, and the bones were mainly skulls and longbones. The skulls might represent trophies, which were taken from defeated opponents, while the longbones were cut from decomposing bodies, freed from the flesh and finally the joints were removed. Both kinds of bone were kept for some time, before they were discarded. That sculls were kept as trophies is reported by classical authors. The longbones could belong to some kind of ancestry cult (Sievers, 1999). There are a few cases of cult related sites found inside oppida, for example there are a few rectangular enclosures (Viereckschanzen)8 in the oppidum of Závist, but most of the sites are outside the settlements (Wells, 1990).
On the other hand it is remarkable that a few of the oppida lost their importance as occupational sites, but continued in use as gallo-roman temple (e.g. the Martberg)9. This indicates that some of the sites must have had some religious function already in Celtic times which continued to be of importance.
Gold coins were known from earlier Celtic contexts, but they were rather a means for storing wealth than for payment. The situation changed in the late second century BC when low value silver and potin coins were appearing (Collis, 1995). Almost every oppidum seems to have minted coins (even though there are coins, which were not produced in oppida, but came from open settlements (Wells, 1990)), but they usually did not leave the area immediately surrounding the oppida. The coins minted in Stradonice, for example, are normally not found outside of a radius of 30 km around the oppidum, and thus we can assume that trade was not managed on a monetary basis (Collis, 1997). The origins of the coins can often be traced, because many of them bear legends naming the local rulers (Wells, 1990).
Central places for the area
One of the criteria Woolf mentions to be essential for his concept of “urbanism” is that there has to be a functional differentiation between sites. This would mean that the oppida, if they have any function as a central place at all, would need smaller sites, which they dominate. For one thing not enough research has gone into this, but what has been observed so far is that there are no secondary settlements near oppida. What is rather the case, is that minor settlements were abandoned in favour of the oppidum, as soon as it was established. If there are larger open settlements they seem to have had the same role as the defended oppida and were not subordinate to them, that is if trade can be used as an indicator for economic dependency. Products from the oppida were either evenly distributed in their hinterland10, or they did not leave the immediate area surrounding the oppida at all11.
Collis is also aware of the fact that the oppida did not form any kind of economic, trading and defensive network. He bases his assumption on the fact that some sites in the the German Mittelgebirge (among them the Dünsberg) were still inhabited in Augustan times even though in France and Southern Germany the oppida had already been abandoned for a generation or more.
Population size
There have been different attempts to judge the size of the population. A major drawback is that usually no cemeteries belonging to the oppida can be detected. Thus the estimates are highly variable, according to the methods used to make them12. Numbers mentioned range from 3000-5000 inhabitants per oppidum (Wells, 1990). For Bohemian oppida several thousand persons are estimated (Závist: 3400, Staré Hradisko: 5000), while the population for Manching, based on the quantity of meat represented by animal bones, was estimated at 1700 (Wells, 1984). Other authors propose population sizes of 1000-2000 persons per oppidum. %who? e.g. The more moderate estimates seem in this case the more likely guesses (Wells, 1984: 171).
Some of the oppida show signs of a deliberate layout with a rectangular grid pattern, where houses and streets follow the major axes (Wells, 1984). These patterns are attested for Staré Hradisko and Manching. The latter site even provides evidence for a major change in orientation to this grid pattern. This in turn gives us proof of the internal organization at work inside the oppida (Sievers, 1999). Both afore mentioned sites have traces of fences, which divide the area into units. These units are interpreted as farmsteads which are joined together to bigger settlement blocks. Wells assumes that 95 percent of the population in the oppida were farmers, and that they may have worked as craftsmen and merchants during the winter. Still it is obvious that there must have been a small number of professional craftsmen as well, especially regarding the high specialization in tools found inside the oppida, and regarding the diversity of tasks carried out. Drda mention smithies, mints, jewellery, and other metallurgical workshops, which are specialized, tannery, coopery, casketry, joinery, wheelwright's work and lathe turning. Further crafts can be assumed of which no evidence survived (e.g. basket-making, dye-making).
Drda state that there are only a few places which were obviously used as sites of workshops, but it can be observed that certain productions took place in the same areas in different oppida. These workshop places can be found either: ‘in the vicinity of gates, in the homesteads and, in special cases, extra muros.’ And further: ‘The presumption that these craftsmen worked in the enclosed areas of farmsteads, in smaller homesteads or in dwellings bordering the main trackways (roads) in the oppidum is valid.’
Wells proposes that there are two types of sites—sites with a distinction between residential areas, workshops and areas of political activity (Bibracte and Manching are named as examples), and sites (like Staré Hradisko) where farmsteads are grouped together as units, but no differentiation of agriculture, craft, and the public sector is evident—every farmstead incorporates all of these criteria.
Woolf refuses to see any evidence of zoning in oppida at all. In this model a town needs distinct quarters for residence, crafts and agriculture, as well as zoning by social class. This differentiation is not evident in oppida, especially as a division by only a few hundred meters between differently used areas is not enough for him.
Evidence for zoning has been found in Manching where an area predominantly used for crafts was discovered . Nevertheless the excavators seem inclined to believe that the area was used exclusively for crafts, because the moist soil was not suitable for residential buildings (Sievers, 2000: 391).
My opinion on the question of zoning is that Woolf is thinking in too modern terms, spatial division between living and working areas is a rather recent development, which I would attribute to the dawn of the industrial revolution and the emergence of manufactures. In Roman towns there might have been residential areas for the elite, but this is due to the fact that the Roman elite did not work in agriculture or crafts. So I would rather agree with him that we are here looking at ‘a local variation on urbanism peculiar to Iron Age Europe’.
Land utilization in oppida
Oppida do not only consist of occupied regions, they usually include empty areas as well. The use of this land could have been diverse, at Manching it is assumed, that wet areas were used as pastures for cattle (Kuckenburg, 1993), while drier areas might have provided arable land for some of the farmers inside the oppidum (Sievers, 1999). This area could also provide space for the population of the surrounding settlements at times of war (i.e. act as an refuge (Dehn, 1962)). For both of these uses lower ground had to be included into the fortification. It is also attested that sources of water were deliberately incorporated into the oppida (Avery, 1976). One example would be the Grinchesweiher and the Schulborn at the Dünsberg.
Why did oppida emerge?
Most of the researchers think that the emergence of oppida was in some way related to the trade with the Mediterranean (Wells, 1984, 1987; Collis, 1993, 1995). A competition started for the luxury goods imported from the south so that the iron industry was intensified, slaves could be obtained through warfare (which would stimulate the need for defence). Social and political changes came to pass, which in turn lead to settlement nucleation in form of the oppida.
If we would only look at France, we could at least agree that trade was a factor in the process of oppida development, because there the oppida emerged at about the same time when the trade with the south began to flourish, but having a look at the wider picture we see that the trade theory has not much footing indeed. Collis included maps of imported Mediterranean goods from the Iron Age. They show that most of the imports (mainly wine) reached southern and central France, but at the same time almost no imports reached Slovakia, the Czech Republic or Germany, and these were the first places where oppida emerged. In addition the oppida were built before the trade with the Mediterranean became important. Even though Collis realized this discrepancy he offered no other explanation.
Other theories are concerned with threat from outside, like the Dacians or the Germans who were challenging the security of the Celtic settlements, driven by overpopulation after a period of migration.
This might have been of concern for the people living near these tribes, but hardly for the Celtic population living close to the Alps. But something obviously must have happened if suddenly large settlement concentrations appeared. Certainly there was an ‘increased social power’ (Woolf, 1993), which made it possible that fortifications could be build and large settlements evolved in them. Audouze (1992: 242) have a different explanation:
However, we believe that we can distinguish in the characteristics of the oppida the signs and motivations that go beyond the need for defence. By going back to earlier hillforts or installing themselves in similar upland locations the Gauls resumed an older tradition.
They see in the creation of the oppida the wish to hold on to old traditions, but also the ‘wish to delineate an urban space, separated from the countryside’. I am not sure whether I could agree that the oppida were planned as towns, but certainly they were planned, and the vast area they can include seems to indicate that a lot of settlement activity is expected. At the Dünsberg we also have evidence that a formerly fortified site was chosen again to be used as settlement area. The inner fortification is most probably of Late Bronze Age / Early La Tène date. Settlement remains dating to this period have been found inside the fortified area. Then there was a break in the settlement activity, which started again, maybe in the Middle, but certainly in the Late La Tène period.
Surely this does not explain everything, but new and more likely ideas are needed to find the answer to why the oppida emerged.
1 I will follow the terminology of Reinecke, when mentioning relative chronology. A lookup table for his terminology will be presented in appendix chronology.
2 Manching is here as so often an exception, it is situated in lowland area, and existed at first as an undefended settlement nucleation, which was only enclosed by a murus gallicus after a major military disaster.
3 This may also be grounded in the different nomenclature. See section definition (Woolf, 1993).
4 Zangentore are according to Collis definition over 20 m long, but Dehn and Endert define them as follows: ‘rampart ends were turned back at right-angles into the interior to edge the entrance ways’, the length of the entrance way is not mentioned.
5 Outside these regions only the Magdalensberg and Závist provide complicated fortifications.
6 For example on the Dünsberg, where Reeh maps platforms to the west and south of the fortified area (even though it is not attested that these platforms are contemporary with the oppidum).
7 This is also supported by findings from the Magdalensberg (Collis, 1975).
8 The question whether Viereckschanzen are really cult related sited is vividly discussed. K. Schwarz had based on his excavation in Holzhausen (1957-1963) argued that Viereckschanzen are cult related, this had been the standard interpretation for some time, until recently. Webster already doubted the cultic significance of these sites, and in a new publication (Günther Wieland (ed.), Keltische Viereckschanzen—einem Rätsel auf der Spur, Stuttgart: Theiss Verlag 1999.) they are rather interpreted as places for living, production, storage and shelter. Unfortunately I could not get hold of this publication, my information is based on
9 Information provided by C. Nickel in private correspondence.
10 For example painted pottery from Stradonice in Bohemia, see section trade.
11 We saw this in relation to the coins.
12 Estimates were made on the amount of animal bones found in Manching, otherwise the population size may be estimated by regarding the amount of buildings on the site. These methods can only give a rough indication of the real population size as most of the sites are not sufficiently excavated.
|
<urn:uuid:94971d47-80f3-4a19-84c6-01ef0807d03c>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 4.0625,
"fasttext_score": 0.10108119249343872,
"language": "en",
"language_score": 0.9713399410247803,
"url": "https://wittur.leute.server.de/Duens/chapter1.html"
}
|
Commemoration Of The Batepa Massacre
Commemoration of the Batepa Massacre is a public holiday that’s observed on February 3rd each year in Sao Tome and Principe and is sometimes referred to as Martyr’s Day. It honors the victims of the Batepa Massacre who were killed by Portuguese landowners and the colonial administration in 1953.
Hundreds of native creoles, known as forros, were killed under the excuse that there was a communist conspiracy to cause unrest was in place—a conspiracy that was never proven to be true. Although the name of the massacre and the holiday that commemorates it is named after Batepá—the village where the violence started, it was only the starting point and the violence committed against forros was widespread.
The History Of The Commemoration of the Batepa Massacre
When the Portuguese arrived in Sao Tome and Principe in the 15th century, the islands were uninhabited. The Portuguese wanted to create sugar plantations on the islands, so they decided that they needed to import African slaves and “undesirable” people from Portugal to work the sugar plantations. These people would become the native creoles—also known as Forros.
Competition from other sugar-producing colonies began to hurt the islands economically, so new cash crops were introduced to São Tomé and Príncipe and these were coffee and cacao. Cocoa production was labor-intensive so during the early 20th century, and the forros refused to do the work, so contracted workers were brought in by the Portuguese.
The working conditions at the time were horrible, which led to a boycott by European chocolate producers. This would lead to reforms in São Tomé and Príncipe but also lead to a severe labor shortage. To combat the problem, the government attempted to get the forros to do some of the work that was once done by contracted labor.
The forros refused to do the work and began to protest. The governor blamed the unrest on communists and ordered a roundup of all individuals involved. He also ordered landowners in the area to take measures to defend themselves. This lead to the bloodbath that would become known as the Batepá Massacre.
Observing The Commemoration of the Batepa Massacre
This day is commemorated with special memorial services for the victims of this massacre. It’s also a public holiday, so schools and many businesses in the country are closed.
Where is Commemoration Of The Batepa Massacre celebrated?
Sao Tome and Principe Show all 1 locations
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<urn:uuid:8dbe4386-dd3b-4bbe-82e8-b1eabd24e48c>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.859375,
"fasttext_score": 0.05020838975906372,
"language": "en",
"language_score": 0.9807838201522827,
"url": "https://www.holidayscalendar.com/event/commemoration-of-the-batepa-massacre/"
}
|
The dendrogram is a tree diagram used to visualize and classify taxonomic relationships frequently used to illustrate the arrangement of the clusters produced by hierarchical clustering. The name dendrogram derives from the two ancient Greek words déndron and grámma, meaning “tree” and “drawing”. Dendrograms are frequently used in biology to show clustering between genes or samples, but they can represent any type of grouped data, i.e., used to illustrate the clustering of genes or samples.
The dendrogram consists of stacked branches (called clades) that break down into further smaller branches. At the lowest level will be individual elements and then they are grouped according to attributes into clusters with fewer and fewer clusters on higher levels. The end of each clade (called a leaf) is the data.
The arrangement of the clades reveals how similar they are to each other; two leaves in the same clade are more similar than two leaves in another clade. The y-axis (the height of the branch) shows how close data points or clusters are from one another. The taller the branch, the further and more different the clusters are.
Dendrogram explained
Looking for Dendrogram Online Tools?
Create Dendrogram using a quality Dendrogram software like Visual Paradigm Online:
• Create a Dendrogram.
• Drag and drop the branch symbol from the palette onto the canvas. Adjust their shapes.
Dendrogram software
Dendrogram examples
Cluster Dendrogram example
Edit this Dendrogram Example
Cars cluster Dendrogram
Edit this Dendrogram
Dendrogram of nutritional products example
Edit this Dendrogram template
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<urn:uuid:285e0ea6-c898-4845-ad75-fb05b7513120>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.75,
"fasttext_score": 0.9378662109375,
"language": "en",
"language_score": 0.8664894104003906,
"url": "https://online.visual-paradigm.com/knowledge/business-design/what-is-dendrogram/"
}
|
Pneumatic Tube Mail
refer to caption
Pneumatic tube canister
refer to caption
Map of New York City pneumatic tube lines
Clerks working with a pneumatic tube system
Clerks working with the pneumatic tube system in a New York City post office building.
a group of people looking at a pneumatic tube system
Pneumatic tubes were placed in the basement facilities of post offices, where clerks worked around the clock to fill and send, open and empty the tube containers.
In 1893 the Philadelphia post office tried a radically different and speedy way to transfer mail between post offices.
They installed a network of underground pneumatic tubes.
Cylinders like these carrying mail were pushed or pulled through the tubes by compressed air or vacuum suction.
Cylinders flew through the tubes as fast as 35 miles per hour.
Other cities followed the example.
In New York City, a forty-minute male wagon route was covered by the tubes in seven minutes.
|
<urn:uuid:7078a710-49c4-44ad-b969-3468bf52fe75>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.5,
"fasttext_score": 0.036994755268096924,
"language": "en",
"language_score": 0.9526925086975098,
"url": "https://postalmuseum.si.edu/exhibition/customers-and-communities-serving-the-cities-city-free-delivery/pneumatic-tube-mail"
}
|
The Parivrajaka (IAST: Parivrājaka) dynasty ruled parts of central India during 5th and 6th centuries. The kings of this dynasty bore the title Maharaja, and probably ruled as feudatories of the Gupta Empire. The dynasty is known from inscriptions of two of its kings: Hastin and Samkshobha.
The Parivrajaka inscriptions refer to the imperial Gupta dynasty, but do not mention any Gupta overlord. However, the use of title “Maharaja” (generally used by feudatory kings) suggests that they were vassals of the Guptas. In addition, the Parivrajaka inscriptions state that the dynasty ruled the forest kingdoms; the Allahabad pillar inscription of the Gupta emperor Samudragupta states that he subjugated all the forest kingdoms.
When the Gupta empire started declining, they acknowledged nominal Gupta suzerainty.
Multiple inscriptions of the dynasty mention a year of an uncertain calendar era, with the term “Gupta-nṛipa-rājya bhuktau”, which has been translated variously by different scholars:
• According to Moirangthem Pramod, the Parivrajakas were reduced to the governors of a bhukti (province) after the Gupta conquest.
• The term “Parivrajaka” literally means a wandering ascetic. The family came from a lineage of Brahmins of Bharadvaja gotra, who may have been wandering ascetics some time in the past.
• Another possibility is that the term “Parivrajaka” is a reference to the practice of kings abdicating their thrones in old age and becoming wandering ascetics, in accordance with the ashrama system.
|
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.640625,
"fasttext_score": 0.043519675731658936,
"language": "en",
"language_score": 0.9401893019676208,
"url": "https://www.iasabhiyan.com/parivrajaka-dynasty/"
}
|
Chimpanzees Appear to Use Insects to Treat Their Wounds
In a first, chimps in Gabon were seen applying insects to sores on themselves—and others, a possible show of empathy
The dark face of a chimpanzee against a green backdrop of leaves
Over the span of 15 months, scientists cataloged 76 instances of chimps using insects on their wounds and the wounds of others. Marc Guitard via Getty Images
When humans get hurt, we usually reach for a bandage, but chimpanzees don’t have that luxury. Instead, it appears the great apes have invented their own first-aid system: applying insects to open wounds.
While some bears, elephants, insects, and lemurs have been known to use plants to self-medicate against parasites and illness, this is one of the first recorded instance of animals using other animal matter—smooshed insects—as a form of medication, Ashley Strickland reports for CNN. Because the chimps sometimes use bugs to treat their friends' wounds too, the behavior may be a sign of altruism in species, according to the study published Monday in Current Biology.
“When you’re going to school and you read in your biology books about the amazing things that animals can do,” study author Simone Pika, a biologist at Osnabrück University in Germany, told Agence France-Presse. “I think it could really be something like that, that will end up in those books.”
Led by Pika and Osnabrück University primatologist Tobias Deschner, scientists witnessed multiple instances of chimps catching and applying winged insects to themselves and others in a community of about 45 chimpanzees in Loango National Park in Gabon. The observation was made through the Ozouga Chimpanzee Project, which aims to better understand the chimps’ cognitive skills and social relationships.
"Our two closest living relatives, chimpanzees and bonobos, for instance, swallow leaves of plants with anthelmintic (antiparasitic) properties and chew bitter leaves that have chemical properties to kill intestinal parasites,” Pika says in a statement. "Chimpanzees eat insects but we did not know that they catch and use them to treat their wounds.
The novel discovery was made in 2019 by Alessandra Mascaro, who was a volunteer for the project at the time, reports the New Scientist’s Chen Ly. Mascaro watched as a female chimp named Suzee tended to her adolescent son, Sia, who had a wounded foot.
“I noticed that she appeared to have something between her lips that she then applied to the wound on Sia’s foot,” says Mascaro in a statement. “Later that evening, I re-watched my videos and saw that Suzee had first reached out to catch something which she put between her lips and then directly onto the open wound on Sia’s foot."
When Lara Southern, a primatology PhD student at Osnabrück University, witnessed an adult male chimp named Freddy exhibit a similar behavior the following week, the team hypothesized that the chimps were capturing tiny flying insects from the air. Over the next year, the researchers closely watched and filmed chimps that showed any signs of injury.
A year after Mascaro first saw Suzee apply crushed insects to her son’s foot, Southern noticed other adult chimps caring for each other's wounds.
“An adult male, Littlegrey, had a deep open wound on his shin and Carol, an adult female, who had been grooming him, suddenly reached out to catch an insect,” says Southern in a statement. “What struck me most was that she handed it to Littlegrey, he applied it to his wound and subsequently Carol and two other adult chimpanzees also touched the wound and moved the insect on it."
Over 15 months, the research team recorded 76 instances of chimps using insects on their injuries. The study authors suspect that the dark, flying insects might have anti-inflammatory or antiseptic properties, Natalia Mesa reports for The Scientist. Even if the insects don’t provide a medical benefit, the behavior may be an important part of the local chimpanzee social culture.
What particularly surprised Pika was seeing chimps offer help to individuals that they weren’t genetically related to.
"This is, for me, especially breathtaking because so many people doubt prosocial abilities in other animals," Pika said. "Suddenly we have a species where we really see individuals caring for others."
Next, the researchers aim to recover any remaining insects the chimps use to parts to identify the species and its potential pharmaceutical properties.
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<urn:uuid:c6b124da-55db-417b-85cd-940ecc317b0e>
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.640625,
"fasttext_score": 0.2134280800819397,
"language": "en",
"language_score": 0.9567393064498901,
"url": "https://www.smithsonianmag.com/smart-news/chimpanzees-appear-to-use-insects-to-treat-their-wounds-180979537/"
}
|
Controlling Rose Weevils
From the diminutive, 1.5-inch blooms of the minis to the robust, 6-inch flowers of some hybrid teas, roses are a favorite with gardeners all over the world. The rose genus contains many species and hundreds of cultivars of roses suitable in such a variety of U.S. Department of Agriculture plant hardiness zones that gardeners in every zone can easily find a rose suited to their yards. Weevils can be a problem in the rose garden, destroying the beauty of the plant's flowers and foliage.
Fuller Rose Weevil
1. Also called Fuller rose beetle, this flightless weevil (Asynonychus godmani) dines all night long on both flowers and leaves of roses, and spends its days hiding out on the undersides of leaves. Adult Fuller rose weevils are light brown and less than half an inch long. They have a short snout and long antennae. Larvae live in the soil and feed on the rose plant's roots, but normally do little damage until they become adults and crawl up into the rose plant to begin the life cycle anew.
Rose Curculio
1. Only about 1/4 inch long, rose curculio (Merhynchites spp.) has a black head with a long, slender snout and a dark red to black body. Adults use their snouts to drill holes in the flowers and unopened buds as they feed on the rose plant. Rose curculios mature in spring, emerging from the soil to climb the rose, feed and lay eggs in buds. Weakened by the adult weevil's feeding, the buds eventually fall to the ground, where the larvae hatch and spend the winter in hibernation. Once the temperature rises in spring, the larvae pupate and a few days later, become adult weevils and begin the cycle over again. Rose curculios produce one generation per year.
1. Both rose curculio and Fuller rose beetles cause ragged tears in the flowers and foliage as they feed. Rose curculio weevils punch holes in buds to feed and lay eggs, which kills the buds. Severe weevil infestations can leave the plant with leaves completely consumed except for the midrib. Larvae feed on the rose's roots, chewing at small rootlets and root hairs. Older larvae may girdle lateral roots, causing stunted growth. A large infestation can damage roots severely enough to invite fungal infections of the root system, and can kill the entire plant.
1. Monitor roses for the presence of weevils as soon as new buds begin to form so you can treat the plants before infestations become severe. Adult weevils may be picked off the plant by hand and dropped into a container of soapy water to kill them. Rose curculios "play dead" when disturbed, so they are easy to collect. Fuller rose weevils may be handpicked at night, while they are active, or during the day if you find them lurking on the undersides of the foliage. Parasitic nematodes can be used to combat larvae in fallen buds on the surface or just beneath the soil. You can also introduce parasitic wasps, assassin bugs and praying mantises to the garden to control weevils.
1. Both Fuller rose weevils and rose curculio adults usually emerge in April and May. Rose curculios seem to prefer white or yellow roses, so keep a close eye on these plants. Sloat Garden Center's website recommends using sticky insect barriers, which you can buy at garden stores, to keep both types of adult weevils from climbing the rose plant to feed. The sticky, non-absorbent material is wrapped around the lower part of the rose canes to stop crawling insects like weevils.
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<urn:uuid:4cfb084a-79bd-43d9-9719-fbe97bb1cfc5>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.02648240327835083,
"language": "en",
"language_score": 0.9240316152572632,
"url": "https://homeguides.sfgate.com/controlling-rose-weevils-66165.html"
}
|
MIDI In vs. MIDI Out
The MIDI communication protocol has two main options: MIDI in and MIDI out. MIDI in refers to receiving MIDI messages as an input. MIDI out refers to sending MIDI messages as an output.
Each type requires a different circuit to send or receive the messages properly. MIDI controllers will have the ports labeled as such. For homemade devices, you will define your device as either being an input or an output.
MIDI Channels
MIDI messages are sent via channels. There are 16 available channels, numbered 1-16. The channels allow for devices to know what and who to listen to, similar to setting up a remote to control a specific television.
For example, a MIDI controller could send a C3 note and CC messages via channel 1 to a synthesizer setup to receive messages on channel 1. At the same time, that MIDI controller could send the same or different messages on channel 8 to a drum machine setup to receive messages on channel 8.
In code, these channels are numbered 0 to 15 because you are counting with zero-based numbering. For example, real-world channel 1 is coded as channel 0, real-world channel 2 is coded as channel 1, etc.
In CircuitPython, your MIDI device's channel that it is listening to or sending messages on is defined at the beginning of your code. It looks like this:
midi = adafruit_midi.MIDI(
midi_in=usb_midi.ports[0], in_channel=0, midi_out=usb_midi.ports[1], out_channel=0)
where in_channel and out_channel are holding the channel values.
In Arduino, it's a little different. In the setup(), the begin() function is called with MIDI_CHANNEL_OMNI. MIDI_CHANNEL_OMNI means that the code is able to listen for any of the 16 MIDI channels. it looks like this:
void setup()
More discrete MIDI channel definitions can be defined when sending individual MIDI messages. Examples for this syntax are available on the MIDI Messages page of this guide.
The original MIDI connector is a MIDI jack, or DIN-5 connector. These are chunky, hearty connectors. Though they are becoming less common on newer devices, they are reliable and provide a straight forward connection to transmit MIDI data.
A newer MIDI connection standard that has been implemented is TRS-A, which utilizes a TRS audio jack to transmit MIDI data over UART. When this first began appearing, the connection was not standardized so older devices may require specialized cables for full compatibility.
The standardized pinout for TRS-A is as follows:
• MIDI Sink to TRS Tip
• MIDI Source to TRS Ring
• MIDI Shield to TRS Sleeve
This new standard allows for the reliability of a DIN-5 connector, but in a smaller and more common form factor.
Beware of TRS-B! TRS-B is a different TRS wiring that was used before TRS-A was standardized and can be found on various MIDI controllers.
When you see a connection with a DIN-5 or TRS-A connector, the device is using MIDI over UART. MIDI over UART transmits MIDI messages over the TX and RX serial connections at a baud rate of 31250.
You can use MIDI over UART to create MIDI devices using older boards with microcontrollers that do not have support for direct USB communication, such as the Atmega328. Additionally, you can have boards communicate with each other over MIDI directly using UART.
Angled shot of a Adafruit METRO 328 Fully Assembled
Out of Stock
USB MIDI has become more common for MIDI controllers. These devices have a configuration descriptor allowing them to be plug and play. These do not have direct compatibility with MIDI over UART devices, and, as a result, would require a converter to communicate directly.
For MIDI over USB devices, you can use them with your computer to interface with music tech software. You can also use them with a USB MIDI Host, which allows for USB devices to interface with each other. There are aftermarket USB MIDI hosts available, as well as DIY options (you can even use a Raspberry Pi).
Many current microcontrollers have the ability to be used for DIY USB MIDI projects, including boards that are based on the ATSAMD21 (M0 Express), ATSAMD51 (M4 Express) and RP2040. All of these boards have support for both CircuitPython and Arduino.
Top view shot of Adafruit ItsyBitsy M0 Express - for CircuitPython & Arduino IDE on a white breadboard.
What's smaller than a Feather but larger than a Trinket? It's an Adafruit ItsyBitsy M0 Express! Small, powerful, with a rockin' ATSAMD21 Cortex M0...
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Angled shot of a Adafruit Feather M4 Express.
In Stock
Video of hand holding a QT Py PCB in their hand. An LED glows rainbow colors.
What a cutie pie! Or is it... a QT Py? This diminutive dev board comes with one of our new favorite chip, the RP2040. It's been made famous in the new
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One of the more unique ways to transmit MIDI is over Bluetooth with BLE MIDI. BLE MIDI allows for wireless MIDI communication over Bluetooth. It can be the perfect choice for some projects that benefit from not being tethered by cables.
If you want to build a BLE MIDI project, you'll want to use an nRF52840 Express-based board, which has support for BLE.
Animated GIF showing CLUE board displaying data from the many on-board sensors.
Do you feel like you just don't have a CLUE? Well, we can help with that - get a CLUE here at Adafruit by picking up this sensor-packed development board. We wanted to build some...
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Angled shot of a Adafruit Feather nRF52840 Express.
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This guide was first published on Mar 02, 2022. It was last updated on 2022-03-02 13:24:41 -0500.
This page (How MIDI is Transmitted) was last updated on May 24, 2022.
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<urn:uuid:40ee6d81-f370-402e-8d2e-24ea718f6c58>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.515625,
"fasttext_score": 0.025330781936645508,
"language": "en",
"language_score": 0.9017396569252014,
"url": "https://learn.adafruit.com/midi-for-makers/how-midi-is-transmitted"
}
|
Castanets Castanets, percussion instrument of the clapper family, consisting of two hollowed-out pear-shaped pieces of hardwood, ivory, or other substance hinged together by a cord. Castanets are usually held in the hand and struck together. They are played in differently pitched pairs by dancers primarily in Spain, the Balearic Islands, and southern Italy. In Spain castanets may be used to accompany classical or folkloric dances. Typically, in the classical playing style, pairs of castanets are attached to each thumb; a simple rhythm is performed on the left-hand pair, while the higher-pitched right-hand pair plays a more complicated rhythm. In the folkloric playing style, they are attached to one or more fingers on each hand, both pairs are larger and lower-pitched than those used in the classical playing style, and rhythms are produced by flicking them with the wrists against the palms.
