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1906 The Italian adventurer, Luigi Amedeo di Savoy, Duke of Abruzzi, spearheaded an expedition to explore, map and photograph the mysterious Ruwenzori Mountains in the heart of Africa. No stranger to harsh conditions, Luigi Amedeo began his life in a palace. At Luigi’s birth in 1873, his father, Amedeo, was the first Duke of Aosta and had reigned as the King of Spain since 1870. But a few weeks after Luigi’s birth in 1873, Amedeo abdicated his throne and returned to his native Italy. At six years of age, Luigi was assigned to the Italian Navy. He received his education in military schools. At the age of 24 Luigi organised and led the first ascent of Mount St. Elias (5,484 metres tall) in Alaska in 1897. Two years later in 1899 he led an Arctic expedition with dogs and sledges in an attempt to reach the North Pole. The beginnings of frostbite in Luigi’s hands forced him to turn back, but he reached a latitude of 86 degrees 34 minutes north, a new record at the time.
In April 1905 Luigi, often referred to as the Duke because of his title – the Duke of Abruzzi – returned to Italy after a long sea voyage keen to conquer the Ruwenzori Mountains on the western edge of Uganda. The Duke gathered what information he could from previous expeditions to the area (see accompanying article about the exploration of the Ruwenzoris,) chose his companions, prepared materials and stockpiled equipment. He hoped to use cameras and topographic instruments to measure the heights of the various peaks. Luigi also wanted to carry out geophysical, meteorological and magnetic studies of the mountains. He chose top level scientists so the expedition would not just be an adventurer’s jaunt, but it would add to the geological and glacial knowledge of the region. He also planned to carry out studies of the plants and animals that lived in that alpine area of Africa.
The Duke’s expedition team included Captain Umberto Cagni and Lieutenant Edoardo Winspeare to assist the Duke with geographical observations. The well known photographer Vittorio Sella and his assistant Erminio Botta were charged with making a complete photographic record of the expedition and the peaks. The Duke gave the job of geological and mineralogical research to Dr. Alessandro Roccati, director of the geomineralogical laboratory of Turin Polytechnic. Major Achille Cavalli Molinelli, a naval doctor, not only had to care for the health of the party, but had to collaborate with Roccati in the collection of zoological and botanical specimens.
The Duke chose a group of Alpine guides for the mountaineering part of the expedition: Josef Petigax, one of the Duke’s partners in the expeditions to scale St. Elias and hike to the North Pole; Cesar Ollier, another experienced climber; Laurence Petigax and Josef Brocherel from Courmayer came along as porters. The Duke also brought Igino Igini, his personal cook.
On April 16, 1906, the Duke and the members of the Ruwenzori expedition boarded the German boat Bergemeisteir in the port of Naples and sailed for Africa. They arrived in Mombasa on May 3. The next day they traveled on the train to Port Florence, now Kisumu, on Lake Victoria. The stowed their gear on the Winifred, one of the three steam boats then serving the ports of Lake Victoria, and crossed the water to Entebbe where they docked on May 7. The governor of Uganda welcomed the expedition.
Now the expedition had to walk. By May 15, the Duke had hired enough Baganda and Swahili porters to head out for Fort Portal, 290 kilometres away. The Duke had to leave Captain Cagni, ill with fever, behind in Entebbe. The line of Italians and porters formed a line stretching out for half a kilometre. The expedition reached the boundary of Uganda’s Western province on May 25. Three days later they stood on the hills north of Kaibo, which forms a watershed between Lakes Albert and Edward. From the Kaibo hills they could see the snow covered Ruwenzori mountains – 70 kilometres in the distance – for the first time..
The expedition arrived at Fort Portal at an altitude of 1535 metres on May 29, where King Kasagama of Toro welcomed them. Fort Portal was the last British outpost before the Ruwenzoris. It contained a barracks for the African soldiers and their European officers. At the time Fort Portal had a European population of fifteen including army officers, their families and missionaries.
Reverend Fisher, a pioneer missionary to the Ruwenzori area, met with the Duke as did the English mountaineer Wollaston who had gotten separated from his team sent out by the British Museum. The Duke only stayed a few days at the Fort. He dismissed a large number of porters and on June 1 the expedition hiked up the slopes of the Ruwenzoris.
The expedition entered the Mobuku Valley two days later. They began to see lobelia plants and dracaena palms. The brilliant snowfields of the Ruwenzori peaks towered over them. They made camp at Bihunga at an altitude of 1920 metres. They exchanged their light tropical clothing for warm jackets and trousers. They left unnecessary baggage in a hut built by the British Museum expedition and sent many porters down to Butanka, a village half way between the Mobuku Valley and Fort Portal, to await the return trip.
The expedition now marched through thick forest. On June 5 discovered the Kichuchu Valley, which seemed to lead into the heart of the mountains. The Kichuchu Valley, which opened up on the left side of the Mobuku Valley just before Nakitawa camp, at 2652 metres, had apparently not been noticed by previous explorers.
The next day the Duke substituted half of his remaining Baganda porters with a local group of Bakonjo me who were used to the colder weather and slippery trails. They continued to climb the upper part of Mobuku Valley. The Valley at this level is formed by three great terraces one above the other, which are separated by cliffs two to three hundred metres high. Each terrace is saturated with stagnant water.
A journal from the expedition describes the incredible scenery: “Trunks and branches are entirely covered with a thick layer of mosses which hang down in long beards from all the branches; they enlarge and fill out the knots in the wood making the plants appear strangely distorted; swollen; laden with tumours; struck by an enormous greenish or yellow-red leprosy. There are no leaves except on the highest branches, but the forest is dark due to the dense intertwining of trunks and boughs. The ground has disappeared under the countless trunks of dead trees, heaped one on top of the other: those exposed to the air are covered in slippery and slimy mosses; those having lain for years and years in the deep holes are blackened and nude, not mouldy or rotten at all. No forest is as horrid or as strange as this one […]”.
On June 7 the Italian expedition arrived at Bujungolo, where they hoped to make their base camp. The Duke called it “a real eagle’s nest, 3798 metres high and 800 above Kichuchu”. The Duke could feel the cold creeping down from the glaciers and said the wild place reminded him “of anything rather than the Equator or the centre of Africa”. They bivouacked for the night, then began building a base camp the next morning in the lee of a damp, overhanging cliff. The steep slope below the cliff consisted of mud, moss and tree heathers. With little level ground, the expedition chopped trees and built a platform where they could pitch their tents.
On the morning of June 9, as work continued on the base camp, the Duke took Joseph Petigax, Cesar Ollier, Erminio Botta, Laurence Petigax, Josef Brocherel and five Bakonjo porters to hike up to the head of Mobuku Valley. They passed the point where Grauer had camped a few months earlier and continued on up the edge of the Mobuku glacier. In the afternoon at 4,349 metres in a dense fog they pitched the only tent they had with them and called it Camp One. Erminio Botta and Laurence Petigax went back to the base camp with the Bakonjo porters. The Duke, Joseph Petigax, Cesar Ollier and Brocherel slept in the tent next to the glacier.
Before dawn the group of four stepped onto the glacier and climbed up towards the crest, near the rocky crag which Grauer had named Edward Peak in January. They had a clear view from the crest. To the south they saw the eastern portion of Kiyanja (Mount Baker); Mount Stanley to the west revealed four distinct peaks joined in pairs; to the north they glimpsed Mount Speke (called Duwoni by Johnston). To the right of Mount Speke they saw two other snow-capped peaks.
From this vantage point, the Duke and his team concluded that the top crest of the Mobuku Valley did not form the watershed for the Ruwenzori range. None of the highest peaks seemed to be connected to the Mobuku Valley at all.
At 6:30 a.m. the Duke and his guides hiked west towards the highest peak of Kiyanja (Mount Baker). By staying on the right side of the ridge, they crunched through hard snow. By 8 a.m. the group reached the 4829 metre summit, which would later be called Semper Peak. They continued along the ridge toward the south, aiming at the Edward Peak, the highest summit of the group. At 9:15 a.m. in thick fog the Duke of Abruzzi, Joseph Petigax, Cesar Ollier and Josef Brocherel arrived at Edward Peak, 4873 metres.
The group waited on the summit for four hours until the fog lifted. When it finally cleared the Duke and his team had a view to the south and discovered another group of mountain peaks with several small glaciers. Later these peaks would be called Luigi di Savoia in honour of the Duke.
The climbing party headed back at 1 p.m. arriving at Camp One by mid afternoon. They found Sella and Botta with six African porters had just finished erecting a second tent and prepared their cameras.
The next day, June 11, the Duke’s team returned to the base camp at Bujungolo camp, while Sella and his companions climbed to Edward Peak to take landscape photographs. Terrible weather socked in the peak, but in the early afternoon, it cleared enough for them to take some pictures. They spent the night at Camp One, awakening the next morning to scale Moore Peak at 4654 metres, usually an easy climb but treacherous that day because of ice. It was snowing when they reached the peak and they couldn’t use their camera. On their way back to Camp One Sella’s group, roped together because of the ice, met Dr. Roccati and a guide. By now snow fell heavily everywhere. Sella and Botta insisted on spending the night at Camp One hoping for better weather the next day. The others returned to base camp. Heavy snowfall the next day ruined Sella’s chances of more photographs and they, too, returned to Bujongolo.
In their 45 day stay in the Ruwenzori region, the Duke and his group of scientists drew up a geography of the mountains and determined the heights of all the peaks. Vittorio Sella, whose brother was the Prime Minister of Italy, chronicled the expedition in photographs, which later allowed people all around the world to see the beauty of snow on the equator in Africa.
Luigi Amedeo di Savoy, Duke of Abruzzi, the driving force behind the Italian expedition, had succeeded in unlocking some of the mysteries of the legendary Ruwenzoris, known from Ptolemy’s writings as Lunae Montes, the Mountains of the Moon.
This article was adapted from information posted on the website rwenzoriabruzzi.com prepared by the Italian Embassy in Kampala, Uganda, for the centenary celebration of the Duke’s expedition. Text on the website comes from The Rwenzori Discovery- Luigi Amedeo di Savoia Duca degli Abruzziby Roberto Mantovani, Museo Della Montagna, 1996. Photos from the Sella Foundation came from the same website. Used by permission of the Italian Embassy in Kampala
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A Herenagh was the chief elect of a sept (family group) in medieval times in Ireland, and was a lay official of church lands.[1] The herenagh was elected by the sept and then confirmed by the bishop. If the sept did not agree with the election then the right of appointment then reverted to the bishop, dean and chapter, to be confirmed by the bishop, who still received fees. If the sept ceased to exist, the bishop did not assume power over the land, but had to elect an herenagh from another sept. [2]
This article is issued from Wikipedia - version of the 5/7/2011. The text is available under the Creative Commons Attribution/Share Alike but additional terms may apply for the media files.
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LordRayleigh SC.jpeg
John William Strutt, 3rd Baron Rayleigh
1842 - 1919
Lord Rayleigh, was an English physicist who, with William Ramsay, discovered argon, an achievement for which he earned the Nobel Prize for Physics in 1904. He also discovered the phenomenon now called Rayleigh scattering, explaining why the sky is blue, and predicted the existence of the surface waves now known as Rayleigh waves. Rayleigh's textbook, The Theory of Sound, is still referred to by acoustic engineers today.
Around the year 1900 Lord Rayleigh developed the duplex (combination of two) theory of human sound localization using two binaural cues, interaural phase difference (IPD) and interaural level difference (ILD) (based on analysis of a spherical head with no external pinnae). The theory posits that we use two primary cues for sound lateralization, using the difference in the phases of sinusoidal components of the sound and the difference in amplitude (level) between the two ears.
The rayl unit of acoustic impedance is named after him.
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Aikyu (相給)
Aikyu is a term meaning a form of territory in the early-modern times when the murauke system (a system of village-wide, collective responsibility for tax payment) was established. It refers to a state where multiple feudal lords are assigned to one village. As a village (go) was naturally divided, the situation was also referred to as "bungo" (division of go).
Although this ownership form was also found in territories of court nobles, temples and shrines, and vassals of domains, it was most typically found in Kanto region where chigyo-chi (territories) of the hatamoto (direct retainers of the bakufu, which is a form of Japanese feudal government headed by a shogun) with a small stipend (fiefdom) were concentrated, because the Edo bakufu obliged them to live in Edo (except for those assigned to provinces) in order to ensure the control of them. Aikyu was the form of ownership used for not only the territory of hatamoto, but also that of territorial lords, temples and shrines, and the bakufu.
Aikyu is also referred to as "ni (two)-kyu" in the case where two feudal lords share a territory, "san (three)-kyu" in the case of three feudal lords, and "yon (four)-kyu" in the case of four feudal lords. It is recorded that there were some villages whose territorial form was jusan (13)-kyu with the assignment of 13 feudal lords (even there is a record that a village called Owari-mura located in Oku County [present Setouchi City, Okayama Prefecture], a territory of Okayama Domain, was shared by as many as 26 lords during the Kyoho era).
This system is believed to have been introduced for such reasons as securing a well-balanced real income in proportion to the fertility of land and tax rate, inhibiting hatamoto from exercising their right to chigyo-chi, and preventing villagers from uniting by dividing the village with the presence of several small-stipendiary chigyo-tori (recipients of land revenue). However, some scholars say that despite the bakufu's intentions, this system, which made hatamoto difficult to control their chigyo-chi in a stable manner, impoverished them and consequently it accelerated the decline of the Edo bakufu which was sustained by the military power of hatamoto.
Administration management of village
Probably because of the murauke system, nanushi (village headman) and other village officers were appointed by each feudal lord. Therefore, it was theoretically possible for one village to have more than one person with the same status such as nanushi. In fact, there was no rule to prohibit village officers to assume more than one post under the different feudal lords, and therefore, one person was able to hold the post of nanushi in different territories. However, due to conflicting interests between feudal lords and other factors, different persons were usually assigned to the same posts such as nanushi in each territory, and such a redundancy often caused confusion in village policy as a whole.
Attribution of control
The feudal lords did not rule a village jointly, but each one had his own designated area of control. A village was not uniformly divided based on geographical distinctions (e.g. east and west and north and south); each territory was readjusted on a case-by-case basis in view of the conditions of its land (e.g. the land's fertility). Therefore, in a village whose ownership form was aikyu, the territory was fragmented like a mosaic. However, This complicated division sometimes hindered the mutual surveillance system called gonin-gumi (history of Japan) where neighboring families were obliged to watch each other. In addition to the gonin-gumi unit established based on each feudal lord's chigyo (enfeoffment), other units such as community-level "go gonin-gumi" (community mutual surveillance unit) were formed, and such a pluralism of the mutual surveillance complicated the village political situations.
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Previous Page Table of Contents Next Page
Determining age
Determining the age of an elephant is useful when ascertaining whether or not an elephant fits with the age given on the Registration Certificate. Usually determining the approximate age of an elephant is possible with young and elderly elephants. In elephants in the middle age group there is room for much error. The characteristics are as follows:
(Under 12 years)
(13-45 years)
(Over 46 years)
Skin fits tightly. Temples are smooth.
Skin fits tightly. Temples are slightly depressed
Temples are deeply concave.
No curl at top of ear. No tears at bottom of ear.
Forward curl at top of ears. Some tears at bottom of ear.
Deep forward curl at top of ears. Many tears at bottom of ear.
Thick, taut, smooth, and unblemished. Supple to the touch.
Thick and not very wrinkled. Supple to the touch.
Wrinkled, droopy, rough and dry.
Bundled, strong.
Bundled, strong.
Flabby and weak.
Feet and nails
Circumference of foot and ankle are about the same. Toenails are smooth.
Circumference of foot is a bit larger than the ankle. Toenails are smooth. Footpad is not cracked.
Circumference of foot much larger than ankle. Toenails are spread apart. Toenails are chalky/rough.
Not knotted/kinked. Tail hairs are orderly.
Not knotted/kinked. Tail hairs are orderly.
Knobby. Missing tail hair.
Finely textured.
Finely textured.
Coarse, with undigested leaves or even bananas.
Determining heat (Oestrus)
Most female domesticated elephants begin to come into heat starting at about 9 years old or later and enter their 'heat cycle’ which has a length of about 16 weeks or 4 months. Thus, in a period of one year, the average female elephant will be able to breed and become pregnant only about three times in a year. Elephants do not show any blatantly obvious external physical signs that clearly indicate that they are in heat, which is different from other animals such as cattle, pigs and dogs, which have swollen genitalia or secrete blood or mucous when they are in heat. Therefore the mahout must very carefully observe and notice subtle differences in behaviour.
A good mahout will always know when his cow elephant is in oestrus. If a female is in heat, males will use their trunks to frequently smell the female’s sexual organ or her urine. If you are a skilful observer you will see that the cow elephant’s vulva slackens or droops a bit and she dribbles urine often. Many cows will repeatedly swat their tail against their vulva and some will then lift the tail into the air, as if advertising. Sometimes cows ready to mate will show excitement, irritation, cry out and even cause damage to other elephants nearby. Some cows will secrete a modest amount of a clear, mucous-like fluid. If an elephant exhibiting such behaviour is mated, there is a very high chance for pregnancy.
For accurately determining if the elephant is in heat, it should be inspected every day. The best time for inspection is in the morning before the elephant is sent to work. Especially in large camps this can be done by lining up all the females of breeding age, presenting their rumps, and then having a bull 'sniff test’ each cow. If a cow is in heat, the bull will show great interest and be determined to use his trunk to smell.
Predicting heat
Determining heat [oestrus] is often not useful unless there is a good breeding bull already present. In cases where there is no breeding bull, by the time you have determined heat it is usually too late to arrange for a sire, arrange for transportation, and, most importantly, to give the two animals time to feel comfortable with each other before actual breeding takes place.
Thus, it is predicting when heat will occur rather than determining heat which already exists that is truly useful to an owner who wants to breed his cow. The period between heats is on average about 16 weeks (112 days), but many elephants will cycle slower or faster than that by a few days or even weeks. Luckily, there is a way to predict, within a week or two, when a cow will probably come into heat.
1. When your elephant comes into heat the first time
Go to a calendar, mark the date and write it here: _____/_____/_____
2. When your elephant comes into heat the second time
Go to that calendar, mark the date and write it here: _____/_____/_____
Using the calendar, count the number of days between the two heats.
Write the number of days here: ______days
On the calendar, from the date of the second heat count forward the number of days written above.
Mark that date and write it here: _____/_____/_____
The last date will be the day that your elephant is most likely to come into heat for the third time.
Knowing the likely day of heat, some weeks before this date you can arrange for a sire, transport the cow to the bull (or vice versa), and have a week or so for the animals to get to know each other before heat sets in.
This method of prediction will usually work quite well but it can be wrong, particularly if the cow has been ill, been overworked, been poorly fed, or been psychologically upset, such as moved to a new site she does not like or exposed to another elephant she does not like.
Usually before setting two elephants to mate, it is best to give the pair an opportunity to get to know each other and to both get in the mood. If they do not like each other enough, it is possible that they will do damage to each other or that the bull will try to 'rape’ the female, possibly even killing her. Normally, females prefer the larger and older males. Some females do not like males with tusks.
You should not pair elephants that are related as the calf is likely to be feeble or deformed.
The place selected for the elephants to mate should be peaceful, quiet, shady and near a stream or water. The period of time where the elephants will be interested in mating is anywhere from one week up to a month, depending on the desire of the male and the willingness of the female.
The bull’s tethering chain should be tied so as to be very long. The female should be unchained in order to prevent a frustrated bull from damaging her if she is not willing to mate.
Before mating the elephants will engage in courtship behaviour. The male will use his trunk or his tusks to push the female so as to get her in front of him. The female will use her trunk to smell or touch the male’s penis, and the male will use his trunk to do the same to the female’s sex organ. When the male has a full erection, the penis will be distorted into an 'S’ shape (1.5 to 2 metres in length). The male will mount the female from behind, and each congress will normally last between one and two minutes. At first, the elephants are likely to mate up to ten times a day but after a while this will reside to two or three times a day. Mating usually occurs in the morning and around dusk, when the temperature is cool. (While elephants are mating, mahouts and other people in the area should be very quiet; do not make noises or do activities that might disturb the elephants.)
After a period of mating, some bulls will go into musth and if this happens, the male should be taken away immediately if the situation seems dangerous or if the male cannot be controlled.
Selection of breeding animals
Pregnancy lasts for 20 to 23 months. Most mahouts believe that male calves spend a significantly longer time in the womb than do female calves.
It is very difficult to tell if a female has conceived until very late in the pregnancy, though a good mahout will usually know by observing that his cow has not come into heat again. After one year of pregnancy the breasts and the belly enlarge, and for about a month before birth if you squeeze a breast, a clear fluid will be emitted. Pregnant cows are slow, lethargic, and move in a lumbering manner. Pregnant elephants should not be worked hard because being overworked can lead to a spontaneous abortion. Pregnant cows should be given supplementary food such as bananas, unhusked rice, and rock salt (by grinding up salt from a salt lick to small bits and soaking it in water and feeding it to the elephant or by mixing it with food) but supplementary food or extra food should not be given too late in pregnancy because the foetus can become too large, leading to a difficult delivery.
An elephant near to giving birth should be separated from other elephants. She should be taken to a quiet, shady place that is not steep and has a smooth surface, such as soft dirt or a grassy field. If there is a senior cow elephant that is familiar with the mother, she should be brought near to the mother in order to be the 'receiving mother’ [mae rab, much like the Indian "Auntie"] in order to comfort the mother and look after the calf at birth.
Most cows give birth during the night. When close to dropping the calf, the mother will show agitation, will not eat or drink water, and will seem to be tired. Sometimes cows will use their trunks to blow grass, sand, dirt, etc., over their backs. The end of the tail tenses up. The elephant will alternatively lay down and stand up and make sounds suggestive of pain. A clear fluid with some blood will discharge from the birth canal. At times the hind legs will be spread wide, much like a triangle. The elephant will lift its tail constantly and the area of the fii yeb [perineum] will be swollen and enlarged for about 3 or 4 hours. The actual birth is a matter of a few minutes.
The newly born calf usually weighs about 70 to 100 kilograms and stands about 80 to 90 centimetres tall.
Either the front feet or the rear feet emerge first in a normal delivery. When the calf reaches the ground it is still largely covered by the foetal sac. The mother will use her feet or her trunk to tear away the sac, and she might use her trunk to blow sand over the calf or use grass to wipe down the calf in order to clear the sac and the mucous. The mother will use her feet to stroke or gently kick the calf to stimulate breathing. Sometimes cows use their trunks to suck mucous and fluid from the amniotic sac from the calf’s mouth and trunk. The calf should not be separated from the mother at this time because it can make her scared or angry, even to the point of trampling the calf to death.
The calf will take about half an hour attempting to get to its feet, stand, and walk to the mother in order to nurse. The milk is of the highest quality and is called 'yellow milk’ [nom nam leuang or colostrum], which has great nutritional value and also antibodies against illnesses. If calves do not get colostrum, which flows for only about the first two days, they will likely be feeble and susceptible to disease. Normally the placenta will be expelled from the birth canal between 1 and 30 hours after the birth.
When the elephant is pregnant the owner should know its history and temperament, such as if it has ever aborted before, ever had a calf before, ever had a calf which died, or ever injured its own calf. If it has ever experienced any of the above, a veterinarian should be present.
Cows that are giving birth for the first time should be watched especially carefully because they are inexperienced and their reaction to the calf is unpredictable. Inexperienced domesticated elephants are likely to become confused by the pain of the delivery and the blood from the birth canal. The resultant fear can cause them to attack and even kill their calves. (With wild elephants, young cows have usually helped their own mother with 3 or 4 calves before they have a calf of their own.)
Choosing the site
The birthing site must be an area that is shady, peaceful, cool, and well ventilated. There should be no people, animals, or vehicles to cause disturbance. The site must be level and free of holes, garbage, sharp and pointed objects, chemicals, and other dangers. There must be a post or a tree to which to chain the mother.
Preparing the people
People who assist in the birth or in caring for the newborn calf must be brave, strong, and intelligent because if the mother turns violent and tries to injure or kill the calf, they must immediately rush in to separate the calf. They must wipe the calf clean and dry and help the calf to stand. At the same time they must control and try to comfort the mother and quiet her down. Then the people must bring the calf closer to the mother to determine if she will accept the calf or not. If the mother accepts the calf and does it no harm, then observe the calf to see if it is able to nurse by itself and if the mother shows love and concern.
Two special preparations are essential for first births and births by cows with troublesome histories:
1. Stay close and observe very carefully, with the mahout having at hand the equipment that he needs to control the elephant. A bamboo spear about two meters long and sharpened to a point should be available; if the cow tries to injure her calf, use the spear to separate her from the calf immediately.
2. Your veterinarian should be informed and be prepared to help if there is a problem and the mother turns aggressive or tries to injure the calf. The veterinarian can use a sedative to quiet her down sufficiently that the calf can usually be safely introduced to her so that bonding might be attempted once more.
The relationship of calf and mother
Usually calves should be kept with their mothers for three years before undergoing training, which is about the time when most cows will wean on their own. Calves will begin to eat food such as bananas and soft grass from about three to six months. Starting from six to eight months calves will eat some of their mother’s dung (or that of another adult elephant) to infect themselves with beneficial micro-organisms needed to digest food. During these three years the mother will teach the calf how to find food and how to avoid dangers such as snakes. During this time the mother should not be made to work since this can be dangerous, with the mother distracted and worried about her calf. Further, the calf itself being very "naughty" [son, playful and adventurous], which can easily cause accidents.
In domesticated elephants, weaning at the age of three is best. With really healthy calves, weaning at two is possible so long as excellent food is provided, because a two-year old is able to eat natural food and is big and strong enough to train. Males are temperamentally suited to be separated from their mother earlier than females.
Food for calves
After one year, calves will increasingly eat foods found in nature until the calf is two or three years old. At about three, usually, the mother will instinctively choose to wean the calf and then will come into oestrus and breed. Almost two years later she will give birth to the second calf, meaning that a healthy mother able to breed at every oestrus period will have a calf about every five years. This is true of both wild and domesticated elephants.
In present day Thailand, elephant calves live in, roughly speaking, one of two circumstances. In the first case, in the way of the past, the calf is far off in the countryside and spends much time with the mother in the forest. In such a case, which is much like with a wild elephant calf, the calf will with the mother’s help make a switch over to the abundant natural vegetation with little or no need for supplemental foods. As long as the calf is strong and healthy, the usual case, there is no need for mahouts or owners to supply supplemental food.
In the second case, the mother and calf are kept in a tourist camp or other setting where most of their food is supplied by humans. Given this, the food of the calf during the first three years or up until weaning should be soft food that is easily chewed and digested (ripe bananas, peeled sugarcane, etc.) and given in small amounts until the calf is able to eat on its own. Any grass given should be clean and given in small amounts. Elephant calves raised in such artificial environments are far more likely to have problems with nutrition and digestion than calves raised in totally natural settings.
From the age of three, calves can eat the same food as adults although the food should be cut or sliced into smaller pieces so as to make it easier to eat.
Food for orphaned elephants during the first three months
If the mother attempts to damage a newborn calf, or if she is unwilling or unable to nurse it, then the mahout must milk the mother so as to get colustrum that the mahout must feed the calf. (This must be done within twelve hours of birth.) There should be an attempt to find a nearby nursing mother to serve as a wet nurse, but if this is impossible then there is the need to supply milk from another source, usually powdered milk which is easily available in the market place. But the easily available powdered milk types are usually difficult to digest and can lead to feebleness, stunted growth, constipation, diarrhoea, and even death.
1. Powdered milk for infant animals such as the young of cattle, pigs or dogs. Sold in animal supply stores everywhere, it is the cheapest milk available. But cheap powdered milk can cause both diarrhoea and constipation. Before using it, it is best to consult a veterinarian, or if you use it and the calf has digestive problems, stop immediately and consult a veterinarian.
2. Powdered milk for human infants is for sale in shops everywhere but it is expensive and likely to cause diarrhoea by being difficult to digest, as can be noticed through off-white coloured, liquid stool. If this is observed, consult a veterinarian immediately.
3. Powdered formula for human infants with difficulties digesting lactose is made mostly of soy beans. It is more expensive than ordinary infant powdered milk, but sometimes it also causes either diarrhoea or constipation. If so, stop immediately and consult a veterinarian.
4. Formula especially made for elephant calves is best but it must be ordered from overseas.
Many calves die in Thailand every year simply because they are given inappropriate milk that they cannot digest. In selecting the best powdered milk or formula for elephant calves a veterinarian should be consulted.
Mixing powdered milk
In mixing or blending, you must sterilize with boiling water both the drinking vessel and the mixing vessel every time before preparing milk or giving milk. Feeding calves requires very strict attention to cleanliness and sanitation because calves can very easily contract infectious diarrhoea and die. (See Diarrhoea caused by germs, page 119.) In mixing milk, you should very carefully study and follow the instructions printed on the side of the can.
It is very important to not mix in any granulated sugar as this can cause diarrhoea. The calf should also be given multi-vitamins and calcium pills every day.
Calves should be fed small amounts of milk every time but should be fed often. The caretaker or mahout must be with the calf day and night, never leaving it for more than an hour under any circumstances. The elephant must be fed every time it is hungry, which it will show by calling out or walking to the keeper.
Warning to camp managers: Caring for a calf is not a job that you can assign to just any mahout as it is like being the nurse for a sick elephant. Often the best person is an elderly mahout or even the wife of a mahout, as the job requires similar sacrifice needed to care for a human child.
Method of giving milk
There are many methods of giving milk, such as putting a rubber nipple in a milk bottle or using a hose coming from a milk bottle, the hose being long enough to reach past the tongue to the swelling of the throat. Very young elephants should be fed every two or three hours. When they get older, middle-of-the-night feedings can be skipped. After the calf is nine months, four feedings a day are sufficient. Feedings should always happen at the same time every day, changing only rarely, and the feeding should always be done by the same person, as calves will bond incredibly tightly with their care giver. Calves should be fed infant formula until aged 15 to 18 months, after which they can eat only grass and other plants.
If the elephant develops diarrhoea, you should immediately stop feeding milk and as a substitute start giving electrolytes (nam gleua) [cheap and available in all pharmacies], those made from a powder, by adding water. Then consult a veterinarian immediately.
Food for orphaned calves aged 3 to 6 months
After the age of three months, calves can begin on solid foods starting with boiled rice in the following formula:
Ground-up rice
1 cup
Ripe bananas (gluay nam waa)
5 fruits
Clean water*
3 litres
A pinch of salt
* The water should be boiled and then left until cool.
Method of preparation: Boil the rice until it is cooked, then squeeze the ripe bananas into a mush with your hands and add them to the rice and boil further until they are liquid. Add a pinch of salt. Let stand until cool. Feed the calf about 1.5 litres a time two or three times a day, gradually increasing the amount of boiled rice. Be careful not to overfeed or the calf might become constipated.
Also give very ripe bananas three or four times a day by kneading them into a mush. After feeding (whether ripe bananas, or the boiled rice-and-banana mixture, or milk), you must each time use a clean cloth soaked in water to clean up around the mouth. Use this cleaning as an opportunity to carefully inspect the inside of the mouth, because if the calf’s mouth or tongue develops sores it will be unable to eat, even to the point of starvation. When feeding calves, the proportion of milk, bananas, and boiled rice must be considered as follows: If the calf has liquid stool or diarrhoea, then reduce or eliminate the milk but if the calf is constipated or has dyspepsia then reduce the boiled rice but increase the milk. Thus, when rearing orphaned calves, the mahout must observe the dung every time the calf defecates. If the stool is loose or has bloody mucous or if the calf is constipated, the mahout must call a veterinarian for treatment as quickly as possible.
Food for orphaned calves aged 6 to 18 months
When the calf reaches the age of six months, you must find dung from a mature elephant (usually it is the calf’s own mother) and that dung must be fresh and from a fit, healthy elephant. Offer a lump about the size of a fist to the calf every day for a month or two, leaving it up the calf whether or not it eats it. At the same time, find some Para grass (Brachiaria mutica [Forsk.] Stapf.) or Yaa tawngkong grass so the calf can practice eating. Gradually increase the amount of grass.
For elephants in this age group, beyond the daily milk, boiled rice, and bananas, other supplements are peeled sugarcane, grass, calcium, vitamins, and whatever else the veterinarian stipulates.
Food for orphaned calves aged 18 to 36 months
Calves of this age can be taken off of milk and boiled rice, but they should be given steamed sticky rice with a bit of salt added. Sometimes they can be given sugarcane juice with fresh coconut meat. The major part of the food given should come from the following group:
1. Various grasses, including bamboo leaves and shoots
2. Coconut fronds
3. Banana stalks cut into very short lengths
4. Ripe bananas (kluay nam waa) and sugarcane
5. The cobs (core) of ripe maize [corn]
6. Horse pellets, about 1.5 kg a day, giving two or three fistfuls at a time
7. Various mineral salts, vitamins, supplementary foods, etc., as directed by the veterinarian.
Tips to practice when feeding
1. When giving a food for the first time, give only a little bit and then observe whether it was easily digested or not by later inspecting the stool. If the food is not well digested, then that food should be chopped up, ground up or boiled until well cooked (such as maize [corn]). If the calf gets constipated or gets diarrhoea, then that food should be decreased or stopped entirely.
2. All food given to calves should always be chopped or sliced into small pieces.
3. You must be sure that all food given to calves is fresh, clean, and uncontaminated by toxic elements and chemicals.
After the age of three years, calves can be given ordinary food for adult elephants.
Musth is a natural phenomenon of nearly every healthy male elephant the age of 18 years and above. With some elephants their behaviour and personality do not change, that is they do not become aggressive, but most elephants experience a behavioural shift and become stubborn, dangerous, and aggressive for a period of one to four months until the condition runs its course. The musth fluid that flows has a foul smell and has a grey or dark grey colour.
Aggression can be directed at the mahout, at any and all humans, or at other elephants, even cow elephants. Some elephants will tolerate humans and be aggressive only to other elephants.
Some male elephants from about the age of twelve years and up begin to show signs of musth. If the elephant is in good health and has been receiving abundant food and water, and sufficient rest, that first musth is called "grass musth" (tok man yaa). "Grass musth" [honey musth] is shown by a secretion oozing from the temporal gland and agitation and stubbornness in the animal’s behaviour. Sometimes such elephants will play very roughly or injure other elephants or their keepers - but this is not the same strength as true musth. Elephants will generally come into true musth about 4 or 5 years after the first "grass musth".
