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Main » TERM » P »
(1) For fixed-pitch (or monospaced) fonts, pitch refers to the number of characters printed per inch. Pitch is one characteristic of a monospaced font. Common pitch values are 10 and 12.
In proportional-pitch fonts, different characters have different widths, depending on their size. For example, the letter d would be wider than the letter I. Proportional fonts, therefore, have no pitch value.
(2) In graphics, dot pitch refers to the spacing between pixels on a monitor. The smaller the dot pitch, the sharper the image.
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Science News
from research organizations
New 3-D Earth model more accurately pinpoints source of earthquakes, explosions
August 27, 2013
Sandia National Laboratories
Scientists have developed a 3-D model of the Earth’s mantle and crust called SALSA3D, or Sandia-Los Alamos 3D. The purpose of this model is more accurately locate all types of explosions.
Sandia National Laboratories researcher Sandy Ballard and colleagues from Sandia and Los Alamos National Laboratory have developed SALSA3D, a 3-D model of the Earth’s mantle and crust designed to help pinpoint the location of all types of explosions.
Credit: Randy Montoya
During the Cold War, U.S. and international monitoring agencies could spot nuclear tests and focused on measuring their sizes. Today, they're looking around the globe to pinpoint much smaller explosives tests.
Under the sponsorship of the National Nuclear Security Administration's Office of Defense Nuclear Nonproliferation R&D, Sandia National Laboratories and Los Alamos National Laboratory have partnered to develop a 3-D model of the Earth's mantle and crust called SALSA3D, or Sandia-Los Alamos 3D. The purpose of this model is to assist the U.S. Air Force and the international Comprehensive Nuclear-Test-Ban Treaty Organization (CTBTO) in Vienna, Austria, more accurately locate all types of explosions.
The model uses a scalable triangular tessellation and seismic tomography to map the Earth's "compressional wave seismic velocity," a property of the rocks and other materials inside the Earth that indicates how quickly compressional waves travel through them and is one way to accurately locate seismic events, Sandia geophysicist Sandy Ballard said. Compressional waves -- measured first after seismic events -- move the particles in rocks and other materials minute distances backward and forward between the location of the event and the station detecting it.
SALSA3D also reduces the uncertainty in the model's predictions, an important feature for decision-makers who must take action when suspicious activity is detected, he added.
"When you have an earthquake or nuclear explosion, not only do you need to know where it happened, but also how well you know that. That's a difficult problem for these big 3-D models. It's mainly a computational problem," Ballard said. "The math is not so tough, just getting it done is hard, and we've accomplished that."
A Sandia team has been writing and refining code for the model since 2007 and is now demonstrating SALSA3D is more accurate than current models.
In recent tests, SALSA3D was able to predict the source of seismic events over a geographical area that was 26 percent smaller than the traditional one-dimensional model and 9 percent smaller than a recently developed Regional Seismic Travel Time (RSTT) model used with the one-dimensional model.
GeoTess software release
Sandia recently released SALSA3D's framework -- the triangular tessellated grid on which the model is built -- to other Earth scientists, seismologists and the public. By standardizing the framework, the seismological research community can more easily share models of the Earth's structure and global monitoring agencies can better test different models. Both activities are hampered by the plethora of models available today, Ballard said. (See box.)
"GeoTess makes models compatible and standardizes everything," he said. "This would really facilitate sharing of different models, if everyone agreed on it."
Seismologists and researchers worldwide can now download GeoTess, which provides a common model parameterization for multidimensional Earth models and a software support system that addresses the construction, population, storage and interrogation of data stored in the model. GeoTess is not specific to any particular data, so users have considerable flexibility in how they store information in the model. The free package, including source code, is being released under the very liberal BSD Open Source License. The code is available in Java and C++, with interfaces to the C++ version written in C and Fortran90. GeoTess has been tested on multiple platforms, including Linux, SunOS, MacOSX and Windows.
When an explosion goes off, the energy travels through the Earth as waves that are picked up by seismometers at U.S. and international ground monitoring stations associated with nuclear explosion monitoring organizations worldwide. Scientists use these signals to determine the location.
They first predict the time taken for the waves to travel from their source through the Earth to each station. To calculate that, they have to know the seismic velocity of the Earth's materials from the crust to the inner core, Ballard said.
"If you have material that has very high seismic velocity, the waves travel very quickly, but the energy travels less quickly through other kinds of materials, so it takes the signals longer to travel from the source to the receiver," he says.
For the past 100 years, seismologists have predicted the travel time of seismic energy from source to receiver using one-dimensional models. These models, which are still widely used today, account only for radial variations in seismic velocity and ignore variations in geographic directions. They yield seismic event locations that are reasonably accurate, but not nearly as precise as locations calculated with high fidelity 3-D models.
Modern 3-D models of the Earth, like SALSA3D, account for distortions of the seismic wavefronts caused by minor lateral differences in the properties of rocks and other materials.
For example, waves are distorted when they move through a geological feature called a subduction zone, such as the one beneath the west coast of South America where one tectonic plate under the Pacific Ocean is diving underneath the Andes Mountains. This happens at about the rate at which fingernails grow, but, geologically speaking, that's fast, Ballard said.
One-dimensional models, like the widely used ak135 developed in the 1990s, are good at predicting the travel time of waves when the distance from the source to the receiver is large because these waves spend most of their time traveling through the deepest, most homogenous parts of the Earth. They don't do so well at predicting travel time to nearby events where the waves spend most of their time in the Earth's crust or the shallowest parts of the mantle, both of which contain a larger variety of materials than the lower mantle and the Earth's core.
RSTT, a previous model developed jointly by Sandia, Los Alamos and Lawrence Livermore national laboratories, tried to solve that problem and works best at ranges of about 60-1,200 miles (100-2,000 kilometers).
Still, "the biggest errors we get are close to the surface of the Earth. That's where the most variability in materials is," Ballard said.
Seismic tomography gives SALSA3D accuracy
Today, Earth scientists are mapping three dimensions: the radius, latitude and longitude.
Anyone who's studied a globe or world atlas knows that the traditional grid of longitudinal and latitudinal lines work all right the closer you are to the equator, but at the poles, the lines are too close together. For nuclear explosion monitoring, Earth models must accurately characterize the polar regions even though they are remote because seismic waves travel under them, Ballard said.
Triangular tessellation solves that with nodes, or intersections of the triangles, that can be accurately modeled even at the poles. The triangles can be smaller where more detail is needed and larger in areas that require less detail, like the oceans. Plus the model extends into the Earth like columns of stacked pieces of pie without the rounded crust edges.
The way Sandia calculates the seismic velocities uses the same math that is used to detect a tumor in an MRI, except on a global, rather than a human, scale.
Sandia uses historical data from 118,000 earthquakes and 13,000 current and former monitoring stations worldwide collected by Los Alamos Lab's Ground Truth catalog.
"We apply a process called seismic tomography where we take millions of observed travel times and invert them for the seismic velocities that would create that data set. It's mathematically similar to doing linear regression, but on steroids," Sandy says. Linear regression is a simple mathematical way to model the relationship between a known variable and one or more unknown variables. Because the Sandia team models hundreds of thousands of unknown variables, they apply a mathematical method called least squares to minimize the discrepancies between the data from previous seismic events and the predictions.
With 10 million data points, Sandia uses a distributed computer network with about 400 core processors to characterize the seismic velocity at every node.
Monitoring agencies could use SALSA3D to precompute the travel time from each station in their network to every point on Earth. When it comes time to compute the location of a new seismic event in real-time, source-to-receiver travel times can be computed in a millisecond and pinpoint the energy's source in about a second, he said.
Uncertainty modeling a SALSA3D feature
But no model is perfect, so Sandia has developed a way to measure the uncertainty in each prediction SALSA3D makes, based on uncertainty in the velocity at each node and how that uncertainty affects the travel time prediction of each wave from a seismic event to each monitoring station.
SALSA3D estimates for the users at monitoring stations the most likely location of a seismic event and the amount of uncertainty in the answer to help inform their decisions.
"It's extremely difficult to do because the problem is so large," Ballard said. "But we've got to know it within 1,000 square kilometers or they might search in the wrong place."
Story Source:
The above post is reprinted from materials provided by Sandia National Laboratories. Note: Materials may be edited for content and length.
Cite This Page:
Sandia National Laboratories. "New 3-D Earth model more accurately pinpoints source of earthquakes, explosions." ScienceDaily. ScienceDaily, 27 August 2013. <>.
Sandia National Laboratories. (2013, August 27). New 3-D Earth model more accurately pinpoints source of earthquakes, explosions. ScienceDaily. Retrieved May 31, 2016 from
Sandia National Laboratories. "New 3-D Earth model more accurately pinpoints source of earthquakes, explosions." ScienceDaily. (accessed May 31, 2016).
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Math Refresher
Here is a quick math refresher on calculus and trig, to help you enjoy the math behind the physics simulations at MyPhysicsLab.
The notation for the first derivative of a function x(t), with respect to the variable t, can be written as
ddt x(t)
These are all equivalent. The notation for the second derivative is x'' or x''(t).
Here are some of the basic rules for calculating derivatives. In the following k and n are real non-zero constants. And h(t), g(t) are functions of t.
First consider powers of t. The general rule is
ddt t n = n t n − 1 for any n ≠ 0
Here are some examples of derivatives of powers, using the above rule:
ddt t = 1
ddt t 2 = 2 t
ddt (t 3 + t 2 + t + 1) = 3t 2 + 2t + 1
ddt 1t = ddt t −1 = − t −2 = −1t 2
Here are some basic rules about derivatives:
ddt k = 0 (k = constant)
ddt (k h(t)) = k ddt h(t) (k = constant)
ddt (h(t) + g(t)) = ddt h(t) + ddt g(t)
ddt (h(t) × g(t)) = h×g' + h'×g The product rule
Here are derivatives of some very important special functions
ddt sin(t) = cos(t)
ddt cos(t) = −sin(t)
ddt e t = e t
ddt ln(t) = 1t Natural logarithm
The all-important chain rule lets us take the derivative of functions of functions (also called function composition):
ddt h(g(t)) = h'(g(t)) × g'(t) The chain rule
It's important to get good at using the chain rule. Here are some examples of the chain rule in action:
ddt sin(h(t)) = cos(h(t)) h'(t)
ddt sin(t 2) = 2 t cos(t 2)
ddt e h(t) = h'(t) e h(t)
ddt e k t = k e k t (k = constant)
ddt e t 2 = 2 t e t 2
ddt ln(h(t)) = h'(t) ⁄ h(t)
ddt ( 1 ) = h'(t)
h(t) h(t)2
The quotient rule gives us the derivative of a ratio of functions:
ddt ( h(t) ) = g h'h g' The quotient rule
g(t) g 2
Using the chain rule and the product rule we can derive the quotient rule:
ddt h(t)g(t) = ddt (h × 1g) = h' × (1g) + h × (g'g2) = (g h'h g') ⁄ g2
Trig Identities
First, a note on some confusing notation: an exponent of −1 on a trig function means the inverse of that function (not the reciprocal!). Therefore
tan−1(x) = arctan(x)
tan2(x) = (tan(x))2
The best way to get comfortable with trigonometry is to think in terms of the unit circle. Most of these identities then become obvious.
sin(−x) = −sin x
cos(−x) = cos x
tan(−x) = −tan x
sin x = cos(π2x)
cos x = sin(π2x)
sin(0) = 0
cos(0) = 1
sin(π2) = 1
cos(π2) = 0
sin(π) = 0
cos(π) = −1
sin(2) = −1
cos(2) = 0
sin(x + 2nπ) = sin x n an integer
cos(x + 2nπ) = cos x n an integer
The famous pythagorean theorem gives us the following identity
cos2x + sin2x = 1
The sum of angles formulas are
cos(x + y) = cos x cos y − sin x sin y
cos(xy) = cos x cos y + sin x sin y
sin(xy) = sin x cos y − cos x sin y
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Bugs Britannica
Water flea
Water flea (Cladocera)
Water fleas are tiny crustaceans that teem in fresh water and are of fundamental importance to ecology (without them there would be no fish). There are around 80 species in Britain. Daphnia (shown above) is a genus of common, relatively large water fleas, which are easy to culture, and so are favourites in school and university biology labs. Under a microscope a water flea’s organs are visible as if through glass; you can see the creature’s heart pumping its blood, food moving through the gut, and even young wriggling about inside the brood pouch. They are most abundant in late spring and early autumn. At such times, one can often scoop up enough of them to feed a tank full of fish simply by dipping a jam jar into the shallows. Water fleas reproduce without sex and so multiply quickly. Most of their modest store of energy is spent on reproduction; to put it another way, they don’t do much except feed and ripen eggs.
Image 3 of 7
Water flea Lobster moth caterpillar Cockchafer
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From Wiki
Revision as of 18:18, 23 March 2005 by Jdsmith (Talk)
Jump to: navigation, search
Technically two different types of panoramas are distinguished.
Partial panoramas
A partial Panorama is an image created from assembling together 2 or more images to create a single wide angle image. Partial panoramas are created in exactly the same was as full spherical panoramas, but cover only a fraction of the view sphere (less than 360 degrees in longitude around the horizon, and/or less than 180 degrees in latitude). Example partial panos include Max Lyon's GigaPixel image, created with 196 source images!
Immersive panoramas
Immersive or full-spherical panoramas are panoramas viewed through special viewing software that allows you to look everywhere around you, including straight up and straight down. Immersive panoramas come in two subflavors, depending on the projection type of the input image: spherical and cubic. Note that partial panoramas can also be viewed in the same way, blurring the difference between them. (this needs text, example immersive panoramas)
Partial panoramas are often printed, whereas full spherical panoramas are more often viewed online with special panorama viewers.
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home | introduction | task | step-by-step | resource | learning advice
evaluaton rubric | conclusion | reflection | teacher notes
IV. Step by Step Process:
1. Organize into groups of eight people. Yes you, may choose your group members, only if you choose wisely. If you cannot choose wisely, the teacher will help you.
2. Distribute 1/4th of this chart to each group. This chart will guide your research. Two people need to pick the philosophy at the top of the chart. Everybody else needs to pick their topics. Now re-divide the group so there are groups of four; make sure each group has one philosopher researcher. After the research is complete the two halves will reunite as one powerful team of experts… only if the philosopher research is significantly different.
Cut this chart into fourths by the columns. Initially form groups of eight students. Two students research the philosophy. Each of the other students picks one of the other choices on the table. When you research your topic, be sure to focus on the topic within the context of the particular philosophy. For example if you are a scholar in the Buddhist Group, research how Buddhism would impact scholars and vice versa. If you are in the Legalist group and a scholar, your experience would be different from the Buddhist. Once you have the eight topics, divide the groups in half, making sure that each half has a philosopher-researcher. The smaller groups will help the students manage their tasks more successfully.
Buddhism Daoism Confucianism Legalism
Chinese New Year Chinese Lantern Festival Chinese Dragons China Timeline 300 BCE -300 CE
Women Bureaucrats Farmers Merchants
Scholars Peasants Nobility Emperors
Warlords Women Elderly Civil Servants
Nobility Emperors Warlords Scholars
Merchants Elderly Merchants Peasants
In helping the Philosopher Researchers to divide up the research, a wise idea would be to have one of the two students research the sage’s life and the other student research the beliefs and impact of that person’s philosophy. Here is a quick reference chart;
Buddha = Siddhartha Gautama
Daoism = Lao Tzu
Confucianism = Kongfuzi or Confucius
Legalism = Han Fei Tzu or Hanfiezi
3. Divide up jobs among group members. (Refer to job chart) Review rubric and imbedded assessment criteria for this assignment/adventure.
4. Begin researching your topic. You may use the internet sites in this lesson, the library, and/or books in your classroom or home.
5. You have 14 days for this project. On the 15th day you will share your recommendations with the emperor (your teacher). Your presentation may be a poster, website (that you created), a skit (that you write and perform), or a PowerPoint© Presentation. What matters most is that you are creative, and can convince the emperor (your teacher) which belief system will be best for the majority of Chinese; thus reuniting China. Be sure to include a map of China reunited. What this really means is that you have 10 days in class (maximum) and need to work productively out of class for 4 days.
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Mars for Earthlings > Lesson Modules > In-Class Activity 2-Eberswalde Delta Mars
Eberswalde Delta Mars
In-Class Activity 2- Surface Water_MFE
Become acquainted with deltas on Earth and apply the principles of delta-formation to Mars images. Students will be able to create an informed hypothesis as to whether or not deltas are present on Mars.
1. Acquaint students with delta formation previous to this exercise or as a simultaneous component to your teaching.
2. Research and present deltas found here on Earth to serve as analog comparisons. The Engage section will provide an opportunity, albeit small, for students to see an analog.
1. Ask students the following question to start off the Activity: When you hear the word "delta" what do you think of?
• List ideas on board
• Discuss each one as it applies
2. To test current understanding, share with students the following images and have them identify which is a "delta" (see the Image file in the Sculpting Surfaces/Resources for images).
• Horseshoe Bend Colorado
• Lake Powell
• Amazon Delta
• Congo River
1. View the following video from click on the "+ View Video" link in blue:
2. As students view the video, ask them to write down the evidence cited by scientists that this is a delta on Mars.
3. Ask students to compare and contrast their Mars findings with Earth-based observations of the following deltas: Mississippi River and Colorado River (dry).
Overall Geometry
What body is/was it emptying into?
Eberswalde Crater, Mars
Mississippi River, Earth
1. As students complete the Explore activity, discuss concepts such as delta lobe switching and theforces creating different delta geometries (bird's foot vs. cuspate).
2. As appropriate share the tripartite classification (consult Bhattacharya & Giosan, 2003 References and Resources) of deltas and which would be more applicable on Mars (Ehlmann et al., 2008 References and Resources), if any.
1. Search and discover other deltas on Earth via Google Image search or the like (HINT: search major river systems). Have students determine which delta on Earth is most similar to Eberswalde Delta on Mars. Are any a good match? Ask students to explain why or why not.
2. Ask students how might the students conduct "tests" on Mars to determine whether or not a delta exists? (HINT: remember that deltas form where sediment is dispersed into a standing body or former standing body of water).
1. If you use this activity as homework, have students submit the chart and associated questions and assess their answers.
2. If you use the Elaborate section, the tests students come up with should indicate their grasp of delta processes.
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The spinal column is made up of a stack of vertebrae. The vertebrae are uniquely shaped bones that both make up the backbone and protect the spinal cord. Each vertebra has two laminae (singular: lamina) which are arch-shaped portions of the bone closer to the center of the body than the outside. The laminae are located near other portions of the vertebra called the spinal process and the facet joint.
The laminae themselves are bone and hardly ever become diseased. However, painful spinal conditions may occur if there is too much pressure placed on the spinal cord (which is entirely encased in the vertebral column) or nearby nerves. When this happens, surgery on the laminae can widen the column and thus help relieve pain and pressure.
Another reason to operate on the laminae is to help correct a spinal deformity.
What is the Difference Between Laminectomy and Laminotomy?
Even many healthcare professionals use these terms interchangeably, but they actually have a distinction.
• A laminectomy completely removes the lamina.
• A laminotomy partially removes the lamina.
The Purpose of a Laminectomy/Laminotomy
The main purpose served by a successful laminectomy or laminotomy is the relief of pressure on the spinal cord or nearby nerves or both.
Although these procedures do remove a portion of the bony vertebra, the spinal cord remains very well protected. The spinal cord remains encased in a bony column, even when the laminae are partially or entirely removed.
Laminectomy and laminotomy are often used to treat the following conditions. This list is not exhaustive.
Other Reasons for a Laminectomy/Laminotomy
Some patients may require entire or partial removal of the laminae during the course of another spine surgery. For example, a patient with a herniated disc may require a laminotomy if the surgeon cannot easily access the damaged disc without partly removing the lamina. In patients who have a tumor at or near the spine, a laminectomy may be required before the mass can be removed.
What to Expect from Laminectomy/Laminotomy
This particular technique is used to treat many conditions, so discuss your particular surgery with physician. If the lamina can be easily removed and no further procedures are required to support the spine, recovery can be relatively quick. If spinal fusion or other steps are required as part of the procedure in order to stabilize the spine, it can make for a longer procedure and slower recovery.
According to the World Health Organization, most people who had a laminectomy or laminotomy in the lower back were back to normal one year after surgery (when they were surveyed). While a laminectomy or laminotomy can provide spinal decompression and pain relief, it does not stop degenerative processes.
The University Spine Center has experience and expertise in laminectomy and laminotomy. Physicians from the University Spine Center can explain the risks and benefits of this procedure to you to determine if you are an appropriate candidate.
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Of Plymouth Plantation, 1620-1647 Fun Activities
Buy the Of Plymouth Plantation, 1620-1647 Lesson Plans
Create Maps
Create maps of the areas mentioned in the book. Use the details supplied by Bradford and also refer to early published maps to better understand the territories of the Pilgrims, Dutch and Native Americans.
Learn about Native American History
Learn about Native American history. Focus on the tribes mentioned in the story such as the Pequot, Massachusetts, Narragansett, Mohicans, etc.
Visit a Native American Historical Site
Visit a Native American historical site in or around the Plymouth Plantation. Go there on a field trip or use the internet to research the sites in the area.
Learn About Petroglyphs
Learn about petroglyphs created by the early Native American tribes. Compare them to the history documented by Bradford and other whites.
Create a Puzzle
Create a historically based crossword puzzle based on the activities and people at Plymouth Plantation.
Write a Short Story
Write a short story from...
(read more Fun Activities)
This section contains 513 words
(approx. 2 pages at 300 words per page)
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Of Plymouth Plantation, 1620-1647 from BookRags. (c)2016 BookRags, Inc. All rights reserved.
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Indonesian Tools
English Tools
Definisi 'trumpet'
English to English
1. a brass musical instrument with a brilliant tone; has a narrow tube and a flared bell and is played by means of valves Terjemahkan
source: wordnet30
2. A wind instrument of great antiquity, much used in war and military exercises, and of great value in the orchestra. In consists of a long metallic tube, curved (once or twice) into a convenient shape, and ending in a bell. Its scale in the lower octaves is limited to the first natural harmonics; but there are modern trumpets capable, by means of valves or pistons, of producing every tone within their compass, although at the expense of the true ringing quality of tone. Terjemahkan
source: webster1913
3. proclaim on, or as if on, a trumpet Terjemahkan
Liberals like to trumpet their opposition to the death penalty
source: wordnet30
4. play or blow on the trumpet Terjemahkan
source: wordnet30
5. utter in trumpet-like sounds Terjemahkan
Elephants are trumpeting
source: wordnet30
6. To publish by, or as by, sound of trumpet; to noise abroad; to proclaim; as, to trumpet good tidings. Terjemahkan
source: webster1913
7. To sound loudly, or with a tone like a trumpet; to utter a trumplike cry. Terjemahkan
source: webster1913
Visual Synonyms
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Three-Dimensional Representations
Assigning Priorities
Determining Stereochemical Relationships
Question Sets
A project of the Chemical Education Digital Library
Assigning Priorities: Priority Rules
Finally, if a molecule has a branched chain, all of the branches must be taken into consideration when assigning priority. This can be thought of in a way similar to multiple bonds.
For example, consider the following molecule and assign the priorities to the groups attached to the carbon with the asterisk (*).
The missing hydrogen should be drawn in first, and it can be assigned as the fourth priority. The oxygen can be assigned as the first priority. The carbons can be distinguished by going down the branches, as done before. It can be seen that the carbon on the right is attached to a longer branch than is the carbon on the left. Therefore, the carbon on the right has the higher priority and is the second priority overall. The carbon on the left is the third priority.
More examples
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Assigning Priorities Home
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Is the Fomalhaut star system an exoplanet goldmine?
Newly discovered comet belt around Fomalhaut C
Artist's impression of the Fomalhaut system. The newly discovered comet belt around Fomalhaut C is shown to the left (Source: Amanda Smith)
Complex system Astronomers scoping-out the vicinity of the famous star Fomalhaut have discovered that its mysterious stellar sister is also sporting a rather attractive ring of comets.
The discovery was made by the recently-defunct Herschel space observatory, a European-led infrared mission that probed the infrared signals being emitted by cool nebulae, the gas in distant galaxies. In this case, vast icy debris fields surrounding young stars.
Located 25 light-years away in the constellation Piscis Austrinus, Fomalhaut A is one of the brightest stars in Southern Hemisphere skies.
The bright blue giant is notable in that it hosts a gigantic ring of cometary debris and dust. Embedded within this ring is the infamous Fomalhaut Ab, a massive exoplanet that has been the cause of much debate.
But this new research, published in the journal Monthly Notices of the Royal Astronomical Society, doesn't focus on the stellar 'Eye of Sauron', it is actually centred around Fomalhaut's less famous sibling, Fomalhaut C.
Fomalhaut C is a red dwarf star and was only confirmed to be gravitationally bound Fomalhaut A and Fomalhaut B in October. Fomalhaut is therefore a triple, or trinary, star system.
The small red dwarf star may be the proverbial runt of the Fomalhaut stellar litter, but it appears to share some common ground with its larger sibling.
"It's very rare to find two comet belts in one system, and with the two stars 2.5 light years apart this is one of the most widely separated star systems we know of," says astronomer Grant Kennedy, of the University of Cambridge and lead researcher of this work. "It made us wonder why both Fomalhaut A and C have comet belts, and whether the belts are related in some way."
Interestingly, Fomalhaut B doesn't appear to have such a belt.
Moulding each other's desiny
Astronomers have noted that both cometary belts around Fomalhaut A and C are bright and elliptical, indicating that gravitational perturbations may be destabilising comets' orbits, causing collisions and close encounters with the central stars.
As Comet ISON dramatically demonstrated last month, stellar near-misses can result in disintegration, flinging huge quantities of ice, dust and gas around star systems.
Scale that activity up in a younger star system and you have huge debris belts like the ones found around Fomalhaut A and C.
So what's causing this activity? The researchers point out that Fomalhaut A already has a known exoplanet mixing things up from deep inside the dusty ring. Also, gravitational interactions between Fomalhaut A and C could be a factor.
"We thought that the Fomalhaut A system was disturbed by a planet on the inside — but now it looks like a small star from the outside could also influence the system. A good test of this hypothesis is to measure (Fomalhaut C's) exact orbit over the next few years," says Paul Kalas, of the University of California.
The relationship between Fomalhaut A and C could go beyond their gravitational interplay, Fomalhaut C could also have hidden exoplanets in tow, jostling the comets from the inside.
Whatever the cause, the research is fascinating as it demonstrates how young, widely spaced stars interact with one another — an ideal test to see how star systems mould each other's planetary destiny.
Tags: astronomy-space, planets-and-asteroids
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Describes the characteristics of crustaceans.
Atoms Practice
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Practice Crustaceans
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Practice Now
I Thought I Liked Coconuts!
Teacher Contributed
I Thought I Liked Coconuts!
Insects may dominate in numbers, but when it comes to size crustaceans have them beat! Image courtesy of Gerald McCormack and Cook Islands Natural Heritage Trust
Who's Been Robbing The Garbage Can?
So your family has moved to a South Pacific Island. Welcome to sun, beautiful beaches, and warmth. You figure if this isn't paradise, then it's pretty darn close. Then someone asks you to take out the garbage, and you run into this!
You've just met one of your new neighbors Birgus latro, the largest terrestrial invertebrate on the planet!
Head Scratchers
Use the resources below to answer the following questions:
1. What role in island ecosystems does Birgus latro play that is filled by mammals in other ecosystems? How does this help explain why they are less abundant on islands occupied by humans?
2. How do these crabs maintain a wide distribution on islands when they drown so easily? Does this method of dispersal surprise you? Why or why not?
3. How does the large size of Birgus latro help it guard against desiccation? What does this crab do behaviorally to minimize water loss?
4. How long do we think Birgus latro lives? Do you find this surprising? Why or why not? How does this make this crab species more vulnerable to declines in population numbers?
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provides an interactive information retrieval system for the world crustaceans through illustrated, interactive keys, morphological descriptions, glossaries of morphological terminology and current family level lists of world crustaceans.
Because plants and animals are threatened by human activities all over the world there is great demand for better ecological management. Unfortunately, this is severely impeded by the large biological knowledge deficit. For example, faunas are often poorly described and catalogued with possibly 90% of species being undescribed. Not only is there a need to promote taxonomic studies, but there is also the imperative of making taxonomic information accessible to non-specialists.
Difficulties in identification (particularly invertebrates) often make studies in ecology, conservation or environmental impact incomplete. Studies that include organisms identified at order or family level give little indication of species diversity. But these groups often provide the basic framework of whatever ecological system is under threat.
Crustaceans are particularly useful in aquatic environmental studies for several reasons. They are diverse and abundant in many habitats, play important roles in ecosystem processes, are often good indicators of stressed/polluted conditions, are relatively amenable to life history studies and frequently have commercial and cultural significance. They do, however, suffer the following difficulty. At the moment, identification of crustaceans by non-experts is extremely difficult and time-consuming. Descriptive literature (including dichotomous keys) is often scattered and difficult to find. Terminology is jingoistic and often varies from one crustacean group to another. A non-expert, who wants to use crustaceans in his work must either, pay a taxonomist to identify his crustaceans or try to do the identifications himself. The problems are that there are not many experts and all of them are over committed and trying to identify without expert help is inefficient and often leads to inaccurate or inadequate identifications.
We think that if crustaceans were easier to identify and to learn about, then they would be used more often in survey work, in ecological studies and by young taxonomists. We also think that if they could be identified more efficiently and more accurately, then the quality of all studies using these animals would be greatly enhanced.
Visit the Australian Museum's
Last Updated:
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But the toaster as we know it, the plug-in electric toaster, wasn’t possible until the turn of the century. You had to have access to electric current, and electric power grids in the United States were only a dream until Thomas Edison and others started building their own in the late 1800s. Even more importantly, you had to have the right metal to turn an electric current into heat. British inventors made several attempts at electric toasters around the turn of the century, but all of these were dangerous: The iron wires would either catch on fire or melt.
Toasting bread with electricity was first made possible in 1905, when American metallurgist Albert L. Marsh developed a nickel-chromium alloy. This alloy, which he patented as “chromel” on February 6, 1906, was low in electrical conductivity, infusible, and resistant to oxidation, which made it the perfect metal to shape into filament wires and coils for heating elements. Shortly after, inventor George Schneider of the American Electrical Heater Company filed a patent for a toaster that was never built.
At the time, Marsh was working with an entrepreneur named William Hoskins, who owned a chemistry consulting firm in Chicago. The two formed Hoskins Manufacturing Company and introduced the table cooker ToastStove in 1909. Their toasters and other appliances failed on the market, but they found success licensing Marsh’s chromel wire (now known as “nichrome”) to other appliance manufacturers.
In an effort to dodge Marsh’s patent, General Electric patented its own nickel-chromium alloy, called “calorite,” this one with containing iron, in 1908. In 1909, GE introduced its D-12 bread toaster, invented by Frank Shailor, which was a commercial success, 19 years before the invention of bread-slicing machines in 1928. (People had to slice the bread themselves, then insert it into the toaster—can you imagine?)
The D-12 had a porcelain base that served as an insulator, protecting the table or counter it sat on from electricity and heat. Four vertical metal heating coils were mounted in a row perpendicular to the base, and two slices of bread were held near the coils by metal baskets. This toaster also came with a detachable metal toast rack that rested above the coils, acting as a warmer for toasted slices. For an additional cost, you could buy a D-12 with a floral decoration on the base; these rare versions are particularly collectible today.
Despite the D-12’s success, electricity was pricey and few people had access to it in 1909. Electric appliances didn’t really take off until 1912, when the more efficient alterna...
Over the next 100 years, toasters became works of art. Made of metal, wood, porcelain, and Bakelite, beautiful and inventive toasters became the centerpieces of matching kitchen sets that might include coffee pots, urns, sugars, creamers, sandwich toasters, toast racks, and trays. Today, the collectibility of a toaster depends on its rarity, aesthetics, and the ingenuity that went into the design of its electrical and mechanical works.
In the 1910s, Hoskins took GE to court over its use of his patented alloy, and won a large settlement. GE also paid Hoskins for part ownership of the chromel patent, which pretty much every toaster manufacturer had to pay royalties to use. As a result, nearly all toasters made between 1915 and 1923, when the patent expired, are marked “ Feb. 6, 1906” and “LMP” (for “Licensed Under Marsh Patents”) in a diamond shape.
Early toasters, like the D-12, only toasted one side of the bread at a time. So the first problem inventors wanted to tackle was how to get both sides of the slice evenly toasted without burning one’s fingers in the process. In 1914, married couple Lloyd and Hazel Copeman, of the Copeman Electric Stove Company, were issued five patents for ways to “turn the toast” in their “automatic” toasters.
To avoid paying the Copemans royalties, other inventors got creative about how their machines turned toast. Some toasters had little baskets that swung the bread around; another used a conveyor belt to shuttle the slices past the heat. Westinghouse, however, just went ahead and paid out, producing toasters identical to Copeman’s under its brand name and a mark that read, “Under license of Copeman patents.”
The next problem to solve was the bread getting toasted a little too much, a.k.a. burnt toast. Some companies, like Sunbeam Corporation, came up with toasters that shut off the heat automatically after the slice was toasted, using either a bimetallic strip or a clockwork timer, but the toast still had to be manually inserted into and lifted out of the toaster.
Truly automatic toasters didn’t appear until Charles P. Strite, a master mechanic at a factory in Stillwater, Minnesota, got fed up with the burnt toast served at the company cafeteria during World War I. He went home and tinkered until he had devised a toaster that sported both springs and a timer. His 1919 invention, the pop-up toaster, was patented in 1921.