Orchestral castanets, which are generally used to enhance the Spanish flavour of a piece, are attached to handles and shaken or are fastened to a block of wood and played with the fingers or drumsticks.
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<urn:uuid:30af2134-752a-4799-9980-40e03820d08c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.859375,
"fasttext_score": 0.6115785241127014,
"language": "en",
"language_score": 0.9689236879348755,
"url": "https://www.indianidolacadmy.in/musical-instruments/castanets.aspx"
}
|
Canopic Jars
Known to the ancient Egyptians simply as embalming jars, canopic jars held the mummified internal organs of the deceased. Early Egyptologists labeled them "canopic" jars, mistakenly linking them to a legend from Canopus (in the Nile Delta), where Classical myth maintained the local god was worshiped in the form of a jar with a man's head.
Canopic jars were placed inside the tomb of the deceased. The jars were molded from clay or carved from stone. Sometimes the lids were made of carved wood. In the Old Kingdom, the jars had plain lids; beginning in the First Intermediate Period, the lids looked like human heads. During the New Kingdom, the jar lids took on the likenesses of the four Sons of Horus.
Click on the images to learn more.
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<urn:uuid:19cbeb81-e137-4a0e-9b35-d97e6bac9a05>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.035111963748931885,
"language": "en",
"language_score": 0.9195428490638733,
"url": "https://www.mgmoa-gallery.com/canopic-jars"
}
|
By the end of the chapter, the student will be able to do the following:
• Explain the complex factors that enter into the consideration of racial disparities in the labor market.
• Express how racial, ethnic, and gender disparities are part of income and labor market inequalities.
• Understand the purpose and approaches of affirmative action.
• Give examples of groups that have benefited from entrepreneurship and self-employment and groups that have not.
• Define chapter terms such as Gini coefficient, implicit bias, earnings gap, wage gap, skills mismatch hypothesis, and spatial mismatch hypothesis.
• Name and define three types of hiring discrimination.
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"url": "https://iws.oupsupport.com/access/content/golash-boza2e-student-resources/golash-boza-brief2e-chapter-7-learning-objectives"
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Long or Short Length Worksheet: Objects
1 Page Worksheet
Available in color
It may take time for children to fully grasp the concept of long or short. Use this simple worksheet to develop your students understand the difference between long and short by coloring in the appropriate selection. A ruler may also be helpful to show the difference in length.
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"language_score": 0.9178754091262817,
"url": "https://www.myteachingstation.com/preschool/sorting-categorizing/long-or-short-length-worksheet-objects"
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Snapshots of History
Lawson Sanderson: Early Aviation Pioneer
The end of the calendar year offers many opportunities to remember and appreciate the American servicemen and -women who protect our country in the armed forces. There’s Veteran’s Day, followed closely by the anniversary of the founding of the United States Marine Corps, along with Pearl Harbor Day. Today, when we take these opportunities to think of our military, we think of one of the most technologically advanced bodies in the world. While this has been true for a long time, there was an era not so far in the past when pioneers were still experimenting with what we’d now consider basic combat maneuvers as well as creating new forms of machinery and weaponry. One of those pioneers was Lawson H. “Sandy” Sanderson. PhillyHistory features a photo (below) of Sanderson in the Sesquicentennial Collection. While we cannot be sure, Sanderson may have participated in Philadelphia’s Sesquicentennial celebrations as one of the many pilots who put on aviation demonstrations as part of the festivities.
Purchase Photo
Sanderson rose to the rank of Major General, a two-star post, in the Marine Corps and was a skilled, daring aviator. He was a trailblazer in perfecting a combat technique that would become crucial to modern warfare: dive-bombing. In 1919, the United States was involved in a skirmish in Haiti when some Marines were trapped by the rebels they were fighting. Then-Lieutenant Sanderson was the commander of the 4th Squadron there. He realized the US forces in Haiti were in need of assistance from the air.
Dive-bombing was just the thing, invented by British forces during World War I, but plagued with problems of inaccuracy. Pilots were limited by an inability to clearly see their targets and properly aim their munitions. Aviators had to release their bombs while flying horizontally, using only their rear observers’ directions and best guesses as to where the explosives would land, which Sanderson realized wouldn’t work in the close confines American troops were dealing with in Haiti.
Clearly, new technology needed to be perfected. Sanderson was just the man for the job. He undertook several trial-and-error experiments before figuring out a technique that worked. He improvised a sight by mounting a carbine barrel, lined up with the plane’s long axis, to the windshield of his aircraft, an unarmed training craft, called a Curtiss JN-4 or “Jenny.” Through his experiments, Sanderson found that dropping his plane’s nose and flying in at a 45° angle, then considered steep, was the most effective course of action. He understood that the aircraft needed to dive toward the target in order to reduce the amount of time the bomb fell through the air. The distance a bomb had to fall was highly influential in the accuracy of the hit. The shorter the distance of the descent, the more precisely the bomb would hit the intended target. Once Sanderson figured out the ideal angle, he then strapped a bomb in a canvas bag to the belly of his plane and flew into combat to rescue the stranded American forces. He dropped the ordnance himself from approximately 250 feet and accurately hit his Haitian target, thus single-handedly liberating the trapped US troops. However, the nearly vertical ascent necessary for recovery from the dive almost caused his aircraft to disintegrate. Sanderson managed to avert crisis on this occasion, but it would not be the last time he experienced such dangerous flying conditions.
Sanderson’s improvised dive-bombing technique was so effective that other pilots began utilizing his system. He was then tapped to teach it to other combat forces. The innovation in dive-bombing that Sanderson came up with greatly enhanced the ability of the US military to stage raids from the air. Sanderson’s improvement would be pivotal when the US later intervened in Nicaragua.
Undoubtedly, Sanderson was an aviation pioneer. He was one of a group of several other crack fliers of his time. This was an era when Americans were fascinated with airplanes and flying, which gave rise to many exciting aviation demonstrations. One such event was the Pulitzer races, which took place from 1920-1925. Sanderson was one of the participants in the Pulitzer races. During this time, he experienced several more near-misses similar to the one he averted in Haiti.
These races were sponsored by Ralph Pulitzer, journalist and the son of Joseph Pulitzer, who established the Pulitzer Prizes. The contests were a chance for pilots to show off their maneuvering skills and their planes. Many of the aircraft were cutting-edge or even experimental. Aviators could exhibit their daring and demonstrate just how fast their planes could fly. Often, these fliers pushed the limits of their vessels’ abilities, setting new speed records and, occasionally, crashing their aircraft or making emergency landings after pushing them to their limits. The pilots flew at such high, unheard-of speeds that many reported losing consciousness on turns because their planes weren’t equipped to combat the extreme gravitational forces they were experiencing. Naturally, passing out in the cockpit led to a few mishaps. Sanderson was not immune. He won the prize for best air speed in a 1922 race, but lost another race he nearly won when he ran out of gas. The race required each pilot to make several laps of a course and then taxi on the water during certain passes. Sanderson had to drop out a mile from the finish due to his empty fuel tank. In the next race, in which Sanderson flew what was known as the “Navy Mystery Plane,” his engine failed and Sanderson was forced to drop out in the penultimate lap. He executed a somewhat controlled crash in a lake and then had to swim back to shore. In 1923, Sanderson flew in a race in which he crossed the finish line just as his fuel gauge read empty and landed in a haystack. His top speed during that event was just over 230 miles per hour. Participating in the races was only a small piece of Sanderson’s remarkable life.
Sanderson spent his career in the Marine Corps and went on to serve in World War II. He became a part of history when the Japanese government surrendered Wake Island. Japan used Wake in part to launch the attack on Pearl Harbor. Some American forces were stationed there, but the Japanese took the island in late December of 1941. Later, Japan would use Wake Island as a command post and to launch further offenses on Hawaii. Throughout the war, the US repeatedly attempted to take back Wake Island. The Japanese finally relinquished Wake to the US on September 7, 1945. By that time, Sanderson was a Brigadier General, and the official to whom the Japanese surrendered the island.
Sanderson was born on July 22, 1895 in Shelton, WA. He died on June 11, 1976 in San Diego, CA. He was 80. Sanderson Field, an airport in Shelton, WA, formerly called Mason County Airport, was renamed for him in August of 1966.
“Lawson Sanderson: Early Aviation Pioneer” is part of the “Snapshots of History” series that provides background info on select images from the database.
1. “Airpower and Restraint in Small Wars,” Aerospace Power Journal, Fall 2001
2. “Army Flier Speeds 220 Miles an Hour,” New York Times, October 9, 1922,
3. “Dive bomber,” Wikipedia article,
4. “Lawson H. Sanderson,” on Early Birds of Aviation, Inc., Ralph Cooper,
5. “The Pulitzer Races,” Lieutenant Colonel Robert H. Rankin, USMC, Proceedings Magazine, the US Naval Institute, September 1959, Vol. 85/9/679,
6. “Ralph Pulitzer,” Wikipedia article,
7. “Sanderson Field,” Wikipedia article,
8. “To Hell and Back: Wake during and after World War II,” Dirk H.R. Spenneman, from Marshalls: Digital Micronesia,
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"url": "https://blog.phillyhistory.org/index.php/author/sara-borden/"
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Children's, Intermediate and Advanced Online English Dictionary & Thesaurus
Word Explorer
Children's Dictionary
north ist [or] nor ist
parts of speech:
noun, adjective & adverb
part of speech: noun
definition 1: a point on the compass halfway between north and east.
definition 2: a region in the direction of northeast.
The state of Vermont is in the northeast of the U.S.Their main office is in the northeast of the state.
part of speech: adjective & adverb
definition 1: located in or near the northeast.
I live in the northeast state of New Hampshire.He lives northeast of us.
definition 2: from, toward, or facing the northeast.
We looked out the northeast window.We traveled northeast to get from Toronto to Ottowa.
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Ordinality in chicks
Domestic chicks, soon after hatching, move and interact with their environment to follow their mother hen, to join their mates and to find food. To navigate their environment, they use perceptual cues and landmarks. Nevertheless, they also learn more abstract rules. Let us imagine a chick that finds their food always under the third bush. It can remember specific features of such a bush. For example, its shape or its height; but they can also learn its ordinal position. To disentangle which information the chick is using in a completely natural environment may be hard, nevertheless in a laboratory setting, where we can better control their environment and for available cues, it is possible to specifically design a situation to understand if a chick can use ordinal information.
In a seminal experiment, day-old chicks learned to find their favorite food, a mealworm! in the fourth container in a series of 10 identical containers. Chicks learned to walk directly toward it in a few hours. They continued to directly go to the forth container also when the number of containers was reduced to five and the distance between them was increased. Day-old chicks did not use spatial information such as the exact position of the container in their environment, nor the distance from walls, or similar; but they used the ordinal cue. Likewise, they counted the containers to find their mealworm!
Related scientific publications:
Rugani, R., Regolin, L., & Vallortigara, G. (2007). Rudimental numerical competence in 5-day-old domestic chicks (Gallus gallus): Identification of ordinal position. Journal of Experimental Psychology: Animal Behavior Processes, 33(1), 21–31. https://doi.org/10.1037/0097-7403.33.1.21
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"url": "https://www.numbersmeetspace.com/2020/06/07/ordinality-in-chicks/"
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From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
Temporal range: PlioceneHolocene
Cavia aperea, or Brazilian guinea pig
Scientific classification e
Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Rodentia
Family: Caviidae
Subfamily: Caviinae
Genus: Cavia
Pallas, 1766
Cavia is a genus in the subfamily Caviinae that contains the rodents commonly known as guinea pigs or cavies.[1] The best-known species in this genus is the domestic guinea pig, Cavia porcellus, an important meat animal in South America and a common household pet outside of that continent.
Former taxonomic controversy[edit]
Cavia is classified in order Rodentia, although there was once a minority belief in the scientific community that evidence from mitochondrial DNA and proteins suggested the Hystricognathi might belong to a different evolutionary offshoot, and therefore a different order.[2] If this had been so, it would have been an example of convergent evolution. However, this uncertainty is largely of historical interest, as abundant molecular genetic evidence now conclusively supports classification of Cavia as rodents.[3][4] This evidence includes draft genome sequences of Cavia porcellus and several other rodents.[5]
Historically, there has been little consensus in regard to the number of Cavia forms and their taxonomic affiliations. Morphological characters differentiating between Cavia species are limited and levels of inter and intra specific morphologic variation have not been well documented, thus, interpretations have varied and resulted in very different taxonomic conclusions. Three scientists disagreed on the number of species, Tate(1935) recognized 11 species, while Cabrera(1961) recognized 7, and Huckinghaus(1961) recognized only 3. Recent scientific compilations have generally followed either Cabrera or Huckinghaus.[6]
A domestic guinea pig (Cavia porcellus) eating grass leaves
At least five wild species of guinea pig are recognised, in addition to the domestic form:
Some authors also recognise the following additional species:
In addition, four fossil species have been identified:[8]
• Cavia cabrerai - early Pliocene Argentina
• Cavia galileoi - late Pliocene Argentina
• Cavia lamingae - late Pleistocene Brazil
• Cavia vates - late Pleistocene Brazil
1. ^ Woods, C.A.; Kilpatrick, C.W. (2005). "Infraorder Hystricognathi". In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.). Johns Hopkins University Press. pp. 1552–1553. ISBN 978-0-8018-8221-0. OCLC 62265494.
2. ^ Stiefel, Chana Freeiman (1996). "Family feud – genetic evidence seems to show that guinea pigs are not rodents". Science World. Retrieved 2013-11-14.
3. ^ "Archived copy" (PDF). Archived from the original (PDF) on 2013-09-23. Retrieved 2012-05-19.CS1 maint: archived copy as title (link) (and references therein)
4. ^ ""Molecular Biology and Evolution," Vol 11, 593–604". Archived from the original on 2008-12-05. Retrieved 4 April 2017.
5. ^ "UCSC Genome Browser Gateway". Retrieved 4 April 2017.
6. ^ Dunnum,Jonathan L, Salazar-Bravo, Jorge (21 January 2010), "Molecular systematics,taxonomy, and biogeography of the genus Cavia (Rodentia:Caviidae) Page 1
7. ^ Donnum, J.L. & Salazar-Bravo, J. (November 2010). "Molecular systematics, taxonomy and biogeography of the genus Cavia (Rodentia: Caviidae)". Journal of Zoological Systematics and Evolutionary Research. 48 (4): 376–388. doi:10.1111/j.1439-0469.2009.00561.x.CS1 maint: uses authors parameter (link)
8. ^ Candela, A.M. & Bonini, R.A. (July 2017). "A new guinea pig (Rodentia, Caviomorpha) from northwestern Argentina: implications for the origin of the genus Cavia". Journal of Vertebrate Paleontology. 37 (4): e1352591. doi:10.1080/02724634.2017.1352591.CS1 maint: uses authors parameter (link)
External links[edit]
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Density Lesson (with Putty Lab) A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines.
Download all files as a compressed .zip
سهردێر Density Lesson (with Putty Lab)
Description Lesson Objectives: 1. Students will be able to calculate volume by using displacement. 2. Students will use density to identify unknown substances using the Density PhET simulation. 3. Students will explain why objects sink or float relative to the density of the liquid they are placed in. 4. Students will be able to calculate density after determining the mass and volume of a substance Standards: TEKS Science: 6.2E, 6.3A-C, 6.4A-B CCRS Science Standards: VIII-A4 **Note:** The scripted version includes additional teacher resources, such as, background content, common misconceptions and a vocabulary list. It also has all worksheets as editable content.
Subject کیمیا
ئاست Middle School
Type تاقیگه
Duration 60 خولهک
Answers Included بهڵێ
زوان English
Keywords Density, Displacement, Mass, Matter, Volume
شێوهکاریهکان Density
نووسهران UTeach Middle School PhET Team
به ئیمێل پێوهندی بگرن
قوتابخانه/ ڕێکخراو UTeach (UT-Austin)
ناردراو 3/26/12
بهڕۆژ بوه 6/22/12
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"url": "https://phet.colorado.edu/ku/contributions/view/3539"
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Black Diamond, a bison in New York Zoo.
The first five-cent coins from 1866 to 1867 had a shield design on the front part. The denomination surrounded by rays was on the back side. Then from 1867 to 1883 stars surrounded the denomination. The composition of these coins were 75% copper and 25% nickel. Even today, the five-cent coins kept that composition except from 1942 to 1945. The material for the five-cent coin was partly silver during those years.
The Shield nickel stopped circulating in 1883. The Liberty Head replaced it until 1913. It featured the profile of Liberty facing left and surrounded by stars on the front. On its back was the roman numeral V which stands for five.
There was a law in 1890 which is still in effect today. It allowed the change of the design of a coin only if twenty five years passed after its first adoption. Five U.S. coin denominations underwent change starting in 1907. It was part of the renaissance of American coinage and the public supported a new nickel design.
follow and enjoy it because that will make you happy and satisfied.
The new design was not like previous ones that borrowed motifs from European or other coins. The basis was Native American culture and represented the American original roots.
The Buffalo or Indian Head nickel was in circulation from 1913 to 1938. Its obverse featured a portrait of a Native American chief facing right. The reverse had an American bison or buffalo. Three different chiefs, whose identities remain unclear, composed the said American chief. Its designer, James Earle Fraser, told many stories about it. There were also various chiefs who claimed they were the model. The basis for the buffalo was Black Diamond, a bison in New York Zoo.
It was the first American coin that had an animal other than an eagle. It became iconic and beloved even among collectors today. You might ask, “How much is a buffalo nickel worth?” That depends on many factors.
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"url": "https://www.superiorrpapers.com/2020/finance/nickels-through-the-years-a-brief-history/"
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The baffling origin of London Stone
London’s Cannon Street is a frantic mêlée during the morning rush hour. As commuters hurry to work, few notice the small crypt, with a glass encasement within it, built into the wall of 111 Cannon Street. Fewer still know that to peer inside would reveal a stone C nothing extravagant, just a lump of oolitic limestone.
早上交通高峰时段，伦敦的加农街（Cannon Street）上一片混乱。上班族匆匆忙忙，鲜有人注意到这条街111号墙上的小地穴，里面还有一个玻璃外壳。更少的人知道里面还有一块石头，全无奢华，只是一块鲕粒灰岩（oolitic limestone）。
“It’s always there, and always remains the same,” said Roy Stephenson, London’s Historic Environment Lead at the Museum of London. “It has stood roughly in the same spot, while everything around it has changed.”
伦敦博物馆（Museum of London）伦敦历史环境负责人斯蒂芬森（Roy Stephenson）说：“它一直在那里，而且一直保持不变。它大致处于同一位置，而周围的一切都发生了变化。”
To this day, the exact origin of this 53cm-by-43cm-by-30cm piece of rock, known as London Stone, remains a mystery. Studies undertaken in the 1960s revealed it was likely Clipsham limestone, probably extracted from the band of Jurassic-era rock that runs from Dorset in England’s south-west to Lincolnshire in the north-east. In 2016, results from tests conducted by the Museum of London Archaeology suggest London Stone could be from the Cotswolds, 160km west of London.
直到今天，这块长53厘米，宽30厘米，高43厘米，被称为伦敦石（London Stone）的确切起源仍然是个谜。20世纪60年代的研究表明，它很像是克利夫沙姆石灰岩（Clipsham limestone），可能是从侏罗纪时期的岩石带中采集，该岩石带从英格兰西南部的多塞特郡（Dorset）延伸到东北部的林肯郡（Lincolnshire）。2016年，伦敦考古博物馆（Museum of London Archaeology）的测试结果表明，伦敦石可能来自伦敦以西160公里的科茨沃尔德（Cotswolds）。
London Stone was included on the earliest printed maps of the city in the 16th Century. In 1578, L Grenade, a visiting Frenchman, described it as ‘3ft high, 2ft wide and 1ft thick’. What remains today is only a fraction of the original stone that was once embedded in the ground in the centre of Candlewick Street, now known as Cannon Street, a short walk from the Tower of London. John Stow, a 16th-Century London historian, wrote in 1598: “It is so strongly set, that if carts do run against it through negligence, the wheels be broken, and the stone itself unshaken.” It was an entirely impractical position, no doubt, but bearing how much the topography has changed in London over the last millennium, it’s fair to assume that the streets were built around the stone. But that is all we can say definitively.
伦敦石早在16世纪就出现在印刷版的城市地图中。1578年，一位名为格林纳达（L Grenade）的法国访客描述其为“3英尺高，2英尺宽，1英尺厚”。如今仅存的是原石的一小部分，原石曾埋在灯芯街（Candlewick Street）的中心地带，即现在的加农街，离伦敦塔（Tower of London）不远。1598年，伦敦历史学家斯托（John Stow）写道：“它是如此坚固，如果马车因为疏忽撞上它，车轮就会断裂，而石头却不会动摇。”毫无疑问，石头所处的这个位置有些离奇，但考虑到伦敦地貌在过去一千年发生了重大的变化，我们有理由认为，以前的街道是围绕这块石头修建的。但我们能肯定的只有这些。
“Science just can’t explain it C this is one case where archaeology has failed,” said John Clark, curator emeritus at the Museum of London.
伦敦博物馆荣休馆长克拉克（John Clark）说：“科学无法解释这一现象，这是考古学一个失败的例子。”
The stone has been a London landmark for centuries and has borne witness to some of the city’s most dramatic moments. On 2 September 1666, a fire broke out in a bakery on Pudding Lane. Over the next three to four days The Great Fire of London ravaged the medieval heart of London, destroying more than 13,000 buildings C including those surrounding London Stone. Its position in the middle of the street likely saved the stone from significant damage, but the inferno led to a startling discovery.
几个世纪以来，这块石头一直是伦敦的地标，见证了这座城市最重要的时刻。1666年9月2日，布丁巷（Pudding Lane）的一家面包店发生火灾。在接下来的三到四天里，大火焚毁了中世纪伦敦的中心地带，破坏了13,000多座建筑，伦敦石周围的建筑也无幸免。但伦敦石位于街道中部，因此免遭严重的损坏。这场大火还导致了一个惊人的发现。
As architects began reconstructing the city, surveyors found that much like an iceberg, the visible stone was only a small portion of a much larger structure. The ‘root’ of the stone extended around 3m down into the earth. It could have been “a kind of Obelisque,” noted Robert Hooke, from the Royal Society, the UK’s science academy, at the time of excavation. This theory was supported by 17th-Century architect Christopher Wren who, through his son, Christopher Wren Jr, later speculated that it could have been “in the manner of the Milliarium Aureum, at Rome”, an ancient monument from which all roads in the Roman Empire began and mileage throughout the empire was measured.
大火过后建筑师开始重建这座城市，测量者发现，这块石头很像一座冰山，可见的只是小部分，石头的“根”向地下延伸了大约3米。发掘时，英国皇家学会（Royal Society）科学研究院的胡克（Robert Hooke）指出，它可能是“一种方尖碑”（Obelisque）。这一理论得到当时的建筑师克里斯托弗・雷恩（Christopher Wren）的支持。他和他的儿子小克里斯托弗・雷恩（Christopher Wren Jr）猜测，这石头可能类似“罗马城的金色基石”（Milliarium Aureum，Golden Milestone），就是一个古老的纪念基石（大地原点）， 罗马帝国所有道路的建造，乃至整个帝国的里程测绘，都由这里开始。
Sadly, evidence to support the theories that it formed part of a structure dating from the Roman Empire are sparse and far from conclusive. What’s more, the stone would soon be relocated, and the construction of the Metropolitan Railway in the mid-19th Century led much of the stone’s original foundation to be quarried away.
By 1742, with London’s increasingly traffic-clogged streets, the stone had become a hazard and was moved a short distance from the centre of the street to the curb side, and placed by the wall of St Swithin’s Church. In 1940, the stone once again survived devastation after the church was all but destroyed by German bombs during the Blitz. In 1962, the remains of the church were replaced by the office building at 111 Cannon Street C which included a specially designed place to keep the stone C and it has remained here ever since (with the exception of the two years between 2016 and 2018, when it resided at the Museum of London while the building was renovated).
到1742年，随着伦敦交通日益拥堵，这块石头容易引发危险，因此从街道中心搬到了不远处，放置在圣斯威恩教堂（St Swithin's Church）的墙上。1940年，这座教堂在闪电战（The Blitz）中几乎被德军的炸弹摧毁，但这块石头又一次在废墟中幸存下来。1962年，教堂遗址上建成的是加农街111号的写字楼，并用一个特别设计的装置保护石头，此后它就一直待在那里，除了2016至2018两年间，写字楼被翻修，伦敦石挪入伦敦博物馆。
Where facts and science have failed to provide a definite history, myths and stories have flourished. In 1450, an armed revolt rose against the deeply unpopular King Henry VI, whose fight to retain control of France was seen as the leading cause of England’s rising debt. Legend has it that the revolt’s leader, Jack Cade, placed his sword upon London Stone and declared himself ‘Lord of London’, an event that was dramatised C and much exaggerated C in Shakespeare’s Henry VI Part 2. Despite the effect this must have had on audiences, there is no evidence of the stone being employed for such declarations, before or after Cade.
关于它的历史，史实和科学都没有定论，传说却是耳熟能详。其中一个就是，1450年，武装起义爆发，反对“昏君”亨利六世国王（King Henry VI）。亨利六世想保住对法国的控制权而发动战争，英国债务因此飞涨。据传说，起义领袖杰克・凯德（Jack Cade）将他的剑放在伦敦石上，宣布自己为“伦敦勋爵”（Lord of London）。这情节被莎士比亚写入《亨利六世》的第二幕，而且被大大戏剧化了。尽管这肯定对读者和观众产生了影响，但并没有证据表明凯德声明过程中出现过石头。
While it may not have been used to overthrow the monarchy, London Stone has played a role in enforcing royal decrees. One particular incident comes from The Worshipful Company of Spectacle Makers, an organisation founded in 1629 by royal charter with the purpose to ‘support the prevention and treatment of vision impairment’ C a cause the company champions to this day. If spectacles in the city were found not to meet the requirements set out by the company, a claim was brought to court where a guilty verdict would result in punishment or destruction of the eyewear. Minutes from a 1671 case stated that 264 spectacles ‘were found badd and deceitful and by judgement of the Court condemned to be broken, defaced and spoyled both glasse and frame... on the remayning parte of London Stone’.
虽然推翻君主制可能没有用到伦敦石，但它在执行王室法令方面发挥了作用。一个特别的事件是关于名为“受人敬重的眼镜制造公司”（The Worshipful Company of Spectacle Makers）。该公司1629年收到皇家特许成立，目的是“支持视力障碍的预防和治疗”。直至今日这家公司仍在倡导这项使命。如果伦敦的眼镜被发现不符合该公司规定的要求，事主就会向法院提出索赔，如果判决有罪，责任人就会受到惩罚，且眼镜要被销毁。1671年的一个卷宗显示，264副眼镜被发现有瑕疵；责任人有欺骗行为。法院的判决其镜片和镜架都需要在伦敦石上被打碎、毁坏和报废。
“We think it was a well-known landmark, a gathering place and the point where people travelling into the City would know they had reached London,” said Helen Perkins, Clerk (CEO) of The Worshipful Company of Spectacle Makers, noting that the destruction of the spectacles upon such a famous landmark acted as public deterrent.
“我们认为这是一个著名的地标、一个聚集点，游客到此就会知道他们已经到达伦敦，”眼镜公司的行政总裁帕金斯说（Helen Perkins）说， 在这样一个著名的地标销毁眼镜，是（针对不良行为）公开的威慑。
Although the stone’s original purpose may be lost, its symbolic importance is undeniable. Through fire and bombs, from Roman legionnaires to civilian revolutions, London Stone has remained ever-present.
We may not know what it was or where it came from, but we dare not move it now C the future of London might just be at stake. But then again, maybe it’s just a stone.
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Songlines have been a central feature of First Nations cultures for over 60,000 years. Songlines carry laws and stories that First Nations people live by. Because Songlines are so interwoven with First Nations cultures, it is difficult to translate what they are for non-Indigenous people. For an Elder in Central Australia for example, Songlines are part of life and second nature.
Songlines trace astronomy and geographical elements from ancient stories, and describe how these things have helped shape the landscape as it is now. They were first used by First Nations people as a form of communication across the continent and a way of mapping Country. In his quarterly essay A Rightful Place, Noel Pearson compares Songlines to The Odyssey, The Iliad, and the Book of Genesis. He refers to Songlines as Australia's very own Book of Genesis.
The term ‘Songlines’ was became popularised by author Bruce Chatwin in the 1980s, in his book Songlines. There was controversy over this name, as it implied that First Nations people would sing their way across the country like some kind of ancient GPS or map. Songlines do chart the landscape of Australia, but they are complex and don't always follow a linear direction.
"The Songlines shouldn't be just an anthropological footnote, but a part of Australian history as it is taught in schools. To tell the real story of this continent, you've got to have both histories. They are held in different ways, told in different ways, but are essentially complementary. To really belong to this place, you've got to embrace the Songlines. They are the story of this land." - Margot Neale
Songlines are passed from elder to elder over thousands of years. Many of the routes shared through Songlines, are now modern highways and roads across Australia. The famous route across the Nullarbor between Perth and Adelaide came from Songlines, as did the highway between the Kimberleys and Darwin.
The Seven Sisters
The Songlines of the Seven Sisters are some of the most significant and comprehensive creation tracks that cross Australia. The story of the Seven Sisters story is one of magic and desire, hot pursuit and escape, and the strength and power of family ties. The story can be tracked from Roeburn in the west of Australia, all the way to the east coast of Australia. It passes through the Anangu Pitjantjatjara Yankunytjatjara (APY) lands in the Northern Territory and South Australia. The story crosses through many different lands, so it’s carried by the Martu, the Anangu, Pitjantjatjara, Yankunytjatjara and Ngaanyatjarra people.