Sometimes female elephants which are fat and healthy will also come into "grass musth", most often when some outside influence makes them nervous or before giving birth. The secretion exuded is greyish and pasty without a particularly bad smell. Beyond some agitation, there are few of the behavioural problems posed by males in true musth.
Coming into musth (1 - 5 days)
Full musth (1 - 5 months)
Ending of musth (2 weeks - 2 months)
Preparing for musth
When the elephant shows the very earliest signs of musth, the mahout should chose a site and prepare as follows:
Diet in musth
When the elephant is in musth, the most appropriate food has low nutritional value, such as banana tree stalks (always cutting it to about a hand’s length before feeding), green squash (fak khiow), and dried grass (which can be sprinkled with salt water to improve palatability), because such foods have a low nutritional value. When the elephant eats such food, it will feel full very quickly.
Other foods are possible but the amounts given should be decreased from when the elephant is not in musth. High-energy foods such as unhusked rice, sticky rice, etc., should be absolutely avoided.
High-energy foods are in no way dangerous to the elephant’s physical health, but feeding high-energy foods will ensure that the musth period will endure much longer than if provided with foods with low caloric value. Low value foods in the proper amount will keep the animal in good health and will also give it the contentment of eating and having a full belly.
Warning: It is important that a musth elephant be given sufficient clean water.
Disposal of elephant carcasses
When elephants die, the carcass is in one of two conditions, either safe for humans to dispose of or dangerous towards humans or to other elephants. In the first case, where the carcass is "safe", the elephant has died of old age, a bad fall, a bad heart, being struck buy a truck, etc. You can burn or bury the elephant, or even butcher it for the meat, without any worry, although in fact no animal that dies on its own should ever be eaten. (Whether the person reading this thinks eating elephant meat is appropriate or inappropriate does not matter; villagers do it all of the time so the important thing is to do it safely.)
Warning: In any case where an apparently perfectly healthy elephant dies within one or two days with little or no obvious cause, that elephant’s carcass should undergo a post-mortem by a veterinarian (to ascertain whether or not it died of a dangerous contagious disease).
The second case, where the carcass poses danger to humans or elephants, is where the elephant has probably died of a contagious disease (the different types are discussed below) that can kill people or kill elephants - or both. In such dangerous cases, there are two further types: (1) cases where the elephant has been treated by a veterinarian and you already know the exact cause, and (2) cases where the mahout or camp manager knows or suspects that the elephant has died of a disease but does not know what that disease was.
If the elephant died of what you think was probably a disease, immediately consult a veterinarian and have him do a post-mortem on the animal. Sometimes the veterinarian will be able to tell you the disease immediately, sometimes he will have to take samples to analyse in a laboratory. Only when you know the exact cause of death can you and the veterinarian decide how to safely deal with the carcass.
Warning: Never deal with the carcass of an elephant that might have died of a contagious disease (like anthrax) without a veterinarian first inspecting the animal. (In fact, it is best if every elephant that dies is necropsied by a veterinarian, but whether because of the trouble or the wasted time or the expense, to the mahout’s thinking, it often does not happen.) If you ignore this, you can easily kill yourself and everybody who has helped you. Most especially, never sell the meat of such an animal because you could cause many people to die.
Place of disposal: Conducting the post-mortem is obviously the business of the veterinarian but because disposal is usually done at the place where the elephant died, the mahout or the manager is usually the person who ends up selecting the site, and therefore they should consider it very carefully. The post-mortem site should normally be where the carcass will be disposed of, because if not that will mean renting a truck with a crane or a hoist to move the carcass.
The disposal site should be (1) far away from inhabited areas, (2) far from streams, ponds, and natural water supplies, and (3) away from where other elephants or other animals are raised. The three conditions are especially important when the elephant died of certain contagious diseases. Thus, if an elephant is being treated in a place that does not meet the three safety conditions but it looks likely to die, if it can still walk, it might make sense to take it to an appropriate disposal site. This is particularly true with elephants that might have a contagious disease but are being kept in a place that will be used for keeping elephants in the future.
Methods of disposal
Methods of disposal: According to the national law governing the control of epidemic diseases of animals, carcasses of infected animals must be disposed of as follows. There are two accepted methods of disposing of carcasses, burning and burying. Each has disadvantages and disadvantages.
1. Burning: If there is an appropriate furnace, then burning is very easy; unfortunately, this is rare. Otherwise, the carcass can be burned by piling firewood or old rubber tyres very near it and on top of it. (If firewood is put right against the elephant, escaping steam and gases will interfere with efficient burning and the fire will not be as hot.) Petrol can be used to help start the fire. Personnel should be very careful to ensure that the carcass is completely burned and be very careful that the fire does not spread. The ashes should be buried in the case of contagious diseases.
2. Burial: The carcass must be buried deeply enough that it will be covered with at least one metre of dirt. In cases of anthrax sprinkle the carcass liberally with lime before filling the hole. All dung, bedding, and even topsoil should also be buried. A fence should be built around anthrax cases because the spores can survive for many tens of years.
Diseases requiring caution during disposal
Diseases dangerous to both humans and elephants are anthrax, rabies and tuberculosis. Before contact with a potentially carcass, prepare as follows: (1) wear rubber gloves or, if that is impossible, rub the hands and arms with the head of the tumeric plant before and after contact to counter infection, (2) inspect yourself carefully for cuts and sores and bandage the wounds or, better, do not take part as germs might enter the wound, and (3) any workers ill or not feeling well should take no part because their immune systems will be compromised, making them more likely to contact the disease. Use a mask or cloth to cover the nose and mouth.
Contagious diseases transmissible to humans
Anthrax is primarily an animal disease but it can also infect humans and it is often fatal. Anthrax can be easily contracted through spores entering open cuts or sores, or by inhalation of spores, while disposing of an elephant carcass. Therefore, after the the burning or burial of an elephant, the mahout should bathe very carefully and he should change to new, clean clothing before entering into contact with other elephants. Wear your oldest clothes, because the clothing must be burnt after the work.
The clinical signs of a person infected by anthrax are high fever, vomiting, and respiratory problems. Some cases have erupting sores and/or boils on hands and arms or wherever the organism has entered. Death can follow after 10-15 days.
See Page 123.
Tuberculosis can be transmitted from people to elephants or from elephants to people. Therefore, anybody working on a post-mortem or disposing of an elephant carcass thought to be infected with tuberculosis must take preventative measures to avoid inhaling the germs by wearing a mask.
See Page 128.
Rabies can afflict humans, elephants, and all mammals. The means of infection is through the bite of a rabid animal or by contamination by blood, lymph secretions, or saliva of an infected animal. Any mahout or worker with open cuts or sores should avoid working with the carcass of an elephant that has died from rabies. Rabies in humans is always fatal.
See Page 133.
Internal parasites should be considered. Even though there is no evidence that internal parasites of elephants can infect humans, all of the people involved in post-mortems of animals with worms should be careful. In particular, eating the meat of worm-ridden elephants should be avoided.
Contagious diseases transmissible to elephants
Haemorrhagic septicaemia is highly contagious disease capable of infecting other elephants in a very short period of time. Therefore, anybody who was involved in disposing of the carcass of an elephant which has died of haemorrhagic septicaemia should avoid contact with other elephants or with mahouts until having cleaned his body very carefully and having changed his clothing.
See page 125.
Diarrhoea from contagious diseases may be transmissible through humans, so all workers should bathe carefully and change their clothing before contacting other, healthy elephants.
See Diarrhoea from germs, page 119.
All tools and implements used should be disinfected after use. (See Hygiene, page 66.)
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Fission and Fusion
Harness that classroom energy to study fission and fusion. An interesting video lesson first explains the process of fission and fusion and then discusses practical uses. The instructor explains in detail the reactions in nuclear reactors and nuclear bombs.
6 Views 8 Downloads
CCSS: Adaptable
Additional Tags
Instructional Ideas
• Create a Venn diagram to compare and contrast fission and fusion
• Develop a list of applications of fission and fusion
Classroom Considerations
• Builds on learners' understanding of nuclear subatomic particles
• Emphasizes scientific notation and vocabulary
• Provides definitions in written and verbal format
• None
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“You’re Not Going to Build a Wall!” Parallel from the Past
When Jews were permitted to return to Judea, most went to Jerusalem. Almost a century earlier, Babylonians destroyed most of the wall around Jerusalem when they sacked the city. For ancient civilizations, a city wall had physical and psychological importance. Physically, the wall protected citizens from invading armies, and prevented robbers and cut-throats from troubling residents. Psychologically, the wall was a source of security and pride. Not having a city wall was an embarrassment to residents, indicating extreme poverty, laziness, or indifference to human life.
Rehum was Governor of a wide region west of the Euphrates River that included Jerusalem. He didn’t want the Jews to have the security of a rebuilt wall around Jerusalem. He manipulated King Artaxerxes I of Persia to support his position. Here’s what happened.
Governor Rehum wrote a letter to King Artaxerxes of Persia. He wanted the King to prohibit the returned Jews from rebuilding the Jerusalem wall. Rehum’s letter to King Artaxerxes I began with a description of governors, officials, and groups who agreed with it. The men’s high ranks and the array of nationalities were impressive.
Rehum called Jerusalem a rebellious and wicked city. The official letter concluded that once Jerusalem was rebuilt, the Jews would no longer pay tribute, custom, and toll. Royal revenue from the area would dry up. Rehum assured King Artaxerxes I that he and colleagues were writing only because they were loyal to the palace. They didn’t want to see the king dishonored.
Rehum requested that Persian archives be searched to verify that Jerusalem was destroyed because it was a rebellious city. He concluded with the dire warning that if the Jerusalem walls were built, the King would have nothing left west of the Euphrates River. Governor Rehum’s suggestion that the Jews were fermenting a rebellion.
King Artaxerxes I had the royal archives searched. He found that Rehum was correct. Jerusalem was a place of rebellion and sedition. King Artaxerxes ordered Rehum to stop further construction in Jerusalem. King Artaxerxes letter was emphatic—the Jewish threat to Persia shouldn’t be allowed to grow. Rehum compelled Jews to stop rebuilding city walls. Rehum may have destroyed some walls that were rebuilt by Jews who lived there.
Parallels between what happened 2500 years ago in Ancient Judea and what is occurring presently in the United States are clear.
A wall on the border between Mexico and the United States is important for security reasons. A wall will prevent criminals from entering the United States. Human trafficking and drug traffic will be reduced. Gang members, who have no regard for laws, will be kept out.
A wall is not immoral. A wall doesn’t conflict with any traditionally held moral (right and wrong) values of United States citizens. Just the opposite. A country’s citizens have the right to be safe. The chief executive of the United States has a moral duty to protect citizens and legal residents from external threats.
At I view the evening news, I ponder opposition to a physical barrier on our southern border. Mostly I hear obfuscation of the truth – just as Rehum obfuscated the truth in his letter to King Artaxerxes.
About 75% of caravans is composed of males, rather than families seeing asylum from threats of physical harm. My husband noted that many individuals in the caravan wear upscale clothes and have smart phones. He noticed phones because he has a flip phone.
We lived in El Paso Texas for eight years. El Paso is on the US-Mexican border with Juarez. I worked closely with a middle school in El Paso. Most students were undocumented. When students enrolled for the year, school officials weren’t permitted to ask if they were legal residents. The school provided students with free breakfast and lunch. Much of the teaching for these six through eighth graders was in Spanish; children couldn’t understand English. Often students entered the United States on Sunday evening and left on Friday afternoon to return to parents in Mexico.
Likely, a wall wouldn’t stop this abuse of our public-school system. A wall won’t solve every problem with immigration and abuse of the US. However, a wall will add protection and security for legal citizens, the same as a wall around Jerusalem protected citizens of that city. I believe that the wall is Step 1 in a larger issue.
Dr. Carolyn A. Roth
Dr. Carolyn A. Roth is a spiritual woman who believes that the Bible is the inspired Word of God. She is the author of eight books, most of which are Christian nonfiction. Her passion is delving deeper into the Bible to glean wisdom nuggets from relatively obscure passages. Carolyn is a retired university professor who lives in Roanoke, Virginia with her husband, Bruce. Read more at www.CarolynRothMinistry.com.
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infrared-imaged butterflies
A Columbia–Harvard team used hyperspectral imaging to create detailed infrared images of the wings of butterfly species, such as these from the family Lycaenidae. The intensity is proportional to thermal emissivity, and shows that living parts of the wings (wing veins and scent pads) have elevated thermal emissivity, allowing these parts to better dissipate heat via thermal radiation. [Image: Nanfang Yu] [Enlarge image]
Butterflies and their colorful, gossamer wings have long inspired artists, poets and other creative types. Now, physicists led by Nanfang Yu of Columbia University, USA—in a collaborative study with Harvard University, USA, entomologist Naomi Pierce—say that they, too, are gaining inspiration from butterfly wings that might inform engineering applications such as thermal management, mechanical sensing and hyperspectral imaging (Nat. Commun., doi: 10.1038/s41467-020-14408-8).
For their study, the researchers set out to investigate the thermodynamic and thermoregulatory properties of the butterfly wing. They examined the living tissues of the butterfly wing and identified the physical and behavioral adaptations that modulate wing temperatures in ways that protect these delicate tissues especially from overheating in the sun.
Complex networks
“Research on butterfly wing patterns has focused on the visible range of the spectrum,” says Pierce, who is also curator of Lepidoptera for Harvard’s Museum of Comparative Zoology. “This study shows that we need to take into account the full electromagnetic spectrum as well as the underlying network of living tissues in order to understand the patterns found on butterfly wings.”
Butterfly wings, Yu explains, have a network of veins to conduct both hemolymph—insect blood—and air, as well as a matrix of mechanical and temperature sensilla distributed along wing veins. Each vein contains two channels for hemolymph and a tracheal tube to carry air. The vein network maintains a sort of tidal flow of hemolymph and air over the insect’s lifetime, as a volume increase for the tracheal tube results in a decrease in volume for the hemolymph channels, and vice versa.
Wings can also host living tissue that plays a role in sexual reproduction. The wings of males from certain species of hairstreak butterflies contain so-called androconial organs—membrane-covered scent pads or scale-covered scent patches that generate and release pheromones used to influence the behavior of females. Unlike the wing vein network, scent pads are bathed in a unidirectional flow of hemolymph that is drawn through the organ by the regular beating of a tiny “wing heart,” positioned in the wing near the bottom right hand corner of the organ.
“Bad” thermodynamics
Intricate and essential as they are, butterfly wings have “bad thermodynamics,” according to Yu. “They have small thermal capacity and can overheat rapidly in the sun. We found that to counteract this disadvantage, a butterfly wing has substantially lower solar absorption in the near-infrared than in the visible. Since sunlight has about half of its power in the near-infrared, a substantially lowered near-infrared absorption helps to reduce the overall temperature of the wings.”
To study the thermodynamics of the butterfly wing, Yu says, the research team developed an infrared hyperspectral-imaging technique that permits accurate mapping of the wing temperature. The researchers used a mid-infrared microscope and a Fourier transform infrared spectrometer to assess emissivity, transmissivity and reflectivity across the entire wing with a resolution comparable to individual wing scales. The resulting hyperspectral data enabled the team to process thermal camera read-outs to tease out the contribution that was due solely to infrared flux produced by the wing and subsequently to derive the wing temperature distribution.
Cooling off
infrared-imaged butterflies
Temperature distributions on the forewing of three species of Eumaeini butterflies illuminated by sunlight, Despite wide variation in visible wing coloration and pattern, the temperature of the scent patches, pads and wing veins that contain living cells is always lower than that of the remaining “non-living” parts of the wings. [Image: Nanfang Yu and Cheng-Chia Tsai/Columbia Engineering] [Enlarge image]
The hyperspectral-imaging studies showed that different parts of the butterfly wing have dramatically different thermal emissivities. The scent pad, scent patch and wing veins all have emissivities approaching unity—perfect for heat dissipation through thermal radiation.
Scent patch scales were by far the most emissive, Yu says, because of unique nanostructures of their scales. For the scent pads and wing veins, heightened thermal emissivity stems from thickened, chitinous layers of membrane. As a result of the regionally and selectively enhanced thermal emissivity, he says, the living parts of the wing can stay as much as 20 degrees cooler than the rest of the wing.
“We found that under all simulated environmental conditions that mimic the living environment of butterflies, the areas of the wings that contain living cells—the wing veins and the androconial organs—are cooler than the ‘lifeless’ membranous regions of the wing, and we believe that this is because the living parts of the wing need to be kept in a suitable thermal metabolic window in order to function properly,” Pierce says. “Now that we have the tools to be able to measure more accurately the temperature of these thin and delicate structures, we can begin to understand the thermodynamics of the wings themselves.”
The researchers also found that butterflies can effectively use their wings as a vector light-detecting panel to quickly determine the intensity and direction of sunlight, responding with specialized behaviors to prevent overheating.
Working transparently
The infrared hyperspectral-imaging technique developed in this study can be applied to objects, like butterfly wings, that are both lightweight and translucent to determine their temperature distribution and chemical composition, which would have many biomedical, forensic, and other applications, Yu says.
For an applied physicist, the butterfly wing offers some intriguing possibilities for sensory-mechanical designs. “The fact that each wing is equipped with a few dozen mechanical sensilla for the robustness and accuracy in mechanical sensing is really inspiring,” says Yu. “Perhaps we shall reexamine the sensory network used in airplane wings and create bioinspired, robust, and multifunctional sensory networks that can detect the external environment and the internal state of the wings.”
Yu’s scientific interest in butterflies and moths stems from his days as a Harvard University postdoc. He approached Pierce with an idea to study the feathery antennae of male moths, which to him looked more like waveguides that could perceive signals in the near-infrared. Pierce says she was intrigued by the idea and so they wrote up a grant application to the U.S. National Science Foundation. The two got the grant and started a line of highly interdisciplinary research centered upon the interactions between insects and their electromagnetic environment.
The researchers say they intend to continue the current collaboration to study wings and wavelengths, but to extend it to include some 500 species, with a goal of differentiating various biological and physical factors that contribute to the structure, coloration, and pattern of wings.
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homer`s epic
1- Do an internet search – what are the four Noble Truths in Buddhism? What is the noble Eight Fold Path?
2 – Does the story Monkey celebrate Monkey’s free spirit and ingenuity or is it a serious allegory of Monkey and Tripitaka’s journey toward Buddhist enlightenment?
3 – Who is the hero of this story, Tripitaka or Monkey? Support your choice.
4- Tripitaka is the only human character of the group that goes on the journey. His three disciples are in some way other worldly.Why do you think he is the least relatable of the group?
5 -What function do the poems play in the story? Do they help or hinder your understanding of the story?
6- The journey story has been popular across time and cultures. What are the common characteristics of a journey story (you may need to do a quick internet search for this)? How does Journey to the West compare to other journey stories you may have read (The Odyssey, Gilgamesh)?
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Design a building for defence
As part of our topic, 'How do kings protect themselves against invasion', Year 4 are designing and making 21st century buildings for defence. The children have been inspired by a range of castles and have also looked at materials used in modern day architecture. As part of the DT brief the children are incorporating a lever and pulley system.
Exploring materials and beginning to build their structures.
Exploring how pulleys and levers work.
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James Nasmyth
James Nasmyth (1808-1890) was an inventor and contributed greatly to the inventions of power tools, most notably the steam hammer.
James Nasmyth invented the steam hammer, one of the integral contributions to the industrial revolution in Europe. Nasmyth was born in Edinburgh, Scotland, on August 19, 1808, the son of an artist. He left school at age twelve to make model engines and other mechanical devices. At nineteen he built a full-size steam carriage which performed with acclaim. When he was twenty-one, Nasmyth accompanied his father on a trip to London, England, where he met machinist and engineer Henry Maudslay. During the next two years, Nasmyth studied and worked under Maudslay, learning from him as well as making valuable contributions, such as designing hexagonal-headed nuts and a flexible shaft of coiled spring steel for drilling holes in awkward places. In 1834, Nasmyth opened his own shop in Manchester, England, later moving to a foundry at Patricraft, England, where he became known for his craftsmanship and steam-powered tools. It was also here, in 1839, that he invented the steam hammer, a device that allowed large materials to be forged with great accuracy. The concept of the steam hammer was simple, even though the idea was totally new. A hammering block was hoisted by steam power to a vertical position above a piece of metal. Once the hammer reached an appropriate height, steam in the piston was released and the block fell. The pistons could be regulated not only in strength of blow, but also in frequency of strokes. At the time, Nasmyth decided to postpone patenting, building, and marketing the new steam hammer. Two-and-a-half years later, however, while visiting a fellow machinist in France, Nasmyth was shown a steam hammer that had been built from his own rough sketches. Nasmyth quickly returned to England, patented his work, and manufactured hammers for an eager market. Soon he was making hammers with four-and five-ton blocks, and by 1843 he had improved on them by injecting steam above the piston to add force to the downward blow. The steam hammer allowed larger forgings with heavier metals, tightened bonds, and made metals stronger and more dense. Not surprisingly, Nasmyth soon revived a previous interest and became involved in manufacturing steam locomotives for various railway companies. In fourteen years, he built 109 high-pressure steam engines, pumps, and hydraulic presses. His steam hammer was exhibited at the Great Exhibition of 1851 alongside his prize-winning maps of the moon. Nasmyth retired in 1856 and dedicated his last thirty years to astronomy, a life-long interest and hobby. He built a number of telescopes and charted sunspots as well as the surface of the moon. Besides his steam hammer, a direct predecessor of the pile driver, Nasmyth also devised a vertical cylinder-boring machine and milling machines. He died a financially successful inventor, unlike many of his peers, on May 7, 1890.
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Plasmodium Structure and Diagram With Species
Plasmodium is a micro-organism belongs to the phylum protozoa. It causes a disease in the body of human being, called Malaria. The life cycle of plasmodium is completed in the body of two hosts, hence they are known as Digenic Parasite.
1. In Body of Man, it is called Primary Host.
2. In Body of Female Anopheles Mosquito, it is called Secondary Host.
Life Cycle of Plasmodium in the Body of ManPlasmodium
When a female Anopheles Mosquito bites a healthy person, it transfers into the blood of man, very small spindle or sickle shaped bodies, called sporozoites. They contain cytoplasm and nucleus. In man, the life cycle of plasmodium consists of four phases.
1. Pre-Erythroytic Phase.
2. Erythroytic Phase.
3. Post Erythroytic Phase.
4. Gamogony (Formation of Gametes).
i. Pre-Erythroytic Phase
After some time, these sporozoites are transferred from blood to the liver cells. Each sporozoite enters a liver cell and lives as a parasite. It becomes rounded in shape and now it is called cryptozoite. The cryptozoite uses liver cell as its food material.
Schizogony in Liver Cells
In liver cells, each cryptozoite starts multiplication. It divides by a simple process called Schizogony. By this process, it produces many small bodies called Merozoites. These merozoites become free by rupturing of liver cell. Each merozoite enters a new liver cell and behaves as a crypyozoite; it starts the same process again. In this way two or three times schizogony process is completed in liver cells.
ii. Erythroytic Phase (Trophozoite Stage)Erythroytic Phase (Trophozoite Stage)
After some time, some of the merozoites or cryptozoites are transferred into the blood stream. Each body enters a Red Blood corpouscle (RBC). In RBC, the cryptozoite or merozoite is known as trophozoite. In RBC the trophozoite shows certain changes which are as follows:
1. Ring Like Stage
In Trophozoite, a vacuole appears and its nucleus transfers to the margin. So, it becomes ring shaped, this stage is called Ring Stage.
2. Amoeboid Stage
After some time, the vacuole disappears the nucleus comes back in the center and from the outer surface of trophozoite finger like pseudopodia are produced it becomes amoeba shaped. This stage is called Amoeboid Stage.amoeba shape
3. Schizont Stage
After some time, pseudopodia of trophozoite disappear and it is converted into a rounded body. Now, it is ready to multiply by schizogony process. It is called Shizont. The Shizont divides into many bodies known as Merozoites.
The merozoites become free by rupturing the outer layer. These merozoites enter new RBCs. Each merozoite acts as a trophozoite and repeats the schizogony process once again. In this way two or three time this process is repeated in RBCs of man.
iii. Post Erythroytic Phase
From the RBCs some merozoites are again transferred into the liver cells and start schizonic reproduction. It is called post erythrocytic stage.
iv. Gamogony (Formation of Gametes)
When schizony is completed many times in the blood of man, then instead of forming merozoites another type of bodies are produced, known as gametocytes. Now, it is necessary that these bodies should be transferred into the body of female Anopheles Mosquito. In the body of man, the life cycle of plasmodium is completed.
Stage of Life Cycle of Plasmodium in the Body of Female Anopheles Mosquito (Sexual Cycle in Mosquito)
The sexual cycle of Plasmodium is completed in the Stomach of Female Anopheles Mosquito. This cycle consists of following stages:
• Gametogony (Formation of Gametes)
• Syngamy (Fusion of Gametes)
• Sporogony (Formation of Sporozoites)
1. Gametogony
(Formation of Male and Female Gametes)
Microgametocytes are smaller in size. Each microgametocyte produces many male gametes from its outer surface. These male gametes are thread like structures, after maturation these are separated from microgametocyte and move towards female gamete to take part in fertilization.
Macro gametocytes are larger in size. Each macro gametocyte develops into a single female gamete, called Oocyte. It has a small part at one side, known as reception cone.
2. Syngamy
(Fusion of Gametes)
The fusion of two male and female gametes is called Syngamy. At the time of fertilization, many male gametes move towards female gamete but only one male gamete is attached with reception cone. Its nucleus is transferred into female gamete and by the fusion of two nuclei Zygote is formed.
3. Sporogony
(Development of Zygot and Formation of Sporozoites)
After some time, the zygote starts development. It develops into a worm like structure, called Ookinete. The ookinete then changes into a rounded structure, known as Oocyst. It is also covered by a protective covering.
In the oocyst, many bodies are produced by the process of division. These are called Sporoblasts. Each sporoblast produces many thread like structures from its outer surface, called Sporozoites. These sporozoites become free after some time and then they are stored in the salivary glands.
When this female Anopheles Mosquito bites a healthy person, the sporozoites are transferred into his body and hence malaria can be started once again.
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The Holy Roman Empire forms the background upon which to consider the relationship between Empire and Europe, the importance of authority and religion, as well as everyday life in the Middle Ages. For example, armour and swords are used to explain the role of knights not only as warriors, but also as representatives of the nobility. In addition, objects as varied as official town charters, executioner’s swords, various instruments used for trading and/ or leisure, and the spectacular 16th Century Augsburg Calendar paintings help schoolchildren explore and discuss politics, religion, and everyday life in the Middle Ages.
60 minutes
suitable for ages 12+
Information and Booking
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The National Gallery of London, 1838
The term is derived from the Italian architect Giambattista Piranesi. The Italian architect and artist, made etchings and sketches of Rome, as the ruins of ancient Rome contributed to the revival of neoclassicism. Piranesian therefore relates to architecture which embodies elements of neoclassicim, as the architect who lends his name to the term was an important figure in the revival of classically inspired architecture.
Example of the term used in a sentence, in relation to buildings which possess the characteristics of neoclassicism and many of the features found in classical antiquity are:
• The building exhibited Piranesian grandeur.
• The facade of the building has a Piranesian effect.
The Sainsbury Wing
Jesus and the adulteress
By Rembrandt van Rijn
Primo Pensiero refers to an initial rough drawing or sketch. Or Primo Pensiero in the visual arts can mean a first thought or idea applied to and realised in an initial drawing or sketch. (Read More After Break)
It could be argued that both Gladstone and Disraeli were eager to see Britain involved in European affairs. Gladstone can be viewed as eager because of his belief in a Concert of Europe to work for the morale good. Disraeli also believed Britain’s involvement in Europe was important in order to prevent Russia from threatening Britain’s trade route to India, although not strictly to do with European affairs, it does illustrate Disraeli’s motivation towards a more Empire focused policy. Disraeli took the opportunity to give Britain a decisive position in Europe through an active foreign policy, but he remained cautious in his dealings with major European powers. Gladstone also believed that Britain had a significant role to play in European affairs, however unlike Disraeli he saw Britain’s role as one which would work in concert with other major European powers, rather than solely for the interests of Britain.
Gladstone was highly motivated towards the integration of Britain into European affairs. A central factor in Gladstone’s pursuit for greater openness of British foreign policy, in relation to Europe, was through British involvement in the Franco-Prussian War. Gladstone was seeking for Britain to serve as a mediator in this dispute and therefore prove to the rest of the world that Britain was willing to cooperate. It can be argued that by adopting the role as mediator, Gladstone was seeking to preserve the balance of power in Europe at the time; his aim was to prevent any one country gaining a significant amount of power in Europe. As Gladstone had realised that it would be very hard to keep Britain in a state of isolation, the country needed, in his eyes, to be far more progressive and interventionist in order to preserve her interests abroad. His belief in the Concert of Europe came to apparition when Gladstone tried to oppose Prussia’s forcible taking of the French provinces of Alsace and Lorraine at the end of the short war. Gladstone made Britain take the lead in standing against the annexations of Alsace and Lorraine. However, the British government were opposed to such as policy as they preferred to focus on the Empire rather than disputes in Europe that did not concern them. Furthermore, another major move of Gladstone’s towards the greater integration and involvement of Britain in European affairs through calling a Conference to deal with the Black Sea issue in 1871. This threat was a major threat to the balance of power in Europe; this was because Russia was increasing the strength of their armed forces in the Black Sea area. This increase in military strength in the area was problematic for Britain because it threatened their major trade routes. As a result it required the ‘Ottoman Empire’, regarded as the “sick man of Europe”, to be propped up by the British. The Russian denunciation of the Black Sea neutralisation clauses of the 1856 Treaty of Paris, was the sought of unilateral announcement that Gladstone detested. The Conference did not succeed in reversing the Russian move to break the clauses, but the principle that in the future such actions should be subjected to international ratification was accepted.
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The types of orders used in the architecture of antiquity are:
• Doric Order
• Ionic Order
• Corinthian Order
• Tuscan Order
• Byzantine Order
• Composite Order; often a combination of the first three orders' best characteristics.
Edouard Manet - Olympia
1863, shown at the 1865 Salon
Click to Enlarge
Edouard Manet (1832-1883) was a unique figure in nineteenth century French Painting. Manet's style of painting represented a crucial junction in the art world, between the old classical approaches to painting and the avant-garde. The classically trained Edouard Manet through his approach to art straddled Neo-Classicism, Realism and Impressionism. (Read More After Break)
Gustave Courbet's - The Stone Breakers 1849
This painting is an important demonstration
of new approaches towards subject matter and representation
in nineteenth century French art
Click to Enlarge
The term Avant-Garde refers to an individual or creative group who are in the vanguard of their respective fields and are breaking new ground. In the visual arts Avant-Garde refers to innovation and the application of new concepts and techniques in the creation of art. Avant-Garde artists are at the forefront either ideologically or with regard to treatment of subject matter, or both. From a historical perspective Avant-Garde as a concept can be attributed to the growth of the bourgeoisie in nineteenth century France. (Read more after Break)
On one level they did appear to be driven by differing ideologies: Gladstone was very concerned to ensure that there was a moral element to British Foreign Policy. The British should be concerned with spreading civilisation and Christian values. There was a contradiction at the heart of Gladstone’s belief in upholding the empire which promoted self-determination for some peoples but not for others. Gladstone’s Foreign Policy was liberal in that it focused on ‘progress’: education was essential in that it would enable people to realise their potential.
In comparison, Disraeli seemed to relish in the business of empire. In 1872 in the Crystal Palace and Manchester Speeches he set down the maintenance of the British empire and British interests, such as trade, as a central part of his belief in Tory Democracy. He was prepared to engage the British in campaigns regardless of cost. And he was the master of opportunity. For example, Disraeli jumped at the purchase of the Suez Canal Shares: Gladstone called it a ‘ruinous and mischievous misdeed’, but it was an important sign that the British government was prepared to defend her overland routes to India. It was interesting that Gladstone when he returned to power in 1880 did not reverse the purchase. Indeed, the irony is that Gladstone in 1882 ordered the bombing and complete occupation of Egypt in order to preserve British interests: arguably, this was much more of a forward policy than anything Disraeli proposed.
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Honesty Is the Best Policy
Oct 22, 2020 in History Essay
Beth woke up to an early morning. Yellow petals shown in the air shone like gold in the sun. The day seemed to be promising, and Beth could not imagine it would turn out the way it did. She was aware of the hard task ahead of her, and she was determined to complete it in time. Beth and her family belonged to the Chumash tribe. The Chumash are the Native American individuals who historically occupied the southern and central coastal area of California. This location is in lots of what is currently San Luis Obispo, Ventura, Los Angeles, and Santa Barbara counties ranging from Morro Bay located in northern Malibu. They also inhabited the three Channel Islands that are Santa Cruz, San Miguel, and Santa Rosa; the minor Anacapa Island was occupied. Modern location designations with Chumash roots comprise Malibu, Ojai, Lompoc, Pismo Beach, Port Hueneme, Point Mugu, Piru, Saticoy, Simi Valley, and Lake Castaic. Archaeological study establishes that the Chumash have deep origins in the area of Santa Barbara Channel. The clan has lived along the coast of southern California for millennia. The culture and customs of the Chumash allowed people to remarry if their spouse died.
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It was only one of the finest days that showed hoped to enjoy together with her stepsister, Clare. Since her mother passed away five years ago, Beth had been coping with a tough and hard life. Her father decided to marry another wife so that they could move on together. Unfortunately, Beths new mother was not comfortable with her brightness. Beth was always organized and worked hard in everything she did. She always obeyed her father and gained appreciation from him. Her father promised to ensure Beth inherited all his properties after his death. On the other hand, Clare was not as hard-working as Beth. She was always disorganized and rude to adults. The most annoying difference between the two sisters was that Beth was the most beautiful girl in the village. Every person who saw her commented about her beauty. All the parents admired her character and wished their daughters were as beautiful as Beth. They told their daughters to emulate Beth as she was the role model in the village. In fact, it was ironic that the two sisters from the same mother could be so different in character and looks.
The differences in character and appearance between Beth and Clare made their mother jealous. She was uncomfortable with Beth and planned to eliminate her. However, the two sisters loved each other too much. Beth encouraged her step sister to work hard and trained her how to be organized. They played together and slept together. However, Beth was supposed to do all home chores alone. Her step mother had cautioned Clare never to help Beth. Therefore, Beth woke up early, prepared breakfast, cleaned utensils, fed the goats, and did everything else that the mother would command. Beth worked hard and with determination. She never regretted her mothers death as she knew that everything happened with a purpose.