That year, Strite established the Waters-Genter Company to produce this toaster and sell it to restaurants. His first 100 toasters were hand-assembled, and sold to the Childs restaurant chain. Strite’s earliest Toastmasters are known as “diner toasters,” because they were made exclusively for restaurants and often toasted as many as three slices of bread at a time. One knob controlled the pop-up arm, while another determined the level of browness.
In 1926, Waters-Genter produced an improved-upon version of Strite’s design, and sold it to the public as the Toastmaster model, 1-A-1, with a triple loop logo inspired by the heating elements. This new household Toastmaster, sold between 1926 and 1929, held one slice of bread and had two Bakelite handled levers. The left lever controlled the pop-up timer, and the right the browness. Under the right-hand lever, a small metal peg was used to determine how toasted you wanted the bread to be, from A to G.
The Toastmaster was a tremendous success, and the company got a boost in 1930, when the Continental Baking Company introduced sliced Wonder Bread nationwide. Waters-Genter, absorbed into the Edison electrical conglomerate, eventually became the Toastmaster company.
Toasters of the Art Deco era of the 1920s and 1930s are the most popular with collectors because they are just so beautiful. For example, the All Rite Company produced several streamlined Hostess sandwich toasters in bold Fiesta-like blocks of color. The rarest and most collectible Hostess, however, is a double sandwich toaster with flowers adorning the white body.
Also particularly coveted is George Curtiss’ 1929 heart-shaped Universal toaster for Landers, Frary & Clark. This gorgeous embossed nickel-plated metal toaster has two bread baskets controlled by a push-button, which cycles the slice for toasting each side.
Two lovely porcelain toasters are highly desirable because they appeal to collectors of particular china patterns, matching items in kitchen sets from the coffee pot to the sugars. The Toastrite, for example, made by the Pan Electric Manufacturing company from the late 1920s to the 1930s, comes in the Blue Willow and Pink Willow china patterns and has recently sold for thousands of dollars. Porcelier Manufacturing Company, which specialized in a basketweave porcelain with a wildflower decal designed by Emil Hasentab, also made a late 1930s toaster in this pattern, which also sells for big bucks now.
While electric toasters were impressive, some inventors weren’t satisfied that they just toasted bread. A few attempted all-in-one breakfast machines that could make coffee and toast bread at the same time. The 1920s Armstrong gizmo known as the Perc-O-Toaster did exactly that.
Other quirky and coveted toasters include Ledig’s spherical Toaster-Cooker from the early 1920s, which came with a toast basket, a sandwich holder, and a pan for holding butter. The slice is inserted into the streamlined nickel-plated ball sideways, and then the rounded interior helps reflect heat back onto the toast. Edicraft’s late 1920s and early 1930s toaster closes around the bread. The user sets the desired brownness between 1 and 6, and then presses the timer button. When the toast is ready, the Edicraft opens like a flower.
Another favorite is the Toast-O-Lator, made by Crocker Wheeler Electric Manufacturing Company in the late 1930s and 1940s. A slice is inserted on the right side of the Toast-a-Lator, and it is then carried past the heating element on a little conveyor chain. The toaster even has a little round “Wind-O-Spy” window where you can watch your toast go by.
In the late 1940s, Sunbeam introduced its Radiant Control toasters, which didn’t use levers at all. For models like the T-20, T-35, T-40, and T-50, all one had to do was place bread in the slots and it was automatically lowered. Then, a bimetallic strip inside the toaster sensed the heat passing through the slice, and the toaster would shut off and release the bread when it was perfectly toasted. These toasters were definitely luxury items, selling for the equivalent of several hundred dollars today, but because they were built to last, most still or work or are easily repairable.
Other early toaster manufacturers and brands include Kenmore, Montgomery Ward, Hotpoint, Made-Right, Heatmaster, Gold Seal, Fitzgerald, Electro Weld, Delta, Chicago Electric, Bersted, Capitol, Manning-Bowman, Rutenber, Royal Rochester, Samons, Proctor Electric, Son-Chief, Simplex, Toastswell, and Utility Electric.
In the '60s, mass-produced toasters became inexpensive enough that pretty much every middle-class household in the United States could afford one. In the 1980s and 1990s, further toaster innovations included wider slots for Texas toast and bagels, as well as the inclusion of microchip controls and heat-resistant plastics.
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Recent News: Toasters
Source: Google News
New KitchenAid® Toasters: Large Capacity, Sleek Design
PR Newswire (press release), March 10th
These newest additions to the KitchenAid toaster collection made their debut today at the International Housewares Show in Chicago. The 4-Slice Toaster, featuring a long slot and extra wide 1½" slots, can accommodate everything from English muffins and ...Read more
Fix-it clinics bring the broken to life -- and cut waste
Minnesota Public Radio News, February 13th
Evelyn Peterson, who has lived in the same house for 57 years, brought in two vintage toasters. "They don't make toasters nowadays," Peterson said. "You buy one and you gotta throw it away and they burn and don't work right. And I kept these because I ...Read more
End of an era: USU's iconic Golden Toaster torn down
The Herald Journal, January 7th
Crews demolish the iconic LDS meetinghouse "The Golden Toaster" on Wednesday morning on the corner of 400 North and 1200 East in Logan. Previous Next. Golden Toaster. John Zsiray. Golden Toaster. Crews demolish the iconic LDS meetinghouse ...Read more
Inventive ways to display your collections
SFGate, December 16th
Robertson: In our Machinist chapter we have a collector who has collected over 600 different vintage toasters. He has 120 of his toasters displayed on shelves that cover one entire wall of his apartment. The toasters offset the modern vibe of his loft...Read more
'Miracle' workers
City Pulse, December 10th
Michelle Raymond's prop design enhances the effect with an antique toaster and vacuum cleaner that, according to Clara, “still work.” Perhaps the real prop highlight is the set of real (and criminally embarrassing) high school yearbook pictures of the...Read more
A haunting experience at the Riddle House
WPTV, October 10th
A strange popping sound could also be heard in the kitchen, which Schultz said was coming from an antique toaster on display. Schultz reached out and put her hand on it, claiming Mary has been known to pick up and throw the toaster around. Our tour of...Read more
The 48th Penrod Arts Fair
WISH-TV, September 2nd
This year, the September 6 event features over three hundred talented artists on the grounds of the Indianapolis Museum of Art from 9am to 5pm. Go inside the artist studio of Nancy Keating and discover how she turns vintage toasters into mosaic works...Read more
De'Longhi Icona Vintage Toaster
Expert Reviews, February 26th
In terms of looks the De'Longhi Icona scored highly with us, we liked its curved lines and our 'Vintage' model came in an appealing blue with brown controls. It was remarkably fingerprint resistant too and cool to the touch after toasting. Standard and...Read more
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Definitions for
Overview of verb stretch
The verb stretch has 11 senses? (first 8 from tagged texts)
1. (16) stretch, stretch along
(occupy a large, elongated area; "The park stretched beneath the train line")
2. (11) stretch, extend
3. (4) unfold, stretch, stretch out, extend
4. (4) stretch
(become longer by being stretched and pulled; "The fabric stretches")
5. (3) elongate, stretch
(make long or longer by pulling and stretching; "stretch the fabric")
6. (1) stretch, stretch out
7. (1) stretch
8. (1) stretch
9. load, adulterate, stretch, dilute, debase
10. extend, stretch
11. stretch, stretch out
(extend one's body or limbs; "Let's stretch for a minute
Overview of adj stretched
The adj stretched has 2 senses? (first 2 from tagged texts)
1. (3) stretched
2. (1) stretched
(extended or spread over a wide area or distance; "broad fields lay stretched on both sides of us") © 2001-2013, Demand Media, all rights reserved. The database is based on Word Net a lexical database for the English language. see disclaimer
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Printing and Thinking
Printing was an ancient invention of the Chinese. Europeans made the press a major tool of intellectual life with the advantages of a twenty-six-letter alphabet and a measure of freedom in some western European cities. Within four decades of printing the Gutenberg Bible in Mainz in 1455, printing was introduced into Islamic lands by Jews expelled from Spain in 1492. The Ottoman Turks banned setting Arabic into type, so the first Muslim press of the Arabic world was not set up until 1822. As a result, books from the Islamic heartland that found their way to the Indonesian archipelago before the middle of the nineteenth century were hand written, few in number, and costly.
Printed books arrived in Indonesia through the Dutch. From 1617, presses in Holland published books and pamphlets in Dutch and Malay for communities in the Indonesian archipelago. Because Arabic had been printed in Europe since 1530, the Dutch were able to set Malay in Arabic script too. Devotional texts, such as the Bible, prayers, and catechism, were printed in Malay in both Roman and Arabic scripts and exported to VOC settlements in Asia. The first printing press was shipped from Holland in 1624.
Presses were portable. They consisted of a wooden frame and a tray for the type and were operated by turning handles. Draftsmen and supplies of paper, printer’s ink, lye baths, and proof plates had to be sent from Holland.
Regulations and notices were printed by the Batavia presses, while daily record keeping was handwritten. As in Europe, printers in Indonesia combined academic interests and artisan skills with commerce. Dutch men who ran presses employed Indonesian assistants, and they published books intended for Indonesian as well as Dutch readers. For instance, Lambertus Loderus held the license for government printer in Batavia in the first years of the eighteenth century. He printed official documents under contract and also published and sold books. He researched, wrote, and published a Dutch-Malay dictionary in 1707. Another publisher, Harmanus Mulder, brought out a Malay-language catechism in Arabic type in 1746.
The Indonesians for whom printed books had the greatest impact were Christians and men who worked in VOC offices as clerks and assistants. Most Indonesian scholars rejected the press until the mechanical production of books became acceptable in Islamic countries. Sumatran and Javanese printers borrowed techniques developed by Muslim publishing houses in India for typesetting Arabic to produce books that closely resembled manuscripts. From the middle of the nineteenth century Indonesian publishers printed books in Malay on Islamic topics for a clientele in religious schools and mosques and used the traveling scholar and catalogue as their publicity and distribution network. This different history of access to printed books meant that Christian Indonesians were exposed to sources of Western knowledge two hundred years before most Muslim Indonesians. All publishers, Dutch and Indonesian, worked under government surveillance.
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A Very Brief History of Names in England and America
Naming Conventions and Spelling in the Upper New River Valley
Short List of Names
DEBORAH - Old Testament; a prophetess who inspired the Israelites to rebel against King Jabin of Hazor (Judges 4 & 5). Her name means "bee" in Hebrew.
DELICIA - an Italian name that comes from the Latin word deliciae, delight. "Delicia" first appears in American records in the late 18th century.
DELILAH, DELILA - Old Testament; the woman who betrayed Samson to the Philistines (Judges 16:4-18). Although the Biblical Delilah was deceitful and trecherous, she was also beautiful and clever. Her name was taken up by the Puritans and remained fairly popular in the United States through the 19th century.
DELLA, DELIA - these names were often used as a nicknames for names like Cordelia, Adella (Adele), Delilah, and Philadelphia. They were also used as given names in their own right. In particular, "Delia" was a classical Greek name for the goddess Artemis, referring to her birth on the island of Delos (see also Cynthia). The name was popularized by the English poet Samuel Daniel in a series of sonnets "to Delia" (1592). Nickname: Dilly.
DELPHIA, DELPHY - a nickname for Philadelphia. Variations: Adelphia, Alphia, Alpha, Della, Dilly.
DIANA - the Roman goddess of the moon and hunting. The name was first used in England by during the 16th century, and was especially popular with the aristocracy. It is often spelled "Dianah" or "Diannah" in 19th century American records, perhaps due to confusion with the Old Testament name "Dinah."
DICEY - this was a nickname for several different names including Eurydice, Theodocia, Ludicia, and Diana. Also used as a given name in its own right, especially in the 19th century.
DILLY - variation of Della or Delia, or a nickname for names like Cordelia, Adella (Adele), Delilah, and Philadelphia.
DINAH - Old Testament; a daughter of Jacob by Leah, and sister of Simeon and Levi (Genesis 34). Her name means "judged" or "acquitted" in Hebrew.
DOCIA, DOCEY - nicknames for Theodocia.
DOVEY - apparently a Southern U.S. invention. Sometimes a nickname for Deborah, but also used as a name in its own right, especially in the late 19th century.
DORCAS - New Testament; a pious woman of Joppa mentioned in Acts 9:36-42. Her name means "female gazelle" in Greek, and is equivalent to the Aramaic name Tabitha.
DORINDA - a name apparently coined by the English writers John Dryden and William Davenant for their play, The Enchanted Isle (1667).
DOROTHEA, DOROTHY - a name derived from the Greek words Theo (God) and doron (gift); equivalent to "Theodora," but in reverse order. "Dorotheus," the male form of this name, was borne by several early Christian saints. "Dorothea" has been used as a girl's name in England since the Middle Ages. Nickname: Dora. American variation: Dorthula.
DRUSILLA - New Testament; the wife of Felix (Acts 24:24). Her name means "watered by the dew" in Greek. Nicknames: Drucy, Silla.
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Copyright 2002 by Rebecca Moon
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From Wikipedia, the free encyclopedia
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In mathematics, a quadratrix (from the Latin word quadrator, squarer) is a curve having ordinates which are a measure of the area (or quadrature) of another curve. The two most famous curves of this class are those of Dinostratus and E. W. Tschirnhausen, which are both related to the circle.
Quadratrix of Dinostratus[edit]
Main article: quadratrix of Hippias
The quadratrix of Dinostratus (also called the quadratrix of Hippias) was well known to the ancient Greek geometers, and is mentioned by Proclus, who ascribes the invention of the curve to a contemporary of Socrates, probably Hippias of Elis. Dinostratus, a Greek geometer and disciple of Plato, discussed the curve, and showed how it affected a mechanical solution of squaring the circle. Pappus, in his Collections, treats its history, and gives two methods by which it can be generated.
1. Let a helix be drawn on a right circular cylinder; a screw surface is then obtained by drawing lines from every point of this spiral perpendicular to its axis. The orthogonal projection of a section of this surface by a plane containing one of the perpendiculars and inclined to the axis is the quadratrix.
2. A right cylinder having for its base an Archimedean spiral is intersected by a right circular cone which has the generating line of the cylinder passing through the initial point of the spiral for its axis. From every point of the curve of intersection, perpendiculars are drawn to the axis. Any plane section of the screw (plectoidal of Pappus) surface so obtained is the quadratrix.
Quadratrix of Dinostratus (in red)
Another construction is as follows. DAB is a quadrant in which the line DA and the arc DB are divided into the same number of equal parts. Radii are drawn from the centre of the quadrant to the points of division of the arc, and these radii are intersected by the lines drawn parallel to AB and through the corresponding points on the radius DA. The locus of these intersections is the quadratrix.
Quadratrix of Dinostratus with a central portion flanked by infinite branches
Letting A be the origin of the Cartesian coordinate system, D be the point (a,0), a units from the origin along the x axis, and B be the point (0,a), a units from the origin along the y axis, the curve itself can be expressed by the equation[1]
y=x\cot\frac{\pi x}{2a}.
Because the cotangent function is invariant under negation of its argument, and has a simple pole at each multiple of π, the quadratrix has reflection symmetry across the y axis, and similarly has a pole for each value of x of the form x = 2na, for integer values of n, except at x = 0 where the pole in the cotangent is canceled by the factor of x in the formula for the quadratrix. These poles partition the curve into a central portion flanked by infinite branches. The point where the curve crosses the y axis has y = 2a/π; therefore, if it were possible to accurately construct the curve, one could construct a line segment whose length is a rational multiple of 1/π, leading to a solution of the classical problem of squaring the circle. Since this is impossible with compass and straightedge, the quadratrix in turn cannot be constructed with compass and straightedge. An accurate construction of the quadratrix would also allow the solution of two other classical problems known to be impossible with compass and straightedge, doubling the cube and trisecting an angle.
Quadratrix of Tschirnhausen[edit]
The quadratrix of Tschirnhausen[2] is constructed by dividing the arc and radius of a quadrant in the same number of equal parts as before. The mutual intersections of the lines drawn from the points of division of the arc parallel to DA, and the lines drawn parallel to AB through the points of division of DA, are points on the quadratrix. The cartesian equation is y=a cos 2a. The curve is periodic, and cuts the axis of x at the points x= (2n - I)a, n being an integer; the maximum values of y are =a. Its properties are similar to those of the quadratrix of Dinostratus.
1. ^ Hazewinkel, Michiel, ed. (2001), "Dinostratus quadratrix", Encyclopedia of Mathematics, Springer, ISBN 978-1-55608-010-4
2. ^ See definition and drawing in the following online source: Hutton C. (1815). A Philosophical and Mathematical Dictionary Containing... Memoirs of the Lives and Writings of the Most Eminent Authors, 2. London. pp. 271–272.
External links[edit]
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Experimental Investigations Regarding the Use of Sand as an Inhibitor of Air Convection in Deep Seismic Boreholes
Open-File Report 98-362
, ,
INTRODUCTION Tilt has been the nemesis of horizontal long period seismology since its inception. Modern horizontal long period seismometers with their long natural periods are incredibly sensitive to tilt. They can sense tilts smaller than 10 -11 radians. To most readers, this is just a very very small number, so we will begin with an example, which should help to illustrate just how small 10 -11 radians is. Suppose we have an absolutely rigid rod which is approximately 4170 kilometers long; this just happens to be the Rand McNally map scaled crow flight distance between Los Angeles and Boston. Tilting this rod 10 -11 radians corresponds to raising one end of the rod 0.0000417 meters. Alas, this is just another very very small number! However, this corresponds to slipping a little less than one third a sheet of ordinary copying paper under one end of this perfectly rigid rod. To clarify, we mean, take a sheet of paper just like the paper this report is printed on and split it a little less than one third in the thickness direction, then put it under the end of the 4170 kilometer long rod! This will tilt the rod 10 -11 radians. Real world seismometers are nowhere near the length of this rod. A KS-54000 is about two meters long. Tilting a rod only two meters long 10 -11 radians corresponds to moving one end of this rod a mere 0.00000000002 meters or 0.02 millimicrons. As one of the authors old math teachers used to say, 'That's PDS' (PDS = Pretty Damn Small). Unfortunately, the long period seismologist does not have the luxury of ignoring PDS numbers when it suits him as the mathematician frequently does. He must live in the real world in which tilts this small create severe contamination of long period seismic data. At periods longer than 20 seconds, tilt noise contaminates the long period data from all instruments installed on or near the earth's surface. Many years of experimentation revealed that installing the sensors at depth in deep mines drastically reduced the level of tilt noise in long period data. However, low levels of tilt noise persisted even at great depth; this noise was caused by air convection in the vault in which the sensors were installed. Over the years, methods were developed to control the air motion with mechanical barriers (boxes) around the sensors and by stratifying (creating a situation in which the air temperature increases with height) the air in the vault near the seismometer. These methods decreased tilt noise in deep mines to very low levels. However, deep mines, that are economically and environmentally suitable and accessible to seismology, are not plentiful and are not evenly distributed over the earth's surface. Therefore, the borehole deployable Teledyne Geotech KS-36000 and later the KS-54000 sensor systems were developed to fulfill the need for instruments that could be installed at depth wherever high quality long period data was desired. Early in the development program, it became evident to the Teledyne Geotech personnel that air convection within the borehole was going to be a significant problem in KS deployments. Experimental and theoretical investigations conducted by Teledyne Geotech (see Douze and Sherwin, 1975, and Sherwin and Cook, 1976) produced a list of recommended installation procedures for reducing the effects of air convection. These procedures consisted of wrapping the sensor in a relatively thin layer of foam insulation, filling the free space volume in the vicinity of the centralizer-bail assembly with foam insulation, and the installation of styrofoam hole plugs immediately above the cable strain relief assembly at the top of the sensor package and at the top of the borehole. This technology has performed quite satisfactorily for over 20 years but evidence of tilt noise in the system output has persisted throughout the KS deployment program (the evidence was that the horizontal components were usually noisier than the vertical components) even in deep b
Additional Publication Details
Publication type:
Publication Subtype:
USGS Numbered Series
Series title:
Open-File Report
Series number:
Year Published:
Geological Survey (U.S.)
Contributing office(s):
Albuquerque Seismological Laboratory
iii, 53 p.
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Gandhi’s Teaching Method
Listed in: Inspirational Stories
In South Africa Gandhi set up an ashram at Phoenix, where he started a school for children.
Gandhi had his own ideas about how children should be taught. He disliked the examination system. In his school he wanted to teach the boys true knowledge—knowledge that would improve both their minds and their hearts.
Gandhi had his own way of judging students. All the students in the class were asked the same question. But often Gandhi praised the boy with low marks and scolded the one who had high marks. This puzzled the children.
When questioned on this unusual practice, Gandhi one day explained, “I am not trying to show that Shyam is cleverer than Ram. So I don’t give marks on that basis. I want to see how far each boy has progressed, how much he has learnt. If a clever student competes with a stupid one and begins to think no end of himself, he is likely to grow dull. Sure of his own cleverness, he’ll stop working. The boy who does his best and works hard will always do well and so I praise him.”
Gandhi kept a close watch on the boys who did well. Were they still working hard? What would they learn if their high marks filled them with conceit? Gandhi continually stressed this to his students. If a boy who was not very clever worked hard and did well, Gandhi was full of praise for him.
(Source: Inspiring Stories from Gandhi’s Life)
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Home Also visit: gore-tex.com windstopper.com gore.com careers GORE
What ungulates see
Animal vision research indicates exactly how deer and other hoofed animals see, both spatially and colorimetrically.
Human vision uses full range of colors. Ungulate vision uses shades of yellow, blue and gray only.
Bottom line: Ungulates suffer from red-green colorblindness.
(See Figure 1)
The human's field of view is 120°. The ungulate's field of view is 280° and a simple turn of the head expands its view to 360°.
Bottom line: Ungulates have a wider field of vision.
(See Figure 2)
Mimicry patterns (like those on traditional camouflage) are designed to work at engagement distances of 20 meters or less.
Even high-definition sticks and leaves on mimicry patterns that appear photorealistic on the store shelf, block up into a mass of gray at standard hunting engagement ranges due to a principal known as isoluminence.
Bottom line: Traditional camouflage fails at standard hunting engagement ranges.
Next: What ungulates don't see
Figure 1: Human vision vs. Ungulate vision
Figure 2: Human Field of View: 120°
Ungulate Field of View: 280°
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Essay by PiinkkyHigh School, 11th gradeA+, January 2009
download word file, 3 pages 3.0 1 reviews
Downloaded 2055 times
Franz Kafka is a writer of power struggles. In his short stories "The Dream" and "An Imperial Message", he proposes that an individual in society has an internal conflict between the life they live and the life they imagine. Kafka demonstrates this through the device of escapes: escapes from reality and escapes from society.
First, in the short story "The Dream", Kafka proposes the protagonist mentally escapes from reality through a dream. This suggests an internal struggle related to the protagonist's life given that the story describes how "... the path continued rushing along beneath his [the protagonist's] feet as he leaped off ..." (Kafka 278). The path, relating to the constant flow of life and how the world will not stop and wait for you, does not hesitate to test the protagonist. Instead, the path creates difficulty for the protagonist and sets a challenge for him to overcome: the difficulty of jumping from a moving object.
In the character's reality, Kafka suggests a world where the protagonist is incapable of keeping up with the complexity of what is around him. This will create an unsettling, negative conscience that will put a damper on the protagonist's view of his surroundings.
Secondly, in the short story "The Dream", Kafka also proposes the use of art as a 'dreamlike' escape. Symbols are used to represent the superiority within the protagonist's dream. For example, "Through some extremely skilful manipulation, he [the artist] succeeded in producing gold letters with that ordinary pencil ..." (Kafka 279). To begin with, the ordinary pencil signifies a lack of imagination. When used to produce gold lettering, the artist - a figure of powerful imagination - turns this object into a magical tool. Simultaneously, the gold lettering proposes the superiority of the protagonist. Kafka describes art within the story as "... clean and beautiful, deeply incised and in purist gold" (279) creating a way to escape and express the protagonist's innermost feelings and views of society. These feelings are of the natural suffering of man-kind.
To contrast, in Kafka's second short story "An Imperial Message", Kafka also uses symbols; in this case the emperor, messenger, and recipient all act as symbols of the human need to escape societal boundaries. The emperor within the short story is set to never have complete control over his rulings. This is revealed when Kafka expresses the emperor's situation: he, the emperor, is on his deathbed. He wishes for a message to be sent out to an anonymous recipient. The message will never reach the recipient due to the social structure of the empire. The empire - representing a global civilization - is endless and takes much effort to escape the boundaries. Kafka explains that a messenger who is sent by the emperor to deliver the message...will never make it; and if he succeeded, nothing would be gained: he wouldhave to fight his way down the staircases; and if he succeeded, nothing would be gained:he would have to stride across the courtyards; and after the courtyards the second enclosing palace; and again staircases and courtyards; and again a palace; and so on for thousands of years. (264)The recipient is an isolated citizen with hopes for a better life. This recipient had escaped the empire and has now run out of time for their dream to come true. For want of this undelivered message, the recipient will never feel the effects of the emperor's passing.
In conclusion, the usage of escapes, from both reality and society, is a desire to get away from actuality. In life, one only has what is given to them, what they earn, or what they fight for. The longing for change in a personal life or in a community needs to be act upon, or else change will never come.
Works CitedKafka, Franz. "A Dream" in The Metamorphosis, In the Penal Colony, and Other Stories.
Toronto: Simon & Schuster, 1995.
Kafka, Franz. "An Imperial Message" in The Metamorphosis, In the Penal Colony, and OtherStories. Toronto: Simon & Schuster, 1995.
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Indian Culture and Traditions - 6
Indian Culture and Traditions
Alavandar- The Glory Of A King And A Saint
By Sangeeta Venkatesh
During the 10th century A.D, in a town called Viranarayanpura in Tamil Nadu, a learned teacher called Maha Bhashya Bhattar would guide his students on various subjects. A scholar called Akkiyalwan from king’s court had the arrogance to challenge other intellectuals and also collect money from them. When Maha Bhashya Bhattar received summons to pay the amount, he was very upset. Seeing the state of his guru, one of his students called Yamuna was incensed and tore the summons into pieces. The king heard about this and asked the boy to have a literary debate with Akkiyalwan. When the queen saw that this boy was only sixteen years old, she asked the king that he should give away half the kingdom to the boy, if he won the debate. If not she would offer herself to wild dogs.
Akkiyalvan asked the boy to make three statements, which he offered to contradict. If he failed, then the boy would be declared the winner. Yamuna then stated: i) Your mother is not a barren woman; ii) The king is a righteous and powerful ruler; iii) The queen is a model of chastity. Akkiyalwan was bewildered as he could not counter any of the above statements and accepted his defeat.
The king then asked Yamuna to counter his own statements. Yamuna contradicted his own statements as follows: i) The Shastras say “Kaakaa Vanthya Kathali Vanthya”, which means that yielding one egg by the crow or one bunch of fruit by a banana plant, both are considered as Non Yielders. That is a single tree can never form a grove. By that analogy, an only son is no son at all. So, Akkiyalvan's mother (who had only one offspring) was as good as barren in the eyes of the law; ii) The king cannot be called righteous as he had appointed an arrogant person to be his scholar in his court. That he had not dismissed him, revealed that the king was indeed powerless; iii) According to the Sruti texts, every woman is married first to Soma, then Gandharva and then Agni before marrying her earthly spouse. The queen was no exception and therefore could not be regarded as a model of chastity.
The queen was overjoyed with these arguments and hailed the boy as "Alavandar"- or “One who came to be a saviour.” The king sent Akkiyalwan out of the kingdom and gave half his kingdom to Yamuna to rule.
Born in 916 A.D in Viranarayanpura, Yamuna had an impressive lineage. The great vishishtha advaita scholar, Nathamuni was his grandfather and Ishwara Bhat was his father. He had the gift of being an ‘eka-santha grahi’ or one who could learn by listening just once. As a child prodigy he had mastered all the Shastras under the guidance of Maha Bhashya Bhattar.
However, after becoming a king, Alavandar had very less time left for spiritual pursuits. Meanwhile, Mannakal Nambi (Rama Misra), a very learned saint, wanted to install Alavandar as the spiritual successor to Nathamuni. He tried to reach Alavandar many times, but was unsuccessful. To gain entry into the palace, Manakkal Nambi supplied the palace cook with Alavandar’s favourite spinach. After many months, one day Mannakal Nambi stopped supplying the spinach. Missing his favourite green, Alavandar summoned for the supplier.
Mannakal Nambi finally got to meet Alavandar and told him that his grandfather Sri Nathamuni had passed on the ‘family wealth’ that needs to be handed over to Alavandar. Nambi then took Alavandar to the Sri Ranganatha Swamy temple at Srirangam. Upon seeing the Lord’s idol, Alavandar experienced a divine realisation and renounced his kingdom. He surrendered at the Lord’s feet and became a sanyasi. After being renamed as Yamunacharya, he was given the charge of Nathamuni’s school which also included the collected Divya Prabandha (the collection of verses by the Tamil Alwars or saints) by Mannakal Nambi. Some of the works that are attributed to Yamunacharya include the Chathusloki, a prayer devoted to Goddess Lakshmi, and Stotra Ratnam, a prayer devoted to Lord Narayana. Later he became a teacher to Sri Ramanujacharya, one of the greatest saints and expounder of the vishishtha advaita philosophy.
Works of Yamunacharya-
• Siddhitraya – This is a collection of three works, namely, Atma Siddhi, Iswara Siddhi, and Samvit Siddhi. These siddhis explore and explain the vishishth advaitic concept of soul, God and knowledge.
• Agama Pramanya – This work explains the validity of the Pancharatra Agamas- a central theme of Vedic traditions, where Bhakti is given a prominent place.
• Githartha Sangraha_ The 32 verses is an excellent commentary of the Bhagavad Geeta, based on which Sri Ramanujacharya also based Gita Bhashya. It emphasises that Bhakti or devotion to God is the karma (selfless service) and jnana (realisation) are the saadhanaas.
• Stotra Ratna – This ‘Jewel of hymns’ is composed in praise of Sriman Narayana
• Chatushloki – This is a hymn in praise of Goddess Lakshmi
• Nityam
• Maaya Vaada Khandanam
In his last days Alavandar desired to meet Ramanujacharya. But due to his failing health, he attained the feet of the Lord before Ramanujacharya could reach him. When Ramanujacharya reached Srirangam where Alavandar spent his last days, he saw that Alavandar’s three fingers were folded, indicating that Ramanujacharya had to fulfil three of his wishes.
Ramanujacharya declared that he would –
1. Commemorate the name of Parasara on Earth by giving it to a person worthy to bear it.
2. Compose a commentary on Tiruvaymozhi – the magnum opus of the saint Nammaazhvaar.
3. Compose a commentary on Upanishads, Vedanta Sutras and Bhagavad Gita.
Alavandar’s bent fingers immediately opened up and Swami Ramanujacharya went on to successfully fulfil his requests.
But What About The Original Satyameva Jayate
By Ram Lingam
India's national motto 'Satyameva Jayate' has now entered the lounge rooms of the Indian household...thanks to Aamir Khan's TV show. This TV show is a story of how a cine-star can create mass awareness on social issues using a famous Vedic statement 'Satyameva Jayate' as the title of the show. However the original 'Satyameva Jayate' declaration was not coined as a social aphorism. It is much more than that. Exploring the real source and scope of this antiquated affirmation could be more meaningful and enlightening.
'Satyameva Jayate' (Truth Alone Wins) is a famous dictum for spiritual seekers given by the Guru Angiras some 5000 years ago in India. It has now become a slogan for social activism on national television. "SMJ" as it is acronymed seems to have breathed some life to the idiot box. By the way, here is a little feedback on the so-called acronym "SMJ": Elementary Sanskrit points out that the show's acronym should be "SEJ" and not "SMJ" as it is Satyam(S) Eva(E) Jayate (J) and not Satyam(S) Meva(M) Jayate(J). There is no "MEVA" in Satyameva Jayate.
Why Aamir Khan's ‘Satyameva Jayate' could be just half the truth...
Just going by the reviews and ratings, the show seems to be going strong. Aamir Khan probably got it right when he said 'Public Dekhegi' before the show started. Public ne dekh to liya but the source and scope of this slogan is rather unknown. But that's not the show's mandate anyway. With this auspicious 'Satyameva Jayate' slogan Aamir Khan seems to have graduated from silver screen and in the reckoning of becoming India's first Oprah Winfrey-style celebrity-social-advocate. But his show seems to highlight the "effects" and not the real causes of those social evils.
The TV show has created a milestone in and it would do more justice by exposing the full truth - especially those social malpractices which are based on erroneous interpretations of traditions. A bit more research could show that behind the social evils and social crimes lie the misconceptions about Indian customs, selfish interpretations about the Indian system of living.
Take the instance of the terrible female infanticide issue - it would be appropriate to explain why certain people have this wrong notion that the male child is desirable. Also, how this so-called dowry system is not Indian in origin etc. Without this cause-hunting, the TV show is just scratching the surface. (Note that the Portuguese gave the city of Mumbai in dowry to the English - King Charles II on marrying Portuguese princess Catherine Braganza in 1662). (Read Dowry Murder: The Imperial Origins of a Cultural Crime by Veena Talwar Now for the original Satyameve Jayate...
Where is ‘Satyameva Jayate' coming from...