It is a tense and epic narrative, which is as complex and exciting as Greek mythology. As the Seven Sisters leave Roeburn, they are pursued by an evil shape-shifting spirit called Wati Nyiru or Yurlu, who drives the sisters east across the land and into the night sky - where they become the Pleiades star cluster. The songline crosses three deserts in an epic story that is also one of the oldest ever told in this country.
Songlines: Tracking the Seven Sisters was an exhibition that showed this story. It can now be explored from this website.
Seven Sisters Songline 1994 by Josephine Mick, Ninuku Arts. © the artist / Licensed by Viscopy, 2017. Photo: National Museum of Australia.
The Seven Sisters story is not unique to Australia. We see stories of seven sisters appear in stories from many cultures, including the Persians, Ancient Greeks, Egyptians, Chinese, and Native American people. It is incredible that people from all over the globe could derive a similar story from the stars, that of seven sisters being pursued by a single male.
Top image: National Museum of Australia, 2017.
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We acknowledge all First Peoples of this land and celebrate their enduring connections to Country, knowledge and stories. We pay our respects to Elders and Ancestors who watch over us and guide Aboriginal and Torres Strait Islander community.
This space contains images, voices and stories from people that have passed away.
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Our Ask the Expert series will focus on questions asked by our followers about dyscalculia and will be answered by Jane Emerson, co-author of The Dyscalculia Assessment and The Dyscalculia Solution.
Question 1:
What differences in the early years can be observed in a pupil who is developing numerical skills easily and in a pupil who may be showing signs of dyscalculia?
Question 2:
What early observations may be exhibited in a child showing signs of dyscalculia?
Question 3:
Is it possible for a nine year old to show many signs of dyscalculia but has successfully learned her times tables?
Question 4:
Why can a person do a sum correctly one day and feel it is new to them on the following day?
Question 5:
What resources would suggest for me, as a teacher who supports individual pupils in various areas, now that I have become aware of the existence of dyscalculia?
Jane Emerson
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"url": "https://www.dyscalculianetwork.com/category/podcast/"
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US Capitals&States Wordsearch
US Capitals&States Wordsearch
This capitals and states word search puzzle is a 2-step process. Students need to identify the capital city for the list of states in the list of words. Then, circle the words, noting that some letters may be shared between words.
Additional resource ideas to use in the classroom:
l. put list of words in alphabetical order
2. research one of the States
3. have students create their own word search puzzle to exchange with a friend to solve
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"url": "https://learnwithpuzzles.com/index.php?function=DisplaySheet&sheet=us-capitals-states-wordsearch-02&links=2&link1=112&link2=49"
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Water Hyacinth
Water Hyacinth (kachuripana) a tropical, floating luxurious aquatic plant, Eichornia crassipes, of Latin American origin; grows prolifically, and often hinders the passage of boats by blanketing the surface of the water. The plant is a free-floating herb that sends down a large bunch of long fibrous roots from a leafy main stem. The petiole of the leaf is short and spongy. The leaf blade is broadly ovate or rhomboid, and is broadly obtuse at the apex.
Water hyacinth
Inflorescence is peduncled, about 15-20 cm, having 10-20 showy flowers. In Bangladesh the plant is familiar as a noxious weed and grows in almost all stagnant waterbodies. During the monsoon it multiplies rapidly and spreads quickly in newly inundated flood lands. It flowers during October-January.
It is said that a tourist, attracted by the orchid-like flower of the water hyacinth, introduced it to Bengal from Brazil sometime in the latter part of the 19th century. Its rank growth proved to be so fast and monstrous that by the 1920s all the waterbodies of Bengal had become clotted with this aquatic plant. River navigation was obstructed, cultivation of wetland crops including deepwater aman paddy and jute, became difficult, and consequently the economy of Bengal showed marks of stagnation.
Under the circumstances, the relevant laws of the government, such as the Bengal Waterways Act, Bengal Municipal Act, Bengal Local Self-government Act and Bengal Village Self-government Act, were geared up to fight the scourge, but to little effect. Finally, the government decided to eradicate the water hyacinth by organised voluntary labour. The Water-hyacinth Act (1936) was enacted prohibiting all householders from keeping or tolerating water hyacinth on their holdings and premises and making cooperation with government sponsored clearing drives a public duty. District collectors of affected zones were directed to organise water-hyacinth destruction programmes and make such programmes a success mainly with voluntary labour.
The publicly sponsored clearance drives received an enthusiastic response from the people. Election (1937) manifestos of all major political parties promised to eradicate the water hyacinth. The eradication drive was further intensified after elected representatives assumed power in 1937 under the leadership of AK Fazlul Huq.
There are some additional reasons for the success of the water-hyacinth eradication programme. Heaps of water hyacinth, when decayed, make wonderful fertiliser for cropping. Moreover, some crops and vegetables grew luxuriously on the dressed water hyacinth heaps. This has attracted many landless peasants to accumulate and heap water hyacinth to make floating fields for agricultural production.
By 1947 the scourge of the water hyacinth came under control and in the next decade the rivers of East Bengal became more or less navigable again. Water hyacinth still exists in many parts of Bangladesh, particularly in the haors and beels, but these do not pose any serious problem to navigation or to cultivation any more. The plant is chiefly used as manure; the leaf is used as fodder in floodplains when fodder is scarce. [Mostafa Kamal Pasha]
See also weed; flora; aquatic plant.
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Aleut language
From Simple English Wikipedia, the free encyclopedia
Jump to navigation Jump to search
The Aleut language is spoken by the Aleut people, who live in the U.S. state of Alaska and in Russia. They call their language Unangam Tunuu and call themselves Unangax̂.
The Aleut language is an endangered language because fewer people are speaking it. The Aleut are trying to teach the language to others and encourage them to use it so it won't die out.
Alphabet[change | change source]
Aleut uses two alphabets, the Latin alphabet (the ABCs) and the Cyrillic alphabet.
Grammar[change | change source]
In Aleut, new words are created by adding suffixes to a base word called a stem.
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Horn Fly (Haematobia irritans L.)
Prepared by Alec Gerry, Professor and Extension Specialist, University of California, Riverside
Publication Date: March 20th, 2013
Download this page as a PDF
General Information
The horn fly (Fig. 1) is considered one of the most important pests of pasture cattle. These flies spend most of their adult life on the body of their cattle host. Horn flies have long bayonet-type mouthparts called a proboscis, which contain rasping teeth used to tear through the skin of cattle causing blood to pool at the skin surface. Both sexes of the horn fly feed on blood. Horn flies take 20-30 small blood meals from their host throughout the day. It is not uncommon for cattle to harbor over a thousand horn flies on a single animal. Imagine the irritation associated with tens of thousands of painful bites per day!
Prior to their introduction into North America in the late 1800's, horn flies were common on cattle in Europe where they were noted to cluster at the base of the horns; giving them their common name. In North America, horn flies are most commonly seen clustered along
Figure 1: Horn Fly. Photo by David Theuret, UC Riverside
the back of cattle, but will move in masses to cluster along the sides and belly of cattle on sunny days when daytime temperature is high (Fig. 2). Horn flies peak during midsummer in cooler northern climates, while in hotter southern regions of North America they peak in early and late summer.
Identification and Life History
While both horn flies and stable flies have a forward facing proboscis which they use to bite their animal host, horn flies are about half the size (3-5 mm in body length) of stable flies. Additionally, the habits of these two fly species are very different. Because horn flies must take many small blood meals each day, they rarely leave their cattle host. The presence of numerous flies clustered on the back and/or sides of cattle is diagnostic for this fly species. When disturbed, horn flies will fly from the animal only briefly and then immediately return to the same animal or to another very nearby animal. Horn flies bite the host with their head oriented downward and wings moderately spread to form a "V" shape. In contrast, stable flies are typically seen biting cattle on the lower legs, and when noted elsewhere on the body, they will not be clustered in large numbers. Furthermore, stable flies generally bite with their head oriented upward. Both flies have painful bites causing cattle to exhibit defensive behaviors to dislodge the biting flies. Behaviors such as tail flicking, head tossing, and leg stamping are typical cattle responses to biting flies. The rate at which cattle exhibit these defensive behaviors is related to the number of flies biting the animal, with increasing numbers of biting flies resulting in an increasing rate of defensive behaviors by the afflicted cattle
Gravid female horn flies will leave their host temporarily to lay eggs in freshly excreted cattle feces. Females can lay 300-400 eggs over a lifetime with 20-30 eggs typically deposited in a single cowpat. After hatching, immature horn flies develop best in undisturbed cowpats, which helps to explain their relative absence on dairies where animals are not kept on pasture. All flies undergo complete metamorphosis with egg, larva, pupa, and adult stages in their development. Larvae respond negatively to light and will burrow into the cowpat in which they are developing. Larvae transform into a pupa within the cowpat. The pupa develops within a puparium,
Figure 2: Horn flies resting and feeding on the side of a cow. Photo by Alec Gerry, UC Riverside.
which is the hardened outer skeleton ("skin") of the last larval instar. Within the puparium, the pupa transforms into an adult fly. The rate of fly development is dependent upon external temperatures; under optimal summertime conditions, horn flies can complete their development from egg to adult in as little as 9-10 days. As winter approaches and temperatures cool, horn flies in the pupal stage may enter a diapause phase and delay hatching until warmer temperatures return in the spring.
When horn fly numbers are high, their painful bites can result in reduced animal weight gains and poor feed conversion efficiency. If milking cows are maintained on pasture, it can be assumed that high numbers of horn flies may similarly reduce milk production. These losses are the result of reduced grazing time and higher metabolic activity associated with increases in fly defensive behaviors. Horn fly control efforts have been shown to increase the average daily growth rate of calves and yearling cattle by 12% or more. Horn fly bites may also result in hide damage and reduced leather quality. The overall economic loss to North American livestock producers due to horn flies is estimated to be over $730 million annually.
Horn flies can be found occasionally on horses in the vicinity of pasture cattle, but the low number of flies typically found on horses in these situations is unlikely to cause much damage to the horse. However, horn fly bites have been known to elicit an inflammation response in horses with open sores that may result in secondary infection. Horn flies are not known to reproduce efficiently in horse dung.
Integrated Pest Management
In any pest management approach, pest population information guides management decisions such as when and how to control the pest. Pest population abundance must be regularly assessed or monitored so that changes in abundance over time can be readily determined. Pest monitoring methods typically provide a relative assessment of the pest population rather than an actual count of the number of pests in a given area. For this reason, it is important to use the same monitoring method consistently so that direct measurements can be made between different assessment periods. Monitoring results should be recorded and kept for several years in order to evaluate seasonal and long-term trends in pest population abundance. Understanding these trends is important to develop a proactive pest management program.
Monitoring horn fly abundance is typically accomplished by counting the number of flies resting on cattle. Count flies on 5-10 animals to provide an estimate of fly abundance on the herd. The best time to monitor horn fly abundance is during early to mid morning when temperatures are still cool and horn flies will be clustered along the back of their cattle hosts. Horn fly abundance is determined by viewing a single animal from one side and counting the number of flies that are visible on the back and side of the animal; the same animal should then be quickly viewed from the opposite side with the number of flies on that side similarly counted. Counts from both sides are then combined into a single fly count for the animal. Cattle must be viewed from both sides because flies will often cluster on one side or the other in considerably greater numbers in response to direct sunlight. When horn fly numbers are high (more than a few hundred), the number of flies can be estimated by counting flies in groups of approximately 50 or 100 in order to reduce the time required for completing a single animal count. Relative horn fly abundance may also be determined by assessing the frequency of cattle behaviors that temporarily dislodge the flies. Cattle exhibiting more than a few head tosses and tail flicks each minute are likely to have moderate to high numbers of horn flies. Cattle will attempt to reduce horn fly biting on the belly by kicking dirt onto the belly, by lying down, or by wading into water.
Because adult horn flies must remain in continual contact with cattle, this is the life stage that is most easily targeted for control. As horn fly numbers begin to increase, insecticides can be applied to animals either as on-animal sprays, pour-ons, or in self-treatment devices such as back rubbers and dust bags. Insecticide applications should occur every 2-4 weeks through the peak activity season. Insecticide impregnated ear tags have provided effective control for over 30 years, but overuse of ear tags during this time has resulted in significant resistance to many available insecticides. For cattle fed supplemental feed rations, these can be formulated with insect growth regulators (IGRs) that pass through the cattle gut to kill immature flies developing in fresh cattle feces. With any insecticide it is important, and legally necessary, to follow label directions regarding site of application, dilution, and application frequency. Products applied to animals for horn fly control typically have a long residual life and are often formulated to spread through the cattle hair coat along with body oils. Product life can be reduced by rain or by cattle access to ponds or streams resulting in removal of applied insecticides.
To control small numbers of horn flies on horses (Fig. 3), use a spot application or insecticide-treated wipe to treat the site where horn flies are resting and biting. Control efforts directed at horn flies on nearby cattle will provide long-term relief to horses.
Unfortunately, because of the reliance on pesticides to control adult horn flies, many populations of these flies have been selected for resistance to one or more pesticides marketed for their control. For this reason, it is important to limit horn fly management efforts using insecticides to periods of the year when horn fly populations are normally increasing toward peak abundance and to regularly alternate among insecticides with active ingredients representing a different chemical class (different IRAC code).
Figure 3: Horn flies on horse maintained on pasture near cattle. Photo by Alec Gerry, UC Riverisde
Recently, researchers have been experimenting with non-insecticidal options for horn fly management. Walk-through vacuum systems have shown promise for horn fly management. In these systems, cattle walk through a partially enclosed box and flies are dislodged from the body and collected within a screened area by the action of a strong vacuum. Research on insect repellents applied to cattle is also showing promise. Unlike insecticides, repellents are not intended to kill flies but rather to drive them from protected animals. Because horn flies are unable to survive off their host for more than a very brief period of time, repellents may kill flies by preventing them from acquiring a blood meal. With repellents affecting complex insect behaviors, it might be expected that selection for horn fly resistance to these repellents will be slow.
Where pasture size is limited, management may be achieved by mechanical or manual disruption of manure pats to reduce suitable horn fly development sites. Manure pats should be raked through to encourage rapid drying of manure and to expose developing fly larvae to predatory insects or hungry birds. Manure that dries within a few days will prevent development of horn flies.
• Moon, R. D. 2009. Muscid Flies (Muscidae). In G. Mullen and L. Durden (Eds.), Medical and Veterinary Entomology. Academic Press. San Diego, CA.
• Wall, R. and D. Shearer. 1997. Veterinary Entomology. Chapman and Hall. London, UK.
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The Eurasian badger (Meles meles) has been present in Great Britain for thousands of years. Since the demise of the wolf and the bear in the UK, man and his actions remain the badger’s biggest threat.
In the 1800s badgers were thought to be practically extinct in Westmorland, Cumberland, Northumberland and Durham. In the 1900s they started to recover as gamekeeper pressure reduced partly due to two world wars.
The behaviour described in this website is relevant to the UK – for instance where it is common for badgers to play, groom and socialise on emergence from their setts, badgers in Poland (where there are still wolves and bears), reportedly shoot out of their setts like bullets!
Badgers belong to the weasel family (Mustelidae) all of which are carnivorous and have a musk gland underneath the tail. The Badger slightly bucks this classification by being omnivorous, which is borne out by their diet and the configuration of their teeth.
Badgers are fossorial (they dig) and live in setts which is a series of tunnels and chambers engineered by the badger and extended as necessary. Up to an area 35m x 15m and 4m deep.
Badgers live in social groups (clans), in a hierarchy and are territorial. The size of the group and territory depends on the size and quality of the foraging area, the availability of suitable ground to dig into for sett building and the vicinity of other clans.
A clan could comprise between 3 and 20 badgers, with an average of about 6. As an average, there might be 10 adults per square kilometre given good habitat. A badger may live up to 10 years, usually about 7 years. A good percentage of cubs do not make it to their first birthday.
The territory could be anything from 30 acres to about 175 acres, or even greater (400-700 acres) in the north of Scotland where foraging can be in poor marginal areas. Badgers can be found on suitable ground up to a height of about 500m and they are almost absent from areas such as fenlands.
Badgers are nocturnal, but in quiet places will emerge in the early evening during the Summer. They do not hibernate during the Winter. They do however, build up fat stores in the Autumn as their activity is curtailed during the Winter, especially in December/January and during spells of severe weather. They can probably manage without food for up to 5 days. As they are adapted to living underground they have a low metabolic rate and during the Winter, their body temperature is low.
Badgers by Numbers
• Estimated population between 250,000 – 310,000 in the UK.
• Around 50,000 are killed on the road.
• Estimated 10,000 are killed by baiting/sett digging etc.
Around 70,000 badgers have been killed since 2013 as a result of the governments Bovine TB prevention measures. We oppose the continuing and expanding widespread cull of badgers. Good cattle husbandry, control of movement between marts/farms and testing are the key to controlling the disease which got out of control with unchecked restocking following the Foot & Mouth outbreak in 2001. It costs £339 to kill a badger by one of the culling businesses which sprung up around government policy. Bovine TB is complicated. There is more than one strain of bTB in circulation which can be tracked back to its source – for instance the outbreaks in cattle (and subsequently badgers) in the Shap/Penrith areas was tracked back to cattle brought in from Northern Ireland. We believe farmers in our area are more informed and are careful when bringing cattle into the area which is why there are relatively few outbreaks - however we have to be ever watchful.
Physical Characteristics
The badger is physically strong and even though its legs are short, can run quite quickly and is capable of climbing fences if motivated.
Size averages: 686-803mm, 9.1–16.7kg (males), 673-787mm, 6.5–13.9kg (female)
Their feet are padded with five toes and claws. The front pair are larger and used for digging and defence.
print in snow with DCBG.pngprints in mud with DCBG.png
Badgers have a strong bite and they bite each other on the rump during serious disagreements. Sometimes these wounds will kill them.
The badger’s striped face could have evolved as a warning flash to predators.
Cub with DCBG.png
Its hair is coarse comprising guard hairs (90-100mm long) and during the winter they have an under-fur. The strands are flat sided, appearing black and grey, occasionally ginger/brown or rarely, albino.
Badgers have an excellent sense of smell and their long rubbery snout can be curled back when foraging on the ground to hunt for worms. They are also able to block their nostrils.
Their sight is not too good and are usually spooked by an unusual silhouette or movement. They probably see in shades of white, black and grey.
They have whiskers on the snout and above their small eyes which helps them feel their way in confined spaces.
Hearing is quite good and their ears are small, set on the side of the head.
Glands in the anus, between the tail and the anus, and between their toes are used for scent-marking paths, their setts, territories and each other.
Their diet is omnivorous and worms predominate, so short grass/pasture is important. Other food will include insects, wasp nests, larvae, berries/fruit fall, bulbs, young rabbits, some cereal crops etc. Periods of drought are difficult when worms are driven deep underground, and that might be a time when they venture into gardens and cross more roads, leading to more casualties. They may also move temporarily to an outlier sett closer to the source of a seasonal crop of berries, apples or cereal.
Their teeth reflect their varied diet, having incisors and canines for cutting and premolars and molars for grinding.
For a lot of us interested in badgers, the discovery of a fresh deposit of dung can be quite exciting because it is evidence the badger is active in the area, even if you do not know or have not got access to the sett. A dark brown dollop (which might include berries or cereal) is deposited into a small hole dug for the purpose. They smell "earthy". Latrines are also used to mark territory boundaries, which in urban areas might just be around the immediate sett area. We record latrine locations on the database where the location of a sett is unknown - this can be useful intelligence when looking at planning applications/proposals.
Home sweet home – The Sett
A badger sett is a work of engineering! Setts are found in woods, embankments, rock strata, mining spoil, even drainage pipes and relatively flat fields. The preference would be a sett dug into a slope with trees above to act as protection. They can exist in the same spot, despite interference, for decades - centuries even. Although severe damage may cause them to move to another part of their territory.
A territory will have a main sett which is usually where the cubs are born, one or more subsidiary or outlier setts and other odd holes. Some of these are connected by very clear paths.
There might be only 1 or 2 entrances, or up to 10-15 but they will not necessarily all be in use at any one time.
A sett area can cover an area 35m x 15m, up to 4m deep.
example of sett area with DCBG.png
Badgers are clean animals and bedding is regularly turned out, aired and replaced. The spoil heaps can be huge, or there could be none. An entrance is generally about the same size as a piece of A4 landscape paper but can be bigger, with one or two tunnels leading from one entrance. The badger has its very own flea, which might be another reason badgers temporarily move setts to give it an airing.
A fox may also use part of a sett – but this usually becomes impossible when they both have cubs.
A badger clan comprises males and females of varying ages. Males reach sexual maturity at about 24 months and females around 12-15 months. Although there will often be an alpha boar, all mature males will try their chances to mate given the opportunity. It may suit a sow to have all the boars thinking the cubs are theirs! Boars from neighbouring territories will also chance their luck despite the risk of attack by the resident clan. More than one sow in a clan may give birth and the cubs are looked after in a nursery so that the sows can forage to keep up their condition - either by other mothers or other females.
Some mature badgers will leave their birth sett to create territories of their own or take over a neighbouring vacancy.
Mating takes place at any time of the year but mostly between February and April. Any fertilised eggs (blastocysts) are held in suspended animation until December when the fertilised eggs implant into the wall of the uterus and start to develop. The cubs are born eight weeks later (around mid-February). Because of delayed implantation and multiple opportune matings, it is perfectly possible that the cubs born have different fathers.
Usually 2 or 3 pink/grey cubs are born. They are about 12cm long and with closed eyes. They are suckled underground for up to 8 weeks and are weaned at around 12 weeks, after which they will get their adult teeth. They will be closely supervised by the group when they first appear above ground for a few weeks during the Spring. The cubs will hopefully weigh about 10kg by the Winter but it is thought about 60% do not make it through their first winter.
Dry Springs are a problem when worms are not available and there are no berries or much in the way of crops because this leads to badgers foraging further afield to sustain themselves and their cubs. This can be when the bulk of the road traffic deaths occur.
A Year in the Life of a Badger
January Activity quite low especially in heavy frosts.
February Cubs are born. Mating begins. Territories are marked.
March Clearing out and collection of bedding becomes obvious on spoil heaps.
April Cubs emerge from sett, under supervision.
May Mating continues. Cubs gain more freedom.
June Emergence early evening in quiet places. Cubs forage with adults.
July Foraging. A sett maybe vacated temporarily if invested with fleas.
August Foraging might include cereal crops/fruit.
September Mating continues. Lots of housekeeping.
October Diet includes berries and nuts. Increase in weight ready for winter.
November Food harder to find.
December Blastocysts implanted in uterus.
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Answer: state firmly
This is the newest place to search delivering top results from across the web. Content updated daily for to assert.
Word Origin early 17th century: from Latin asserere 'claim affirm' from ad- 'to' + serere 'to join'.
Scrabble Points: 6
Powered by Oxford Dictionaries
Assert definition is - to state or declare positively and often forcefully or aggressively. How to use assert in a sentence. Synonym Discussion of assert .
Some common synonyms of assert are affirm avow declare and protest. While all these words mean "to state positively usually in anticipation of denial or objection " assert implies stating confidently without need for proof or regard for evidence. asserted that modern music is just noise When could affirm be used to replace assert?
More Assert images
Define assert. assert synonyms assert pronunciation assert translation English dictionary definition of assert. tr.v. as·sert·ed as·sert·ing as·serts 1. To state or express positively; affirm: asserted his innocence. 2. To defend or maintain.
Evaluate assertion If the argument expression of this macro with functional form compares equal to zero (i.e. the expression is false) a message is written to the standard error device and abort is called terminating the program execution.
An assertion statement specifies a condition that you expect to be true at a point in y...
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"fasttext_score": 0.3649079203605652,
"language": "en",
"language_score": 0.84449702501297,
"url": "https://answers.answertrivia.com/2021/09/new-post-answer-assert_10.html"
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Check sibling questions
Example 5 - Find component statements and check true or not - Examples
Example 5 Find the component statements of the following and check whether they are true or not. (i) A square is a quadrilateral and its four sides equal. The component statements are p: A square is quadrilateral. q: A square has all its sides equal. The connecting word is And . We know that a square is quadrilateral Hence p is true We know that square has all its equal Hence q is true Hence both component statement are true Example: 2 is prime but not odd Hence q is false. Hence ,both the components statement are false.
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"fasttext_score": 0.7274176478385925,
"language": "en",
"language_score": 0.9106561541557312,
"url": "https://www.teachoo.com/2942/1803/Example-5---Find-component-statements-and-check-true-or-not/category/Chapter-14-Class-11th-Mathematical-Reasoning/"
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Plotting Categorical Data with Seaborn in Python
This tutorial will teach you how to plot categorical data in Python using the Seaborn library.
Before we begin, you must know what the seaborn library is all about. You must also have the Seaborn library installed on your system.
Installing Seaborn
Seaborn is a data visualization library based on matplotlib and you can use it to create beautiful, detailed graphs using Python.
If you have seaborn already installed on your system, you can skip this step.
To install Seaborn, you can refer to the following page:-
Line chart plotting using Seaborn in Python
Importing the required libraries
First of all, we will import the required libraries before using them.
import seaborn as sns
The ‘as’ keyword creates an alias. So, whenever we want to use a function from seaborn, we can just use ‘sns’ instead.
What Is Categorical Data?
Categorical Data is nothing but data that has categories, as the name implies. For example, we can consider gender to be categorical data (male and female). Similarly, hair color, skin tone, etc are all examples of categorical data.
An important aspect of categorical data is that categorical data can be sorted in any way; the meaning of the data will remain the same. This means that there is no implicit ordering to categorical data and can be ordered in any random way.
Categorical Data can be plotted in many ways. In this tutorial, I will be showing you how to plot categorical data using bar plots as it is very commonly used.
Let’s get started!
We can plot categorical graphs in various different ways. In this tutorial, I will be using a dataset that represents the information about the people that were on the Titanic when it tragically sunk.
I will recommend you to download this dataset from the link below:-
Python code: Plot Categorical Data with Seaborn in Python
#importing the libraries required
import seaborn as sns
#Loading the dataset
dataset = sns.load_dataset('titanic')
#Plottint the bar plot
This code will create a bar plot that shows the number of females and males that survived in the Titanic tragedy.
The ‘sns.load_dataset’ function loads a dataset into a variable. The ‘sns.barplot()’ function plots the graph and shows the output.
The x value i.e., ‘sex’, in this case, is the set of values of the x-axis that are taken from the dataset. The y value i.e., ‘survived’, is the set of values of y-axis taken from the dataset.
Plot Categorical Data with Seaborn in Python
Also read:
Seaborn module of Python
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"fasttext_score": 0.6406252384185791,
"language": "en",
"language_score": 0.8244576454162598,
"url": "https://www.codespeedy.com/plotting-categorical-data-with-seaborn-in-python/"
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Brahmagupta (598–668 CE) was an Indian mathematician and astronomer who wrote many important works on mathematics and astronomy. His best known work is the Brahmasphutasiddhanta (Correctly Established Doctrine of Brahma), written in 628 in Bhinmal. Its 25 chapters contain several unprecedented mathematical results.
Brahmagupta is believed to have been born in 598 AD in Bhinmal city in the state of Rajasthan of Northwest India. In ancient times Bhillamala was the seat of power of the Gurjars. His father was Jisnugupta. He likely lived most of his life in Bhillamala (modern Bhinmal in Rajasthan) during the reign (and possibly under the patronage) of King Vyaghramukha. As a result, Brahmagupta is often referred to as Bhillamalacarya, that is, the teacher from Bhillamala. He was the head of the astronomical observatory at Ujjain, and during his tenure there wrote four texts on mathematics and astronomy: the Cadamekela in 624, the Brahmasphutasiddhanta in 628, the Khandakhadyaka in 665, and the Durkeamynarda in 672. The Brahmasphutasiddhanta (Corrected Treatise of Brahma) is arguably his most famous work. The historian al-Biruni (c. 1050) in his book Tariq al-Hind states that the Abbasid caliph al-Ma’mun had an embassy in India and from India a book was brought to Baghdad which was translated into Arabic as Sindhind. It is generally presumed that Sindhind is none other than Brahmagupta’s Brahmasphuta-siddhanta.
Although Brahmagupta was familiar with the works of astronomers following the tradition of Aryabhatiya, it is not known if he was familiar with the work of Bhaskara I, a contemporary. Brahmagupta had a plethora of criticism directed towards the work of rival astronomers, and in his Brahmasphutasiddhanta is found one of the earliest attested schisms among Indian mathematicians. The division was primarily about the application of mathematics to the physical world, rather than about the mathematics itself. In Brahmagupta’s case, the disagreements stemmed largely from the choice of astronomical parameters and theories. Critiques of rival theories appear throughout the first ten astronomical chapters and the eleventh chapter is entirely devoted to criticism of these theories, although no criticisms appear in the twelfth and eighteenth chapters.
Brahmagupta was the first to use zero as a number. He gave rules to compute with zero. Brahmagupta used negative numbers and zero for computing. The modern rule that two negative numbers multiplied together equals a positive number first appears in Brahmasputa siddhanta. Brahmagupta’s most famous work is his Brahmasphutasiddhanta. It is composed in elliptic verse, as was common practice in Indian mathematics, and consequently has a poetic ring to it. As no proofs are given, it is not known how Brahmagupta’s mathematics was derived.
He also framed rules to solve a simple equation of the type ax + b = 0 and a quadratic equation of the type ax² + bx + c = 0, as well as methods to sum up a geometric series. Besides, he noted the difference between algebra and arithmetic and so was the first mathematician to treat them as two separate branches of mathematics.
Brahmagupta’s Karanakhandakhadyaka is a hand-book on astronomical calculations. In this he effectively used algebra for the first time in calculations. But Brahmagupta always was careful not to anger the priests. His wives were orthodox, in keeping with the beliefs held during those times, and he criticized Aryabhata, who said the earth was not stationary. But he believed that the earth was round.
About gravity he said: “Bodies fall towards the earth as it is in the nature of the earth to attract bodies, just as it is in the nature of water to flow.