Fortunately, Clare was not comfortable with how her mother was treating her sister. She would be always helping her secretly to complete the chores. If the mother had a chance to find Clare helping Beth, Beth would be beaten and ordered to sleep hungry. Therefore, she requested her sister to stop helping her as she was going through tough punishment from her mother. During the day, Beth could not eat anything. Clare and her mother would eat food and give her nothing. Historically, foods that were eaten by the Chumash comprised numerous marine species like the Appeasing littleneck clam, black abalone, butternut clam, bent-nosed clam, red abalone, ostrea lurida oysters, angular unicorn snails, and Pacific littleneck clams. They as well manufactured flour from the dehydrated laurel sumac fruits.
Beth was not supposed to report to her father as her step mother promised to kill her in case she reported her. Additionally, the Chumash tribe was a hunter and gatherer community. They were skilled at fishing activities in the period of Spanish foundation. They made one of the comparatively few Current World persons who regularly explored the ocean. Another one was the Tongva that was the neighboring tribe positioned to the south. Some communities built plank boats known as tomols that provided good distribution. They could also be utilized for whaling. In this case, Beths father was not at home during the day. He would only come in the evening tired and hungry. Her step mother took advantage of the situation and ensured that Beth never had time to talk with her father privately. Therefore, she could not manage to communicate with him and tell him how she was mistreated. Therefore, Beth could go to her mothers grave and cry the whole day. She wept and wished her mother was alive, so she could be eating and playing like other girls of her age. In the evening, Beth would go back to the house and pretend that everything was alright. The step mother behaved as if she loved the two daughters as her own.
Figure 1. A photo showing Chumash people fishing. Among them, there is Beths father
The greatest mistake occurred when the richest young man in the village reported to Beths father early in the morning. This was the man that every parent admired and wished he could marry their daughter. Surprisingly, the young man had been admiring little Beth without her notice. He wanted to ask her father for his daughters hand in marriage. When the man got into the compound accompanied by his father and two elders, Clares mother hoped that they had come for her daughters marriage. She had done everything in her capability to ensure that Clare looked beautiful. She bought expensive clothes and jewels for her. She did not want her to do any work as she could get dirty and tired. In fact, she ensured that the young man saw her daughter every time she wore beautiful clothes. She befriended the young mans family and visited them regularly with her daughter so that the young man could meet her. Unfortunately, the young man was never interested in Clare. In fact, he did not even notice her mothers concentration that was directed at him. The young man was an anthropologist who used to collect long Chumash bags. The two of the premium assortments were in Washington, DC, Smithsonian Institution and the Mankind Museum in Paris, France. The Natural History Museum located at the Santa Barbara was supposed to have the biggest Chumash baskets collection. Therefore, he had enough money to woo any girl of his choice. He chose Beth and was determined to marry her.
The mother could not imagine that Beth was the one to be married by her dream son-in-law. To make matters worse, the rich man promised to bring dowry that would satisfy the entire Chumash tribe. This was bitter in the eyes of Clares mother to hear that her enemy would be prominent in future. In her heart, she had preserved that man for her own daughter. She despised Mother Nature for its cruel nature. She was not ready to witness Beths wedding. Since her husband loved Beth more than Clare, she knew that all concentration would be taken to her daughters home when she got married to the rich man. Therefore, something needed to be done quickly.
A photo showing a basket that the young man collected
Figure 2. A photo showing a basket that the young man collected
On this important day, Clares mother had an evil plan. She had been thinking of a plan that would help her eliminate Beth. She called her daughter and asked her where she slept on the bed. Innocently, Clare told her mother that she slept on the entrance while Beth slept next to the wall. Surprisingly, mother told Clare they should exchange sleeping positions for that night only. Beth was the one to sleep on the bed entrance while Clare was to sleep next to the wall. Clare asked her mother why they had to exchange sleeping positions as they had been sleeping that way for a long time. Her mother was not ready to answer that question, but reminded her daughter that it was an order that had to be obeyed.
When the two sisters went to bed, Clare requested her sister to exchange sleeping positions with her. Beth asked her why she preferred sleeping near the wall and she was always afraid of spiders. Clare was not ready to say that it was her mothers order. Therefore, she told her sister that she just felt like sleeping there. Beth did not argue. She comfortably agreed with her sister and they exchanged the positions. Clares mother put some herbs in the house to prevent her husband from waking up. Herbs utilized in the Chumash traditional medicine comprising dense leave Yerba Santa were to maintain airways exposed to suitable breathing. The laurel sumac is the bark root that was utilized to create a tisane for discussing dysentery black sageand . Stems and Leaves of the plant made a robust sun tea. This was scrubbed on the sore area or utilized to immerse one's bases. The plant has diterpenoids like the aethiopinoneursolic and acid , which are pain relievers. The evil-minded woman used home herbs that made the family sleep without waking up. This way, she could implement her plan without being noticed.
At midnight, the cruel mother woke up and ignited a fire in the house. She made a strong fire and put a large pot of water. She waited patiently for the water to boil so that she could accomplish her evil plan. Fortunately to Beth and unfortunately to Clare and her mother, the house became very warm and hot. In this case, Beth in her sleep felt too hot. She unconsciously exchanged the sleeping positions that their mother had dictated. After boiling the water, Clares mother went to the bedroom to check whether her husband was still asleep. Luckily, she found him deep asleep as a result of the herbs she had used.
Happily, the cruel woman moved to the daughters room. She first confirmed whether they were asleep. She was as happy as a king when she found they had migrated to the dream land. They were in deep sleep and snoring loudly. The woman looked at the girls with joy as she knew that her daughter would inherit her fathers property. She would also be married by the richest man in the village. Everyone would look at her with admiration. This was all she had desired since she was married. The long struggle was soon coming to an end. A person who was expected to be a mother to a girl whose mother had died was just about to do something unbelievable.
Without wasting time, the woman took the girl that was sleeping at the bed entrance. She did not take time to check her face as she believed that her daughter had followed her instructions. Additionally, she feared that the girl would wake up if she uncovered her face. In a fraction of a minute, the merciless woman threw the sleeping girl in the pot. She covered the pot and comfortably allowed the girl to taste the boiling water. The poor girl had no time to scream. She immediately succumbed to the pain and died instantly. The vindictive woman kept adding firewood as if she was preparing a meal for an extended family. After two hours, she was convinced that the enemy was dead. She knew that she has saved her daughter and given her the best she could. Therefore, she removed the dead body and quickly went out and buried it in a deep grave that she had dug two days ago. She then returned to the house, put off the fire, and went to sleep. She could be hardly sleeping because she was extremely happy. This was her happiest day in life.
At dawn, Clares mother woke up earlier than usual. She prepared breakfast and served for the four members of her family that included her husband, her two daughters, and herself. She prepared sweet potatoes and sour porridge that was Beths favorite. The main aim was to pretend to be innocent and that she cared for her daughters taste. However, she did not go to the girls room to wake Beth to do her chores. Usually, the lazy woman was not preparing breakfast. Instead, she shouted to Beth while still in bedroom. Beth had to wake up early, prepare breakfast, and get ready to go to work immediately after her father left.
The most shocking thing in the womans life appeared when the breakfast was ready. It was about seven in the morning and her husband woke up. Coincidentally, the girl in the bedroom woke up and could not believe her eyes when she saw sunrays in their room. She used to wake up early before the sun rose. Therefore, she quickly discharged her night dress and moved to the table room. Clares mother could not believe her eyes. She stood up to confirm what she was seeing. Innocently, Beth went to her and bowed to apologize for waking up that late. Her father was already enjoying the palatable breakfast that his wife had prepared for him. He was shocked to see her wife stand up in disbelief. The shocked woman called out her daughters name, Clare! There was no one to answer. Beth started to explain how sorry she was for not waking up to prepare breakfast. She apologized to her step mother for oversleeping and promised never to do it again. However, the traumatized mother did not recognize any of the apologies. She hoped that she was in a dream that would immediately end so that she could wake up and face the reality. It was hard to imagine that she was seeing Beth. In her mind, it was not possible to have Beth in front of her eyes. She had already boiled Beth dead and buried her under the bananas in the banana plantation. How then could she be standing next to her apologizing?
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The traumatized woman turned to her husband and daughter. At this time, Beth and her father were worried about her behavior. Beths father asked her where she had left her sister. In response, Beth said that they slept together, but she had not seen her in the bedroom. However, she apologized to her father for waking up that late and said that maybe Clare had already gone to the river to fetch water. The traumatized woman had not said a word since Beth appeared. Her husband was surprised that she was not even asking about her daughter. Therefore, he went to the bedroom and checked on her. Clare was nowhere to be seen. He sent Beth to go to the river and check whether she was there. It was all in vain. Clare was not there. Tension was raised in the whole family. Beth and her father continued to search for Clare in the neighboring homestead, but did not find her.
All of a sudden, Clares mother broke the silence with a loud cry. She said that she wanted to kill Beth, but she had killed her own daughter. The villagers could not believe their ears. This was the most horrifying confession they had ever heard in their lives. Everybody thought that the woman had lost her mind because of her lost daughter. However, the traumatized woman took them to the banana plantations where she had buried her daughter in the name of the enemy. She cried and cried for her stupidity and jealousy. She boiled her daughter for two hours unknowingly. Her plan had overturned. Her step daughter was left to inherit her fathers property, while Clare, her own daughter, laid in the grave dead. It was all her fault.
The elders quickly met under the holy fig tree to decide on the matter. They had to think quickly before the entire village got into chaos. One of the wise men stood up and said that Clares mother should follow her daughter to the land of no return. All the other elders agreed with that decision as they could not allow a murderer of her own daughter to disgrace their village forever. They called upon the warriors to get the killer and bring her to custody. The warriors obeyed the orders and went for the woman. The whole village was called for an urgent meeting so that they could witness the brutal punishment that the murderer would face. The woman was brought and commanded to explain why she did that. The warriors gave her thorough beatings provoking her to speak the truth quickly. She narrated how she was jealous of her step daughter from the time she had married. She disliked her because she was hardworking, beautiful, and likeable. She broke into tears when narrating how she had tried to make the young rich man fall in love with her daughter, but it was all in vain. This is why, she decided to eliminate Beth and get Clare joy. She could not explain how she ended up killing her own daughter.
A photograph showing the elders listening to the womans story
Figure 3. A photograph showing the elders listening to the womans story
Everyone in the meeting started crying. They were ready to have the woman stoned to death. What she had done was not bearable. Therefore, they blamed her for the death of an innocent girl and for mistreating Beth. The woman was ready to be stoned to death. She was not ready to be forgiven as she could be unable to face the world with that shame. Fortunately, the elders said that the woman should not be killed. She was sent out of the village as an outcast. From that day onwards, the Chumash and Clares mother understood the meaning of the saying that goes Honesty is the Best Policy.
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Lilleshall Primary School
Working Together for Excellence and Enjoyment
Tuesday 26th January
LF: To write direct speech using the correct punctuation.
Now that you have learnt the rules for punctuating direct speech, I would like you to try punctuating some sentences of your own. Think of 3 questions that a reporter might ask Tranio and Livia and then write Tranio and Livia's responses.
Reporter: "How did you feel when you woke up and saw the city from the water?"
Tranio and Livia: "We were horrified! We didn't recognise our beautiful city anymore. The sky was thick with pumice and black with ash."
You can use the worksheet provided for this lesson or you can write on plain paper. If you would prefer to write on plain paper, use two different colours to show who is speaking (see my example above).
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Social Sciences > Life Forms > Perseids
This highly advanced species, which thrived under the Commonnwealth and whose members were indispensable to the efficient function of its institutions, was hit particularly hard by the civil war and subsequent collapse. Accustomed to relying on the High Guard for defense and without strong martial traditions of their own, the Perseids became easy pickings for Magog swarm raids, Nietzschean bandits, and other opportunists. The result was a massive reverse exodus as Perseids from throughout the Known Worlds retreated to their ancestral homeworld of Ugroth. The "Great Ingathering," as it became known, bought temporary safety for the Perseids, but in a devastating blow to galactic civilization, countless worlds suddenly found themselves without their most capable administrators, scientists, and teachers. Indeed, many historians regard the Ingathering as one of the most important precipitating factors in the fall of the Long Night. So while a few Perseid settlements survive and even thrive on planets such as Sinti, Hamsa, and Sparborth, the vast majority of the Perseid people live on their once-scorned homeworld. Ugroth, once nearly abandoned as the Perseids spread out among the stars, is now home to nearly 150 billion Perseids, making it the most densely populated world in known space.
Physical Characteristics
Perseids are striking, humanoid aliens found throughout the Commonwealth. Despite their black, featureless eyes and long bony chins, Perseids resemble Humans so closely that many believe that Humans are an offshoot of their race. Countless theories have been advanced throughout the ages to explain the kinship of the two species.
Reproductive Method
Perseids are bisexual by nature, with each individual capable of both fertilizing another and gestating young itself. When wishing to reproduce, two Perseids typically form a temporary pair bond in which each individual impregnates the other. The pair stays together until the birth of the offspring, who are then turned over to the Perseid government for rearing and retain only a cursory connection to their biological parents.
Perseids originated on the planet Ugroth in the Milky Way galaxy, but quickly colonized other worlds. Today, most Perseids have little if any physical or emotional connection to their ancestral home.
Social Characteristics
On their native worlds, Perseids govern themselves via meritocracy. Their Overseers are individuals scientifically chosen for their vast knowledge and superior intellect, and the Perseids' strong bureaucratic skills make them highly efficient administrators for the Commonwealth government as well. Initially absorbed by the Vedran Empire, the Perseids soon made themselves so valuable to their conquerors that they achieved positions of power and influence even before the Great Reforms led to the Commonwealth's establishment.
s, preferably sentient ones. The Magog "parent" then watches over the host for the time it takes for its young to hatch and eat their way out of the host organism, which in the process dies a slow, agonizing death. Interestingly, the resulting Magog young seem to contain small amounts of DNA from the host as well as the Magog parent. The rate at which Magog offspring grow to physical adulthood is believed to be a function of how much food is available to the young.
The origins of the Magog are shrouded in mystery. All attempts to trace the migration route of the Magog back to their place of origins have ended in failure. The Magog currently control large swathes of space in the Andromeda and Milky Way galaxies, but are barred by the Treaty of Antares from crossing the Quarantine Zone established to demarcate the edge of Magog territory.
Social Characteristics
Magog society seems to be little more than an aggressive all-consuming horde. The Magog produce no art, no music, no literature. It's not known how such an aggressive, uncooperative species could have developed the spaceflight capabilities and sophisticated technologies the Magog are known to possess. In fact, some researchers theorize that the Magog are not a natural species at all, but rather some kind of bio-engineered weapon, programmed to replicate themselves and destroy everything they come in contact with. But only the Magog know for certain, and they've steadfastly refused to answer questions regarding their own origins.
Gene Roddenberry's Andromeda Terms of Service | Contacts | Privacy Policy
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The sexual dimorphism of the mallard is among the most pronounced of all the vertebrates, affording a clear and unmistakable identification
Common Name: Mallard – From the Old French mallart from the Latin mallardus that is a combination form derived from the word male. The etymology is not well defined; it is likely that the distinctive plumage of the male duck is the basis for distinguishing the species with a name derived from “male of the wild duck.”
Scientific Name: Anas platyrhynchos – The generic name is the Latin word for duck which is ascribed to the Sanskrit ati meaning aquatic bird. The species name is from the Greek platy meaning flat and rhynchos meaning snout, bill or beak. Taken together the scientific name literally means flat-billed duck.
Potpourri: The sexual dimorphism of the mallard is among the most pronounced of all the vertebrates, affording a clear and unmistakable identification. The male drake’s iridescent dark green head, white neck ring, chestnut brown breast, brownish gray back and white flanks stand in stark contrast to the female’s maculation of buff, ecru and dark brown. The female mallard is referred to as a hen or more properly duck; the term mallard duck is speciously applied to the species absent the knowledge that mallard is its singular name. The brilliant plumage of the drake is actually an alternate breeding plumage; the normal plumage is called basic, or eclipse; the iridescence is transmuted to dark green and the body takes on a more camouflaged mottled coloration like that of the duck. In France, the mallard is known as the canard colvert, roughly translated as duck with the green feathers on the side of the head. In Spain, A. platyrhynchos is pato de collar, or duck with the collar, to emphasize the distinctive white neck ring.
The mallard drake is sexually aggressive. This may syllogistically (cause and effect) explain both the success of the species among the duck genera and also the social behavior of the mallards – the success of aggressive males in procreating transmits the aggression genes to succeeding generations. The mallard is nominally monogamous, a singular male-female relationship being established sometime in the fall; however, courtship type behavior can be observed throughout the winter, and paired males not infrequently pursue other females. During the spring mating season, there are several observed behaviors in a addition to monogamous mating that are suggestive of drake sexuality. Several males will chase after a single female to ultimately sequentially copulate; this is euphemistically called “rape flight.” Rape is considered to be a normal reproductive strategy among mallards. It is estimated that about ten percent of mallard drakes form same sex relationships, the homosexuality providing an outlet for their aggressive sexuality.
The mallard duck is deserted by the drake shortly after mating and builds a nest on the ground near water to lay about 10 eggs, her plumage affording camouflage. The ducklings hatch after about a month and are precocial, they can swim and feed themselves immediately. The nest is abandoned following parturition and the ducklings are cared for by the female, summoning the group with the characteristic quack known as the “decrescendo call,” a musical term for sound with gradually diminishing loudness.
The ubiquitous mallard is the progenitor of almost all domestic duck breeds and is native to North America and Eurasia. The Muscovy duck, a native of South America, is considered the only other genetic source for domestic ducks. It is estimated that the 23 million individual mallards that make up the global population range over about 10 million square kilometers (one tenth) of the earth’s land surface. The National Audobon society estimates that there are 13 million mallards in North America. The more northerly birds are generally larger than those in the south, an example of Bergmann’s Rule and they have smaller appendages, following Allen’s Rule; both adaptations the result of an evolutionary trend that favors adaptations that minimize heat loss in colder climates.
The evolution of the mallard is fairly recent, the genus Anas is thought to have originated sometime in the late Pliocene or early Pleistocene epoch, about two million years ago, probably in Siberia. Because of the recent and rapid expansion of the mallard, its phylogeny, or evolutionary relationship, is confusing. The various species of the genus are very closely related – for example the mallard and the American black duck (A. rubripes) differ in their mitochondrial DNA by only 0.8 percent. The net result is that the mallard can interbreed with some 45 other species of ducks. “Mallardization” of the global duck populations is a problem whose extent parallels the general spread of non-native species to new areas worldwide. Mallard-based domestic ducks that are introduced by aesthetically minded but misdirected humans to populate their local pond become feral; the resultant mallard hybrids are physically larger with a diverse gene pool. Introduced mallards interbreed with native duck populations to the extent that hybridization threatens to extirpate the species; it is estimated that 95 percent of New Zealand’s native gray ducks have been hybridized and that the Hawaiian duck has become completely hybridized on the island of Oahu.
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It’s Now or Never! The Meuse Argonne Offensive
In this activity students use ArcGIS online to interactively explore a layered map showing the phases of the American advancement during the Meuse Argonne Offensive. They will also look at a variety of embedded primary source photographs from the battlefield.
Guiding Questions
• How did geography and cultural landscapes impact American Expeditionary Force (AEF) advancements during the Meuse Argonne Offensive?
• What were some of the topographical/geographical obstacles the Americans faced?
• What were the American Expeditionary Force’s (AEF) objectives during the Meuse Argonne Offensive and how did these objectives change over time?
Learning Outcomes
The student will be able to:
• Explain how geography and German defenses impacted AEF advancements during the Meuse Argonne Offensive.
• Identify and explain how AEF overcame a number of “seemingly insurmountable” obstacles during the Meuse Argonne Offensive.
• Analyze images and primary documents to explain the significance of the Meuse Argonne Offensive in American history.
Instructional Procedures/Process/Teacher Notes
*Before using this lesson live make sure you test drive the online maps and check your technology functionality.
1. Pass out the “It is Now or Never!” student directions and student answer sheets to each student.
2. Have students go to and load, “It is Now or Never! The Meuse Argonne Offensive” web map. (Do not use Internet Explorer. It has compatibility issues with ArcGIS Online.)
3. Demonstrate for the students how to use the interactive map. If necessary distribute a copy of the Getting Started with ArcGIS Online handout.
4. Explain to the students that the Meuse Argonne offensive is the largest land offensive in US history and briefly explain where this battle took place. Explain that during the next 45 minutes they will interact with a web map to better understand the “seemingly insurmountable” obstacles the American Expeditionary Forces faced in helping end World War I.
5. Have students navigate the online map and activities using the “It’s Now or Never” instructions and student answer sheet. Monitor their progress by helping with technical support, map analysis, and primary source analysis.
When the students have completed the activity review the questions and answers by using the ArcGIS Online map. Key discussion points to cover while reviewing the answers should include, but not be limited to:
• The Meuse Argonne region was located in a very hilly area that was heavily fortified by the Germans. If the Germans broke through this area they could easily take Paris. Likewise, if the American and French forces could push the Germans out of this area they could deeply influence a surrender.
• This battlefield was a very large, highly fortified area full of towns, hills, trenches, roads, and railroads. The only way to take it would be to get out of the trenches and go on the offensive. Hence the name, Meuse Argonne Offensive.
• There were 5 important “heights” that needed to be taken in order to control this region. They were: Montfaucon, Romagne Heights, Heights of the Meuse, Argonne Forest, and Barricourt Heights.
• Day One the American forces gained a decent amount of ground while trying to take Montfaucon an important height that would allow the Americans to have a good view of the other four major heights in the area: Romagne Heights, Heights of the Meuse, Barricourt Heights, and the Argonne Forest.
• Phase One continued the AEF assault on Montfaucon and they also began to try to take the Argonne Forest (note Lost Batallion in the Argonne Forest)
• Phase Two witnessed the American Expeditionary Forces continue to advance on the Argonne Forest and the Romagne Heights.
• Phase Three witnessed the AEF continue to gain control of Romagne Heights, Barricourt Heights, and Heights of the Meuse. This phase will take nearly 4 weeks.
• Phase Four witnessed the Americans essentially chase the German forces to Belgium border. That is why so much ground is taken in only 10 days. The battle ends up ending on the 11th hour of the 11th day of the 11th month on November 11, 1918.
• The American Battle Monuments Commission was established at the end of WWI and one of the first monuments constructed was the Montfaucon American Memorial (Located where the “Primary Focus” marker is located on the ArcGIS Online map.) It consists of a massive granite doric column, surmounted by a statue symbolic of liberty, which towers more than 200-feet above the war ruins of the former village of Montfaucon. It commemorates the American victory during the Meuse-Argonne Offensive. On the walls of the foyer are an engraved map of the operations with a narrative and a special tribute to the American troops who served here (Which students read). The observation platform on top of the memorial is reached by 234 steps and affords magnificent views of this battlefield.
Students will complete the attached question frame and the teacher will review and grade their answers and contributions to the classroom discussion.
• If needed you can complete this activity using one computer and overhead projector.
• Complete any of these activities: Honoring Service, Achievements, and Sacrifice: A Virtual Field Trip; Geography is War: The Lost Battalion
Materials Needed
Computer with internet access for each student. Lesson can also be completed with one computer and projector as a teacher-led activity.
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From the book "Underground Bases and Tunnels, by Richard Sauder, Ph.D., ISBN 0-9644979-0-5
Nuclear Subselene Tunneling Machines On the Moon?
No discussion of government plans for secret tunneling projects would be complete without considering NASA's plans for tunneling on the Moon.
1980s documents from Los Alamos National Laboratory and from Texas A&M University (under contract to NASA) indicate that there are plans to use "nuclear subselene tunneling machines" to melt tunnels under the Moon's surface, to make living, working, mining and transportation facilities for a lunar colony.
A 1986 Los Alamos report calls for using a fission powered, nuclear subselene to provide the heat to "melt rock and form a self-supporting, glass-lined tunnel suitable for Maglev or other high-speed transport modes." The report recommends burrowing beneath the surface because of the harsh lunar environment. (This would apply to Mars as well. --SW) It further mentions that the tunnels would 'need to be hundreds, or thousands of kilometers long ..." The actual subselenes would be automatic devices, remotely operated. In 1986, Los Alamos estimated each subselene could be built for about $50 million and transported to the Moon for anywhere from $155 million to $2,323 million. The price tag may seem exorbitantly high, but rest assured that there is easily that much, and more, available in the military's "black" budget for covert projects. It should be noted that the report did not specify how the subselenes and their crews would be transported to the Moon. (Large, triangular combination jet/ion-drive powered 'antigravity' craft, or other advanced technologies generally unknown to the public? --SW)
A 1988 Texas A&M study outlined plans for a slightly different model of lunar tunnel boring machine. The Texas A&M "Lunar Tunneler" would employ a "mechanical head to shear its way through the lunar material while creating a rigid ceramic-like lining". Essentially, this kind of machine would be a hybrid, mechanical TBM (Tunnel Boring Machine) that incorporates elements of the nuclear powered subselene. Although the machine would be nuclear powered it would have a mechanical cutter head that would bore through the lunar subsurface. Just behind the cutter head would be a "heating section" that would "melt a layer of lunar material within the excavated tunnel to a depth of only a few inches. This molten material could then be cooled to form a rigid ceramic material suitable for lining the interior of the tunnel."
The Texas A&M designers considered a couple of different muck disposal schemes. The two variants of the first called for the muck to be transferred vertically to the surface and either dumped or "sprayed" into a tailings pile. The second concept called for the use of special, tunnel dump trucks that would carry the muck out of the tunnel and dump it on the lunar surface. The designers recommend use of a SP-100 fission reactor for power, using liquid lithium heat pipes of the sort developed by the Los Alamos National Laboratory for the nuclear subterrene.
A second Texas A&M study, released in May 1988, also recommended use of a lithium cooled nuclear reactor as the power source for a lunar tunneler. In the second tunneler design, there are no mechanical tunneling components. Instead, the cone-shaped, nuclear powered tunneler melts its way through the subsurface like a subterrene. Some of the melted rock and soil is plastered against the tunnel walls to form a glass-like ceramic tunnel lining. The rest of the melted muck (called regolith) is passed out of the back of the tunneler and then carried to the surface for the disposal by the dump trucks that follow the tunneler through the tunnel.
I don't know if there are nuclear tunneling machines secretly making permanent bases and tunnels on the moon. But NASA plans certainly give cause to wonder.
(And some of the images from the Clementine and Apollo missions of the numerous anomalous structures on the surface of moon, especially the near infrared images which Richard Hoagland believes show a network of structures both above and below the lunar surface, give even more cause to wonder. --SW)
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Know Noses
Know Noses lesson plan
• 1.
Find out all about noses. What parts do they have? How does the sense of smell work? Which animals have a keen sense of smell? Imagine a "super nose." What abilities could a "super nose" have? How would it look?
• 2.
Redesign human or animal noses to make them more sensitive, functional, or attractive. Draw a 3-D nose and all its parts with Crayola® Construction Paper™ Crayons.
• 3.
Cut out your super nose with Crayola Scissors. Fold the paper to make your nose stand up.
• 4.
Glue your super nose and its parts to another paper with Crayola School Glue. Air dry.
• 5.
Write words and phrases around the nose to convince people about its exciting new and improved attributes. Ask someone to help with spelling if you’re not sure about a word. Create a store display of new noses that people and other animals could purchase.
• Children identify the parts of a nose and how they enable the sense of smell.
• Children design imaginary new, improved noses for humans or other animals.
• Children use persuasive language to make their new noses appealing.
• Work in groups to create games about your new noses. You could create guessing games and quiz games in which you match noses to different functions.
• Design new noses using Crayola Model Magic. Create nose masks and paint in exciting colors. Write commercials using persuasive language, then wear nose masks while selling the new product to classmates.
• Do similar constructions with ears, eyes, or mouths. Or choose pets such as dogs and cats, and find out about their sense of smell.
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Photo by Karen Ferguson
Reserve Design
Reserve design is a flexible process involving the planning and creation of a nature reserve in a way that effectively accomplishes the goals in question.There are very many factors that have to be taken into account when designing this. It requires an individual plan taking all the factors and goals into account.The "reserve" can be used either to keep animals in, or to keep animals out of certain areas. Reserve Design: "An intelligent, wise, and caring way to establish genetically viable, ecologically well-adapted, and naturally self-stabilizing populations of wild horses and burros. These would be left to live in peace, be born, grow to maturity, and pass on in the wild, thus contributing their remains to the natural community that sustains them. Reserve Design is an important branch of Conservation Biology" (Peck 1998; Downer 2010).
Wild Horse Reserve design solution - Downer
Equine Contraception for wild horses
pZP (Porcine zona pellucida)
pZP means porcine zona pellucida. Zona pellucida is a glycoprotein which is found wrapped around mammalian eggs. One of these glycoproteins, ZP3, is a critical receptor protein for sperm and therefore key to the fertilzation of the egg. The pZP vaccine is derived from porcine (or pig ovaries) and therefore, when referring to the antigen used in the vaccine, it is called pZP. The immunocontraceptive vaccine uses the pZP antigen to create an immune response. The immune system of the inoculated animal will produce antibodies to ZP. These antibodies competitively bind to the ZP surface matrix thus blocking sperm from being able to bind and therefore preventing fertilization.
References -
Gonadotropin-releasing Hormone Vaccine (GonaCon-Equine)
This immunocontraceptive vaccine uses gonadotropin-releasing hormone (GnRH). The hypothalamus releases GnRH which stimulates the release of luteinizing hormone (LH) from the anterior pituitary. The gonads produce testosterone and progesterone in response to LH stimulation, which stimulate the production of sperm and oocytes. When an animal is injected with the GnRH vaccine, anti-GnRH antibodies bind to endogenous GnRH, preventing it from binding in the anterior pituitary and releasing LH. As a result, production of testosterone and progesterone is decreased, and reproduction is reduced.
References -
Reimmunization increases contraceptive effectiveness of gonadotropin-releasing hormone vaccine (GonaCon-Equine) in free-ranging horses (Equus Caballus):Limitations and side effects - Baker et al
Evaluation of a single-shot gonadotropin-releasing hormone (GnRH) immunocontraceptive vaccine in captive badgers - Cowan et al
GnRH Vaccine - Mc Cue
Long-Term Efficacy of Three Contraceptive Approaches for Population Control of Wild Horses
Vaccination against oocyte-specific growth factors (OGF Factor)
Oocyte growth factors are proteins that influence the development of oocytes (egg cells) in the ovary. The one-treatment vaccine formulation being researched would induce an immune response to the oocyte growth factor proteins (called GDF9 and BMP15). The idea therefore is to cause permanent sterilisation of the mares
Effects of immunization against bone morphongenetic protein-15 and growth differentiation factor -9 on ovarian function in mares - Davis et al
Oocyte growth factor vaccine study - United States Department of the Interior Bureau of Land Management
© Brumbies Forever 2020
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Definition of Tracheal Worms (Oslerus osleri) Oslerus osleri (formerly named Filaroides osleri) are parasites that infect the respiratory tracts of many mammals, causing a localized irritating and inflammatory reaction. They have been located in South Africa, New Zealand, Great Britain, France, India, Australia and the United States, and probably in other places as well. Oslerus osleri have been identified in mink, polecats, squirrel monkeys, cats, dogs and a number of Australian marsupials, among other species. While they are sometimes referred to as “lung worms,” Oslerus osleri actually infect the lumen and lining of their host animal’s trachea and larger bronchi. The lumen is the central cavity or hollow channel on the inside of a tube or tubular organ. The trachea is the tube-like organ that connects the mouth, nose and throat to the lungs; it is commonly called the “windpipe.” Bronchi are the large passageways that transport air from the trachea to and through the lungs. Tracheal worms are fairly small. They usually ranging from about 5 to 15 millimeters in length. The females tend to be larger than the males. Causes of Tracheal Worms (Oslerus osleri) Tracheal worms do not require an intermediate host to complete their life cycle. In other words, they live most if not all of their lives inside of their canine hosts. This is called a “direct lifestyle.” Dogs become infected with Oslerus osleri through several routes. Puppies can become infected with tracheal worm larvae from the saliva of their mother, while she is licking or cleaning them. Dogs also can become infected by eating regurgitated food and by ingesting larvae from infected feces. Trachael worm larvae can be transferred through airway secretions, as well. Oslerus osleri larvae enter the dog’s small intestine. They molt and migrate through the bloodstream into the trachea and bronchi, where they mature into adults. The worms trigger an inflammatory reaction inside the dog’s upper respiratory tract, which causes fibrotic nodules (lumps) to form inside the trachea. Eggs laid by adult tracheal worms hatch into larvae inside these thin-walled nodules and can be quite irritating. They are coughed up and swallowed by the infected dog, where they again land in the small intestine. The larvae are then either excreted in feces or migrate back to the trachea and large bronchi. Symptoms of Tracheal Worms (Oslerus osleri) Despite their small size, tracheal worms can cause fairly severe illness in some companion dogs, while in others the signs are mild and nonprogressive. Dogs with tracheal worms may develop one or more of the following symptoms: Cough (usually persistent/chronic, dry/unproductive and Difficulty breathing (dyspnea; respiratory distress) Wheezing sounds when breathing in (on inspiration); mild to Panting (usually not pronounced except in advanced cases) Exercise intolerance Retching (may be productive; may bring up white or blood- Skin inflammation (dermatitis; rash; uncommon) Dogs At Increased Risk Individual dogs can be infected with tracheal worms, but more commonly Oslerus osleri infection is a kennel-wide problem. This reportedly is especially true in large groups of greyhounds, although the reason for this particular association is not clear. Tracheal worms are seen mainly in young dogs less than 2 years of age. When they infect older dogs, these parasites often cause no significant symptoms. Diagnosing Tracheal Worms (Oslerus osleri) In most cases, tracheal worms in dogs go undetected. When signs do show up, the diagnosis often can be made by finding the parasite eggs or larvae in fresh fecal samples. Unfortunately, Oslerus osleri larvae are often sluggish and only periodically shed in an infected dog’s stool. This makes bronchoscopy a better diagnostic technique. Bronchoscopy involves inserting an endoscope, which is a wand-like medical instrument with a camera on its tip, down into the dog’s trachea. The camera enables the veterinarian to see the small, thin-walled, cream-colored growths that contain the parasites and protrude from the lining of the trachea. Sometimes, larvae can be seen peeking out from those nodules. The veterinarian can brush the nodules and examine the brushings under a microscope, either in a saline solution or in a special stain, to identify tracheal worm larvae. If this is not diagnostic, she can also use the endoscope to snip out and retrieve (biopsy) a small sample of affected tracheal tissue for submission to a diagnostic laboratory. Chest X-rays (thoracic radiographs) can sometimes be helpful, especially if the infection is advanced and the nodules caused by the parasites inside the trachea are large and obvious. Finally, the lining of the trachea can be washed with a special solution, which is then drawn back into a syringe or tube and analyzed microscopically for the presence of tracheal worm larvae. This procedure is known as a trans-tracheal wash. Treating Tracheal Worms (Oslerus osleri) Treatment protocols for tracheal worms in companion dogs are still somewhat experimental. Some of the medications that have been used include albendazole, fenbendazole, levamisole, thiabendazole, thiacetarsamide sodium, diethylcarbamazine, prednisone and ivermectin. Some of these have been used successfully in combination with surgical removal of the parasitic nodules. However, removing the nodules is no longer widely recommended, because there typically are so many of them. Treatment with drugs alone (chemotherapy) often makes the dog feel better and shrinks the size of the parasitic nodules, but it usually does not eliminate all of the worms. There still is no one accepted treatment program for dogs with tracheal worms. The attending veterinarian is in the best position to recommend an appropriate treatment protocol and advise a dog’s owner about the correct drug, dosage and duration of treatment for tracheal worm infection. If the dog has become dehydrated, it may need to be supplemented with intravenous or subcutaneous fluids until proper hydration is reestablished. Prognosis The prognosis for dogs with tracheal worms is usually quite good, provided that appropriate treatment is administered for the proper length of time. Most veterinarians recommend repeating fresh fecal examinations monthly for up to 6 months, to look for the presence of eggs or larvae. Unfortunately, the outlook for young animals that develop pneumonia and/or prolonged and severe bloody diarrhea is guarded.