Many of us think that the motto ‘Satyameva Jayate' is part of the Ashoka Lions emblem, which is not true. The statement ‘Satyameva Jayate' is actually in the opening line of a four-line mantra from the 'MUNDAKA Upanishad' which is found in the Atharva Veda. In the massive library of sacred literature from India, the Mundaka Upanishad is like a collector's handbook. It is a sacred text meant for sincere seekers and especially for Sanyaasis who judiciously renounce all hankering of happiness from the world. The Mundaka Upanishad is a principal text dealing with transcendental wisdom - though simple but serious and authoritative.
The striking part of the Mundaka Upanishad is in the beginning, with Rishi Shaunaka asking his teacher Angiras to teach him 'THAT knowing which everything becomes known' (1.1.3). This is a significant spiritual question in the path of knowledge by a disciple to his Guru. It shows the caliber of students in an era when India was a knowledge society. In answering this question, a wide range of methods are employed to reveal the identity between God and the individual with some superb metaphors and analogies.
Why is the sourcebook Mundaka Upanishad important...
Remember the Hindi word 'Mundan' for shaven head...well this is what 'Mundaka' is supposed to mean. The word Mundaka is significant because it literally means a person with a shaven head but implies a monk or a sanyaasi. About this Upanishad, the very learned scholar and teacher Swami Krishnananda of the Divine Life society writes:
"Among the Upanishads, the Mundaka Upanishad is regarded as one the most important. It throws a flood of light on the path of Knowledge and leads the aspirant to the highest rung in the ladder of knowledge...Mundaka means shaving, "mund", and so the word ‘Mundaka’ seems to imply that this Upanishad is intended only for Sanyaasis."
How ‘Satyameva Jayate' became world famous in modern India...
It is from this Upanishad that the 'SATYAMEVA JAYATE' slogan was adopted as the national motto of India on 26th January 1950 and inscribed in Sanskrit at the base of the Indian national emblem. This inscription of "Satyameva Jayate" is also found on one side of all Indian currency. The credit goes to Pandit Madan Mohan Malaviya, the great Indian educationist, founder of Banaras Hindu University and freedom fighter as he popularised this slogan in 1918 during India’s freedom struggle whilst serving as President of the Indian National Congress.
There have also been some other uses of this slogan when a Hindi movie was made with the same name in 1987. Even the Rolling Stone legend Mick Jagger sang ‘Satyameva Jayate' collaborating with music maestro A.R.Rahman last year. And now it's Aamir Khan's turn to reinvent the wheel giving it a totally social spin. This TV show is probably the only television programme which has had a title with words directly from the Upanishads.
The satya about 'Satyam'...
The full stanza of the 'Satyameva Jayate' slogan from the Mundaka Upanishad (3.1.6) goes this way:
"Satyameva Jayate Na-anrtam - satyena panthaa vitato devayaanah |
Yen-aakramanty-rsayo hyaapta-kaamaa - Yatra tat satyasya paramam nidhaanam ||".
"Truth alone wins, not untruth. By truth is laid out the divine path, which the seers who are free from desires, reach to the supreme abode of truth".
So the phrase ‘Satyameva Jayate Na-anrtam ' is not about social justice nor is it a slogan meant for constitutional adoption. It encompasses all truth and a life based on truth and truthfulness. The Satyam in the "Satyam-Eva Jayate" is not just about speaking the truth about social evils and malpractices. The great Acharya Shankara commenting on this very stanza writes "Truth alone wins and not the untruth...It is well known in the world that he who utters falsehood is defeated by him who speaks the truth: not the converse". A consistent way of living based on the superiority of truth and values of intellectual truthfulness, says Acharya Shankara, widens the path to spiritual success.
So the truth about the 'Satyameva Jayate' statement is that it has now become an iconic slogan for social change rather than for spiritual upliftment. These Upanishad mantras have thus journeyed from the esoteric realm of the Guru to the social arena. The wisdom of India has always found new avenues to manifest such 'Truth' affirming statements. Truth never dies - television or no television. "Truth alone wins (Satyameva Jayate) not Falsehood (Na-anrtam)".
Om Tat Sat
(My humble salutations to Ms. Sangeetha Venkatesh ji, Sri Rama Lingaml ji and hindu samskrit dot com for the collection)
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Cardinal Wolsey and Government
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• Created on: 10-01-15 21:19
Cardinal Wolsey and Goverment
• Wolsey seemed to be more concernced about developing his wealth as opposed to ensuring that the country had an effective governement in place.
• If Wolsey concerned himself with government reform, there was little opportunity for him to expand his authority, personal power and income.
• Wolsey's belief in his own power brought him conflict with parliament
• The only time Wolsey recognised parliaments power was when a considerable sum of money had to be raised to pay for Henry's foreign ventures.
• He disliked parliament even more because it could solve things that Wolsey could not.
• Wolsey tried to reform the legal system.
• Wolsey favoured civil law above common law as he belived that justice was better served by civil law.
• He believed that civil law gave the comon man a better chance of success, whereas the chance of success in a common law court was minimal.
• Wolsey also used the courts to get back at those nobles who he felt had insulted him.
• He knew that the common law courts were controlled by money - Large legal fees made these courts impossible for the poor to access this.
• It seems that Wolsey seemed concerned about the poor but he took up their cause simply as a way of getting back at the nobility that had consistently treated him with contempt because of his background.
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Cardinal Wolsey and Henry VIII
• Henry was always the master and Wolsey always was the servant - Wolsey ws very good at manipulating others but certainly not Henry.
• Henry trusted Wolsey and was willing to give him his independance just as long as he would serve his master- Henry decided on policy but would et Wolsey implement it.
• There relationship lasted 15 years - this could have only happened if Henry believed he needed Wolsey.
• Wolsey knew his position depended on Henry, even though he held "legate a latere" Wolsey still had to tread carefully - especially beacuse the nobles didn't like him as he was a commoner.
• Wolsey was very hard working and Henry allowed him to have his own wealth and power base (this would not threaten him) Henry could remove Wolsey but Wolsey could not remove Henry.
• Henry didn't trust the nobles so he also used Wolsey as a spy.
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Cardinal Thomas Wolsey
• Wolsey was the son of a butcher and a cattle dealer - nobles didnt like him because he was a commoner.
• He became the unofficial royal secatary - this position gave him daily contact with Henry VIII who rewarded his hard work and dedication Wolsey showed towards him by giving him numerous religious titles.
• 1518- became a "legate a latere" which made him a special and permanent representative of the pope.
• His luxorious lifestyle made him many enemies at court but he remained safe because of the support of the king.
• Wolsey modernised the legal system and the power of the church courts was reduced as the power of the star chamber and the common law courts was increased.
• Wolsey had poor knowledge of financial issues - he failed to use his position to develop Englands overseas trade and he failed to ensure that royal revenue increased at the same rate as the King's spending.
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Wolsey's Fall from Grace
• Wolsey's fall from grace was over his inability to persuade the pope that Henry should have a divorce from Catherine of Aragon so that Henry could marry Anne Boleyn.
• Henry believed that Wolsey, as "legate a latere", had the necessary influence in Rome to secure his divorce.
• The infulential Boleyn faction persuaded Henry that Wolsey should be removed from London.
• Henry was desperate for a male heir and he had already made up his mind that Catherine had been cursed and could not give birth to a male heir.
• Henry's anger at Wolsey's failure to get a divorce became more intense and he ordered his arrest.
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Oppenheimer Teacher's Guide Save it for later
We have this file available for download
The Trials of J. Robert Oppenheimer offers insights into social studies topics including World War II, the Manhattan Project, the bombing of Hiroshima and Nagasaki and the end of the war, the Cold War and anti-communism, arms control, the nuclear age, the relationship between the military and the scientific establishment, and more. Use the program in your classroom, or delve into the rich resources available on the film’s Web site.
The Teacher’s Resources section offers four elements:
1. a comprehension section for use with the programs
2. classroom activities
3. suggestions for completing the activities
Teachers are encouraged to adapt the guide to meet their own learning objectives for their students.
For each of the following statements, write T if it is true; if it is false, rewrite it so that it is true.
1. Oppenheimer was born in 1904; his father was a Jewish immigrant from Russia.
2. Oppenheimer’s parents recognized and encouraged his intellectual gifts from an early age.
3. After studying theoretical physics in Germany, Oppenheimer returned to the United States and became a high school teacher.
4. In the 1930s Oppenheimer had a relationship with Jean Tatlock, a member of the Communist Party.
5. Oppenheimer joined the Communist Party while he was involved with Tatlock.
6. In 1940 Oppenheimer married Kitty Harrison, a current Communist Party member.
7. In 1942 General Leslie Groves selected Oppenheimer to head the secret “Manhattan Project” laboratory to design and built an atomic bomb.
8. Oppenheimer, who had lived in Arizona and loved the area, suggested that the Manhattan Project site be built there.
9. Haakon Chevalier, a friend of Oppenheimer’s, approached him while he was working at Los Alamos to obtain atomic secrets to pass on to France.
10. Throughout Oppenheimer’s years with the Manhattan Project, Army intelligence continued to see him as a possible security risk.
11. When Jean Tatlock asked Oppenheimer to visit her from Los Alamos in 1943, he refused.
12. At Los Alamos, tension developed between Oppenheimer and Edward Teller because Teller wanted to focus on building a hydrogen bomb, not an atomic bomb.
13. The world’s first nuclear explosion took place over the Japanese city of Hiroshima on August 6, 1945.
14. After the invention of the atomic bomb, Oppenheimer favored international control over nuclear energy and the elimination of nuclear weapons.
15. Oppenheimer opposed the development of a hydrogen bomb because he saw it as a weapon of genocide, not war.
16. Lewis Strauss, who became chairman of the Atomic Energy Commission in 1953, was a strong supporter of Oppenheimer.
17. When President Eisenhower suspended Oppenheimer’s security clearance, Oppenheimer insisted on a hearing to prove his innocence.
18. The hearing gave Oppenheimer a fair opportunity to defend himself.
19. During the hearing, Oppenheimer denied that he had lied to an army investigator during the war regarding possible Soviet interest in atomic secrets.
20. The board determined that Oppenheimer was not a loyal American and revoked his security clearance.
Activity 1: The "Red Menace"?
To help students understand why many Americans felt threatened by the Soviet Union.
Divide the class into small groups and assign each group one of the two activities below. (Roughly equal numbers of groups should perform each activity.)
Activity A:
Working in small groups, write a brief summary (500-750 words) of the main events of the Russian Revolution of 1917. Your summary must use all of the terms in the five categories listed below.
Concepts: capitalism, dictatorship, proletariat, socialism, world revolution
Events: creation of USSR, October Revolution, Russian Civil War, World War I
Organizations: Bolshevik Party, Comintern, Communist Party of the Soviet Union
People: Vladimir Lenin, Karl Marx, Nicholas II, Joseph Stalin
Places: Russia, Soviet Union, St. Petersburg, Moscow
Activity B:
Working in small groups, write a brief summary (500-750 words) of the events leading to the Cold War. Your summary must use all of the terms in the five categories listed below.
Concepts: containment, Marshall Plan, Truman Doctrine
Events: Berlin Airlift, Cold War, Korean War, World War II
Organizations: NATO, Warsaw Pact
People: Winston Churchill, Adolf Hitler, Joseph Stalin, Harry Truman
Places: Berlin, Eastern Europe, Germany, “Iron Curtain,” Soviet Union, United States
Call on selected groups to read their summaries to the class. Then discuss as a class:
• In what way was the creation of the Soviet Union a challenge to capitalist countries like the United States?
• How did events following World War II raise the danger of war between the United States and the Soviet Union?
• Was it reasonable for the U.S. government to be concerned about Oppenheimer’s possible connections with the American Communist Party or the Soviet Union? Why or why not?
Activity 2: "Death, Destroyer of Worlds"
To help students imagine how Oppenheimer might have felt personally about the atomic bombings of Japan.
View the film chapter chapter 8 “Los Alamos.” Then read
this interview with a teenage victim of the atomic bombing of Nagasaki. Imagine that Oppenheimer read or heard this interview. What might he have said to Mr. Taniguchi in response? Write a letter from Oppenheimer to Taniguchi that explains how you think Oppenheimer would have reacted to the interview.
Ask several volunteers to read their letters to the class. What are their similarities and differences? While Oppenheimer was working on the Manhattan Project, do you think he and the other scientists truly understood that the atomic bomb would cause the kind of suffering described in the letter? Why or why not?
Activity 3: "A Weapon of Genocide"
To help students understand the enormous destructive power of thermonuclear weapons.
View the film chapter “Genocide.” Then, as a class, examine the amount of destruction an H-bomb could cause if it hit your community. Begin by photocopying a map of the community and the surrounding area. Then, using information on the pressure damage and fallout that a 1-megaton thermonuclear bomb would cause, draw a series of rings around that central point at the distances described in the readings. (The pressure damage information, for example, describes the effects at 1.7, 2.7, 4.7, and 7.4 miles from the explosion.)
Examine the communities that lie within these circles. Roughly how many people live there?
Then do this same activity for other communities, such as major U.S. or world cities. On the board, create a chart listing your estimates for the number of casualties each city would suffer.
Have the class review the chart on the board and then discuss this question: Oppenheimer opposed the development of the hydrogen bomb because he thought it would be too destructive to be a legitimate weapon of war. Do your findings support or contradict his view, and why?
Activity 4: Oppenheimer's Nemesis
To explore the relationship between Oppenheimer and Edward Teller.
View the film chapter “The Hearings.” Then, as a class, write and perform a play based on Edward Teller’s testimony against Oppenheimer in the 1954 Atomic Energy Commission hearing. The play should have three characters: Oppenheimer, Teller, and Roger Robb (the prosecutor who questioned Teller).
The lines spoken by Teller and Robb should be based on this transcript of the hearing. Select the portions of Teller’s testimony you think were most important in making the case against Oppenheimer.
In writing Oppenheimer’s lines, consider what thoughts might have been going through his mind while listening to Teller’s testimony and have him address these thoughts directly to the audience at various points during the testimony. For example, he might want to contradict a statement by Teller, or explain why Teller might want to ruin his reputation, or simply remember some event in his past that is relevant to the testimony.
The play’s final scene should be a brief conversation between Teller and Oppenheimer after Teller leaves the witness stand. (You may want to create a somewhat longer conversation than the one shown in the film.)
When the script is finished, select three students to play the three parts and perform the play for the class.
After the play is performed, discuss as a class: Was the play consistent with the film in terms of how it portrayed Oppenheimer and Teller? Why or why not? Also, if you had been in either man’s position at the time of the hearing, would you have acted differently than he did? Why or why not?
Activity 5: Prophet of the Nuclear Age
To inform students about important issues in the news today concerning nuclear weapons and to consider how Oppenheimer might have responded to them.
Divide the class into five groups and assign each group one of the following topics: (1) North Korea’s nuclear weapons program, (2) Iran’s nuclear program, (3) tensions between the nuclear-armed countries of India and Pakistan, (4) the danger that terrorist groups will obtain a nuclear weapon, and (5) the large stockpiles of nuclear weapons that the United States and Russia still possess.
Each group should review recent news accounts and other sources to learn more about its assigned topic. Using this information, each group should prepare a five-minute oral briefing for the class explaining the issue and why it raises the possibility of nuclear war.
After each group makes its presentation, discuss as a class: If Oppenheimer were alive today, what do you think he would say about this situation, and how might he recommend that the United States try to deal with it? Why?
Activity Hints
1. Groups should feel free to include other concepts, events, etc. in their summaries as needed. You might want to follow up on this activity by having students find out when, how, and why the Soviet Union collapsed. Ask students if the fact that the Soviet Union no longer exists makes it more difficult to understand why many Americans once viewed it as a threat.
2. Students’ letters should discuss issues where Oppenheimer presumably agreed with Mr. Taniguchi, as well as any issues where he might have disagreed with him.
3. The U.S. Census Bureau’s Statistical Abstract provides population data for states and cities. The Census Bureau also provides population estimates for counties. Interested students may want to view videos of actual nuclear blasts to help them understand the enormous power of thermonuclear weapons.
4. You may want to have Oppenheimer repeat a passage from the Bhagavad-Gita mentioned in the film: “In battle, in the forest, at the precipice in the mountains, / On the dark great sea, in the midst of javelins and arrows, / In sleep, in confusion, in the depths of shame, / The good deeds a man has done before defend him.” Why might he have seen this passage as especially meaningful in light of what happened at the hearing? You also may want to ask students who are unfamiliar with the term “nemesis” to look up its meaning. Do they think it is appropriate to say that Teller was Oppenheimer’s nemesis? Why or why not?
5. The Web site of the PBS television show “NewsHour with Jim Lehrer” contains useful background information on North Korea, the threat of nuclear terrorism, and other topics. You might discuss as a class whether any of these situations would not exist today, or would be less serious, if U.S. leaders had followed Oppenheimer’s suggestions regarding nuclear arms and nuclear energy following World War II.
My American Experience
My American Experience photos
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Videos require Flash 8 and a javascript-enabled browser
One of the most significant compilations of cartographic materials in the long history of mapping was discovered in 1901 by the Jesuit historian Father Josef Fischer in the library of Prince Johannes Waldburg-Wolfegg at the Castle of Wolfegg, in Württemberg, Germany. The volume, now known as the “Schöner Sammelband”, was compiled sometime after 1516 and contained the only surviving copies of Martin Waldseemüller's 1507 Universalis cosmographiae, his 1516 Carta Marina and the first printed celestial globe gores by the mathematician, alchemist, and globe–maker Johannes Schöner (1477–1547). Also included in the original volume was a heavily annotated copy of a star chart of the Southern Hemisphere produced by Albrecht Dürer in 1515. Now removed, the Dürer star chart remains in the collections of Wolfegg Castle.
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Rotating tokamak plasma oscillates like atmosphere
Tokamak simulation
If you move an air parcel up in a quiet atmosphere its density will be higher than that of the air surrounding it so that it will fall back. The frequency of the resulting oscillation is called the Brunt–Väisälä frequency. The hot ionized plasma, inside the donut-shaped nuclear fusion tokamak, typically rotates around its central axis. The resulting centrifugal forces, similar to the effect of gravity, cause similar oscillations as in the atmosphere.
Through this effect rotation stabilizes and helps to keep the hot plasma confined. See also another post for a second positive effect of rotation.
The Brunt-Väisälä Frequency of Rotating Tokamak Plasmas
J. W. Haverkort, H. J. de Blank, and B. Koren
Journal of Computational Physics,
© 2012 DOI: 10.1016/
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Tuesday, September 14, 2021
The Conquistador Emoji Project
Imagine your shock when arrive at your destination, the city you plan to conquer only to realize that is the cleanest, most beautiful city you or any of your fellow conquistadors have ever experienced.
You arrived from one of the most powerful nations on earth, having sailed from one of the largest and most prosperous cities in Europe, only to find that it pales in comparison to the city you thought would be primitive, not unlike the people you plan to enslave.
How would you feel?
After reading the article provided on the worksheet, put yourself in the place of a Spanish conquistador seeing Tenotichlan for the first time. You will write about your experience, but not using words.
The pictures above are Aztec script symbols. They use the symbols to share their information. We do something similar with emojis. If using symbols to tell a story was good enough for the Aztecs, it is certainly good enough for you.
Your assignment is to write your story using emojis not words as a conquistador first entering Tenochtitlan.
Essential Question:
• How did Tenochtitlan compare to European cities?
• What did the conquistadors see when they first entered Tenochtitlan?
• What were the European cities like?
• Emoji Project Handout
• Explain what the conquistadors saw when they first visited Tenochtitlan using emojis.
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A Synopsis of Architecture
Orders of Ancient Temples
The different Orders of temples among the Greeks are seven.
1. A Temple in Antis, where the two side walls finish with antae, and two columns between them.
2. A Prostyle Temple, which has a tetrastyle porticus in front of the antæ.
3. An Amphiprostyle Temple, which has a porticus and posticus.
4. A Peripteral Temple, which has columns entirely surrounding the cella, and is hexastyle.
5. A Dipteral Temple, which has a double row of columns round the cella, and is octastyle.
6. A Pseudo Dipteral Temple, which has a single row of columns round the cella, so arranged as to leave two intercolumniations from the wall, and is octastyle.
7. An Hypæthral Temple, which has columns arranged as in a Dipteral Temple, and is decastyle. It has two rows of columns in the interior, and the centre is uncovered, or hypæthral.
Fig. I. -- There is also a Monopteral Temple, which has a circular range of columns, and is without a cella.
Fig. 2. -- A circular Peripteral Temple, which has a circular cella, surrounded with columns.
The regular intercolumniations, or spaces between one column and another, are five.
1. Pycnostyle, one and half diameters between two adjacent columns.
2. Systyle, two diameters apart.
3. Eustyle, two and one quarter diameters apart.
4. Diastyle, three diameters apart.
5. Areostyle, four diameters apart.
Four columns in a row are called tetrastyle.
Six columns in a row are called hexastyle.
Eight columns in a row are called octastyle.
Ten columns in a row are called decastyle.
Twelve columns in a row are called dodecastyle.
The number of the columns on the flank or side of a Grecian temple was generally one more than double the number in the front; for instance, if the front were octastyle, the row of columns on the flank would be seventeen in number. In the Roman temples the number on the flank was usually one less than double the number in the front.
Methods of Constructing Wall Among the Ancients
The Greeks first made use of timber, then brick, next stone, and lastly marble, in the construction of their buildings. Bronze was also used, as Pausanias makes mention of several edifices having been erected of this material in Lacedæmon, and a small Temple of Minerva, called, for this reason, Chalcioecus.
Pentelican Marble was employed for buildings; and Parian mostly for sculpture.
In erecting stone walls, three particular methods were adopted in laying the large cubical and oblong stones of which they were composed.
Isodomon, courses of equal thicknesses and equal lengths. This manner as being the most beautiful, was used by them in their grandest buildings.
Pseudisodomon, courses differing in length and thickness. This method was used when the ornamental parts of style were less insisted on.
Emplecton, the front stones only wrought, the inner ones left rough, and filled in with rubble.
The Romans differed from the Greeks, in using small stones and bricks strongly cemented together. Frequently their walls were cased with small pieces of different coloured marbles, without projections, called by the Italians, umbratile.
Small square stones were laid diagonally in walls, forming what the Romans called an opus reticulatum.
Quondam © 2016.11.13
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Seal Script (篆書)
Detail, Excerpt from the Third Stone Drum Poem in seal script. View full image.
Seal script (zhuanshu) exists in two major forms. The earlier form, known as large-seal script (dazhuan), derived from symbols
cast on bronze ritual vessels from the Shang and Zhou dynasties of the eleventh to third century BCE. As its linear composition became more regular, seal-script inscriptions were used mostly for commemorative records. Its later and more unified form, called small-seal script (xiaozhuan), was specifically devised as a standardized system of writing under the first emperor of the Qin dynasty, who reigned from 221 to 209 BCE. Often used for official inscriptions on stone monuments, small-seal script is characterized by a symmetrical structure formed with thin, even lines executed with balanced movements (see right).
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Facts About Amaranth
Few plants combine beauty with nutrition as perfectly as amaranth (Amaranthus spp.). The foliage may be green or various colors, including variegated, and is eaten like its relatives, spinach and chard. The large, brightly colored flowers of some species and varieties are breathtaking. Contrast Joseph's coat (Amaranthus tricolor), with its striking red, orange or yellow leaves and inconspicuous flowers, with Amaranthus cruentus "Autumn Palette," which has plain green foliage and long flower panicles in colors that echo the trees' fall foliage -- from creamy white to orange-tinged red. Although they are annuals, amaranths may reseed themselves and produce new plants the following year.
Growth and Culture
Most amaranth species are fast-growing plants that range in height from a few inches to 8 feet tall, depending on species. Taller amaranths have shrub-like growth habits. All amaranth foliage, which ranges from green to yellow, orange and red, like Hopi red dye amaranth (Amaranthus cruentus x A. powelli), is edible. Amaranth isn't fussy about soil types. It is drought tolerant, although plants growing in full sun during prolonged dry spells may need supplemental irrigation. Seeds are tiny and should be covered with a light dusting of soil. They may be planted indoors or can be sown directly in the garden once danger of frost has passed in spring, and thinned to space them about 1 foot apart.
Although it isn't a true cereal grain like members of the Poaceae family, amaranth seeds are harvested and used like grains for cereals and cooking. A single plant can produce up to 60,000 seeds from its richly-hued flowers, and an acre of grain amaranth yields about a half-ton of highly nutritious "grain." The seeds of grain amaranth are only 1 millimeter in diameter, making them easy to grind into flour.
Most ornamental amaranths have tassel-like flowers that range from a few inches to more than a foot long. Love-lies-bleeding (Amaranthus caudatus) has slender, drooping, reddish-purple flowers, while "Hot Biscuits," a golden-brown cultivar of Amaranthus cruentus, has finger-shaped, upright tassels. Elephant's head amaranth (Amaranthus gangeticus) has fat, deep red blooms that look like raised elephants' trunks. Ornamental amaranths may be used in borders, along sunny walls, massed for impact or grown as specimen or container plants. Species with drooping flowers are also attractive as hanging plants.
Not all amaranths are valuable. Pigweed species also belong to the amaranthus family. Palmer amaranth (Amaranthus palmeri) and low amaranth (Amaranthus deflexus) are considered weeds, but redroot pigweed (Amaranthus retroflexus), tumble pigweed (Amaranthus albus) and smooth pigweed (Amaranthus hybridus), are considered invasive weeds in many areas. These plants embrace hybridization with other amaranth species and reseed enthusiastically, making pests of themselves in otherwise tidy gardens. Digging or pulling these invaders before they set seed or killing them with herbicides will keep them controlled and prevent hybridizing with desirable amaranth species.
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In 2005, while excavating a soldier’s pit (Pit 8), archaeologists came upon a mass of these small iron plates. Called a jack of plate, this artifact is a type of armor made up of many small plates that would have been sewn into a vest made of canvas and or leather. While it is common for archaeologists to find the individual plates on their own, finding them in a mostly complete vest is very rare.
After investigating the artifact in situ, conservators determined that the vest should be kept intact. A plan was made for how to best remove the artifact from the ground in order to continue treatment in the lab. A hardener was sprayed onto the piece and a layer of cheesecloth was laid on top, which kept the many plates intact. The artifact was pedestaled, or excavated so that the surrounding dirt helped to provide stability. Once dry, the armor, along with the pedestal of soil, was undercut and a steel plate slid underneath. Once the intact jack of plates were stable on the steel plate, it was carried into the lab for further excavation and stabilization.
Once in the lab, as much soil as possible was removed. The next step in the conservation process was to x-ray the piece. The artifact’s large size meant that this could not be done with equipment at Jamestown, so the mass of metal and soil was transported to the Colonial Williamsburg Archaeological Conservation Lab. The resulting x-ray provided a clearer image of the piece, allowing conservators to formulate a plan for continued cleaning and stabilization.
This process required the removal of the soil and corrosion that had adhered to the jack of plate over the past 400 years—all while maintaining the artifact’s intactness. This process took almost a year to complete. Today, the armor is stable and is stored in the controlled environment at the Jamestown lab. There are plans to display this important artifact in the Archaearium museum in the future so its history and uniqueness can be shared with the public.
related images
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Religion Wiki
Observing the closing havdalah ritual in 14th-century Spain.
Havdalah (Hebrew: הבדלה, meaning 'separation') is a Jewish religious ceremony that marks the symbolic end of Shabbat and holidays, and ushers in the new week. In Judaism, Shabbat ends—and the new week begins—at nightfall on Saturday. Havdalah may be recited as soon as three stars are visible in the night sky. Some communities delay the Havdalah until later, in order to prolong Shabbat. If for some reason one cannot recite Havdalah on Saturday night, it may be observed as late as Tuesday evening.
A Hasidic Rebbe reciting Havdalah
Havdalah is normally recited over kosher wine or kosher grape juice, although other beverages (except for water) may be used if wine or grape juice are not available. On completion of the Shabbat, a special braided Havdalah candle with more than one wick is lit, and a prayer is recited, and it is customary to gaze at one's fingernails reflecting the light of the candle. Spices, often stored in a decorative spice container, are handed around so that everyone can smell the fragrance. In the Sephardi community, branches of aromatic plants are used for this purpose. After Yom Kippur, a candle is used but not spices.
It has long been customary to beautify and honor the Mitzvah of Havdalah by placing the spices in an artistically beautiful spice box. Spice boxes for Havdalah are among the most lovingly embellished objects of Jewish ceremonial art.[1]
Havdalah is intended to require a person to use all five senses-- to taste the wine, smell the spices, see the flame of the candle and feel its heat, and hear the blessings.
According to some customs, at the conclusion of Havdalah, the leftover wine is poured into a small dish and the candle is extinguished in it, as a sign that the candle was lit solely for the mitzvah of havdalah. Based on Psalms 19:9, "the commandment of the Lord is clear, enlightening the eyes," some Jews dip a finger into the leftover wine and touch their eyes or pockets with it. Because it was used for a mitzvah, the wine is considered a "segulah," or good omen.[2]
When a major holiday follows Shabbat, the Havdalah service is recited as part of the holiday kiddush. No spices are used, and although the blessing is recited over the candle, the candle used is not the special braided havdalah candle, but rather the Festival candles that are lit. This variation shows that the holiday time continues.
Some Hassidic Jews, particularly (though not exclusively) women, recite the Yiddish prayer God of Abraham before Havdalah. After the Havdalah candle, it is customary to sing "Eliyahu Hanavi" and bless one another with the words "Shavua' tov" (Hebrew) or "Gute vokh" (Yiddish) (Have a good week). In some households, the participants break into a dance.
The text
The text of Havdalah contains an introductory paragraph, followed by four blessings; a blessing on the wine, on the spices, on the candle and on the separation between the holy and the mundane. See List of Jewish prayers and blessings: Havdalah. The Ashkenazic version of the text of the introductory paragraph made up of Bible verses (used by both Ashkenazic and Hasidic Jews) which come from Psalms, the Book of Isaiah and the Book of Esther. Most chassidim and those following the Sefard prayer rite recite the Yiddish prayer Gott fun Avrohom. The introduction to the Sefardic version is slightly different.
The order of elements when havdala is combined with kiddush (e.g., on a Saturday night that is Yom Tov) is known by the acrostic Yaknhaz.[3] This is the initial letters of Yayin (wine), Kiddush (blessing the day), Ner (candle), Havdala (the havdala blessing) and Zman (time, i.e. shehechiyanu).
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Shitthaung Pagoda
Shitthaung Pagoda
According to records on inscriptions as King Minbin who reigned from 1513 to 1553. The king built this fortress-temple after repulsing a Portuguese attack on the City of Mrauk U.
The skill and art displayed in its construction and ornamentation are remarkable. Besides. we may observe here about the maze-like layout of this pagoda. In the accounts of this curious plan. some foreigners remarked that the Shitthaung Pagoda was built alike a fortress. The real purpose of the pagoda was for prayer. some rituals of initiation. and some of the King's ceremonies. which were usually held secretly. It was constructed six feet thick of solid sandstone and like "rock cave tunnel". No mortar was used in the construction and stones were connected with stone brackets. It is believed that 84.000 of the Buddha's relics with the same number of the Lord's images are enshrined in it. People who entered the tunnels of the temple felt that they were actually inside an endless tunnel. The pagodas had been built by one thousand architects and workmen for a year.
The central pagoda measures 160 feet long and 124 feet broad. 86 feet high. On the north and south walls stand at regular intervals circular. turret-like pagodas. There are one big and 14 smaller ones on the north and a bigger one and seventeen smaller ones on the south. Along the other two inner galleries are hundreds of Buddha images of various sizes.
The Shittaung Pillar
The Shittaung Pillar is well-known and it is located just on the northern entrance of the Shittaung Pagoda. It is believed to have been brought from Vesali to Mrauk U. It was placed by King Minbin in 1535 A.D. The pillar was destroyed during the World War II. Now it has been renovated. The original pillar stands from 10 feet and each side is 2' 4" wide in surface. Three faces have Sanskrit Inscriptions and the other one was badly damaged. The pillar was made from red sandstone and decorated with double lotus petal motif at all the eight corners. The ancient petal pattern designs of the Mrauk U period can be seen on this pillar.
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Prince Fritz and His Father Reconciled: August 15, 1731
King Friedrich Wilhelm I
When the Crown Prince Friedrich began his education at age 7, he was set to learn only those subjects his father thought a good Prussian king needed to know. There was to be no Latin, because it was the language of the classical civilization of Rome, which Friedrich Wilhelm despised. There was to be history, but only of events that happened after the 16th century and had something to do with the Hohenzollern family. Young “Fritz” was to learn religion and practical subjects, such as mathematics (as an aid to the art of warfare); he had to speak German fluently, and even French, though he was to have nothing to do with French culture. The boy’s day was to be filled with activity, and he was not to be left alone from the time he rose at 6:00 in the morning to when he retired to bed at 10:30 at night.
The king hated all things French, because he thought the French effeminate. Despite this, he made a French Huguenot exile, Jacques Duhan de Jandun, Fritz’s tutor. Friedrich Wilhelm admired Duhan as a brave soldier but had no idea he was also a scholar; from Duhan, Fritz acquired his lifelong admiration for all things French.
King Friedrich Wilhelm’s sons. “Fritz” stands to far left.
The crown prince even came to speak French better than his native tongue, German, which he never mastered. Instead of Luther’s Bible, Fritz took to reading French literature and poetry — and his ambition was to become a great French poet. As he grew older, Fritz even began curling his hair, a French style that made the king boil over with rage. Besides the French language and French literature, Fritz’s other great passion was playing the flute. In every way, it seemed, Fritz was the opposite of his father.