Check Also
World Telecommunication Day
World Telecommunication Day Information
World Telecommunication Day – Also called as World Telecommunication and Information Society Day Message signals …
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"fasttext_score": 0.15214359760284424,
"language": "en",
"language_score": 0.9687815308570862,
"url": "https://www.4to40.com/biographies-for-kids/brahmagupta/"
}
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History and Geography of Kruger National Park
© B. Hilton-Barber
The Big Five Game Reserve known as the Kruger National Park is South Africa's largest and second oldest safari park, spanning over 19 455 square kilometres across both the Limpopo and the Mpumalanga provinces.
How Big is Kruger National Park?
The Kruger National Park spans across two of South Africa's 9 provinces, the Limpopo and the Mpumalanga provinces. Kruger National Park covers over 19 455 km2 and is 350 kilometres (217 miles) long from north to south and 60 kilometres (37.2 miles) wide from east to west.
The entire eastern boundary of the reserve is located on the border of Mozambique while its northern border is formed by the Limpopo River and the border of South Africa and Zimbabwe.
Several major rivers cut through the safari park, including the Letaba, Limpopo, Sabie and Umgwenya (Crocodile) Rivers. The landscape is most plains which are occasionally broken up by the Lebombo mountain range that runs along the Mozambican border from north to south.
Most of the park lies between 260 to 440 metres above sea level with the lowest point being found at the Sabie Gorge and the highest point of 839m being at Khandiwe near Malelane, both towards the south of the safari park.
The area making up the safari park has been occupied by humans for many years and there is evidence of people living in the reserve in the Earlier, Middle and Later Stone Age periods, however; most of the evidence is found along river or flood plains which indicates the habitation was only seasonal.
Rock paintings in the over hangs of caves provided evidence of the San people living in the area from about 20 000 years to 150 years. The most popular historical site in the reserve is the Thulamela site, in the north near Punda Maria. Visitors can take guided tours to the location to view the extensive stone walls on the hill top as well as the evidence of iron and gold-smelting.
First European Colonists
The first European travellers moved down from Delagoa Bay in Mozambique into the game reserve in 1725 while in search of trade opportunities. They clashed with the local indigenous warriors when they entered the area just north of the Umgwenya River and were forced to retreat back from where they came.
More than 100 years later the Voortrekkers arrived in the area in 1836 but struggled with malaria and other problems and moved out onto the escarpment where they could descend and graze their cattle in winter and also hunt the abundant game.
The First Game Reserve
A game reserve in the region was first suggested in 1895 by Jakob Louis van Wyk who put forward a successful motion and South African president, Paul Kruger proclaimed, what was later known as the Sabi Game Reserve in 1989. The park was then expanded to its current boundaries in 1926 to form what is now known as the Kruger National Park.
The First Wildlife Tours
In 1923 the first three groups of tourists visited the wildlife park. Number of visitors then steadily grew to over 850 cars just 3 years later in 1929. In 2002 the Great Limpopo Transfontier Park was established, incorporating the Kruger National Park in South Africa, the Gonarezhou National Park in Zimbabwe and the Limpopo National Park in Mozambique.
Kruger Park Timeline
Kruger Park Timeline. A Complete History of Kruger National Park. 4000 BP Some of the baobabs still standing in the Kruger National Park (KNP) today may have first started to grow...more
Kruger Park Proclamation
The First World War delayed further progress on this matter but ironically, an antagonist initiated the first move. In March 1916, SH Coetzee, member for...more
Game Conservation History
In the 19th century, it was assumed that blacks were the exterminators of wildlife in the Transvaal. This was a curious assumption as visitors to the...more
Modern History of Kruger National Park
Modern History of Kruger National Park - The Park was opened to tourism in 1927 and, after a slow start, only three cars entered the Reserve in that...more
Great Limpopo Transfrontier Park
The Kruger National Park is the largest game reserve in South Africa. It is roughly the same size as Israel or Wales, and covers some 20,000 square...more
Makuleke Community Land Claims
Land claims, and the Makuleke (a Tsonga speaking tribe): In 1912 several Makuleke villages in the northern part of Singwidzi Game Reserve, (Pafuri area)...more
Kruger Park Rest Camp Architects
In 1984, van Riet and Louw architects were appointed to design a camp, later known as Berg-en-Dal...more
Kruger National Park - South African Safari
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"url": "https://www.krugerpark.co.za/Kruger_National_Park_Regions-travel/history-geography-kruger-park.html"
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Skip to main content
U.S. flag
An official website of the United States government
Biological Carbon Sequestration
Detailed Description
Biological carbon sequestration is the natural ability of life and ecosystems to store carbon. Forests, peat marshes, and coastal wetlands are particularly good as storing carbon. Carbon can be stored in plant tissue, such as long-lived tree bark or in extensive root systems. Microbes break down plant and animal tissue through decomposition. Blue carbon is the term for atmospheric carbon captured by oceans and coastal wetland ecosystems. The USGS is a national leader in biological carbon sequestration research, particularly related to blue carbon.
Public Domain.
Symbols courtesy of the Integration and Application Network (
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"fasttext_score": 0.12053495645523071,
"language": "en",
"language_score": 0.9017878770828247,
"url": "https://www.usgs.gov/media/images/biological-carbon-sequestration"
}
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Whip (politics)
A whip is an official in a political party whose primary purpose is to ensure discipline in a legislature. Whips are the party's "enforcers", who typically offer inducements and threaten party members to ensure that they participate according to the official party policy. A whip's role is also to ensure that the elected representatives of their party are in attendance when important votes are taken. The usage comes from the hunting term "whipping in", i.e. preventing hounds from wandering away from the pack.
The term "whip" is also used to mean:
The expression whip in its parliamentary context has its origins in hunting terminology. The Oxford English Dictionary defines the term whipper-in as, "a huntsman's assistant who keeps the hounds from straying by driving them back with the whip into the main body of the pack". According to that dictionary, the first recorded use of the term whipper-in in the parliamentary sense occurs in 1772. However, P. D. G. Thomas in House of Commons in the Eighteenth Century cites two examples of the use of the term that pre-date 1772.[2]
It was within the context of such summonses to members out of town that the first known Parliamentary instance of the use of the term "whip" occurred. In the debate of 8 May 1769 on a petition from some Middlesex freeholders against the seating of Henry Luttrell instead of John Wilkes, Edmund Burke mentioned that the ministry had sent for their friends to the north and to Paris, "whipping them in, than which, he said, there could not be a better phrase". Although Burke's particular emphasis on the expression implied its comparative novelty, the hunting term had been used in this political context for at least a generation: on 18 November 1742 Heneage Finch remarked in a letter to Lord Malton that "the Whigs for once in their lives have whipped in better than the Tories".
Similar arrangements exist in the state and territory parliaments.
Main article: Party Whip (Canada)
In Canada the Party Whip is the member of a political party in the Canadian House of Commons, the Canadian Senate or a provincial legislature charged with ensuring party discipline among members of the caucus. The whip is also responsible for assigning offices and scheduling speakers from his or her party for various bills, motions and other proceedings in the House.
Whips exist for all parliamentary parties in Dáil Éireann and Seanad Éireann.[6] The government chief whip is normally a Minister of State at the Department of the Taoiseach,[7] and attends cabinet meetings.[8] The whips of each house meet weekly to set the agenda for the next week's business.[8] The Technical Group in the Dáil and the analogous Independent groups in the Seanad nominate whips to attend these meetings even though there is no party line for their whips to enforce.[9] Whips also coordinate pairing.[6][8]
The timing of most votes are difficult to predict and TDs are expected to stay within earshot of the division bell at all times. All TDs are required to vote with their party and to receive permission if they intend to be absent for a vote. Free votes are not a feature of the Irish parliamentary tradition.
From 1998, whips and assistant whips may be entitled to an allowance on top of their base legislator's salary.[10] In 2011, these allowances varied proportional to the size of the group, with Fianna Fáil's Dáil whip's allowance the highest at €19,000.[11]
Main article: Party whip (Malaysia)
New Zealand
South Africa
United Kingdom
United States
Further information: Politics of the United States
Both houses of Congress, the House of Representatives and Senate, have majority and minority whips. They in turn have subordinate "regional" whips. While members of Congress often vote along party lines, the influence of the whip is weaker than in the UK system. One reason is that a considerable amount of money is raised by individual candidates, and members of Congress are rarely ejected from a party. In addition, because preselection of candidates for office is generally done through a primary election open to a wide number of voters, it is difficult for the national party to deselect a member of Congress who defies their party in a way that pleases their constituency.
The whip position was first created in the House of Representatives in 1897 by Republican Speaker Thomas Reed, who appointed James A. Tawney as the first whip. The first Democratic whip, Oscar Wilder Underwood, was appointed around 1900.[18][19] In the Senate, the position was created in 1913 by John W. Kern, chair of the Democratic caucus, when he appointed J. Hamilton Lewis as the first whip, while Republicans later chose James Wadsworth as the party's first in 1915.[20]
Whips in other parts of the world
In most countries not now or formerly under control of the British Empire or part of the Commonwealth of Nations—like most of continental Europe and Asia—the position of whip does not officially exist. The whip's responsibilities are mostly exercised by the party leader or the leader of a parliamentary faction themselves.
British author and politician Michael Dobbs wrote a trilogy of books, centred around a fictional party whip named Francis Urqhart, which was dramatised and broadcast on the British Broadcasting Corporation between 1990 and 1995. The first book in the trilogy, entitled House Of Cards, lent its name to the original UK television series and has also been used as the title of subsequent series based on other countries' political systems. In House of Cards, Francis Urquhart is the Chief Whip for the UK Conservative Party and the trilogy charts his ambitious rise through his party's ranks until he becomes Prime Minister.
In the American remake of House of Cards, Frank Underwood is the House Majority Whip for the US Democratic Party. The series charts Underwood's ambitious rise through his party's ranks until he becomes President. The name Frank Underwood was both an acknowledgement of the original trilogy's protagonist Francis Urquhart and to the US political system itself, as Oscar Underwood was the first ever party whip for the US Democratic Party.
2. House of Commons briefing note: The Whip's Office Doc ref. SN/PC/02829. Last updated 10th October 2008
3. Parliamentary Education Office. Fact Sheet 36: The Party Whip.
4. Parliament of Australia: Parliamentary Library. Free Votes in Australian and some Overseas Parliaments.
5. "Fact Sheet – Party Whips". Parliamentary Education Office. Retrieved 27 July 2013.
6. 1 2 "Whips". Glossary. Dublin: Oireachtas. Retrieved 21 February 2012.
7. MacCarthaigh, Muiris (2008-09). Government in Modern Ireland. Institute of Public Administration. p. 37, fn.6. ISBN 978-1-904541-72-1. Retrieved 21 February 2012. Check date values in: |date= (help)
9. Murphy, Catherine (2 June 2011). Dáil Reform: Statements. Dáil debates. Oireachtas. Vol. 734 No.2 p.6 c.250. Retrieved 21 February 2012. I act as the whip for the Technical Group even though there is no party line to be enforced.
13. "leaders and chief whips of recognised parties and groups in parliament (facilities) act, 1998" (PDF). Rajya Sabha Secretariat. Archived from the original on 29 August 2009. Retrieved 3 August 2012.
15. "The Musterer replaces whips in the Green Party". Green Party of New Zealand.
16. Parliamentary Monitoring Group. Structure of Government - Office bearers of legislative institutions
19. "History of the Whip". Office of the house majority whip. Retrieved April 18, 2010.
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Vacuum break
Galileo (vacuum break)
The 1632 Galileo engine shown with nearly broken hemp cords, which is kind of how Galileo tentatively thought what would happen if one filled the above piston and cylinder with air or water and then pulled on handle K until the seal broke, meaning that the "cord of water or air" had been broken, NOT that a vacuum had been formed, as this contradicted the nature abhors a vacuum dictum. [2]
In science, vacuum break, vacuum breaking, or the premise that when the “vacuum broke”, refers to the Aristotle-themed premise that vacuums cannot exist, and that what seems to be the formation or start of a vacuum, in maximum amount of force required to pull a piston out of, e.g. a sealed piston in a Galileo engine, or the two hemispheres of the Magdeburg hemispheres, is the breaking of a air or water conceptualized like a “sponge” or “rope”, as conceptualized by Galileo (Dialogue Concerning the Two Chief World Systems, 1632), that when pulled hard enough “breaks”, but in reality is the breaking point when the force of the pull overcomes the weight of the atmospheric pressure or column of air, up to the Karman line boundary of space.
The following are related quotes:
“If hemp or steel cords break under excessive weight, what doubt could we have that a cord of water will likewise break? In fact, it will break more easily, insofar as the parts of water, becoming separated from one another, do not have to overcome resistances other than that of the vacuum that is created at the moment of division. This is because in the case of iron and other solids, there is a very strong and tenacious attachment of the parts that is absent in water.”
— Galileo (1630), “Letter to Giovani Baliani” (Ѻ), Aug 6
“In spite of its advance over its predecessors, the Newcomen engine was slow and inefficient. As has been said, it operated at atmospheric pressure or less. It used steam only to create by condensation a vacuum which allowed the atmosphere to press down upon the piston. Its working beam was balanced to rock again as the vacuum broke and steam reentered the cylinder. The expansive force in the steam was not used to push or pull anything.”
— Richard Kirby (1956), Engineering in History (pg. 166) [1]
1. Kirby, Richard; Withington, Sidney; Darling, Arthur; and Kilgour, Frederick. (1956). Engineering in History (pg. 169-72). Courier, 1990.
2. (a) 5. (a) Galilei, Galileo. (1638). Discourse and Mathematical Demonstration of the Two New Sciences (Discorsi e dimostrazioni Matematiche Intorno a Due Nuove Scienze) (pg. 15). Leiden.
(c) Galileo. (1632). Dialogues Concerning the Two New Sciences (translators: Henry Crew and Alfonso Salvio) (Lagrange quote, pg. v; stone column, pg. 7; engine, pg. 14). Macmillan, 1914.
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Bertolt Brecht Poetry Analysis
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It is important to note that Bertolt Brecht’s creativity as a poet resulted less from any inclination toward introspection than from his desire to communicate with others. Against the prevailing tone of German poetry in the 1920’s, at least as it was represented by Rainer Maria Rilke, Hugo von Hofmannsthal, and Stefan George, Brecht’s poetic voice startled and shocked his readers. “These poems [of Rilke and others] tell ordinary people nothing, sometimes comprehensibly, sometimes incomprehensibly,” he wrote in his youth. One of Brecht’s main objections to this style of poetry was that its sense of artistic order hid rather than disclosed the chaos he saw in modern life. For this reason, Brecht eventually came to see rhyme and rhythm as obstructive and to prefer “Rhymeless Verse with Irregular Rhythms,” as the title of an essay in 1939 reads. As basic to Brecht’s poems as their consideration of the reader is his notion of functionality. He first articulated this concept in 1927 when asked to judge a poetry contest which had brought more than four hundred entries. Brecht read them all and awarded no prize. Instead, he acknowledged an unsubmitted poem from a little-known writer, appreciating its simplicity, its engaging choice of topics, its melodiousness, and its documentary value. The notion that “all great poems have the value of documents” was central to Brecht’s thought. Writing poetry was, for Brecht, no “mere expression,” but a “social function of a wholly contradictory and alterable kind, conditioned by history and in turn conditioning it.”
Brecht wrote his poems in, as he called it, “a kind of Basic German.” His sensitivity for the “gestic” power of language was nurtured by his fondness for Luther’s Bible (the term Brecht uses, Gestus, is difficult to render adequately in English: John Willet identifies it with “gesture” and “gist,” attitude and point). At the root of Brecht’s poetry, indeed all of his work, are the notions of clarity (“The truth is concrete” was Brecht’s favorite maxim from Hegel) and functionality. Form, of which Brecht was a master and not a slave, was a means toward an end, that being enlightenment. In tracing Brecht’s poetic development, one can see how the forms and motifs change against the backdrop of these guiding concepts.
One attribute of the term “gestic” is that of performance. Brecht was always concerned with delivery (it is central to his theory of the epic theater), and his early poetry is characterized by its close links with song. Indeed, most of Brecht’s early poems were written to be accompanied by the guitar. Verse and melody often came about simultaneously, the rhythm of the words combining with the flow of the song. It is not surprising that Brecht’s early poems acknowledge such traditional forms as legends, ballads, and chronicles. He was aware that no poet who considered himself important was composing ballads at that time, and this fact, too, may have intrigued the young iconoclast. What drew Brecht to these older poetic forms was their attention to adventure, to nature, and to the role of the heroic individual. Brecht rejuvenated a tired literary tradition by turning to the works of François Villon and Rudyard Kipling. Brecht’s ballads mark a decisive turning point in the history of that genre.
“Song of the Fort Donald Railroad Gang”
“Song of the Fort Donald Railroad Gang,” written in 1916, exhibits Brecht’s youthful keenness for the frontier spirit. It relates the struggle and demise of a railroad crew laying track in the wilderness of Ohio. The portrayal of nature as rugged and indifferent marks a distinct switch for Brecht from the mediocre war poems he had been writing earlier. A common denominator, however, was the element of destructive force. This poem leads, step by inevitable step, through six strophes toward the culminating catastrophe. Initially, nature tolerates the intruders, who can be seen as pilgrims of modern progress pitted against the dense forests, “forever soulless.” With the onset of torrential rains, the tolerance of nature becomes indifference, but the railroad gang forges on. Striking up a song within a song, they take to singing in the night to keep themselves awake and posted of the dangers posed by the downpour and the swelling waters. For them, escape is not an option. Death simply comes, and comes simply, leaving only the echo of their melody: “The trains scream rushing over them alongside Lake Erie/ And the wind at that spot sings a stupid melody.” A stupid melody? What has happened to these modern “heroes”? There are no modern heroes, Brecht answers—and this in the poetic form which traditionally extols them. Brecht debunks their melody, uses the ballad to put an end to the balladesque hero. Death and nature prevail.
“Remembering Marie A.”
Death and nature, along with murder and love, are the elemental themes distinguishing Brecht’s early poems. He was wont to treat these perennial subjects, though, in nontraditional ways. He does this with great effect in what is ostensibly a love poem, “Erinnerung an die Maria A.” (“Remembering Marie A.”), written in 1920 and later included in Manual of Piety. It is more lyrical than the balladesque forms Brecht had already mastered, but it does not get lost in sentimentality. Instead, Brecht achieves a parody of the melancholy youth remembering an early love, and in its attitude it is quint-essential Brecht. What the speaker in the poem actually recalls is less his “love so pale and silent/ As if she were a dream that must not fade,” than it is “a cloud my eyes dwelt long upon/ It was quite white and very high above us/ Then I looked up, and found that it had gone.” Not even the woman’s face remains present for Brecht’s persona, only her kiss, and “As for the kiss, I’d long ago forgot it/ But for the cloud that floated in the sky.” The idyllic atmosphere of the first strophe turns out to be nothing but cliché.
What Brecht does with the element of time in this poem is essential to its overall effect. He establishes an internal relationship on three levels: first, the love affair, located in the past; second, the passage of time, the forgetting which wastes all memory; third, the making present, by means of the cloud, that September day long ago. The tension Brecht succeeds in creating between these different levels has ironic consequences. For one, his use of verb tenses renders as present what is actually narrated in the past tense, while the grammatical past tense functions on the level of present time. The hierarchy of experiences is also switched: the backdrop of nature, the embodiment of everything transitory, can be remembered, while the primary experience (or what convention dictates should be the primary experience)—namely, the relationship between the lovers—falls prey to bad memory. Ultimately, it is a poem about the inconstancy of feeling and the mistrust between people which renders meaningful and lasting relationships problematic. It treats an old theme originally; where others write poems directed toward those lovers in the present, those passed away, those absent, or even those expected in the future, Brecht writes of the lover forgotten.
“Of Poor B.B.”
“I, Bertolt Brecht, came out of the black forests.” So begins Brecht’s famous autobiographical poem, “Vom armen B.B.” (“Of Poor B.B.”), first written in 1922, later revised when he was preparing Manual of Piety for publication. It was composed during a period when Brecht had his feet mostly in Augsburg and Munich, but his mind mostly in Berlin. The poem marks a turning point for Brecht. He leaves behind the ballad form and takes up the theme of the city. Nature in the raw yields to the irrepressible life of the big city, although neither locus is ever idealized. Written literally while under way (apparently on a train to Berlin), the poem is about where one feels at home, “one” in this instance being no one but Brecht himself. “In the asphalt city I’m at home,” he admits, and he goes on to describe the daily routine of city dwellers, situating himself in their midst: “I put on/ A hard hat because that’s what they do./ I say: they are animals with a quite peculiar smell/ And I say: does it matter? I am too.” The poem is full of cynicism and despair. The poet admits that he is undependable and remains convinced that all that will remain of the cities is what passed through them—that is, the wind: “And after us there will come: nothing worth talking about.” Thematically, the change of emphasis in “Of Poor B.B.” prepares the way for later poems. Formally, the delivery of the poem is less dependent upon melody (song) and relies on the premise of conversation between poet and reader.
“In Dark Times”
Brecht’s poems of the 1930’s reveal a heightened awareness of the function of the poet with regard to his readership. He had made this point quite polemically already in 1927 as the judge of the poetry contest noted above. The poem, he claimed, had functional value. Looking for the functional lyric caused Brecht to seek a new style and idiom. The often-quoted poem “In finsteren Zeiten” (“In Dark Times”), written in 1937 during Brecht’s exile in Denmark, attests his self-conscious task as responsible poet. Brecht imagines what people will later say about these “dark times.” “They won’t say: when the child skimmed a flat stone across the rapids/ But: when the great wars were being prepared for.” History, in other words, will ride along on the backs of the little people—as Brecht makes clear in “Fragen eines lesenden Arbeiters” (“Questions from a Worker Who Reads”)—but what remain visible are only the “great powers.” In the face of this adversity, Brecht remarks with chagrin: “However, they won’t say: the times were dark/ Rather: why were their poets silent?”
“Bad Time for Poetry”
Brecht refused to be silent. His “Schlechte Zeit für Lyrik” (“Bad Time for Poetry”), written in 1939, is a personally revealing poem about his own internal struggle to reconcile aesthetic demands with demands of social responsibility: “In my poetry a rhyme/ Would seem to me almost insolent.” Still, as Brecht wrote in his essay on poetry and logic, also from the 1930’s, “we cannot get along without the concept of beauty.” The poem “Bad Time for Poetry” thus concludes:
Inside me contend
Delight at the apple tree in blossom
And horror at the house-painter’s speeches.
But only the second
Drives me to my desk.
Brecht seldom mentioned Hitler by name, preferring to call him only “the house-painter,” ridiculing Hitler’s artistic pretentions.
“Legend of the Origin of the Book Tao-Tê-Ching on Lao-tzû’s Road into Exile”
To appreciate Brecht’s aesthetic sensitivities, one must realize that he saw the felicitous poem as one in which “feeling and reason work together in total harmony.” For Brecht, too, there was no distinction between learning and pleasure, and thus a didactic poem was also cause for aesthetic pleasure. The sensual pleasure derived from knowledge is an important aspect of the title figure of Brecht’s play Leben des Galilei (1943; The Life of Galileo, 1960). What to do with knowledge and wisdom was another question which, for Brecht, followed inevitably. He answered it in his poem “Legende von der Entstehung des Buches Taoteking” (“Legend of the Origin of the Book Tao-Tê-Ching on Lao-tzû’s Road into Exile”) written in 1938 and included in the Svendborg Poems.
This poem is a highly successful combination of Brecht’s earlier fascination with legends, the balladesque narrative, and the aesthetics of functional poetry. It relates the journey of Lao-tzû, “seventy and getting brittle,” from his country, where “goodness had been weakening a little/ And the wickedness was gaining ground anew” (a topic of immediate interest to the exile Brecht). Brecht does not puzzle over Lao-tzû’s decision to leave; it is not even an issue. He states simply: “So he buckled his shoe.” (One recalls Brecht’s line that he had “changed countries more often than shoes.”) Lao-tzû needs little for the journey: books, pipe, and bread (note here the relation between knowledge and sensual pleasure). After four days, he and the boy accompanying him come across a customs official at the border: “‘What valuables have you to declare here?’/ And the boy leading the ox explained: ‘The old man taught’/ Nothing at all, in short.” The customs official, however, is intrigued by the boy’s modest assertion that the old man “‘learned how quite soft water, by attrition/ Over the years will grind strong rocks away./ In other words, that hardness must lose the day.’” The official shouts to them before they are able to move on and requires them to dictate what it was the old man had to say about the water: “‘I’m not at all important/ Who wins or loses interests me, though./ If you’ve found out, say so.’” The old man obliges him (“‘Those who ask questions deserve answers’”), and he and the boy settle down for a week, the customs man providing them with food. When the dictation is finally done, “the boy handed over what they’d written./ Eighty-one sayings.” This is the wisdom of Lao-Tzû, for which posterity has been grateful, but Brecht is quick to point out that “the honor should not be restricted/ To the sage whose name is clearly writ./ For a wise man’s wisdom needs to be extracted./ So the customs man deserves his bit./ It was he who called for it.”
Brecht’s return to rhyme in this poem is consistent with its ballad form. Where rhyme no longer sufficed for what was to be said, Brecht applied his theory of rhymeless verse with irregular rhythms. He had already used this style occasionally in the 1920’s but mastered it fully in the poetry of the 1930’s and 1940’s; the form corresponded to Brecht’s perception of a society at odds with itself, and it dominated his later lyrical writings.
Buckower Elegies
Brecht’s later poetry tends to be at once more intimate and more epigrammatic than his earlier work. This late style is best illustrated in his last group of poems, the Buckower Elegien (Buckower Elegies), written in 1953. The poems are concise evidence of Brecht’s fascination with the fragmentary nature of the lyric, which he viewed as an appeal to the reader. Many of the poems mimic the open form of the riddle, with a strong central image, as in “Der Radwechsel” (“Changing the Wheel”). In six brief lines, Brecht observes how a driver changes a wheel. He voices his own dissatisfaction with his course in life (“I do not like the place I have come from./ I do not like the place I am going to”). Brecht characteristically leaves this poem open toward the future: “Why with impatience do I/ Watch him changing the wheel?”
The critic Joachim Müller has written that “In all its phases and in all its forms, Brecht’s poetry is neither exclusively subjective confession, nor simply an agitator’s call to arms; every confession becomes an appeal to human activity, and every appeal, however it may alienate us by its satire or its polemics, springs from the deep emotion of a rational heart that sees all conditions in the world dialectically and that always sides with what is human against every inhumanity.”
Bertolt Brecht Drama Analysis
Bertolt Brecht World Literature Analysis
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demesne dĭmān´ [key], land under feudalism kept by the lord for his own use and occupation as distinguished from that granted to tenants. Initially the demesne lands were worked by the serfs in payment of the feudal debt. As the serfs' labor service came to be commuted to money payments, the demesne lands were often cultivated by paid laborers. Eventually many of the demesne lands were leased out either on a perpetual, and therefore hereditary, or a temporary, and therefore renewable, basis so that many peasants functioned virtually as free proprietors after having paid their fixed rents. In England the term ancient demesne, sometimes shortened to demesne, referred to those lands that were held by the crown at the time (1066) of William the Conqueror and were recorded in the Domesday Book. The term demesne also referred to the demesne of the crown, or royal demesne, which consisted of those lands reserved for the crown at the time of the original distribution of landed property. The royal demesne could be increased, for example, as a result of forfeiture. The lands were managed by stewards of the crown and were not given out in fief.
See more Encyclopedia articles on: Ancient History, Middle Ages and Feudalism
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The Issue. In 1948, the British granted Sri Lanka independence. The island was in- habited by the dominant Sinhalese and the Tamils. Although the constitution grant- ed Tamils representation in the government and civil service, by 1955, they felt that they were being systematically excluded from Sri Lanka's economic life.
The Group. As ethnic tensions increased, some Tamils turned to violence. The Libera- tion Tigers of Tamil Eelam (LTTE, or Tamil Tigers) were formed in 1976 to fight for the Tamil minority.
The Campaign. The Tigers began a campaign against the Sri Lankan Army, and they targeted India when the Indian prime minister tried to bring peace by deploying secu- rity forces. The LTTE is known for kidnapping young children and indoctrinating them in LTTE camps. The Tigers also became masters of assassination and suicide bomb- ings. The LTTE was the first modern secular group to use suicide bombers. Many mem- bers lived in a virtual death cult, and the Black Tigers, the suicide wing of the LTTE, were known for carrying cyanide capsules around their necks when they attacked.
The Cease-Fire. The LTTE agreed to a cease-fire in December 2001 and began peace negotiations in 2002. Although occasional outbreaks of violence occurred, many ex- perts believe the LTTE was suffering from a lack of resources.
Renewed Fighting. Hostilities renewed in late 2006. After four years of relative peace, the Sinhalese refused to recognize a Tamil homeland. Both sides began sporadic fighting, and terrorism returned to Sri Lanka.
Conflict Ends. The Sri Lankan military and police forces launched a major offensive against the LTTE in 2008. Segregating the Tamil community, Sri Lankans forced them to either stay in a war zone or go to refugee camps. The next step involved system- atically attacking and destroying all LTTE members and their supporters in the geographical region. Sri Lankan forces reduced the LTTE. Pirapaharan committed suicide rather than surrender. Fighting ended in May 2009, bringing one of Asia's longest violent separatist conflicts to an end.
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Operation Bunnyhug: What’s in a name?
This year’s First World War centenary also marks another unusual anniversary – the birth of military operation codenames. This legacy is one with which we continue to live today, but how are these chosen and what do they mean?
The use of operational code names began in Germany during ‘The Great War’ and became increasingly important to hide intentions as communications, especially the radio, became more widespread. The German operational names were chosen to be inspiring and often related to mythology or religion; Operation Valkyrie, Archangel, Achilles and St Michael.