Source: http://www.loomaarst.ee/wiki/images/c/c9/Tracheal_Worms.pdf
Master cbf main fund
The CBF Church of England Investment Fund Annual Report and Accounts Year to 30 November 2007 Contents 1 Report of the Trustee 3 Report of the Investment Manager 5 Statement of Ethical Investment Policy 6 Report of the Independent Auditors 7 Net asset value, share price range, net distributions, share prices and total expense ratio 8 Statement of total return 8 Statement
International whiplash trauma congress 2005
INTERNATIONAL WHIPLASH TRAUMA CONGRESS (IWTC) 25 en 26 februari 2005, Breckenridge, CO, USA Verslag, Deel I Aankomst in Breckenridge ´Hello sir, how are you today ?`, is de standaard begroeting in America, ook al is de dag bijna ten einde. Ik kom laat in de avond aan in m´n hotel Mountain Lodge, in Breckenridge, een voormalig mijnstadje nu wintersportplaats in de Amerikaanse sta
Copyright ©2018 Sedative Dosing Pdf
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What is Riba
What is Riba?
• Ribâ is generally defined as Interest
• Semantically ribâ means an excess or an addition
There are two types of Ribâ:
• Ribâ An-Nasia – Interest on lent money. Ultimately, the concept of Riba depends on the specific financial institution following Shariah. Some believe that any interest is Riba, while others only believe it is unlawful if it is sneaky or done in a evil way to hurt someone. Most Islamic finance lessors believe that Riba can be charged up to the current value of inflation in the country the loan is completed in. This is believed because the person asking for a loan should return the time value of the money they receive. This doesn’t allow the lessor to earn an excessive amount of money, but is an act of good faith. Riba An-Nasia is ultimately interest paid on money that was loaned to someone.
• Ribâ Al-Fadl – Taking a superior thing of the same kind of goods by giving more of the same kind of goods of inferior quality, eg.,dates of superior quality for dates of inferior quality in great amounts. Ultimately, during an exchange of goods or agreement, it is unlawful for an uneven number of items or items at a different quality to be exchanged. This means if the borrower or buyer wants to give the seller something a little extra, even if it’s at a different quality, it’s forbidden. Most of these type of transactions are considered barter; thus many believe that this practice is acceptable.
The IjaraTM transaction avoids not only both types of Riba but also Gharar
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wmacostspring2021 project 6
Project by group wmacostspring2021
Explore The purpose of this experiment is to determine the impact of light in the germination growth rate of seeds. Type of light(lamp, sunlight-control, none) is an independent variable. We know seeds will most likely germinate in conditions of sunlight, but not how they will germinate under a lamp light vs. no light. Will there still be the same outcome?
Research Question What will the average germination be considering the condition of light, using lamplight, no light, and sunlight? Will these impact the length of the roots?
Predictions Under these three conditions, more seeds will germinate under the lamplight than no light. Null Hypotheses: Under these conditions, there will be no difference between light and no light on germination.
Experimental Design 1. Saturate the cotton in water 2. Place cotton with 5 seeds(raddish for emma and norah) on top in each bag 3. The bag under the dun will be the control b. One in no light c. One in the lamplight 4. Observe which seeds germinate, the length and how well. Calculate percent germination at the end
Investigation Theme WOS
Grade Level High School Students (Grades 9,10,11,12)
Teacher Name Diana Cost
School Name Wilbraham Monson Academy
Session Spring 2021
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Printable version | Disclaimers | Privacy policy
The seventh letter in the Roman alphabet, G, was created by the Romans because they felt that C was not an adequate letter to represent both /k/ AND /g/. G, which at this time took the place of the letter Z, came to represent the sound /g/. As the sound /k/ did, /g/ also developed palatal and velar allophones which is the reason why today, G has different sound values in all Romance languages and English (due to French influence).
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Scotch broom
Scotch broom is a highly invasive weed. Infestations are found in NSW, including alpine and subalpine areas.
Scotch broom (Cytisus scoparius subsp. scoparius). Also known as broom, broomtops, common broom, English broom, European broom, Irish broom, Scotchbroom, Scottish broom, Spanish broom The common broom, also called Scotch broom or English broom (Cytisus scoparius) is a perennial shrub native to western and central Europe. Broom plants are a type of pea that have been cultivated for their ornamental features. Several species of broom have been introduced to Australia and have become widespread invasive weeds in the southern states.
Scotch broom (Cytisus scoparius) , Montpellier broom or Cape broom (Genista monspessulana) and flax-leaf broom (Genista linifolia) were collectively listed as Weeds of National Significance in 2012. These three broom species are widespread across southern Australia, where they invade native vegetation and agricultural lands forming dense infestations that cause significant environmental and economic impacts.
Scotch broom
Scotch broom (Cytisus scoparius) is a large shrub, up to 4 metres, with bright yellow flowers. Plants usually have numerous straight young branches which gives the weed its common name. It occurs mainly in cool temperate regions, at high altitudes or along the edges of watercourses. In New South Wales large areas of native vegetation have become infested with the weed. It is particularly prevalent along the Great Dividing Range in areas such as the Blue Mountains, Barrington Tops, Kosciuszko National Park and the Central and Southern Tablelands.
Why is scotch broom a problem?
Scotch broom is difficult to control. It is highly invasive and spreads rapidly because it:
• produces many seeds and can tolerate dry summers
• forms dense, shaded thickets which can inhibit and exclude native plant growth, leading to its complete dominance of the understorey and eventually the canopy
• can infest agricultural pastures and reduce grazing areas
• can provide shelter for pest animals such as pigs and horses, threatening native animals and plants
• can alter soils by increasing nitrogen levels
• can alter fire regimes and restrict access to infested areas.
Scotch broom is one of the major weed threats to the alpine and sub-alpine areas of Australia. The weed is spread mainly through cross pollination but also by animals, humans, farm machinery and in water ways, such as creeks. Scotch broom has been listed as a Weed of National Significance and threatens many threatened species across NSW.
The invasion and establishment of Scotch broom is listed as a key threatening process in NSW.
Managing scotch broom in our national parks
The NSW National Parks and Wildlife Service (NPWS) uses an integrated approach to manage the weed, combining different control methods to achieve the best results and minimise its impact on native plant species.
Scotch broom management is guided by the Broom Management Manual (PDF 15.4 MB) which provides information on biology, ecology and effective control of the brooms listed as Weeds of National Significance and highlights other new and emerging broom weed threats. It also includes advice on planning, holistic management, restoration and monitoring, as well as case studies that provide real examples of the successes and challenges of broom weed control.
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Many Issei (first-generation Japanese immigrants) began as sharecroppers. Others sought to buy land, but the Issei had to overcome obstacles preventing them from competing with white farmers. California and other states passed alien land laws prohibiting Asian immigrants from purchasing or leasing agricultural land. There were ways around the discriminatory laws: an Issei father could put the property in the name of his American-born child, or issei could form corporations in which a majority of the shareholders were American citizens. Despite the alien land laws, Issei farmers played a significant role in West Coast agriculture. In the years just prior to World War II, Japanese American families grew 35 percent of the produce in California. By the 1920s, Japanese Americans supplied 75 percent of the produce and half the milk to the Puget Sound region.
Industry and employment (392)
Agriculture (594)
Related articles from the Densho Encyclopedia :
Seabrook Farms
594 items
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loader image
Neanderthals evolved further north than us humans. They had to deal with a colder climate at the best of times. At the worst of times, they were dealing with several full-blown ice ages. This forced them to adapt, and they eventually evolved many features to deal with this cold1.
Macaques are the second most successful primate (after humans, hooray for overpopulation). Some species have also headed north, encountering similar tough environments that forced Neanderthals to evolve.
So, you guessed it, those macaques have also been evolving.
In fact, new research by Buck et al. reveals they’ve accumulated many similar adaptations to Neanderthals. Some of these are also shared with other cold-adapted human populations2.
Part of me hopes Buck et al. haven’t discovered all the similarities between macaques and Neanderthals. Maybe we’ll also find out that those ancient humans loved to splash about in hot springs just as much as the monkeys.
Icy macaques
The chilly monkeys in question hail from Japan. There’s a lot to like about the country, but in this case, the islands are interesting for featuring several different environments. That meant Buck et al. could compare monkeys living in warmer climes with those from further north in the island chain.
Or rather, they could compare monkeys that used to live in those different environments, since the 80+ macaques studied here were all long dead. Which is handy for research, since monkeys tend to be much more compliant as skeletons.
These groups ranged from Yakushima, one of the southern Osumi islands, to the famous macaques in Nagano, in the north of Honshu. Much of this geography might fly over your head, but you’d probably recognise the monkeys in question. They Nagano group are the ones which love to play about in the hot springs.
Asides about cutesy monkeys aside, the other great thing about monkey skeletons is you can take some very accurate anatomical measurements. Which Buck et al. did to see if there was a climate influence on how these different populations were adapting.
Climate and primates
The main trends Buck et al. noticed was size. Macaques living in a colder climate were generally smaller than their cousins in warmer homes. In particular, this extended to the limbs which were relatively short in colder species.
Neither of those trends is particularly surprising. They’re key adaptations to reducing the surface area of the body, which is a great way to reduce heat loss. As such, these changes are so common in cold-adapted species there’s a whole biological rule about it. As such, the fact that humans and Neanderthals living in cold climates also have these features isn’t that shocking2.
The face also follows a similar pattern. The more north you go, the wider and flatter the macaques’ face was. This is similar in both northern humans and Neanderthals and is the result of that same biological rule2. Wider faces help create a rounder braincase, reducing its surface area and thus heat loss3. This can be quite significant since the brain burns 1/4 of your caloric intake. So be sure to wear a hat if you want to stay toasty.
My rather unscientific comparison between cold/warm adapted monkeys (wireframe) and their analogous human species. Key similarities include facial width and a big nose
Humans rule
All in all, these difference seem fairly expected; with all these species following a similar pattern for similar reasons. But this general trend is just hiding the really interesting results.
See, whilst we all adapt to the cold in the same way, humans and Neanderthals can travel much further north before our body has to change. Japanese macaques have to change their body and face to deal with the climate, whilst Japanese people don’t. Thanks to technology, they can survive just fine without any evolution. Clothes, fire, shelter, etc. all serve to insulate us from the cold2.
This is particularly impressive given the rather luxurious fur these macaques have. Clothes, it turns out, are still better.
Sure, this is a great excuse to pat ourselves on the back for being awesome. We can use our brains to do adapt to environments it takes evolution millennia to deal with. But it also represents a great opportunity to find out more about our ancestors.
You see, pinning down the development of things like clothes, hair loss, or even fire can be quite difficult as most of the evidence disappears. But if you can start to make inferences based on anatomy – which sticks around a lot longer in bone – then we have the potential to fill in these gaps. Did this group of humans have a narrower face than expected? Maybe they’d invented clothes!
Or, like the macaques, maybe they’d found a lovely hot spring to hang out in.
1. Wroe, S., Parr, W.C., Ledogar, J.A., Bourke, J., Evans, S.P., Fiorenza, L., Benazzi, S., Hublin, J.J., Stringer, C., Kullmer, O. and Curry, M., 2018. Computer simulations show that Neanderthal facial morphology represents adaptation to cold and high energy demands, but not heavy biting. Proc. R. Soc. B285(1876), p.20180085.
2. Buck, L.T., De Groote, I., Hamada, Y. and Stock, J.T., 2018. Humans preserve non-human primate pattern of climatic adaptation. Quaternary Science Reviews192, pp.149-166.
3. Hubbe, M., Hanihara, T. and Harvati, K., 2009. Climate signatures in the morphological differentiation of worldwide modern human populations. The Anatomical Record: Advances in Integrative Anatomy and Evolutionary Biology292(11), pp.1720-1733.
Related posts
Leave your filthy monkey comments here.
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yellow line
Canadian History Badge
(Discover the World)
by Sarah Bruekherr
Preschool: Do three requirements including the two starred *
_____1.* Where is Canada? Learn who the Indigenous people of Canada are. What do they call themselves in their own language? Prior to colonization, how did they live? What did they live in? What did they wear? What did they eat? How did they make things?
_____2.* When did Europeans first start exploring Canada?
Level 1: Do four requirements including the two sta...
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kids encyclopedia robot
Hoplodactylus facts for kids
Kids Encyclopedia Facts
Quick facts for kids
Duvaucel's gecko.JPG
Duvaucel's gecko (Hoplodactylus duvaucelii)
Scientific classification e
Kingdom: Animalia
Phylum: Chordata
Class: Reptilia
Order: Squamata
Family: Diplodactylidae
Genus: Hoplodactylus
Fitzinger, 1843
See text
Hoplodactylus is a genus of gecko endemic to New Zealand, one of the seven genera of geckos found only in New Zealand. Hoplodactylus comprises two species of large to gigantic brownish lizards, one extinct and one surviving only on predator-free islands.
Species in this genus (now spit into several genera) tend to have rather dull colouration with little variation on a generally brown/grey theme, although mottled greens are seen in some species, notably the forest gecko (Mokopirirakau granulatus). The one exception to this rule of general drabness in colouration is the striking "herring boned" colour pattern of green, brown, black and white that is displayed by the "Harlequin Gecko" (Tukutuku rakiurae).
Although generally species of this genus cannot compete with those of Naultinus in terms of their vivid and beautiful colouration, Hoplodactylus species do have the ability to subtly change their skin colour pattern to give better camouflage, thus reducing the risk of predation. "In some of the Hoplodactylus species, the ability to change colour provides a supplementary method of thermoregulation"(*1). When basking in cold conditions they can darken their skin to increase the amount of heat absorbed and conversely they can lighten the shades in hot weather to reflect more light and keep cool. All species in this genus have more or less nocturnal activity patterns in contrast to the solely diurnal nature of Naultinus species and unlike species in the latter genus, are not purely arboreal and will forage on the ground.
Hoplodactylus species do not have prehensile tails and are thus generally less reluctant to drop them when disturbed by predators than species in the genus Naultinus.
Many species of the genus Hoplodactylus also have toes that are broader and more expanded than do their relatives in the genus Naultinus.
The key differences between New Zealand's two endemic gecko genera are summarised in the table below
Hoplodactylus Naultinus
Mainly grey-brown Mainly green
Nocturnal Diurnal
Terrestrial - sometimes on tree trunks Arboreal: on foliage
Active-prey-searching Sit-and-wait predator
Fast moving Slow moving
Can change intensity of skin colour Skin colour intensity cannot be changed
Wide, non-prehensile tails - readily shed Narrow, tapering prehensile tails - reluctantly shed
Wider toe pad to assist climbing smooth surfaces in some species Thin toe pads adapted for grasping twigs and foliage
*references used for this table;
Hoplodactylus duvaucelii is the largest species of gecko remaining in New Zealand, although due to predation by introduced mammals such as the brown rat their range is at present restricted to pest-free offshore islands.
The extinct kawekaweau/Delcourt's giant gecko Hoplodactylus delcourti was the largest known gecko in the world. It was first described in 1986, though the only known specimen was collected in the early 19th century but was overlooked in a French museum for more than a century.
Species list
kids search engine
Hoplodactylus Facts for Kids. Kiddle Encyclopedia.
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Shriveling grape berries on severely water-stressed vines mysteriously begin expanding again at veraison, even while the leaves are wilting.
For years, wine grape growers have been discouraged from applying irrigation near harvest for fear of diminishing fruit quality. Recent discoveries by Washington State University scientists have debunked that theory as well as another long-held belief about grape physiology.
Since the mid-1980s, grape physiologists believed that the xylem inside grape berries broke down at veraison, said Dr. Markus Keller, Washington State University viticulturist. This was based on a "not very focused" photograph showing what was thought to be damage to the xylem at the base of the berry. Previous experiments had shown that dye infused at the shoot base was taken up by the xylem and moved throughout the berry before veraison. But the same dye infusion made after veraison was always confined to the brush area of the berry, he explained.
"The xylem rupture theory became accepted truth."
A discussion Keller had with a winemaker brought to a head the xylem theory and the widely accepted belief that berries increased in size from late irrigations. "They cannot both be true," he recalls saying to the winemaker. "Either the textbooks are right, and the berries don’t mind irrigation at all because the berries don’t get bigger. Or the textbooks are wrong," he said, adding that after the Âdiscussion, he lost a few nights of sleep.
By working backwards with the dye and infusing it into the stylar end of attached berries, Keller, visiting Australian scientist Jason Smith, and WSU viticulturist Dr. Bhaskar Bondada showed that the grape berries remain hydraulically connected to the shoot. They found the infused dye moved throughout the berry and recycled back to the leaves when it was applied to the top of the sliced berry.
There’s a widespread belief that rain or irrigation close to harvest may increase berry size and cause a dilution of solutes, like sugars, acids, tannins, and such, or even result in cracking or splitting of berries, Keller said. "In Europe, this belief is often written into law, and irrigation is prohibited or strictly restricted."
There’s also the notion that rain close to harvest is bad for fruit quality. "That notion is true," he said. "But it’s also been believed that irrigation is the same as rain."
By water-stressing Merlot and Concord vines before and after veraison, he found that berries shrank in size when stressed before veraison, only to "pop back up like balloons" when they were rewatered. However, vines stressed after veraison did not plump back up–the shrinking berries merely stopped shrinking when watered again. "There was not an increase in berry size, except for one Merlot berry that began changing color and gaining volume before rewatering," he said.
"It made no sense," Keller said, puzzled. "Here, the leaves were wilting, and one berry was getting bigger."
That one berry led to Keller’s research paper published in the Journal of Experimental Botany, a paper that has changed grape physiology textbooks around the world. Put simply, as sugar production increases inside the berry, the phloem and xylem act as conveyor belts, moving sugar in and excess water out of the berry. The hydraulic pressure inhibits the dye infused at the shoot from moving into the berry, which is why earlier experiments didn’t detect dye throughout the berry.
Losing tonnage
"The problem was that the textbooks and the winemakers have been wrong," Keller said, explaining that late-season irrigation did not result in any increase in berry size. Irrigation did, however, keep the berries from shrinking further, although the difference would not be noticed with bare eyes.
Grape growers withholding late-Âseason irrigation were losing tonnage, even if the shrinkage was hard to discern, he said.
The growers were losing crop and hurting their plants because the vines need to start putting reserves down for the coming year to become cold hardy. Irrigation late in the season allows growers to maintain quality–especially during hang time while they are trying to get more flavors in their grapes–and have bigger crops. For the grower, that’s huge."
Wine-growing companies like Gallo and Ste. Michelle Wine Estates already have made changes to their late-season irrigation practices based on the new findings, Keller said. Gallo is now applying water when grapes reach 20° Brix to maintain quality and tonnage, although Keller said that he would probably start Âirrigation earlier around 15 ° Brix.
Keller is quick to point out that he is not advocating "overwatering" wine grapes. Growers must monitor shoot growth and not apply so much water that shoots begin growing vigorously.
For late-season irrigation, he recommends that growers wait until all the berries have turned color after veraison and then apply water–but not so much that shoot growth is stimulated.
Keller and WSU graduate student Marco Biondi did find a difference between rainfall, overhead sprinkler irrigation, and furrow or drip irrigation. When attached berries were dipped into small cups of water late in the season they expanded, absorbing the water.
"You can have a terrible cracking problem, especially in Concord grapes," Keller said, adding that they rarely got wine grapes to crack in their study, although they only experimented with a few varieties (Merlot, Cabernet Sauvignon, and Chardonnay). "But with Concords, they just popped."
Most wine grapes are already on drip irrigation, but many juice grapes are still under sprinkler, he said. "I encourage juice grape growers to switch from sprinkler to drip if cracking is an issue."
Once Concord berries begin to crack, their volume increases, and sugars leach out of the berries. In his studies, Concords at 16° Brix were reduced to 2 ° Brix after berries soaked in water for five days.
"I’m not so concerned about our dry climate and cracking from rainfall, but for juice grape growers in New York, Pennsylvania, and Michigan, it’s a different story."
A WSU postdoctoral scientist in Keller’s lab, Dr. Pradeep Shrestha, is further studying sugar accumulation inside the berry, looking at cells and cell walls. Keller also hopes to have another graduate student continue these studies. Thus far, Âlaboratory studies have been funded through the Northwest Center for Small Fruits Research, but he doesn’t have Âfunding to conduct field studies.
He said he has no idea if the hydraulic connection concept applies to other fruits, but noted that Dr. Matthew Whiting, stone fruit horticulturist at WSU’s Prosser research center, plans to look at the concept as it relates to cherries. 
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"url": "https://www.goodfruit.com/late-irrigation-is-good-for-grapes/"
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Just Before The Start
This original art from David Story depicts the pits at the Indianapolis Motor Speedway in the moments leading up to the start of an Indianapolis 500 during the 1920s. The following words were also provided by David.
The race track now known as the Indianapolis Motor Speedway was the vision of Carl G. Fisher. In time, what was an overgrown 320 acres on the edge of Indianapolis, became known as the “Greatest Spectacle in Racing,” because of Fisher’s vision. He was an entrepreneur, a businessman and race car driver—and was the driving force behind the creation of the speedway. He envisioned the need for a proving ground for burgeoning American auto manufacturers where they could test their products and race against the best competitors from around the world.
The 2.5-mile oval track consists of four corners which are 60 feet wide, a quarter-mile long and banked at just over nine degrees. The turns are connected on the north and south ends by “short chutes” one-eighth of a mile long. A 50-foot-wide front and back straightaway five-eighths of a mile long connected the turns.
The original surface of crushed stone and tar couldn’t withstand the pounding wheels of the race cars, so Fisher had the entire Speedway paved with bricks. Hence the name “The Brickyard” came into being and remains its nickname today. It required 3.2 million bricks, each grouted with cement, to complete the resurfacing of the track.
Shorter races were held in 1909 and 1910 ranging from one to 200 miles. Speedway management soon agreed that one major event each year would be better. It was decided that a 500-mile race would be run on Memorial Day in 1911. The race posted a purse of $25,000, an unheard-of sum for the day.
Just Before the Start.jpg1.64 MB
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"url": "https://www.firstsuperspeedway.com/photo-gallery/just-start"
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Home Page
30.04.20 - History Task
Today Neil Oliver is going to tell you about Viking Trade.
First watch the video and then complete the work. You can always watch it again if you need to.
Viking Trade
1. Imagine that you were going to set up a museum display to tell people about Viking Trade. Think about the artefacts that were shown in the video. Which artefacts would you include in your museum? Draw them and write labels to go with them.
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"edu_score": 3.53125,
"fasttext_score": 0.037030160427093506,
"language": "en",
"language_score": 0.9436894655227661,
"url": "https://www.thornhillsch.net/300420-9/"
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Asian elephants distinguish the calls of feline predator species
In order to conduct their research, they set up speakers around villages near the Bandipur Tiger Reserve and Wayanad Wildlife Sanctuary in southern India. These speakers played the pre-recorded tiger and leopard growls whenever the elephants tripped an infrared beam. The results were very interesting. Thuppil and Coss determined that the elephants eventually retreated cautiously from both predator playbacks, but they were able to differentiate between the two species and the levels of danger and thus their immediate reactions differed. The wild elephants quietly dodged tigers that could harm their calves but aggressively growled and trumpeted at leopards.
Speaker at the Bandipur Tiger Reserve (courtesy of Vivek Thuppil)
Speaker at the Bandipur Tiger Reserve (courtesy of Vivek Thuppil)
This study can perhaps be used as a conservation technique to deter elephant crop raiding (at least in areas with tigers). Crop raiding has increasingly become an matter of concern in India because farmers often go to any lengths necessary, such as using electric fences and firecrackers, to keep elephants away from their crops. As a result, hundreds of deaths have occurred as well as the loss of many crops because of these elephant-human encounters. Local farmers could potentially use tiger recordings to scare off elephants, but as Thuppil and Coss stated, many more studies will have to be conducted to determine the feasibility of this possible conservation technique.
You can see videos of the elephants’ reactions to both tiger and leopard recordings here:
(in response to a tiger growl)
(elephants audibly vocalizing at a leopard recording!)
ResearchBlogging.orgThuppil, V., & Coss, D. (2013). Wild Asian elephants distinguish aggressive tiger and leopard growls according to perceived danger Biology Letters, 9 (5) DOI: 10.1098/rsbl.2013.0518
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"language": "en",
"language_score": 0.9405447244644165,
"url": "https://maximus.trunksnleaves.org/2013/11/09/asian-elephants-distinguish-the-calls-of-feline-predator-species/"
}
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Besides an overly complicated political system, Belgium is also known for its chocolate and beer. The latter also make up for the sh*t weather we get most of the time. But, climate change is there to endanger the future of our national points of pride. Cocoa supply, on the one hand, will soon fall short, while the key bacteria in the Brussels air to produce the famous Lambic beer are going extinct.
More than enough reason for Belgian-based beer multinational AB InBev to do its share in reducing its environmental impact. For four years, they have been testing and refining a new brewing method aimed at cutting energy and water usage in their research brewery in Leuven. And it seems the effort paid off. Get yourself a beer from the fridge and read on!
The bubbles in beer are normally obtained during a boiling process. Ab InBev had to think out of the box to generate the bubbles in a less energy and water intensive way
One of the crucial steps in brewing beer is the boiling process. It introduces the bubbles in the beer and initiates the fermentation process. Boiling is (what a surprise) an energy-intensive process. On top it also costs a lot of water that leaves the factory via the steam vent. Reducing water and energy consumption was easier said than done: during decades of brewing they simply had already optimized the process to its limits. There was only one way to solve this seemingly unsolvable problem: ditching the boiling process altogether.
That required a serious dose of out-of-the-beer-crate thinking. In the end, “Boiling is the sacred formula of beer brewing”, the R&D director of AB InBev told the Guardian. Luckily, it could count on its small army of scientists and laborants (Leuven has a high density of smart people**) to create the bubbles in a different way that would still ensure the characteristic taste of our favorite Belgian beers.
The solution lies in heating up the beer to just below the boiling point and subsequently blowing CO2 or nitrogen through it to generate the bubbles. After proof-running the technique in the research facility in Leuven, it was piloted in the brewery of Jupille (Belgium) and Magor (UK). The results are great: a considerable reduction in energy consumption and an 80% reduction in evaporation of water. AB InBev estimates the implementation of the new technique in all of their factories will lead to 5% greenhouse gas emissions of the company and a water usage reduction by 1200 Olympic swimming pools per year.
From now on, there will be 80% less steam coming from the AB InBev brewery in Leuven, where the Stella Artois beer is brewed
Since they know in Leuven that sharing is caring, the company pledged to help other breweries become more sustainable by licensing the technique. Small breweries get the license for free, while larger ones will have to pay a fee, which AB InBev will reinvest in innovation and research to further green up the production of beer.
Make no mistake: there is a long way to go before such a giga-brewer can be called sustainable. Opposite to local craft breweries, the big guys typically don’t source their ingredients locally if they can get it cheaper elsewhere, and are directly or indirectly contributing to mono-crop agriculture and possibly unfair wages for farmers. Despite that, each step forward should be celebrated. With a good Belgian beer of course. Cheers!
** the fact that I am from Leuven doesn’t mean this statement is biased in any way
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"language_score": 0.9522954821586609,
"url": "https://the-shift.org/brewing-beer-the-better-way/"
}
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Can you say these English sounds? Practise saying words like peach and beach which contain the consonant sounds /p/ and /b/.
Task 1 - learn new words
Task 2 - grouping
Task 3 - practice
Practise saying these sentences:
• Can you see a black cab?
• I don’t like peas.
• That’s a clean bath!
• Have you got a pin?
Say this sentence which contains lots of words with /p/ sounds.
• ‘Peter Piper picked a peck of pickled pepper.'
Write a tongue twister using the /p/ and /b/ sounds.
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"edu_score": 3.578125,
"fasttext_score": 0.9810276031494141,
"language": "en",
"language_score": 0.8897365927696228,
"url": "http://esol.britishcouncil.org/content/learners/skills/pronunciation/beach-or-peach"
}
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Aaron McGeehan/Victor Tangermann
Eat Up!
Scientists Create Enzyme That Devours Plastic at Incredible Speed
byDan Robitzski
9. 29. 20
Aaron McGeehan/Victor Tangermann
The new enzyme breaks down plastic six times faster than the previous best one.
Super Enzyme
As plastic waste increasingly coats the planet, a growing number of scientists are exploring new ways to break it down to its core molecules so it’s less damaging to the environment.
Now, CNN reports, a team of scientists led by University of Portsmouth biologist John McGeehan say they’ve engineered an enzyme — that means a molecule that kickstarts chemical reactions — that can break down plastic faster than any other. There’s more work to be done, but it’s an encouraging sign for efforts to curb the pileup of plastic waste.
All Hands
The new enzyme can make its way through plastic six times faster than the previous plastic-devouring enzyme developed by members of the same team, according to research published Monday in the journal PNAS.
“We were actually quite surprised it worked so well,” McGeehan told CNN, though he added that the enzyme is “still way too slow” to be helpful at any meaningful scale.
All Hands
To make the new enzyme, the team borrowed a trick from the biofuel industry, according to CNN: stitching two effective enzymes together to make an even more powerful one.
It turns out that mixing a new enzyme called MHETase in with the existing plastic-eating enzyme PETase speeds the process up two-fold, and connecting the two triples their speed on top of that. Combined, they could someday serve as the basis of a much more effective plastic recycling program.
“We’re looking at huge energy savings,” McGeehan told CNN.”
READ MORE: Scientists create ‘super enzyme’ that eats plastic bottles six times faster [CNN]
More on plastic waste: A New Kind of Plastic Could Be Recycled Indefinitely
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"language": "en",
"language_score": 0.9145768880844116,
"url": "https://futurism.com/the-byte/enzyme-devours-plastic-incredible-speed"
}
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Macassan Influence On Aboriginal People
Macassan Influence on Aboriginal
From the mid 1700s to 1906, hundreds of Macassans from the Indonesian island of Sulewesi visited the shores of northern Australia. They were fishermen and they fished for the sea slug called trepang, also known as beche-de-mer.
This was a prized delicacy in Chinese cuisine.
Each year the Macassans would come. They would stay in northern Australia for approximately five months before heading back in April of each year when the winds changed to the south-east.
Macassan Settlements
Along the sheltered beaches of the Arnhem Land coast in the Northern Territory the Macassan fishermen set up settlements not far from the shallow waters where the trepang was collected. Here they established processing plants.
Rows of stone fireplaces were built which supported the cauldrons in which the trepang was boiled. The second stage of the processing involved burying the trepang in the sand. It was smoked and then packed ready to be taken back to Macassar and the markets in Asia.
A lively trade went on between the Macassans and the local Aboriginal people. The Yolngu of northeast Arnhem Land exchanged turtle shell, pearl shell and cypress timber for knives, axes and tobacco.
Macassan words crept into the local language and there were Macassan influences in the local art and ceremonies. The dugout canoe and Macassan pipe were introduced.
Some children had Macassan and Indigenous Australian parents and today there are Aboriginal families with Macassan ancestors and relations. Some even travelled back to Macassar.
The remains of Macassan camps can be seen along the northern coast and are usually marked by tamarind trees which grew from seeds left behind by the Macassar visitors.
tamarind tree
The Australian government put an end to these visits by the Macassans in 1907 because they became a threat to the pearling industry.
Barlow, Alex & Hill, Marji The Macmillan Encyclopaedia Of Australia’s Aboriginal People. South Yarra, Vic, Macmillan, 2000.
Hill, Marji First People Then And Now: Introducing Indigenous Australians. Gold Coast, The Prison Tree Press, 2017.
Horton, David,ed. The Encyclopaedia of Aboriginal Australia:Aboriginal and Torres Strait Islander History, Society and Culture. Canberra, AIATSIS, 1994.
c. Marji Hill
Author: First People Then And Now: Introducing Indigenous Australians.
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"language_score": 0.9290170073509216,
"url": "https://firstpeoplethenandnow.com/macassan-influence-on-aboriginal-people/first-people-then-and-now/"
}
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Maori Wood Carving
In some respects, carving is the written record of a people who, until the nineteenth century, knew nothing of writing. Carvings preserve much of the history and culture of Māori.
Though Māori carving differs substantially from other Pacific carving it seems certain that the basic patterns were brought to New Zealand by the Māori from their ancestral homeland of Hawaiki. The distinctive style of Māori carvings is partly due to the isolation of the Māori from the rest of Polynesia. An abundance of timber such as tōtara and kauri provided a perfect medium for carving, as did an ample supply of pounamu (greenstone or jade).