Friedrich Wilhelm loved his son greatly, but the boy was disappointing him. As the king’s sickness grew worse and worse, so did his harshness toward his son. Fritz needed toughening up, and his father forced to him to hunt and to join the carousels where the king and his companions got very drunk and often committed acts of cruelty. Fritz also had to accompany the king to the military camps. It was in the camps that Fritz met Captain Hans Hermann von Katte, who, like Fritz, loved music, poetry, French, and conversation. Von Katte, however, was also a freethinker and probably an atheist. He introduced the crown prince to skepticism and rationalism — the thought of the Enlightenment.
To his disappointment, Friedrich Wilhelm saw that all his efforts to “make a man” out of Fritz were failing. Frustrated, the king grew ever more cruel and harsh. At times he beat Fritz mercilessly with a stick. And what was the king’s rage when Fritz neither cried out nor begged mercy from his father? Instead of cringing, Fritz did what he could to aggravate the king.
Finally, Fritz could no longer bear life in his father’s house. In 1730, when he was 18, he plotted with Von Katte to escape to England, where Fritz’s maternal uncle, George II, ruled as king. The plot was discovered, and Von Katte was arrested. Fritz himself was placed in solitary confinement to await trial for deserting the army, for which the punishment was death.
Von Katte’s execution
In his confinement, Fritz could receive no visitors. To increase his son’s suffering, the king ordered that Von Katte be beheaded outside Fritz’s cell window. After being court-martialed, Fritz awaited his own death; but in the end, his father relented. Instead of being executed, Fritz was set to learn the art of governing. But he had to keep his distance from his father. The king said he would not see his son until he was “reformed.”
It was not until about a year after his arrest, on August 15, 1731 (Friedrich Wilhelm’s birthday), that Fritz at last received a visit from the king. Meeting his father after so long a time, Fritz fell at his feet. Making him rise, Friedrich Wilhelm began to relate all of Fritz’s misdeeds. At last, the father said, “I’m afraid my company isn’t good enough for you — I am a German Prince — I can’t make jokes in French; but you hate everything I like. May God in his mercy help you, Fritz — as for me, I forgive you.” The two men, weeping, fell into each other’s arms. Later, Fritz confided that for the first time in his life, he had come to know that his father loved him.
Johann Sebastian Bach’s Offering to King Fritz
Some 16 years, after becoming king, Fritz (then King Friedrich II, “the Great”) challenged Johann Sebastian Bach to compose a fugue on a theme the king himself wrote. Bach accepted the challenge. Then, in Leipzig, Bach, using the theme (Thema Regium), composed a set of fugues, canons, and a trio sonata, which he collected in the Das Musikalisches Opfer (The Musical Offering), dedicated to the king. This performance of the Musical Offering is by the Concert des Nations, directed by Jordi Savall.
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Meaning and history of the Italian word Ciao
One of the most well known Italian greetings throughout the world is the informal greeting known as "Ciao."
It is known for being used as either "hello" or "goodbye" between family members, friends, and those amongst the same peer group.
Although Ciao is seen as an Italian greeting, it has only been to a part of the Italian vocabulary since the 20th century.
The Origins of Ciao
According to La Gazzetta Italiana, "The word ciao, in fact, derives from the Venetian dialectal word s'ciàvo (slave or servant)". Originally, this term represented a servant's common way to salute and show respect to his master. By pronouncing s'ciàvo, or more specifically s'ciàvo vostro, he meant "I am your slave" or, in a less degrading meaning, "I am your servant."
It was not until the late 19th century that the greeting began spreading throughout northern Italy. It went from 's'ciavo' to ciao, this led it to shed its demeaning background. Ciao is now used as a standard greeting between close ones regardless of their class or gender.
Ciao in Popular Culture
The first usage of "ciao" in popular culture was seen in the Italian novel, titled "Eros," published in 1874 by Sicilian writer Giovanni Verga. “In chapter 20 of the book, it emerges in the opening line of a conversation as a young lady greets the main protagonist, Alberto, cheerful, "Ciao!" according to La Gazzetta Italiana.
During World War II, ciao was used in the song “Bella Ciao.: The lyrics of the song:“Una mattina mi sono svegliato, o bella, ciao! bella, ciao! bella, ciao, ciao, ciao! Una mattina mi sono svegliato/e ho trovato l’invasor.” It is now known as an anti-fascist anthem throughout the world. Has been sung amongst anti-Brexit protestors in England to Pro-Catalan protestors in Spain.
The international usage of Ciao
Ernest Hemmingway used ciao in his 1929 book, Farewell to Arms that took place in Italy. A quote from the book, "Ciaou!' he said. 'What kind of time did you have?" Hemmingway's usage of the greeting led it to be apart of the English vocabulary.
Others suggest that it was the immigration waves during the World War I and World War II that led to Ciao being used amongst English and non-English speakers. But regardless of how this Italian greeting has become popular with the international world, tourists, locals, and expatriates can find themselves saying using this friendly greeting amongst their friends and family.
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Verbal Expression through insightful thought
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“Nigger into Nigga, onto ‘The Possession.”
The History
The verbal distortion of the word Nigger has definitely played into the subconscious minds of our African American people. We as a people of African American in inner cities or suburban areas has developed this word “Nigger” into a common trade name of a common personal reference of our culture or a culture of popular interests.
“The word “nigger” was created by southern slaveholders to describe the African people they viewed as subhuman property” (Coard, 2014).
This write will express how the word “Nigger” has developed into a SUPER POWER and a philological, psychological, and sociological idol. Idol in reference to mental possession over the minds of those that choose to describe themselves and others as such.
Our African American before the 1800’s our African American people would have never use the word “Nigger” against each other. Since its creation from of the word thus began its mental possession over the minds of our African American people. Since the 1800’s the African American people has gradually began to accept the term “Nigger” and change its definable clause into “Nigga” a now common term used and only allowed to use among urban or African American people respectively in reference to its common subjects.
“Nigger is one of the most notorious words in American culture. Some words carry more weight than others. But without trying to exaggerate, is genocide just another word? Pedophilia? Clearly, no and neither is nigger” (Pilgrim, Middleton, 2001).
The Possession
Today when we use the word “nigger and nigga” and attached it to our inheritance and descriptive culture the possession begins. The ideal of being “A real nigga” becomes evident. The idea of having an association to something negative becomes evident. Also the idea of being a criminal is attached to people that finds themselves “a real nigga.” on the other hand in poetry or rap the term “nigga” has established its definition of usage to posses a definition of expression through words. Today African Americans are possessed by the word and its usage. Today many African Americans in inner cities or suburban areas will defend the act of avoiding the discontinue of the word usage among each other. Also our African Americans will take on a certain lifestyle of self expression when using the word “nigga” or “nigger.”
When the term “nigger or “nigga” is used its representing a personality of negative and creative intentions. In fact many African Americans will defend the word “nigger” or “nigga” and explain that when they say, ‘nigga’ it doesn’t mean what was originally meant from racist slaveholders whom created the word.” In fact they would say, ‘nigga’ means something different.” Some researchers would then ask, “what exactly does the word ‘nigga’ means to you?” The reply is normally, “Never ignorant, getting, goals, accomplished” (T. Shakur) So lets break this down. if the ‘nigga’ word means that then why are ‘nigga’ creating crimes and finding ways to say being a “real nigga” means representing criminology or something destructive. So the word ‘nigga’ is proven to take on a mental possession of thinking towards ridiculous acts leading to criminalized survival tactics which is stereotyped.
However the word ‘Nigga’ mental possessions doesn’t always mean those that those who use the word is a criminal or will become a criminal it has a double standard meaning as well. Most’ niggas” that distinguish themselves as such will believe they are a ‘nigga’ because they are living in poverty and think they’re “living in the struggle” These ‘Nigga’ coded lifestyles take on a mental dilemmas on a personal advancement. Most ‘niggas’ believes that there is someone or a group of people controlling their human body and makes everything hard for them to progress. Which is never true.
When the word ‘nigga’ is used by African Americans it imposes a new thought process. The thought process causes them to attached to a lifestyle that is to believe to be irrational, negative, gangster, and socially disadvantaged. However the word Negus has no relation to the word “nigger” it doesn’t even has similar reference in pronunciation.
So the advice is to no longer use and allow the word to possess the minds of our African American culture, however it will not an easy task to do however if we collectively can use it we can collectively make it stop.
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1. of or relating to an island or islands: insular possessions.
2. dwelling or situated on an island.
3. forming an island: insular rocks.
4. detached; standing alone; isolated.
5. of, relating to, or characteristic of islanders.
7. Pathology. occurring in or characterized by one or more isolated spots, patches, or the like.
8. Anatomy. pertaining to an island of cells or tissue, as the islets of Langerhans.
1. an inhabitant of an island; islander.
1. of, relating to, or resembling an island
2. remote, detached, or aloof
3. illiberal or narrow-minded
4. isolated or separated
1610s, “of or pertaining to an island,” from Late Latin insularis, from Latin insula “island” (see isle). Metaphoric sense “narrow, prejudiced” is 1775, from notion of being cut off from intercourse with other nations, especially with reference to the situation of Great Britain. Earlier adjective in the literal sense was insulan (mid-15c.), from Latin insulanus.
1. Of or being an isolated tissue or island of tissue.
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Assign this text to deeply engage your students!
Teaching When I Heard the Learn’d Astronomer
When I Heard the Learn’d Astronomer
The speaker remembers sitting at a lecture. He is politely listening with his hands folded in his lap. He watches as the lecturer, a famous and renowned astronomer, goes on and on (and on) about the stars. Except he isn't talking about the stars…
Walt Whitman
Public Domain
How does Whitman's use of language reflect his view of the difference between scientific knowledge and personal experience?
Assign this text to your students for free!
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Did You Know? - They Grow Bananas in Iceland
You're kidding, right?
bananasOkay, we'll admit Iceland, located just south of the Arctic Circle, doesn't make most people think of bananas.
Bananas like heat - and Iceland is cold, right?
Hot rocks
Map of IcelandRight. But Iceland sits at a point called the Icelandic Hotspot, on the Mid-Atlantic Ridge–the line between the Eurasian and the North American tectonic plates.
Those two tectonic plates are slowly pulling apart. As they do, they liberate heat from the Earth's mantle -- sometimes dramatically, like when the Eyjafjallajökull (come on, you can say it) volcano erupted in 2010 and caused havoc for air travellers.
Normally the heat comes up in geysers (geyser is an Icelandic word!), hot springs, and as steady radiant heat that warms the ground.
Cheap heat
Icelanders use that natural warmth rising from deep in the Earth to heat their homes and water.
Geothermal energy is cheap, and since the 1920s they have also been using it to heat greenhouses where they grow vegetables, flowers, and fruit.
Including bananas.
Alistair Lockyer)
Bananas in an Iceland greenhouse (Photo: Alistair Lockyer)
Take a tour of a banana greenhouse at Hveragerði, Iceland
[English translation of Icelandic text in video: Bananahus was built in 1950 to produce bananas. It now houses about one hundred species of tropical plants including palms, cacti, and fruit-bearing plants. These include oranges, lemons, figs, coffee bushes, and of course banana plants. The flowers grown in Bananahus are used to teach flower-arranging. Bananas are not trees but herbaceous plants. Each plant bears fruit only once and is cut down after the harvest. A new plant takes about two years to bear fruit. Each produces about 120 bananas.]
Back to past editions of Did You Know?
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Who invented the Golden Section? by Albert van der Schoot
by Albert van der Schoot | Het ORGEL | Year 99 | (2003) | Issue 3
Albert van der Schoot Who invented the Golden Section?
Het ORGEL 99 (2003), nr. 3, 38-40 [summary]
It is a persistent misunderstanding that renaissance artists and architects used the golden section. Indeed, Euclid was aware of the specific properties of the proportion; he described it in his Elements (a line is divided according to the golden section when the longer part relates to the smaller one exactly as the whole line relates to the larger part). And indeed Luca Pacioli published his Divina Proportione on the golden section in 1498, but his book doesnt say a word about art. It appears, in fact, that artists just referred to the proportions of the human body. There is no evidence whatsoever for the idea that Leonardo da Vinci introduced the sectio aurea.
Whereas humanity continued to admire the special proportion, a connection between the golden section and art was made only as late as 1854, by the German philosopher Adolf Zeising, in his book Neue Lehre von den Proportionen des menschlichen Körpers, aus einem bisher unerkannt gebliebenen, die ganze Natur und Kunst durchdringenden morphologischen Grundgesetze entwickelt und mit einer vollständigen historischen Uebersicht der bisherigen Systeme begleitet. According to Zeising, nature reflected the golden section in every detail; to prove this, he presented, among other evidence, a well-adapted drawing of a bull.
No artist nor philosopher set any artistic store by the golden section before Zeisings book was published.
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History of Dubai
History of Dubai
Discover Dubai’s past here. The city we see today has a very brief history, begging life as a fishing settlement in the 18th century.
Excavations in Hatta, Al Qusais, and Jumeirah indicate that this area was inhabited up to 3000 b.c. However, the city that stands there today wasn't born until 1833 when the Al Bu Falasah tribe, headed by the Maktoum family, separated from Abu Dhabi and settled in the surroundings of Dubai Creek, a 6-mile saltwater river. Prior to this Dubai had been a tiny fishing settlement.
The people here supported themselves through the raising of animals, collecting dates, fishing, and diving for pearls.
The economy of Dubai started to take off in 1894 when Sheikh Saeed Al Maktoum strengthened commerce by granting full tax exemption to all foreign traders. One of the main products that put Dubai on the world map was Pearls.
Early 20th Century
At the beginning of the last century, Dubai started to grow slowly. Initially, the population centered around Bur Dubai and Deira but later started to expand.
Since its beginnings, Dubai had strong ties to trade. In 1908 there were already 350 specialist shops in existence in Deira and 50 in Bur Dubai. The concentration of them caused them to merge into the souk marketplaces that we find there today
The Grand Mosque was built in 1900. In its first years, it also served as a school devoted to the study of the Qur'an.
World War II
In the 1930s Dubai suffered the effects of the Great Depression. Then during the 2nd World War between 1939 - 1945 the country lost much of its trade connections. The pearl industry by this time had practically collapsed and much of the region was in abject poverty. There were waves of unrest and political instability, and there was even an attempt to overthrow British rule and Al Maktoum.
In the 1958 Rashid bin Saeed Al Maktoum became leader and was responsible for turning Dubai into the modern economic powerhouse that we see today. Dubai began trading in gold and Dubai Creek was drained and turned into a major international port.
The era of oil
The 1960s marked Dubai's awakening. The hard work of previous decades came to fruition with the discovery of petroleum in 1966.
By the end of the 1960s, all the infrastructure was in place for the city to expand rapidly - roads, bridges, electricity and water networks, a good telecommunications system and the airport.
In 1969 the first exportation of oil was made, thereby securing its place on the international commercial map. At this point, the relatively new city already had around 60,000 inhabitants.
The 1970s
Dubai underwent huge growth during the 1970s. By 1977 the number of inhabitants had already passed 200,000. In other words, the population had quadrupled in the space of ten years.
The high price of oil allowed Al Maktoum to start planning what would become the city as we know it today. At the end of the decade the Jebel Ali port, World Trade Center, and the Garhoud bridge were already in existence.
The United Arab Emirates were formed in 1971 following Britain's departure from the region. Six emirates joined together including Dubai and Abu Dhabi. A year later a seventh would be added. In the negotiations, Dubai and Dhabi ensured that they would control the majority of the Emirates and that remains the case today.
End of the 20th Century
From the 1980s onwards Dubai was an economic powerhouse. The airport was expanded to accommodate the recently established Emirate Airlines, sports and recreation facilities were constructed and tourism was considered as a source of additional income. In this era, new oil sites were discovered in the Margham desert.
The 1980s were also marked by an urban development boom driven by the huge population growth. By 1990 the city was home to 550,000 inhabitants.
In 1990 Sheikh Rashid bin Saeed died and his son inherited the seat of power. His plans for the city were even more ambitious than those of his father and gave rise to what we know Dubai is today.
The present-day economy
Thanks to the efforts of the government, oil is currently only responsible for 20% of the economy. It is actually business and services, such as tourism, which dominate the economy.
Dubai's policy of tax exemption has meant that many large organizations and businesses now consider Dubai as their base of operations.
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Definition - What does Rebar mean?
Rebar, also known as reinforcement bar, is a steel bar or mesh of steel wires to strengthen concrete. Concrete is strong in compression but weak in tension; adding rebar greatly increases its strength in tension. Rebar has a patterned surface so that it bonds better with the concrete.
The most common rebar material is carbon steel and stainless steel. Composite bars made of glass, carbon and basalt fiber are also used. Steel bars are often given a coating of epoxy resin to resist the effects of corrosion.
Trenchlesspedia explains Rebar
Rebar is also used in concrete pipes to strengthen them and increase their effective life span. Since pipes are often buried under ground, they should be reguarly checked for damage and corrosion.
Pipes can be damaged during installation, exposing the rebar to the surrounding environment. Once the rebar is exposed, there is a tendency for a potential to be set up between the earth and the metal resulting in corrosion. Trenchless rehabilitation techniques such as mechanical spot repair, cured-in-place pipe (CIPP), sliplining and pipe bursting can be used to rehabilitate pipes that are damaged due to rebar corrosion.
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ancient indiaFeature
10 Notable Scientists & Mathematicians from Ancient India that prove India is Vishwaguru
Ancient India is known as a land of sages and seers, as well as of scholars and scientists. The contributions made by ancient Indians in the field of Mathematics, Astronomy, Science, Ayurveda, etc. are massive, and as proud Indians, we must acknowledge them.
The great Indian minds were actively contributing to the field of science, mathematics, and technology, thousands of years ago before modern laboratories were set up.
Also Read: The End of an Era: The End of Indian Telegram Era
Many discoveries that are credited to the western world scholars are developed initially from ancient India. Since they ruled over most of the world for a majority time, they claimed many scientific discoveries to be their own.
We all know how Aryabhatta gave the world ‘ Zero,’ which is considered to be the most important discoveries of all time. But do you know about other prominent findings?
Let us take a look at some of the contributions made by these ten ancient Indian mathematicians and scientists.
• Sushruta: “Father of Surgery”
Sushruta was the most celebrated physician and a pioneer in the field of surgery in India. He is considered the “Father of Surgery.”
ancient india mathematician and scientist
Sushruta performing cataract surgery (Via Quora)
Sushruta Samhita, a book written by Sushruta in 6th century BC, describes the causes and treatments for more than 1000 diseases. The text also illustrates how different plant parts, such as root, stem, juice, etc. can be used to cure ailments. Even today, we follow many household remedies of pepper, sesame, ginger, etc., mentioned in Sushruta Samhita.
Sushruta practiced surgery of the highest division. Regarded as the first plastic surgeon of India, he used to study human anatomy by using a dead body. His book also mentions the ways to preserve a dead body for studying its inner and outer parts. Sushruta Samhita is appraised to be one of the most in-depth surgical books on ancient surgery.
ancient india mathematician and scientist
Via Detacher
The book also throws light on other operations such as repairing the damaged rectum, removing bladder stone, etc. Sushruta’s highest contribution to surgery is Rhinoplasty surgery (plastic surgery) and Ophthalmic surgery (removal of cataracts).
Plastic surgery was performed to restore the nose, ears, limbs, etc. Sushruta Samhita explains a detailed description of these operations. The process described in it is quite similar to modern surgeries.
Sushruta even performed the first Cataract removal surgery in the world. A cataract is an eye condition where the eye lens becomes cloudy or blurry. To detach the cataract from the eyes, he used a curved needle known as Jabamukhi Salaka. The needle would loosen the eye lens and force the cataract out of the field of vision.
Sushruta was a teacher, too, and taught his surgical skills to students. To impart practical knowledge, he used to perform experiments on vegetables like cucumber, gourd, etc.; worm-eaten wood, etc.; his texts were later translated into various languages and introduced to the West.
• Aryabhatta
Aryabhatta was a 5th-century mathematician, astrologer, astronomer, and physicist.
ancient india mathematician and scientist
Aryabhatta invented the numerical digit ‘zero’, one of the most important discoveries of all time. He created a symbol for zero, which also opened up a new aspect of negative numerals. Without his finding of zero, all the mathematical operations would have failed today.
He wrote Aryabhattiya, a summary of his mathematical and astronomical knowledge. It is divided into four sections. The first two parts comprise of modern-day mathematics topics like geometry, algebra, decimal system, etc. Another most essential achievement of Aryabhatta is givingthe closest approximate value of Pi.
Aryabhatta also put in his mathematical knowledge to make accurate astronomical predictions. The remaining sections of Aryabhattiya contain predictions about solar and lunar eclipses, the distance of Moon from the Earth, etc. The heliocentric theory ( describes that Sun is the center of the Solar System, and all the planets revolve around him) is also mentioned in Aryabhattiya.
ancient india mathematician and scientist
Via Learnodo Newtonic
In ancient India, the science of astronomy was called ‘Khagolshastra.’ Khagol was the name of an astronomical observatory at Nalanda University, where Aryabhatta studied.
Due to his supreme contribution in the fields of Mathematics and astronomy, India’s first satellite has been named after Aryabhatta.
• Bhaskaracharya II
Bhaskarcharya II was a noted mathematician and astronomer.
ancient india mathematician and scientist
Via Booksfact
Bhaskarcharya’s works on Cosmography (the study of the universe) are studied even today. He wrote ‘Siddhanta Shiromani, ‘ which is attributed to the apex of all the astronomical works.
Siddhanta Shiromani is segmented into four parts- Lilavati (Arithmetic), Beejaganit (Algebra), Goladhyaya (Sphere), and Grahaganit (mathematics of planets).
ancient india mathematician and scientist
Bhaskaracharya’s name has initially been Bhaskara, later the title of ‘Acharya’ (teacher) was added. He is known as Bhaskaracharya or “Bhaskara, the Teacher.” He became the head of the Astronomical Observatory at Ujjain, the notable mathematical institution in India at that time.
Bhaskaracharya was the first to understand the concept of division by zero and thus introduced the idea of Infinity. He formulated that the value of 3/0 is an infinite quantity. He also employed letters to designate unknown amounts, much as in modern algebra.
He founded a cyclic method or ‘Chakrawat’ method to solve algebraic equations. This method was later rediscovered by European mathematicians, called an inverse cycle.
• Varahamihira
Varahamihira was a well-known Indian scientist, astronomer, and philosopher.
ancient india mathematician and scientist
Via speak2world
Varahamihira lived in the Gupta period. King Vikramaditya, one of the rulers in the Gupta period, was impressed by Varahamihira’s prediction and gave him the title of ‘Varaha.’ He was among the nine gems in the court of Vikramaditya.
Varahamihira wrote his varying theories in the book ‘Brihat Samhita.’ It is a comprehensive collection of subjects like rainfall, planetary movements, gems, Indian traditions, etc. One of the crucial chapters in Brihat Samhita is devoted to an earthquake. It explains the signs of an earthquake occurrence, which are abnormal behavior of animals, undersea activities, and many more.
ancient india mathematician and scientist
Via Vedic books
Varahamihira’s principal work is in the book ‘Pancha Siddhantika.’ Treatise on the five Astronomical Canons. It is an essential work on mathematical astronomy, which came before the time of Aryabhata. His contribution to Jyotish or astronomy is also noteworthy.
ancient india mathematician and scientist
Charaka “Father of Medicines
Acharya Charaka was a pioneer in the field of Medical Science in ancient India. He is regarded as the “Father of Ancient Indian Science of Medicine.”
ancient india mathematician and scientist
eople usually regard Hippocrates as the father of medicine in the world as they are not aware of the significant contributions made by Charaka. Long before the birth of Hippocrates, Charaka mastered in the field of Medical science and wrote a manual on it called ‘Charaka Samhita.’
Charaka Samhita stresses the use of preventive medicines. Charaka believed in eliminating the cause of an illness rather than merely treating it. He introduced the concepts of metabolism and immunity.
ancient india mathematician and scientist
Via Honeyfurforher
Charaka Samhita is considered as one of the foundational texts in the field of Ayurveda. Ayurveda refers to a healthy and natural lifestyle, developed around 5,000 years ago. According to the book, branches of Ayurveda are:
Kaaya Chikitsa (Mental Health)
Shaakalya Chikitsa (Head, eye, and throat)
Shailya Chikitsa (Surgery)
Kaumarbhrtya Chikitsa (Paediatrics)
Agenda Tantra (Toxicology)
Vaajikarana Tantra (Reproductive Medicine)
Rasayana Tantra (Pharmacology)
• Kanad
Kanad was one of the remarkable 6th-century scientists.
ancient india mathematician and scientist
Via BooksFact
John Dalton was the first to discover the atomic theory, which states that all matter is made up of indivisible particles called an atom. But it was long before that an Indian scientist developed this nuclear theory.
Kanad speculated the existence of a particle that was indivisible, indestructible, and invisible to the human eye. He termed it Anu, which literally means “atom.” He also asserted that anu (atom) has two states – absolute rest and a state of motion.
He further said that atoms of the same substance combined with each other in a particular and synchronized way to build dvyanuka (diatomic molecules) and tryanuka (triatomic molecules).
This is pretty much what the modern atomic theory says. Kanad’s arguments still surprise scientists today for his nearness to the nature of matter.
• Mahaviracharya
Mahaviracharya ( Mahavira the Teacher) was an 8th-century Mathematician of Jaina religion.
ancient india mathematician and scientist
Via Goodreads
He is the author of ‘Ganit Sara Sangraha.’ It is considered as the first textbook on arithmetic in the current form. Some of the main chapters of Ganit Sara Sangraha are Arithmetical operations, Mixed operations, Operations involving the rule of three, etc.
Mahaviracharya believed that astronomy and mathematics are unconnected. Thus, he explained some theories of Aryabhatta more clearly.
Long before western mathematicians introduced the method of solving Least Common Multiple (LCM) it to the world, it was already discovered by Mahaviracharya.
Mahaviracharya knew how to solve quadratic equations. He had also expanded on the terms like an equilateral triangle, rhombus, circles, and semicircle and described algebraic equations, logarithms, etc.
• Nagarjuna
Nagarjuna was a 10th-century metallurgist ( one who studies the physical and chemical behavior of metallic elements) and alchemist (one who explores the transmutation of the base metals into gold).
ancient india mathematician and scientist
Via YouTube
In his book ‘Rasaratnakara,’ Nagarjuna had mentioned methods for the extraction of metals like gold, tin, silver, and copper. It also describes the preparation of metallic compounds like Mercury.
VIt is explained in Rasaratnakara how the animal or natural products can be used to transform other metals into compounds. This looked exactly like gold. Nagarjuna succeeded in making a material with gold-like shine, widely used in creating imitation jewelry.
Shreds of evidence of his experimental laboratory have been found in a village in Maharashtra.
• Brahmgupta
Brahmgupta was a 7th-century astronomer and mathematician.
ancient india mathematician and scientist
Via BookFact
Brahmgupta’s contribution to arithmetic is worth mentioning. He gave rules facilitating the computation of squares and square roots, and cube, and cube-root.
He is famous for his book ‘Brahm Sputa Siddantika,’ the earliest known text to treat zero as a number. Brahmgupta understood that there could be a concept as a negative number.
He further established rules for dealing with negative numbers (e.g., a negative times a positive is a negative, etc.).
His most significant work is on the theory of cyclic quadrilaterals. The formula to find an area of a cyclic quadrilateral is known as the Brahmagupta’s Formula.
ancient india mathematician and scientist
Via GeoGebra
As an outstanding mathematician, Brahmagupta became the head of the astronomical observatory at Ujjain.
• Baudhayan
Baudhayan was a 7th-century mathematician.
ancient india mathematician and scientist
Via Mysteries Explored
It is said that Pythagoras Theorem was developed by Baudhayan. The theory has been credited to Greek mathematician Pythagoras.
Also Read: Who is the Lake Man of India? Protector of the Environment
The theory is mentioned in the form of a verse or shloka in his book ‘Baudhayana Sulbasutra.’ There are plenty of mathematical formulas written in the book. The aim of Baudhayana Sulbasutra was to be used as a pocket dictionary, full of recipes for quick references.
He also discovered the method of finding the square root of 2.
Aren’t these contributions made by ancient Indian mathematicians and scientists fascinating?
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Penteli mountain is located at the northeastern Attica. The famous 'Pentelic marble' is used from ancient times until today. Through the years this marble of fine quality has decorated several monuments and buildings.
Penteli mountain is the northeastern boundary of the basin of Athens. At the South is located the plain of Mesogeia and at the East the massif ends at the south Evian Gulf. The highest peak is at 1,109 meters.
Penteli mountain is consisted of three geological formations: Lower marble forming the substrate and the core of the morphological outbreak, Kessariani schistoliths in the middle and upper marble on the top of the mountain. The two horizons of the marble are the famous 'Pentelic marble'.
At the southern foot of the mountain, were found fossils belonging to more than 40 species. Among them are bones of rhinoceroses, machairodontes, giant turtles, etc.
The first name of the mountain was Vrilisos. The name 'Penteli' was appeared in the 3rd century BC. The ancient quarry opened in the fifth century BC supplying tones of marble to the rapidly growing Athens. The 'Pentelic marble' decorates the Acropolis of Athens and numerous other monuments.
In the second century AD was constructed in the region under the command of the Roman Emperor Hadrian, the largest aqueduct in Athens with 25 km length.
In the area of Penteli is located the monastery of Daou Penteli, built in the 10th century and the male monastery of the Assumption, built in the late 16th century. Other important monuments located in the area are the cave of Amomon, also known as Cave Davelis, the Observatory of Athens and the Tower of the Duchess of Plaisance.
Penteli's climate is dry with low rainfall. These characteristics set climate particularly healthy. A series of hospitals and sanatoriums were found at the are due its healthy climate.
The favorable climate was not enough for the development of a rich ecosystem in the area. A series of fires in combination with the illegal building managed to destroy the ecosystem of the mountain. Previously, boars, wolves and foxes were living at the mountain.
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Mrs. Stone’s class did a very fun and interesting project for their Science Unit on Force and Motion. For the project they used small rockets to simulate a plan to deliver supplies to Wuhan China without getting exposed to the Coronavirus. They graphed their data to improve their chances of making it to the landing area “inside the city”. They tracked their mass, force, angle and length of their rockets to be able to hit as close as possible to their final destination of Wuhan, China. We appreciate these wonderful and educational lessons that our teachers plan for our students that make learning fun, interesting and relevant.
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Paddox Primary School
PaddoxPrimary School
Opening a Can of Worms
Lumbricus terrestris: the common earthworm. Although, on closer inspection, there's more than meets the eye.
It had been a while since some of the boundary stumps nearest the oak tree had been raised for inspection (in fact, these days they need a spade to help lever them up). It's like lifting the lid of a treasure chest, with different contents each time. But this week we focused on worms. Could we be more precise in identifying them, using a key?
Well, with eagle eyes and a ruler we followed the flowchart (attached below for you to try at home) and realised that our stumps provided a habitat for red-headed and black-headed earthworms, blue-greys (even if we think they should be called yellow-tails), and lob worms
Click here to find out why earthworms are so important for our planet.
How many different types can you spot in your garden? Take care when you're handling them - no tug-of-war, please! Make sure they're not out of the ground for too long. Perhaps sprinkle them with water when your survey's done.
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Partial D Phenotype
The main Rh antigen (the one that determines whether a person is “Rh-positive” or “Rh-negative”) is known to blood bankers as the “D” antigen. A gene known as RHD on chromosome 1 codes for this large transmembrane protein, and it is present in the majority of most people regardless of race. Occasionally, however, mutations in RHD may result in amino acid substitutions in the normal D protein. If those substances change the appearance or structure of exposed parts of the antigen on the outside of the RBC (“epitopes”), the patient is described as having “partial D.” If someone with partial D is given blood from someone with normal D, he may make an antibody against the portions of the antigen that he lacks. The resultant antibody looks just like anti-D, because it reacts against all “normal” D-positive cells. This situation leads to the classic presentation of a partial D patient in the transfusion service as a D-positive patient with anti-D. There are numerous types of partial D, with varying strengths of reactivity with anti-D. The main thing to remember about partial D blood recipients is that they should receive D-negative blood, even though they may appear D-positive. Modern anti-D reagents, while they are very good at detecting weaker forms of the D antigen, are specifically designed to NOT detect the most common form of partial D in Caucasians (DVI, or “D six”), so most Caucasian partial D patients will test as D-negative. Partial D is a “D variant” like “Weak D.” Current recommendations suggest testing D variant blood recipients and pregnant females with molecular testing to further evaluate the risk of receiving D-positive blood in recipients or developing anti-D in D variant pregnant females.
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Want to keep learning?
This content is taken from the Sungkyunkwan University (SKKU) 's online course, The Korean Alphabet: An Introduction to Hangeul. Join the course to learn more.
Hangeul Day
King Sejong the Designer
Most likely if modern designers met King Sejong, they would have a lot to talk about. Hangeul is not only scientific and easy to write, it is also designed very well.