By the Second World War operational codenames had become widespread but the Germans began to use nicknames which revealed their plans; the invasion of Britain was named Operation Sealion (an attack across the sea to the island with lions in its coats of arms) whilst the invasion of the Soviet Union was known as Operation Fritz until it was renamed Operation Barbarossa (after the Emperor of the Roman Empire who extended German power to the east).
In contrast, the Japanese numbered or alphabetised their operations until their situation worsened. At this point the Japanese also tried to inspire success through their operational names. The offensive to prevent the Allied Landings at Leyte Gulf was named Operation Victory.
For the Americans, codenames initially resulted from the colour coding of war plans; Operation Indigo, Gray and Black. Once the involvement grew they drew up a code names list, as the British had, using nouns and adjectives which avoided proper nouns and geographical references. The approved list of codenames was divided across the different theatres and chosen at random.
The British worked on a similar system but Winston Churchill became particularly concerned with the codename selection. He was keen to ensure that the names would not reveal operational plans, as the German’s had, and that the codenames conveyed appropriate gravitas. At one point Churchill was approving every operation name but in 1943, overwhelmed by the magnitude of the task, he wrote a memo providing clear guidelines:
1. Operations in which large numbers of men may lose their lives ought not to be described by code words which imply a boastful or overconfident sentiment,… or, conversely, which are calculated to invest the plan with an air of despondency…They ought not to be names of a frivolous character…They should not be ordinary words often used in other connections…Names of living people – Ministers and Commanders – should be avoided…
Churchill not only employed these rules in Britain, he also convinced the Americans to rename their bomber raid of Romanian oil fields from Operation Soapsuds to Operation Tidal Wave. He also personally chose the name for the 1944 invasion of Normandy – Operation Overlord.
Following the Second World War a number of poorly named US operations (Operation Killer and Ripper during the Korean War and Operation Masher during the Vietnam War) led to further American guidelines in 1972. In 1975 the operation names became computer generated. Each US military command was given a two letter prefix and operational names started with the two letters of the relevant military command. Thus the 1983 invasion of Grenada by US Atlantic Command, which was assigned alphabetic sequences including UM-UR, was named Operation Urgent Fury.
This method of selection by the US military continues today but the advent of 24 hour media management has also led to the selection of emotive second halves of the codename. In 1989, shortly after President Bush had given the order to invade Panama the Commander in Chief called the Operations Officer on the Joint Staff to complain about the operational name; “Do you want your grandchildren to say you were in Blue Spoon?” he asked. Operation Blue Spoon soon became Operation Just Cause, shortly followed by the Gulf War (Operation Desert Shield and Desert Storm) and most recently Operation Enduring Freedom in Afghanistan (initially called Operation Infinite Justice) and Operation Iraqi Freedom. The operation in Libya, under US Africa Command allocated letters JF-JZ, NS-NZ and OA-OF, was named Operation Odyssey Dawn.
The Canadians also name their operations based upon the geography of the theatre. Operation names begin with a letter based on location but also have to be a word that works in both French and English, Canada’s official languages. Libya, in the region of the Mediterranean, was called Operation Mobile.
The British continue to randomly generate their operational names, although some remained suspiciously related to their specific missions; the 1956 secret tri-partite operation in Suez was named Operation Musketeer whilst the defence of Jordan against the Iraqis in 1958 was Operation Fortitude. Nonetheless, more recent operational names have adhered to Churchillean neutrality; the war in Iraq was Operation Telic and the war in Afghanistan Operation Herrick – much more appropriate than Bunnyhug.
Louise Kettle is a PhD student at the University of Nottingham
Follow Louise on Twitter @LouiseSKettle
Published inConflict & SecurityIntelligence
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Brumalia is an ancient Roman winter festival incorporating many smaller festivals celebrating Saturn, Ops, and Bacchus. The word Brumalia comes from the Latin bruma meaning “shortest day”.
This month-long festival lasted from about November 24th till the Waxing of the Light, about December 25th and is said to have been instituted by Romulus, the legendary founder of Rome who, and continued into the 6th century. According to 6th-century historian John Malalas1, Romulus entertained his Senators, army, and staff throughout the month, assigning each day a letter and inviting those whose names began with the assigned letter to dinner parties. He also encouraged his Senators to likewise entertain their friends and staff in the same manner. According to John the Lydian, sacrifices were made of pigs to Demeter and Cronus and goats were sacrificed to Dionysus2 and speculates that Cronus is honored at this time because of his banishment into the darkness of Tartarus.
The festival marked a break for the Senate and included feasting and general merry-making as well as divination to determine the city’s prospects for the coming year. It also incorporated a number of smaller holidays associated with various Gods.
Related festivals include Saturnalia, Sol Invictus, and the ancient Greek Lenaia.
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Kamehameha Schools Logo
A Native Hawaiian Place of Learning for Voyagers of the World
The traditional hālau wa’a was a longhouse, a covered structure near the shoreline dedicated to all matters related to canoes, and whose linear measure could provide ample shelter for vessels of sizeable length.
Home / Hālau Wa’a (Crew Training) / ‘Ohana Engagement
Connecting keiki and ‘ohana with resources to perpetuate the Pacific voyaging legacy of our kūpuna. Begin your journey and set sail with digital and hands-on activities for all ages!
ohana sunrise
‘Ohana engagement learning resources include fun and developmentally appropriate activities for your keiki and ‘ohana. We’ve put together a wide variety of activities that will help you learn about wayfinding.
Historical context / Games / Videos / Activities / Worksheets / Lesson Plans
Practice using your kilo (observation) to observe the environment around you.
Identify the names/functions of the various parts of a canoe and of materials used to construct a canoe.
Identify the 32 houses of the Hawaiian Star Compass and how to use it to identify direction
Build and create a weather vane with your ʻohana.Practice and hone the skills of kilo (observation) while adding tools to use in your ʻohana weather observations.
Strengthen your creativity and resourcefulness by building your own lupe (kite).
Understanding cardinal points is a fundamental skill that helps us orient ourselves wherever we might be.
Understanding how native Hawaiians observed land-based seabirds will guide haumanā in their understanding of ancestral insight and the importance of aloha `āina.
Let’s color Hawiian seabirds (’Iwa, Manuokū, Noio) together.
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What is UUID/GUID?
A universally unique identifier (UUID) is a 128-bit number used to identify information in computer systems. The term globally unique identifier (GUID) is also used. When generated according to the standard methods, UUIDs are for practical purposes unique. Their uniqueness does not depend on a central registration authority or coordination between the parties generating them, unlike most other numbering schemes. While the probability that a UUID will be duplicated is not zero, it is close enough to zero to be negligible.
UUID Versions
• Version 1 (date-time and MAC address)
• Version 2 (date-time and MAC address, DCE security version)
• Versions 3 and 5 (namespace name-based)
Version-3 and version-5 UUIDs are generated by hashing a namespace identifier and name. Version 3 uses MD5 as the hashing algorithm, and version 5 uses SHA-1. The namespace identifier is itself a UUID. The specification provides UUIDs to represent the namespaces for URLs, fully qualified domain names, object identifiers, and X.500 distinguished names; but any desired UUID may be used as a namespace designator. RFC 4122 recommends version 5 (SHA-1) over version 3 (MD5) and counsels against use of UUIDs of either version as security credentials.
• Version 4 (random)
A version 4 UUID is randomly generated. As in other UUIDs, 4 bits are used to indicate version 4, and 2 or 3 bits to indicate the variant (102 or 1102 for variants 1 and 2 respectively). Thus, for variant 1 (that is, most UUIDs) a random version-4 UUID will have 6 predetermined variant and version bits, leaving 122 bits for the randomly generated part, for a total of 2^122, or 5.3×10^36 (5.3 undecillion) possible version-4 variant-1 UUIDs.
Read UUID Specifications
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Bringing Chess to Visually Impaired People
Algebraic Notation
The roots of algebraic notation go back a very long way but many chess books published in the past used a different system known as descriptive notation. This was dominant until around the 1970s but all new publications now use the algebraic system.
The ranks (horizontal rows) are numbered from 1 on White’s side of the board to 8 on Black’s side of the board. The files (vertical columns) are identified by the lower case letters from "a" to "h" with the a-file on the left and the h-file on the right. This is from White’s point of view. For Black, the a-file is on the right and the h-file on the left. The squares are indicated by combining the file and rank.
From White’s point of view: a1 is in the bottom left corner of the board, a8 in the top left, h8 in the top right and h1 in the bottom right.
From Black’s point of view: a1 is in the top right corner, a8 in the bottom right, h8 in the bottom left and h1 in the top left.
Pieces are represented by a single upper case letter. K = King, Q = Queen, R =Rook, B=Bishop and N = Knight.
A move is written by writing down the piece followed by the square. For example: Nf3, Nc6, Bb5, Qd3, etc.
Pawns are not represented by any letter and pawn moves are written simply as the square the pawn moves to. EG: e4, e5, etc.
Move sequences
Moves are written in pairs (White’s move and Black’s reply) and preceded by the number of the move. EG: 1. e4 e5 2. Nf3 Nc6 3. Bb5 a6.
Captures are indicated by a lower case letter "x" written between the capturing piece and the square on which it lands. Pawns are indicated by writing the file of the Pawn.
EG: 1. e4 d5 2. exd5 Qxd5
En passant captures need no special notation since it is obvious from the square how the capture occured.
EG: 1 e4 d5 2. e5 f5 3. exf6.
If more than one piece of the same type can reach the same square, the piece is followed by its file and then the square it moves to. EG: Knights on b1 and f3 can both move to d2. The notation would be Nbd2 or Nfd2.
If two pieces on the same file can reach the same square, the piece is followed by its rank. EG: Rooks on c1 and c7 can both reach c4. The notation would be R1c4 or R7c4.
In very rare cases, it may be necessary to write down both the file and rank on which the piece stands before and after the move. EG: three Queens standing on b2, b8 and h2, can all reach e5. The options are Qhe5, Q8e5 and Qb2e5.
The notation for castling does not include the letters for King or Rook. Instead, the digit zero or an upper case letter “O” is written twice for King-side castling and three times for Queen-side castling. The characters are separated by hyphens. IE: 0-0 for short castling and 0-0-0 for long castling.
When a pawn is promoted, the new piece is written immediately after the square. EG: d8Q or c1N. An equals sign is often written between the square and the piece (e.g. d8=Q) and computer software will always record moves in this way. You may also sometimes see a slash written between the square and piece (e.g. d8/Q) although this is rare.
Check and Checkmate
It is not a formal requirement to indicate check or checkmate when recording a game although many players do. Books will always indicate the fact.
If a piece delivers check the move is immediately followed by a plus sign (e.g. Qd4+). For checkmate the move is followed by a hash symbol (e.g. Qf8#).
There is usually no special notation for double check (it is notated as a regular check) but it is sometimes specifically indicated by writing two plus signs (e.g. Nd6++) or even with an abbreviation such as “dbl ck”. Confusingly, some older manuscripts indicate checkmate with two plus signs.
Recording the result
The result of the game is written as 1-0 if White wins, 0-1 if Black wins, and 1/2-1/2 for a draw.
EG: 1. f4 e6 2. g4 Qh4# 0-1
Offering a draw
FIDE rules require that the offer of a draw be indicated by an equals sign in round brackets. EG: 54. Qd2 Qf6 55. Qd3 (=) Qf7 56. Qd2. The acceptance or rejection of the draw is indicated by the following notation, either the result (1/2-1/2) or the next move in the game.
There are a small number of special notations used to add simple observations about a move. A single exclamation mark shows a good move and two shows a brilliant move. A single question mark shows a bad move and two shows a blunder. An exclamation mark followed by a question mark shows an interesting move and a question mark followed by an exclamation mark shows a dubious move. The anotation is written immediately after the rank without a space (e.g. f4!?).
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By Charles James, Director of the D!Lab
Photo by Miles Burke on Unsplash
During the COVID19 pandemic, the essential element oxygen became a much sought after commodity. In many countries, due to lack of clinic beds for treating COVID-19 patients, families were forced purchase oxygen tanks for family members with breathing issues, often standing in long lines in order to refill the tanks and paying exorbitant prices for the oxygen. Thanks to some ingenuity and opposite thinking, the problem possessed a unique solution.
Opposite thinking is the practice of exploiting the contradictions of problems and attacking them from unexpected and sometimes contrarian perspectives. One notable aspect of creative thinking is the ability to juxtapose opposite elements of a problem in the mind and work towards potential solutions from two directions. In this example, many sought solutions for increasing oxygen production, but others tackled the problem from a different perspective
The non-obvious solution to the oxygen shortage started as a question among three inventors, Peter L. Bliss, Charles Atlas and Scott Halperin. They considered not how to create more oxygen, but rather, why produce oxygen at all? The Earth’s atmosphere contains only about 20% oxygen and 80% nitrogen. In that ratio lay the answer. Instead of trying to put more oxygen into a volume of air, three inventors designed small machines that removed nitrogen from the air and thereby concentrated the oxygen. No need to make it, just concentrate it! Instead of putting oxygen into the air, the inventors realized that the solution was to take nitrogen out. Instead of focusing on oxygen, they did the opposite. They focused on nitrogen instead.
Oxygen concentrators contain a filter bed full of Zeolite (an aluminum-based mineral) that captures nitrogen as air moves through. What remains is 90-95% per oxygen. Instead of seeing the problem as a lack of oxygen, opposite thinking revealed another way to view the problem. For COVID-19 patients, concentrators not only solved the lack of oxygen, but solved the problem of lugging heavy tanks, waiting in lines, and paying high prices.
Reversing the starting point of a problem creates a potentially new perspective. Consider these two questions: What drugs can effectively fight smallpox? Or, can one “pox” (cowpox) fight another “pox” (smallpox) inside the body? These are opposite approaches to fighting a deadly disease. The latter, and at the time, counterintuitive question is what Edward Jenner considered in 1796. His methodology upended conventional thinking and created the basis for modern day vaccinations. While it would be a hundred years more before viruses were actually identified by Dmitri Ivanovsky, the use of opposite thinking inspired Jenner’s idea to inject cowpox into people to fight smallpox. Infecting people to save people. Quite the opposite thinking.
In the fight against many viruses, including COVID-19, the mindset to use viruses as a vector against a virus utilizes the discoveries of Jenner. In some cases, scientists inject the modified mRNA of the SARS-COV2 protein into the body and thereby trigger an immune response to COVID-19. Jenner’s mindset is alive and well.
This year, in addition to COVID-19, western forest fires destroyed thousands of homes and tens of thousands of acres of forest. Just like Jenner’s creative “virus to fight a virus” approach, innovative firefighting approaches do the same. Fighting fire with fire is another example of opposite thinking and practice. When fighting a major blaze, a small controlled fire known as a backburn is set downwind of a large blaze. The new blaze is pushed back toward the main fire. The logic is to use the set burn to destroy the fuel all the way to the main blaze and in essence burn both fires out. Imagine being the person who first suggested setting fires in order to fight fires.
The time-honored practice of reverse engineering is another example of opposite thinking that allows you to see elements of design solutions not revealed previously. Recently, students in my Engineering, Design, and Innovation class were reverse engineering a pair of scissors in CAD software to print in the 3D printer. As they were working, a student remarked, “I never noticed all of the curves in the handle of the scissors to make them more comfortable. I wonder why other tools don’t have such curves in their handles?” For this student, working backwards revealed elements of design that would be undiscovered if I had just asked students to create a pair of scissors. Working from the opposite side of a problem is revealing. Approaching a solution from the opposite direction requires our brain to shift perspective and thereby be more imaginative. In every discipline, opposite thinking creates an unconventional starting place. Sometimes these starting points are brilliantly contrarian.
In the 1960s, as leader of the Southern Christian Leadership Conference, Martin Luther King, Jr., (like Mahatma Gandhi) realized that the necessary response to the violence used by law enforcement against civil rights protestors required the opposite response: a nonviolent protest. By taking the opposite approach, King’s methods were contrasted with the brutal tactics of law enforcement. It worked. The decisive public backlash against law enforcement’s use of dogs and water cannons against peaceful civil rights protestors was immediate. King acted opposite to what many people counseled.
Even the physics of sports demonstrates innovation based on opposite approaches to solving problems. During my high school years, high jumpers approached the bar with their arched back to the bar. At the time, this was a fairly new approach. Prior to the 1970’s, as high jumpers jumped, they would bring their body parallel to the high bar and roll over the bar. Dick Fosbury did the opposite. By turning his back to the bar and arching it and keeping much of his body below the bar as he did, he created a higher jump technique used by jumpers ever since.
Researchers even suggest the value of building in contrarian opinions to education and decision-making processes. For group work, assigning someone to be purposefully contrarian helps broaden the thinking of the group. Initial research suggests that raising oppositional views raises the level of thinking and avoids complacency in the process.
Contrarian solutions that use opposite approaches to problem solving allow creative thinkers to clear higher bars of innovation. While not every problem can be solved through the contradictions they present, becoming comfortable with contrarian solutions is another tool in the mindset of design thinking. The past provides us rich examples of innovators who were comfortable with thinking opposite in order to solve a pressing problem. Each example affirms Winston Churchill’s sentiment, “the farther backward you look, the farther forward you can see.” Looking back, we see a useful tool for innovating the future.
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Two particles move in a uniform gravitational field with an accleration g. At the initial moment the particles were located at one point in space and moved with velocities V1=3.0 m/s and V2=4.0 m/s horizontally in opposite direction. Find the distance between the particles at the moment when their velocity vectors become mutually perpendicular.
Asked by sudhanshubhushanroy | 21st Jun, 2017, 07:49: PM
Expert Answer:
Please refer to the following link which shall provide you with the solution of a similar question asked previously at :
Hope this helps, Thank You :)
Answered by Abhijeet Mishra | 21st Jun, 2017, 07:55: PM
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"url": "https://www.topperlearning.com/answer/two-particles-move-in-a-uniform-gravitational-field-with-an-accleration-g-at-the-initial-moment-the-particles-were-located-at-one-point-in-space-and-m/14dz8399"
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Happy 'Niu' Year: Gaur
With a prominent ridge between its horns, the gaur has a memorable appearance that makes it stand out among its bovine brothers. It is the largest species among the wild cattle.
The gaur is also known as the Indian bison. It is native to South and Southeast Asia and has been listed as Vulnerable on the IUCN Red List of Threatened Species since 1986.
As the largest bovid alive today, a gaur can grow up to over three meters in length and 2.2 meters in height, and weigh up to 1,000 kilograms.
The domesticated form of the gaur is called gayal, which is smaller in size and lighter in color. The gayal's horns are less curved than that of the gaur.
Due to its large size, the gaur has few natural predators besides humans. However, its population shrunk by more than 70 percent in the last three generations due to poaching for commercial trade and trophies. The global population was estimated at a maximum of 21,000 mature individuals in 2016.
Happy 'Niu' Year
February 12 marks the beginning of the Year of the Ox. Niu means "ox" in Chinese, but it can also mean "very impressive." In Chinese, the character niu is also a part of the names of animals other than ox. In this series, CGTN goes over interesting facts about animals with the character niu in their names.
(Cover image and infographic designed by CGTN's Li Jingjie)
Search Trends
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Use CNTs in space
Can light and strong CNTs be used as a material for rockets and orbit satellites?
Most of the materials used in outer space are metals. Until now, carbon materials have hardly been used. Therefore, with the aim of future space utilization, we carried out research to investigate the durability by mounting CNT on the International Space Station (ISS) in collaboration with Obayashi corporation.
The environment of outer space is very harsh. Since it is not surrounded by the atmosphere like the earth, the surface directly exposed to sunlight becomes extremely hot, while the shadowed area is below -200°C. Furthermore, there are strong UV irradiation and collisions with cosmic dust. What happens when CNT is used for a long time in such an environment?
For two years, we carried out a mission of attaching it to the space exposure window outside the ISS and continuing to orbit the earth. After that, we collected CNTs on the earth and investigated what kind of changes had occurred.
Attaching CNT to the ISS simple exposure experiment device (ExHAM) and moving in space
Damages on CNT
When the returned CNTs were observed with an electron microscope, it was found that the CNT surface had numerous scratches. As a result of the analysis, it was found that the cause was the oxygen atom that was dilutely left over 400 km above the ground around which the ISS orbited. The ISS is moving at a high speed of 9km per second. Oxygen atoms are lightweight, but because CNTs collide with oxygen atoms at a tremendous speed, their relative kinetic energy increases, and CNTs have been scooped out.
To use CNT in space…
So how can we use CNT in outer space? First, when it is used above the orbit of the ISS, it seems that there is no problem due to the small effect of oxygen atoms. On the other hand, for use in low orbits where oxygen atoms remain, it seems necessary to coat the surface with another durable material because the CNTs will be damaged when exposed directly.
Related information
Survivability of carbon nanotubes in space
Yoji Ishikawa, Yasuhiro Fuchita, Takashi Hitomi, Yoku Inoue, Motoyuki Karita, Kohei Hayashi, Takayuki Nakano, Naoko Baba
Acta Astronautica 165, 129-138 (2019)
DOI: 10.1016/j.actaastro.2019.07.024
Web sited at Obayashi Corp.
Space elevator construction concept in 2050
Space elevator concept
Comments are closed.
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Shtetl Explained
A shtetl (Yiddish: שטעטל, Yiddish: shtetl, singular; Yiddish: שטעטלעך, Yiddish: shtetlekh, plural)[1] was a small town with a large Jewish population, which existed in Central and Eastern Europe before the Holocaust. Shtetlekh and shtetls were mainly found in the areas that constituted the 19th century Pale of Settlement in the Russian Empire, the Congress Kingdom of Poland, Austrian Galicia and Romania.
In Yiddish, a larger city, like לעמבערג (Lemberg i.e. Lviv) or טשערנאוויץ (Tchernovitz i.e. Chernivtsi), is called a Yiddish: shtot (Yiddish: שטאָט, German: Stadt); a village is called a Yiddish: dorf (Yiddish: דאָרף German: Dorf).[2] Shtetl is a diminutive of Yiddish: shtot with the meaning "little town". In official parlance the shtetl was referred to as a "Jewish miasteczko", a type of settlement which originated in the former Polish–Lithuanian Commonwealth.[3] [4]
A shtetl is defined by Yohanan Petrovsky-Shtern as "an East European market town in private possession of a Polish magnate, inhabited mostly but not exclusively by Jews" and from the 1790s onward and until 1915 shtetls were also "subject to Russian bureaucracy",[4] as the Russian Empire had annexed eastern part of Poland, and was administering the area of Jewish settlement. The concept of shtetl culture describes the traditional way of life of Central and East European Jews. Shtetls are portrayed as pious communities following Orthodox Judaism, socially stable and unchanging despite outside influence or attacks.
The decline of the shtetl started from about the 1840s. Contributing factors included poverty as a result of changes in economic climate (including industrialisation which hurt the traditional Jewish artisan and the movement of trade to the larger towns), repeated fires destroying the wooden homes, and overpopulation.[5] Also, the anti-Semitism of the Russian Imperial administrators and the Polish landlords, and later, from the 1880s, Russian pogroms, made life difficult for Jews in the shtetl. From the 1880s until 1915 up to 2 million Jews left Eastern Europe. At the time about three quarters of its Jewish population lived in a shtetl. The Holocaust resulted in the total extermination of shtetls.[6] It was not uncommon for the entire Jewish population of a shtetl to be rounded up and murdered in a nearby forest or taken to the various concentration camps.[7] Some shtetl inhabitants did emigrate before and after the Holocaust, mostly to the United States, where some of the traditions were carried on. But, the shtetl as a phenomenon of Ashkenazi Jews in Eastern Europe was eradicated by the Nazis.[6]
The history of the oldest Eastern European shtetls began around the 13th century[8] and saw long periods of relative tolerance and prosperity as well as times of extreme poverty, hardships, including pogroms in the 19th-century Russian Empire.
The May Laws introduced by Tsar Alexander III of Russia in 1882 banned Jews from rural areas and towns of fewer than ten thousand people. In the 20th century revolutions, civil wars, industrialisation and the Holocaust destroyed traditional shtetl existence.
Modern usage
In the later part of the 20th century, Hasidic Jews founded new communities in the United States, such as Kiryas Joel and New Square, and they often use the term "shtetl" to refer to these enclaves when referring to them in Yiddish, particularly those with village structures.[10]
As well in modern Europe the last shtetl is considered by some to be the Ultra-Orthodox community in Antwerp, Belgium.
Shtetl culture
Shtetls provided a strong sense of community due to Jews carrying faith in God. The shtetl “at its heart, it was a community of faith built upon a deeply rooted religious culture.” A Jewish education was most paramount in shtetls. Men and boys would spend up to 10 hours a day dedicated to studying at yeshivas. Discouraged from extensive study, women would perform the necessary tasks of a household. In addition, shtetls offered communal institutions such as temples (synagogues), ritual baths and ritual butchers.
This approach to good deeds finds its roots in Jewish religious views, summarised in Pirkei Avot by Shimon Hatzaddik's "three pillars":
Material things were neither disdained nor extremely praised in the shtetl. Learning and education were the ultimate measures of worth in the eyes of the community, while money was secondary to status.Menial labor was generally looked down upon as prost, or prole. Even the poorer classes in the shtetl tended to work in jobs that required the use of skills, such as shoe-making or tailoring of clothes.The shtetl had a consistent work ethic which valued hard work and frowned upon laziness. Studying, of course, was considered the most valuable and hardest work of all. Learned yeshiva men who did not provide bread and relied on their wives for money were not frowned upon but praised as ideal Jews.
Artistic depictions of shtetlekh
Literary references
The Shtetl was "invented twice, once in the 18th century by administrative decree, which gave it corporeal being, and again the 20th century, to serve as a consolation to American Jews."[14] Chełm figures prominently in the Jewish humor as the legendary town of fools. Kasrilevke, the setting of many of Sholem Aleichem's stories, and Anatevka, the setting of the musical Fiddler on the Roof (based on other stories of Sholem Aleichem) are other notable fictional shtetls.
Devorah Baron made aliyah to British Mandate of Palestine in 1910 after a pogrom destroyed her shtetl near Minsk. But she continued writing about shtetl life long after she had arrived in Palestine.
In 1996 the Frontline programme Shtetl broadcast; it was about Polish Christian and Jewish relations.[15]
Many Jewish artists in Central and Eastern Europe dedicated much of their artistic careers to depictions of the shtetl. These include Marc Chagall, Chaim Goldberg, and Mane Katz. Their contribution is in making a permanent record in color of the life that is described in literature—the klezmers, the weddings, the marketplaces and the religious aspects of the culture.
See also
Further reading
. Yehuda Bauer . 2010 . The Death of the Shtetl . New Haven, CT . . 978-0-300-15209-8 . harv . registration .
. Eva Hoffman . 1997 . Shtetl: The Life and Death of a Small Town and the World of Polish Jews . Boston, MA . . 978-0-395-82295-1 . harv .
. Yohanan Petrovsky-Shtern . 2014 . The Golden Age Shtetl: A New History of Jewish Life in East Europe . Princeton, NJ . . 978-0-691-16074-0 . harv .
External links
Notes and References
1. Note: Shtetl (Yiddish: שטעטל) is a diminutive form of Yiddish Yiddish: shtot (Yiddish: שטאָט), "town", similar to the South German diminutive "German: Städtel / German: Städtle", "little town".
2. .
3. Web site: Shtetl. 5 April 2019.
4. Book: Petrovsky-Shtern, Yohanan . Yohanan Petrovsky-Shtern
. Yohanan Petrovsky-Shtern . 2014 . The Golden Age Shtetl . Princeton University Press .
5. Book: Miron, Dan . The Image of the Shtetl and Other Studies of Modern Jewish Literary Imagination . Syracuse University Press . 2000 . 17 .
6. Web site: How Shtetls Went From Being Small Towns to Mythic Jewish Idylls. 3 February 2014. Tablet Magazine. 5 April 2019.
7. Web site: Forever Changed, A Belarus Shtetl 70 Years After the Nazis. VOA. 5 April 2019.
8. Web site: Jewish Communities (Shtetls) of Ukraine genealogy project. geni_family_tree. 5 April 2019.
9. Life is With People: The Culture of the Shtetl by Mark Zborowski and Elizabeth Herzog. 1962 edition.
10. Web site: Kiryas Joel: A Hasidic Shtetl in Suburban New York - Berman Center.
11. Excerpt from Pirke Avot
12. Book: Sorin, Gerald. A Time For Building; The Third Migration. The Johns Hopkins University Press. 1992. 978-0801851223. Baltimore, Maryland. 19.
13. Web site: Demythologizing the Shtetl. Joshua Rothenberg . March 1981. 25–31 . Midstream. 15 September 2010.
14. .
15. "Reactions to Shtetl." PBS. Retrieved on 15 December 2009.
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Skip to main content
Marmots Remember Long-Gone Predators
Talk about bearing a grudge! Even though wolves were extirpated from Colorado in the 1930s, yellow-bellied marmots there still fear them, a recent study shows.
Foxes, coyotes, and mountain lions all think marmots make a nice meal. But each predator represents a different threat: foxes, for example, usually attack pups, whereas coyotes are adept at catching marmots of all ages. Belying their name, adult yellow-bellies sometimes actually chase foxes, but they turn tail and scamper to their burrows when a coyote shows up. The rodents react appropriately to the danger level.
Daniel T. Blumstein, a behavioral ecologist at the University of California, Los Angeles, and two colleagues were curious to see if the Colorado marmots would still respond defensively to wolves — a major menace way back when. They sprinkled horse feed in a field to attract marmots, and erected life-size photographs of a fox, coyote, mountain lion, wolf, or African antelope (as a control) nearby.
When the researchers suddenly unveiled one of the pictures, foraging marmots were most likely to flee in response to the wolf.
Blumstein says the marmots’ reaction supports the “multipredator hypothesis,” the notion that prey maintain their fear of extinct predators so long as similar enemies—probably coyotes, in the marmots’ case — remain in play to keep them on their toes.