The highly competitive iwi (tribal) system in New Zealand which existed at the end of the eighteenth century probably acted as a spur to the production of superior houses, canoes, ornaments and weapons as a matter of prestige. However, the greatest advance for the art of the carver came with the introduction of steel tools in the late eighteenth and early nineteenth centuries.
Carvings cannot be ‘read’ in the European sense. They are a record of tribal affairs and pay deep respect to ancestors, history and the people for whom they are prepared. The protruding tongue, as used in the haka (war dance), is intended as a symbol of defiance, determination and strength.
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"fasttext_score": 0.16026276350021362,
"language": "en",
"language_score": 0.9632737636566162,
"url": "https://amykern.blogspot.com/2012/11/maori-wood-carving.html"
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State Historical and Architectural Reserve
Khotyn war in 1621.
The most famous and the most important historical event that took place under Khotyn in the XVII century, in 1621 was a war between the Turks and the Poles, then owned vast territory of Ukraine and in which the crucial role played by Ukrainian Zaporozhye Cossacks headed by Hetman Petro Konashevych Sagaydachnogo.
The initial stage of Khotyn war between Poland and Turkey was Tsetsorskih 1620 war.
In early August 1621 the Turkish Sultan Osman AI concentrated under Khotyn nearly 160 thousandth army, which had more than 300 guns, a large number of camels, mules, horses, four elephants fighting. Poland at the time was able to counter the Turks, only 35 thousand army led by Jan Chodkiewicz. The first of the two armies fighting forced the Poles recall the recent Tsetsoroy mistakes and ask for help from the Zaporozhye Cossacks. Cossack Council decided to provide assistance to the king sent an embassy headed by P. Sagaidachnogo. Sorokotysyachnym the Cossack army under the leadership of hetman J. Warts gone to Moldova to meet the enemy. In addition to spray the Turkish forces, it was decided to intensify military operations in the Black Sea, which was sent to about 10 thousand. Zaporozhtsev.
The focal point of the fighting has become a fortress m. Khotyn where Poles took up defensive positions. This hurried P. Sahaidachny which King verbally promised to meet the requirements of Ukrainian. Not finding Cossacks under Khotyn, he went to meet them, the road was wounded and nearly fell into Turkish captivity, and still managed to break into the Cossack camp was at that time near Mogilev. Here Cossacks, disgruntled unsuccessful leadership of J. Warts in the Moldavian campaign, convened parliament, which threw him from the Hetman and sentenced to death. New Hetman Sagaidachnogo chosen again.
September 1, 1621 Cossack army came under Khotyn.
September 2 Sagaydachnogo headed over forty thousandth troops, engages in battle with the Turks. Sultan top of his troops to send Ukrainian realizing that breaking Sagaydachnogo can win the war. All day, from early morning until the evening were fierce battles. The fight was so brutal that the night could hardly stop it. Turkish artillery shelled continuously Zaporozhye trenches. Tatars violently attacked the advanced detachments of the Cossacks tried to cut them off from the rest of the troops. But the Cossacks bravely withstood the blows huge Turkish army, the enemy inflicted heavy losses to shake their confidence.
September 4 Sultan began a new offensive. Now he directs his numerous horde then the Cossacks, then the Poles, but again received a decisive rebuff. Turks continuously shelled Cossack regiments from large-caliber guns. Proficient in fighting Jan Karol Chodkiewicz admitted that "all my life heard such a roar of guns."
Skillfully maneuvering, Sagaydachnogo got positional advantage over the enemy, appearing not expected for this location, thus it demoralized the enemy army, and later directed the course of events toward the total defeat of the enemy.
From morning till evening, and then, with a few interruptions, and in the following days were bloody battles. The Cossacks held out, despite the fact that the enemy is much higher than their strength. Cossacks succeeded courage, skilful military tactics. They used their actions night raids into the enemy's rear, which gave significant results. Repeatedly Cossacks led a sortie himself Sagaydachnogo.
Successful actions of Cossacks, skillful maneuvers Polish troops gradually saps the strength of the Turks. Osman AI completely confused. September 28, he decided to give a decisive battle. This is how the day of an eyewitness and participant of the Battle Jan Sobieski:
"More than 60 guns rattled continuously, the sky glowed,
and smoke in the air, the earth trembled,
moaning walls, rock disintegrates.
What the eye could see during the day, in order not to describe.
You can not express exactly what zeal courage
or rather despair fought both sides. "
Undoubtedly, the main role in this battle, as in the past, played a Cossack regiments. Having exhausted the Turkish forces, Sagaydachnogo led the Cossacks in the counteroffensive. The attack went and Polish troops. Sultan Osman was forced to conclude peace with Poland Khotin, which equates to defeat.
Khotyn war in 1621 was a turning point in the history of the Ottoman Empire. It struck his contemporaries as the number of troops took part in it, the scale of military operations, and the consequences. She dispelled the legend of power and invincibility of the Turks. Turks ceased to be an object of horror irresistible for many nations in Europe and Asia.
The victory at Khotyn saved Western Europe from the invasion of Janissaries, Cossacks and glorified Sagaydachnogo Hetman, whose authority as the commander has increased significantly. Khotyn battle made a strong impression on all the people and found a ready response in the literature. The songs of the heroes of this battle singing the Ukrainian people, the Polish poets have composed poems. Even on the distant shores of the Adriatic Sea on the heroism of Ukrainian and Polish soldiers he wrote to Croatian poet Ivan Gundulic, all participants in the war diaries copied. Polish poet Waclaw Potocki wrote a poem about Khotyn war, and Ukrainian writer Osip Macovei - story "Yaroshenko." On those events recalls Zinaida Tulub in his historical novel "Lyudolovy." Ivan Franko Khotyn about the meaning of victory, wrote that Turkey was defeated near Khotyn in 1621, the beginning of the slope of the zenith of its greatness and glory.
In ancient manuscripts preserved Ukrainian song:
"Oh glorious town Khotyn
The whole earth is a very nice "
Khotyn battle in 1673.
Khotyn during the second half of XVI - XVII century. It has frequently been the scene of fighting between the Polish-Cossack and Turkish troops. Located in Khotyn and sturdy stone castle built on the approaches to it earthworks allowed to conduct effective defense, and also to carry out under the cover of artillery, his crossing of the Dniester significant number of troops. Therefore, during the conflict opponents sought to use the strategic advantages offered Khotyn castle, especially in defense.
In September 1621 under Khotyn it took one of the large-scale military conflicts in Europe - the battle, which because of its durability called Khotyn war. In the battle against the army of the Turkish Sultan Osman II, together with the Crown and Lithuanian forces took part in the army of the Zaporozhye Cossacks led by Hetman Petro Konashevich Sagaydachnogo.
However, a very different event proceeded Polish-Turkish conflict in 1673, when Hetman Jan Sobieski planned the attack on the Turkish group, which was located in Khotyn as a reserve intended to cover the skirts and a possible attack on Galicia. Indeed, in August and September 1672 the Turkish sultan took Kamenetz Podolsk, and several other cities and fortresses. One of the reasons for the failure of the Commonwealth was that now she could not use the full power of the Ukrainian Cossacks, as it was in 1621, except for the part of the Cossacks, who supported Ataman Zaporizhzhya Sich, then - the Right-Bank Ukraine Hetman Michael Khanenko.
To regain lost ground, and the locks, the Polish troops had to smash the first Hotinskaya enemy force to cut off the Turkish garrison on the skirts of their supply bases in Moldova. Having collected thirty thousand troops from Poland and Lithuania, and calling upon the Cossack hetman M. Khanenko Right Bank, the Polish crown hetman Jan Sobieski moved in autumn 1673 to Khotyn.
November 10 the Polish-Lithuanian-Cossack army approached the castle and is located in the fortifications built by the Turks in 1621 and began to fire at the forefront of the enemy guns. Turks Hotinskaya group employs almost 40 000 soldiers, including 8 thousand. Janissary led four pashas, commanded by Hussein Pasha serasker. At the disposal of the Turks had 120 guns, and the Polish troops - 50. Surprisingly, Cossacks led by Colonel Motovidlom and German infantry general Denemarka went on the offensive and broke into the Turkish camp. Obviously, Sobieski had not expected such a dexterity and swiftness by the Cossacks and the Germans, so did not have time to focus on the direction of impact force required. The Turks managed to destroy the brave. Heroic death fallen Cossack Colonel Motovidlo General Denemark and captain Jarocki. But the next day, November 11, Polish artillery struck the Turkish fortifications and partially destroy them. This made it possible to break into the Turkish army in the camp and to counter-attack. Subsequently, the enemy was surrounded. Among the Turks there was panic, they fled to the Dniester where there was a wooden bridge connecting Khotinsk and Podolsk riverbank. However, unable to bear the weight, broken cities and thousands of Turks were killed in the river. The defeat was complete. 20,000 Turks were killed during the battle, 6,000 fugitives were drowned in the Dniester, 10,000 Turks reached Kamenetz, but on the way they have destroyed the rebels and Podolsk Cossacks Wallachians that managed to swim across the Dniester, and a pursuit of the enemy. The loss of the Polish-Lithuanian-Cossack troops were relatively small, but among the dead November 11, 1673 was a young nobleman Stepan Orlik, father of the future Hetman Orlyk.
The victory of Jan Sobieski under Khotyn launched military glory of the commander, whose ancestors belonged to the Ukrainian gentry, and his father was a royal commissioner in Khotyn war in 1621. This victory gave the Polish crown hetman Jan Sobieski, which the Poles called the "Sun King".
Although the battle in 1673 did not have such historical significance as the events of 1621, it also affected the intensification of the struggle of the peoples of Central Europe against Turkish aggression.
Battle elephants and camel cavalry.
In the battles of Khotyn fortress used different types of modern weapons at that time. Military chiefs of the Ottoman Porte even used elephants and camel cavalry. These exotic animals that have not seen the majority of European soldiers, with a loud roar and tramp madly rushed towards the enemy and could frighten the most courageous warriors.
However, under Khotyn "secret" weapon of Turkish sultans did not meet expectations due to the courage of the Ukrainian Cossacks and Polish soldiers.
Under the walls of Khotyn fortress there were many grand battles that for centuries defined the fate of European nations and the vectors of the foreign policy of many countries. Leaders of warring armies used by Khotyn and "outlandish" unprecedented kind of troops to demoralize the enemy soldiers.
These innovations, which had intimidated the enemy in the battle for Khotyn, belong to the fighting elephants and camel cavalry of the Sultan's army. For the first time the Turks used under Khotyn elephants and camels in 1621. Then the walls of the fortress of the Turkish sultan gave 160,000th army. It included four war elephants and several thousand camels. What kind of danger to the Cossacks Sagaydachnogo and Polish soldiers hetman Jan Chodkiewicz dormant these are generally peaceful, animals?
During the battle, the elephants have served as powerful rams that tore the enemy system, destroying the enemy, destroying fortifications. For fighting elephants specially trained. They could trample the enemy down, grab a soldier trunk and throw on the ground wield tusks. To their irritation elephants opriskuvaly red wine or mulberry juice.
I decided to use the elephants and the Turkish Sultan Osman II in. However, he managed to bring in only four Khotyn "combat units". This is obviously due to the remoteness of the Middle Dniester. To participate directly in the war elephants Khotyn war? Hard to say. Their use, in the presence of the Polish-Cossack troops firearms, could not bring the desired effect. Therefore, most likely, the elephants had to fulfill the role of intimidation and demoralization of the enemy. Special hopes are pinned on them to fight with the Polish and Cossack cavalry. For it is evident that the horses panic fear of the giants of the animal world.
As the course of the fighting during the war Khotyn, elephants are not frightened, and as they could make a mess of any elephants into the ranks of Ukrainian Cossacks? They've seen during sea voyages and attacks on the city of the Ottoman Empire. And the area under Khotyn does not promote the use of elephants, who need a smooth space, rather than the high banks of the Dniester River and deep ravines with hollows. And most importantly, can be frightened elephant Ukrainian Cossacks, who "and not afraid of the devil himself." Convinced of the impossibility of using elephants under Khotyn, Osman AI after the signing of the peace agreement one of them presented the Polish Prince Vladislav, and the other was returned to Turkey.
But the elephants, which are seen by Khotyn, remembered the Cossacks. They even went into the painting scenes on the broadside paintings and ceramic tile. In particular, on one of the tiles found at Umanschine, shows an elephant with a mahout. Here there is an explanatory inscription "elephant" and give the rest of the "16 ...", apparently in 1621.
Another animal, which should help the Turkish army of master Khotyn was a camel. Together with the army under Sultan fortress drove several thousand camels. They were used primarily as pack animals for transportation of troops and cargo, as well as entered into a special camel cavalry units.
This cavalry, as a kind of troops, appeared in the army of Arabs, Assyrians, Persians, Syrians, and other nations. For the "cavalry" was used generally females moved faster. An advantage of the animals was velocity. However, in the battles of Khotyn camels, like elephants, were not "secret" weapons, and did not help to win the Polish-Cossack army. Moreover, under the walls of the fortress from the gunfire and unfavorable lost a substantial number of camels. The Polish ambassador in Turkey Zbarazhsky Kristof wrote: "the soldiers themselves much poorer for the Khotyn war, because there are numerous amounts of lost horses and camels."
Attempts to use elephants and camels in the battle for Khotyn continued in the following campaigns. The Russian-Turkish wars of the XVIII century among the royal troops captured prey constantly featured hundreds of camels. For example, only one fight under the walls of the fortress in 1769 Commander (later Field Marshal) Prince Russian connection Prozorovsky captured "Turkish convoy took three flags, Pashinsky silver mace, 150 camels laden ..."
Europeans first became acquainted with war elephants during the Eastern campaign of Alexander the Great and V century BC. In the Battle of Gaugamela Persian king Darius IRS used fifteen elephants, and then in the battle against the Indian king's time of Alexander's army resisted for 200 elephants. Macedonians frightened elephants torches with fire Hamstring on his feet with the help of special axes.
After a few centuries, we met with fighting giants and the Romans, who had to learn the methods of struggle with the elephants Carthaginian commander Hannibal. To do this, they used pig scream that scares the elephants.
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The See Saw
By , February 2, 2020 7:08 pm
a) Evidence b) Argument
The analogy I use for balanced writing is the see saw. Both evidence and argument should be strong.
Evidence = historical details (proof)
Argument = explanations (reasons, persuasiveness)
If you don’t balance the see saw you can end up with writing that is:
a) Evidence-heavy: a list of information that doesn’t support anything.
b) Argument-heavy: a rant, an unsupported opinion.
Instead, what you want is information that is going somewhere: details that support a conclusion. Otherwise, what is the point of either?
Let’s Practice
See if you can identify my evidence and arguments in this (long) paragraph on why Augustus did not cause the decline of the Roman Empire. Note: there are supposed to be three of each.
Note paragraph structure:
TS = topic sentence
point 1
example 1
argument 1
point 2
example 2
argument 2
point 3
example 3
argument 4
CS = concluding sentence
Augustus did not directly cause the decline of the Roman Empire though he did establish some precedents that later became causes for decline. First, Augustus’ treatment of the Senate was fair: he took away Julius Caesar’s old appointees, making the patricians feel happier about being rid of those plebeian-friendly old pals of Caesar. While the Senate remained somewhat powerful, Augustus grew to hold just as much power as he shared power over the provinces with the Senate. He personally owned and controlled Egypt, one of the wealthiest provinces. This shows that Augustus was smart enough to please the Senate yet still give himself a lot of power. One of the long-term political causes of the fall of the Roman Empire in the west was the corruption of rulers. Over time the Senate became less and less important and more power was concentrated in the hands of the emperor who could be unscrupulous and devious. Even though Augustus never called himself emperor he certainly demonstrated emperor-like power when he removed the Caesar-friendly Senators and single-handedly decided that Egypt would belong to him. He wasn’t corrupt or devious; he was just smart enough to make it work in his time. Next, Augustus was very interested in reviving and promoting the old/traditional values of the Republic related to religion and family. He did this by pleasing the priests in many ways related to morality: taxing childless couples to push them to have more children; making an example of his daughter Julia by forcing her to marry to provide him with an heir and eventually exiling her for her immoral behaviour with men; and building 82 temples in Rome. These examples demonstrate that Augustus did not contribute directly to the decline of Rome in the area of religion because he promoted the polytheistic state religion of Rome, not Christianity. Christianity hardly existed at the time of Augustus. Later in the empire when the new religion began to spread among Romans, it grew and grew in popularity with plebeians who were suffering both socially and economically in the empire. It grew to the point that it made the polytheistic (or pagan) emperors upset when Christians would not sacrifice to the emperor. Persecutions increased until Constantine converted and gave a voice to Christians. Later, as Christianity became the state religion, people became confused and there was uncertainty as to the status of the old Roman values. Augustus cannot be blamed for this. Last, when it came to external and military affairs, Augustus can also not be seen as a direct cause of the fall of Rome. Though Augustus did spend money on troops and did send them to fight in many places, including against the Germanic tribes, he learned a lesson later in life that could have had a great effect on his successors: don’t expand. After losing legions against the Germanic troops, he wrote in his will that future emperors should not expand Rome because it was too dangerous. Once again one can argue that Augustus’ actions did not directly lead to the fall of Rome. It was not Augustus’ fault that later emperors, including his own immediate dynastic successors in the Julio-Claudian dynasty, did not heed his warning about the dangers of expansion. What later happened in the empire is that emperors conquered more and more land, causing them to have more and more troops to defend the frontiers. These troops were expensive to maintain. When Rome began to stagnate and emperors invited in Germanic troops who were paid to be in the Roman army, they might have foreseen that these troops would not be loyal to the Roman Empire. Augustus once again showed his smart mind by warning about the risks of expansion and thus should not be blamed for future emperors not seeing the consequences. Overall, for the most part Augustus is innocent of causing the later decline of Rome; the only thing he indirectly contributed to is gathering emperor-like power into his hands.
Comments are closed
Panorama Theme by Themocracy
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back to home
(lumbering icon)1925
In the spring the hewed timber was put into the water and made up into long, narrow sections called "strings." These strings were sixteen feet wide and from eighty to one hundred feet long. Large logs called "floats" were used for the outside. These floats were hewed on the inside and bottom only. Holes were bored entirely through these float logs about every ten feet apart, and strong oak or ironwood pins driven through from the underside with counter sunk heads. These pins stood up a foot or more above the top of the "float logs," and cross binding poles bored at both ends were dropped over the pins and wedged down firmly in place. The body of the string between the float logs was filled in with hewed timber, with the different lengths so placed that the ends would not come in the same line across the string, but would break joints. No holes were bored through these hewed timbers, but on each side of every cross binding pole holes about three inches deep were bored, on a slant away from the pole. Thin strips of tough, blue oak were bent over the binding pole, with one end in each of the holes mentioned. These strips were called "lug-downs." Plugs were driven into the holes to secure the lug-downs in place. These oak strips were almost as tough as leather and kept the timbers from slipping out of place, and also allowed the long string to bend in going over falls and rapids. To make the lug-down strips a straight-grained piece of blue oak was selected and sized to about one and a half inches square. The end of the square stick was then split in for a few inches. A hole was bored through a tree and the split end of the stick run into it. By bending the stick the splits would extend until it would be separated its full length into thin strips. After the timber reached market the lug-downs and plugs were cut off even with the face of the timber and for most purposes did not injure its sale.
After the ice had gone out of the river in the spring the strings of hewed timber were started down. The shaved shingles were piled up in the middle, with timbers along the sides, inside of the float pins, to keep the shingles from being washed off in rough water. Oars similar to those used later on sawed lumber rafts were used, one at each end of the string. After the strings had passed the falls and rapids of the upper river and reached a point where the width of the river channel would allow it, two or more strings were joined together into a single raft. Although there were other falls and rapids in the river, the most dangerous place was at Chippewa Falls. The present dam had not been built. The "falls" consisted of a series of rapids and eddies, the present dam being about in the middle of the original falls. Although the water was very rough, it was a common thing for experienced boatmen to run these rapids. I have myself run them, with my first wife and twelve bushels of cranberries in a birch-bark canoe. The worst place in the falls was about half-way down, where a large rock jutted out into the current. This was later known as the "Burned Rock." Adin Randall had tried to crack and remove it by building fires on it. He did not help it much, but later a part of the rock was blasted away.
below the Falls
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Above one’s pay grade
• Above one’s pay grade is an idiom that first appeared in the twentieth century. An idiom is a word, group of words or phrase that has a figurative meaning that is not easily deduced from its literal definition. Common idioms are words and phrases used in the English language in order to convey a concise idea, and are often spoken or are considered informal or conversational. An idiom can illustrate emotion more quickly than a phrase that has a literal meaning, even when the origin of the idiomatic expression is lost. Many English as a Second Language students do not understand idiomatic expressions, as they attempt to translate them word for word, which yields only the literal meaning. In addition to learning vocabulary and grammar, one must understand the figurative language of idiomatic phrases in order to know English like a native speaker. We will examine the definition of the phrase above one’s pay grade, where it most probably came from and some examples of its use in sentences.
Above one’s pay grade is a phrase that describes a situation that is outside one’s scope of responsibility, a decision that must be made by people of a higher rank. Something that is above one’s pay grade requires more knowledge than that person has, or more authority than that person can wield. Above one’s pay grade is an American idiom, stemming from the salary and wage compensation system used in the United States Armed Forces and the Federal Employee system. In the armed forces, the pay scale is contingent on a person’s rank and years of service. Several levels exists within most ranks. Federal employees are also compensated through a pay grade system, but it is much more complicated. The job titles of all federal positions fall under a certain classification, according to the pay grade system, which dictates the pay range. Whether the position is managerial, clerical or professional, the annual salary must fall within a salary range as dictated by the pay grade system. Very little bargaining is possible, as the rate of pay that one may earn while employed in a particular position adheres to strict guidelines. The grade system is divided into grades and steps, allowing for some flexibility in assigning the base salary of the starting salary of a new employee, which may be adjusted during a negotiation according to qualifications, education and experience. Being a veteran can help a candidate secure a federal job. Advancement involves a yearly evaluation determining accountability in relation to duties and responsibilities that have been fulfilled. This may result in a promotion, an action plan that outlines how the employee may improve his performance, or even dismissal. Another payroll incentive for an excellent worker is the bonus. Bonuses are awarded as part of a total compensation package when employees perform above and beyond their job description. In certain areas of the United States that are expensive to live in, a cost of living adjustment is added to one’s paycheck. The use of the idiom above one’s pay grade dates back at least to the 1960s, and originated in the United States Armed Forces.
“This is way above my pay grade but since I’m the one with access to communication, and some people seem desperate for official word, it’s safe to say that we will not have school tomorrow.” (The Northwest Florida Daily News)
Though Freeman said it was “above my pay grade” to determine whether the lineup needs some free agent help, it’s obvious Atlanta could use some more power in the cleanup spot. (USA Today)
On the question of whether animals go to heaven, Bishop Daniel begged off, saying it was “above my pay grade,” but that he sure hoped they do. (The New York Times)
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Our Shot in the Dark Bullet Striations Forensics Kit challenges students to analyze how striations, or striae, are created upon bullets when they are fired. Students will examine fired bullets and perform a web quest to learn about various features of bullets in Lab 1. They will measure detailed photos of evidence bullets, gather data, and form a hypothesis about the origin of the bullet. Lastly, they will conduct a mock trial to hold a suspect accountable for his or her actions.
Bullet Striations challenges students to think critically and to solve a crime using gathered evidence and analysis. Students will evaluate striations on provided bullets, in a web quest, and using pictures. They will collect data and calculations for comparisons on:
1. Diameter
2. Length
3. Weight
4. Number of Grooves
5. Number of Lands
6. Width of Lands
7. Rifling Twist
8. Color Variations
Students will also draw a detailed model of the crime scene bullet, answer thought-provoking questions, and prepare for a trial!
This kit provides students with a hands-on, collaborative learning experience using methods currently used by professionals in the forensics field. Link to kit below!
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Song of Roland Analysis
Song of Roland Analysis
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In The Song of Roland (1990), the author presents how Roland, a loyal vassal of King Charlemagne, sacrificed himself and all great vassals in the rearguard fighting the Saracens in order to protect Charlemagne from King Marcella’s ambush attack. Among almost three hundred lasses describing the intenseness of the war and braveness of the vassals, there are less than twenty lasses introducing and presenting the only two female figures in the text, Aude, and Bromimonde. By examining the text, we can establish an inference that the society described and praised women by their outer beauty rather than their intelligence. The author introduced and referred to both Aude and Bromimonde in the text as Roland and King Marcella’s wives indirectly reflected women’s weak social status during the medieval period. What is more, society considered females as the legal property of their husbands rather than strong and independent individuals? By comparing and contrasting Aude and Bromimonde from The Song of Roland, and the wife of a wealthy knight from The Nightingale, we can see the reflection of women’s role in the medieval period through their dependence, submissiveness, and loyalty.
At the introduction of the book The Song of Roland, the author did not focus on Aude’s outer beauty but rather on her nobility. Roland, for instance, earned his nobility by himself. On the contrary, Aude had guaranteed nobility subject to the fact that she was Oliver’s sister who is one of the Twelve Peers. Indeed, Aude drew her nobility from being Oliver’s sister. Notably, Aude qualified to marry Roland, the great vassal’s wife courtesy of her nobility. This example indirectly reflects the importance of classism in the medieval period, in which there was no such thing as “upward mobility.” Noblewomen married noblemen and peasants married peasants. A woman of inferior rank would never have been able to marry a nobleman. The social inequality for women is clearer in Aude and Roland’s political marriage, which were referred by author Ramey, “[Aude] has been a gift between noblemen, destined to be the wife of Roland, her brother’s best friend” (pgs. 234-235). Although we could see the political marriage, the text also shows that she loved her fiancé. Grieving and obeying his duty of fealty to Roland, Charlemagne offered his son to Aude in place of Roland when he informed Aude of Roland’s death.
“Sister, dear friend, you ask me about a dead man.
I shall give you a very fine replacement;
That is Louis, I do not know of better.
He is my son and he will rule my kingdom.”
How Aude killed herself, rather die than marry someone else, which goes against traditions in the Middle Ages—marry up/nobility. Not comply with tradition. (Love vs. politics, nobility, and status)
Through Aude’s action that she refused to live on and passed away the moment she knows the unfortunate of Roland. The author asserts that Aude loved Roland so much that she could not live without him. As such, she lacked the confidence and motivation to marry another man after Roland’s death. In other words, as her fiancé, Roland was the only hope, dream, and motivation in her life. Indeed, in a surprise move, Aude rejected Charlemagne’s marriage offer. Notably, Aude stopped from being submissive and became an independent decision-maker after her fiancé’s death. Aude made a personal decision to reject Charlemagne’s marriage offer despite her fiancé’s death. Aude was courageous to maintain her loyalty to her fiancé, Roland. This contracted the social conventions of the medieval era that allowed women to engage other men after their fiancé’s death. On the other hand, Queen Bramimonde is less conservative, unlike Aude who was a specific feminist.
After king Marislla died, Queen Bramimonde went to France as a slave. Out of her own will, Bramimonde soon converted to Christianity and changed her name. Although Bramimonde’s conversion symbolized the true victory of Charlemagne in the Battle of Roncevaux, the story implicitly criticizes women. The heroic figure, Roland or the anti-hero, King Marislla, both sacrificed themselves by fighting for their beliefs. On the other hand, the minute Queen Bramimonde saw the downfall of her country she redeemed herself by disowning pagans.
1. France—stronger victory
1. Feministic movement: changing her religion for her own benefit, regardless of the controversy.
After a close study of Aude and Queen Bramimonde, the author seems to imply that women in that period become less submissive and much more active and by taking control of their lives once they lost their husbands. It seems marriages were preventing women from being independent-minded. Indeed, the text shows that women depended on their husbands and fiancés for material, moral, and financial support. Subject to this dependency, women had to be submissive and loyal to men. However, we should not confuse the submissiveness and loyalty of women to men with the lack of an independent mind. Indeed, the widows redeemed themselves by changing their names, religion, and made important decisions. Ideally, women had the capacity to take full control of their lives after their husbands or fiancés’ demise. They had to be independent, provide for themselves, and pursue their destiny. For instance, we can see Aude and Queen Bramimonde becoming less submissive and much more active and by taking control of their lives once they lost their husbands.
In the medieval period, women assumed the role of a mother and wife in a family. Women had an important role in taking care of the children and husband. Indeed, women were to tend to their husband’s needs at all times. The marriage set did not allow women to divorce their husbands. Indeed, only a few reasons would have led to the dissolution of a marriage. In this context, women had minimal control in a marriage when husbands had full rights over their wives. As such, most women lived in loveless marriages and were subservient to men. The text, The Nightingale shows the wife of a wealthy knight and how weak women begun to gain independence (Shoaf 1). The two wealthy knights depict the position of men in the medieval period where power and fame were enough to find a wife. One knight married a wise, polite, polished, and valuable woman that seems to introduce an independent woman. The text also shows how the other knight used his goodness, fame, and wealth to lure a neighbor’s wife (Shoaf 1). Although this presents the woman as adulterous, it also shows how women began to make a decision regarding whom to love.
Seemingly, the married woman was in a loveless marriage and ended up falling in love with the knight subject to his wealth and fame. The “love affair” shows how women depended on men for material things. Moreover, the “love affair” disregarded the requirement for nobility in a marriage. Initially, men made women their property as we can see in the text, The Nightingale. The text refers to the husband as the lord and master of the married woman (Shoaf 3). The master was cruel and angry that his wife spends the night outside. He sought to protect his property by hatching a perfect plan to trap the nightingale (Shoaf 3). Indeed, he later trapped, killed, and threw the Nightingale at the woman. However, we can see the wife redeeming herself by taking up the body, mourning, and cursing all traitors that led to the Nightingale’s death. She took up the initiative of fixing the faith problem in her marriage (Shoaf 5). The decision to solve her marital problems shows how women gained independence to make important decisions in a family unlike in the early medieval period where I exercised ultimate power over women.
Works Cited:
Burgess, Glyn. The Song of Roland. New York, NY: Penguin Books, 1990. Print.
Shoaf, Judith. Marie de France. 1991. Web. 4 October 2014.
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Adverbs of Frequency
Simple Definition with Examples
An adverb of frequency defines the frequency of occurrence of an event. There are two types of Adverbs of frequency – adverbs of definite frequency and the adverbs of indefinite frequency. ‘Weekly’, ‘annually’, ‘daily’, ‘fortnightly’ are some of the examples of definite frequency adverbs. ‘Often’, ‘sometimes’, ‘infrequently’ and ‘rarely’ are some examples of indefinite frequency adverbs.
Go through the below sentences for example and try finding out the definite or indefinite adverbs of frequency on your own.
• He is used to commute daily by public transport.
• He rarely drinks tea.
• Rahul often visits the community temple to seek blessings.
• He was paid hourly for his services.
• The world is constantly under threat from pollution.
• He never reaches school on time.
• Many companies have a quarterly assessment of their balance sheets.
• The candidates were regularly informed through written correspondence.
• Our principal conducts weekly inspection of each class.
• If you don’t act responsibly, you will regret later.
In the first sentence ‘daily’ is an adverb of definite frequency as it provides a definite period of the occurrence of the incident- commuting. Now consider the second sentence. Does the word ‘rarely’ provide any fixed time frequency? It just means not too often or not frequently. ‘Rarely’ is therefore an adverb of indefinite frequency. Now go through the remaining sentences and practice on your own. For your convenience the answer for the remaining sentences are provided below.
Answers - often- indefinite frequency, hourly-definite frequency, constantly- indefinite, never-indefinite, quarterly-definite, regularly-indefinite, weekly-definite, later- indefinite.
Always, infrequently, usually, often, normally, annually, weekly, never, hourly, sometimes, never, hardly ever, constantly, continually, frequently, intermittently, fortnightly, periodically, rarely, regularly, generally, seldom, now, almost, eventually, quarterly, weekly, occasionally, later, then etc.
Examples/Exercises/Activities with Answers:
Complete the following sentences using appropriate Adverbs of frequency. Also mention whether they are Adverbs of definite frequency or Adverbs of Indefinite frequency. Verify your progress with the answers provided in the end of the exercise.
• He is _________ seen with his friends.
• You should rest ________ during sickness.
• I travel to my home town ________ on Saturdays.
• His performance was ________ assessed by the management.
• Christmas is celebrated _________ on 25th.
• At first he denied but ________ confessed the crime.
• Some Indian states have _________ witnessed earthquake since independence.
• I ________ check the status of my mailbox.
• I ______ miss my favorite sports event.
• The Sun will _______ rise from the West.
• Being a kind man, he _______ pays for the charity.
• We were ______ there when we lost direction.
• He wrote ________ to the trustee of the organization about the finances.
• Because of some technical problem the car was moving ________.
• After a long delay, _________ the flight landed.
• He was ________ speaking to his lawyer about the progress in the case.
• He is so scared of water that you will ________ see him swimming.
• You need to clear all your dues _______.
• He visits his grandparents’ ________.
• When I was a child I did not _______ travelled to my native village.
Answers- 1) usually-indefinite, 2) frequently-indefinite, 3) weekly-definite, 4) quarterly-definite, 5) annually-definite, 6) later-indefinite,7) periodically-indefinite, 8) hourly-definite, 9) rarely-indefinite, 10) never-indefinite, 11) regularly-indefinite, 12) almost-indefinite, 13) fortnightly-definite, 14) intermittently-indefinite, 15) eventually-indefinite, 16) constantly-indefinite, 17) ever-indefinite, 18) now-definite, 19) sometimes-indefinite, 20) infrequently-indefinite.
Exercises/Activities with MCQs and Answers
Try completing the exercises on your own, choosing the appropriate frequency adverb from the choices given, also determine its type- definite or indefinite frequency.
• I _______ switch off the lights before leaving the room.
1. never
2. always
3. seldom
• I only _______ get dressed up in traditional attire.
1. occasionally
2. never
3. always
• Hindus’ celebrate Deepawali _______ on the darkest night of lunar month.
1. annually
2. often
3. eventually
• There are many ______ buses running from Mumbai to Pune.
1. rarely
2. hourly
3. constantly
• The man who rows the boat, _______ has time to rock it.
1. often
2. hardly ever
3. seldom
• He complained _______ about the quality of food.
1. yearly
2. continually
3. generally
• However hard you try, __________ the things get out of control.