Today we learned that Hangeul is written by grouping letters into syllabic blocks. When Hangeul’s vowels and consonants are grouped together into syllabic units, they form a proportionally beautiful shape. If you look at the consonant shapes (ㄱ, ㄴ, ㄷ, ㄹ, ㅁ…) you can see they fit systematically into a box shape. On the other other hand, Hangeul vowels are either flat horizontally (ㅡ, ㅗ, ㅜ..) or long vertically (l, ㅐ, ㅓ, ㅏ…). Therefore, when vowels and consonants are written together, vowels are placed either on the bottom or right side, and the consonants fill the remaining top and left side, naturally filling the square space. (Look at the spacing of ‘믜’)
What would happen if the consonants and vowels had similar shapes? For example, imagine trying to group Roman characters with similar shapes for vowels and consonants into syllabic blocks like Hangeul. Design-wise, it would be hard to group together ‘b’ and ‘a’ in one space. On the other hand, it is easy to place and balance a vowel in between consonants like in the word ‘밥’. In other words, Hangeul has not only sound qualities, but was designed considering balance in the written form.
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This article is from the free online course:
The Korean Alphabet: An Introduction to Hangeul
Sungkyunkwan University (SKKU)
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An abnormal enlargement of the heart; “mild cardiomegaly is common in athletes”. Cardiomegaly is a condition wherein the heart enlarges in a cardiothoracic ratio of more than 0.50. It can be attributed to a lot of causes, but mostly it is because of low heart output, otherwise referred to as a cardiac failure. A cardiothoracic ratio is the way to measure the size of a person’s heart. In this case, cardiomegaly occurs if the heart is more than 50 percent bigger than the inner diameter of one’s rib cage. Cardiomegaly is assumed to be the direct effect of the thickening of the heart muscles and that happens when the heart is given an increased workload. This increase workload on the other hand, may be due to other health conditions present in the body. Viral illnesses and previous heart attacks can cause the heart to overwork. Drug abuse, inflammation of the heart, and uncontrolled hypertension are the known issues that may give rise to cardiomegaly.
glossary/cardiomegaly.txt · Last modified: 2012/10/16 14:40 (external edit)
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Tom Canes Bay
The original European name for this bay was Tom Caves Bay. Cave was reportedly a cooper.1
1. Loreen Brehaut, the Bays of Port Underwood (Picton: Picton Historical Society, 2012) 8.
The original European name for this bay was Tom Caves Bay. Cave was reportedly a cooper.1 The bay was also named Harriet Cove after the ship the Harriet, wrecked off the Taranaki Coast in 1834.2 At some point the name was altered to Tom Canes Bay.
The wider Te Whanganui / Port Underwood area has a long history of occupation by Māori. The iwi or tribe, Rangitāne o Wairau had settlements in the harbour until 1829, when by right of conquest, Ngati Toa Rangatira became dominant.3 Māori used the area for collecting kaimoana or seafood and for trade with whalers and settlers.4
Shore whaling began in Te Whanganui / Port Underwood in 1830 at nearby Kākāpō Bay. The right to start these stations, awarded by the chiefs of the local iwi, was often the cost a barrel of gunpowder and a barrel of tobacco.
By the late 1830s, six shore whaling stations had been established in the harbour, including two at Tom Canes Bay. These were managed by an American and an Englishman respectively.5
At this time, Te Whanganui / Port Underwood was one of the busiest whaling hubs in the world. Ships with international crews would frequent the harbour and it is reported that sometimes up to 70 boats would compete for a single whale.6
Tom Canes Bay attracted some notable inhabitants, including William Deakin and Mary-Ann Baldick.
William Deakin was a rope maker and whaler who jumped ship in Te Whanganui / Port Underwood. Born in England, William Deakin had been living in America. Arriving in New Zealand in the 1830s, he was present at the signing of the Treaty of Waitangi at Horahora Kakahu Island.
William Deakin lived at Tom Cane's Bay, where he met Mary Ann Baldick, nee Sherwood, the widow of George Baldick. She had arrived in June 1840 on the barque Hope, with her husband who had been employed to stock a farm on the Wairau Plains.
Mary Ann Baldick and her children remained at Tom Canes Bay while her husband began work at the Wairau, returning each fortnight for provisions. In September, six men, including George Baldick, drowned while trying to cross the Wairau Bar in a leaky square bottomed boat. Mary Ann Baldick was left a widow with four young children, at the age of 26.
In December 1840, William Deakin and Mary Ann Baldick were married. They set up home at Kura te Au /Tory Channel where their first son was born in November 1841. By August 1844 they had returned to Tom Canes Bay for the birth their second child.
It is said that the nearby bays, Whangatoetoe Bay and Pipi Bay were given to Mary Ann by local Māori for saving a young Māori girl from rape. William and Mary Ann moved to Whangatoetoe Bay and lived there until several years later, William deserted Mary Ann and retuned to America. Mary Ann remarried twice more and remained in the area, until leaving her final husband and moving to Blenheim where she established and ran a nursing and maternity home.7
2. James R. Eyles, Place Names of Port Underwood- a post European History (Picton: October Enterprises, 2002) 19.
3. Brehaut, 'Bays of Port Underwood', 5.
4. Marlborough District Council, Nelson City Council and Tasman District Council, “Te Tau Ihu Statutory Acknowledgements 2014”, accessed July 18, 2018, .
5. Nigel Prickett, the Archaeology of New Zealand Shore Whaling (Wellington: Department of Conservation, 2002), accessed September 12, 2018, .
6. Jenny Pierson, “William Deakin: American and Port Underwood Whaler”, Journal of the Nelson and Marlborough Historical Societies, Volume 2, Issue 5, 1993, accessed December 12, 2018, .
7. Ruth Simonsen, “Maryann Baldick in the 1830s”, Port Underwood Association, accessed December 12, 2018, .
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Between 1760 and 1860, Scotland’s place in the world was dramatically remade. From a longstanding position at the periphery, Scotland rapidly attained a central role in European cultural life and in Britain’s industrial and imperial expansion.
This exhibition explores the lives and careers of the Scots behind this period of dramatic change. It documents the material and artistic benefits of their achievements, while also confronting the darker shadows they cast. It will show how MacPherson, Burns and Scott reinvented Scotland as a land of myth and romance; but also consider how their work could substitute comforting fictions for difficult realities.
It shows how landowners, merchants, manufacturers and technologists implemented ‘improvements’ that brought Scotland unprecedented prosperity; but also acknowledge the human and environmental costs of an economy built on empire, slavery and the destruction of traditional ways of life. And it introduces some of the soldiers, sailors, administrators, and adventurers who spread Scottish influence across the globe—figures admired by contemporaries but whose conduct is now, in some cases, controversial. The result is a vivid portrait of this richly complex, and sometimes troubling, period, both at home in Scotland and in the wider world.
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Article Index
by Sangeeta Sonak
All photos by the author.
Khazans are coastal wetlands of Goa. They were reclaimed from mangrove forests, probably in the pre-Christian era by an intricate system of dykes, sluice gates and canals and put to multiple productive uses such as agriculture, aquaculture and salt panning. The first documentation of khazans is in the sixth century AD, which is a donation of a khazan land by a king on a copper plate.The khazan ecosystem is an integrated system, initially with major emphasis on agriculture.
Expenses for maintenance were met through leasing of cultivation and fishing rights. However, with changes in the global economy and market, aquaculture has become the main activity of khazans now. Some of the khazans are used only for aquaculture now and remain uncultivated otherwise but some are still used as paddy fields in monsoons.
Traditional Khazan technology protects agricultural fields and villages from salinity intrusion, inundation and floods.
Khazan dykes are built of mud from fields. Outer walls or protective dykes are very thick to sustain pressure of riverine water flow. A trench (chanoy) is made in between the two walls of the protective dyke and is filled with clay from the fields, which serves as a cementing substance. The dyke is covered with a layer of clay and mud from fields, called as tharcupto. Protective dykes are interrupted by installation of sluice gates, which connect an inner reservoir to the estuary.
Sluice gates regulate water fluxes allowing sufficient water in the fields, but preventing inundation of khazan lands. Sluice gate shutters close automatically during high tide allowing only a part of water inside. During low tide, they open to let water go out. These shutters can be manually manipulated to get required quantity of water inside the fields.
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Mammy Stereotype
The Time magazine article of March 1923 is significant in a number of ways, as it addresses conflicting cultural sentiments about the role of African-American female caregivers and slavery in general. The first paragraph of the article describes how two thousand African American women protested the erection of a memorial commemorating the "Black Mammy of the South." The article states that the women protested in "dignified and quiet language." Significantly, the women took issue with the erection of the statue, as it was a "reminder that [they] come from a race of slaves."
In the second paragraph of the article, the tone shifts, as the author suggests that the initiators of the memorial will be offended by the "educated granddaughters'" unwillingness to accept this memorial. It becomes obvious from the author's choice of words that he/she disapproves of the protest. The second paragraph does not just emphasize that the "sentimentalists" intended to honor the "black mammy" but in this context, the words "educated granddaughters" and "snuffed" have ironic and condescending undertones, as if the protesting women were ungrateful and narrow-minded.
The purpose of the memorial was, as the text states for sentimental reasons. It is not unreasonable to assume that the Southern legislators who wanted to erect the memorial had good intentions, as for many of them the "black mammy" represented a person who has cared for them and for whom they might have had affectionate feelings. However, the erection of such a memorial has also racist undercurrents, as it is a cultural reference to a racist stereotype, namely the "black mammy" or "Aunt Jemima" stereotype (Roberts, 1994). It is not clear whether or not the legislators who initiated the erection of the memorial were aware of the offensive undertones of the Aunt Jemima stereotype. It is however clear that the women who protested the erection of the memorial saw the cultural tr...
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Mammy Stereotype. (1969, December 31). In Retrieved 17:15, June 04, 2020, from
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05/23/07 - anecdotal evidence
In today's excerpt - the place of anecdotal evidence in science:
"It has been said, correctly, in my opinion, that theories define facts as much as the other way around. ... Anecdotal evidence has sort of a slippery, jelly-like quality to it, and theories are needed to congeal the stuff together into single solid facts. 'Anecdotal' is often used as a pejorative term in scientific circles, meaning unreliable. In practice, it often means isolated, and therefore hard to assess. Think of a new field of science as a large jigsaw puzzle. Pieces are discovered one by one, and at first they are unlikely to fit together to make a picture. Things can look distinctly unpromising, sometimes for decades. But if you can bear the pain of feeling stupid and the humiliation of being wrong, anecdotal evidence is the call of the wild, the surest sign of the undiscovered. Columbus set sail on the basis of anecdotal evidence. The Mayan hieroglyphs were deciphered using anecdotal evidence. Life-saving remedies based on plants, such as aspirin and digitalis, were found by scientists who paid attention to anecdotal evidence.
"Scientific problems typically go through three phases. In the first phase, a few bold explorers discover a new land and map out its basic features. In the second phase, boatloads of immigrant scientists arrive and colonize the land. In the third phase, statues are erected on town squares, sometimes to the original discoverers more often to the able administrators who built the roads and railways."
[Suggested by a delanceyplace reader.]
Luca Turin
Harper Perennial
Copyright 2006 Luca Turin
barns and noble booksellers
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Kachin people
Kachin traditional dress
The peoples of Kachin (Jingpo: Ga Hkyeng red soil; Burmese: ကချင်လူမျိုး; MLCTS: ka. hkyang lu myui:, pronounced [kətɕɪ̀ɰ̃ lù mjó]), more precisely known as Jingpho Wunpong (Jingpho: Jinghpaw Wunpawng the Confederation of Jingpo) or simply Wunpong (the Confederation), are a confederation of ethnic groups who inhabit the Kachin Hills in northern Myanmar's Kachin State and neighbouring Yunnan Province, China, and Arunachal Pradesh, Assam in Northeastern India. About one million Kachin peoples live in the region. The term Kachin people is often used interchangeably with the main subset, called the Jingpo people in China.
The Jingpho language common to many of the Kachin has a variety of dialects and is written with a Latin-based script created in the late nineteenth century. A Burmese script version was subsequently developed. The Singhpo dialect is spoken in Northeast India and Jingpho in Southwest China.[1]
Kachins c. 1900
Kachin is an ethnicity that comprises various linguistic groups with overlapping territories and integrated social structures. Contemporary usage of Kachin relates to a grouping of six ethnicities: Rawang, the Lisu, the Jingpo, the Zaiwa, the Lashi/Lachik and the Lawngwaw/Maru.[2][3] Some definitions distinguish Kachin and Shan (Tai) peoples though some Kachin people have demonstrated the over-simplicity of the concept of lineage-based ethnic identity by culturally "becoming Shans".[4]
There are many theories of how Kachin people got their name. One of them comes from American baptist missionary Dr. Eugenio Kincaid. When he arrived to the northern part of Myanmar, firstly he met with the Gahkyeng people. When he asked them who they were, they replied that they were the villagers from Gahkyeng. Therefore, he wrote "Ga hkyeng" in his notes. European writers called the Kachins "Kakhyens" until 1899. The book "The Great Queen is Coming 1890" described Major Ecy Brong was the first person who started using "Kachin" in Roman script.[5]
In Yunnan, a different categorization is applied and peoples grouped as Wunpong are grouped into four nations. The Chinese definition of Jingpo (which include all speakers of Zaiwa cluster of Northern Burmish languages) is broader than that in Kachin Hills and is somewhat comparable to Wunpong in Kachin Hills.[6] Lisu, Anung (Rawang) and Derung (Taron) peoples in Yunnan are not subordinated to ethnic Jingpo thus are classified outside the Jingpo nation:
Culture and traditionsEdit
The Kachin people are traditionally known for their disciplined fighting skills, complex clan inter-relations, craftsmanship, herbal healing and jungle survival skills. In recent decades, animist and Buddhist beliefs have been supplanted in some areas by Christianity. According to one source, approximately two-thirds of the Kachin people identify themselves as Christians.[10] Many religious rituals and symbols, such as the annual Manau festival in Myitkyina, are celebrated as folkloric traditions.[11][12]
Religions and practicesEdit
Christianity grew from 40% in 1966 to 90~95% in 2010.[13]
See alsoEdit
1. ^ Jingpho - Ethnologue.com (limited access - may require subscription) Retrieved 15 April 2017
2. ^ Sadan, M. 2007, TRANSLATING GUMLAU:HISTORY, THE ‘KACHIN’ AND EDMUND LEACH. in Sadan, M and Robinne, F. (eds) 2007. Social Dynamics in the Highlands of Southeast Asia, Reconsidering Political Systems of Highland Burma by E. R. Leach. Brill. Leiden, Boston.
3. ^ Kachin National Museum, Myitkyina
4. ^ Leach, E. R. (1965) Political Systems of Highland Burma: a study of Kachin social structure. Boston: Beacon Press.
5. ^ Htoi Ya Tsa Ji, Mungkan hta grin nga ai Jinghpaw mabyin (4) hte Kachin Mabyin (4) hpe chye na ai lam, The Kachin Times, Volume 2,2017
6. ^ a b The Jingpo people is divided into 5 subgroups: Jingpo, Zaiwa, Leqi, Lang'e (Langsu) and Bola.
7. ^ 景颇族高日支系考释
8. ^ Jingpo - Orientation
9. ^ The Rouruo people form a sub-division of the Nu ethnic minority, which also has the sub-division of Anong people.
10. ^ "Kachin". Joshua Project. Retrieved 2019-07-12.CS1 maint: ref=harv (link)
11. ^ Manao Festival "to propitiate local nat (spirit)" Retrieved 15 April 2017
12. ^ Manao Festival description Retrieved 15 April 2017
13. ^ Mang, Pum Za (July 2016). "Buddhist Nationalism and Burmese Christianity". Studies in World Christianity. 22 (2): 148–167. doi:10.3366/swc.2016.0147.
Further readingEdit
• Sadan, Mandy (2013). Being and Becoming Kachin: Histories Beyond the State in the Borderworlds of Burma. Oxford University Press and the British Academy.
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Giovani jacobello and the plague
Words: 501-600
Skills: Summary Theme
Grades: 5th 6th
Topics: Historical Fiction
Genres: Prose
Lexile Range: 420L - 730L
Lexile Measure: 510L
CCSS: History/Social Studies and Reading: Literature
Giovanni, Jacobello, and the Plague
The Black Death, or Black Plague, reached the shores of Sicily in October of 1347. By the spring of 1348 it reached the mainland of Italy where in quickly spread over the continent. Over a three-year period it killed between 30% and 50% of Europe’s population. Many people fled to the countryside in an attempt to escape the disease. The plague is believed to have been transmitted through fleas that lived on rats. Students will read the passage and respond to questions on the theme and the details.
Reading Comprehension Passage
Giovanni, Jacobello, and the Plague
It was just after midnight in Florence, Italy. Giovanni moved quietly through the streets with his brother, Jacobello. They each clutched a small piece of cloth to their nose. This helped lessen the awful stench of death that filled the air. Bodies of those who had recently died from the plague were heaped together by the side of the road, waiting to be buried. Large boils covered the necks and legs of the dead.
Jacobello froze when a huge black rat crossed his path.
Giovanni patted his brother’s arm. “Keep going. We must get out of Florence if we are to have any hope of surviving.”
Jacobello nodded and started walking again. “But how do we know things will be better once we get home?”
“We don’t,” said Giovanni. “But if we’re fortunate, the plague won’t have made its way there yet. If our family is well, we won’t allow visitors to the farm. Hopefully the plague won’t touch us there.”
They soon made their way to the stable where their horses were kept. The place was dark, and Giovanni didn’t want to awaken the stable owner. But he didn’t want cheat the man either. He pulled a few coins from his pouch and laid them on top of the stall before he and Jacobello quietly eased their horses outside.
The brothers rode silently for many miles. After a few hours they came to their humble farmhouse.
“We can sleep in the barn so we don’t wake the family,” said Giovanni.
They led their horses behind them. Once inside, they secured the horses in the stalls.
“We made it,” said Jacobello. “It’s so good to be home.” He sat down in the hay.
Giovanni plopped down beside him without saying a word.
“What is wrong?” said Jacobello. “I thought you’d be happy.”
Giovanni rubbed his forehead. “I am, but my head aches a bit, and I’m getting cold. I’m sure it’s nothing.”
“It was a long journey,” said Jacobello. “Rest now. Lie down in the hay.” He removed his cloak and placed it over his brother.
Giovanni slept for several hours. When he awoke, his sister, Florese, was standing over him. Jacobello was still asleep in the hay.
“It’s good to see you again. Come eat,” said Florese. “I’m sure it’s been many hours since you last had a meal.”
Giovanni struggled to his feet. His head was spinning and he felt feverish. Now his neck also ached.
Florese pulled his cloak from his shoulders. “It’s warm in the house,” she said. “You won’t need this.” She looked up at him and gasped. “What is wrong with your neck?”
Jacobello rolled over and opened his eyes. His eyes widen when he saw the apple-sized boil on his brother’s neck. He jumped up and pulled Florese away.
“Stay back,” warned Jacobello. “It is the plague.”
Passage Only
Reading Comprehension Questions
1. Why did Giovanni and Jacobello want to get out of Florence?
2. How did Giovanni plan to keep the plague from the farm?
3. What was the first sign that Giovanni might be ill?
4. How did Jacobello know that Giovanni had the plague?
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#Lesson 2 **Description**: In this lesson, students will explore the properties of both visible and IR light, as well as how we perceive light and color. This is intended to be the second lesson in the series of four. **Topics:** Electromagnetic Spectrum, Physics, Biology [](https://i.publiclab.org/system/images/photos/000/006/149/original/Screen_Shot_2014-08-08_at_4.41.39_PM.png) ####Learning Goals * Understand the properties of the Electromagnetic spectrum * Experience the ways our eyes perceive light and color * Explore mixing of light vs mixing of pigments ####Supplies [](https://i.publiclab.org/system/images/photos/000/006/150/original/Screen_Shot_2014-08-08_at_4.36.22_PM.png) ####Advanced Prep Create Boxes with Red Filters (1 per student group) * Cut hole in side of box approximately 3” by 3” hole * Cover hole completely with red colored film * If time allows, have students help with the construction of these boxes ###Introduction _5 minutes_ Begin class by going over classroom expectations, and reminding students of the information learned in Lesson 1: [xxx]. _In our last lesson, we learned about the wetlands loss occurring in the gulf and the importance of protecting these lands. Today, we’re going to study light, and how we see light, so that we can learn more about how to observe and protect our environment around us._ ###Electromagnetic Spectrum _10 minutes_ **What is light?** Light is electromagnetic radiation that is visible to the human eye. **You may have heard of the term “visible light” does that mean there is also “invisible light”? What other types of light are there?** Electromagnetic radiation that is outside the visible range has a wavelength that is too long or too short for the human eye to detect. Humans can only see a small portion of the electromagnetic spectrum! [](//en.wikipedia.org/wiki/File:EM_spectrum.svg) Electromagnetic radiation is classified by its wavelength. The human eye can typically see wavelengths between approximately 400700 nanometers, but this range is just a small fraction of the entire spectrum. Below 400 nanometers is ultraviolet, or UV, light, X rays, and gamma rays. Above 700 nanometers is Infrared, or IR, microwave, radio waves, and long radio waves. Today we will be taking a closer look at visible light, as well as IR light that is very near the visible light spectrum, also known as nearinfrared. Visible light is made up of all the colors of the rainbow red, orange, yellow, green, blue, and purple. When all these colors combine, we see “white light”. ###Colored Boxes _20 minutes_ _For this activity, arrange students in small groups of 24 students._ ** Materials** * Boxes with red filter * Small colored objects * Flashlight * Filtered light worksheet ** When we look at a object, why does it look a certain color? **When light hits an object, the object will either absorb or reemit that light. The color of an object is just a combination of all the wavelengths of light that were reemitted by the object. A red object appears red because it is absorbing the orange, yellow, green, blue, and purple wavelengths, and is reemitting the red wavelengths. **Why do white objects look white? What about black objects? ** White objects are reflecting all wavelengths of visible light. Black objects are absorbing all wavelengths of visible light. _ Pass out the filtered light worksheet to each group and have them draw what happens to the visible light wavelengths in Section A. After each group has had a chance to complete Section A, review with the class to check for understanding._ _Pass out a box with red filter and a flashlight to each group._ In front of you, you each have a box with a red filter on the side. **What do you think happens to light as it enters this filter?** Only the red wavelengths of light are able to pass through this filter. In a moment, I will be passing out a few colored objects, including a red, black, and white object. On your worksheet in Section B, make a prediction about what color each of these objects will appear when viewed through the red filter. Once you receive your objects, place them in the box and use the flashlight to shine through the filter and view your objects one at a time. _Pass out small colored objects to each group. After students have a chance to test out each of their objects, review as a class and discuss why each object appeared as it did._ ###Mixing Light _20 minutes_ **Materials** * Flashlights * Squares of colored film (blue, red, and green) * White paper * Worksheet You likely learned about mixing colors when you were in elementary school. However, most of our experience with mixing colors usually comes from mixing pigments. This is very different from the results of mixing light. For example, when you mix all colors of the rainbow with paint, you get a lovely shade of brownish black. However, when you mix all colors of the rainbow in light, you get white light. We are going to experiment with mixing light using the colored filters and flashlights in front of you. _Pass out the materials listed above to each group. First, have students use the worksheet to predict what color will form when they mix each of the colors of light, and what color will form when mixing all three colors. Then, instruct students to place a colored film on each flashlight and shine it onto the white piece of paper. Have them begin by mixing two colors at a time, then all three colors at once. Students should color in the light color wheel on their worksheet with the results. Discuss their predictions and the results of their experiment._ _Students should observe that mixing red and green light results in yellow light, mixing red and blue results in magenta, and mixing green and blue results in cyan. Mixing all three results in white light._ [](//en.wikipedia.org/wiki/Additive_color#mediaviewer/File:AdditiveColor.svg) These three colors of light are known as the primary color because when they combine they can create all other colors of light. ###Biology of Our Eyes We now know how visible light can be reflected or absorbed and combined to form different colors. **But how do our eyes detect those colors?** Our eyes have millions of lightreceptor cells of two types: rods and cones. Each of these types have a very different purpose. Cones can detect color, while rods cannot. Rods are extremely sensitive and can detect light at very low levels. If you’ve looked around a dark room, chances are there was still enough light for you to make out different objects, but not enough light to tell what color the objects were. This is because at low levels of light, only your rods are active. Cones need a much brighter amount of light to activate. There are three types of cone cells those that respond to long wavelengths, medium wavelengths, and short wavelengths. These allow us to see red, green, and blue light. We know from our light mixing experiment that these three colors of light can be mixed in different amounts to produce all other colors of light. ###Optical Illusions _20 minutes_ **Materials** * Optical Illusion Prints * False Color Photographs * White Paper * Markers _Pass out optical illusion prints to students. Ask them to stare at the middle of the print for one full minute, then look at their blank white paper. Students will observe an afterimage on the white paper that has different colors from the print._ **What did you observe? Why do you think you see the same image when you look away? ** What you observed when you looked at the white paper is called an afterimage. You may have seen this effect before if you’ve experienced seeing spots of lights in your vision after looking at a camera flash. This happens because the rods and cones in your eyes lose sensitivity if they are over stimulated. **Were the colors the same in the afterimage as they were in the original image? ** The colors were not the same. Your task is to figure out how the colors in the afterimage are related to the colors in the original image, and why they appear different. You can use the markers and white paper to test various colors and make your own optical illusions. _After allowing time for the students to experiment, discuss their results. They should discover the following connections:_ [](https://i.publiclab.org/system/images/photos/000/006/154/original/Screen_Shot_2014-08-08_at_4.39.02_PM.png) _Encourage students to refer to the color wheel of light they created in the previous activity. They will notice a pattern in the colors of the afterimage: The afterimage is of a color across the color wheel from the original color. For example, if the original image is green, the afterimage will be magenta. This is because the green photoreceptors are fatigued, making the signal from the red and blue photoreceptors stronger by comparison. Sensing red and blue light together forms a magenta image. Similarly, an original yellow image is made from both red and green light. As the cones that sense red and green are fatigued, the blue photoreceptors are stronger by comparison and create a blue afterimage. If time allows, let the students draw their own optical illusions keeping in mind what colors the afterimage will appear. Have them trade pictures with their neighbors and view their optical illusion._ ###Wrap Up _Let students guide the discussion about the day’s lesson and present their hypotheses before discussing explanations._ **What is the electromagnetic spectrum? How much of the electromagnetic spectrum can humans see? How do we see light?** **What surprised you about today’s lesson? What would you like to learn more about from today’s lesson?** ###Resources [Public Lab Website](http://publiclab.org/) [Wikipedia entry on the electromagnetic spectrum](http://en.wikipedia.org/wiki/Electromagnetic_spectrum) [Wikipedia entry on additive color](http://en.wikipedia.org/wiki/Additive_color) [Wikipedia entry on afterimages](http://en.wikipedia.org/wiki/Afterimage) ###Vocabulary [](https://i.publiclab.org/system/images/photos/000/006/155/original/Screen_Shot_2014-08-08_at_4.39.13_PM.png)
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What Is a 100-Sided Polygon Called?
100-sided-polygon-called fdecomite/CC-BY 2.0
A 100-sided polygon is called a hectogon, centagon or 100-gon. In general, any n-sided polygon with over 12 sides is called an n-gon. While there are other conventions for naming polygons with any number of sides, it is most common to use the n-gon form.
The term hectogon comes from Greek root hecto-. Other similar terms are hectometer (100 meters) and hectogram (100 grams). Centagon comes from the Latin root cent-, as in century (100 years). Standard names for polygons use both Latin and Greek roots. For example, quadrilateral uses the Latin root quadri-, meaning four, while hexagon uses the Greek root hexa-, meaning six.
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Preserved mosquitoes create a buzz for NIR spectroscopy
As can be imagined, determining what species an individual mosquito belongs to is quite a challenge. This is especially the case for members of the Anopheles gambiae complex, which comprises seven physically-identical species of mosquito. What makes this challenge of more than mere academic interest is that these seven species include the main transmitters of the malaria parasite in sub-Saharan Africa, particularly An. gambiae sensu stricto and Anopheles arabiensis.
Although these seven species are physically identical, they exhibit different behaviours, which is why they are classed as different species. For example, An gambiae sensu stricto prefers to suck blood from humans, whereas its sister species A. quadriannulatus prefers to suck blood from animals. Because of this difference in behaviour, different control measures for preventing the spread of malaria are required for each species, hence the importance of knowing which species are present in a certain region.
Recently, scientists have discovered that NIR spectroscopy offers a simple and relatively accurate way to determine the species of collected mosquitos, based on characteristic variations in biochemical components such as water, proteins, lipids and carbohydrates (see NIR News, 2014, 25, 4). Up to now, though, scientists have only shown that NIR spectroscopy works on either fresh mosquitoes or those preserved using an aqueous, nontoxic tissue storage reagent known as RNAlater.
Such preservation is usually required prior to transporting the mosquito samples back to the laboratory for storage and subsequent testing. However, many other simpler and cheaper preservation methods are available, such as freezing and drying with a desiccant, which are easier to perform out in the field.
Now, in a paper in Parasites & Vectors, an international team of researchers led by Valeriana Mayagaya at the Ifakara Health Institute in Tanzania has shown that NIR spectroscopy works just as well with these simpler preservation methods. Using various techniques, including freezing at -20°C, drying with a silica-gel desiccant and RNAlater, Mayagaya and his team preserved samples of both An. gambiae sensu stricto and An. arabiensis, which they stored for up to 50 weeks. For all three of these preservation techniques, NIR spectroscopy could distinguish between the two species with an accuracy above 80%, but after 50 weeks storage the average accuracy was actually higher for freezing and drying than for RNAlater.
Drying with a silica-gel desiccant is perhaps the easiest preservation technique to conduct in sub-Saharan Africa, where the electricity supply required for freezing is often erratic. So, conclude the researchers, the discovery that it works perfectly well with NIR spectroscopy should help this new way of determining mosquito species become a central component of malaria control efforts.
Blog tags:
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Definition of Scale
Pronunciation: skāl
n.1.The dish of a balance; hence, the balance itself; an instrument or machine for weighing; as, to turn the scale; - chiefly used in the plural when applied to the whole instrument or apparatus for weighing. Also used figuratively.
Long time in even scale
The battle hung.
- Milton.
The scales are turned; her kindness weighs no more
Now than my vows.
- Waller.
2.(Astron.) The sign or constellation Libra.
Platform scale
See under Platform.
v. t.1.To weigh or measure according to a scale; to measure; also, to grade or vary according to a scale or system.
[imp. & p. p. Scaled ; p. pr. & vb. n. Scaling.]
Scaling his present bearing with his past.
- Shak.
To scale a debt, wages, etc.
to reduce a debt, etc., according to a fixed ratio or scale.
n.1.(Anat.) One of the small, thin, membranous, bony or horny pieces which form the covering of many fishes and reptiles, and some mammals, belonging to the dermal part of the skeleton, or dermoskeleton. See Cycloid, Ctenoid, and Ganoid.
Fish that, with their fins and shining scales,
Glide under the green wave.
- Milton.
2.Hence, any layer or leaf of metal or other material, resembling in size and thinness the scale of a fish; as, a scale of iron, of bone, etc.
3.(Zool.) One of the small scalelike structures covering parts of some invertebrates, as those on the wings of Lepidoptera and on the body of Thysanura; the elytra of certain annelids. See Lepidoptera.
4.(Zool.) A scale insect. (See below.
5.(Bot.) A small appendage like a rudimentary leaf, resembling the scales of a fish in form, and often in arrangement; as, the scale of a bud, of a pine cone, and the like. The name is also given to the chaff on the stems of ferns.
6.The thin metallic side plate of the handle of a pocketknife. See Illust. of Pocketknife.
7.An incrustation deposit on the inside of a vessel in which water is heated, as a steam boiler.
8.(Metal.) The thin oxide which forms on the surface of iron forgings. It consists essentially of the magnetic oxide, Fe3O4. Also, a similar coating upon other metals.
Covering scale
(Zool.) a hydrophyllium.
Ganoid scale
(Zool.) See under Ganoid.
Scale armor
(Mil.) armor made of small metallic scales overlapping, and fastened upon leather or cloth.
Scale beetle
(Zool.) the tiger beetle.
Scale carp
(Zool.) a carp having normal scales.
Scale insect
(Zool.) any one of numerous species of small hemipterous insects belonging to the family Coccidæ, in which the females, when adult, become more or less scalelike in form. They are found upon the leaves and twigs of various trees and shrubs, and often do great damage to fruit trees. See Orange scale,under Orange.
Scale moss
(Bot.) any leafy-stemmed moss of the order Hepaticæ; - so called from the small imbricated scalelike leaves of most of the species. See Hepatica, 2, and Jungermannia.
v. t.1.To strip or clear of scale or scales; as, to scale a fish; to scale the inside of a boiler.
3.To scatter; to spread.
4.(Gun.) To clean, as the inside of a cannon, by the explosion of a small quantity of powder.
v. i.1.To separate and come off in thin layers or laminæ; as, some sandstone scales by exposure.
Those that cast their shell are the lobster and crab; the old skins are found, but the old shells never; so it is likely that they scale off.
- Bacon.
2.To separate; to scatter.
n.1.A ladder; a series of steps; a means of ascending.
2.(Mus.) Hence, anything graduated, especially when employed as a measure or rule, or marked by lines at regular intervals.
3.Gradation; succession of ascending and descending steps and degrees; progressive series; scheme of comparative rank or order; as, a scale of being.
There is a certain scale of duties . . . which for want of studying in right order, all the world is in confusion.
- Milton.
4.Relative dimensions, without difference in proportion of parts; size or degree of the parts or components in any complex thing, compared with other like things; especially, the relative proportion of the linear dimensions of the parts of a drawing, map, model, etc., to the dimensions of the corresponding parts of the object that is represented; as, a map on a scale of an inch to a mile.