The research is detailed in the journal Animal Behaviour.
This article was provided to LiveScience by Natural History Magazine.
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History Today Subscription Offer
Snow Treasures
Janet Voke describes how fifty tons of gold were evacuated from Norway four hours ahead of the Nazi invasion in spring 1940.
On a snowy night, April 29th, 1940, at the wooden quayside of Molde on Norway’s west coast, the night sky was red from the flames of a village ablaze from intense German bombardment. The wooden buildings, boathouses and small farms of this picturesque country burned as the terrified residents fled from the Romsdal fjord to the mountains. A select group of passengers was trying, with great difficulty, to reach the British cruiser HMS Glasgow, sent at the specific order of George VI. The group had sheltered waist-deep in snow in a forest, forced out of their farmhouse hideout as bombs fell in their pursuit.
They had had a terrifying escape from Olso on April 9th. The invading German fleet had been intercepted in the Oslo fjord and a warship, the Blucher, torpedoed from the Oscarberg fort. Senior Germans destined to administer the country perished with the ship; its naval escorts headed back home. This episode bought a few vital hours, and as bombs fell from planes flying low over rooftops, two vital groups escaped the Germans. The royal party and the government left the capital by train at 7am, initially for Elverum; meanwhile the other (just four hours ahead of the Germans) carried the country’s gold reserves.
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whats-your-context_smOne of the goals of the History faculty at UMHB is to ensure that our students understand how context effects events. Why does an event happen at a particular time, in a particular way? Major events in history are often associated with a famous, or infamous person. Those events occurred not only because a leader was motivated to act, but also because the context, or the environment, allowed the event to take place. Both positive and negative examples of this abound.
The question often arises why Adolf Hitler was able to rise to power and expand that power by taking over areas of Europe such as Austria. Hitler was known as a charismatic speaker and certainly had personal motivations for his actions, but why did European leaders not block this early extension of power? In part, Hitler could make reference to known and accepted ideas. During the Paris Peace Conference, Austria asked to be united with Germany. This request was denied, but everyone in Europe knew about it. Hitler also pointed to the accepted idea of self-determination, the concept that people of similar culture, language and history should be able to come together as a state. The Austrians were, after all, of Germanic heritage. Hitler also held a plebiscite, first in Austrian and then in Germany. The vote was overwhelmingly for union. It should be noted that the circumstances under which the vote was taken in Austria virtually guaranteed that outcome, but the vote was an official record. Significant European states were also predisposed against intervention. The United Kingdom and France had barely started the slow process of recovery from the worst years of the Great Depression. Italy shared a fascist political orientation and totalitarian approach to government. The Soviet Union used this action as another example of capitalist imperialism. All of these factors created the context in which Hitler was able to absorb Austria.
All important decisions have a context, including your decision to come to UMHB.
You may choose to be here because it is a family tradition, friends are also attending, or perhaps because all of your siblings attended a different institution. UMHB may be close enough that your parents find it acceptable, while at the same time being far enough away for you to feel independent. Your decision to come to UMHB may have been influenced by the institution’s emphasis on missions, offering a specific major, or providing a scholarship. The context for each person and each decision is different. So, what’s your context?
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Armoured Doublet from England
Armoured doublet, England (late 16th century) Armoured doublet, England (late 16th century) © The Trustees of the British Museum, acc. no. 1881,0802.60.
In medieval Europe, a special form of armour was being worn, called either a jack or a jack of plate. It was the medieval equivalent of a bullet-proof vest. A jack of plate takes the form of a doublet with a series of small iron plates sewn (quilted) between layers of canvas and sometimes felt. This type of armour may weigh about 7.5 kg.
In the British Museum, London, there is an example of a jack of plate that dates to c. AD 1580. It was acquired by the Museum in 1881. This particular example has a standing collar, short caps over the shoulders and a short skirt divided at the rear at waist height. As noted above, it was made from numerous layers of canvas sewn together with a layer of iron plate in between that acted as armour.
In this particular case, the armour element consists of numerous small pieces of iron plate (c. 38 mm in size) with a central hole and cropped corners. Several of the plates appear to have smaller holes suggesting they might be re-used plates from another jack or possibly a brigandine (a similar piece of body armour, but made with metal plates fused together rather than stitched in place). The stitched quilting lines were made using a crossbow twine as the sewing thread. At either end of the front opening is a series of eyelet holes by which the jack is held closed. The outside cloth layer of the jack is considerably damaged where the plates have corroded.
Source: EAVES, Ian, 'On the remains of a Jack of Plate excavated from Beeston Castle in Cheshire,' The Journal of the Arms and Armour Society, Vol XIII, No.2 Sept., pp. 81-154.
British Museum online catalogue (retrieved 15 April 2017).
Last modified on Saturday, 15 April 2017 18:55
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"url": "https://www.trc-leiden.nl/trc-needles/individual-textiles-and-textile-types/daily-and-general-garments-and-textiles/armoured-doublet-from-england"
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Natural Materials for Native Homes
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Leaves, twigs and moss were scattered on the tables at Winthrop Avenue as fourth-grade students participated in the Longhouse and Wigwam Science, Technology, Engineering, Arts and Mathematics Challenge. Combined with supplies provided by teachers, students were instructed to design and build either a wigwam or longhouse using STEAM principles. The project was a continuation of their studies of Native Americans, specifically the Iroquois and Algonquin peoples and the engineering principles employed in their Native American homes.
Divided into groups, the students were instructed to first decide which Native American home to build, to plan how it should look and to draw and label the structure on paper. Using craft sticks, cardboard base, brown paper bags, tape, scissors and glue, the students combined their materials from outdoors to craft an accurate structure.
Not only did the activity employ STEAM principles, students also honed collaboration, teamwork and decision-making skills to complete their structures.
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The Picturesque Movement
There were two types of landscape painters in eighteenth and nineteenth century Britain; topographical artists (photographers today) and picturesque artists who produced romantic and sublime paintings.
Tintern Abbey by William Havell 1804
At this time ‘Picturesque’ meant literally, a scene which would make a painting, but it came to be used outside the context of art and painting, having a major influence on garden design, landscape fashions and ornamental walks. Designers were encouraged to think like artists, especially when planning ‘enhancements’ to the landscape on country estates such as Piercefield, one of the most famous landscape parks in eighteenth century Wales and a highlight of the Wye Tour.
Gilpin was a pioneer in the appreciation of landscape in Britain and his ideas had a lasting effect on the way we came to view the landscape. He developed a set of rules for the Picturesque movement:
… the most perfect river-views are composed of four grand parts: the area, which is the river itself; the two side-screens, which are the opposite banks, and lead the perspective; and the front-screen, which points out the winding of the river….. They are varied by… the contrast of the screens….the folding of the side-screen over each other……the ornaments of the Wye…. ground, wood, rocks, and buildings..and colour”.
William Gilpin, Observations on the River Wye, 1770 / 1782
Travellers in search of the Picturesque had some essential items in their luggage, which were deemed necessary to control the untamed landscapes they encountered! A piece of tinted glass, called a Claude Glass, a pedometer, a telescope, a barometer, maps, memorandum books, tour journals, sketch books, drawing pads, a watercolour set, pens and pencils, and a pocket edition of William Cowper’s poems were the essential requisites for a tour.
The Claude Glass was a convex mirror about four inches wide on a black foil. It miniaturized the reflected landscape, so that detail was lost except in the foreground, thereby helping painters to simplify what they saw. Many tourists used the glasses to manipulate the landscape: a sunrise glass when used at midday gave a dawn view! As Gilpin wrote, Picturesque practice always involved some ‘improvement’ of the landscape.
%d bloggers like this:
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1. Animal Sounds
The goal of this project is to compile a collection of animal sounds from all over the world.
Research question
What sounds are attributed to animals in your language?
Why are those sounds attributed to these animals?
Why use data from multiple participants?
We can compile a collection of data from around the world and see how it differs based on the area.
Investigation Protocol
1: The animals we shall be using are: Cat, Dog, Cow, Pig, Frog, Duck, Rooster, Horse.
2: Write down the sounds the animals make ( such as " quack quack")
3:In different languages, people use different alphabets. So that we can compare results, please write the sounds only in Latin letters.
4: If you speak more than one language you can submit to this investigation more than 1 report Form. Remember 1 Form per 1 language.
5: Make sure to adjust location on the map according to the language region.
Safety tips
• Project was published on:February 12, 2014
Report Form Before filling in the Report Form, please read the Investigation Protocol
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"url": "https://globallab.org/en/project/inquiry/kak_govorjat_zhivotnye_na_tvoem_jazyke.en.html"
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Conservation status
Scientific classification
Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Proboscidea
Family: Elephantidae
Genus: Mammuthus
Brookes, 1828
Mammuthus africanavus African mammoth
Mammuthus columbi Columbian mammoth
Mammuthus exilis Pygmy mammoth
Mammuthus jeffersonii Jeffersonian mammoth
Mammuthus trogontherii Steppe mammoth
Mammuthus meridionalis
Mammuthus primigenius Woolly mammoth
Mammuthus lamarmorae Sardinian Dwarf Mammoth
A mammoth is any of a number of an extinct genus of proboscidean (of which the elephant remains), often with long curved tusks and, in northern species, a covering of long hair. They lived from the Pliocene epoch from 4.8 million years ago to around 3,500 years ago. The word mammoth comes from the Russian мамонт mamont, probably in turn from the Khanty. Mammoths and their relatives the mastadons are widely considered to be an iconic example of an extinct mammal.
Evolutionary history
Mammoth remains have been found in Europe, Africa, Asia, and North America. They are believed to have originally evolved in North Africa about 4.8 million years ago, during the Pliocene, where bones of Mammuthus africanavus have been found in Chad, Libya, Morocco and Tunisia. Mammuthus subplanifrons, found in South Africa and Kenya, is also believed to be one of the oldest species (about 4 million years ago).
Despite their African ancestry, they are in fact more closely related to the modern Asian Elephant than either of the two African elephants. The common ancestor of both mammoths and Asian elephants split from the line of African elephants about 6 - 7.3 million years ago. The Asian elephants and mammoths diverged about half a million years later (5.5 - 6.3 million years ago).
Around 700,000 years ago, the warm climate of the time deteriorated markedly and the savannah plains of Europe, Asia and North America gave way to colder and less fertile steppes. The southern mammoth consequently declined, being replaced across most of its territory by the cold-adapted steppe mammoth (Mammuthus trogontherii). This in turn gave rise to the woolly mammoth, Mammuthus primigenius) around 300,000 years ago. Woolly mammoths were better able to cope with the extreme cold of the Ice Ages.
The woollies were a spectacularly successful species; they ranged from Spain to North America and are thought to have existed in huge numbers. The Russian researcher Sergei Zimov estimates that during the last Ice Age, parts of Siberia may have had an average population density of sixty animals per hundred square kilometres - equivalent to African elephants today.
Most mammoths died out at the end of the last Ice Age. A definitive explanation for their mass extinction is yet to be agreed upon. However, the small mammoths of Wrangel Island became extinct only around 1700 to 1500 BC.
Whether the general mammoth population died out for climatic reasons or due to overhunting by humans is controversial. Another theory suggests that mammoths may have fallen victim to an infectious disease. A combination of climate change and hunting by humans is probably the most likely explanation for their extinction.
New data derived from studies done on living elephants and reported by the American Institute of Biological Sciences (BioScience, April 2006, Vol. 56 No. 4, pp. 292-298) suggests that though human hunting may not have been the primary cause toward the mammoth's final extinction, human hunting was likely a strong contributing factor. Homo erectus is known to have consumed mammoth meat as early as 1.8 million years ago.
The survival of the dwarf mammoths on Russia's Wrangel Island was due to the fact that the island was very remote, and uninhabited in the early post-Pleistocene period. The actual island was not discovered by modern civilization until the 1820s by American whalers. A similar dwarfing occurred with Mammoths on the outer Channel Islands of California, but at an earlier period. Those animals were very likely killed by early Paleo-Native Americans.
On August 14, 2006, scientists announced that they are considering possible means of bringing a hybrid species of the long-extinct woolly mammoth back from extinction. They say that sperm frozen in the testes of male mammoths may be viable and could be injected into Asian elephant eggs, which would produce a mammoth-elephant hybrid [1].
Mammoths and cryptozoology
There have been occasional claims that the mammoth is not actually extinct, and that small isolated herds might survive in the vast and sparsely inhabited tundra of the northern hemisphere. In the late nineteenth century, there were, according to Bengt Sjögren (1962), persistent rumours about surviving mammoths hiding in Alaska. In October 1899, a story about a man named Henry Tukeman detailed him having killed a mammoth in Alaska and that he subsequently donated the specimen to the Smithsonian Institution in Washington, D.C.. But the museum denied the existence of any mammoth corpse and the story turned out to be a hoax.[1] Sjögren (1962) believes the myth got started when the American biologist C.H. Townsend traveled in Alaska, saw Eskimos trading mammoth tusks, asked if there still were living mammoths in Alaska and provided them with a drawing of the animal.
In the 19th century, several reports of "large shaggy beasts" were passed on to the Russian authorities by Siberian tribesman, but no scientific proof ever surfaced. A French charge d´affaires working in Vladivostok, M. Gallon, claimed in 1946 that in 1920 he met a Russian fur-trapper that claimed to have seen living giant, furry "elephants" deep into the taiga. Gallon added that the fur-trapper didn't even know about mammoths before, and that he talked about the mammoths as a forest-animal at a time when they were seen as living on the tundra and snow (Sjögren, 1962).
There was an alleged Soviet Air Force sighting during World War II, but this was not verified by a second sighting.[citation needed]
It is a common misconception that mammoths were much larger than modern elephants, an error that has led to "mammoth" being used as an adjective meaning "very big". Certainly, the largest known species, the Imperial Mammoth of California, reached heights of at least 4 meters (13 feet) at the shoulder. Mammoths would probably weigh in the region of 6-8 tons. [2]. However, most species of mammoth were only about as large as a modern Asian Elephant, and fossils of a species of dwarf mammoth have been found on the Californian channel islands (Mammuthus exilis) as well as the Mediterranean island of Sardinia (Mammuthus lamarmorae).
Preserved remains, genetic evidence
Mammuthus primigenius St Petersbu 2
One-of-a-kind stuffed mammoth in The Museum of Zoology, St. Petersburg, found from River Berezovka
Mammuthus primigenius baby Dima Luzern
Preserved baby mammoth remains in Lucerne, Switzerland
Mammoth ivory hg
Section through the ivory tooth of a mammoth
Preserved frozen remains of woolly mammoths have been found in the northern parts of Siberia. This is a rare occurrence, essentially requiring the animal to have been buried rapidly in liquid or semi-solids such as silt, mud and icy water which then froze.
This may have occurred in a number of ways. Mammoths may have been trapped in bogs or quicksands and either died of starvation or exposure, or drowning if they sank under the surface. Though judging by the evidence of undigested food in the stomach and seed pods still in the mouth of many of the specimens, neither starvation nor exposure seem likely. The maturity of this ingested vegetation places the time period in autumn rather than in spring when flowers would be expected.
Found here: [3] E. W. Pfizenmayer was one of the scientists who actually recovered and studied the Berezovka mammoth in the early 1900s. From his book, Siberian Man and Mammoth, he says about the mammoth:
"Its death must have occurred very quickly after its fall, for we found half-chewed food still in its mouth, between the back teeth and on its tongue, which was in good preservation. The food consisted of leaves and grasses, some of the latter carrying seeds. We could tell from these that the mammoth must have come to its miserable end in the autumn."
They may have fallen through frozen ice into small ponds or potholes, entombing them. Many are certainly known to have been killed in rivers, perhaps through being swept away by river floods. In one location, by the Berelekh River in Yakutia in Siberia, more than 9,000 bones from at least 156 individual mammoths have been found in a single spot, apparently having been swept there by the current.
To date, thirty-nine preserved bodies have been found, but only four of them are complete. In most cases the flesh shows signs of decay before its freezing and later desiccation. Stories abound about frozen mammoth corpses that were still edible once defrosted, but the original sources (e.g. William R. Farrand's article in Science 133 [March 17, 1961]:729-735) indicate that the corpses were in fact terribly decayed, and the stench so unbearable that only the dogs accompanying the finders showed any interest in the flesh.
This has led to the idea that perhaps a mammoth-like beast could be recreated by taking genetic material from a frozen mammoth and combining it with that from a modern Indian elephant. Scientists hope to retrieve the preserved reproductive organs of a frozen mammoth and revive its sperm cells. However, not enough genetic material has been found in frozen mammoths for this to be attempted. The complete mitochondrial genome sequence of Mammuthus primagenius has been determined, however (J. Krause et al, Nature 439,724-727, 9 Feb 2006). The analysis demonstrates that the divergence of mammoth, African elephant, and Asian elephant occurred over a short time, and confirmed that the mammoth was more closely related to the Asian than to the African elephant.
A full size reconstruction of a mammoth at Ipswich Museum, Ipswich, Suffolk
As an important landmark in this direction, in December 2005, a team of German, UK & American researchers were able to assemble a complete mitochondrial DNA of the mammoth, which allowed them to trace the close evolutionary relationship between mammoths and the Asian elephant. African elephants branched away from the woolly mammoth around 6 million years ago, a moment in time intriguingly close to that of the similar split between chimps and humans.
On July 6, 2006 it was reported that scientists, using the latest genetic techniques, determined that a gene called Mc1r, extracted from a 43,000-year-old woolly mammoth bone from Siberia, caused Mammoths to have dark brown coats or blond hair (Rompler H et al. Science. 2006 Jul 7;313(5783):62). [4]
Origins of the name
The name "mammoth" comes via Russian from the Tatar language. It may have its origins in the Tatar word mamma, "earth", alluding to the long-held belief that mammoths lived underground and made burrows. The 17th century traveller Eberhard Ysbrant Ides recorded that the Evenk, Yakut and Ostyak peoples of Siberia believed that the mammoths "continually, or at least by reason of the very hard frosts, mostly live under ground, where they go backwards and forwards." Exposure to the air was enough to kill them, explaining why they were never seen alive.
Aboriginal legends
A mammoth possibly appears in an ancient legend of the Kaska tribe in British Columbia, The Bladder Headed Boy. The story tells how the boy in the title killed a mammoth, and was rewarded by being made the first chief of his people. The mammoth is described fairly accurately as a "huge shaggy beast that roamed the land long ago", but is also said to steal meat and eat people, suggesting that the creature in the story could be a conflation of more than one kind of animal.
See also
External links
• Sjögren, Bengt. Farliga djur och djur som inte finns, Prisma, 1962.
Further reading
• Lister, Adrian; Bahn, Paul. Mammoths. London: MacMillan, 1994 (ISBN 0-02-572985-3).
• Martin, Paul S. Twilight of the mammoths: Ice Age extinctions and the rewilding of America. Berkeley: University of California Press, 2005 (ISBN 0-520-23141-4).
• Stone, Richard. Mammonths: The resurrection of an Ice Age giant. London: Fourth Estate, 2001 (ISBN 1-84115-518-7)
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Grade 6
Animal Habitats
Hello, my name is Elisha. Today, I will be talking about animal habitats. First, I will talk about bird nests. Second, I will talk about beaver dams, and last, I’ll talk about spider webs.
Birds have nests for their home. The nest keeps them comfortable and safe. They make a nest by collecting sticks and straw. Then, they put their babies in it, and keep worms for them to eat.
Beavers make their homes by chopping wood from trees with their teeth and stacking it on top of each other on a pond. Their homes are called beaver dams. The beavers would go underneath the pile of sticks and stay comfortable in there!
Spiders have homes too! They make their homes by webs that come out of their body and it makes a cool pattern. Spiders can catch insects with their web.
People have homes to be comfortable and animals do too! If you see a nest, a beaver dam, a spiderweb, or other kinds of homes for animals, do not break or damage them! Would you like it if someone just stomped or damaged your home? I know I sure wouldn’t!
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"url": "https://meaningofhome.ca/entry/animal-habitats/"
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Zoroastrianism is one of the oldest world religions and arguably the first monotheistic faith in the world. Zoroastrianism was founded by Prophet Zarathustra (or Zoroaster) in ancient Persia approximately 3500 years ago. Zoroastrianism expanded to become one of the most important religions in the ancient world. From 600 B.C.E. to 650 C.E. it was the official religion of Persia (ancient Iran).
Zoroastrianism declined from the 7th century onwards following the Arab conquest of Persia of (636 – 651 C.E.) and the overthrowing of the Persian Empire. In around 700 AD. the Zoroastrians had to flee Persia due to religious persecution and landed on the shores of India. The Zoroastrian / Persian migrants who fled to India are called Parsi. Parsi in the Persian language means “inhabitants of Pars”, Pars being a province in Persia.
Zoroastrians believe that there is one universal, transcendent, all-good, and uncreated supreme creator deity, Ahura Mazda, or the “Wise Lord”. Zoroastrian theology includes foremost the importance of following the Threefold Path of Asha revolving around Good Thoughts, Good Words, and Good Deeds. Zoroastrians believe that everyone in the world are created by God and are equal.
The oldest Zoroastrian religious scripture, as preserved at present as the holy book of Zoroastrianism is known as the Avesta.
Zoroastrians are not fire-worshippers (as some westerners wrongly believe). Zoroastrians believe that all the elements are pure and that fire represents God’s light or wisdom. Zoroastrians turn towards a flame (atash) or a source of light when they worship. The light can come from a natural source such as the sun, an oil lamp or a wood fire. Fire is a source of light and light represents wisdom while darkness represents ignorance. Ignorance and darkness are the absence of wisdom and light. A fire temple (called agiyari or atash behram) where the holy fire is always kept burning, is the place of worship for Zoroastrians.
Navjote (or Sudreh Pushi) is the ceremony the ritual through which a pre-puberty child is initiated into the Zoroastrian faith. The ceremony is traditionally the first time a Zoroastrian wears the sudreh and kusti (the holy vest and girdle), which they then continue to wear for the rest of their life. The sacred clothing signifies parental responsibility as well as responsibility for the one who is undergoing this ceremony.
The Zoroastrian new year is called Nowruz (or Navroze). It falls on the day of the vernal equinox (March 21), and marks the beginning of spring.
The Zoroastrian community in Singapore is a small but very closely-knit and united community which has contributed in its own small way to the growth and progress of Singapore.
The Fire Temple
The fire temple or places of worship are consecrated for prayers and sacred ceremonies. These places of worship are called Agiary or Atash Behram (fire temples). As there is no Fire Temple in Singapore, worship in Singapore is only conducted in private homes. In a Zoroastrian place of worship, or Fire Temple, shoes are removed and the head is covered with a cap or a scarf. In the innermost sanctum there is a fire on a central altar, symbolizing God’s presence and radiant energy. The fire is kept burning day and night and the ashes of the fire are offered to the congregation and applied to the forehead.
Ahura Mazda the Almighty God revealed the religion to Lord Zarathustra. The basic religious tenets are Good Thoughts, Good Words, and Good Deeds. Prayers are to be performed five times a day.
Ghambar translates to “full time” or “proper season”. These Parsi festivals honour the seasons, because they are responsible for the prosperity of humanity, and they occur six times a year. During these rituals, tribute is paid to the phases in the creation of the world. Each phase – heaven, water, earth, flora, fauna and man – is associated with one Ghambar and is celebrated over five days. Those who participate are expected to recall not only the blessings bestowed by the seasons, but also the seven main acts that a good Parsi must perform. They are radih or to give charity; rastih or to be truthful; to celebrate the Ghambars; to observe the three-day ceremony after death; to worship God; to build lodgings for the poor; and to wish everyone well. The Ghambar festival is expected to reinstil these feelings of brotherhood.
New Year or Navroz literally means “new day”. Inherited from Zoroastrian Persia, it is celebrated as a New Year feast by the Parsis of India. The day of celebration is March 21st, which coincides with the spring equinox and is called Jamshedi Navroz. It is a festival observed for the onset of spring. People join nature in making a fresh start, full of joy and hope for the coming year.
Zoroastrians have no dietary restrictions. They also do not fast, as the religion teaches them, that the body must be well nourished to be able to work and live a healthy life.
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Shrimp cause a stir
Migration of brine shrimp causes substantial mixing of the water column.
Search for this author in:
Brine shrimp migrating vertically
Credit: Isabel Houghton
Brine shrimp (Artemia salina) are a type of tiny crustacean that lives in swarms and has a daily pattern of vertical migration. In a paper online in Nature, Houghton et al. report that such group migration generates water eddies with the potential to cause substantial mixing of the water column (I. A. Houghton et al. Nature; 2018).
The ability of individuals or groups to alter their physical environment has long fascinated biologists. Indeed, Charles Darwin’s final book, The Formation of Vegetable Mould through the Action of Worms (Murray, 1881), reported his analysis of the changes that could occur through the repeated actions of small creatures. This work was a fitting finale for a career spent showing how small changes could, given the time and opportunity, have large effects. As with worms, so, too, with shrimp.
“These animals are tiny and the ocean is enormous … how is it possible that such small things could have an effect?”
In laboratory-conducted experiments, Houghton and colleagues studied the effect of A. salina group migration (pictured: a time-lapse image in which the vertical tracks made by suspended particles provide a way of monitoring water flow). They found that shrimp movement created a water jet that caused mixing of the water column on a scale three orders of magnitude more effective than the mixing that occurs by diffusion. Ocean mixing can be caused by wind or currents. Small marine organisms might also contribute to perceptible ocean-mixing changes, if the phenomenon reported by Houghton and colleagues is relevant for tiny crustaceans called krill, which swarm in vast numbers in climatically sensitive parts of the world, such as the Southern Ocean.
Nature 556, 440 (2018)
doi: 10.1038/d41586-018-04673-5
Nature Briefing
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Why Do Churches Have Stained Glass Windows?
Often the biblical messages embedded in stained glass were overt yet skillfully rendered.
... Faabi/iStock/Getty Images
Stained glass windows play games with the light in many modern churches. The tradition of making those windows goes back a long way. As early as the fourth century, colored glass was used to ornament church windows, though it was not until the 12th century that making stained glass became an art form like sculpture or painting. Yet stained glass was not just a decoration. It was a way of communicating scenes and episodes from the Bible to everybody -- including those unable to read.
1 Changing Architectural Styles
Though Gothic cathedrals allowed for larger windows, stained glass often made the interiors darker, as seen at Saint Gatien.
... wjarek/iStock/Getty Images
In April of 1144, Louis VI of France entered a new cathedral, the royal abbey of St. Denis. What he found was a building filled with daring architectural innovations. St. Denis was one of the first of many churches to be constructed in a new fashion, later called Gothic. Before the Gothic style of architecture became popular, many buildings were made in the Romanesque style. Romanesque buildings were heavier in appearance than their Gothic counterparts. Inside, space was separated by thick walls into units. Gothic interiors, by contrast, were open. In eliminating interior walls, Gothic buildings created a sense of unified space. The sumptuous rows of shimmering stained-glass windows lining the walls of Gothic buildings contributed to the impression of uninterrupted space.
2 Fashioning Stained Glass, Medieval Style
The wide spaces for windows afforded by Gothic architectural features contributed to a greater demand for stained glass windows. Artists would blow the glass into varying forms and sizes. Pieces were then cut into smaller fragments and assembled according to a design. Often, pieces were “painted” so details -- such as gestures and clothing -- could be represented. The challenges of creating stained glass masterpieces were only equaled by the difficulties workers experienced when they placed those intricate windows in their frames.
3 Famous Cathedrals and the Magic of Light
In an example of the rose window design, solid walls give way to a burst of stained glass.
... Natalia Bratslavsky/iStock/Getty Images
Some of the most famous stained glass windows can be found in Chartres Cathedral, which was completed in 1220. Thanks to innovations in architecture, Chartres demonstrated the power that stained glass windows could wield more effectively than its predecessors. Most of the original stained glass is still intact in Chartres today; its colored light is part of what makes the cathedral a favorite tourist attraction. One of the most popular works of stained glass can be found in the famed Notre-Dame Cathedral (1345). There, an enormous stained glass window creates the impression of a rose of light that changes with the hours of the day, a seeming window to the heavens.
4 Revealing the Bible Without Words
The stained glass scenes often depicted a progression -- in this case from the birth of Christ to his crucifixion.
... Design Pics/Design Pics/Getty Images
Ultimately, the most important reason that stained glass windows remain a staple in churches even now is a matter of the Bible, not beauty. Stained glass was not merely attractive, it created an ethereal experience with a material object, glass, making the earthly into the divine. More important, stained glass was useful for a practical reason. In the medieval period, many church-goers were illiterate. The intricate scenes depicted in stained glass were not just decorations; they were ways of delivering religious messages to all viewers, even those who could not read the Bible for themselves. Stained glass embedded religious beliefs into the very walls.
Alana Shilling is a contributor to several publications including "The Brooklyn Rail," "Art in America" and the "Fortnightly Review." She writes on subjects ranging from archaeology and history to contemporary art. Shilling received a Master of Arts and Ph.D. in comparative literature from Princeton University and has been writing for audiences both general and academic since 2005.
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Multiple realities
(covers information from several alternate timelines)
A parsec was an astronomical measure of length that stood for "parallax arc-second". It was based on the Earth method of measuring interstellar distances using trigonometry. A star located one parsec away from an observer would have a "parallax angle" of one arc-second.
Based on this, one parsec was exactly equal to 360×60×60 / 2π au (206,264.8 au or ∼3.26 light years).
Comparative list of lengths
2.2 milliparsecs ≈ 0.0072 light years, or 455.326 au.
1/16 parsec ≈ 0.2 light years.
0.5 parsec ≈ 1.6 light years.
0.54 parsecs ≈ 1.76 light years.
1 parsec ≈ 3.2 light years.
1.4 parsecs ≈ 4.6 light years.
2.3 parsecs ≈ 7.5 light years.
2.72 parsecs ≈ 8.87 light years.
5 parsecs ≈ 16.308 light years.