1. often
2. sometimes
3. never
• A thief will ________ accept his guilt.
1. never
2. ever
3. often
• He was instructed to visit the doctor ________.
1. always
2. seldom
3. fortnightly
• Due to the heavy traffic, I _______ take the metro.
1. often
2. rarely
3. seldom
• He _______ stays out of trouble.
1. occasionally
2. often
3. normally
• The Indian President’s cavalcade is _______ followed by his bodyguards.
1. rarely
2. generally
3. ever
• You should work hard ______ only you will succeed.
1. frequently
2. constantly
3. then
• He travels __________, always changing his location.
1. intermittently
2. rarely
3. ever
• I _______ speak to my best friend over phone.
1. seldom
2. frequently
3. hardly
• Even the best of men, _______ lose their cool.
1. sometimes
2. rarely
3. daily
• Ronit watches his favorite TV show ______.
1. daily
2. hourly
3. monthly
• Most skilled employees are paid ________ for their services.
1. monthly
2. yearly
3. rarely
• We should _____ contribute to the poor children on Children’s day.
1. surely
2. occasionally
3. yearly
• Those who know more _______ speak.
1. seldom
2. often
3. continuously
Answers- 1 (b), 2 (a), 3 (a), 4 (b), 5 (c), 6 (b), 7 (b), 8 (a), 9 (c), 10 (a), 11 (c), 12 (b), 13 (c), 14 (a), 15 (b), 16 (a), 17 (a), 18 (a), 19 (c), 20 (a).
Related Topics:
Adverbs of Reason/Purpose
Adverbs of Comparison
Adverbs of Comment and Viewpoint
Adverbs of Affirmation and Negation
Adverbs of Time
Adverbs of Degree/Intensity/Quantity
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Whitsundays History
Whitsundays History
The Whitsunday Islands were originally formed by volcanic action. However, after the last glacial period (30 to 50 000 years ago) the sea level rose, leaving the higher coastal peaks as islands.
The Aborigines of the Whitsunday Islands were called the Ngaro and are among the earliest recorded groups in Australia. Often called the 'Island People' their territory expanded north - south along the island chain.
They also inhabited the coast of the adjacent mainland. In their occupation as maritime hunters and gatherers, the Ngaro became well known as skilled navigators.
In 1770, the Cumberland Islands were discovered by Lieutenant James Cook. On Whit Sunday Lt. Cook sailed through and named the passage between the northern islands, the Whitsunday Passage. Later, once surveyed, the Cumberland Islands were divided into smaller groups - the Whitsunday Group, the Lindeman Group, the Anchor Islands and the Sir James Smith Group.
During the mid 1800s the Whitsunday Group were the first to attract the attention of the pioneers of the mainland coast. In the 1880s, grazing leases were granted for the islands. It was not until the 1920s that 'dreamers' built galvanised iron huts for guests. Cruise ship passengers rowed ashore for tropical fruits, tea and scones. The first day trippers from the mainland were the Prosperpine residents. They arrived on the island aboard the weekly mail boat.
In 1962, the islands became more accessible when the road from Airlie Beach to Shute Harbour and the jetty were completed.
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Then she changed her desk into a pig and back again. They were all very impressed and couldn't wait to get started, but soon realized they weren't going to be changing the fur-niture into animals for a long time. After taking a lot of complicated notes, they were each given a match and started trying to turn it into a needle. By the end of the lesson, only Hermione Granger had made any difference to her match; Professor McGonagall showed the class how it had gone all silver and pointy and gave Hermione a rare smile.
–– Harry Potter and the Sorcerer's Stone
I guess how is an intensifier in the sentence (OALD #5; similar to what #3). So the sentence would mean McGonagall showed the class Hermione’s match had gone all silver and pointy really fantastic. Is this right or do I have see other ways?
It's definition 1 in the dictionary you link to, "in what way or manner". You can replace it with that and the sentence will be approximately the same:
Professor McGonagall showed the class that it had gone all silver and pointy
The uses of how and what you describe (OALD how #5 and what #3) can't appear in this position. They appear in exclamative phrases.
Your Answer
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"url": "https://ell.stackexchange.com/questions/14086/what-does-this-how-mean"
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Pouncing is the behaviour utilised to capture prey and occurs when the cat is within close range of the prey. The cat adopts a crouching posture with the body close to the ground. The hind legs are moved slightly backwards and may tread (i.e. the hind feet are raised and lowered alternately, one at a time with increasing intensity). This movement can also be accompanied by swishing of the tip of the tail which is held straight out directly behind the cat. Together, these movements give the cat an appearance of swaying slightly from side to side. During this time, all senses are directed at the prey item; the eyes are fixated, the ears are directed forwards, the head is lowered and the neck is stretched forwards. At this stage, the cat may bob its head up and down slightly in a manner suggesting that the cat is judging the distance to its catch. The cat will then spring rapidly upwards and in a forwards direction, directing its outstretched front paws and mouth towards the prey. Usually, the hind paws will stay on the ground, however occasionally they can leave the ground, although this is usually only in long grass (Bradshaw, 1992; Leyhausen, 1979) or during an attempt to catch a bird that has taken flight. A successful pounce will lead to a clean capture of the prey in one or both of the front paws and on occasion, a direct capture using the teeth.
This photograph illustrates the spring upwards and forwards part of the pounce where the cat aims to capture the prey with its paws.
The following video illustrates a pounce on a mock prey item (a catnip mouse). Consider the other behaviours that precede the pounce (e.g. stare at prey and flattening of the body) and note that the pounce only occurs when the prey item (mock or real) is in close vicinity to the cat.
Watch the following video and see if you can count the number of pounces?
Do you think you guessed correctly? Watch the following video to find the answer.
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Stewardship and the Rainforest
3, 4, 5
This lesson will familiarize students with the concept of stewardship and the practice of that stewardship by problem-solving what an individual or group can do to take care of our natural environment. While written for a Catholic Elementary School, this lesson may be easily adapted for public school use.
Lesson Rating
PrintTwo Thirty-Minute Class Periods
The learner will:
• after reading a piece of literature, define rain forest, use rain forest-related vocabulary, and name flora and fauna that live in the rain forest.
• write a description of a beautiful place.
• define stewardship and explain the stewardship necessary to maintain a beautiful natural environment.
• Amazon Rain Forest (CD) (see Bibliographic References)
• The Great Kapok Tree by Lynne Cherry (see Bibliographic References)
• Cherry, Lynne. The Great Kapok Tree. Voyager Picture Book, 2000. ISBN: 0152026142
• Amazon Rain Forest. Madacy Records: 1997. (Audio CD) ASIN: B00000JNQK
1. Anticipatory Set: Listen to the sounds of the rain forest on the CD “Amazon Rain Forest.” Ask students to be prepared to list the animal sounds heard when the selection is complete.
2. Introduce the vocabulary: rain forest, oxygen, layers of the rainforest, emergent layer, canopy, understory, forest floor and deforestation. Ask students to name some plants that grow in the rain forest.
• Read The Great Kapok Tree by Lynne Cherry. Review the vocabulary words as they appear in the story.
• Define stewardship as the wise management and use of personal resources (natural resources and financial resources) for the benefit of all. Discuss what it means to be a good steward of the rain forest. Why is it important? Include a discussion of irreplaceable resources. Review the terms core democratic values and common good.
• Tell students that we are called (by Christ) to be stewards of the earth. Ask students to write a detailed description of a place that they think is beautiful. Then, have them write some of the activities of stewardship that are necessary to keep that place beautiful, natural, and healthy. Students should include the term stewardship and its definition in their writing.
Students’ paragraphs should use and define the term stewardship and give examples of responsible stewardship that is necessary to maintain irreplaceable resources and natural beauty.
Philanthropy Framework
1. Strand PHIL.I Definitions of Philanthropy
1. Standard DP 01. Define Philanthropy
2. Strand PHIL.II Philanthropy and Civil Society
1. Standard PCS 03. Philanthropy and Economics
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"url": "https://www.learningtogive.org/units/i-can-do/stewardship-and-rainforest"
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Diarmuid Breatnach
(Reading time: 4 mins.)
Cumann na mBan (“Women’s Association”), a female military auxiliary and counterpart to the Irish Volunteers, was founded on this day in 1914, one hundred and seven years ago. Its members took part in the 1916 Rising and perhaps even more importantly in keeping up the momentum of the militant movement for independence during martial law after the defeat of the Rising and for years afterwards. They were part of the War of Independence and the Civil War in military and political activities. Many were jailed. The Easter Lily emblem, which many will wear to commemorate the Rising, is their invention. The role of Cumann na mBan, along with that of other women in Irish history, is to this day still not sufficiently highlighted or valued.
Wynne’s Hotel, Lwr. Abbey Street, viewed almost from the junction with O’Connell Street, looking eastward. (Photo sourced: Internet)
Cumann na mBan was formed as a female counterpart and auxiliary to the Irish Volunteers, which had been formed the previous year (as had, separately, the Irish Citizen Army). The inaugural public meeting was held in Wynn’s Hotel, Thursday, 2 April 1914. It was presided over by Agnes O’Farrelly, who was elected President. The provisional executive unveiled at the meeting included Jennie Wyse Power, Nancy O’Rahilly, Agnes MacNeill, Margaret Dobbs, Mary Colum, Nurse McCoy, Louise Gavan Duffy and Elizabeth Bloxham. A constitution was adopted which stated that Cumann na mBan aimed: 1. To advance the cause of Irish liberty 2. To organise Irishwomen in the furtherance of this object 3. To assist in arming and equipping a body of Irishmen for the defence of Ireland 4. To form a fund for these purposes to be called the ‘Defence of Ireland Fund’.
Plaque constructed to be located in Wynne’s Hotel on the centenary of the founding of Cumann na mBan (Photo sourced: Internet)
It was not the first organisation of women to stand for Irish independence that century – Inghinidhe na hÉireann had been formed in 1900 as a cultural organisation and had developed a militant Irish independentist political outlook along with a suffragettist one. Inghinidhe formally dissolved itself and joined Cumann na mBan in 1914 but in effect formed one of its branches and continued to represent a trend for greater activism and female independence within Cumann.
Unlike the Volunteers, membership of the socialist Irish Citizen Army, founded in 1913, was open to both genders and the women who joined that tended to disdain the membership of Cumann na mBan because not only did they not have a social program but were, at that time, under the overall authority of the all-male Irish Volunteers.
Prior to 1916, Cumann na mBan took part in agitation and publicity actions, a number of which they organised themselves. Their marching in the procession to the grave of O’Donavan Rosa’s grave in 1915 was apparently what most impressed other women, in particular young women; they had never witnessed a self-organised women’s organisation on the streets before and the Cumann’s membership swelled thereafter. When Redmond promised Irish men to the rulers of Britain to fight in WW1 the minority part of the movement but the most active split in order to fight for independence from the UK. Cumann na mBan split also but in their case, the majority went for fighting against Britain.
The flag of Cumann na mBan, flying in Dublin (Photo sourced: Internet)
In preparation for the 1916 Rising all members of the main female organisation learned First Aid and prepared field dressings for wounds, which perhaps brought them to face the physical dangers of insurrection more than did the training schedules of the Volunteers. They also engaged in anti-British Army recruitment activities which, after Britain declared War in 1914, increasingly meant being assaulted and arrested by the Dublin Metropolitan Police and the Royal Irish Constabulary. Many also transported secret messages and weapons, often storing the latter. In an informal way, they also provided intelligence they were able to gather. Through their cultural and social activities they provided diversion for male activists as well as a cover for clandestine meetings and other activities. During the Rising, Cumann na mBan members helped deliver arms, ammunition and equipment, construct barricades, set up field hospitals, provided food and water/ tea to combatants, acted as messengers. ICA women did most of that but a number of them were snipers also and one of those, Vol. Margaret Skinnider was gunshot-wounded three times while sniping and in other military activity in the Stephen’s Green/ College of Surgeons garrison area. Most of the Dublin garrisons had Cumann na mBan in them and those in the GPO garrison were asked to leave with some wounded when the building was in danger of collapse. Three women refused to leave with them and were there at the final surrender in Moore Street: Vols. Elizabeth O’Farrell, Winifred Carney and Julia Grenan.
Around 300 women are known to have taken part in the Rising and from the relative numbers of women in CnmB and the ICA, most of those had to be Cumann members; only 157 womens’ names appear on the Roll of Honour for the Rising.
Cumann na mBan was the first organisation of its kind in the world, a point that is often lost sight of: an insurrectionary female military organisation with its own uniform and officers.
Highly decorative and artistic logo of Cumann na mBan — note the rifle fitted into the acronym in the centre. (Photo sourced: Internet)
The greater role of the women in general and in particular of members of Cumann na mBan however was after the Rising when, even under martial law, they organised fund-raising for relief for families who had lost a breadwinner to death or prison; organised also public commemorations, defying arrest to keep the flame and memories alive, helping to create the sea-change in attitude to the Rising and giving a fertile ground for them to plant the seeds of resistance, along with the male and female prisoners released under amnesty.
In 1918 members of the Cumann worked to help the landslide victory for Sinn Féin in the British General Election in Ireland and then helped in the War of Independence, this time greatly organised into intelligence work but also as before as couriers, carrying and hiding weapons, caring for the wounded, running safe houses and other actions, as well as in public demonstrations and pickets, for example outside prisons. They were assaulted on occasion and jailed, sometimes replying with a hunger strike. They could not easily go “on the run” and were subjected by British Army and colonial Police to invasions of their homes and ill-treatment which included shearing their hair.
In 1921, Cumann na mBan again split over the Treaty but once more with the majority against it and in 1922 took the Republican side in the Civil War, for which they suffered repression, home invasions and imprisonment anew, this time by the forces of the Free State.
In 1926 Cumann na mBan invented the Easter Lily emblem in order to raise funds for the dependents of prisoners and killed in action fighters, in addition to those officially and unofficially executed, abducted an murdered. It is purely as a result of their efforts at this time that the emblem is so widely worn and appreciated in the wide Irish Republican movement, especially around this time of year.
Easter lily emblems printed on paper, attached with a pin. (Photo credit: Bryan O’Brien, Irish Times)
Two Cumann na mBan members as part of a Republican commemoration in 1944 (Photo sourced: Internet)
Cumann na mBan ceased to exist soon after the split between the “Officials” and “Provisionals” in 1969 but women continued to be active in the political organisations and also to be recruited into the various military ones.
(note the omission of the Moore Street battlefield at the end, with a Winifred Carney, Elizabeth O’Farrell and Julia Grenan noted as staying on in the GPO but omitting to mention where they went soon afterwards, or Farrell’s important roles thereafter): https://www.richmondbarracks.ie/women-1916/cumann-na-mban/
157 women who took part in the Rising: https://microsites.museum.ie/rollofhonour1916/roleofwomen.aspx
The creation and popularisation of the Easter Lily by Cumann na mBan: https://rebelbreeze.com/2018/04/20/a-resistance-symbol-sown-and-grown-by-irish-republican-women/
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"url": "https://rebelbreeze.com/tag/cultural-political-emblems/"
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Honey bees are in danger. How can we help them? – Lesson Plan
Dzisiaj zamieszczam trzeci, i jak na razie ostatni, scenariusz z serii … o pszczołach po angielsku. Było już o budowie i środowisku życia pszczół, a następnie o ich niesamowitej roli w przyrodzie i życiu człowieka. Nadeszła pora, aby uświadomić naszym uczniom jak wielkie istnieje zagrożenie dla światowej populacji pszczół oraz co możemy zrobić, aby pomóc im przetrwać. W końcu bez nich, nas też nie będzie. A wszystko tu po angielsku i z dużą dawką wykorzystania narzędzi TIK.
Tym razem proponuję też nowość w moich scenariuszach – wykorzystanie kreatywności naszych uczniów do tworzenia interaktywnych książeczek. Zapraszam 🙂
Topic: Honey bees are in danger. How can we help them?
– to expand students’ vocabulary for describing some consequences of honey bees extinction
– to develop students’ ability to listen for specific information
– to develop students’ ability to work effectively in groups
– to teach students to create their own online story book
Warm up (5 min.)
Ask your students to close their eyes for a moment and imagine there are no bees in the world any longer. Encourage them to say what has changed.
Ex. 1. Honey bees are in danger . Why? (15 min.)
Set up task 1 by putting students in small groups. There should be one tablet or smartphone for each group. Once they have opened the website: http://angielskipodrodze.pl, instruct your students how to go to the online exercise. Tell them their task is to read the statements first and then watch the movie “The Death of Bees Explained” in order to complete the sentences. Play the movie:
“The Death Of Bees Explained – Parasites, Poison and Humans”
You may make this task a competition and reward the group with the best result.
Finally, do this activity on the board with the whole class and discuss the statements.
1. If honey bees …… out, millions of people will starve.
2. Honey bees have a huge economic …… .
3. Food we take for granted would stop …… without honey bees.
4. Millions of …… have died in the last few years.
5. Beekeepers all over the world have seen an …… loss of 30 – 90% of their colonies.
6. Since 2006 a phenomenon called Colony Collapse …… has affected honey bees in many countries.
7. Over the last few decades bees have seen an invasion of very dangerous …… .
8. One of the foes are parasites which lay their eggs inside the bee body and feed from the fluids. They make the bees very …… .
9. Among other …… are viruses and fungi.
10. Neonicotinoids are most widely used …… in the world.
11. Neonicotinoids attack insects by harming their nervous systems. Neonicotinoids harm bees in a variety of horrible ways, for example convulsions, …… and death.
12. Neonicotinoids can affect bees …… system so they are not able to go back to their hive. The honey bees are now fighting for survival.
1. die 2.impact 3.existing 4.hives 5. annual 6. Disorder 7. foes 8. weak 9. threats 10. insecticides 11. paralysis 12. navigation
Ex. 2. How can we help and support bees? (12 min.)
Let your students work in the same groups. This time they are supposed to watch two videos and do a matching activity. Instruct them how to go to the activity and play the films:
“Eco How: How to make a bee home”
“Planting: Flowers for Honey Bees”
1. reduce a) flowers
2. eliminate b) beekeepers
3. build homes for wild c) pesticides
4. grow bee friendly d) honey
5. support local e) neonicotinoids
6. buy and eat f) bees
1. c 2. e 3. f 4. a 5. b 6. d
After they have finished they will be able to see a very short video about how to draw a cartoon bee.
Ex. 3 Let’s help and support bees (8 min.)
Tell your learners that they will make their own online story book, in which they will present their ideas for helping bees survive. Present an example of such a book which is available at:
Honey bees need to survive – story book
or below:
Book titled 'Honey bees need to survive'Read this free book made on StoryJumper
Book titled 'Why honey bees are in danger?'Read this free book made on StoryJumper
Invite your students to create their own book entitled ‘Let’s help and support bees’. Show them how this site ( www.storyjumper.com) works and instruct them how to start, if necessary. A good idea is to create a virtual class on this website and invite your students to join in and do the task. There is not enough time to finish this task during this lesson so ask your learners to do it at home.
Pozostałe dwa scenariusze lekcji o pszczołach znajdziecie w zakładce Scenariusze zajęć- Lekcje CLIL:
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"url": "http://angielskipodrodze.pl/2017/02/17/honey-bees-are-in-danger-how-can-we-help-them-lesson-plan/"
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Daniel Lieberman
‘We’re trying to determine if changes in the shape of the brain influence the cranial base,’ Lieberman explains. ‘And what survival advantages you get with changes in the shape of your head and face.’ (Staff photo by Stephanie Mitchell)
Chewing has changed the face of humankind.
“Our faces have gotten significantly smaller since our distant ancestors lived in caves,” says Daniel Lieberman, newly tenured professor of biological anthropology. “They are also smaller than the faces of our ancestors who lived only 300 years ago.”
The reason is that we are chewing less. A change from hard, rough foods to a diet of softer, processed food requires less chewing force, leading to smaller jaws and jaw muscles.
One disadvantage of a shrinking face turns out to be the painful growth of wisdom teeth. Genes largely control tooth size, while lessening the mechanical load of chewing is responsible for shrinking our jaws. As a result, our jaws have run out of room for these big teeth to grow in easily.
Lieberman is trying to determine how humans became humans, and he’s finding some good answers in our faces and skulls. How, for example, do we hold our heads stable enough for our eyes to focus when we run? Running or walking causes your head to bounce up and down, which should make it difficult to see clearly what’s ahead.
“We have a large ligament running from our spines to the back of our heads like a big rubber band,” Lieberman explains. “It acts like a spring to dampen the oscillations of our heads. Chimps and gorillas, with whom we share ancestors, do not have this mechanism.”
Neanderthals boasted buns of bone on the back of their skulls, which probably reduced head bouncing. “We think the buns provided counterbalancing, moving the center of gravity of their massive heads back toward their necks,” Lieberman notes. “It’s one of the differences between Neanderthals and modern humans that we’re studying.”
Neanderthals and other almost-humans possessed massive football shaped heads; our skulls are rounded like soccer balls. Heavy brow ridges and a huge face that jutted forward characterize Neanderthals, but not our species. What caused the differences?
“The surprising thing is that many of the changes between Neanderthal and modern human skulls can come from just a few small shifts in bone,” answers Lieberman. Take the cranial base, for example, a layer of bone below your brain and above your face. Lieberman calls it the “foundation” of the skull. A few minor changes in shapes of bones that make up the cranial base appear to cause most of the differences in head shape between Neanderthals, other proto-humans, and ourselves.
“We’re trying to determine if changes in the shape of the brain influence the cranial base,” Lieberman explains. “And what survival advantages you get with changes in the shape of your head and face.”
Changing a life
Lieberman, 37, began to get interested in the changes that make us what we are during his freshman year at Harvard in 1982.
“I took a terrific seminar on human evolution taught by David Pilbeam (now curator of anthropology at the Peabody Museum and Ford Professor of the Social Sciences),” he recalls. “It changed my life. Before that, I would have bet large sums of money that I would become a geologist. But I got extremely interested in human evolution and wound up publishing a scientific paper with Pilbeam during my freshman year. I thought, ‘Wow, if I can publish a paper in my first year, this is the field for me.'”
Coming back to Harvard this year, Lieberman now teaches a similar freshman seminar. “It’s weird and it’s terrific,” he remarks. “They’re a terrific, lively bunch – the kind of students you miss when you go somewhere else.”
After settling on anthropology, Lieberman earned an undergraduate degree here in 1986, a master’s in 1990, and a Ph.D. in 1993. He worked a lot with Alfred Crompton, curator of mammalogy at the Museum of Comparative Zoology and Fisher Research Professor of Natural History, who steered him to experimental work. “That was a good thing,” Lieberman comments. “I enjoy fieldwork but I never found anything important. I organized two expeditions to Kenya. On one, we found nothing, on the other I got incredibly sick. Nobody in their right mind would pay me to do fieldwork.”
Shedding tears over Lucy
Lieberman served as a tutor at Dunster House from 1988 to 1992, where he became well-known for organizing an annual goat roast. Done in conjunction with a course in human evolution, the students had to butcher the goat with stone tools, just as their Cro-Magnon ancestors did. Once that work was finished, other students joined the party. “It eventually evolved into a kind of bacchanalian feast,” he remembers.
After a junior fellowship in the Society of Fellows, Lieberman left to join the faculty at Rutgers University in New Jersey then at George Washington University in the District of Columbia. Now he’s back in a bright, roomy office on the fifth floor of the Peabody Museum.
“Anyone who complains about Harvard should be sent away for a while,” he says with a grin. “I was ready to leave here after 13 years, but I soon missed the resources, students, academic strengths, and terrific colleagues at Harvard. They’re amazing, particularly in anthropology and archaeology.
Lieberman vividly remembers escorting a group of Russian anthropologists through the Peabody Museum when he was a graduate student. During the tour, he opened a drawer containing a body cast of Lucy, a famous human ancestor who walked upright on the plains of East Africa about 3.2 million years ago.
“It didn’t seem like a special thing to me,” Lieberman says. “I took resources like it for granted. But a Russian paleontologist who was considered an expert on this species had never before seen casts of Lucy’s remains. She was so overwhelmed that she started to cry.”
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What is concatenate CNN?
What is concatenate CNN?
A concatenation operation is just a stacking operation. For example, the x1 layer has 256 channels, and the x2 layer has 256 channels. If we are concatenating these two layers channel-wise then the output of concatenation will have 512 channels.
What does concatenate layer do?
Concatenate class Layer that concatenates a list of inputs. It takes as input a list of tensors, all of the same shape except for the concatenation axis, and returns a single tensor that is the concatenation of all inputs.
Why do we use concatenation?
The word concatenate is just another way of saying “to combine” or “to join together”. The CONCATENATE function allows you to combine text from different cells into one cell. In our example, we can use it to combine the text in column A and column B to create a combined name in a new column.
What is concatenation in machine learning?
concat creates a single vector-valued column from multiple columns. It can be performed on data before training a model. The concatenation can significantly speed up the processing of data when the number of columns is as large as hundreds to thousands.
How do you concatenate in neural networks?
There are three ways I can think of, depending on your requirement.
1. Have the two neural networks independent and train them separately, but combine the output just like ensemble model.
2. Have the two networks separate until some points on the networks and make a combination layer somewhere before outfits layer.
Why are Skip connections used?
By using a skip connection, we provide an alternative path for the gradient (with backpropagation). Thus, the gradient becomes very small as we approach the earlier layers in a deep architecture. In some cases, the gradient becomes zero, meaning that we do not update the early layers at all.
What is concatenation give example?
How do you concatenate?
There are two ways to do this:
1. Add double quotation marks with a space between them ” “. For example: =CONCATENATE(“Hello”, ” “, “World!”).
2. Add a space after the Text argument. For example: =CONCATENATE(“Hello “, “World!”). The string “Hello ” has an extra space added.
What is concatenation in image processing?
Description. Concatenate a list of images of the same size into a single multi-channel image. It reads the input image list (single or multi-channel) and generates a single multi-channel image. The channel order is the same as the list.
What is feature concatenation?
Feature concatenation is an effective way to add different features together to enhance the classification process. In this work, the DFC is applied in two different ways. In the first one, CT and X-ray features are extracted using the proposed CNN.
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<urn:uuid:d918d0bf-c7ed-436c-9d89-ef30a3f1aa99>
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"url": "https://mulloverthing.com/what-is-concatenate-cnn/"
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Find materials by level, theme and genre
This ESL lesson plan is designed around a beautiful short film and poem by Gnarly Bay. Students discuss choices, use collocations with ‘choice’, do a dictation, visualise a short film, watch a short film, read a poem, discuss a short film and reflect on the lesson.
Learner type: Teens and adults
Time: 90 minutes
Activity: Discussing choices, using collocations with ‘choice’, doing a dictation, visualising a short film, watching a short film, reading a poem, discussing a short film and reflecting on the lesson
Topic: Choices
Language: Collocations with ‘choice’
Watch the film.
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"language_score": 0.843955397605896,
"url": "https://film-english.com/product/choice/"
}
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The Brightest Bioluminescent Bay In The World Gets Its Glow Back
Natural disasters are a detriment to human lives as they cause an immense destruction of lives and properties. The forest fires in California has ravaged the land and homes of many individuals and caused them to become displaced. High drops in temperatures due to cold snaps in winter can become lethal to those who are homeless. The disaster we hear about frequently are hurricanes.
When Hurricane Maria hit Puerto Rico in September 2017, it left many dead and many more displaced. It was thrown into darkness and many celebrated the holidays without electricity. Alongside the human impact, the hurricane caused numerous damage to the environment. One of those affected was Mosquito Bay.
Mosquito Bay is regarded by some as the “brightest bioluminescent bay” in the world by some because of its natural glow as a result of organisms in the water. This all changed when Hurricane Maria hit because it resulted in the bay being also thrown into darkness. The bioluminescent glow was gone.
The disruptive wind and introduction of freshwater into this salt water system caused major chemical changes to the water that destroyed the organic life that was thriving in the bay. The bioluminescence was from dinoflagellates.
The hurricane also caused major damages to the surrounding mangroves. Edith Widder, a bioluminescence specialist, said that this greatly affected the dinoflagellates because the mangroves provide essential nutrients to the dinoflagellates.
Fortunately, the dinoflagellates and their glow seem to be returning to the bay as the damages heal and chemistry of the bay is restored. This is excellent news for the bay and the people because this is an important tourist destination that helps to feed the local economy, which is especially needed now after the hurricane.
The return of the bioluminescence showcases the ability of the dinoflagellates to recover and survive extreme disasters.
Dinoflagellates are a group of eukaryotes that are marine plankton, though they are also found in freshwater. the many different species are spread across the different bodies of water, from brackish to cold. It is thought that there are over 2,000 different species of dinoflagellates, which includes the parasitic and nonparasitic species.
They are unicellular organisms that are capable of different diets depending on the species. Some species are phototrophs that use light to generate energy and food. Some are mixotrophs that are capable of either using light energy or ingesting organic foods. There are also those that are heterotrophs that feed on organic materials for food, like the parasitic ones.
The species of dinoflagellates that live in Mosquito Bay is Pyrodinium bahamensealso known as “the whirling fire of Bahamas”. They are found in the Atlantic Ocean and prefer a relatively strict environment, which makes them difficult to culture in a lab. They require relatively high amounts of nitrogen, which researchers speculate is the result of needing it for toxin production.
P. bahamense, which was previously thought to be non-toxic. We now know that they are responsible for toxicity throughout places like Southeast Asia. They are also responsible for toxicity seen across different coasts along Central America.
When agitated or under threat, P. bahamense display their blue-green bioluminescence. This defense mechanism is used to surprise the thing that is agitating the plankton. It is also used to alert surrounding predators that something is nearby so that these two predators can fight each other.
Bioluminescence is a chemical reaction that occurs to produce the lights that we see in the Mosquito Bay and other places with concentrations of bioluminescent organisms. This reaction is not restricted to just planktons and is found across different organisms like fungi, bacteria, or even animals. This ability is thought to be very old and successful because it can be found as far back as 66 million years ago. It has also been found to be independently evolved in different species.
The general chemical reaction used by most species is the activation of some type of light emitting molecule by an enzyme. The enzymes are generally referred to as luciferase and the molecules are luciferin. There are many different reasons why organisms might use this reaction to create light. We have seen how organisms use it for defense.
Some organisms, such as certain species of squid, use bioluminescence for counter-illumination. This is a form of camouflage that allows an organism to produce light that matches their background so that they can blend in and seem invisible to everything else.
Some species use them for attraction purposes. This can be to either attract a prey or a mate. Fireflies use bioluminescence to draw in potential mates. The lights are used as a signal to potential mates and include information about the health and viability of a mate.
Just as plants or frogs use color to indicate that they may be toxic or unpalatable, some organisms use bioluminescence to warn potential predators that they are not a good meal.
Other uses include communication, mimicry, and general illumination.
Whatever the use of bioluminescence, they are also a good tool for observing and understanding the health of an environment. Hurricane Maria showcased the effect of natural disasters on sensitive lifeforms as it disrupted their ecosystem. This also gave researchers an opportunity to track the progress and changes that occurred from the moment of disruption to when the bay started to heal.
Mark Martin-Bras, the director of research for the Vieques Conservation and Historical Trust, had captured this opportunity as he and his team took continuous samples from the bay to monitor its progress. They have seen the bay slowly recover and believe that it will take a considerable amount of time to truly recover.
With the different bodies of water facing threats from pollution and climate change, taking the opportunity to observe and understand them would allow us to protect them and help them heal from the tribulations that they will inevitably face.
About Mohendra Shiwnarain PRO INVESTOR
Mohendra has a Bachelor's degree in Biology and a Masters in Biotechnology. Growing up, he enjoyed learning as much as he could from any and all topics. He has gone on many Wikipedia rabbit holes, scouring to find more interesting facts than the last. He writes to both learn and lead others into their own search of scientific knowledge, both mundane and interesting.
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East and West
By Greg Uttinger
November 01, 2003
Several years ago, while teaching my systematics class, I explained a point of difference between the Eastern and Western churches. Something caused me to stop and ask, "You do know what I mean by Eastern?" A young man answered carefully: "You mean, like, South Carolina?" The boundary between East and West is a matter of perspective, it seems.
The ancient Greeks drew the boundary at the Bosporus. For them, the Trojan War was the first major conflict between East and West. The Greek historians portrayed Persia as an example of degenerate Oriental despotism. Humanist writers ever since have followed suit. Actually, the Medes and Persians were descended from Japheth, who inherited Western Europe, and the Bible shows its early kings and their treatment of subject nations in a remarkably good light.
The Myth and Image of "The West"
That the Greeks should think of themselves in terms of compass points is perhaps odd. But the West occupied a special place in Greek literature and religion. The Garden of the Hesperides and the Elysian Fields lay in the Far West. Plato set Atlantis there as well, and that may have done more to perpetuate that particular myth than all of Plato's actual description. One modern writer equates the Greek Underworld with the geographical West in an ingenious, if dubious, fashion: the curvature of the Earth actually places the West underneath the world the Greeks knew. In other words, the Greeks were in touch with mineral-rich America.
There is a more likely reason, however, that the Greeks were enchanted with the West and connected it with bliss. The original Paradise was in the West. At least one could only enter it by going west. When Adam and Eve were expelled from the Garden through its one gate, they went east (Gen. 3:24). When Cain was banished from God's presence, he went still further into the East (Gen. 4:16).
This geography remains significant throughout the Old Testament. Worshippers entered the Tabernacle and Temple by going west through a single gate. That is, their approach to worship pictured man's return to Paradise. Of course, the Promised Land was utmost West since only the sea lay beyond it. The children of Israel entered Canaan by journeying westward across the Jordan River. The exiles returned from the East, and Ezekiel saw the glory of God enter the visionary temple by the East Gate (Ezk. 43:1-5). As late as the gospel of Matthew, the wise men come from the East. Matthew could have named their country of origin had he wished, but the Biblical themes of East and West carried more import.
The prophecies of Daniel forecast a westward movement of empire, as God would hand the care of His people from one kingdom to another (Dan. 2:7). Babylon gave way to Medo-Persia, a Japhetic people, whose conquests reached to the Aegean. Persia fell to the armies of Greece, which lay in Europe. The Greek states fell to Rome, which lay still farther west. If we callously ignore Byzantium and Russia, it is easy enough to chart a course of empire that continued westward into Medieval and modern times. Thus, Bishop Berekley wrote:
Westward the course of empire
takes its way;
The four first acts already past,
A fifth shall close the drama
with the day;
Time's noblest offspring is the last.