Scale of chords
a graduated scale on which are given the lengths of the chords of arcs from 0° to 90° in a circle of given radius, - used in measuring given angles and in plotting angles of given numbers of degrees.
v. t.1.To climb by a ladder, or as if by a ladder; to ascend by steps or by climbing; to clamber up; as, to scale the wall of a fort.
Oft have I scaled the craggy oak.
- Spenser.
v. i.1.To lead up by steps; to ascend.
Satan from hence, now on the lower stair,
That scaled by steps of gold to heaven-gate,
Looks down with wonder.
- Milton.
Related Words
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Scald crow
Scald head
Scale armor
Scale beetle
Scale carp
Scale insect
Scale micrometer
Scale moss
Scale of chords
Scaleboard plane
Scaled dove
Scalene muscles
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Home | | Psychology | Early Conceptions of the Physical World
Chapter: Psychology: Development
Early Conceptions of the Physical World
Adults viewing this scene will surely perceive it as a child behind a gate.
Consider Figure 14.13A, which shows an object partially occluding (hiding from view) another object behind it. Adults viewing this scene will surely perceive it as a child behind a gate. They are completely certain that when the gate is opened, they will see a whole child (Figure 14.13B) and would be astounded if the opened gate revealed a child with gaps in her body (Figure 14.13C).
Do infants perceive partially occluded objects in the same way? Or are infants’ per-ceptual experiences fragmented, as Piaget proposed? To pursue these questions, many experiments employ habituation procedures, in which a stimulus is presented to the infant repeatedly. In one such study, infants were shown a rod that moved back and forth behind a solid block that occluded the rod’s central portion (Figure 14.14). This display was kept in view, and the rod continued to move back and forth until the infants became bored with it (i.e., habituated) and stopped looking at the display. The investi-gators then presented the infants with either of two test displays. One was an unbro-ken rod that moved back and forth (Figure 14.14A). The other consisted of two aligned rod pieces that moved back and forth in unison (Figure 14.14B).
If these infants had perceived the original stimulus as a single complete rod, then Figure 14.14A would show them nothing new, but Figure 14.14B would seem novel. If the infants had perceived only the pieces of the original stimulus, however, Figure 14.14B would show them nothing new and Figure 14.14A would be the novel display.
Since these infants had already habituated to the original stimulus, a novel stimulus should attract their attention and hold it longer. Thus, by measuring how long the infants looked at each test display, we can find out which of these displays the infants considered novel—which reveals how they perceived the original display.
The evidence in this study is clear. The 4-month-old infants spent more time look-ing at the broken rod than at the complete rod. Apparently, they found the broken rod more novel, which suggests that they had not perceived the original stimulus as broken. Instead, they had perceived the parts of the rod in the original stimulus as connected to each other, just as an adult would (Kellman & Spelke, 1983; Kellman, Spelke, & Short, 1986; also Johnson, 2004).
Researchers have extended this finding in many ways—using habituation proce-dures to ask what kinds of stimuli infants find novel, and therefore learning how infants perceive the world in the first place. These studies make it clear that Piaget underestimated the perceptual sophistication of the infant, and that infants do perceive objects as having certain properties (shapes, sizes, positions) independent of the infants’ momentary view of the objects. Put simply, Piaget seems to have been wrong in asserting that infants lack (what he called) object permanence. But how, therefore, can we explain Piaget’s findings, which led him to conclude that infants lack object permanence? Why does an 8- or 9-month-old consistently fail in retrieving objects that are out of sight?
Most modern investigators suggest that—contrary to Piaget—infants do under-stand that objects continue to exist even when hidden from view, but they lack a full understanding of how to deal with those objects. To illustrate this, let’s reconsider the A-not-B effect (Figure 14.10). If the infant has just reached toward A several times, then the reaching-toward-A response is well primed. To reach toward B, therefore, the infant must override this newly acquired habit. The infant knows where the toy is, but she is unable to inhibit the momentarily potent reach-toward-A response.
Consistent with this idea, many infants look at B at the same time that they reach for A, as if they know where the object is but cannot tell their arms what they have learned with their eyes (Baillargeon & Graber, 1987). Some investigators believe that the ability to override a dominant action depends on the maturation of certain areas in the prefrontal cortex, a region just in front of the motor projection area. Evidence comes from studies on monkeys with lesions in this area; they show a pattern very similar to the A-not-B error shown by human infants (A. Diamond, 1988, 1989; A. Diamond & Goldman-Rakic, 1989; also see Zelazo & Frye, 1998).
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Juche Tower
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Juche Tower
The Juche Tower is a monument in Pyongyang, North Korea. It was completed in 1982. It is on the eastern bank of the Taedong River, opposite the Kim Il-Sung Square. Its geographic coordinates are 39°1′3.52″N, 125°45′48.05″E. It was made to celebrate the anniversary of Kim Il-Sung's 70th birthday. It is claimed that it was designed by Kim Jong-il.
The 170 meter (560') structure contains 25,550 blocks (365 × 70, one for each day of Kim Il Sung's life, excluding remainder days), dressed in white stone with seventy dividers and capped with a 20 meter high, 45 ton, shining torch allegedly made out of 'special materials'. It is possible to go to the top of the tower. It is said that the tower was built in 35 days and was dressed in 76 days.
In front of the tower is a 30 meter high statue consisting of three figures — one with a hammer, one with a sickle and one with a writing brush (an idealised worker, a peasant and a "working intellectual"). Also close to the tower is a wall of 82 friendship plaques, apparently from foreign supporters. Around the tower there are also pavilions and water features. It is claimed that the tower has become a popular place for North Koreans.
The tower is named after the principle of Juche, developed by Kim Il-Sung. The name of the tower is sometimes translated as the Tower of the Juche Idea or Juche Ideology Tower.
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Military History | Kinmen TravelGo to the main content section Anchor
Military History of Kinmen
Kinmen's Battlefield Scenery
Juguang Tower
Early Days
Archaeological studies show evidence of human activity 6000 years ago on Kinmen. What we would now call war refugees came here from China, fleeing the turmoil of the Wu Hu (five barbarians) invasion of the Chinese empire during the Jin dynasty. In 626AD during the first year of the famous Chinese Tang dynasty emperor Dezong, Kinmen was designated as a horse-herding pastoral area, part of Quanzhou across the strait in China. In one of the next dynasties (the Song dynasty), Kinmen was put under the jurisdiction of a different county (Tong’an); infrastructure was built and areas were defined for the development of Kinmen's natural resources.
There were many pirates in the area during the 1300s, and maritime defense towers were built. An original one from that time can be seen today. The islands known as Kinmen have had various names throughout history; the current name dates from 1388, when a Ming dynasty emperor ordered a defense castle to be built here. Kinmen translates as “golden gate”, alluding to the hope that these islands would serve as an indestructible gate to protect the nearby mainland. In the fourth year of the Republic of China (1915), Kinmen became a county. The Japanese military occupied it for 8 years (1937-1945) during the second Sino-Japanese war.
Tank and Sunset
Hot Spot in the Cold War
Due to cross-strait tensions between Taiwan and Mainland China, the people of Kinmen lived under martial law from 1956 to 1992. There were more soldiers on the islands than local people, and the locals, even females, had to serve in military roles. The 60-yr olds that you see in the market may well have shared their house with soldiers when they were growing up, and their mothers may have earned money by selling them homemade snacks and mending their uniforms. Curfews were in place, and during certain times, to prevent the enemy from seeing potential targets, no lights could be turned on in houses at night. On Aug 23, 1958 the Mainland Chinese army attacked, and over the next 44 days, dropped 470,000 bombshells on the island.
Reminders of the military past are everywhere. Look carefully in villages, and you’ll spot entrances to tunnels where locals took shelter during the regularly scheduled odd-numbered-day bombardments which lasted for 20 years. On the outside walls of some traditional houses, you can see holes where bombs hit.
Recommended Attractions
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Research, Connect, Protect
Habitat management
Taylor, BD, & Goldingay, RL 2003, Wildlife Research, vol. 30, pp. 529-537.
Culverts may allow animals to move safely between two habitats that have been separated by a road or other linear infrastructure. Culverts installed along the Brunswick Heads section of the Pacific Highway in New South Wales provide safe passage for local wildlife, most frequently wallabies, bandicoots and rodents. Surveys also detected the use of culverts by arboreal mammals such as koalas and possums. In contrast, frogs and reptiles experience less benefit from culverts than other animals as exclusion fencing is ineffective for funnelling small-bodied animals into the culvert. Additionally, vegetation structure in and around culverts seems to influence whether or not an animal uses a culvert structure.
Seventeen vertebrate species, including 12 mammals, were detected using the culverts in a survey conducted over two eight-day periods in Spring and Summer of 2000. As reported in other studies, of all the animals observed, wallabies, bandicoots and rodents were the most frequent users of the culverts. Furthermore, house mice and a number of unidentifiable small mammals, presumably Antechinus species, common dunnarts and/or common planigales, were also detected using the culverts commonly. The detection of arboreal mammals such as koalas, ringtail and brushtail possums in culverts provides further evidence that the instalment of culverts and exclusion fencing along roads is an effective means to provide safe passage for these animals and prevent road mortality. Among all the animal groups detected using the culvert, frogs and reptiles were the least frequently sighted. With a high number of frog road kills also recorded during the survey period, this suggests that culverts are not appropriately designed to address the movement and dispersal needs of these small animals. The authors attributed this finding to the ineffectiveness of exclusion fences in preventing frog thoroughfare as well as the lack of suitable vegetation and habitat furnishings such as rocks and logs in the culverts to make them appeal to reptiles and amphibians.
Although this study cannot confirm that road culverts result in a direct reduction of road mortality for wildlife, the findings suggest that many fauna species make use of culverts to avoid entering the road surface and this reduces their risk of mortality. The authors propose that culverts be adopted more widely in areas where roadkill is a conservation concern, but with design alterations to encourage use by small-bodied animals.
Summarised by Cherie Chan
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What Happened on April 30th
Computer Pioneer George Stibitz Born
While at Bell Labs, George Stibitz pioneers the principles of relay-based computing. His original design, the “Model K,” was a binary adder that was named after its place of original design, Stibitz’s kitchen table. The “Model K” and Stibitz’s further research formed the groundwork for Bell Labs’ Complex Number Calculator, which was the first remotely accessed computer via a Teletype machine. He later pursued his research interests at Dartmouth College as a member of its faculty. Stibitz passed away in 1995.
Information Theory Pioneer Claude Shannon Born
Claude Shannon is born in Gaylord, Michigan. Known as the inventor of information theory, Shannon is the first to use the word "bit." Shannon, a contemporary of John von Neumann, Howard Aiken, and Alan Turing, sets the stage for the recognition of the basic theory of information that could be processed by the machines the other pioneers developed. He investigates information distortion, redundancy and noise, and provides a means for information measurement. He identifies the bit as the fundamental unit of both data and computation.
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Cleopatra was one of four female alchemists who worked on producing the famous and the most famous Κλεοπατρης χρυσοποια (Chrysopoeia of Cleopatra). The Chrysopoeia of Cleopatra, a single scroll of vellum containing mystical diagrams with precious little explanation, reveals an understanding. Chrysopoeia Ouroboros illustration with the words ἕν τὸ πᾶν, hen to pān (“the all is one”) from the Chrysopoeia of Cleopatra In alchemy, the term chrysopoeia.
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Cleopatra was one of four female alchemists who worked on producing the famous Philosopher’s stone. Some of the most precious of her discoveries are included in her Chrysopoeia, which may chrysopoeis hold the key for a transmutation into gold. Alchemy was an elite discipline forbidden to many in ancient Egypt. The mystical knowledge and advanced skills necessary for its practice demanded extensive education and unique abilities.
However, the difference between Egypt and many other places on Earth was immense. Women who lived od the Nile were allowed to practice science and were highly appreciated for their successes. There was no discrimination among scientists in some clopatra, especially in Alexandria. This situation helped women to flourish in science. The history of alchemy is full of blank spaces which may never be filled.
However, some of the remarkable achievements by ancient people are still known and shed light on the mysterious chambers full of tools and scrolls, where ancient alchemists tested their ideas.
Usually Cleopatra the Alchemist is remembered as a woman who may have had Greek roots and lived in Alexandria during the 3rd century AD, where she worked as a philosopher and author. Her experiments with practical alchemy are mostly famous for providing one of the four attempts by female alchemists to produce the famous Philosopher’s stone.
She is also known to have created a very early chemical tool called the alembic. Picture of an alembic from a medieval manuscript. Some researchers suggest that Cleopatra the Alchemist and Cleopatra the Physician could be the same woman. There are also some skeptical voices that negate commonly accepted information about her as well. One writer who has tried to solve the problem of this mysterious woman was Marilyn Ogilvie, who wrote:.
According to one tradition, she was a physician who was mentioned in the Hippocratic writings; according to a second, she was an alchemist who was a follower of Mary the Jewess.
Chrysopoeia – Wikipedia
During the Middle Ages the traditions became confused, and a third complication was added: Although both historians of medicine and historians of alchemy refer to the same ancient sources, their interpretations of these sources depend upon their biases—whether they are searching for a physician or an alchemist. The only connection between the interests of Cleopatra the Alchemist and Cleopatra the Physician is in their mutual concern with the reproductive process.
In the reports of the work of Cleopatra the Physician, no more than one ingredient of science, the descriptive element, is apparent. As for Cleopatra the Alchemist, although no evidence suggests an originality of approach, she does seem to have integrated the theoretical aspects of alchemy with laboratory experimentation. In Hellenistic Egypt, Cleopatra could already find cloepatra exciting resources that were tucked away on the chrysopkeia of the great Library.
There was also a strong scientific circle that researched many fascinating subjects, including the most mysterious ones related to chemistry and physics. Many details of her life are unknown, but it is suspected that she was connected to the school of Mary the Jewess and Comarius, the famous alchemists. Their greatest achievements were creating the sophisticated apparatus for chryeopoeia and distillation. It seems that Cleopatra died in the 4th century AD, but details surrounding her death remain unknown.
Only three works by this remarkable woman have survived until now: Chrysopoeia is a sheet of papyrus with the description of her most remarkable research. A copy of the papyrus is located in Leiden University, Netherlands. The word Chrysopoeia can be translated as ”gold-making”. The papyrus is full of symbols and drawings that have been described in a very simple way. One chrrysopoeia the images shows a serpent eating its tail. It was the symbol of eternal return, a very popular depiction in antiquity.
There is also an instrument similar to the well-known chemical apparatus called kerotakis. Finally, there is a symbol of a star and crescent — signifying turning lead into silver. Does this mean that Cleopatra was successful in her attempts to transform metals? Did she make silver? Or perhaps even gold? The answers remain unknown. Symbols of a snake eating its tail Public Domain and a crescent moon with stars Public Domain from the Chrysopoeia of Cleopatra. Apart from Cleopatra the Alchemist, several other names are known as great scientists from her time.
One of them was another woman, called Paphnutia the Virgin. She is known from a letter between the alchemists Theosebeia and her brother Zosimos of Panopolis. In this text, Zosimos criticizes his chrysopoela for sharing ideas with Paphnutia. In his opinion, Paphnutia’s education was limited, and her practice of alchemy wasn’t valuable. Marelene Rayner-Canham, Women in Chemistry: Natalia Klimczak is an historian, journalist and writer. Can be seen the alembic was used for metal alloy experimentation, using High heat!
Chrysopoeia | Revolvy
What works mixes with what. To make paint, ink, perfume, perhaps dye too, etc. Where is her tomb?? Register to become part of our active community, get chrrysopoeia, receive a monthly newsletter, and enjoy the benefits and rewards of our member point system OR just post your comment below as a Guest.
Comments Joe stitzel wrote on 28 August, – You must have JavaScript enabled to use this form.
Web page addresses and e-mail addresses turn into links automatically. Lines and paragraphs break automatically. Leave this field blank. Related Articles on Ancient-Origins. Kom Ombo is notable In ancient Egypt, higher education originated from copying chrysopoeeia texts for use in Mark Antony and Cleopatra are among the most famous pairs of lovers from the ancient world.
Following their defeat at the Battle of Actium in 31 BC, their final refuge from the victorious Octavian A 2,year-old Rosetta-style limestone stele has been found at an ancient site near the Mediterranean Sea and the city of Alexandria in Egypt. Cases of suicide are known to have occurred in ancient Rome, as they have been recorded by ancient writers. But there are many questions surrounding this subject that have yet to be fully answered.
What is the universe? Where did it come from? Does it still exist when we die?
Category:Chrysopoeia of Cleopatra
Do we create the universe, or does it create us? These questions all pertain to what has become known as the mind-body problem. On the 1 st January of every year, many countries cleopatda the world celebrate the beginning of a new year. In fact, festivals and celebrations marking the The Rape of a Goddess: Pythia, The Oracle of Delphi.
Ancient Anomalous Human Skeletons: There are many reported human skeletal finds which are in discordance with current evolutionary beliefs dating back to anomalously ancient geological periods in the distant past, way before it is accepted that human beings ever existed.
The origins of human beings according to ancient Sumerian texts. An Exotic Bloodline or Random Mutation? The secret life of an ancient concubine.
Radical new documentary claims Copernicus and four centuries of science is wrong. Desertification is clekpatra serious problem facing numerous countries in the world today. Various measures have been taken to counter the negative effects, with some providing better results than others.
A farmer in Burkina Faso looked to his ancestors and came up with an innovative solution. The Indian Sage who developed Atomic Theory 2, years ago. The revolutionary invention of the cbrysopoeia.
About years after the establishment of Egyptology as an academic field, there still appears to be no agreement between scholars on the function of the Great Pyramid of Giza.
The Lost Gardens of Heligan: Rediscovering a Centuries-Old Paradise. Do not Underestimate the Etruscans: Art and Culture of their Own.
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National Transcontinental Railway
The National Transcontinental Railway (NTR) was envisioned as a nationwide railway to compete with the Canadian Pacific Railway. Portions of this transcontinental railway would be built by the Grand Trunk Pacific Railroad, and the NTR would be built by the Canadian government from Moncton to Winnipeg. The NTR would be owned by the government but leased by the GTP. In 1906 work began on the NTR.
By 1913 it was apparent that the Grand Trunk would not pay any lease payments due to its own financial difficulties, so the NTR came under the management of the Intercolonial Railway.
In the Report of the National Transcontinental Railway Investigating Commission it was clear that the NTR was built to far higher standards than the GTP would need.
In 1915, the National Transcontinental joined the Canadian Government Railways.
In the end, the NTR provided a very good line through New Brunswick. It was built to high standards and provides a quick connection between Edmundston and Moncton. The NTR through New Brunswick is the CN main line, currently known as the Napadogan subdivision.
New Brunswick Railway History | Home
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"url": "https://www.traingeek.ca/wp/trains/nb-railway-history/ntr/"
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Laysan finch
From Wikipedia, the free encyclopedia
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Laysan finch
Scientific classification edit
Domain: Eukaryota
Kingdom: Animalia
Phylum: Chordata
Class: Aves
Order: Passeriformes
Family: Fringillidae
Subfamily: Carduelinae
Genus: Telespiza
T. cantans
Binomial name
Telespiza cantans
(Wilson, SB, 1890)
The Laysan finch (Telespiza cantans) is a species of Hawaiian honeycreeper, that is endemic to the Northwestern Hawaiian Islands. It is one of four remaining finch-billed Hawaiian honeycreepers, and is closely related to the smaller Nihoa finch. The Laysan finch is named for Laysan, the island to which it was endemic on its discovery. It was subsequently introduced to a few other atolls, and its historical range included some of the main islands.
The Laysan finch is a large honeycreeper with a heavy bill. Overall the male has yellow plumage with a whitish belly and a grey neck. The female is duller than the male, with brown streaking. It is almost impossible to confuse the Laysan finch with any other bird in the field as it is the only passerine species found on the few islands it lives on.
Range and behavior[edit]
On its discovery the Laysan finch was an endemic resident of the small island of Laysan, along with the Laysan rail (Porzana palmeri), the Laysan honeycreeper (Himatione fraithii), the Laysan duck (Anas laysanensis), and the Laysan millerbird (Acrocephalus familiaris familiaris). Populations were introduced to several islands, including Pearl and Hermes Atoll, where the species persists, and Midway Atoll, where it survived until the introduction of rats. The fossil record shows that the finch once had a greater range in Hawaiʻi, reaching as far as Oʻahu, and that birds on Laysan represent a relict population.
The Laysan finch nests in vegetation, laying three eggs in a cup-shaped nest. These are incubated for 16 days by the female, the male in turn feeding the female. The chicks fledge after three weeks, and are cared for by the parents for another three weeks.
The Laysan finch is a generalist, feeding on seeds, small insects, fruit, carrion (of seabirds and Hawaiian monk seals), and the eggs of nesting seabirds. While unable to break into the eggs of the larger seabirds (such as albatross and boobies) they will scavenge from them. They actively take the eggs of smaller seabirds such as those of white tern (Gygis alba) and the endemic Laysan duck (Anas laysanensis).
The Laysan finch is listed as Vulnerable by the IUCN because of its highly restricted range and vulnerability to extremes of weather,[1] and it is considered endangered by the State of Hawaiʻi and U.S. government. It survived the devastating effects of the introduction of domestic rabbits (unlike the Laysan millerbird, honeycreeper and rail) by taking carrion and seabird eggs. Laysan is now part of the Hawaiian Islands National Wildlife Refuge. The population is considered stable with the biggest threat being uncontrollable climate change.[1]
1. ^ a b c BirdLife International (2012). "Telespiza cantans". IUCN Red List of Threatened Species. 2012. Retrieved 26 November 2013.CS1 maint: ref=harv (link)
• Morin, M. P., and S. Conant. 2002. Laysan Finch (Telespiza cantans) and Nihoa Finch (Telespiza ultima). In The Birds of North America, No. 639 (A. Poole and F. Gill, eds.). The Birds of North America, Inc., Philadelphia, PA.
External links[edit]
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The dish is graphically represented by the wampum pictured.
The “Dish” or sometimes it is called the “Bowl” represents what is now southern Ontario (from the Great Lakes to Quebec and from Lake Simcoe into the U.S.). * We all eat out of the Dish – all of us that share this territory – with only one spoon. That means we have to share the responsibility of ensuring the dish is never empty; which includes, taking care of the land and the creatures we share it with. Importantly, there are no knives at the table, representing that we must keep the peace. The dish is graphically represented by the wampum pictured.
The dish is graphically represented by the wampum pictured.
The purpose of the acknowledgement started in British Columbia, where there are no treaties at all. So people are actually living, working and meeting on stolen land. Its popularity has spread as an acknowledgment of Indigenous presence and assertion of sovereignty. People use it in different ways, such as at opening events and meetings.
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"url": "http://trc.journalism.ryerson.ca/land-acknowledgement/"
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Tortoises Learn How To Use Touch Screens in Latest Research
credit: LiveScience
The latest research shows that tortoises, more specifically red-footed ones, can learn how to use touch screens and apply what they learn to real-life situations.
The red-footed tortoises, from Central and South America, being inquisitive and decision-makers from the time they are born, were taught how to use touch screens. Pretty soon, the tortoises themselves started touching the touchscreens with their heads. Researchers awarded them with strawberries for doing so. In one instance, the red-footed tortoises would touch the screen when they saw a red triangle, then they would do the same when two blue circles appeared on screen. In the tortoise research video, the red-footed tortoises touched the screen each time an object appeared—whether a red triangle or two blue circles.
After learning how to use touch screens, the red-footed tortoises put their knowledge to good use. When they were placed in a room that showed them blue food bowls, the tortoises went to them and responded as they had done in the touch screen experiment. Interestingly enough, they went to the same side of the room as they had gone to on the touch screen experiment.
Eventually, researchers tried to teach the tortoises to go to the opposite food bowls in the room; three months later, when researchers placed the tortoises back into the same room with the food bowls they had seen before, the tortoises returned to the food bowls on the side of the room they were comfortable with on the touch screen in the earlier experiment.
Research suggests that these tortoises prove that tortoises in general possess some measure of intelligence and are not slow and “stupid,” as some would believe. While tortoises do not possess the learning and memory portion of the brain that humans do (called the hippocampus), they may use the medial cortex to make decisions.
While red-footed tortoises can use touch screens in some sense, keep in mind that their intelligence in the area of touch screens is fairly limited. The study only utilized shapes such as circles and triangles – it did not measure the tortoises’ response to words or instructions, for example. The capacity that tortoises showed is akin to the way a child lights up when he or she sees dangling shapes over his or her head.
You can go here to learn more about the latest tortoise touch screen experiment.
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The Helsinki Accord, or the “Final Act of the Conference on Security and Cooperation in Europe”, was signed by 35 leaders from Europe and North America in Helsinki on August 1, 1975. It marked a period of “détente” or reduction of political and military tension between the East and West during the Cold War.
Human rights as an afterthought
The main focus of the Helsinki Accord was clearly on security measures, which were designed to reduce the risk of war in Europe, but almost as an afterthought it also contained provisions concerning human rights. These provisions happened to turn the Helsinki Accord into one of the most important human-rights documents of its time, as they were formally binding to all Western as well as Soviet-block countries (except Albania, which at the time subsisted in total isolation).
Sharpened by dissident ingenuity
On the face of it, the Helsinki Accord might have seemed like a completely toothless document, with no legal provisions for punishing transgressions. But in reality it became a most effective weapon in the hands of the dissidents in the Soviet block countries. The dissidents formed committees “for monitoring the observance of the Helsinki Accord” in their respective countries, pointing out human-rights violations. Because the dissidents were only following the provisions of the Helsinki Accord, which had been signed by their own governments as well, the totalitarian authorities could not as simply pack the dissidents off to the GULAG, as they had habitually done previously.
Smart bomb for Sacharov
One of the most notable wielders of the Helsinki Accord weapon or “bomb” was the Soviet nuclear scientist and “father of the Soviet hydrogen bomb” Andrei Sakharov, who together with his wife Yelena Bonner was at the forefront of the dissident’s fight for human rights in the Soviet Union, winning the Nobel Peace prize in 1975.
After a series of similar conferences in various cities, the Helsinki Accord was later transformed into a permanent organization, the OSCE (Organization for Security and Cooperation in Europe).
Reference: www.osce.org
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"url": "https://m.everything2.com/title/Helsinki+Accord"
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Aurora Flight Sciences Reveals Solar-Powered Autonomous Aircraft Odysseus
Odysseus is a groundbreaking persistence aircraft inspired by the need for climate and atmospheric research MANASSAS, Virginia,
Aurora continues its nearly 30-year legacy of advancing autonomous systems with Odysseus, the world’s most capable solar-powered autonomous aircraft.
Powered only by the sun, Odysseus is an ultra-long endurance, high-altitude platform built for groundbreaking persistence. Utilizing advanced solar cells and built with lightweight materials, Odysseus can effectively fly indefinitely – all powered by clean, renewable energy.
The inspiration for Odysseus started with the Daedalus Project that ultimately set records in distance and for human-powered flight in 1988 with a 72-mile flight between the Greek islands of Crete and Santorini. The project was organized and led by Aurora President and CEO John Langford and other MIT colleagues who later founded Aurora. Daedalus’ records still stand today.
“Aurora was founded by the idea that technology and innovation can provide powerful solutions to tough problems that affect all of humankind. Odysseus was an idea born out of Daedalus that is now a real solution to advancing the important research around climate change and other atmospheric chemistry problems,” said Aurora President and CEO John Langford. “Odysseus offers persistence like no other solar aircraft of its kind, which is why it is such a capable and necessary platform for researchers. Odysseus will indeed change the world.”
A number of key enabling factors, inspired by the Daedalus project, come together to empower Odysseus’ leading-edge persistence:
Key Enablers
1. Odysseus can persistently and autonomously remain on station. This enables communication and data gathering over a specific location. No other solar aircraft offers this capability.
2. Odysseus has a greater year-round global operating zone than any other vehicle in its class.
3. Odysseus can carry a larger payload than any other aircraft in development or production in its class. This enables more missions and better resulting data quality from each mission.
4. Odysseus can be deployed at a fraction of the cost of a satellite and can spend dramatically more time aloft than a conventional UAV. It can receive payload and hardware options and can be quickly customized, re-tasked, and re-located as missions evolve.
Odysseus provides the most capable solution for climate and weather researchers. With its payload capacity, Odysseus will provide researchers with long-term, high-resolution observation capabilities. The platform can measure vegetation, ice coverage and flow rates, and even ground moisture. Weather and storm monitoring during peak seasons become more affordable and accurate because of its ability to track and measure the movement of severe weather events, all while powered by clean energy.
In addition to climate and atmospheric research, Odysseus’ persistence enables a range of missions and operations across communication, connectivity, and intelligence.
Odysseus’ first flight is scheduled for the Spring of 2019.
Learn more about Odysseus.
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"url": "https://www.aurora.aero/2018/11/14/aurora-flight-sciences-reveals-solar-powered-autonomous-aircraft-odysseus-2/"
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Why are Printed Circuit Boards usually Green in color?
Why are Printed Circuit Boards usually Green in color?
1. A ‘green’ printed circuit board is not actually green all the way through. The only green part is the outer covering of resin called the solder mask or solder resist/oil. This is a hardened resin with colored pigments that is applied to the boards in a silkscreen fashion. The purpose of solder mask is to protect the electronic traces underneath from moisture and dust and to control the flow of molten solder. The actual core of a typical FR-4 circuit board is a plain, dull, yellow color, but the solder mask can come in many colors such as blue, red, yellow, black and white. Even more exotic colors can be found for the extravagant such as orange, pink, purple, matte versions and even mixed color boards. So, the question remains, why green?
Green can relieve visual fatigue and aid in inspections.
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Choose from here the video type.
Put here the video id : Ex: 'sdUUx5FdySs'.
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"url": "https://wikivow.com/question/%E2%80%8B%E2%80%8Bwhy-are-printed-circuit-boards-usually-green-in-color/"
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Space Guide
4F Public Art
Leonardo da Vinci
Leonardo da Vinci
Cultural Sediment by Long-Bin Chen
There are three levels of reading: you first need to understand and digest the content of a book. The second level is for you to interpret the concepts. Then, “The pinnacle of reading occurs when the contents of a book are internalized to become one’s own words, actions, thoughts, and character.” (Chen)
People can tell you the names of some of the important philosophers in the human history, but they usually cannot tell you what books have been written by these famous philosophers or quote their statements. However, the thoughts of these philosophers have been internalized and have influenced everyone in the society.
“Reading is the cumulative and internal process by which the reader absorbs knowledge.” (Chen) A civilized society comes from cultural sediments that formed over the past hundreds to thousands of years, “just as millennia of accretion and extrusion create textures and patterns in rocks and boulders” (Chen).
This piece of art work is created from destroying books and transforming them into art. Recycled books collected from public libraries are used as the main materials to create the layers and the textures of the “rock”, the walls and the characters of the work, and this process also symbolizes the transformation from culture to nature.
You will find two characters inside the two semicircular book walls, the first one is Bodhidharma and the second one is Leonardo da Vinci. The two characters symbolize oriental and western cultures. In this era that focuses too much on professionalism, Leonardo da Vinci represents a knowledgeable person. In an era of information explosion, Bodhidaharma represents wisdom that does not focus on words, but on mind.
Updated2017-12-27 PM 07:26:34
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The Pontian Greeks fought hard and bravely against genocidal barbarity 5
Today we commemorate the Greek Genocide victims of the Pontus region. During the Greek Genocide, over a million were exterminated by Ottoman and Kemalist forces, 353,000 of them were Greeks from Pontus.
However, the story of the Pontic Greeks is not only about their uproot from their homeland of nearly 3,000 years, but is also about their brave resistance and guerrilla warfare.
The Greeks of Pontus who managed to escape from the labour battalions or direct extermination, began to organise resistance against the genocidal Turks as early as 1915. The idea was not only to escape the extermination and to defend themselves, but also to take revenge. This is how the Pontian Greek guerrilla movement was created.
The Pontian Greeks fought hard and bravely against genocidal barbarity 6
Initially, a small number of Greeks climbed the Pontic mountain and resisted with primitive weapons, such as axes and pitchforks. With each new attack, guns were captured from the Turks. As Turkish attacks and massacres increased against civilians, small guerrilla groups began to be reinforced by people fleeing or wanting to avenge the slaughter of their relatives. The lawlessness and smuggling of weapons were so widespread – this also helped the guerrillas acquire weapons too.
There was no single national centre to guide this whole movement and rather it was spontaneous and dispersed. The resisting Greeks of Pontus were greatly aided by the Metropolitan of Amasya, Germanos Karavangelis, who had guerrilla experience from the Macedonian Struggle a few years earlier.
The Pontian Greeks fought hard and bravely against genocidal barbarity 7
Soon, however, the leading figures of the Pontian Greek guerrillas emerged.
The Pontian Greeks fought hard and bravely against genocidal barbarity 8
Efkleidis Kourtidi
Large areas of Pontus was dominated by Efkleidis Kourtidis from the villages of Sanda (Σάντα, Turkish: Dumanlı). He fought hard to protect Greeks, and in one battle had to make the heart wrenching decision to kill seven children under his protection so the souls of another 300 Greeks could be saved. He and the Greeks of Sanda were some of the last to go to Greece after the population exchange began in 1923 – they arrived in Greece in 1924. His life came to a tragic end though, especially considering how he was a great warrior with reputation- he fell out of his cart and was trampled on by his horses in 1934.