20 parsecs ≈ 65.231 light years.
22.3 parsecs ≈ 72.7 light years.
23 parsecs ≈ 75 light years.
100 parsecs ≈ 326 light years.
• The Metrons hurled the Enterprise 500 parsecs distant from their previous location. (TOS: "Arena")
500 parsecs ≈ 1.63 thousand light years.
5,000 parsecs ≈ 16.308 thousand light years.
See also
External link
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Ambergris, Aspergillus and Manganese Nodules.
Article Source ~ Atlas Obscura
According to Christopher Kemp, author of Floating Gold: A Natural (and Unnatural) History of Ambergris, ambergris is formed when the indigestible remnants of the sperm whale’s favorite meal—squid-meets up with a malfunctioning, leaky sphincter between the last of the whale’s four stomachs and its intestine:
Curved like a parrot’s beak, the squids’ [indigestible] beaks pass from the stomach, chafing and irritating the delicate intestinal lining on the way. As a growing mass, they are pushed farther along the intestines and become a tangled indigestible solid, saturated with feces, which begins to obstruct the rectum. It also acts as a dam. Feces builds up behind it. The whale’s gastrointestinal system responds by increasing water absorption from the lower intestines, and gradually the feces saturating the compacted mass of squid beaks becomes like cement, binding the slurry together permanently. It becomes a concentration- a smooth and striated boulder.
This process is thought to occur in about one percent of the world’s 350,000 sperm whales, who roam in every part of the ocean except the very coldest. It has led to the very common mis-assumption that ambergris is “whale vomit.”
Ambergris is, in fact, most likely passed by the living whale, or the last byproduct of the dead whale, floating up from its eaten carcass. Ambergris cut from whales is black and tar-like, with a strong fecal smell. The longer it is in the ocean, the paler, smoother and more fragrant it becomes, shaped by the smells of the sea. The most valuable ambergris is light grey and lightweight, and may be peppered with the black beaks of squids, like so many little sesame seeds.
Ambergris derives from a sperm whale’s intestines.
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DAMN.: The Art and Importance of Storytelling
Essential Question
How do Kendrick Lamar’s album DAMN. and the work of photojournalist Gordon Parks tell stories that bring attention to social issues?
Note: For this lesson, teachers will need access to Kendrick Lamar’s album DAMN. This lesson contains strong language and references to abuse, sex and drug use. It is intended for upper grade levels. Teacher discretion strongly advised.
In this lesson, students will analyze several tracks from Kendrick Lamar’s Pulitzer Prize-winning album DAMN. They will answer questions about selected songs from the album together as a class. Students will also participate in a gallery walk composed of stills from the music video for Kendrick Lamar’s “ELEMENT.” and the work of Gordon Parks that inspired the video, exploring how photos tell stories and tell us about race in the United States. The lesson will conclude with students using inspiration from Lamar and Parks to create their own creative storytelling project.
In April 2018, rapper Kendrick Lamar made history when he was awarded the Pulitzer Prize in Music for his 2017 album DAMN. Not only was Lamar the first non-jazz or classical musician to receive a Pulitzer, but DAMN. was the first hip-hop album to win the prestigious award. After already being widely celebrated by critics and fans and appearing on numerous end-of-the-year “Best Album” lists in 2017, the Pulitzer jury recognized the album as “a virtuosic song collection unified by its vernacular authenticity and rhythmic dynamism that offers affecting vignettes capturing the complexity of modern African-American life.”
DAMN. recounts Lamar’s experience after the mega success of his magnum opus To Pimp a Butterfly, an album detailing the struggles and experiences of the Black community in the United States. To Pimp a Butterfly was immortalized when Harvard University decided to archive it in its Hip Hop collection, as well as through the song “Alright,” which became widely considered the unofficial anthem of the Black Lives Matter movement and one of the most influential songs of the 2010s.
While To Pimp a Butterfly was widely praised, it still drew backlash, especially from American conservatives. After an award show performance of “Alright,” reporters on the Fox News network proceeded to bash Lamar’s song and performance, arguing hip hop was more “dangerous” than racism for Black American youth. The song, which was made to instill hope in the aftermath of several high profile police brutality cases in the United States, was painted as anti-police and anti-American. This backlash (along with the praise), spurred Lamar into the spotlight as not only a political performer, but one of the leading voices in hip hop.
In DAMN., Lamar addresses such conservative critiques, using the 14 tracks to confront his critics and haters while telling the story of his upbringing in Compton, California, his feelings towards fame, and his experience as a Black American after the presidency of Barack Obama.
Lamar’s storytelling transcends the 14 tracks on DAMN. through the six music videos created for the album. In the music video for “ELEMENT.” Lamar pays homage to another great storyteller: photojournalist, director, and activist Gordon Parks. After working odd jobs, Parks eventually landed a job with the Farm Security Administration (FSA) in the 1930s, focusing his work on the segregation of Washington D.C. After the FSA closed in 1943, Parks freelanced as a photographer until he landed a job at Life Magazine from 1948 to 1972 as the first Black photojournalist for the publication. While at Life Magazine, Parks focused his photos on fashion, celebrities, but also social injustices of everyday people. Some of his most well known photo essays focused on racism, poverty, and the struggles of urban inner city residents. With his photos, Parks was able to tell the stories, in addition to giving a platform to people who were regularly ignored and discriminated against in The United States.
View More
1. Know (knowledge):
• Kendrick Lamar’s album DAMN. and its cultural impact
• The work and activism of Gordon Parks
• The art of storytelling and how it can be done through photos and music
2. Mastery Objective:
• Students will be able to better understand the craft of storytelling by analyzing Kendrick Lamar’s 2017 Pulitzer Prize-winning album DAMN and the work of photojournalist Gordon Parks.
Motivational Activity:
1. Ask students:
• In what ways can we tell stories? Where do you hear or learn stories?
• Can you give an example of a story you find compelling? What makes it compelling? How is the story told? What does the storyteller do to make the work engaging or intriguing?
2. Tell students that in this lesson they will be examining the Kendrick Lamar album DAMN. Ask students:
• Have you ever heard of Kendrick Lamar, or this album? What do you know about the artist or the album?
• How might an album be an example of storytelling?
• In April 2018, Lamar was awarded a Pulitzer Prize for the album. Pulitzer Prizes are awarded for “excellence in newspaper journalism, literary achievements, and musical composition.” Why might have Lamar’s Hip Hop Album won this award? What kind of perspective might it offer?
1. Pass out Handout 1 – Primary Source Documents. Have students read Document 1: Transcript of Fox News’ The Five reaction to Kendrick Lamar’s BET performance of “Alright” either on their own, with another classmate, or out loud as a class. Then ask students:
• What are the show hosts’ reaction to Kendrick Lamar’s performance? Why don’t they appreciate the performance?
• How do you think Lamar responded to the criticism about his work?
2. Have students read Document 2: “DNA.” by Kendrick Lamar. Then ask students:
• Who do you think Lamar is addressing with this song?
• Why do you think Lamar included the snippet of the criticism from FOX News anchor Geraldo Rivera? Do you think the song serves as a response to it? If so, explain Lamar’s position.
3. Have students read aloud Document 3: Gordon Parks Introduction. Then, display the above images. Tell students that the images come from Parks’ “A Harlem Family” series which feature the Fontenelle Family referred to in the handout. Ask students:
• What stands out to you about these images?
• What message might Parks be trying to get across through these images?
• How might a typical Life Magazine reader in 1967 respond to this photo essay?
• Read the quote at the bottom of Document 3. In what way might these photographs speak to Parks’ “Personal Project?”
4. Print and place the Gallery Walk Images throughout the classroom. Pass out Handout 2: Gallery Walk Observations to students. Tell students they will be looking at pairs of images, one from Gordon Parks and the other from the Kendrick Lamar video “ELEMENT.” Ask students to record their initial response to the images in Handout 2, considering what emotion and message each image might be trying to convey. After the Gallery Walk, ask students:
• What can we infer about America through Gordon Parks images?
• What can we infer about America through the stills from the “ELEMENT.” video?
• Why might have Lamar sought inspiration from Parks’ work? What does this say about America today?
5. Ask students to examine Document 4: “XXX.” ft. U2 by Kendrick Lamar in Handout 1. Before playing song, ask students to pay attention to:
• The tone of voice Lamar uses
• The topics covered in the song
• The words or lines that are particularly interesting to you.
6. Play the song “XXX.” ft. U2, beginning at 4:14. Ask students:
• Who or what is Lamar addressing in this song? How does he interact with these ideas or people?
• Who might “Johnny” be? Why might “America love him”?
• What are some examples of contradictions found in the song? (For example: Lamar tells his friend that he would kill another person if they killed his loved ones while on his way to speak to kids about gun control.) What purpose might such contradictions serve in the song?
• There are few references to religion. Why might Lamar refer to religion?
• How is America characterized in the song? What events is this characterization based off of?
7. Direct students’ attention to Document 5: “Fear” by Kendrick Lamar in Handout 1. Play the song “FEAR.” from 0:37-6:30. and ask students to follow along with the lyrics, making notes of anything that stands out. Ask students:
• What are some of Kendrick Lamar’s fears? How do they differ at the ages he speaks of (ages 7, 17, 27)?
• The song opens with a sample of the 1973 song “Poverty’s Paradise” by The 24 Carat Black, which details a man’s experience growing up in poverty and not being able to provide for his family. How might this sample connect to Lamar’s “FEAR.”? Why might have he chosen this sample?
• How is the tone and subject of “FEAR.” different than other songs previously listened to?
Summary Activity:
1. Ask students:
• How does Lamar tell stories from his lived experience on DAMN.? What emotions or feelings does he experience? What parts of the songs listened to in class best represent such feelings and experiences?
• Why do you think the album garnered critical acclaim, including winning a Pulitzer? How does it represent an American experience?
• What similarities might exist between the work of Kendrick Lamar and Gordon Parks?
2. Outside of class time, have students take pictures or write accounts about aspects of their everyday life. Students can focus their project on their neighborhood, their family, an interest or hobby or another creative aspect. Encourage students to consider the work of Gordon Parks in which their photos or writings together tell a story. Students can create a slideshow and share their stories with their class.
Extension Activities:
1. Listen to DAMN. in its entirety. After listening, write a one page summary of the album. Pay attention to any motifs or repetitions of certain lines. What story is Kendrick Lamar trying to tell? How does the end of the album compare to the beginning? According to Lamar, the album can be played in reverse (Starting with “DUCKWORTH.” and ending with “BLOOD.”). If you would like, you may listen to the Collector’s Edition of DAMN. which features the reverse tracklist, available on streaming platforms such as Spotify and Apple Music. Does the story change at all compared to the standard version of DAMN. (beginning with “BLOOD.” and “DUCKWORTH.”)? If so, how is it different when the order of the tracklist is reversed?
2. Research and write a two page paper about one of Gordon Parks’s most famous photographs, “American Gothic” (1942). Consider the following resources while you research the significance of the photograph:
When writing the paper, consider the following questions:
• How are the two pieces similar? How are they different visually?
• Why do you think Parks chose to reference Wood’s piece?
• How do these two pieces depict America?
• In what ways might Park’s “American Gothic” provide commentary to Wood’s “American Gothic”? Is he presenting anything Woods neglected?
Use details from both artworks and the information gathered from your research to support your arguments and reflections.
Common Core State Standards
College and Career Readiness Anchor Standards for Reading
College and Career Readiness Anchor Standards for Writing (Extension Activities Only)
College and Career Readiness Anchor Standards for Language
College and Career Readiness Anchor Standards for Speaking and Listening
• Theme 1: Culture
• Theme 2: Time, Continuity, and Change
• Theme 3: People, Place, and Environments
• Theme 4: Individual Development and Identity
• Theme 5: Individuals, Groups, and Institutions
• Theme 6: Power, Authority, and Governance
Core Music Standard: Responding
Core Music Standard: Connecting
Design, Visual and Media Arts (A)
Performing Arts (B)
B2.2 Describe how the elements of music are used.
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Why is Queen Margaret so important in Richard III?
Expert Answers
An illustration of the letter 'A' in a speech bubbles
Queen Margaret has a small role in the play, but she is important in representing all the powerless people who have been hurt by Richard III and in general by the bloodshed and disruption caused by the War of the Roses. She has no real say in what happens and is dependent on those who killed her relatives and put her in this powerless position, but she does have a voice—and she uses it.
Her curses in act 1 are famous, both for being so venomous and also for coming true. If Margaret is the stand-in or proxy for all the powerless people in England who have been wronged by abusers they can't fight back against, Shakespeare seems to be saying that God is listening to their complaints and poetic justice will be done.
Margaret is a one-dimensional character, defined by her bitter and relentless anger, but we also sympathize with her. She has every right to be consumed with rage. As she says to Richard III:
Out, devil! I remember them too well:
Thou slewest my husband Henry in the Tower,
(The entire section contains 3 answers and 757 words.)
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Last Updated by eNotes Editorial on March 3, 2020
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Find the Cookies A shoe box to house the materials. This can be plastic or a regular shoe box you would get from Wal-Mart, Payless, or any other shoe store. Contents of the of the shoe box: cookies cut out of brown construction paper with dots on them (representing chocolate chips or M&M's if you choose to use colored dots), paper plates with a number on it (one number per plate can vary 1-10, 1-20). Bingo chips. Laminate all materials you are able to in order to get longer life out of them.
Find the Cookies
This activities focuses on a variety of skills: one-to-one correspondence, counting, number identification and, fine motor
• Hide the paper cookies around the classroom (or house) not hiding them too well.
• Place the paper plates on a table or on the floor.
• Have the child(ren) find the cookies placing the cookie on the correct plate with the correct number corresponding with the number of chips or M&M's the cookie has.
Variation to the activity:On each plate the student can count our the correct number of bingo chips on each plate then go and find the cookie with the corresponding number of chips or M&M's
Tags: Activity, Counting, Math, Numbers
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Broadcast For IT - Part 11 - Sensors
The first image gathering devices used in television were based on cathode ray tubes working in reverse. Patents stretched back to the 1920’s but it was Philo Farnsworth’s Image Dissector that provided the first transmitted image in 1927. Zworykin’s Iconoscope followed in 1931 with EMI improving on the design to provide the Super-Emitron shortly afterwards. RCA developed the Image Orthicon which was in main stream use from 1946 to the late sixty’s.
A range of variations on the tube continued development, including the Plumbicon, Saticon, Trinicon, until their eventual demise with the large scale up-take of CCD sensors in the 1980’s.
Cameras Remain Unchanged
The fundamental operation of a camera hasn’t really changed over the years, the only real change has been the type of sensor used.
In early tube cameras, a lens on the front of the camera focuses the image onto the tubes photosensitive plate and a scanning electron beam reads the image. The resulting beam current is proportional to the brightness of the screen giving rise to the video signals.
Vacuum Tube Technology
Electromagnetic coils placed around the tube provide the horizontal and vertical deflections needed to trace the electron beam on the back of the faceplate to read the image. A heating element was also needed in the base of the tube to supply the source of the electrons, like the glow seen in old valve radios.
Tubes have varied enormously in size throughout their development. Early designs measuring up to 18” long (45cm) with the more modern Plumbicon tubes measuring 6” (15 cm). They were far from portable and required a great deal of maintenance and support to keep the camera working reliably.
Diagram 1 – Basic elements of a single color or black-and-white camera tube.
The introduction of color provided even more challenges as three tubes were needed to represent the red, green, and blue channels. A dichroic block was placed between the lens and the tubes to filter the light into the three channels. Each tube was sensitive to its own color to provide the best color rendition.
Each tube had its own scanning coils and associated drive electronics giving rise to camera registration. The line and field synchronizing pulses made sure the three electron beams were synchronous, but their displacement was slightly different relative to each other. The resulting picture had red, green, and blue images all laid over each other but slightly offset and differing in size.
High Power Electronics Needed
To counteract this the camera had many adjustments to change the linearity, size, and position of each tube’s electron beam.
Up to the 1980’s, cameras relied extensively on analog electronics. The voltages developed over the scan coils could easily reach two or three hundred volts necessitating the use of high power driver circuits. Temperature, humidity, physically moving a camera would cause the electronics to drift resulting in registration errors and color imbalance.
At the start of each shift, the broadcast engineer would line up all the studio cameras. This was a time-consuming task that relied on great skill and experience. Periodically, throughout a transmission or recording, the cameras would drift, and the broadcast engineer would have to line up the cameras again.
Battery Packs Quickly Ran Down
Portable cameras provided even greater challenges as the physical environment they were used in did not help the analog electronics, especially in news gathering environments where the conditions could be hostile. Large, heavy, cumbersome, battery packs were needed to power the cameras. A belt pack may of only lasted twenty minutes.
Charge Coupled Devices (CCD) started to make headway into broadcasting during the 1980’s having three major advantages, they were portable, reliable and relatively inexpensive.
Based on silicon technology, the CCD started development in 1969 at Bell Labs. The light sensitive layer is exposed to an image resulting in a charge being formed proportional to the brightness of the scene. The charges are then moved into a shift register within the same silicon where they are no longer exposed to the light. And then read into an analog to digital converter to provide a digital representation of the scene.
No Registration Issues
Replacing the tubes, CCD’s were bonded directly to the dichroic block during manufacture. The result was an image that always had perfect registration. No field adjustments were required, and the three-sensor system was virtually maintenance free.
CCD’s fundamentally differ from tubes as they use a matrix system of image gathering instead of relying on the electron beam scanning. This is analogous to how a cine film camera works requiring some creative electronic shuttering to be adopted.
Diagram 2 – The Bayer filter was used by single CCD cameras and relied on die’s being applied directly to the CCD sensor so the RGB signal could be derived.
All the heavy-duty power electronics needed to drive the scan coils were dispensed with. As these were a major source of power consumption, adoption of the CCD’s greatly reduced the amount of power needed to keep the camera working. Battery power packs went from lasting for minutes to hours – a major win for news gathering.
Bayer Filters
CCD’s became more sensitive and higher resolution as their technological development improved with the next major change being the single CCD camera.
To divide the image color into red, green, and blue, each pixel on a single CCD was coated with either a red, green or blue die. A specific layout of the colors to weight sensitivity to green was provided by Bryce Bayer with his Bayer Filter 1976 US patent.
Single CCD cameras no longer needed the dichroic block, so the design was greatly simplified, making reliability and power consumption better. As CCD’s are manufactured on silicon production lines, the quality and yield rates are very high, making them much more cost effective than tubes.
Tubes For HD?
Tubes were used in some experimental HD cameras but by the time HD was gathering momentum CCD’s had taken over. It is technically possible to manufacture a 4K tube, but the costs, size and power consumption would make it a non-viable solution. But CCD’s keep improving in resolution and sensitivity so lend themselves well to HD, 4K, 8K and beyond.
Although camera sensors have gone through a major technology change from tubes to CCD’s, the operational ergonomics of cameras has largely stayed the same. Cameras are now incredibly reliable and a fault is the exception rather than the norm.
David Austerberry talks about camera development further in his article Is There An Optimum Shape for a Camera?
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amoeba (n.)
type of microscopic protozoa, 1855, from Modern Latin Amoeba, genus name (1841 in English, said to have been used 1830 by German naturalist Christian Ehrenberg), from Greek amoibe "change, alteration; exchange," which is related to ameibein "to change, exchange," from PIE *(e)meigw-, which is an extended form of root *mei- (1) "to change, go, move" or perhaps a separate root. So called for its constantly changing shape. An earlier popular name for it was proteus (1660s). Related: Amoebic; amoebiform; amoeboid.
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Rockhopper Penguin Facts
These Rockhopper Penguin Facts are Just Too Awesome for Words
As the name rightly suggests, Rockhopper Penguins have the habit of hopping through the rocks in their territory. Here are some interesting facts about these penguins.
We all know that penguins are flightless, aquatic birds; and they are mostly found in the southern hemisphere, especially the Antarctic Islands. Even though their taxonomic classification is still a much-debated topic; as of date, there are around 17 to 20 species of extant (existing) penguins that are divided into six genera. All these species belong to the family Spheniscidae.
The members of the genus Eudyptes are characterized by an ornamental tuft on their heads, and hence they are called the crested penguins. Rockhopper penguins belong to this genus, and are so named due to their hopping habit. They hop between the rocks, with their feet held together.
Interesting Facts on Rockhopper Penguins
So, rockhoppers belong to the genus Eudyptes in the family Spheniscidae. They are one among the crested penguin species, with an ornamental tuft on their heads. In fact, they are the smallest among the crested penguins. Earlier, these penguins were classified as a single species (Eudyptes chrysocome); but now, they are divided into three different species that are closely related.
They include the western rockhopper penguin (
Eudyptes (chrysocome) chrysocome), eastern rockhopper penguin (Eudyptes (chrysocome) filholi) and northern rockhopper penguin (Eudyptes moseleyi). Even though, rockhopper penguins are now classified into three different species, they share similar characteristics, which are listed below.
yellow tufts above the eyes
Being a crested penguin, the rockhopper has yellow tufts above the eyes, a red-colored beak, and a black and white plumage. Their eyes are also blood red in color.
yellow eyebrows and black spiky feathers
The tuft on the head of rockhopper penguins have spiky yellow and black feathers. The yellow spiky feathers that look like eyebrows, project on either side of the head. They have black spiky feathers on top of their head.
pink webbed feet and rest white
The top of the head, the back, and the flippers are covered with bluish black plumage; and the rest of the body is white. Their feet are pink and webbed. Rockhopper penguins molt and lose the feathers during some seasons.
streamlined shape
Being the smallest crested penguins, rockhoppers have a height of around 45 to 60 centimeters, and a body weight of two to three kilograms. A rockhopper penguin has a big head, short and thick neck, a wedge-shaped tail, and strong flippers. The body of this penguin has a streamlined shape.
rockhopper penguin habitat
These penguins are sub-Antarctic species that are mainly found in and around the Antarctica. They are found in regions, like Macquarie Island in Australia, Campbell Island (New Zealand), Falklands, Antipodes, and Tristan da Cunha. Rockhopper penguin habitat includes grasses on the rocky coastlines of these regions.
rockhopper penguin eating
Unlike other penguin species, rockhoppers are aggressive and bad-tempered. They are found to fight for food, territory, nesting materials, and mating partners. They make loud noises, especially during the breeding season. Usually, these penguins feed on krill, squid and small fish. In case of scarcity of food, they may consume anything that is found in water.
loud cries with flapping
These penguins attract their mates with loud cries and other complex behavior. Apart from these noises, their communication involves lots of actions, like shaking head and moving the flippers.
penguin lining hole with dried grass
Mating of rockhopper penguins takes place during the summers. The mating partners dig a hole in the ground and line it with dried grass. The female lays two eggs, one smaller than the other. Only the bigger egg hatches, and the incubation time is around 35 days.
rockhopper penguin and chick.
Once hatched, the young one is guarded by both the male as well as the female. It has been observed that the males are capable of regurgitating milk from their digestive systems, so as to feed the offspring, when the female is away. This feature is found in certain other penguin species too.
rockhopper penguin standing on snow
rockhopper penguins courting
hopping adult rockhopper with nesting material
penguin in the rookery
alien looking penguins
rockhopper penguin with chick
rockhopper penguins
rockhopper penguin
These interesting aquatic birds have a lifespan of around 10 years. Even though they are found in large numbers, rockhopper penguin population is now facing decline. They are now declared 'vulnerable', by the IUCN. Rising pollution levels and predator attacks are cited as the main reasons for their dwindling population.
Rockhopper Pengiun
Rockhopper Penguin
Rockhopper Penguin
Rockhopper Penguin Close Up
Rockhopper Penguin Portrait
Southern Rockhopper Penguin
Rochkopper Penguins
Rockhopper Against Colorful Background
Rockhopper Penguin On Stony Ground
Young Rockhopper Penguin Chicks
Isolated Rockhopper On The Rock
Isolated Juvenile Rockhopper
Adult Rockhopper Penguin And Chicks
Rockhopper Penguin On Bleaker Island
Rockhopper Penguin Cuddling Chick
Rockhopper Penguin
Rockhopper Penguins
Southern Rockhopper Penguin On A Stone
Penguins Chase Off Striated Caracara
Bird Colony
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Math 409/409G History of Mathematics Expected Value.
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Presentation on theme: "Math 409/409G History of Mathematics Expected Value."— Presentation transcript:
1 Math 409/409G History of Mathematics Expected Value
2 The general description of an expected value problem is that someone, perhaps you, pays to repeatedly “play a game” in the hopes of winning a big payoff. Knowing how to compute the expected value tells you how to determine if, in the long run, you will come out the winner or the loser.
3 For example, if you go to Las Vegas to play the roulette wheel, will you come home a winner or a pauper? You’ll probably come home a loser because the folks in Vegas hirer mathematicians to determine how much they should charge so that you will most likely be the loser so they can pocket your money.
4 Even if you don’t think of yourself as a Vegas style gambler, you’ve played (or will play) the game when you pay for any kind of insurance (life, health, etc.) Any company that offers you any kind of insurance has used the mathematical concept of expected value to insure that, in the long run, they make a profit. Here’s how they do it, described in terms of a game.
5 Expected Value of a Game The a i ’s are the possible outcomes of playing the game. The p i ’s are the probability that a i will occur. If E = 0, the game is called a fair game. In this case, you break even by winning as much as you lose.
6 Example A term life insurance will pay a beneficiary a certain sum of money upon the death of the policyholder. The policies have premiums that must be paid annually. Suppose that a life insurance company sells a $250,000 one-year term life insurance policy to a 20-year-old male for $350. The probability that the male will survive the year is 0.99865. What’s the expected value of this policy to the insurance company?
7 The insurance company must ask the question, “what does the company get or lose if he lives or want if he dies?” So in terms of expected value, the insurance company must compute: E(lives or dies) E(lives) + E(dies).
8 The probability that he lives is 0.99865, and he paid $350 for the policy. So E(lives) $350(0.99865). On the other hand, if he dies (probability = 1 - 0.99865 = 0.003135) the company had to pay $250,000. So E(dies) (- $250,000)(0.003135). So the expected value for the insurance co. is E(lives) + E(dies) ··· $12.50.
9 This ends the lesson on Expected Value
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Swift was a neoclassical writer who wrote to enlighten people. He wanted people to look at the world that exits beyond them selves and discover virtue. Through his work Gulliver's Travels Jonathan Swift demonstrates to the reader the importance of virtue. I this story the main character am Gulliver; a world traveler who takes a journey to different lands. Each place that Gulliver lands has different ideals that are the foundation of their society. Their views on life are completely new to Gulliver.
There are fatal errors in the way each society functions. The Yahoos are considered to be unintelligent savages. The Houyhnhnms are creatures that use rational thinking in every aspect of life and perceive themselves to be perfect. Swift uses the Houyhnhnms to reveal the foolishness of vanity. Gulliver is a Yahoo who does not fit the set definition the Houyhnhnms have for Yahoos.
When the Houyhnhnms are faced with a reality that they have not perceived they refuse to accept it. They simply deny the fact that Gulliver is real and decide that he does not exist. The Houyhnhnms choose ignorance over enlightenment. They have been given the opportunity to learn a new idea, but instead of striving to grasp it they ignore the whole situation.
The Houyhnhnms lack of virtue, they are too proud to admit a single imperfection, they cannot fathom that they have made an incorrect assumption. Houyhnhnms have allowed for egotism to rule them. Therefore they tell Gulliver he does not exist. They fail to accept Gulliver as a real being, because they had never thought of him before they saw him.
Since they think they Enloe 4 are perfect, they cannot conceive of a reality that they did not perceive. Their vanity has blinded them. The Houyhnhnms have no desire to improve their state of being, because they had believed they are flawless. They are complacent with their ignorance. It is virtuous to aspire to find truth. The Houyhnhnms have no desire to find the truth.
Therefore, they lack virtue and will no be enlightened. Swift believes it will improve our state of living to strive to be virtuous. Beowulf, Gulliver's Travels, and Canterbury Tales were wrote works of literature written to encourage their readers to evaluate their values. Each writer exposes the necessity of morals to the building of a fully developed human being.
The work expresses pagan's virtues within their society. Beowulf vowed an oath to Lord Hrothgar to slay the monster that has taken over and killed his people. His virtue is demonstrated by obedience to his oath. This enables the reader to learn and understand the values of the people in the Anglo-Saxon era.
The Christian traditions and the practice of Germanic Heroic poetry allows the literature fuse together in to a one piece of work that distinctly creates Pagan and Christian interpretations of the way things once were. Beowulf always portrayed virtues that were extremely contradictory in that he claimed to be Christian but displayed the qualities of a Pagan. Chaucer presents his own virtue in the Canterbury Tales he illustrates the self-indulgence of those who lack virtue. If a person does not look beyond himself or herself, then they can no longer distinguish between the major key points of life.
Individuals need reality to correct their foolishness. Swift demonstrates in Gulliver's encounter with the Houyhnhnms the magnitude of searching for the truth. In Enloe 5 Gulliver's Travels Jonathan Swift conveys the need for people to endeavor to become better people. This can only be done through the attainment of virtues.
These writers on the renaissance era made the necessity of virtue clear through their writings. Virtue is and commendable quality or trait. A person needs to have virtues to carry them through life without virtue a person is lost and aimless. Virtuous people will be better off, because they have strived for the truth, chosen good over evil, and evaded the claws of egocentrism..
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[[File:Irish_potato_famine_Bridget_O'Donnel.jpg|thumbnail|Bridget O'Donnell and her two starving children during the Irish Potato Famine in 1849|150px]]
This article with discuss the The Great Irish Famine (1845-1850), one of the last great famines in western Europe. The Famine was a great disaster for Ireland and in many ways the country has not recovered from its impact to this day. The Famine or the ‘Great Hunger’ as it was known led to the deaths of 1 million people and the emigration of another two million. The article will examine the impact of the famine on Irish society and how it ‘decisively shaped the country’s history and the nature of its society and economy.<ref>Donnelly, James S (2005), ''The Great Irish Potato Famine, Sutton Publishing'', p. 89.</ref> The article will argue that the Irish Famine was not just of local importance but was to have international repercussions. This was because it led to the emigration of millions of Irish people, which changed societies from North America to Australasia.