Here America takes the place of Messiah's kingdom as the end and glory of history. Much of the millennial thinking of the 18th and 19th centuries likewise looked westward. It is no accident, then, that Tolkien set his Atlantis, which was Númenor, and the Undying Lands in the Far West. He was responding to more than the political boundaries of his day or a sentimentality that had to connect Hobbits with England. As a classicist, he knew that the West meant nobility, freedom, and vitality. The East was slavery and darkness.
Drawing the Boundaries Again
The words West and East are heavy with connotation, then; definition is a bit more difficult. Defining words and drawing cultural boundaries is, after all, a religious enterprise.
Secularists, for instance, have begun their definition of the West with ancient Greece, seeing in it the birthplace of their own secular religion. But the philosophy of ancient Greece bears some striking resemblances to Hinduism, right down to the transmigration of souls advocated by Pythagoras. Moreover, Greek philosophy idolized the state, the polis, and made man's connection to the state the definition of his humanity: "Man is an animal who lives in a polis," Aristotle wrote. Alexander's attempt to build a cosmopolitan state (kosmos-embracing polis) should be an adequate testimony to the Greek fondness for statism. Athens' flirtation with an elitist and envy-bound democracy hardly counts as a vote for liberty.
We would do no better to begin with Rome or pre-Christian Britain. The truth is that ancient East and West were alike pagan, and that nobility, freedom, and vitality, when they blossomed in the ancient world at all, were generally historical "accidents"; that is, they were the fruits of common grace or a spill-over from God's blessings on Israel. It is Christianity that brought truth and life to the ancient world, and the best of what we call Western Civilization is the fruit of the gospel. Creedal, trinitarian Christianity reshaped Europe and planted there the seeds of political decentralization, personal liberty, technological development, and historical optimism. We should not hesitate to confess that the true West is, or was, Christendom. We will map out the boundaries between West and East, not with lines of longitude, but with questions about God.
Farthest East
For the Far East, God is the universe; that is, there is no personal God. All is one. This is pantheism or philosophical monism. Having no personal God, the Far East has no revelation from God. The universe is silent. Because all is one, material diversity is an illusion; history is cyclical; truth is irrational. Love and cruelty are equally valid. Man's inclination to make rational and moral distinctions rises from his failure to understand the nature of reality properly. The fruit of such monism is cultural stagnation and political totalitarianism.
Nearer East
The Near East is religiously and politically unitarian: the goal of all culture and social order is submission to the will of Allah (Islam). Islam suffers from all the philosophical and practical limitations of unitarianism. Rushdoony noted:
Since plurality has no ultimate reality in Mohammedan thought, the freedom of the many is an academic question; the one will of Allah governs all reality. The tendency of Mohammedan thought, when not arrested by statist action, to run into mysticism is an obvious and natural one.…Since the one alone has ultimacy, the one alone has freedom.
The Muslim emphasis on submission is useful in driving armies and erecting dictatorships; it is less useful in generating personal initiative, creativity, and responsibility. When Islam is not busy devouring the fruits of other cultures by military conquest, it tends to be culturally barren and stagnant.
Eastern Christendom
There is another East. It began in Byzantium and flourished for a thousand years; it blossomed again in imperial Russia, and is still a potent force in what was once the Soviet Union. We must be careful and charitable here. This East lies well within the borders of Christendom. For the Eastern church is trinitarian, and it confesses the Christ of Scripture. Its departures from Biblical Christianity are numerous, however, and one of these constitutes a clear boundary between Eastern and Western Christendom and points West. In fact, the Eastern and Western churches originally split over this issue.
The West confesses a double procession of the Holy Spirit, a procession from the Father "and the Son" (filioque in Latin). The East sees the procession of the Spirit as the act of the Father alone. This seems a minor and obscure point in theology, but over a thousand years, its effects have been profound. For the West, the Father and Son breathe the Holy Spirit to each other, and the love and will of each coincide in the activity of the Spirit. Western theology leads easily to true communion, coordinate authority, and a harmony of doctrine and life, and of word and Spirit. But for the East, the Father begets the Son and unilaterally breathes forth the Spirit. The Son and Spirit have no immediate relationship to each other, and the Son does not return the Father's love. Eastern theology presents an authoritarian image of communion; it leads to a dichotomy between Spirit and doctrine; and it makes room for a Word-less mysticism. It is, moreover, easily amenable to a top-down system of order and government.
Writing in 1984, correspondent George Bailey traced the conflict between the Soviet Union and the United States to the ancient conflict between Byzantium and Rome. He specifically mentioned the Filioque dispute. He saw clearly the contrast between the withdrawn spirituality of Russian Orthodoxy and "the dynamic involvement in worldly affairs characteristic of Catholicism and, to an even greater extent, of Protestantism…." The Latin church was active in secular affairs; the Eastern church was withdrawn. However, "The Orthodox church brought with it also the dream of empire, of world domination." Mysticism in the church and imperialism in the state: this is an accurate picture of Russia before and after Lenin. Bailey may have exaggerated the cause and effect, but we may not safely ignore his observations. In defining and rebuilding the West, we must be certain that our trinitarianism is Biblical.
The East stresses the unity of God. But monism and unitarian theology lead to mysticism, imperialism, and cultural stagnation. The One swallows up the Many. Given enough time, Eastern Orthodoxy's defective understanding of the Trinity bears similar fruit. If we do not maintain the full equality of the Father and the Son, we fall back towards unitarianism and all that that involves.
Western civilization is the product of Western Christianity, of a thoroughly trinitarian faith. Individual freedom, personal responsibility and initiative, and a commitment to earthly dominion rest upon true diversity in the one true God. As the West departs from its trinitarian moorings, it will cease to be the West. For the West is not a geographical designation. Nazi Germany was farther East than, say, the Byzantine Empire. And Berkeley in the 60s was probably much farther East than South Korea is today. In truth, the line between East and West runs through every human heart. The issues are religious and creedal, and any attempts to shore up or rebuild the West had better reckon with these boundaries.
Topics: Reformed Thought, Statism, Creeds, Philosophy, Theology, Pentateuch, Church History
Greg Uttinger
Greg Uttinger teaches theology, history, and literature at Cornerstone Christian School in Roseville, California. He lives nearby in Sacramento County with his wife, Kate, and their three children.
More by Greg Uttinger
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"url": "https://chalcedon.edu/magazine/east-and-west"
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211208 - African Baule figure - Iv. Coast.
Iv. Coast: African Baule figure.
Height: 40 cm.
The Baule people is one of the largest ethnic group in the Côte d'Ivoire. They have played a central role in twentieth-century history of the country. They waged the longest war of resistance to French colonization of any West African people, and maintained their traditional objects and beliefs longer than many groups in such constant contact with European administrators, traders, and missionaries. The Baule belong to the Akan peoples who inhabit Ghana and Côte d'Ivoire. According to a legend, during the eighteenth century, the queen, Abla Poku, had to lead her people west to the shores of the Comoe, the land of Senufo. In order to cross the river, she sacrificed her own son. This sacrifice was the origin of the name Baule, for baouli means “the child has died.” Now about one million Baule occupy a part of the eastern Côte d'Ivoire between the Komoé and Bandama rivers that is both forest and savanna land. Baule society was characterized by extreme individualism, great tolerance, a deep aversion toward rigid political structures, and a lack of age classes, initiation, circumcision, priests, secret societies, or associations with hierarchical levels. Each village was independent from the others and made its own decisions under the presiding presence of a council of elders. Everyone participated in discussions, including slaves. It was an egalitarian society. The Baule compact villages are divided into wards, or quarters, and subdivided into family compounds of rectangular dwellings arranged around a courtyard; the compounds are usually aligned on either side of the main village street.
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Neha Patil (Editor)
Sovereignty Act
Updated on
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Sovereignty Act
The Sovereignty Act or the Absolute and Hereditary Monarchy Act (Danish: Suverænitetsakten or Enevoldsarveregeringsakten; Norwegian: Enevoldsarveregjeringsakten or sometimes even Suverenitetsakten) refers to two similar constitutional acts that introduced absolute and hereditary monarchy in the Kingdom of Denmark and absolute monarchy in the Kingdom of Norway, which was already a hereditary monarchy.
The Danish version was signed on 10 January 1661 by the representatives of the estates of the realm, i.e. nobility, clergy, and burghers. In Norway, which included the Faroe Islands, Greenland, and Iceland, the act was signed on 7 August 1661 by nobility, clergy, burghers, and farmers.
The acts gave the King absolute sovereignty (hence the name) and were signed following a coup d'etat by Frederick III of Denmark and Norway in October 1660, which abolished the Danish Council of the Realm, the electoral capitulation. and the elective monarchy, ending the political influence of the nobility and clergy. This was made possible partly because the Council of the Realm, and thus the nobility, had lost control over the Army during the Second Northern War in the years before, and the King could now use the army with its German officers and enlisted troops to intimidate the Danish nobility into accepting the constitutional changes.
The Sovereignty Act was replaced by the King's Law or Lex Regia (Danish and Norwegian: Kongeloven) in both kingdoms in 1665, which formed the constitution of Denmark and Norway until 1848 and 1814, respectively. It was unprecedented in giving the King unlimited power. Essentially, it stated that the King was to be 'revered and considered the most perfect and supreme person on the Earth by all his subjects, standing above all human laws and having no judge above his person, [...] except God alone'.
• Allan Tønnesen (ed.), Magtens besegling, Enevoldsarveregeringsakterne af 1661 og 1662 underskrevet og beseglet af stænderne i Danmark, Norge, Island og Færøerne, University Press of Southern Denmark, 2013, 583 pages, ISBN 9788776746612
• References
Sovereignty Act Wikipedia
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How The Piano Came To Be
“Music, heavenly maid, was young,
And yet in ancient Greece she sung!”
The famous sepulcher of Rameses III is elaborately ornamented with harps. Specimens of this instrument have been found also in excavations made in comparatively recent years. In 1823 Sir J. G. Wilkinson discovered in an old Egyptian tomb a harp which, despite the fact that three thousand years had gone by since it had been put to sleep beside its royal master, was in an excellent state of preservation. The strings were of cat-gut and were in marvelously good condition. The custom which the Egyptians had of portraying their daily life upon their city walls, their temples, and tombs has been of incalculable value to the antiquarians in search of authentic information. From the pictures which ornament these temples and tombs we have learned that the harp and the lyre were the favorite instruments of the Egyptians, and these carvings alone furnish indisputable proof of their use by these people.
But all the research which man, thus far, has been able to make has not revealed just who it was that first discovered music in a lifeless instrument. This fact will always be deeply veiled in mystery. All attempts to unravel the threads have failed. None knows yet just who they were who first
“Struck the chorded shell,
And, wondering, on their faces fell
To worship the celestial sounds.
Less than a God they thought there scarce could dwell
Within the hollow of that shell
That spoke so sweetly and so well.”
Just how many strings Hermes had on his tortoise-shell instrument is a much disputed question. Some say there were but three and that they represented the three seasons—spring, summer, and winter—into which it was the custom of the Greeks to divide their year. Some authorities claim that the strings numbered four. Others say there were seven. No one knows. The Greek harp was played by picking the strings with the fingers or with a plectrum. The latter was a small piece of bone or metal, held in the fingers, with which the strings were snapped. Sometimes a short piece of wood was used to strike the strings.
Leave a Reply
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"url": "https://organicthemes.com/demo/structure/2015/05/10/how-the-piano-came-to-be/"
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Two Centuries Ago, These Ill-Fated Laborers Attempted to Overthrow the British Government
In 1817, the tragic Pentrich Revolution was short and brutal
A plaque marking one of the sites of the Pentrich Revolution. Alan Murray-Rust/Wikimedia Commons
The pages of English history are punctuated by a number of dramatic rebellions, from the English Civil War to the Glorious Revolution to the American Revolutionary War. Less well-known is the last armed uprising to ever take place in England.
Now, to commemorate the 200th anniversary of the Pentrich Revolution, Derbyshire will host a series of educational programming this weekend, Stephen Bates reports for The Guardian.
The ill-fated uprising, which occurred in the county of Derbyshire in 1817, was short and brutal. On the night of June 9, a ragtag band of laborers assembled in the village of Pentrich and prepared to march on Nottingham. They believed that they would join up with a larger group of rebels and move on to London, where they would overthrow the British government.
It was a turbulent time in England, as the National Archives blog explains. The country’s economy faltered in the wake of the Napoleonic Wars and the widely reviled Corn Laws, which restricted the import of foreign grains, making food prohibitively expensive for the nation’s poor. According to Bates, most of the Pentrich rebels were driven to radical politics by hunger and desperation.
As they made their marched along their path of dissent, the rebels tried to gain entry to a local farmhouse. When the owner of the property turned them away, the leader of the group, Jeremiah Brandreth, grabbed his musket and shot one of the farmer’s servants. This unfortunate bystander was the only casualty of the Revolution, though more deaths would soon follow.
When they reached the outskirts of Nottingham later that night, the Pentrich rebels found soldiers waiting for them. The rebels disbanded and fled, but 47 men were apprehended and placed on trial. They were charged with high treason, “an unusually savage indictment for penniless workers rather than aristocratic rebels,” Bates writes. Four of the men were sentenced to death by public hanging, followed by beheading. Twenty-three were shipped off to Australia. Their families were evicted from their villages, and their homes were demolished.
The government was sending a forceful message about its unwillingness to tolerate insurrection. But some believe that government officials were behind the debacle, with most of the blame being placed on William Oliver, also known as Oliver the Spy. As the National Archives blog writes, Oliver was a Home Office agent and England’s first agent provocateur. He was hired to infiltrate associations of rebels in the Midlands and Northern England while posing as a London-based radical. Oliver is thought to have egged the Pentrich rebels on with promises that their actions would be supported by a nation-wide movement.
According to Bates, one of the condemned men shouted, “This is all Oliver and the government!” moments before his execution.
The Pentrich and South Wingfield Revolution Group plans to mark the anniversary with an array of events, among them an exhibition at a local museum, a conference, a play, and guided tours along the rebels’ route. The group hopes to raise awareness about the tragic rebellion that fizzled and died within a few short hours, and that may very well have been doomed from the start.
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"url": "https://www.smithsonianmag.com/smart-news/tragic-pentrich-revolution-be-commemorated-england-180963611/"
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Chorote - Settlements
In aboriginal times the Chorote had two types of settlements: semisedentary villages for the rainy season and temporary camps for the dry season. The most densely settled villages were established on the bank of the Pilcomayo or the lakes of the interior, on cleared land above the flood level. The huts were arranged in a circle, and access openings were oriented toward a central plaza where ritual and sports activities took place. In contrast to the marked tendency toward concentration and sedentary life-style characteristic of the rainy season, there was the contrary practice—during most of the dry season—of fragmentation into family units and more prolonged and continuous shifting, using temporary camps. In settling the Chorote in missions and prevalently multiethnic settlements, the ideal circular pattern of ancient villages was often replaced by a linear-type pattern at the same time that dome-shaped huts were partially replaced by dwellings made of modern materials.
User Contributions:
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Natural Selection Lesson by UTeach A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines.
Tittel Natural Selection Lesson by UTeach
Omtale Lesson Objectives: 1. Students will be able to understand how adaptations help organisms survive by interpreting ling graphs of the population of a species over time. 2. Students will be able to develop conceptual understanding of natural selection by exploring how limiting factors, abiotic and biotic parts of an ecosystem and mutations interact and contribute to the survival of a species. 3. Students will be able to define positive, negative and neutral mutations and give examples. 4. Students will be able to assess the usefulness of models in scientific investigations. 5. Students will be able to propose modifications to a model by considering how it mimics a real world event. Standards: TEKS Science: 6.2E, 6.3B-C, 6.12E, 7.2E, 7.3B-C, 7.11B-C CCRS Science Standards:VI-C2 **Note:** The scripted version includes additional teacher resources, such as, background content, common misconceptions and a vocabulary list. It also has all worksheets as editable content.
Emne Biologi
Nivå Ungdomsskule
Type Lab
Tid 60 minutt
Inneheld svar Ja
Språk English
Nøkkelord adaptations, limiting factors, natural selection
Simuleringar Naturleg utval (HTML5)
Forfattarar UTeach Middle School PhET Team
E-post for kontakt
Skule / Organisasjon UTeach UT-Austin
Lasta opp 25.07.12
Oppdatert 02.09.20
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Fire poses one of the greatest risks to nuclear power safety. The Nuclear Regulatory Commission (NRC) estimates that the risk of reactor meltdown due to fire is about 50 percent—roughly equal to all other risk factors combined.
The NRC adopted its fire protection regulations in 1980 after a dangerous fire at Alabama's Browns Ferry plant, and updated them in 2004. Yet the agency has repeatedly failed to enforce these regulations, opting to grant extensions rather than issue violation notices.
Today, 46 nuclear reactors (almost half of the U.S. nuclear fleet) continue to operate despite being in violation of the fire safety regulations—including Browns Ferry.
Several fires have been reported at nuclear plants during the last several years. In 2010, an overheated electrical component started a fire in the control room at Virginia's Surry Nuclear Power Station. And in 2012, a fire at Nebraska's Fort Calhoun Station disabled more than half of the power supplies for emergency equipment. Proper enforcement of fire safety regulation would have greatly reduced the odds of these events occurring.
Congress must demand the NRC enforce its fire safety regulations and establish a clear, realistic timeline for compliance by all reactors.
Source: Union of Concerned Scientists
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Music was a tool in the Grand Rapids Central America Solidarity Movement
Last week we posted a piece about how political cartoons were used as a means to raise Amandlaawareness about the struggle for justice in Central America in the 1980s & 90s.
This week we draw attention to how music played a role in the same struggle.
Music has always been part of freedom movements, whether it was the spirituals that slaves sang to give them hope, the folk music of Joe Hill that mobilized workers or the role that music played in the anti-Apartheid struggle in South Africa that is so vividly depicted in the documentary film, Amandla: A Revolution in Four-Part Harmony.
The Central American Solidarity Movement was no different, with music that emanated from Central America that inspired the solidarity movement in the US or the music of local artists that wanted to contribute to movement in every community.
In Grand Rapids, there were numerous occasions where music was a major mechanism for creating solidarity with the struggles for justice in El Salvador, Nicaragua and Guatemala. Often music was woven into an educational event or religious ceremony honoring the people of Central America.
However, music was also used as a fundraising tool, to financially support various organizations and political movements in Central America.
In 1991, just months before the January 1992 ceasefire that ended a decade-long counterinsurgency war in Central America, people involved in the Central America Solidarity movement organized a concert at Fountain Street Church in order to raise money for the insurgent movement in El Salvador known as the FMLN.
FMLN Concert
The FMLN (Farabundo Martí National Liberation Front) was the political and military framework for the democratic resistance movement in El Salvador, since the late 1970s. The FMLN had developed a sophisticated insurgency strategy that allowed the to control many parts of the country by the late 1980s. The FMLN was such a formidable movement that the US-financed Salvadoran Army could not defeat them.
The fundraising concert you can see in the pictures in this posting featured a Grand Rapids band called Friends of Durruti. (Durruti was a Spanish Anarchist) The concert not only provided a forum for people to donate to the cause, it provided a great opportunity to educate people about the freedom struggle in El Salvador.
Some of the people involved in organizing the concert went to El Salvador and just happened to be there during the cease-fire agreement. Within days, hundreds of thousands of Salvadorans poured into the streets for a day-long celebration, which featured musicians from all over Latin America. People danced and wept together until the sun came up and the people from Grand Rapids who were in attendance saw just how powerful music and solidarity can be in the struggle for justice.
FMLN Concert 1
This entry was posted in Central American Solidarity Movement and tagged , , , . Bookmark the permalink.
1 Response to Music was a tool in the Grand Rapids Central America Solidarity Movement
1. Guillermo Jokisch says:
If You lived there those years You will understand many things as I did
It was both sides fault. The ones that owed banks and big
industries, the US companies based in El Salvador and the
FMLN that wanted to rule thru force
It is not easy just to write something if You were not there
You had to have live those days. It will be not enough place here to make more
comments about it. We will have to sit and talk. Both sides were
Terrible and the population was in between.
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World History Worksheets
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Fifth Grade (Grade 5) Asian History Questions
You can create printable tests and worksheets from these Grade 5 Asian History questions! Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.
Grade 5 Dynastic China
During which dynasty was construction started on the Great Wall of China?
1. Sui
2. Tang
3. Shang
4. Qin
Grade 5 Dynastic China
Which is considered the first Chinese dynasty?
1. Zhou
2. Qin
3. Tang
4. Shang
Grade 5 Other Asia
Despite mainland China's insistence on ruling there, Taiwan has its own constitution and president.
1. True
2. False
Grade 5 Modern China
Which leader withdrew to Taiwan during the Chinese Civil War?
1. Chiang Kai-shek
2. Mao Zedong
3. Sun Yat-sen
4. Saloth Sâr
Grade 5 Dynastic China
Which country gained control of Taiwan in 1895?
1. Korea
2. Japan
3. Spain
4. India
Grade 5 Dynastic China
Taiwan's agricultural production boomed under Japanese control.
1. True
2. False
Grade 5 Dynastic China
The Qing were never able to conquer Taiwan.
1. True
2. False
Grade 5 Dynastic China
The Kingdom of Tungning was founded by exiles from mainland China after the Qing ousted which dynasty?
1. Ming
2. Song
3. Tang
4. Jin
Grade 5 Other Asia
Starting in the 1970s, the Taiwanese government began to transfer power to native-born islanders.
1. True
2. False
Grade 5 Other Asia
Dutch rule in Taiwan began in what year?
1. 1555
2. 1624
3. 1662
4. 1706
Grade 5 Japan
In the mid-nineteenth century, who had all the power in Japan?
1. The Matrisse
2. The Feudal System
3. The President
4. The Shogun
Grade 5 Modern China
What is the One-China Policy?
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TopCoder problem "Painting" used in Member SRM 494 (Division I Level One , Division II Level Two)
Problem Statement
Normally Mr. Grey is not a painter, but he recently had an absolutely brilliant idea for a picture. He thinks that once drawn, it will bring him world-wide fame.
The picture will be painted on an NxM sheet of white paper consisting of 1x1 squares. Its rows are numbered from 0 to N-1 and the columns are numbered from 0 to M-1. The cell in row i, column j is denoted as (i, j).
Of course, Mr. Grey already has a picture plan in his mind. It is given in a String[] picture, which contains exactly N elements, where each element contains exactly M characters. ?haracter j in element i of picture will be 'B' if the cell (i, j) must be painted black, and it will be 'W' if this cell must be left white.
Mr. Grey has a lot of black paint, but unfortunately he doesn't have a brush, so he went to a local shop to buy one. The shop offers square brushes of different sizes. More exactly, for each positive integer S, one can buy an SxS brush in the shop. Using an SxS brush, Mr. Grey will be able to paint entirely black SxS squares on the sheet of paper. In other words, he can choose row R and column C such that 0 <= R <= N - S, 0 <= C <= M - S, and then paint all cells (r, c) such that R <= r < R + S and C <= c < C + S in black paint. He can repeat this operation infinitely many times. If a cell must be black according to picture, it may be painted black several times. However, if a cell must be white, then it must never be painted black.
It's easy to see that every picture can be drawn using a 1x1 brush, but it will be impossible to draw some pictures using larger brushes. Buying a 1x1 brush seems to be the most practical choice. However, Mr. Grey is sure that big masters must use big brushes. Therefore, he would like to buy the largest possible brush that will still allow him to draw the picture that he has in mind.
Return the maximum value of S such that it's possible to draw picture using a brush of size SxS.
Method signature:int largestBrush(String[] picture)
(be sure your method is public)
-picture will contain between 1 and 50 elements, inclusive.
-Each element of picture will contain between 1 and 50 characters, inclusive.
-All elements of picture will contain the same number of characters.
-Each character in picture will be 'B' or 'W'.
-There will be at least one 'B' character in picture.
Returns: 4
It's easy to see that a solid 4x4 black square can be drawn using a 4x4 brush.
Returns: 1
This time we have only a border of a 4x4 square and it's necessary to have a 1x1 brush in order to draw it.
Returns: 3
A completely black 4x6 rectangle can be drawn using a 4x4 brush. However, if we want just one cell within it to remain white, the size of the brush will have to be reduced. In this example, a 3x3 brush would work.
Returns: 2
This is very similar to the previous example, but the white cell is in a different location. Mr. Grey will have to buy a 2x2 brush in this case.
Returns: 5
Problem url:
Problem stats url:
eleusive , gojira_tc
Problem categories:
Greedy, Simple Search, Iteration, Simulation
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A Trick Summary Questions and Answers
Question 1.
Write down a Summary of A Trick.
A Trick is a short story written by Prof. R.K. Sinha, the eminent English teacher of Patna University. In this story he writes about a trick played upon a young man by his friend and its impact on him as well as the narator himself. Like the writer, the narrator is a student of English literature. He and his friend, Mr. Varma, have appeared at an examination. There are a very few very brilliant students in the class, including these two. So the atmosphere is very competitive.
One day the narrator congratulates Mr. Varma, saying that he has topped in the examination. The latter is incredulous; but the same thing is repeated in such enthusiastic tones by some friends of the narrator that Mr. Varma is convinced of the truth. However, to as certain the truth he visits, along with his friend, Kamla, to Prof. Chatterjee’s house. The cryptic laughter of the professor is sufficient to make Mr. Varma understand that a trick has been played.
Naturally, Mr. Varma is very angry with the narrator. He sent the ward servant with a ship of paper to the narrator, asking him to return a few books that he had lent him. Now the narrator felt a little guilty for ruffling the sentiments of Mr. Varma. As he was trying to locate the books Mr. Varma himself entered the hostel room and asked forgiveness. Both the friends reqlized that the matter was being taken beyond its natural limit. The narrator renamed his self-control and went together with Mr. Varma to the mess.
Afterward the narrator continued to be haunted by an acute feeling of guilt which was increased when he saw dreams in which the Almighty sat in judgement over his misdeed and pronounced that he would have to be punished. So afraid did the narrator become that he thought that he might fail in the examination. But the result was different from the fear of the dreams — the narrator, in fact, topped.
The story has been written with mastery of detail. The carelessness of the young people, their competitiveness, and their jealousy have been admirably portrayed by Dr. Sinha. But more significant is the psychological treatment of the narrator, his acute feeling of guilt, and the magnanimity of Mr. Varma.
Bihar Board Class 12th English Important Questions
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Snakebites in Costa Rica Rise Along with El Niño Cycles
a female Terciopelo snake in Costa Rica
A female terciopelo (Bothrops asper) from the Costa Rican Caribbean. Terciopelo are responsible for most snakebites in the tropical regions of Central and South America. The snake's venom is toxic to the blood, causing clots and necrosis (tissue death). Untreated, bites can be fatal. (Image credit: Davinia Beneyto)
In Costa Rica, El Niño has a strange side effect: More snakebites.
Both the hot and cold phases of the El Niño Southern Oscillation (known as El Niño and La Niña, respectively) are accompanied by an increase in snakebites in the Central American country, according to a new study published today (Sept. 11) in the journal Science Advances. Here's how the climate cycle might be tied to slithering creatures: Snakes are ectothermic, meaning they get their body heat from outside sources. That means their activity is sensitive to climatological factors.
"Snakebites, probably the most neglected of the neglected tropical diseases, [are] another disease showing changes in [the] face of climate change," study researcher Luis Fernando Chaves, a scientist at the Institute of Tropical Medicine at Nagasaki University in Japan, told Live Science. [See Photos of Snakes from Around the World]
Dangerous bites
Snakebites are relatively rare in the United States, but pose a huge problem in many regions, particularly southeast Asia and sub-Saharan Africa. A 2008 study published in the journal PLOS ONE found that at least 421,000 people are bitten by venomous snakes worldwide each year, and some 20,000 die — but those are conservative estimates. Given spotty statistics and reporting, the number of bites could be closer to 1.8 million and related deaths might reach 94,000, the authors reported.
Costa Rica is home to 22 species of venomous snake, according to the Costa Rica Star. The one that most often bites humans is the terciopelo (Bothrops asper), which can be deadly without antivenom treatment. [The World's 6 Deadliest Snakes]
A female terciopelo from Costa Rica's Caribbean Basin. In 2013, Discovery producer Steven Rankin was bitten by a terciopelo while scouting a location for the show "Naked and Afraid." (Image credit: Davinia Beneyto)
What made Costa Rica useful for studying snakebites, however, was its widely available and free healthcare system. Not only do doctors keep good records of snakebites in the country, Chaves said, people also have access to healthcare after a bite, meaning even the poorest victims get reported.
Chaves and his colleagues studied a database of snakebites that occurred between 2005 and 2013 — 6,424 in total. They found some predictable patterns: There are fewer snakebites at higher elevations, where the climate is cooler. Every degree Celsius increase in average temperature was linked to a 24 percent increase in the number of snakebites. Poorer areas were harder-hit than wealthier areas, in part because poor people in rural areas are often farmers or farm workers, which puts them in direct contact with snakes, Chaves said. Poverty-stricken citizens are also less likely to have well-built homes that keep snakes out, he added.
Snake weather
The crucial finding, however, was an odd increase in snakebites during both El Niño and La Niña. El Niño brings hot, dry weather to Costa Rica; La Niña brings cool moisture.
It's simple enough to explain why hot weather might lead to more snakebites: Snakes are more active when it's warmer, Chaves said. The increase in snakebites linked to the cool weather of La Niña is a little more complicated. The researchers think this increase is linked to El Niño, too, though. Costa Rica has a torrential rainy season, so El Niño's drier weather (which is just less wet) is actually beneficial for plants compared to the usual deluge, Chaves said. More productive plants translate to more prey animals for snakes, which likely lead to a serpentine population eruption.
This is all well and good for the snakes until the El Niño pattern fades, at which point the snakes lose their abundant food supply. The prospect of starvation probably pushes snakes into areas they wouldn't normally go — near humans. This delayed reaction to El Niño's warmth could explain why the number of snakebites goes up again months later, during the cold La Niña. The snakebite count drops again when neither climate pattern is in play, the researchers found.
"This pattern is different from what has been observed for other diseases affected by El Niño," Chaves wrote in an email to Live Science. "For example, in vector-borne diseases (those diseases transmitted by mosquitoes and other bloodsucking insects), only one phase tends to be important."
Snakebites qualify as a neglected tropical disease, according to the World Health Organization, partly because victims tend to be poor and living in rural areas, without access to quality healthcare. In Africa, in particular, the need for antivenom outstrips supply, said study researcher José María Gutiérrez, a scientist at the Clodomiro Picado Institute in Costa Rica, which produces antivenoms for Central America.
Adding to the problem, the manufacturer Sanofi Pasteur recently announced it can no longer afford to produce Fav-Afrique, an antivenom effective against 10 sub-Saharan African snake venoms. Supplies — already short — will run out next year.
The Fav-Afrique shortage won't affect Costa Rica or Latin America, as it's specific to sub-Saharan snakes, Gutiérrez told Live Science. Clodomiro Picado and other manufacturers do make antivenom for Africa, he said, though they don't meet the full need.
"The problem of antivenom availability in Africa is much more complex than the decision of a company to stop production," Gutiérrez said. "It is a multifactorial health problem that demands multifactorial analyses and solutions."
Stephanie Pappas
Live Science Contributor
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An Excellent and Breathtaking Lithograph of an Aurora. Made by the "Audubon of the Sky", Etienne Trouvelot.
This is a beautiful color lithograph of an aurora borealis, by Etienne Trouvelot, relating his observations made at the end of winter in 1872. The chromolithograph was published as part of Trouvelot's Astronomical Drawings set of 15 plates by Charles Scribner's Sons in 1882.
Trouvelot's drawings are known as some of the best images of the sky ever made. Trouvelot's work was very important at the time, as it provided important images of the stars, planets, and phenomena of the sky at a time when popular interest in astronomy was growing, but photography had not yet become advanced enough to capture such dark images. Trouvelot's images are recognized as the last of the great images of the night sky that surpassed the photography of their day. This is especially true for his presented capture of an aurora, for which cameras would take decades to catch up with.
A Winter of Southerly Auroras
The Carrington Event of 1859 was the strongest aurora to have been recorded, with clear sightings in the Caribbean and reports from Colombia. It was also one of the first times that the electric properties of auroras had been measured, both through scientific observations as well as the experiences of telegraph operators. These long lines of conductive material experienced geomagnetic forcing from the event. While most lines became inoperable during the storm, some lines were of the correct length that a geomagnetically induced current occurred, and telegraph operators were able to switch off their current sources for several hours. The economic cost of a similar event today to the global economy would be trillions of US dollars.
The public would have to wait thirteen years before another aurora event strong enough to affect telegraph lines would occur. In January, February, and March of 1872, auroras occurred with unusual frequency, peaking in the first few days of February. Better prepared this time, scientists were able to make observations on the phenomena.
It had been auroras that had first interested Trouvelot in astronomy, and by 1872 he had been invited to work at Harvard. Trouvelot's present work comes at the waning of this period of great auroras, though it is unknown how many other sketches he made during this cycle.
Trouvelot describes the work as follows in his Trouvelot Astronomical Drawings Manual:
The view presents the rare spectacle of an aurora spanning the sky from east to west in concentric arches. The Polar Star is nearly central in the back-ground, the constellation of the Great Bear on the right and Cassiopeia’s chair on the left. The large star at some distance above the horizon on the right is Arcturus. The almost black inner segment of the aurora resting upon the horizon, has its summit in the magnetic meridian, which was in this case a little west of north, its arc being indented by the bases of the ascending streamers. Both streamers and arches were, when observed, tremulous with upward pulsations and there was also a wave-like movement of the streamers from west to east. The prevailing color of this aurora is a pale whitish green and the complementary red appears especially at the west end of the auroral arch. The summits of the streamers are from four hundred to live hundred miles above the earth and the aurora is therefore a phenomenon of the terrestrial atmosphere rather than of astronomical observation proper.
It would be many years before photography could catch up to lithographs when capturing auroras. Photography of auroras was, and still remains to the amateur, very difficult so this image would remain the gold standard of aurora representations for many years.
Trouvelot's prints were originally intended for the astronomical and scientific community and most of the larger US observatories purchased copies of the portfolio. In 2002, B.G. Corbin undertook a census to determine the number of surviving copies of the complete set of 15 prints and was only able to confirm the existence of 4 complete sets.