The Pontian Greeks fought hard and bravely against genocidal barbarity 9
Kotza Anastas
Another was Kotza Anastas (Anastasios Papadopoulos) who went down in history for his militancy. This is why they gave him the nickname “Kolokotronis of Pontos”. His end was dramatic, as he was betrayed for money after the Turkish authorities had put a bounty on him. He was killed by a relative to get the reward from the Turks.
Anastas is known for having escaped the brutal Turkish Labour/Death Battalions before joining Captain Yakov’s (Iakovou Karatelidis) guerrilla group. He showed extraordinary bravery in battle and in all his fights against the Kemalist Turks, he never lost a battle. Even after the Asia Minor Catastrophe in October 1922, he continued fighting bravely, winning battle after battle, until his assassination in December of that year.
Many guerrillas took their families with them to the mountains, and the women helped the guerrillas in every possible way, but mainly with food and message delivering. They were very strong and husky women because they lived at high altitudes and ate very clean food. Many of the women also fought bravely.
The Pontian Greeks fought hard and bravely against genocidal barbarity 10Captain Eleni was “the last rebel” who fought in the mountains. She fought all the way to 1924, a whole year after the population exchange occurred, when the Greeks were supposed to leave for Greece. She was a mother who lost her son in front of her eyes and went to the mountains. Despite the population exchange, she stayed behind and refused to leave her homeland.
Captain Pelagia was also a heroic figure. His actions saved several thousand of Greeks in Pontus. Sanda was known as the “Soul of the Pontus” as it was a major guerrilla stronghold, but also because it was never under direct Turkish occupation for hundreds of years. The last atrocities against the Greeks of Pontus took place there.
Some atrocities by the Turks include the torture of women so they could testify the whereabouts of the men who were fighting against the Kemalist Turks. There is evidence that they even put cats in the women’s underwear as a form of torture.
Despite these atrocities, the main slogan of the guerrillas was: “Let’s rob the robbers”.
The guerrillas organised themselves, as they never received help from Greece. The appeals of the Greeks of Pontus for Greece to send aid were not listened to. The Greek population of Pontus and the resistance remained helpless and excluded, but they continued to ambush Kemalist forces, robbed tax collectors, and saved civilians under attack.
The Pontian Greeks fought hard and bravely against genocidal barbarity 11
Archbishop Chrysanthus
The Archbishop of Trapezounta, Chrysanthos, hurried to the Paris Peace Conference to speak with Greek Prime Minister Eleftherios Venizelos and to give him a more accurate picture on the sufferings of Pontic Hellenism. Unfortunately he had other priorities and ignored the Pontic Greeks. However, he authorised the Archbishop to start contacts with Greek diplomats, informing them about the conditions of Pontic Greeks.
There were more than 18,000 guerrillas. The Turks say there were more than 25,000. A significant part of the Turkish propaganda claims that the Pontic Greek guerrilla movement was an independence movement aimed at creating an independent state. In practice, the Greek population of the area overwhelmingly created armed corps in order to protect their property and the lives of thousands of civilians
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"url": "https://greekcitytimes.com/2020/05/19/the-pontian-greeks-fought-hard-and-bravely-against-genocidal-barbarity/"
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Apr 072020
Before gas and oil-fired tunnel kilns were introduced into the pottery industry the pottery was fired to 1000°C and above in bottle shaped kilns that were heated by coal. The fumes, gases and irregular bursts of heat produced would severely damage the unfired pottery if unprotected so the items were all placed in a box called a saggar. This box was made of fireclay, generally round or oval, and they had names like Long Toms, Jumbo, fiddles and kites. They didn’t have lids as the saggars were piled on top of each other in the kiln and the next saggar in the stack acted as a lid with the top saggar in each stack being empty and generally being an unfired or ‘green’ saggar.
Whilst a person could make a saggar on their own they were often made by a team of three – a master saggar maker, a saggar maker’s bottom knocker and a frame filler. The job of the frame filler, who was generally a male apprentice, was to make the sides of the box and to do that he used a wooden mallet called a mawl or mow. Saggar marl (clay) was mixed with water and other additives elsewhere in the factory and delivered to the saggar shop in the form of very stiff moistened sheets of clay. After putting sawdust or ground up old saggars onto an iron table to stop the clay sticking to it, the frame filler placed a sheet of clay on top and then battered it flat with the mow to make a large rectangle. Once the clay was properly compacted to the correct thickness, normally about ¾ inch, a strip of clay was cut that was the correct size for whichever type of saggar was being made and then wrapped around a wooden drum which effectively acted as the template.
A master saggar maker was often paid by piece work i.e. for each saggar that he made and then he in turn paid his two assistants. A saggar only lasted for about 40 firings in the kiln so there was always plenty of work for saggar makers. If you want to see a saggar being made just type in ‘mauing the saggar’ in Youtube. The photo below shows saggars at the Gladstone Pottery Museum at Stoke-On-Trent.
Saggars at the Gladstone Pottery Museum at Stoke-On-Trent.
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"url": "https://www.one-place-studies.org/f-is-for-2020/"
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The Mexican Poncho
The Poncho. Having been worn by their people for hundreds of years, the poncho is closely linked to Mexican culture and considered an iconic Mexican symbol.
The poncho, a well-known sleeveless garment with unsewn sides and a space for the head to pass through, has its origins in South America along the Andes Mountains. Although the origin of the word poncho is not clear it is believed to come from the Quechua puchu or Mapudungun pontro.
Popular among all the people that have lived along the Andes the poncho is also a very important cultural icon for some indigenous people. One of these indigenous populations has formed the largest group of Indians in South America, which once stood at almost 1.5 million at the beginning of the 21st Century.
The Mapuche people historically occupied half of the territory we know today as Chile and Argentina, but their presence has significantly declined and they now occupy about 10% and 0.004% of the Chilean and Argentine populations respectively. Although there is contention as to the exact origin of the garment, it was the Mapuche who spread what we know today as the poncho throughout Spain and Latin America.The Mapuche are highly-skilled weavers and fashioned a number of items as well as ponchos, including headbands, dresses and shawls. The poncho itself is made by slitting a hole in a length of fabric which is then placed around the neck, allowing the material to drape over the shoulders.
The poncho also held connotations of power among the Mapuche population; the stepped-diamond motif (see left image) was considered to be a sign of authority and was often only worn by older men, leaders and the heads of the paternal lineage in families. Current uses for the poncho include: 1. Rain expulsion: thin polyethylene waterproof cloaks in the poncho shape are worn to protect against the rain. A garment based on the poncho was even used as raincoats for US troops during the Civil War. 2. Fashion item: ponchos are a prominent style piece during autumn and winter in western countries.
Popular among women of all ages and produced in a range of designs and fabrics, the poncho is one of the must-haves in the fashion world. Having been worn by their people for hundreds of years, the poncho is also closely linked to Mexican culture in the form of the Sarape with pre-Hispanic and Iberian motifs. This colorful cloth is widely considered an iconic symbol of Mexico.
The Mexican poncho has two distinct styles: Although the poncho was previously a traditional clothing item born out of the necessity to keep warm and protect the body from harsh weather conditions while still having the freedom of movement to continue working comfortably, it is now more frequently worn as a fashion accessory and can be found in the majority of style outlets. Ponchos have also been drawn to public attention when worn by well-known faces; for example, the actor Clint Eastwood famously wore a poncho in the 1964 film A Fistful of Dollars and more recently the former President George Bush donned a traditional Peruvian poncho alongside the then Japanese Prime Minister and South Korean President at the Asian Pacific Economic Cooperation in 2008.
Ironically, even though in history only males were permitted to wear the more lavish designs of ponchos, it seems that modern women are now taking their revenge by wearing colorful, bright and extraordinarily intricately patterned ponchos during the colder months. The poncho continues to be a hugely popular item of clothing and its journey from South America to the west is certainly complete.
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Print Page
Full Day
Book Program
Year Levels
Minibeasts live in the Ecolinc wetland and surrounds grassland. The term ‘minibeasts’ covers a wide range of small animal species including macroinvertebrates found in the Ecolinc wetland, and compost critters found in the Ecolinc compost bin. Sampling and identifying minibeasts provides opportunities for students to observe a range of animal species, features and behaviours.
How do plants grow and survive?
Key Learning Question
What features do minibeasts have that enable them to survive in a variety of habitats?
Learning Intentions
In this activity students will:
• Understand the terms living things, minibeast and habitat
• Learn that minibeasts live in different habitats and have a variety of external features to survive in these habitats.
Students will:
• Explore the Ecolinc wetland and grassland trail to find minibeast habitat
• Identify a range of wetland macroinvertebrates and their features
• Identify a range of compost bugs and their features
• Design a bug to suit a particular habitat and discuss the features that enable them to survive.
Victorian Curriculum
• Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met (VCSSU042)
• Living things grow, change and have offspring similar to themselves (VCSSU043)
Ecolinc offers the following outreach option:
The ‘Minibeasts’ F-2 program is an introduction to minibeasts and the ‘More minibeasts’ 3-4 program builds upon this knowledge. However, both programs can be independently undertaken.
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"url": "http://ecolinc.vic.edu.au/programs/minibeasts"
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Cystinosis is a rare, multisystem genetic disease that accounts for nearly 5% of all childhood cases of kidney failure. Cystinosis occurs in only about 1 in 100,000-200,000 children, so it is not widely known nor understood.
Cystinosis happens when cystine, a component of protein, builds up in your body’s cells. Having too much cystine can damage your organs including your kidneys, eyes, pancreas, liver, and brain. Cystinosis can lead to permanent kidney damage and kidney failure. The disease is caused by mutations in the CTNS gene which can be passed down from parents to their children. There is no cure for cystinosis, but there are medicines to treat the symptoms, and to help lower the level of cystine your body makes.
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"url": "https://www.kidneyfund.org/kidney-disease/other-kidney-conditions/rare-diseases/cystinosis/"
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display | more...
The androecium is defined as the floral whorl which comprises the stamens in angiosperm flowers. In most flowers, jutting from the center are one or more filaments supporting a two-lobed structure which contains the pollen, called the anthers. The ensemble of filaments and anthers is the androecium.
The etymology of the term is rather interesting. It comes from the latin for male (andro) and the greek for house (oikion, a diminutive of oikos), and thus the word literally means the "house of man".
It should be noted that this term is also used to describe the packet-like swelling containing the antheridia in liverworts. The structure of this androecium does not resemble that of the angiosperm androecium in any way except general function.
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"url": "https://m.everything2.com/title/androecium"
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ON THIS DAY…… 25th November 1789
Bennelong, the Aborigine, is captured, to be used as an intermediary between the Aboriginal and white cultures.
The Aborigine Bennelong was a senior man of the Eora, a Koori, people of the Port Jackson area, when the First Fleet arrived in Australia, in 1788. He was captured on 25 November 1789, for the purpose of being used as a mediary between the white and Aboriginal cultures. The Governor of New South Wales, Captain Arthur Phillip, wished to learn about the language and customs of the indigenous people. Bennelong willingly liaised between the cultures, and adopted European dress and other ways. His intervention was crucial when Phillip was speared by local Aborigines as, by persuading the Governor that the attack was caused by a misunderstanding, further violence was avoided. While Governor Phillip’s intentions were honourable, the Aborigines were not people to be captured and used for white purposes. Bennelong travelled with Phillip to England in 1792, and returned to Australia in 1795. Ultimately, he suffered ostracism from the Aborigines when he found it too difficult to integrate into the European culture, and sought to return to his own people. He died on 3 January 1813.
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"url": "https://twistedhistory.net.au/2017/11/25/stollen-aboriginal-2/"
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Scientists have created a new camera to help treat bacterial infections.
A number of studies and research projects have recently emerged about cameras and their use in wound care treatment. For instance, a 2014 study found that photographic documentation might help people with hard-to-see wounds. People who couldn’t see their wounds were less likely to care for them regularly. Then, in late 2015, another team of Italian scientists developed a special camera to aid with early wound diagnosis. The camera uses infrared light to detect a wound’s temperature, which is helpful in tracking wound healing and watching out for infections.
Now, according to a press release, English researchers have created a new camera device that specifically detects bacteria.
A bright, shining light
The camera, called Moleculight i:X, is already being used in English and Canadian clinical hospital trials. Moleculight was designed to give doctors a tool for early intervention, as most infections aren’t noticed until redness, swelling or other physical symptoms occur. While doctors have tried to rely on swabbing wounds to test for infection, this only provides a small, often inaccurate sample. To detect wound infections, the Moleculight camera makes use of a blue light, which reacts with certain chemicals in the bacteria.
However, blue light has other effects as well. Infection Control Today explained that this special wavelength can help tissue repair itself much faster. That’s because blue light works on an enzyme in the mitochondria, which has been described as the “powerhouse of a cell,” causing this unique organism to work much more efficiently. It’s worth noting that while similar technologies have been explored, some of these devices would pick up only normal bacterial strains. Moleculight, meanwhile, is designed to seek out”clinically significant” strains of bacteria.
Moleculight has already saved at least one patient, per an International Wound Journal review. The patient had been released from the hospital and then underwent monitoring via Moleculight. With the camera, his doctors found an infection under the skin that had been missed. He was then re-admitted to the hospital and treated for the infection before it spread.
Ryan Kerstein, a specialist plastic surgery registrar, told the Daily Mail that if Moleculight could help with more early diagnoses that might result in more successful treatment outcomes. Currently, the University of Cardiff is using Moleculight to treat patients with chronic wounds, while University Hospitals Birmingham is employing the camera with non-healing burns. More trials with Moleculight could be implemented in the near future.
For all your specialized wound care products, turn to Advanced Tissue. We deliver to both homes and long-term care facilities.
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How to say things are the same (in Polish)
Polish Teacher
is as x as y (share a similar attribute)
To say something has a similar attribute as something else then you should use ...jest tak samo jak...
If you want to say something like "Tom is as nice as jack" then use the following:
Tom jest tak samo jak Jack
It uses the Nominative case (because of jest / być).
If you say something like lubię... tak samo ... then it would be in Accusative because lubić uses accusative case.
[person / thing] is as [adjective/adverb] as [person/thing]
[person / thing] jest tak samo [adjective/adverb] jak [person/thing]
The 'tak samo' part does not change, no matter what the gender is! It is always 'tak samo'
x is the same as y (exactly the same thing) - ...jest taka sama jak...
For example to say "This glass is the same as this mug" - ta szklanka jest taka sama jak ten kubek
How to set up this sentence:
1) look at the item/person (in this case the glass - szklanka).
2) use that gender from the table below (in this case female)
Masc (singular) taki sam
Fem (singular) taka sama
Neut (singular) tako samo
Masc Personal (Plural) tacy sami
All other (Plural) takie same
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Face to face with a lost tribe
Possibly not suitable for young learners due to mild nudity and drug references
Before explaining the topic of the class, show students the above photo. Tell them to reeeally look at it, and discuss what they can see. Some of them might make out small huts in the middle of the jungle, some of the more eagle-eyed might spy a few figures. A bright spark may identify it as an indigenous people’s village in the jungle, and could possibly even infer that it’s likely to be in the Amazon rainforest. Brownie points all round. Tell them that uncontacted people or lost tribes are isolated people who live either by choice or by circumstance, without significant contact from globalised civilisation, if at all.
Ask the students to have a quick chat about what comes to mind when they think of these places, under the headings:
• Where do they live?
• What do they look like?
• How do they dress?
• How do they communicate?
The class compares answers, perhaps even drawing a sketch on the board of what they imagine.
Using these same headings, tell the students that they are about to watch a clip of a lost tribe emerging from the jungle for perhaps the first time, and that you’d like to make notes about the peoples in question, plus with one more heading: What are they in danger from?
Transcript (for teacher’s use, or for weaker students)
Show transcript
Reporter: This is the moment, it’s believed, an isolated tribe from The Amazon made its first contact with the outside world. The meeting happened a month ago but the video was only released this week by the Brazilian government. Seven indigenous young men made contact with the settled Ashaninca community in the state of Acre, near the border with Peru. An Ashaninca man exchanged food with them.
Later the group entered the village. Employees of FUNAI, Brazil’s indigenous department, filmed the men and warned them not to take anything, for fear they might fall ill. But they still took tools and clothes. The group was already carrying objects, the government officials believe, they had taken from other villages. They retreated into the forest and returned the next day. Coughing and sneezing, they had to be treated for their colds.
By choice, uncontacted indigenous groups don’t normally reach out to people outside their tribe. That’s why Brazilian experts say that these men could possibly be looking for help. Some speculate that they might have crossed the borders from Peru because of pressures from illegal loggers or drug dealers operating in the area.
Review and discussion
Students discuss the notes they’ve made. Lower levels may need a couple of times to hear the vocabulary coughing, sneezing, loggers and drug dealers. Have a discussion about the dangers: disease, logging, violent narcotics traffickers. Speak about how they affect the tribes, and what can be done to tackle these problems.
Key lexis
Check understanding of key vocabulary and language chunks, they will be useful in the following communicative activity. Make contact, release a video, settled community, for fear they might fall ill, treated for their colds, by choice, reach out.
Communicative activity: Debate
Split class into three groups. The first group represents FUNAI, Brazil’s indigenous department. They believe that the tribes should be actively kept away from civilisation for as long as possible, and that the positive aspects of modern life don’t outweigh the dangers they would face and the loss of their traditional way of life.
The second group represents the evil loggers, who have hired a PR firm to approach the tribe with a large settlement in exchange for their land. Their job is to argue that it is not only a generous offer, but that it is morally wrong to not encourage them to take their part in society with all its obvious benefits.
The final group (perhaps for weaker students) are the tribes people themselves. Their job is to listen to the different sides and ask questions, eventually voting on their future. The situation leads itself to some comedy, as the group must act as if they’ve only emerged for the first time in the last few hours, and are shocked at seeing everything, from a light bulb to a mobile phone!
Stephen ParsonsThis eLesson was created by Stephen Parsons who is currently working at the British Council in Beirut, Lebanon.
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2 Responses to Face to face with a lost tribe
1. Bill Templer August 7, 2014 at 2:41 pm #
Students can be asked to explore the site SOCIETY FOR THREATENED PEOPLES (GfbV), based in Germany. It has much information on the dangers various tribes, indigenous peoples and minorities face. Within the core English-speaking countries founded by British colonialism (esp. Australia, NZ, US, Canada), there are many threatened smaller peoples, languages. Students can divide into groups of three and search for such a group, deciding to learn more about it. Groups can then present their findings to the larger class.
Ethnologue of SIL (Summer Institute of Linguistics) states there are 7,100 living languages. Many of these are threatened with extinction or marginalization. Ask students to explore the Ethnologue site. What languages in their own country are listed there, perhaps some they have never heard of? Why are such languages worth preserving, and how can this be done?
The United Nations Declaration on the Rights of Indigenous Peoples (2007) is an important document. Students at B2 level can search the document and in small groups, present some of the main points. What rights are protected? Some countries, such as India, have many 100s of such ‘indigenous’ peoples. Are there any or many such indigenous human communities where you teach? Their situation and well-being are a national issue, or should be.
2. Bill Templer August 9, 2014 at 6:52 pm #
August 9 is UN Indigenous Day Students can be introduced to the very engaged survivalinternational(dot)org Many different indigenous situations described there, an activist site. They also have something on the focus of this lesson, this Amazon tribe.
Leave a Reply
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Skip to main content
Humanities Libertexts
10.3: Questions to Guide Your Reading
• Page ID
• 1. What crops were first domesticated in the Americas and where?
2. What did we learn from the Olmec about the transition from chiefdoms to states?
3. How did the Maya support such rapid urbanization?
4. What were some of the features of urban life in Teotihuacán and Tenochtitlán?
5. How did The Moche, Huari, and Chimu build their regional influence?
6. How did the Inca use local resources to build their empire?
7. What was the role of Macchu Picchu within the Inca Empire?
8. How were cultures of the North American West able to overcome limited rainfall?
9. What traits did mound building cultures of North America share?
• Was this article helpful?
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"url": "https://human.libretexts.org/Bookshelves/History/World_History/Book%3A_World_History_-_Cultures_States_and_Societies_to_1500_(Berger_et_al.)/10%3A_The_Americas/10.03%3A_Questions_to_Guide_Your_Reading"
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Sabretooth – Smilodon
The sabre tooth is a large cat whose main feature is based on having huge canines whose size was on average about 17 cm and logically protruded from the sides of the mouth.
They are also known as “‘Tiger or Lion’ Sabre-tooth” but these terms are not entirely correct, although physically they resemble them.
In fact, one of the species of Smilodon, the Smilodon populator, was as big as our current Bengal tiger, but it was much more muscular and strong, and in terms of weight it was much bigger than our current tiger, weighing up to 400 kg.
Furthermore, we must take into account that within the Sabretooth family we find the subfamilies of: the Macairodontes, the Smilodon, the Nimrávidos, the Creodontos and the Tilacosmíldos.
These subfamilies have their own characteristics and lived at different times and places on the planet.
Without further ado, let’s get to know these huge toothed cats, whose extinction is still not very clear, as there are two hypotheses:
• That they suddenly ran out of food and had nothing to hunt.
• Rapid climate change.
Taxonomy of the sabre tooth
• This cat belongs to the Animalia kingdom.
• Corresponding to the phylum Chordata.
• From the Mammalia class.
• Belongs to the Placentalia infraclass
• The copy corresponds to the order Carnivora.
• Within the family Felidae.
• There are several subfamilies Macairodontes, Smilodon, Nimrávidos, Creodontos and Tilacosmíldos.
• Smilodon fatalis
• Smilodon gracilis
• Smilodon populator
• Nimravinae
• Hoplophoninae
• Creodonts (Within this subfamily there are two isolated cases that could be considered as sabre teeth)
• Tilacosmiles.
Of the subfamilies we have named, we will focus on Smilodon and its species. More than anything not to make an endless post as well as confusing by mixing some species with others, dates and places.
Who and when was the Smilodon sabre tooth discovered
The Smiliodon populator sabre tooth was discovered in 1841 in caves near Lagoa Santa, a village in Brazil, by Danish naturist and palaeontologist Peter Wilhelm Lund, who travelled to Brazil several times, the first time to collect a collection of plants and insects.
He got to know the caves in question through his compatriot Peter Claussen, discovering the fossils of the sabre tooth and other species from the Ice Age.
Joseph Leidy in 1869 discovered Smilodon fatalis. This species of sabre tooth was somewhat smaller than that of Smilodon Populator; it weighed about 200 kg and was a little over a meter high.
The sabre tooth Smilodon gracilis was discovered in 1880 by Edward Drinker Cope. It is the oldest of all the Smilodon species and also the smallest as it weighed a maximum of 100 kg.
Rancho la Brea
Rancho la Brea is made up of a large number of tar lakes that are currently located within Hankock Park in California and is also the place where the largest number of fossils of different species from the Ice Age have been found, with more than 10,000 species of animals, including birds, mammals, reptiles, etc.
Here too, is where more Smilodon fossils have been found and where in fact the only Smilodon with a closed mouth has been found.
When they fell here, the animals could no longer get out because the tar is sticky and thick and prevents the movement of the animal, which is gradually swallowed until it disappears, like quicksand. Or you have someone to help you and save you the moment you fall or say goodbye, because the more you move, the faster you will bury yourself.
Characteristics of Smilodon – sabre tooth
The Smilodon is the most popular prehistoric mammal, which is most often depicted in both documentaries and cartoons, such as the film Ice Age, for example.
The name Smilodon means “knife teeth”. In fact, its huge canines protruded from the sides of its mouth and could reach up to 17 cm in length, with a bite that was fatal in a matter of seconds.
What studies have shown is that it did not have a jaw strength superior to that of today’s lion and that they could not bite and hold a prey while it moved, but when it was really dangerous and deadly the Smilodon’s bite was when the prey was contained and immobilized on the ground.
It is in these situations that its canines perform their task, which was to tear the prey. The tusks, in addition to their curved anatomy, ended up in a pronounced point to easily penetrate their victim, these canines were sawn in its interior. So when it pulled them out of the body of its prey, they completely tore away everything in their path – skin, flesh, veins and arteries.
If, by any chance, the prey escaped once it had been bitten, it would bleed out in a matter of minutes and be easily recovered by the sabre tooth.
Another characteristic of the Sabretooth was its great musculature, especially that of the Smilodon populator, which was very robust and sturdy. It could weigh up to 400 kg, although its size, in terms of length and height, would be like our current Bengal Tiger. It is the “muscular” of the felines of all times.
Due to this great muscular complexion, long-distance running was far from being its strong point, and even less so when temperatures began to rise after the last glaciation.
Another reason why it is believed that he was not a great runner is because he had a short tail, which measured about 35 cm.
It is known that today’s cats have a long tail that helps them balance during the race.
Other notable characteristics of Smilodon are:
• Its great sense of smell, much more developed than today’s cats. This has been discovered by the skulls found.
• A very muscular neck.
• Very powerful and muscular extremities. The front legs would serve to hold and pull the prey to the ground, while the hind legs would support all its weight and strength to reach the prey.
• Retractable claws. Something that cats have and not lions or tigers.
These qualities result in the Smilodon being more like a lynx than a lion or tiger.
I’m sure you understand why we said at the beginning that it’s not totally correct to call him a tiger or a lion, right?
Where and when the sabretooth lived.
The Smilodon sabre tooth lived in North and South America from the Pliocene to the Pleistocene. And one of the reasons why it is believed to have become extinct during this period was due to climate change.
However, there is also a theory that it suddenly ran out of anything to hunt, apart from the appearance of man who started hunting his own prey, leaving it without food. Because it does not seem that at any time man has hunted him directly. But the latter is yet to be confirmed.
What is known with certainty is that the Smilodon lived in the great plains of both North and South America, where there was a great abundance and variety of vegetation that served to feed the great herbivores on which this great sabre tooth fed.
Feeding and behavior
Studies have shown that one of their main prey was the mammoth, so hunting was in groups and was based on ambushes, just as lionesses do today. In both cases they stalked their prey from the sides until they cornered the prey.
In the same way, it is clear that their attack would be based on holding and throwing the prey to the ground with their powerful and strong front legs and then biting its neck, preventing the arrival of air while breaking the jugular and tearing the main veins and arteries, making the animal bleed almost instantly.
Every day it seems to become clearer that the sabre tooth specialized in hunting large prey, such as bison, deer, elk, mammoth (which we have already mentioned), giant sloths, etc. And it was this specialization that also led to its extinction.
What is also clear to us after these studies is that the wear and tear on their fangs is not because they gnawed at the bones of their prey, but because of the number of times they hunted. They were the kings of hunting at the time.
The long tusks were held by both males and females, and even the size of the animal between the sexes was similar. This would make us think that by living in packs their behaviour would be similar to that of hyenas or wolves, for example. Although it is not known who would dominate the group, that is, it is not known if it would be a matriarchal pack as in the case of hyenas or if the strongest specimen would simply lead the group, regardless of its sex, as is the case with wolves.
Although studying the fossils found of groups, it has been concluded that the groups were dominated by one or two dominant males, which took care of the whole pack. Just as lions do today.
Thanks to these fossils it has also been possible to find out that they looked after each other and shared the food. This assumption was made when several Smilodon were discovered with broken bones that were healing, which if they had lived alone and independently would have died long before that bone began to weld.
And yes, even though they were the kings of the hunt, like all the animals of that time and ours, they also had enemies that attacked them such as the giant wolf, the bulldog bear, the short-faced bear, etc. Well, and perhaps man, although as we have already mentioned that is yet to be demonstrated.
As we have already mentioned, the sabre tooth is not the ancestor of lions or tigers, although they all come from the upper Oligocene, some 23 million years ago, when the Proailurus lived, which is the first known felid and whose size would be similar to the Iberian lynx.
From the Proailurus emerged the felines and the Macairodontines, about 16 million years ago. The Styriofelis turnauensis, is the size of a cat and its teeth are short and not compressed; while the Pseudaelurus quadridentatus is the size of a puma and its upper canines are long. Here would begin the career of “superhunter” of the Macairodontines family.
Six million years after the appearance of the first superhunter, a division of the felidae of the Macairodontines occurs again, appearing the Promegantereon ogygia, which is like a leopard, and the Machairodus aphanistus, which is like a Siberian tiger
And from the subfamily of the Machairodontinae comes the Promegantereon which is the first of the Smilodontines, which will end up becoming the Smilodon, first it will be the Smilodon gracilis, then the Smilodon fatalis and finally the Smilodon populator, the biggest of all and the biggest king of the hunt in the Ice Age.
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Facing the Charles River from MIT’s iconic dome, it is hard to imagine that the sea, more than two miles away, could submerge the campus in the next 100 years. It is easy to envision the river flooding, but few realize the actual threat to Cambridge lies in Boston’s original peninsular landforms and the ocean beyond. According the NOAA (the National Oceanic and Atmospheric Administration), global sea levels could rise by up to six feet by 2100, only 80 years from now. Boston Harbor is more susceptible to sea level rise than almost any other U.S. city. NOAA’s map simulating a five foot rise demonstrates the pathways that most threaten Cambridge.
Zooming out from Cambridge, the problem becomes evident at an urban scale. With a five foot sea level rise, four flow-ways in Boston will allow free passage of ocean water into the Charles River and the neighborhoods that touch it. These are: 1) the Charlestown Flow, 2) the North End Flow, 3) the South Boston Flow, and 4) the Dorchester Flow.
We have named these after Boston neighborhoods to emphasize that each originates in Boston, and are coincident with the low lying necks of the original landforms of the 1600s . Unlike floods, these flows do not recede. Fortunately for Cambridge, “plugging” these lowlands of the peninsulas could be achieved with four discrete, but complex, projects. Only small stretches of Boston land need to be fortified to protect the entire city of Cambridge.
Original landmass highlighting four flood zone
Flood prediction with 5' sea rise
Fortifying these areas can protect Boston
These projects prompt interesting questions. Does Boston have a responsibility to collaborate to protect Cambridge? What should Harvard, MIT, and the large land owners in Cambridge do to ensure that their investments are secure? With billions of dollars of assets at risk, Cambridge may need to work with, and share costs with Boston to address vulnerabilities.
A holistic approach to civil engineering and urban planning involving Boston, Cambridge, and the major stakeholders is needed to address sea level rise. Actionable projects can be identified and prioritized, with budgets and schedules. These projects are complex, disruptive and costly, likely needing years to plan and execute. This study demonstrates our interconnectivity, and brings to the fore the regional collaboration that will be essential in the years to come as the entire metro area grapples with questions of climate change and our built future.
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Teachers, save “Model the Earth's spheres in a jar (Terr…” to assign it to your class.
Raghad Mohammad Abdel Rahim Al-
Student Instructions
Model the Earth's spheres in a jar (Terrarium)🎍🌾🌍
Students will search online to explore what a terrarium is. Students will investigate which Earth's spheres interact in there terrariums( Atmo, bio, hydro, and geosphere) Students will design a model of a terrarium using the materials they need. 1. What are the Earth's spheres in your terrarium? 2. How do these spheres interact in your terrarium? 3. What are the difficulties you faced when you designd your terrarium? 4. How could you improve your design? What would you like to add in your terrarium? 5. Is there any other design would you share which shows the interaction between the Earth's spheres? 6.Add for your terrarium 7. Use to answer the questions and to add your reflection. MS.RAGHAD ALFAISAL⚘🌲
5th Grade, 4th Grade, 6th Grade, Science
103 teachers like this
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"edu_score": 4.28125,
"fasttext_score": 0.9937375783920288,
"language": "en",
"language_score": 0.868710994720459,
"url": "https://app.seesaw.me/activities/plbhpb/model-the-earth-s-spheres-in-a-jar-terrarium"
}
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The mystery of Albert Einstein's Brain
Einstein's brain was preserved after his death in 1955, but this fact was not revealed until 1986.
On 17 April 1955, Albert Einstein experienced internal bleeding caused by the ballooning and rupture of the largest abdominal artery, which had previously been reinforced surgically in 1948. He took the draft of a speech he was preparing for a television appearance commemorating the State of Israel's seventh anniversary with him to the hospital, but he did not live long enough to complete it.
Lateral sulcus shown in red.
Einstein refused surgery, saying: "I want to go when I want. It is tasteless to prolong life artificially. I have done my share, it is time to go. I will do it elegantly." He died in Princeton Hospital early the next morning at the age of 76, having continued to work until near the end.
One of the original pathology photos of the Brain before being sectioned.
The autopsy was conducted at Princeton Hospital, on April 18 at 8:00 am. Einstein's brain weighed 1,230 grams -well within the normal human range- which immediately dispelled the concept that intelligence and brain size were directly related.
Harvey injected 11.4% formalin through the internal carotid arteries and afterwards suspended the intact brain in 10% formalin. Harvey photographed the brain from many angles. He then dissected it into about 240 blocks (each about 1 cm3) and encased the segments in a plastic-like material called collodion. Those sections were then sliced in microscopic slivers and mounted onto slides and stained. There were 12 sets of slides created with hundreds of slides in each set. Harvey retained two complete sets for his own research and distributed the rest to handpicked leading pathologists of the time.
In 1978, Einstein's brain was "rediscovered" in Dr. Harvey's possession. The brain sections had been preserved in alcohol in two large mason jars within a cider box for over 20 years.
Scientific studies have suggested that regions involved in speech and language are smaller, while regions involved with numerical and spatial processing are larger. Other studies have suggested an increased number of Glial cells in Einstein's brain, which provide support and protection for neurons in the brain and peripheral nervous system.
Operculum (brain).