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From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
In painting, imprimatura is an initial stain of color painted on a ground. It provides a painter with a transparent, toned ground, which will allow light falling onto the painting to reflect through the paint layers. The term itself stems from the Italian and literally means "first paint layer". Its use as an underpainting layer can be dated back to the guilds and workshops during the Middle Ages; however, it came into standard use by painters during the Renaissance, particularly in Italy.
The imprimatura not only provides an overall tonal optical unity in a painting but is also useful in the initial stages of the work, since it helps the painter establish value relations from dark to light. It is most useful in the classical approach of indirect painting, where the drawing and underpainting are established ahead of time and allowed to dry. The successive layers of color are then applied in transparent glaze or semi-transparent layers.
Care is taken not to cover the imprimatura completely allowing it to show through the final paint layers; this is effective in particular in the middle to dark shadow areas of the work.
An imprimatura is usually made with an earth color, such as raw sienna, and is often diluted with turpentine.
The term imprimatura should not be confused with imprimatur, a term used in editing.
See also[edit]
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Geography of Hong Kong
Geography of Hong Kong
Facing the South China Sea is the vibrant Chinese territory of Hong Kong. It is a Special Administrative Region (SAR) of China which consists of 3 main areas – Hong Kong Island, the New Territories, and the Kowloon Peninsula. It is a rather hilly and mountainous region in the south, with lowlands in the north.
Hong Kong's official coordinates are 22° 15′ 0″ N, 114° 10′ 0″ E which is actually technically the Aberdeen Reservoir in Hong Kong island. The total geographical area of Hong Kong is 1,104 sq km, which consists of 1,054 sq km worth of landmass and 50 sq km of water. Compared to other islands and major regions in the world, this is tiny. In fact, the total geographical area is actually more than one-third smaller than Long Island, New York. It is the 183rd largest 'country' in the world, after the Faroe Islands.
Hong Kong is located at the Peral River Delta's mouth. This region consists of peninsulas and 262 territorial islands. The islands of Hong Kong include Lantau Island, Lamma Island, Cheung Chau, Peng Chau, Tsing Yi Island, and Hong Kong island.
The name, “Hong Kong”, means “fragrant harbour”. This is referred to what is Aberdeen in Hong Kong Island, where fragrant incense and wood products were traded. Hong Kong island is also home to Victoria Harbour which is a deep natural maritime port between the island and Kowloon Peninsula.
Kowloon Peninsula is the north of Hong Kong island and south of the New Territories and Boundary Street. The Kowloon Peninsula consists of 5 districts. Just less than half of Hong Kong's population lives in Kowloon. A major part of Hong Kong Island and the Kowloon Peninsula is reclaimed land.
The New Territories is part of the mainland and is north of Kowloon. It is south the Sham Chun River and this area consists of 952 sq km. There are 2 geographical areas, and there are 9 districts in the New Territories.
The southern part of Hong Kong is hilly and mountainous with slopes which are steep. The highest peak in Hong Kong is Tai Mo Shan in the New Territories, which stands 958 metres tall. After this, the majority of Hong Kong's major peaks occur on Lantau Island such as Lantau Peak, Sunset Peak, Lin Fa Shan, and Nei Lak Shan. Believe it or not, the most famous peak which is Victoria Peak, is actually only the 24th highest peak in the region. However, it is Hong Kong Island's highest point at 552 metres.
30 km worth of borderline is shared between Hong Kong and Shenzhen, China. It is also on the opposite side of Macau, with the Pearl River estuary creating a 60 km division. Although Hong Kong is known for its skyscrapers, there are some nature reserves and country parks. This comprises of less than 25% of the region.
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Famous Surveyors
Other than the THS Concepts team, of course…
Article By: Francesca Burke
Last Update: January 2019
You might not think there are any famous land surveyors, but lots of famous names and faces have contributed to the industry. Next time you’re at a dinner party, bring up the following names and sit back to bask in the room’s full attention…
Leonard Digges
Leonard Digges was a 16th century English mathematician and surveyor, and the inventor of the theodolite. Theodolites use a telescope to measure horizontal and vertical angles. Nowadays theodolites are digital, highly accurate and integral to land surveying. Furthermore, they have been adapted for use in meteorology and rocket launches.
William Roy
Scottish Major-General William Roy was an accomplished surveyor who worked closely on surveying projects within the British military. Roy advocated the use of new technologies, proposing a map establishing geographical coordinates of significant landmarks in order to draw maps and conduct surveys.
Between 1791 and 1853, the Principal Triangulation of Great Britain was carried out. The project used precise trigonometry to map the entirety of Great Britain and Ireland. In effect, Roy’s work signalled the beginning of the modern-day Ordnance Survey map.
Table of Surveying from 1728
A table of surveying from 1728, from Wikipedia
Jesse Ramsden
Jesse Ramsden was a mathematician and maker of scientific instruments. Ramsden notably invented a new, more accurate type of theodolite for William Roy around 1785 which measured latitude and longitude separations. The ‘Ramsden theodolite’ contributed heavily to the Principal Triangulation of Great Britain.
Edmund Gunter
Edmund Gunter was an English mathematician who invented ‘Gunter’s chain’, a measuring unit exactly 22 yards (around 20m) long and divided into 100 links. An area of 10 square chains equals one acre.
Gunter’s chain reconciled traditional English land measurements, which are based on the number four, and the system of decimals which is based on the number 10. Because an acre measures 10 square chains, land measurement can be computed in decimalised chains and links. It’s then converted to acres by dividing the results by 10. A ‘quarter chain’ (25 links) is known as a ‘rod’ or ‘pole’, while ten chains equal a furlong and 80 chains equal a statute mile. Even today, measurement of the public land systems in the USA and Canada is based on Gunter’s chain!
Large old map
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Learning phase 4: Storing actions
Continuing actions assign the value True or False to their operands depending on the status the step has and that of the assignation condition, if present. The continuing action therefore always describes the operand.
Use cases exist where it is necessary that the value is only written to the operand when a step is activated or deactivated. In these cases, storing actions are used. When the step linked to the action is activated or deactivated, the operand for a storing action is written and remains until it is overwritten by another storing action.
This learning phase shows you how to label and apply the storing action when a step is activated or deactivated.
Learning steps:
• Storing action on deactivation and activation of the step
• Up and down counter
• Explanation of a transient evolution
You can use the storing action function if the output of a motor is set in one step and the motor is to remain switched on throughout several steps. In this case, the motor remains switched on until another (saving) action explicitly switches it off.
Fig. 3.89 Storing actions on activation and deactivation of a step
In , step 1 is waiting for advancement to step 2 by S1. Motors M1 and M2 are both switched off.
Fig. 3.90 Mode of action pursued by the storing actions when the step is activated (arrow up)\ and when the step is deactivated (arrow down)
Steps 2-4 are shown in the figure above, and show the storing actions when activated (arrow up on the symbol) and deactivated (arrow down on the symbol) in conjunction with the respective active step. You can see the GRAFCET Studio IO panel on the right. It shows the status of the individual operands during each situation depicted.
Activating step 2:
The storing action M1:= 1 is performed once in step 2 with the rising edge for the step variables. Since the action is defined as a storing action when the step is activated (arrow up), the rising edge for the step for activating the action is evaluated.
For storing actions, assignation to the operand must take place with the assignation operator ":=". This is because any value (valid for the operand) can be written for these actions. For example, a decimal number can be written for digital operands. We will demonstrate this later on in the section.
In this case, the bit operand is assigned a '1', i.e. the value True. The motor M1 is now active and, as you can see below in step 3, continues to remain active (see status in the GRAFCET Studio IO panel).
Activating step 3:
The storing action with the down arrow only takes effect on exiting step 3, i.e. with the negative edge for the step variables. Motor M2 is still not active at this time for this reason.
Activating step 4:
On exiting step 3, motor M2 was set to the value True. On activating step 4, motor M1 with the rising edge for the step, is set by the assignation M1 := 0 to False.
If the transition to step 4 is fulfilled, the transition to the initial step 1 takes place. Therefore, the falling edge for the step variables from step 4 causes the motor M2 with M2 := 0 to be set to False. The initial state from is restored.
PLC-Lab Filename GRAFCET-Studio Filename
ZaehlerBand.plclab ZaehlerBand.grafcet
Transported parts are to be counted on a belt using a sensor. The sensor S1CounterSignal supplies a pos. edge for each part. This edge should increase the value of the CounterValue in increments of 1.
Fig. 3.91 Diagram of the technology for belt conveyor
The assignation of a value to an operand, taking into account its contents, represents a special form. In the example, the number 1 is added to the contents in CounterValue and the result saved back to CounterValue (step 2).
Fig. 3.92 Use of a storing action\ on activation for implementing a forward counter
When the storing action taken place on activation (e.g. rising edge for the step variable X2), the value of the forward counter with CounterValue := CounterValue + 1 is only increased once on activating the step. Afterwards, the step must be first exited and then activated again.
Fig. 3.93 Storing action on activation in Watch mode
You can see the counting process in . Here, the value of the operand CounterValue is increased on activating step 2 and its contents are now 1.
A transient evolution exists when the transition condition following a step is already fulfilled during transition to the step. This means that the step is not 'permanently' active, but unstable. One also refers to it as the step becoming virtually activated and virtually deactivated.
The GRAFCET shown below may be given.
Fig. 3.94 Example of a transient evolution
The figure on the right shows that the initial step 1 is
active. Furthermore, one can also see that the condition for the
transition following step 2 is already fulfilled, i.e. S2 has
the value True.
As soon as S1 has the value True, the transition from step 1 to step 2 takes place.
However, because the transition condition following step 2 is
already fulfilled as well, the immediate transition from step 2 to step 3 takes place.
The question now is what happens to the actions attached to step 2?
The operand H1 is influenced by a continuing action. The operand
H1 should receive the value True, if at all, only for very
a very short time, since step 2 is only activated for a short time.
The operand H2 is described by a storing action on activation.
This type of action depends on the activation event for the
step. This event takes place because step 2 is certainly
activated and deactivated immediately.
The answer to this is as follows: Step 2 is virtually activated and virtually deactivated; it is not stably active. Thus, the two events, activation and deactivation, take place, but the status that the step is active does not.
For the example above, this means that the storing action on activation is executed and the value '1' is written to the operand H2. The continuing action does not 'sense' that step 2 is active, however. This means that the operand H1 does not, even briefly, change to True.
If H2 were to be influenced by a storing action on deactivation instead of a storing action on activation, then this action would also be performed. As explained above, this is because this deactivation event also occurs at step 2, which is decisive for performing the storing action on deactivation.
If a transient evolution exists, the step involved is activated and deactivated virtually. The step does not become stably active here, but is unstable. Continuing actions do not 'sense' the change in the step as a result.
This is different for storing actions on activation or deactivation, since these events actually occur. These actions are activated and performed as a result.
• The arrow up symbol is used for the storing action on activation of the step.
• The arrow down symbol is used for the storing action on deactivation of the step.
• For storing actions, assignation to a bit operand takes place with the assignation operator ":=" and the values '1' for True and '0' for False.
• If the operand is not a Boolean operand, a suitable numeric value can be assigned to it depending on the data type. Example: IntValue1 := 10
• The assignation operand itself can be integrated into the operation to realise forward and backward counters. Example: CounterValue := CounterValue + 1
• In contrast to continuing actions, storing actions are also performed on activation/deactivation during transient evolutions. This is because the activation and deactivation events required for these actions also occur with unstable steps.
PLC-Lab Filename GRAFCET-Studio Filename
BehaelterSteuerung.plclab BehaelterSteuerung.grafcet
A tank is to be filled with a medium. After filling, the medium in the tank is to be heated to 35°C and agitated with an agitator. The agitator is then switched off and the tank emptied.
Fig. 3.95 Diagram of the technology for controlling the tank
Definition of the operands:
Symbol Description
S1Start "Start" button, value = True if pressed
S2TankFull Tank full sensor, value = False if tank is full
S3TankEmpty Tank empty sensor, value = False if tank is drained
TempValue Liquid temperature sensor, integral value of 10 - 35°C
M1PumpFilling Pump for filling the tank
Y1Filling Valve for filling the tank, True = open valve
M2PumpDrain Agitator motor
M3Agitator Pump for draining the tank
Y2Drain Valve for draining the tank
Heating Heating to heat the liquid
You can see the solution in the next picture. The solution to this task is somewhat more extensive.
Fig. 3.96 Filling, heating, agitating and draining of medium
shows the initial situation for an empty tank (S2TankFull is True and S3TankEmpty is False).
Fig. 3.97 Filling the tank
The Start button is now pressed and the tank is filled. In step 2, the valve is opened and the time for the transition condition started. After two seconds, the transition to step 3 takes place and the pump is switched on as a result. The S2TankFull sensor returns False when it is rinsed with liquid; for this reason, the sensor is integrated negated into the transition condition. When the tank is full, the transition to step 4 takes place and the pump is switched off.
Note 1:
In step 2, the valve with the storing action Y1Filling:= 1 is set permanently, while in step 3, the pump M1PumpFilling is influenced by a continuing action. This means the operand Y1Filling must be explicitly set to the value 0 in another storing action. This is carried out when step 4 is activated.
Note 2:
The temperature is measured analogously and digitised. A digitised value is not a bit operand. In the example, the temperature is an integral value. The term for the transition condition after step 4 needs to be placed in square brackets in line with the standard [TempValue>=35]. This comprises a comparison: It returns the value True if the contents of the operand TempValue is greater than or equal to 35. The transition then takes place.
Fig. 3.98 Heating and agitating
In Fig. 3.98 step 4 is active thus switching the heater on. Likewise, the positive edge for the step closes the open valve for filling with Y1Filling:=0 again. Step 4 remains active until a temperature of 35°C is reached. The temperature is currently 20°C. The agitator M2Agitator is switched on by the continuing action.
Fig. 3.99 Draining
In the figure above, step 5 is active and the tank is drained. Here, the pump and the drainage valve are set and waiting for the empty message S3TankEmpty with False, so that the backward sequence to the initial step takes place and the entire procedure can be restarted.
The delay of two seconds vs. opening the valve Y2Drain was realised using the time-dependent assignation condition at the action M3PumpDrain. This selected a slightly different implementation than with filling, where the pump also cuts in two seconds after the valve is opened. The second solution saves a step.
• What is the difference between a continuing action and a storing action?
• How do I recognise the storing action on activation?
• How do I recognise the storing action on deactivation?
• How long does the assigned value for an operand remain for a storing action?
• What is the term for a forward counter which is to be realised with the operand CounterValue1 and a storing action?
• Inside which characters is the term for a transition condition to be framed when a comparison is performed with an integral operand?
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Syphilis, "The Great Imitator," with its myriad manifestations, is a disease with a rich background, colorful history, and never-ending speculation. The very origin remains controversial. The Columbian theory proposes that syphilis is a disease of the New World that was carried back to the European continent by Columbus and his sailors. Chronologically, this is supported by an outbreak of the disease in Naples in 1494 with documentary evidence linking Columbus's crew to the event. Additionally, syphilitic lesions have been noted in discovered remains of precontact Native Americans. The alternative suggests that the disease was present, at least in some form, pre-Columbus and spread through Europe with developing urbanization. Proponents refer to sporadic documentation of syphilitic symptoms throughout Europe prior to Columbus' s era and note descriptions of similar symptoms described by Hippocrates and possibly dating back to biblical passages. Furthermore, it has been suggested that systemic syphilis evolved from a microbiological cousin, Treponema pertenue, a subspecies of Treponema pallidum. This organism certainly existed in the early European era and was the source of yaws, a localized soft-tissue infection primarily afflicting children. It has also been proposed that both theories have some truth to them, and in fact, the Old World and New World strains of T. pallidum merged, resulting in the entity later known as syphilis.
Regardless of the origin, the first major outbreak of what is believed to be modern-day syphilis spread through the late fifteenth and into the sixteenth century. This was dubbed the Great Pox and produced significant morbidity and mortality with the spread of armies and population throughout Europe. It was first named morbus gallicus, or the "French disease," due to an outbreak in the French army; however, finger-pointing was prevalent, with Italians and Dutch also calling it the "Spanish disease," Germans and Russians calling it the "Polish disease," French naming it the "English disease" and "Italian disease," and the Arab population referring to the "Disease of the Christians."
While the lack of microbiology in that era precludes the confirmation of T. pallidum as the source of the outbreak, the disease process, including its sexual transmission, was well documented in the sixteenth century. In 1530, it received its current moniker, syphilis, at the hand of the Italian physician and scientist Girolamo Fracastoro. In his poem entitled "Syphilis, sive Morbus Gallicus," or "Syphilis, or the French Disease," he describes a shepherd by the name of Syphilis who is afflicted with the disease after disobeying the commands of Apollo.
From its original outbreak, which has been described as having an impact similar to the twentieth-century development of AIDS, syphilis continued with epidemic waves. However, while the original affliction was much more virulent, with rapid progression and more severe symptoms, further epidemics resembled the more indolent disease process with which we are now familiar. These were particularly pronounced during the Napoleonic wars, nineteenth-century industrialization, and World Wars I and II. Over the years, many notable figures are alleged or speculated to have been afflicted with syphilis, including Franz Schubert, Friedrich Nietzsche, Paul Gauguin, Vincent van Gogh, Oscar Wilde, Joseph Stalin, James Joyce, Al Capone, and Howard Hughes. While not often considered a disease of the modern era, it remained the leading cause of neurological and cardiovascular disease of middle-aged individuals as late as the early 1900s (1). At the turn of the twentieth century, syphilis picked up the nickname "lues" from the Latin phrase "lues venereum," which translates as "disease" or "pestilence." The term was applied generally to sexually transmitted diseases but then was used primarily as a substitute for syphilis, although the phrase is found infrequently in modern literature.
During the twentieth century, our understanding of syphilis rapidly progressed with a few key events. Fritz Schaudinn and Erich Hoffmann identified the spirochete T. pallidum from serum in 1905. One year later, August von Wassermann developed a complement fixation test to detect antibodies against the bacteria, allowing identification of millions of previously undiagnosed individuals. Paul Ehrlich then began his work with arsenic derivatives and in 1910 patented arsphenamine, which was found to be a significant improvement in treatment, though plagued by recurrences. The discovery of penicillin by Alexander Fleming in 1928 led to John Mahoney's breakthrough demonstration of this antibiotic's utility in treating syphilis in 1943. Penicillin was widely available by the post-World-War-II era, and in combination with public health measures, it facilitated the near-eradication of this historical plague. However, this effective treatment has left most current health-care providers relatively unfamiliar with the disease, with many never having seen a case of syphilis. Recent epidemiological data demonstrate an increasing incidence, particularly among the population of men who have sex with men. As such, a review of syphilis including its head and neck manifestations is of timely benefit.
Your Heart and Nutrition
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The Classroom Bookshelf
Inside The Classroom Bookshelf
Over in the Wetlands: A Hurricane-in-the-Bayou Story
Written by Caroline Starr Rose
Illustrated by Rob Dunlavey
Published by Schwartz and Wade Books, 2015
ISBN: 978-0-449-81016-3
Grades K-8
Book Review
“Over in the wetlands/where the silky mist weaves,/Dragonfly lights on a slender reed.” In the Louisiana bayou, crabs also “scuttle in swells” and “spoonbills stalk.” However, this peaceful setting does not remain so for long; on the first page of Over in the Wetlands, we learn that “[g]entle as a whisper too soft to hear,/a faint breeze hints that a storm draws near.” Rose’s lyrical narrative about the arrival of a hurricane in the bayou borrows some of the forms and structures from “Over in the Meadow,” the 19th century nursery rhyme, but not its playful mood. This deceptively simple fictional picture book envelopes readers in word and image. Rose’s rich language utilizes similes, metaphors, alliteration and imagery to paint a portrait of the bayou and the animals within it. For example, “the wind stirs moss like silent bells.” Dunlavey’s glorious watercolor, pen and ink, and collage illustrations skillfully present the range of habitats within the ecosystem of the bayou. Through his use of color, line, and perspective, the reader experiences the full arrival and impact of the hurricane, as well as the peace that follows in its wake. An author’s note provides important information about wetlands in general and the Mississippi Delta in particular, as well as several digital resources to explore; a “More About the Animals in This Book” section extends readers’ knowledge of the animals introduced in the book. There is no full bibliography revealing the sources used by both the author and illustrator to create the book. Over in the Wetlands will leave adults and children alike thinking about language, wetlands, hurricanes, and habitats; the book is ideal for exploration in language arts, science, and social studies, as well as art.
Teaching Ideas and Invitations
Grades K-Up
Imagery: How does imagery allow us to better understand what the author wants us to see? Read aloud Over in the Wetlands but don’t show your students the illustrations. Have students take notes, jotting down what they see in their mind’s eye. You may need to read the text twice. In small groups or pairs, have students compare and contrast the visual details they hear. Have students illustrate what they see in their mind’s eye based on what they heard using colored pencils or crayons. Compare and contrast their illustrations in their pairs or small groups. Finally, read aloud the book revealing the pictures. To what extent do their illustrations match some of the content of Dunlavey’s illustrations? Have them discuss the role that the language played in painting a picture.
Similes and Metaphors. Read aloud Over in the Wetlands. Next, have students pour over the book in small groups and identify similes and metaphors. Depending on whether or not you have already explored these literary elements, you may need to use the examples on the first page of the text as a starting point for an explanation. Have students share out the similes and metaphors that they have identified. Next, have them write and illustrate their own sentences that contain a simile or a metaphor.
Grades 2 and Up
Matching Content and Artistic Choices: Meadowlands and Over in the Wetlands Duet. Have your students read both Over in the Wetlands and Tom Yazerski’s Meadowlands. Using a graphic organizer of your choice, have students compare and contrast the information that they learn about wetlands in each book. Next, have them consider the use of watercolors in the illustrations of each. What does water color accomplish compared to other media? Next, have students research another time of ecosystem and have them write and illustrate their own texts. Have students include an artist’s note that discusses why their choice of medium is appropriate for that particular ecosystem.
Science Content: Who Lives in the Wetlands? Give students a graphic organizer that lists “Animals” on one side and “Ecosystem” on the other. As you read the book aloud, have students document the different animals that live in the bayou as well as the different plants and trees that grow there. Using the digital resources below, have students in small groups compare and contrast the animals and plants in this wetlands with the animals and plants in a wetland located in another part of the United States. What’s similar? What’s different? Why? Next, take a field trip to a local wetlands, either salt or freshwater, to identify who lives there and what grows there. Make sure to bring clipboards, tablets or digital cameras, and wildlife identification guides or apps so that students can begin to apply what they have learned in a more authentic hands-on context. Have your class work together to create a wetland mural of your local wetlands to demonstrate their learning and educate others in your school community.
Teaching Vocabulary: Great Verbs. In Bringing Words to Life: Robust Vocabulary Instruction (2002), Beck, McKeown, and Kucan discuss how valuable it is to take an accessible text with rich vocabulary and use it as the basis for authentic vocabulary instruction. On your own or with your teaching team, review the many rich verbs used in Over in the Wetlands, such as: pelting, frothing, churns, snarls, and grumbles. Create kid-friendly definitions to use with your students, and use this book to launch a discussion of interesting verbs. Have students writing short vignettes using some of these interesting verbs.
Science and Literacy: Writing about Weather. After reading the book together, ask your students what they know about hurricanes. If you live in a hurricane-prone area, your students may know a lot about hurricanes. If not, read Melissa Stewart’s Hurricane Watch. If you work with older students, use Seymour Simon’s Hurricanes and/or some of the digital resources listed below instead. Discuss how the author and the illustrator conveyed an understanding of the hurricane to the reader through words and images. Next, have students research a weather event of their choosing, such as a blizzard or drought. Have them use their new knowledge to create a fictional picture book that demonstrates what animals do to survive that weather experience, to showcase their adaptation to their environment. Share these books with younger members of your school community if possible.
Grades 3 and Up
Social Studies and Science Reading Duet and Persuasive Writing: Experiencing a Hurricane in the Louisiana Bayou. Read Over in the Wetlands aloud to your class, and have students list all the ways in which the animals and the other living things in the ecosystem (water, trees, reeds and grasses) weather the storm. How are they adapted for survival in such a storm? Next, read aloud the fictional picture book A Place Where Hurricanes Happen. What are some of the ways that humans have altered their environment to help them survive hurricanes? What ways have human impact made the environment less safe during a hurricane? What are some of the strategies humans use to weather the storm? Are humans less able to survive the storm than the surrounding animals, and why? Have your students consider these questions and perhaps write a persuasive piece arguing who is better able to withstand a hurricane, humans or animals.
Social Studies and Science: Altering the Mississippi Delta. The author’s note of Over in the Wetlands details the very specific ways in which the Mississippi Delta has been damaged by human industry. What missteps have we taken in altering the Misssissippi Delta? Have students explore some of the digital resources listed below. What is the damage that has been done? What are the implications of that damage for people and animals living far beyond the Delta? What are some of the ways that scientists and local communities are trying to restore the wetlands? What else needs to happen? Have students research in small groups and create plans for preventing further destruction of these important wetlands. You might want to add a local connection here. What is happening in your local wetlands? How is it impacting the safety and health of your community? What needs to be done to protect your wetlands?
Bibliograhies: As Necessary in Fiction as Nonfiction? Over in the Wetlands is a work of fiction; the publisher has labeled it as such, and the event is a composite of what could happen during a hurricane. But this isn’t a work of fiction that just conveys a set of experiences. It is really informative. When we read fiction, we often do so in order to be transported into a fictional character’s “lived” experiences; we explore characterization and plot, we take pleasure in literary elements that add beauty to the work. But to what extent do we expect to learn information from fiction? And if fiction is “informational fiction,” to what extent should the reader expect a bibliograhy of source material in the same way s/he does when reading nonfiction? Should all fiction that involves research – contemporary realistic, historical fiction, and science fiction – have a bibliography? Is it problematic that Over in the Wetlands does not have a full bibliography? Have your students debates this issue, and then put their beliefs into practice in their own writing over the course of the year.
Grades 5 and Up
Critical Literacy
Endanged Wetlands Outside the Narrative. The author of this picture book chose to write a story that provides a “window” into the ways in which animals in the bayou have adapted to survive a hurricane. Hurricanes are dangerous and violent storms, and animals’ ability to survive such extreme weather is noteworthy and fascinating. However, in the author’s note, Rose reveals that over one third of the endangered species in the United States live in wetlands; our wetlands are disappearing rapidly due to development. Why did the author choose to include this information? Why is it in the afterward and not the primary narrative? Why write a relatively simple book about a hurricane when the very subject of the book, and the creatures that live within it, are in jeopardy? How would this book be different if she did not include that information at all? Explore the links included in the author’s note, as well as other digital resources and books listed below in order to learn more about wetlands. Students can create podcasts to share with younger members of your school community, and/or to educate members of your larger community to take action and preserve nearby wetlands.
Further Explorations
Online Resources
Caroline Rose Starr
Rob Dunlavey
Wetlands Resources
Environmental Protection Agency: Wetlands
America’s Wetland Foundation
Defenders of Wildlife: Wetlands
World Wildlife Foundation: Wetlands
National Wildlife Federation: What is a Wetland?
The New York Times: Wetlands
Louisiana-Specific Wetlands Resources
NPR: “In Louisiana, Rebuilding Mother Nature’s Storm Protection: A Living Coast”
Atchafalaya Basinkeeper
Louisiana Coastal Wetlands Planning, Protection and Restoration Act
Restore the Mississippi River Delta
National Hurricane Center, NOAA
Hurricanes, FEMA
NASA: Hurricanes
Hurricanes, National Geographic
PBS, Nova: Hurricanes and Climate Change
Live Science: Hurricanes
Hurricanes, New York Times Topic
Hurricane Katrina, New York Times Topic
Miami Museum of Science: “Hurricanes”
Benoit, P. (2011). Wetlands. Scholastic.
Sill, C. (2008). Wetlands. Ill. by J. Sill. Peachtree.
Weaver, J. (2007). Wetlands Journey. National Geographic.
Yezerski, T. (2011). Meadowlands. Farrar, Strauss, Giroux.
Simon, S. (2007). [Smithsonian]. Hurricanes. Collins.
Stewart, M. (2015). [Let’s Read and Find Out]. Hurricane watch. Ill. by T. Morley. Harper Collins.
Zelch, P. (2010). Ready, set, wait. What animals do before a hurricane. Sylvan Dell Publishing.
Hurricane Katrina
Watson, R. (2010). A place where hurricanes happen. Ill. by S. Strickland. Random House.
Mary Ann Cappiello About Mary Ann Cappiello
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An exoskeleton is a hard covering that supports and protects the bodies of some types of animals. The word exoskeleton means “outside skeleton.” Many invertebrates, or animals without backbones, have exoskeletons. Insects are the largest group of animals that have an exoskeleton.
Insects have exoskeletons made of a substance called chitin. The exoskeletons of crabs, lobsters, shrimp, spiders, ticks, mites, scorpions, and related animals are also made of chitin.
While exoskeletons are hard and stiff, they also have joints, or bendable sections. These joints allow the animals to move easily. The exoskeletons of land animals also have small breathing holes, which are called spiracles.
As animals with exoskeletons age, their soft inside parts grow. But their exoskeletons do not grow. When an animal’s soft body gets too big for the exoskeleton, the exoskeleton splits open and falls away. This process is called molting. The animal’s body then forms a new exoskeleton. The animal has no protection while the new exoskeleton is forming.
Such animals as clams, oysters, mussels, and snails have a type of exoskeleton called a shell. Shells are made of a substance called calcium carbonate. Animals with shells do not molt. As the animals grow, the shells grow, too, along the edges.
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