Harvey had reported that Einstein had no parietal operculum in either hemisphere, but this finding has been disputed. Photographs of the brain show an enlarged Sylvian fissure (Lateral sulcus). In 1999, further analysis by a team at McMaster University, revealed that his parietal operculum region in the frontal lobe of the brain was vacant. Also absent was part of a bordering region called Sylvian fissure. Researchers at McMaster University speculated that the vacancy may have enabled neurons in this part of his brain to communicate better. " This unusual brain anatomy...[missing part of the Sylvian fissure (Lateral Sulcus)]... may explain why Einstein thought the way he did". This study was based on photographs of the whole brain made at autopsy in 1955 by Harvey, and not direct examination of the brain.
Harvey never gave up on his belief that the brain would reveal something special. Near the end of his life, after carting the brain around the country, he returned to the place from which he had taken it: Princeton Hospital. If Einstein's brain ever truly reveals its secrets, Harvey won't be here to see it; he died in 2007 at the age of 94. In 2010, Harvey's heirs transferred all of his holdings constituting the remains of Einstein's brain to the National Museum of Health and Medicine, including 14 photographs of the whole brain never before revealed to the public. Einstein and the mystery of his brain, however, live on.
The studies on Albert Einstein's Brain has not yeild a conlusive result so far. At this point, scientists don't know enough about how the brain works to know if the theories are accurate. For all visible purposes, Einstein's brain seems perfectly normal, with nothing that would immediately indicate any great genius. We may not know anything until there's another equivalent genius brain to study.
Compiled by: Davidson Karakkad || Source: || Please mail your valuable comments about this article and other contents in this website to: Also please suggest interesting life stories to include in this website
Albert Einstein’s Love affair and his Marriage
In 1896, Albert Einstein, at the age of seventeen, enrolled in the four-year mathematics and physics teaching diploma program at the Zurich Polytechnic.Einstein's future wife, Mileva Marić, also enrolled at the Polytechnic that same year. She enrolled for the diploma course to teach physics and mathematics in secondary schools at the same time as Albert Einstein. She was the only woman in her group of six students, and only the fifth woman to enter that section. She and Einstein became close friends quite soon. During the next few years, Einstein and Marić's friendship developed into romance, and they read books together on extra-curricular physics in which Einstein was taking an increasing interest.
Albert Einstein.
Mileva Maric.
In 1900, Einstein was awarded the Zurich Polytechnic teaching diploma, but Marić failed the examination with a poor grade in the mathematics component, theory of functions. Marić's academic career was disrupted in 1901 when she became pregnant by Einstein. When three months pregnant, she resat the diploma examination, but failed for the second time without improving her grade. She also discontinued work on her diploma dissertation that she had hoped to develop into a Ph.D. thesis. She went to Novi Sad, where her daughter, referred to as Lieserl, was born in 1902, probably in January. Her fate is unknown: she may have died in late summer 1903, or been given up for adoption.
Einstein married Mileva on 6 January 1903, although his mother had objected to the match because she thought Marić "too old" and "physically defective." Their relationship was for a time a personal and intellectual partnership. In a letter to her, Einstein called Marić "a creature who is my equal and who is as strong and independent as I am”. In 1904 their first son Hans Albert was born. In 1910 their second son Eduard was born.
The marriage had been in difficulties since 1912, in the spring of which Einstein became reacquainted with his cousin Elsa Löwenthal (née Einstein), following which they began a regular correspondence. Marić, who had never wanted to go to Berlin, became increasingly unhappy in the city. Soon after settling in Berlin, Einstein insisted on harsh terms if she were to remain with him. In the summer of 1914, Marić took the boys back to Zurich, a move that was to become permanent. Einstein made a commitment, drawn up by a lawyer, to send her an annual maintenance of 5600 Reichsmarks in quarterly installments, just under half of his salary. The couple divorced on February 14, 1919. They had negotiated a settlement whereby the Nobel Prize money that Einstein anticipated he would soon receive was to be placed in trust for their two boys, while Marić would be able to draw on the interest, but have no authority over the capital without Einstein's permission. After Einstein married his second wife in June, he returned to Zurich to talk to Marić about the children's future, taking Hans Albert on Lake Constance and Eduard to Arosa for convalescence.
In 1922, Einstein received news that he had won the Nobel Prize in November and the money was transferred to Marić in 1923. The money was used to buy three houses in Zurich: Marić lived in one, a five story house at Huttenstrasse, the other two were investments. In the late 1930s the costs of Eduard's care—he had been diagnosed with schizophrenia and institutionalized at the University of Zurich psychiatric clinic "Burghölzli" —overwhelmed Marić and resulted in the forced sale of two of the houses. In 1939 Marić agreed to transfer ownership of the Huttenstrasse house to Einstein in order to prevent its loss as well, with Marić retaining power of attorney. Einstein also made regular cash transfers to Marić for Eduard's and her own livelihood. Marić died at the age of 72 on August 4, 1948 in Zurich.
Einstein refused several honors as he could not forgive the Holocaust
Albert Einstein.
Albert Einstein was a German citizen from birth. Einstein moved to the United States in December 1932, where he worked at the California Institute of Technology. In January 1933, Adolf Hitler was appointed Chancellor of Germany. One of the first actions of Hitler's administration was that removed Jews and politically suspect government employees (including university professors) from their jobs, unless they had demonstrated their loyalty to Germany by serving in World War I.
Einstein renounced his German citizenship in 1933 due to the rise of Adolf Hitler and the Nazi Party. Einstein wrote affidavits recommending United States visas for European Jews who were trying to flee persecution and lobbied for looser immigration rules. He raised money for Zionist organizations and was, in part, responsible for the 1933 formation of the International Rescue Committee.
Zionism is the national movement of the Jewish people that supports the re-establishment of a Jewish homeland in the territory defined as the historic Land of Israel (roughly corresponding to Canaan, the Holy Land, etc). Labor Zionism or Socialist Zionism is the left wing of the Zionist movement.
In Germany, Deutsche Physik ("German Physics"or Aryan Physics) activists published pamphlets and even textbooks denigrating Einstein. Deutsche Physik was opposed to the work of Albert Einstein and other modern theoretically based physics, which was disparagingly labeled as "Jewish Physics".
During that period, a man convicted of inciting others to kill Einstein was fined a mere six dollars.
After World War II ended, and the Nazis were removed from power, Einstein refused to associate with Germany. Einstein refused several honors bestowed upon him by Germany, as he could not forgive the Germans for the Holocaust, where six million of his fellow Jews were killed.
Einstein was totally sad and he opposed the mass brutal killings of innocent Jewish people. The Final Solution to the Jewish Question was a Nazi plan for the extermination of the Jews during World War II. During Holocaust, Nazi Germany aided by its collaborators, systematically murdered approximately 6 million European Jews, around two-thirds of the Jewish population of Europe.
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Why Learn Ugaritic?
Categories Online Courses Old Testament
But what about Ugaritic?
What is Ugaritic?
Ugarit was strategically placed on a direct east–west trade route from the Mediterranean regions to the inland peoples. It was also situated on a north–south trade route connecting Egypt to the nations to the north.
This means it was located at the economic and cultural epicenter of the ancient world—similar to the position of New York or London in our own time. If you were going anywhere in the ancient world, you were going through Ugarit.
Although we don’t know exactly how Ugaritic culture rose to prominence, we do know how it ended.
In fact, the city of Ugarit met its end in the same way as many civilizations in the mid-twelfth century B.C.: the Sea Peoples.
Who were the Sea Peoples?
The Sea Peoples migrated from the east—from modern-day Greece—and invaded the lands bordering the Mediterranean Sea. They were called the Sea Peoples because they seemed to appear without warning from the sea. (One of these people groups also settled in Canaan, and our Bible calls them the Philistines.)
When the Sea Peoples arrived in Ugarit, they destroyed it. So in approximately 1150 B.C., the Ugaritic civilization passed out of existence. And for the next three thousand years, the Ugaritic language and culture was lost to history.
Until 1928.
In that year, a farmer hit a stone while he was plowing his field. When he removed it, he discovered a tomb. This discovery prompted an exploration of the surrounding area, and among the items found were several clay tablets written in an unknown language, which turned out to be Ugaritic.
With this discovery, we now have a window into the culture and people who occupied Canaan right before the Israelites entered the Promised Land.
Why Ugaritic matters for Old Testament studies
Often, when we read the Old Testament, we read it as though Israel existed alone.
What we don’t often realize is that the Israelites interacted with the peoples around them, just as we are today.
They asked many of the same questions we ask:
• What is okay for us to adopt from this culture?
• What should we reject?
• What can we accept with modifications?
We can’t fully understand what was going on in the Old Testament unless we understand how Israel was interacting with the surrounding pressures on them. That requires at least some knowledge of the Ancient Near East.
Ugaritic is probably the easiest way to begin accessing that understanding of the broader Ancient Near East. It’s a window into the culture that Israel was confronting—a culture that was close to theirs in both time and geography.
In this way, learning Ugaritic is your first step into understanding the broader cultural context.
3 ways Ugaritic intersects with the Old Testament
Let’s take a look at three specific ways Ugaritic can help illuminate the text and world of the Israelite people.
1. Ugaritic will help you understand the deities in the Old Testament
Throughout the Old Testament, the Israelites struggled with worshipping foreign gods. Many of these foreign gods had their origins in Ugaritic culture:
• El is the father of the gods and head of the Ugaritic pantheon. Other gods in the pantheon are referred to as the “sons of El.” He was the creator of the world and lives on a cosmic mountain.
• Baal means “Lord.” He was the major actor among the Ugaritic gods. Baal had power over the weather and produced rain. This is an important insight for understanding Elijah’s confrontation with the prophets of Ba’al in 1 Kings 17–18.
• Anat is Ba’al’s female counterpart. She was the mother of his offspring, a warrior and hunter. A temple to Anat was discovered at Beth Shan, and it is perhaps the place where the Philistines took Saul’s armor after his death in battle (1 Sam 31:8–10).
• Asherah is the consort of El. She was worshipped in Tyre and Sidon, which helps us understand Jezebel’s activity in 1 Kings 16–19. In the Bible, worship of Asherah is usually associated with a cultic pole and other cult objects. This is recorded in numerous places in Deuteronomy and 2 Kings. The Bible also refers to 400 prophets of Asherah in 1 Kings 18:19.
• Yamm is the god of the sea, and represents the chaotic power of water. There are numerous allusions to Yamm in the Psalms, including stories of battles with the sea (Psalm 74:13–14; 89:9–10), crossing the Red Sea (Psalm 77:16–20; 106:9–10; 114:1–5). In the Temple complex, the Sea must stand motionless, subdued, before the Lord (1 Kings 7:23–26 and 2 Chronicles 4:2–10). And in the new heaven and the new earth, there will no longer be any threatening Sea (Revelation 21:1).
• Môt is the god of death at Ugarit. In Ugaritic texts, he is described as having “a lip to the earth, a lip to the heavens . . . a tongue to the stars.” The Bible contains several possible allusions to Môt, where he is personified as a demon who reigns over Sheol. He is portrayed as one who is never satisfied in Proverbs 27:20 and Habakkuk 2:5. He is opposed to life in Job 18:12–13 and Psalm 49:14. Most poignantly, however, the Bible notes that Môt, the enemy of life, is ultimately overcome by the Lord of life. In Isaiah 25:8, we learn the “[the Lord] will swallow up death forever.” The great swallower of life is ultimately swallowed up, and the Lord prevails.
By acquainting yourself with Ugaritic texts, you’ll gain a more well-rounded picture of the foreign gods the Israelites confronted.
2. Understanding Ugaritic will help you understand important literary figures and concepts
The Bible refers to several literary concepts found in Ugaritic texts. The original readers of the Hebrew Bible would have been familiar with them.
Ezekiel 14:14, 20; 28:3 refers to three men: “…Even if these three men—Noah, Daniel and Job—were in it, they could save only themselves by their righteousness, declares the Sovereign Lord.”
But this Daniel is not the Daniel we think of in the Bible. The spelling is different, and the chronology is backwards: the biblical Daniel was Ezekiel’s younger contemporary, yet Ezekiel refers to him as though he were a legendary character with universal recognition.
So who is Ezekiel referring to?
Danʾel is likely the same king found in the legend of Aqhat. The Dictionary of Deities and Demons in the Bible suggests: “Since Daniel was not so well known as Noah and Job in Jewish circles, the post-exilic author was free to attach the name to a figure who would illustrate righteousness and wisdom in an historical context.”
Lôtan is a dragon-like monster with seven heads. The Hebrew parallel is “Leviathan,” which appears throughout the Old Testament. For example, Isaiah 27:1 notes that “In that day, the Lord will punish with his sword . . . Leviathan the gliding serpent, Leviathan the coiling serpent; he will slay the monster of the sea.”
The Ugaritic texts indicate the rapaʾūma are inhabitants of the underworld and may be deified royal ancestors. They watch over dynastic continuity.
There may be a parallel between the rapaʾūma and Isaiah 14:9: “The realm of the dead below is all astir to meet you at your coming; it rouses the spirits of the departed to greet you—all those who were leaders in the world; it makes them rise from their thrones—all those who were kings over the nations.”
3. Understanding Ugaritic will help you understand the words in the Bible
Finally, the Ugaritic texts don’t just help us understand Canaanite gods, literary figures, and concepts. They also help us understand the very words of the Bible.
This is because Ugaritic and Hebrew belong to the same language family. When our understanding of the meaning of rare Hebrew words is unclear, we can sometimes find help by looking at Ugaritic texts which have similar words.
Let’s look at just one example.
In Psalm 73:21, there is a verb that is very difficult to translate, because it occurs in this stem only once in the entire Hebrew Bible. Because the verb in another stem means something like “sharpen,” that meaning is pressed into service in this verse, resulting in something like “pierced,” or “felt sharp pain,” or “embittered.” In the end, this verse is often translated as, “when my heart was grieved, and my spirit embittered.”
The support for this translation is provided by an Ugaritic word that has the same three-consonant root as the Hebrew word. In Ugaritic, this word means “to weep,” and this meaning makes sense in the context of Psalm 73:21.
There are numerous other examples of Hebrew words. Suffice to say, if you plan to do serious work on the text of the Old Testament, then learning Ugaritic is a must.
How you can learn Ugaritic
The best way to get started is to sign up for the Basics of Ancient Ugaritic online course, taught by Michael Williams. This is a full, seminary-level online course, adapted from both Dr. Williams’ experience teaching Ugaritic to hundreds of students, and from the Basics of Ancient Ugaritic textbook.
Here are four reasons why the Basics of Ancient Ugaritic online course is the best way to learn Ugaritic:
1. You’ll learn from a seasoned teacher and scholar. The course is structured in a way to set you up for success. Dr. Williams has taught this course for several years to students of all ages and abilities. He understands the challenges you’ll face, so the course follows a straightforward pattern. You’ll grasp each concept before you move on to the next one.
2. You’ll start reading Ugaritic on the first day. This course doesn’t use made-up sentences or arbitrary vocabulary lists. Instead, you’ll work with actual Ugaritic texts and you will translate words and phrases from passages you’ll continue to work with in the future—the same passages with parallels to the Bible.
3. You can work at your own pace. Because it’s a self-paced online course, you can pause and rewind videos to ensure you’ve heard and understood the lectures. You can take as long as you need to work through the exercises. And you can do the readings at a pace that helps you learn best.
4. You’ll get access to the digital textbook. The digital textbook is included in the course, which means you don’t need to worry about switching between lectures, readings, and exercises. Every component of the learning experience is integrated together and an easy-to-use, intuitive platform.
There is simply no better way to start learning Ugaritic. To get started, sign up today.
* * *
P.S. Interested in offering the Basics of Ancient Ugaritic online course at your school?
Making this online course available at your school will allow you to offer an additional elective, and it will allow students pursuing graduate-level studies to finish a pre-requisite while they’re still enrolled at your institution. The course is administered and taught by your faculty, and credit is granted by your institution. Additionally, the course is customizable for your institution and integrates seamlessly into your learning management system. We’ll help you with everything you need to get set up.
To learn more and see how it works, contact us today.
Learn more about the Bible.
This post is adapted from material found in unit one of the Basics of Ancient Ugaritic online course. Photo credit: Varun Shiv Kapur via Flickr; original here.
Karl Barth on Mind, Body, and a Christological Anthropology
Karl Barth on Mind, Body, and a Christological Anthropology What does it mean to be human? Two theories have generally explained our ontological construction: one argues we are dua...
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What is Mutation Testing?
Mutation Testing is a type of software testing where we mutate (change) certain statements in the source code and check if the test cases are able to find the errors. It is a type of White Box Testing which is mainly used for Unit Testing. The changes in mutant program are kept extremely small, so it does not affect the overall objective of the program.
The goal of Mutation Testing is to assess the quality of the test cases which should be robust enough to fail mutant code. This method is also called as Fault-based testing strategy as it involves creating a fault in the program
Mutation was originally proposed in 1971 but lost fervor due to the high costs involved. Now, again it has picked steam and is widely used for languages such as Java and XML.
In this tutorial, you will learn-
How to execute Mutation Testing?
Mutation Testing: Complete Guide
Following are the steps to execute mutation testing(mutation analysis):
Step 1: Faults are introduced into the source code of the program by creating many versions called mutants. Each mutant should contain a single fault, and the goal is to cause the mutant version to fail which demonstrates the effectiveness of the test cases.
Step 2: Test cases are applied to the original program and also to the mutant program. A Test Case should be adequate, and it is tweaked to detect faults in a program.
Step 3: Compare the results of an original and mutant program.
Step 4: If the original program and mutant programs generate the different output, then that the mutant is killed by the test case. Hence the test case is good enough to detect the change between the original and the mutant program.
Step 5: If the original program and mutant program generate the same output, Mutant is kept alive. In such cases, more effective test cases need to be created that kill all mutants.
How to Create Mutant Programs?
Mutation Testing: Complete Guide
A mutation is nothing but a single syntactic change that is made to the program statement. Each mutant program should differ from the original program by one mutation.
Original Program Mutant Program
If (x>y)
Print "Hello"
Print "Hi"
Print "Hello"
Print "Hi"
What to change in a Mutant Program?
There are several techniques that could be used to generate mutant programs. Let's look at them
Operand replacement operators Expression Modification Operators Statement modification Operators
Replace the operand with another operand (x with y or y with x) or with the constant value. Replace an operator or insertion of new operators in a program statement. Programmatic statements are modified to create mutant programs.
If(x>y) replace x and y values
If(5>y) replace x by constant 5
We can replace == into >= and have mutant program as
If(x>=y) and inserting ++ in the statement
Delete the else part in an if-else statement
Delete the entire if-else statement to check how a program behaves
Some of sample mutation operators:
• GOTO label replacement
• Return statement replacement
• Statement deletion
• Unary operator insertion (Like - and ++)
• Logical connector replacement
• Comparable array name replacement
• Removing of else part in the if-else statement
• Adding or replacement of operators
• Statement replacement by changing the data
• Data Modification for the variables
• Modification of data types in the program
Automation of Mutation Testing:
Mutation testing is extremely time consuming and complicated to execute manually. To speed up the process, it is advisable to go for automation tools. Automation tools reduce the cost of testing as well.
List of tools available -
Types of Mutation Testing
In Software Engineering, Mutation testing could be fundamentally categorized into 3 types– statement mutation, decision mutation, and value mutation.
1. Statement Mutation - developer cut and pastes a part of a code of which the outcome may be a removal of some lines
2. Value Mutation- values of primary parameters are modified
3. Decision Mutation- control statements are to be changed
Mutation Score:
The mutation score is defined as the percentage of killed mutants with the total number of mutants.
• Mutation Score = (Killed Mutants / Total number of Mutants) * 100
Mutation Testing: Complete Guide
Test cases are mutation adequate if the score is 100%. Experimental results have shown that mutation testing is an effective approach for measuring the adequacy of the test cases. But, the main drawback is that the high cost of generating the mutants and executing each test case against that mutant program.
Advantages of Mutation Testing:
Following are the advantages of Mutation Testing:
• It is a powerful approach to attain high coverage of the source program.
• This testing is capable comprehensively testing the mutant program.
• Mutation testing brings a good level of error detection to the software developer.
• This method uncovers ambiguities in the source code and has the capacity to detect all the faults in the program.
• Customers are benefited from this testing by getting a most reliable and stable system.
Disadvantages of Mutation Testing:
On the other side, the following are the disadvantages of Mutant testing:
• Mutation testing is extremely costly and time-consuming since there are many mutant programs that need to be generated.
• Since its time consuming, it's fair to say that this testing cannot be done without an automation tool.
• Each mutation will have the same number of test cases than that of the original program. So, a large number of mutant programs may need to be tested against the original test suite.
• As this method involves source code changes, it is not at all applicable for Black Box Testing.
Do you want exhaustive testing of your application? The answer is Mutation testing. It is the most comprehensive technique to test a program. This is the method which checks for the effectiveness and accuracy of a testing program to detect the faults or errors in the system.
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B. Case of Fake Numbers
time limit per test
2 seconds
memory limit per test
256 megabytes
standard input
standard output
Andrewid the Android is a galaxy-famous detective. He is now investigating a case of frauds who make fake copies of the famous Stolp's gears, puzzles that are as famous as the Rubik's cube once was.
Its most important components are a button and a line of n similar gears. Each gear has n teeth containing all numbers from 0 to n - 1 in the counter-clockwise order. When you push a button, the first gear rotates clockwise, then the second gear rotates counter-clockwise, the the third gear rotates clockwise an so on.
Besides, each gear has exactly one active tooth. When a gear turns, a new active tooth is the one following after the current active tooth according to the direction of the rotation. For example, if n = 5, and the active tooth is the one containing number 0, then clockwise rotation makes the tooth with number 1 active, or the counter-clockwise rotating makes the tooth number 4 active.
Andrewid remembers that the real puzzle has the following property: you can push the button multiple times in such a way that in the end the numbers on the active teeth of the gears from first to last form sequence 0, 1, 2, ..., n - 1. Write a program that determines whether the given puzzle is real or fake.
The first line contains integer n (1 ≤ n ≤ 1000) — the number of gears.
The second line contains n digits a 1, a 2, ..., a n (0 ≤ a i ≤ n - 1) — the sequence of active teeth: the active tooth of the i-th gear contains number a i.
In a single line print "Yes" (without the quotes), if the given Stolp's gears puzzle is real, and "No" (without the quotes) otherwise.
1 0 0
4 2 1 4 3
0 2 3 1
In the first sample test when you push the button for the first time, the sequence of active teeth will be 2 2 1, when you push it for the second time, you get 0 1 2.
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"fasttext_score": 0.9478070139884949,
"language": "en",
"language_score": 0.8269152641296387,
"url": "http://codeforces.com/problemset/problem/556/B"
}
|
Orientation of phases
In multiphase systems, the angular displacement of voltages and currents of the phases as well as the spatial displacement of machine windings have to follow the same rules, i.e., they are based on the same orientation function.
Symmetrical three phase system
A symmetrical three phases system consists of three sinusoidal sine waves with an angular displacement of 2 π / 3.
Symmetrical multi phase system
In symmetrical multi phase systems odd and even phase numbers have to be distinguished.
Odd number of phases
For a symmetrical multi phase system with m phases the displacement of the sine waves is 2 π / m.
Fig. 1: Symmetrical (a) three phase and (b) five phase current system
Even number of phases
In case of an even number of phases the aligned orientation does not add any information. Instead the m phases are divided into two or more different groups (the base systems).
The number of phases m can be divided by 2 recursively until the result is either an odd number or 2. The result of this division is called mBase, the number of phases of the base system. The number of base systems nBase is defined by the number of divisions, i.e., m = nBase * mBase.
For a base system with mBase phases the displacement of the sine waves belonging to that base system is 2 π / mBase.
Fig. 2: Symmetrical (a) six and (b) ten phase current system
The displacement of the base systems is defined as π / nBase.
In array or matrices, the base systems are stored one after another.
Symmetrical components
For each base system of time phasors, symmetrical components can be calculated according to the idea of Charles L. Fortescue.
The first symmetrical component is the direct component with positive sequence.
In case of mBase = 2, the second component is the inverse component with negative sequence.
In case of mBase > 2, the components [2..mBase - 1] are components with non-positive sequence,
and the last component [mBase] is the zero sequence component.
This set of symmetrical components is repeated for each of the nBase base systems.
See also
User's guide on multi phase winding.
|
<urn:uuid:4c04c137-644f-4af6-af01-34363e272ab1>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.04133796691894531,
"language": "en",
"language_score": 0.8779125213623047,
"url": "https://doc.modelica.org/Modelica%203.2.3/Resources/helpWSM/Modelica/Modelica.Electrical.MultiPhase.UsersGuide.PhaseOrientation.html"
}
|
Tempo in Musicplay
Tempo in Musicplay
Teaching tempo is a tricky thing. The most effective way to teach tempo is by teaching songs with a variety of tempos. PreK - Grade 1 students learn to distinguish between fast and slow. From Grade 2 on, the Italian tempo terms are introduced, and we continue reviewing, reinforcing, and using a variety of tempos in the songs we teach. Listening to and identifying a variety of tempos are also fundamental to teaching tempo.
25. Slowly/Quickly
29. Fast and Slow Sounds
47. Five Little Bells Fingerplay
74. Johnny Whoops
129. Old Gray Cat
44. Take my Little Car
67. Let's Get on Board
68. The Sewing Machine
69. Ha Ha This-A-Way
84. Page's Train
85. Chew Chew
Grade 1
7. The Grand Old Duke
77. The Old Gray Cat
Listening 1:
3. Fast and Slow
Grade 2
14. Tony Chestnut
26. Grand Old Duke of York
38. Do your Ears Hang Low?
61. Ham and Eggs
67. Lollipop Tree
Listening 2:
4. Grave
8. Hungarian Dance no. 5
9. Adagio molto
Grade 3
5. Missus Tong
53. Pirate Song
57. Got a Hat Hat
Grade 4
6. Chester
Grade 5
5. Boom Chicka Boom
70. Deep and Wide
72. I am Slowly Going Crazy
Previous post Next post
|
<urn:uuid:0ad32ac3-793b-4c37-b4ac-8bb5372441c3>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.01939791440963745,
"language": "en",
"language_score": 0.7949796915054321,
"url": "https://www.musicplaycanada.com/blogs/musicplay/tempo-in-musicplay"
}
|
Bilbao, today
Bilbao, August 1983
more photos
On Friday, August 26, 1983, Bilbao was celebrating its Aste Nagusia or Great Week, the main annual festivity in the city, when it and other municipalities of the Basque Country, Burgos, and Cantabria suffered devastating flooding due to heavy rains. In 24 hours, the volume of water registered 600 liters per square meter. Across all the affected areas, the weather service recorded 1.5 billion tons of water. In areas of Bilbao, the water reached a height of 5 meters (15 feet). Transportation, electricity and gas services, drinking water, food, telephone, and many other basic services were severely affected. 32 people died in Biscay, 4 people died in Cantabria, 2 people died in Alava, and 2 people died Burgos. 5 more people went missing.
How often will such rainfall happen?
How often does it rain 50 mm in 1 day? What about 100 mm in 1 day? How big is a "once-in-a-century event"?
Let's examine Bilbao's daily rainfall (mm), between 1950 to 2020
import matplotlib.pyplot as plt
import numpy as np
import pandas as pd
from functools import reduce
import re
import probscale
from pandas.plotting import register_matplotlib_converters
%matplotlib notebook
fig, ax = plt.subplots(figsize=(10,6))
df = pd.read_csv("hydrology_figures/BILBAO-parsed" + ".csv", sep=",")
df['full-date'] = pd.to_datetime(df['full-date'])
df = df.set_index('full-date')
ax.plot(df['rain (mm)'], '-o', label="daily rain (mm)")
ax.set_ylabel("daily rainfall (mm)")
ax.set_title("Hyetograph -- Bilbao, Spain")
df2 = df.copy()
df2['rain (mm)'] = df2['rain (mm)'].replace({0.0:np.nan})
df2.dropna(subset=['rain (mm)'])
Tmin (C) rain (mm) Tmax (C) Tavg (C)
1947-03-02 NaN 0.5 NaN NaN
1947-03-04 NaN 3.3 NaN NaN
1947-03-05 NaN 1.5 NaN NaN
1947-03-07 NaN 8.5 NaN NaN
1947-03-08 NaN 0.3 NaN NaN
1958-11-15 NaN 1.2 10.8 NaN
1958-11-24 NaN 5.4 12.5 NaN
1958-11-25 NaN 1.0 12.6 NaN
1958-11-26 NaN 0.2 13.0 NaN
1958-11-27 NaN 0.5 12.0 NaN
12243 rows × 4 columns
%matplotlib notebook
import altair as alt
df2 = df.copy()
df2['data'] = pd.to_datetime(df2.index)
df3 = df2['1948-01-01':'1965-01-01']
y='rain (mm):Q'
|
<urn:uuid:f753c483-790b-4812-a74e-c2d3e690360f>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.625,
"fasttext_score": 0.990577757358551,
"language": "en",
"language_score": 0.7732081413269043,
"url": "https://yairmau.com/jupyter/2020/02/01/returnperiod.html"
}
|
Python Dictionaries
Learn how to create a dictionary in Python.
As a refresher, here is a recipe for creating a dictionary:
my_dict = {
In this recipe, both the keys and the values are strings. This will also be the case for this exercise.
TRY IT YOURSELF: Access the exercise in our Intermediate Python course here.
• With the strings in countries and capitals, create a dictionary called europe with 4 key:value pairs. Beware of capitalization! Make sure you use lowercase characters everywhere.
• Print out europe to see if the result is what you expected.
# Definition of countries and capital
countries = ['spain', 'france', 'germany', 'norway']
capitals = ['madrid', 'paris', 'berlin', 'oslo']
# From string in countries and capitals, create dictionary europe
europe = { 'spain':'madrid', ___, ___, ___ }
# Print europe
To learn more about dictionaries in Python, please see this video from our course Intermediate Python.
This content is taken from DataCamp’s Intermediate Python course by Hugo Bowne-Anderson.
|
<urn:uuid:b4171140-d29c-4865-83bc-85748dba902c>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.90625,
"fasttext_score": 0.05867040157318115,
"language": "en",
"language_score": 0.732631504535675,
"url": "https://www.datacamp.com/community/tutorials/python-dictionaries"
}
|
96 Forkbird Activity
1. Which type of forkbird was the most successful? Explain how the
class data support this conclusion.
The 4 tined forkbird was the most successful. Once it appeared in the
population, it never disappeared. The 4-Tined forkbird increased its
population than the one-Tined forkbird. In addition, the 2-Tined
forkbird started off with the most, 21, but then that number
decreased. The 4- tined forkbirds number’s continued to increase.
This happened because it was the best at gathering food since it
could scoop more food than the other types of forkbirds. This is
supported by the class data which shows that we collected the
Cheerios with the forks, more were collected with the 4-tined forks. A
direct example from the class data is generation ten, when there was
one 1-tined forkbird, four 2-tined forkbird, and twenty 4-tined
3. How did the forkbird activity simulate the process of natural
selection? Explain.
The forkbird activity simulated the process of natural selection by
showing how the three-different types of forkbirds evolved and the
benefits of that evolution. Initially, the population had only one type of
forkbird, the one tined forkbird but because of genetic mutations, other
types of forkbirds emerged over time. There were three types of
forkbirds, the one tined fork bird, the two tined forkbird, and the four
tined forkbird. The forkbirds that were better at gathering food tended
to survive longer and reproduce. In most cases, the surviving forkbirds
passed their traits on to their offspring, which then had the same number
of tines as the parent. The four-tined forkbirds were most successful at
gathering food and became the most common in the population.
Therefore, the activity simulated how forkbirds evolved and which trait
helped the birds survive and which lead to their death.
5. Did this activity model Darwin’s or Lamark’s theory of evolution?
This activity modeled Darwin’s theory of evolution because the
forkbirds did not change- they were the same as the parent unless there
was a mutation. The change in the population was first due to mutations
and then to natural selection. The birds that ate most efficiently survived
and were able to reproduce. This increased the type of bird that was
most efficient.
7. Reflection: The cheetah, an extremely fast and efficient hunter, is
an endangered species. The few cheetahs alive today show very
little variation. How does this help to explain why cheetahs are on
the verge of becoming extinct?
The cheetahs are at the verge of getting extinct because their traits did
not help them hunt or could not help them survive predators such as
hunting and were not able to reproduce. Also, they could not adapt to
their new environment which as well is a cause for their extinction.
|
<urn:uuid:86f9b466-d888-4b83-ba96-1ad66b06c267>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.90625,
"fasttext_score": 0.9856838583946228,
"language": "en",
"language_score": 0.9670525789260864,
"url": "https://studylib.net/doc/25182322/96-forkbird-activity"
}
|
Marshmallow Igloos at Lithia Springs
With winter fast approaching the students at Lithia Springs were excited to celebrate by creating igloos. Before the activity, the students learned about tundra ecosystems. Tundra ecosystems are treeless regions found in the arctic. The students created an igloo they believed would keep them safe in the -30 degrees Fahrenheit weather in the tundra ecosystems. The base of the igloo is a plate with a bowl secured on top. To create a snow effect the students pasted marshmallows on the bases they created. After achieving the perfect igloo the students used markers to add color to the igloo.
|
<urn:uuid:c7c0d437-d993-4342-809a-3120cc6f7cf2>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.53125,
"fasttext_score": 0.115092933177948,
"language": "en",
"language_score": 0.9018909931182861,
"url": "https://www.mybsac.org/marshmallow-igloos-at-lithia-springs/"
}
|
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