DeWayne A. Backhus and Elizabeth K. Fitch: Nineteenth Century E. L. Trouvelot Astronomical Prints at Emporia State University, in Transactions of the Kansas Academy of Science, Vol. 109, No. 1/2 (Spring, 2006), pp. 11-20.
Etienne Leopold Trouvelot Biography
Trouvelot (1827-1895) was born in Guyencourt, Aisne, France. During his early years he was apparently involved in politics and had Republican leanings. Following a coup d'état by Louis Napoleon in 1852, he fled or was exiled with his family to the United States, arriving in 1855. They settled in the town of Medford, Massachusetts, where he worked as an artist and nature illustrator. In both 1860 and '70 census, his occupation is listed as lithographer.
Trouvelot had an interest as an amateur entomologist. In the U.S., silk-producing moths were being killed off by various diseases. Trouvelot brought some Gypsy Moth egg masses from Europe in late 1866 and was raising gypsy moth larvae in the forest behind his house. Trouvelot apparently understood the danger posed by the Gypsy Moths and housed them under netting. Unfortunately, an egg mass went missing during a storm in 1869. He immediately realized the potential problem he had caused and notified some nearby entomologists, but nothing was done. This story has been called into question, based on earlier reports Trouvelot made that his netting had holes in it large enough for robins to fit through and eat his caterpillars.
When Joseph Winlock, the director of Harvard College Observatory, saw the quality of his illustrations, he invited Trouvelot onto their staff in 1872. In 1875, he was invited to the U.S. Naval Observatory to use the 26-inch refractor for a year. During the course of his life he produced about 7,000 quality astronomical illustrations. 15 of his most superb pastel illustrations were published by Charles Scribner's Sons in 1881. He was particularly interested in the Sun, and discovered "veiled spots" in 1875. Besides his illustrations, he published about 50 scientific papers.
In 1878, Trouvelot and his son traveled to Creston, Wyoming Territory, to observe the total eclipse of the Sun on July 29.
By 1882, Trouvelot had returned to France and joined the Meudon Observatory. He worked there under Jules Janssen, a leading solar astronomer. However, Trouvelot resented the cloudy French sky, which impeded his observations. He traveled with Janssen to the Caroline Islands in the South Pacific to observe the total eclipse of 1883 and attempt to discover the phantom intra-Mercurial planet.
Trouvelot died at Meudon on April 22, 1895. At the time he was working on a monograph of Mars. His son, George, hoped to find a publisher for Etienne's drawings of Mars, but was unsuccessful. The whereabouts of almost all of the drawings left by Trouvelot to his family are currently unknown.
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Supervisor: Prof. Gerry Cassis
Horn bugs are a lineage of the hyperdiverse stink bug family Pentatomidae. Stink bugs are cosmopolitan in distribution and are known for their defensive and repugnant scents that are effective for deterring a broad range of predators.
There are about 6000 stink bug species worldwide, of which 350 are present in Australia, most of which are endemic to our continent.
This project will explore the evolution of one tribe of the Australian Horn Bugs – the Deroploini – which are best known for their extravagant processes on the head and thorax that mimic the thorns of their host plants.
The student will work on a phylogenetic analysis of the Deroploini and analyse the evolution of the plant-mimicking processes.
Student benefits
The student will achieve the following benefits:
1. Undertake fieldwork.
2. Learn how to undertake molecular lab work to derive gene sequences.
3. Learn how to analyse phylogenetic relationships of Deroploini.
4. Learn how to undertake trait evolution research.
5. Describe new species.
6. Publish a scientific paper.
Get involved
To learn more about this project, contact Prof. Gerry Cassis
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"url": "https://www.unsw.edu.au/science/our-schools/bees/student-life-resources/honours/honours-projects/animal-ecology-evolution/evolution-and-phylogenetics-horn-bugs-hiding-plain-sight"
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Researchers Find Out How Soft Sounds Ease Pain
Patients need to numb the pain to help them get through operations or the healing process. Professionals have been analyzing various methods on how to achieve it. Apparently, music has always been the answer to ease pain — an art good for both mind and body. A study was published in 1960 by a group of dentists regarding the use of music during operations. Surprisingly, music was able to lessen the pain — patients did not even ask for nitrous oxide or local anesthesia.
Photo: Pexels/Cedric Fauntleroy
The dentist who led the study was from Boston and was named Wallace J. Gardner. According to his reports, he handed headphones to his patients and a small volume control box before the operation. Gardner and other dentists all over the country claimed that they performed dental procedures on 5000 patients with music and noise as pain relievers. Also, 90% of those operations did not use any anesthetic. Those medical providers have tested various pieces, from the works of Mozart to Michael Bolton.
Six decades after Gardner’s hypothesis, scientists gathered sufficient data to answer how sound can make the pain disappear. Yuanyuan Liu, a neurobiologist at the U.S. National Institute of Dental and Craniofacial Research, and his colleagues observed how music numbs pain in mice. The team played Bach’s Réjouissance for 20 minutes to the mice at 50 or 60 decibels in a room with a background noise set at 45 decibels. Using mice in the study was quite challenging as there’s uncertainty about how animals discern music.
Photo: Pixnio/Bicanski
Scientists exposed the mice to three types of music — symphonic music, unpleasant remixes of Bach’s symphony, and white noise. Those types of music were all effective and altered pain tolerance, more so when played at 50 decibels. To test the mice’s sensitivity to pain, they injected the paws with a painful solution and jabbed them with thin filaments at different pressures. They could determine the mice’s reaction to pain if they flinched, licked, or pulled their paws back. The experiment was done several times while observing a red fluorescent dye injected into the mice’s auditory cortex — part of the brain that processes sound.
Photo: Pexels/Burst
Signals were found in particular regions of the thalamus — implying a link between those regions and the auditory cortex. Furthermore, the team implanted tiny electrodes into the mice’s brains which revealed that soft sounds lessen activity in the auditory cortex. They artificially blocked the link between the auditory context and the thalamus by targeting signals in certain neurons. The numbing effect lasted for two days after being exposed to sounds. For additional data, the team will be focusing on why low sound over background noise is the sweet spot of the process. As the study progresses, there will be more evidence that music can be medically used as an analgesic during operations.
Photo: Pexels/Mart Production
Clifford Woolf, a neurobiologist at Harvard University, commented on the study, stating, “That now needs to be tested in humans. Many would have anticipated you need to listen to Mozart to get pain relief, but maybe all we need to do is give patients a tiny level of buzzing noise.”
Lastly, Zhi Zhang, a neurobiologist on the research team from the University of Science and Technology of China, sees the method as a way to decrease the pain in mice during experiments. It would be a remarkable way to test hypotheses without confounding the results, and it would decrease cruelty to animals.
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by Erica Mitchell | October 14 2020 | 0 Comments
bacteria_real_estaTe-01Imagine a wandering nomadic tribe, toiling by day to find enough food to survive, sleeping only in short bursts in attempts to avoid predators. One day, exhausted by the energy required simply to continue to live, they happen upon a river. The small tribe finds this river well-populated with fish, and only a few steps away is a large cave. The group decides to stay long enough to fill their bellies and rest in the dark, cool safety of the cave. The next day the group is able to easily find enough food for everyone. They stay another night. One night becomes two. After a few days of safety, access to plentiful food, and a source of fresh water, the tribe begins to put down roots. Each family unit has set up in their own part of the cave. Duties are delegated, health and vitality begin to return to all the members. As the group grows, they are easily able to fight off any predators, and are even able to bring home larger beasts as they hunt together. Time goes by and the group is fully established next to their river. They expand to neighboring caves as the population grows, and even send a few adventurous groups up and down the river to set up their own homes.
This natural pattern of survival, growth and strength in numbers is familiar to anyone learning about human communities. Most of us would be surprised that this same pattern has been discovered in the Earth's most represented life form: Bacteria.
Bacteria are typically studied (and learned about) as single-cell organisms floating in a liquid medium. These ball- or rod-shaped lifeforms gain nutrients from their environment, reproduce by dividing, and are capable of some limited movement, depending on their species. But when they encounter the right environment and surface, they are able to secrete a glue-like material that adheres them to that surface and other neighboring bacteria. In just a few hours, these bacteria aggregates form a biofilm. And with strength in numbers, this biofilm is resilient and resistant. So what makes bacteria say "Honey, pull over!" when driving around in the family minivan?
1. Moisture
Bacteria need water to survive. Dry environments will slowly kill most bacteria, and force others into a kind of hibernation stage where no growth is possible. However, fully saturated environments are not necessary- even small amounts of moisture can sustain bacteria indefinitely.
2. Nutrients
Depending on the species, bacteria eat any number of things. Eating, at the most basic level, is acquiring nutrients that allow an organism to gain energy to fuel metabolism and other life-sustaining functions. This energy can come from absorbing and breaking down material (gut bacteria absorb energy from our digesting food, while others are able to absorb nutrients from soil and even crude oil) or the energy can come from sunlight in the form of photosynthesis.
3. A Surface
Any surface: metals, plastics, soil particles, medical implant materials and even human or animal tissue can provide floating bacteria a place to stick. When first coming into contact with the surface, bacteria cling to it only through a weak molecular bond. This bond can be easily broken, but if the bacteria can withstand any threats to this bond, they begin to produce a sticky material that firmly adheres them to the surface and provides a much better connection point to other floating bacteria.
These three elements provide all that is required for bacteria to begin forming a strong, resilient community, what scientists call a biofilm.
Coming soon to a theater near you! Next we will explore the awe-inspiring and terrifying abilities of biofilms - such as their ability to move as a group. Stay tuned for next week's post, "Attack of the Killer Slime!"
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Editor's Note: This post was originally published in June 2015 and has been updated for freshness, accuracy and comprehensiveness.
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Costume of a Callapuya Indian, also known as Kalapuya Man, is one of the earliest, most recognizable images in Oregon history. The 1841 woodcut by Alfred T. Agate is the only surviving full-body drawing of a Kalapuya person from that period and for several decades after. It has become the symbol of the Kalapuyans and is the drawing most used to represent any Kalapuya person from the nineteenth century.
The drawing was first published in 1845 in volume five of Narrative of the United States Exploring Expedition, by Charles Wilkes. It became popular after Harold Mackey included the drawing in The Kalapuyans, published in 1974. There are two other less-known drawings of Kalapuya people from Agate, A Kalapuya Lad and A Kalapuya Man, engraved by William Dougal. The head-and-shoulder color portraits of two Yoncalla Kalapuyans were drawn when the expedition spent a few days at Fort Umpqua.
Agate was a member of the Wilkes Expedition, which traveled into the Willamette Valley in 1841 as part of their survey of the West Coast. On August 13 or 14, the members of the expedition were camped a day’s travel south of the Willamette River, in the Chelamela Kalapuya territory south of the Long Tom River, when they encountered the Kalapuya man who is the subject of the Costume of a Callapuya Indian. He was traveling with several companions, including women.
According to the expedition narrative, “Some wandering Callapuyas came into camp […]: they were very poorly provided with necessities. Mr. Agate took a characteristic drawing of one of the old men.” Wilkes’s account states that the land around them had been burned for the previous four days, which may account for their lack of “necessities,” probably a reference to food. The fires, set by the Kalapuya to control vegetation, would have frightened animals away for a time. It might also be the case that the Kalapuya did not travel with much food because they knew they would find enough to eat along the way.
Much of the clothing of Kalapuya men and women was made from deer hides with skin head coverings. In the drawing, the man wears European-styled footwear, indicating American and European goods had been traded in the region, primarily through the Hudson’s Bay Company. George W. Colvocoresses, the expedition midshipman, suggested that the Kalapuya men were wearing “cast off clothing of whites,” and Lt. Henry Eld wrote that they were wearing the “remnants of company clothing,” a reference to the Hudson’s Bay Company. The man’s other articles are of native origin, including his sealskin quiver, which is likely the result of trade with coastal or Columbia River tribes.
Indigenous trade economies were changed forever by fur trading in the Pacific Northwest region. Hudson’s Bay Company, a British corporation, was the most dominant in the Oregon Territory and controlled trade with many tribes from 1824 to 1850 from Fort Vancouver. The company set up trading posts in the region and sent fur-trading expeditions into tribal areas to trade for furs of many animals in exchange for American and European goods such as clothing, beads, rifles, and metal. The tribes became dependent on this trade, and many of their economies were centered on it.
By the 1840s, few Kalapuyans remained in the region. Where their population at one time was an estimated 25,000 people, perhaps a few thousand remained by the time of the Wilkes Expedition. By the time the tribes were removed to reservations in the 1850s, an estimated 97 percent of the Kalapuya had died, principally from epidemics of European-introduced diseases like malaria, influenza, and smallpox. The Kalapuya man may have been one of the older surviving Kalapuyans in the valley.
In 1855, the tribes of the Willamette Valley signed the Kalapuya Etc. treaty, which ceded their lands to the United States. The next year, all of the Kalapuya tribes of the Willamette and Umpqua valleys were removed to the Grand Ronde Indian Reservation, where most of their descendants are members today.
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Listen to English every day!
천천히 듣기
반짝 성공
Today we will talk about how to describe something that shows promise of being great, but then turns out to be…not so great. We can call this a flash in the pan.
First, let’s look at the words in this expression. A flash is a sudden burst of light or fire -- here one second and gone the next. And a pan is a kind of container usually used for cooking. But it has other meanings, too. We will talk about that later.
Sometimes we use the expression “flash in the pan” for things that seem to be going well. There is hope! But then, in the blink of an eye, things turn bad. In other words, things go from good to bad very quickly.
An artist or entertainer could be described as a flash in the pan if their success happens quickly but does not last long.
If a singer is a flash in the pan, we could also call him or her a one-hit-wonder. This expression describes an artist who has only one popular, or hit, song and then disappears from the spotlight.
Here is another example of how to use flash in the pan:
I thought that my new boss was going to be here for a long time. But she was just a flash in the pan. Here today, gone tomorrow.
Word experts say “flash in the pan” probably comes from an old kind of firearm called a musket. These weapons were used during the 16th to 17th century. But to understand the origin of this expression, we have to understand how a musket fired.
Experts on the website Revolutionary War Journal explain that firing a musket was complex. It took about 10 steps to fire these guns. So, the firing of a musket gun is very much a chain reaction -- one action leads to another, and another, and another.
The muskets had a place for the gunpowder called a “pan.” When you pulled the trigger, a piece of flint would hit a piece of steel called a frizzen.
This would cause sparks to fly into the pan -- also called a flash pan. This would light the gunpowder, which would then light the main charge. This, would, finally, fire the gun. Sometimes.
Other times things went wrong in this chain reaction. For example, sometimes the charge in the pan would light but would fail to light the main charge.
The result? The gun would not fire. When this misfire happened, people called it a “flash in the pan.”
And misfires were common. Through time, the expression “flash in the pan” soon became used to describe other things.
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Landscape and archaeology
04_NA_LA (5)
Important roman roads in the region of Niederanven
The landscape between Niederanven, Mensdorf and Roodt/Syr is characterised by the flat hills of the Pseudomorphosis Late Triassic layer, originating 220 millions of years ago. This layer is formed by varicoloured clay with gypsum deposit, which gives a red to a brown gray colour to the weathered soils. The heavy and cold muddy soils are often covered with woods or are used as pastures. Typical for this Pseudomorphosis-Late Triassic landscape are the so called “Mardellen”, round basins in the ground, partly filled with water.
04_NA_LA (6)
View on the Kréckelsbierg
In very old times the Keuper landscape was still covered by the Luxembourg sandstone layer, which had however been ablated over millions of years. The only leftover witnesses of the former Sandstone layer are the Widdebierg and the Kréckelsbierg, protecting the Late Triassic layer against erosion.
The Roman Road
04_NA_LA (8)
Flat undulated mountain ranges are characteristic for the landscape. The former Roman road between Mensdorf and Niederanven today is an appreciated bicycle lane.
04_NA_LA (11)
A tombstone with roman inscriptions found in Hostert.
Niederanven, the former Andethanna, was situated at on of the most important Roman roads of the region. The connection road (Kiem) between Treves and Reims came from Luxembourg City over the Senningerbierg to Niederanven, where it crossed the actual route de Trèves, rue de Mensdorf and rue de Munsbach in order to continue to the Moselle region. The Kiem had probably been constructed during the reign of the emperor Claudius around the year 44.
Clay bricks discoveries
04_NA_LA (1)Roman roofs were made of clay roofing tiles in form of a plate (tegulae) and a covering tile (imbrices). The covering tiles were resting on the plates in order to keep everything in place on a wooden roof rack. Only few tiles were fixed by iron nails, as the covering tiles were fixed with mortar.In the distance of this old Roman Road, between Mensdorf and Niederanven were discovered many of those tiles, probably providing from one single outbuilding. The tile manufactories had first been run by militaries and later on also by private individuals. The derivation of the tiles can normally be determined by the stamp put on by the manufacturer.
04_NA_LA (3)The tile discoveries were made on a site called “Uechten”. The surrounding site names, often combined with the word “Uecht” (for example Uechten, Rouduecht) indicate us the presence of a country estate in the Middle Ages, subordinated by the compulsory labour. In fact those domains had most often been set up where once Roman villas had stood before. This is why it is supposed that Roman farms had been present once on this site.
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teaching resource
Capacity Vs Volume Poster
Teach Starter Publishing
PDF | 1 page | Years: 3 - 6
A poster explaining the difference between capacity and volume.
The difference between capacity and volume can be a hard concept for students to understand. Display this clear and understandable poster to remind your students of the difference.
• Capacity is the amount of liquid a container can hold.
• Volume is how much space an object takes up.
Login to comment
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"url": "https://www.teachstarter.com/au/teaching-resource/capacity-vs-volume-poster/"
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Blog » Learn Polish » Polish Grammar » Polish Relative Pronouns “który“ and “jaki” Made (Relatively) Easy
Który and jaki as interrogative pronouns
The Polish pronouns który and jaki – mostly translated as which or what have several uses. Probably the most straightforward one is asking questions.
Below are two example sentences with który and jaki as interrogative pronouns:
Który samochód podoba ci się bardziej, mój czy Toma? (“Which car do you like more, mine or Tom’s?”)
Jaki jest twój ulubiony deser? (“What is your favorite dessert?”)
Though their English translations are usually the same, the two pronouns can rarely be used interchangeably. Który is used when talking about entities that are being singled out from a specific number of options. On the other hand, jaki is used to refer to entities from a more indefinite set of options. It might seem a bit confusing when put this way, so let’s take a close look at some examples:
Który kraj Unii Europejskiej jest najbiedniejszy? (“What is the poorest country in the European Union?”)
The sentence refers to an entity belonging to a very specific group: the 28 member states of the European Union. Because of this, który is the preferred option.
Który z nich jest sprawcą? (“Which one of them is the perpetrator?”)
Here, the set of referents is a limited group of suspects – you can picture them standing in a police lineup. Once again, który is the way to go. The pronoun can be used for both human and non-human entities.
Jaki kolor ma jej sukienka? (“What color is her dress?”)
In this case, no specific set of colors to choose from comes to mind, and we cannot really rule out any answer – this is why jaki is the correct pronoun here. If the question included a specific set of colors to choose from, as in “Which color did you get – black or red?”, który would be the more appropriate option.
Jaki jest cel pańskiej wizyty? (“What is the purpose of your visit?”)
Once again, there isn’t a definite number of purposes to choose from. This makes jaki the preferred choice.
Który is also often used to ask about sequence, or anything else involving ordinal numbers:
Który był we wczorajszym wyścigu? (“What place did he finish yesterday’s race in?”)
Jaki can appear in questions asking about the class to which the given entity belongs, so it is sometimes translated as what kind of, what sort of or simply what:
Jaki ser lubisz najbardziej? (“What kind of cheese do you like the most?”)
Moreover, jaki is also used to ask about a person’s (or a thing’s) characteristics, which means it can be translated as what is … like:
Jaki jest jej mąż? (“What is her husband like?”)
Finally, jaki sometimes appears in exclamations that emphasize some specific adjective:
Jaki piękny widok! (“What a beautiful view!”)
Number and gender of który and jaki
Both który and jaki inflect just like adjectives do – they assume various endings depending on the number, gender, and case of the noun (or pronoun) they refer to.
Singular masculine forms: który, jaki
Thus, the forms który and jaki from the previous section are only used for singular masculine referents. Of course, these do not necessarily have to be actual males – we’re talking about grammatical gender, which all Polish nouns have.
Który rower podoba ci się bardziej? (“Which bicycle do you like more?”)
Jaki masz problem? (“What is your problem?”)
Singular feminine forms: która, jaka
When asking about singular feminine entities, the default forms are która and jaka:
Która jest córką Toma? (“Which one is Tom’s daughter?”)
Jaka jest dziś pogoda? (“What is the weather like today?”)
Singular neuter forms: którejakie
Singular neuter nouns require the forms które and jakie:
Które mięso smakuje najlepiej? (“Which meat tastes the best?”)
Jakie jest twoje ulubione krajowe piwo? (“What is your favorite domestic beer?”)
Plural masculine personal forms: którzy, jacy
The plural masculine personal forms are którzy and jacy:
Którzy piłkarze grali dziś najlepiej? (“Which soccer players played the best today?”)
Jacy są jego rodzice? (“What are his parents like?”)
Finally, plural non-masculine nouns are accompanied by the forms które and jakie:
Które buty są twoje? (“Which shoes are yours?”)
Jakie książki czyta twój tata? (“What books does your dad read?”)
Polish relative pronouns “który” and “jaki” in all basic nominative forms (gender and number table)
Grammatical case of który and jaki
Another grammatical feature that is reflected in the forms assumed by który and które is their grammatical case. A pronoun’s grammatical case is always the same as the case of its referent. This, in turn, depends on the referent’s function in the sentence.
Grammatical case exists in parallel to number and gender. This means that each of the five number/gender combinations described in the previous section has six independent forms, one for each of the cases.
Luckily, many of the forms are shared between cases and number/gender combinations, which brings their total number down to 11 for both który and jaki. The overlap is clearly visible in this color-coded table:
Polish relative pronouns “który” and “jaki” in all grammatical numbers, genders and cases (declension table)
To help you digest all this information, let’s look at some examples and discuss the cases one-by-one.
The nominative forms are used to ask about the subject of the sentence. In other words, you mostly use them to ask:
• which entity does something,
• which entity is something,
• what a given entity is like.
Która strona wygrała? (“Which side won?”)
Które ćwiczenie było najtrudniejsze? (“Which exercise was the hardest?”)
Jaki naprawdę jest Tom? (“What is Tom really like?”)
Jakie są wasze ulubione filmy? (“What are your favorite movies?”)
The main purpose of the accusative forms is referring to the object of the sentence – that is, the entity to which something is being done.
Którego nauczyciela lubicie najbardziej? (“Which teacher do you like the most?”)
Których kandydatów powinniśmy zatrudnić? (“Which applicants should we hire?”)
Jaką gazetę czyta twój mąż? (“What newspaper does your husband read?”)
Jakie dostałeś prezenty? (“What gifts did you get?”)
Uses of the instrumental forms usually involve one of the following:
• the verbs być (“to be”), zostać (“to become”),
• certain prepositions, such as z (“with”), przed (“before” / “in front of”), and za (“behind”),
• the means (= the instrument) used to do something.
Którą łyżką jadłeś zupę? (“Which spoon did you eat your soup with?”)
Z którymi studentami rozmawiałaś? (“Which students did you talk to?”)
Jakim samochodem jechał Tom? (“What kind of car was Tom driving?”)
Jakimi jesteście rodzicami? (“What sort of parents are you?”)
The locative forms are only used together with certain prepositions, among others o (“about”), w (“in”), and na (“on”).
W którym domu mieszkała twoja babcia? (“Which house did your grandma live in?”)
O której dziewczynie rozmawiacie? (“Which girl are you talking about?”)
Na jakim kanale mogę obejrzeć ten mecz? (“On what channel can I watch this match?”)
O jakich ludziach jest ten film? (“What kind of people is this movie about?”)
The genitive forms are usually used to refer to:
• the direct object in a negative sentence,
• the direct object of verbs such as szukać (“to look for”), potrzebować (“to need”), or używać (“to use”),
• objects following the prepositions dla (“for”), od (“from”), and do (“to”).
Którego aktora nie lubisz najbardziej? (“Which actor do you dislike the most?”)
Dla której firmy pracujecie? (“Which company do you work for?”)
Jakich przedmiotów uczysz się w szkole? (What subjects do you study at school?”)
Jakiego rodzaju muzyki słuchasz? (“What kind of music do you listen to?”)
Finally, the purpose of the dative forms is indicating:
• the indirect object of the sentence (someone or something to whom or for whom an action is done),
• the object of verbs such as dawać (“to give”), wierzyć (“to believe”), dziękować (“to thank”), or pomagać (“to help”).
Której kobiecie wierzysz? (“Which woman do you believe?”)
Któremu pracownikowi powinniśmy dać podwyżkę? (“Which employee should we give a rise?”)
Jakim ludziom pomaga ta organizacja charytatywna? (“What kind of people does this charity help?”)
Jakiej drużynie kibicujesz? (“What sports team do you support?”)
Który and jaki as relative pronouns
Another common purpose of który and jaki is introducing relative clauses. These are grammatical units supplying additional information about a noun (or a pronoun):
Czy to ten samochód, który wczoraj widziałaś? (“Is this the car that you saw yesterday?”)
Tom to najlepszy gość, jaki tu kiedykolwiek pracował. (“Tom is the best guy that has ever worked here.”)
When used as relative pronouns, który and jaki can usually be translated as that, which or who.
Yes, even who. As briefly mentioned above, both Polish relative pronouns can be used with personal and impersonal nouns:
Mam wujka, który mieszka w Warszawie. (“I have an uncle who lives in Warsaw.”)
Note that it’s impossible to omit który the way you could sometimes omit which, that or who. In other words, saying “samochód wczoraj widziałeś” is a serious error in Polish, while “the car you saw yesterday” is perfectly fine in English.
And finally, it’s important to remember that when który and jaki are used as relative pronouns, they have to be preceded by a comma – yet another difference between Polish and English.
Just as in questions, który is used when talking about entities “selected” from a specific number of options, and jaki is used for entities belonging to a more indefinite set of options.
Naturally, który and jaki used as relative pronouns still assume different endings depending on the number, gender, and case of the noun they refer to. The declension table from the previous section will be just as useful as before.
Relative pronouns can appear after prepositions. These cannot, however, be split from the pronoun like in English:
Firma, dla której pracuję, sprzedaje papier. (“The company that I’m working for sells paper.”)
It is important to remember that the grammatical case of the relative pronoun is governed by the dependent clause, and not the one immediately preceding the pronoun. Thus, in the example above, który takes the genitive form required by the preposition dla, rather than the nominative form which would match the case of the noun firma at the beginning of the sentence.
To finish up, here are some more examples with various forms of the Polish relative pronouns który and jaki:
Zgubiłem zegarek, który dał mi ojciec. (“I lost the watch that my father gave me.”)
Książka, którą kupiłem w zeszłym tygodniu, była naprawdę ciekawa. (“The book I bought last week was really interesting.”)
Zaznacz słowa, których nie rozumiesz. (“Mark the words that you don’t understand.”)
Tom jest najwyższym człowiekiem, jakiego znam. (“Tom is the tallest man I know.”)
To jest najsmaczniejsza pizza, jaką kiedykolwiek jadłem. (“This is the most delicious pizza I’ve ever eaten.”)
To najlepsze buty, jakie mam. (“These are the best shoes I have.”)
The Polish Pronoun Grammar Challenge
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Check out the Polish Pronoun Grammar Challenge and start testing yourself by filling in the gaps in hundreds of Polish sentences.
3 thoughts on “Polish Relative Pronouns “który“ and “jaki” Made (Relatively) Easy”
1. Pingback: How to Start Learning Polish and Not Give Up - ForgottenDocs
2. Thank you so much for publishing this post. This is by far the best guide I have found for using “Jaki” and “który”.
Could you shed any light on the use of “co”? When should I use “co” rather than “Jaki”?
Thank you 🙂
Leave a Comment
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"edu_int_score": 4,
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"url": "https://www.clozemaster.com/blog/polish-relative-pronouns/"
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Sat. Dec 3rd, 2022
What does loose leaf mean in paper
What does loose leaf mean in paper?
Definition of loose-leaf
1 : having leaves secured in book form in a cover whose spine may be opened for adding, arranging, or removing leaves loose-leaf notebook. 2 : of, relating to, or used with a loose-leaf binding loose-leaf paper.
What is loose leaf method?
Loose-leaf tea is brewed by placing the tea leaves directly in hot water—or in a tea ball or strainer—and steeping the tea long enough for its flavors to infuse in the water. This type of tea is usually packaged in paper bags, glass jars, or tea chests.
Can you use loose leaf paper in a printer?
You can use plain paper; however, for the best results, you’ll want to use one of Epson’s special inkjet papers. Note: Inkjet transparencies and vellum paper are not supported. You can load a sheet of loose-leaf or other paper with holes as shown.
Who created loose leaf paper?
The Creation of the Loose-Leaf Notebook
Rhode Islander Henry T. Sisson filed patents for 2-ring and 3-ring binders in 1854. He found it was difficult to organize papers on their own and created the binders as a solution to the problem.
What’s the difference between loose leaf and hardcover?
Loose leaf textbooks are editions that have no binding. Unlike hardcover and paperback books, which are bound together by glue and stitching, loose leaf books come as a stack of hole-punched pages that can be separated or bound by the owner.
What does a loose leaf book look like?
How do they make loose leaf paper?
Generally, loose leaf paper has three holes punched on the left side and is white with horizontal blue lines and a light pink margin line. It is frequently made from recycled or partially recycled materials, and may be available in either wide-ruled or college-ruled pages.
What is a loose leaf publication?
A looseleaf service is a type of publication used in legal research which brings together both primary and secondary source materials on a specific field or topic in law. For this reason they are sometimes called “subject-matter services”.
How do you use loose leaf Bir?
Although the use of loose-leaf books is computer-aided, it is still considered as manual recording with the BIR. In applying for a loose-leaf book of accounts, taxpayers must file an application first for a “Permit to Use” (PTU) to their local BIR Revenue District Office. As per Revenue Memorandum Circular (RMC) No.
How do you print B5 paper with loose-leaf?
Like every B size, a B5 paper sheet cannot be printed with a personal printer. It’s because the size is used in professional printing. This paper size is used to create magazines, menus, or flyers for advertising.
What size is loose leaf paper?
The standard size of loose leaf paper varies depending on its purpose. Most of the loose leaf papers are 10.5 by 8 inches in size.
Why is it called loose leaf?
Description. “Loose leaf” describes any kind of paper or book that is available in single sheets, unbound. Its “leaves”, or sheets, are “loose” and not bound in notebook or book form.
When did lined paper come out?
Thinking about notebooks in the US, we can thank a couple of inventions for our modern notebooks. In 1770, a machine that made lined paper was invented. And then in the early 1800s, the blue-lined paper appeared. Eventually, the red vertical margins were added.
What is loose leaf version of a textbook?
Sometimes also referred to as a spiral-bound or binder-ready textbook, loose-leaf textbooks are available to purchase. This three-hole punched, unbound version of the book costs less than a hardcover or paperback book.
Is loose leaf or book better?
If you want to purchase books but want cheaper alternatives, then loose-leaf textbooks are the best option. That is because it requires fewer materials and the process of manufacturing the books is simple compared to other methods. Weight. You do not need to carry all the books to lectures with loose-leaf textbooks.
Can I sell back loose leaf textbooks?
College bookstores won’t buy back loose leaf textbooks, but there is an online textbook buyback website that does – Loose Leaf textbooks are a cheaper alternative to their hardcover and paperback counterparts.
What is books a la Carte Edition mean?
What does text only mean when buying a book?
“TEXT ONLY” or “TEXT” describes a used or new textbook which is absent the accompanying CD or other possible supplements (such as topic finder, infotrac, web passwords). The textbook is complete as sold from the publisher. It contains all original text and pictures.
Who can bind a book for me?
Whether you want staple, comb, spiral bound, saddle stitch or 3-ring binders for your presentation printing, FedEx Office can help with any custom presentation binding requests. Various paper and card stock covers are available, including white paper, colored paper, card stock and more.
How do you make a book without folding paper?
What is a looseleaf service? A looseleaf service is a form of publication that is periodically updated with materials which are filed in a notebook or binder to ensure that the contents are as current as possible.
What are the 3 books of account?
General Ledger
This is where you will see the summarized journal entries of an account to get the reconciled balances. This book tracks your Assets, Liabilities, Owner’s capital, Revenues, and Expenses.
What is computerized account?
DESCRIPTION. Computerized accounting is a software-based budgeting and accounting system for the management of spending, payment processing, budgeting and reporting. It computerizes and automates key aspects of budgeting and accounting and combines them into a unified database and user interface.
Is B5 the same as A5?
The B paper sizes are a bit larger than their A series counterparts and are based on the geometric mean of two consecutive A series sheets. For example, B4 is between A3 and A4 in size, and B5 is between A4 and A5.
What is the size of B5?
Click Start, point to Settings, and the click Printers. Right-click the appropriate printer, and then click Properties. Click the Paper tab, and then click the paper size you want to use in the Paper Size box. Click OK, and then close the Printers folder.
How do you make a legal page on Word?
Fillers reduce paper bulk and stiffness, which may or may not be desirable. Adding fillers is a function of the intended printing method and end-use requirements of the paper. (See also Paper and Papermaking: Paper Properties.)
What size is a notepad?
The most popular standard size notepad is 5.5 x 8.5 inches, followed by 4.25 x 5.5 inches, then 8.5 x 11 inches.
How is lined paper made?
Paper is made in two steps: Cellulose fibers are extracted from a variety of sources and converted to pulp. Pulp is combined with water and placed on a paper making machine where it is flattened, dried, and cut into sheets and rolls.
Who invented notebooks?
1888. Thomas W. Holley, a 24-year-old paper mill worker, used leftover scraps to make the first legal pads. His idea took off at the request of a local judge that loved the yellow paper and all the space for his notes.
What is Gregg ruled paper?
Gregg ruled paper has ruling specialized for stenography. “Paper should be smooth and lined, dull in finish, with three lines to the inch and a line down the center.” Junior Legal ruled paper is found on 5-inch by 8-inch Junior Legal Pads. This can be equal to Narrow rule or Medium rule, depending on the manufacturer.
Why are there margins on paper?
The margin helps to define where a line of text begins and ends. When a page is justified the text is spread out to be flush with the left and right margins.
Are paperback and hardcover textbooks the same?
Paperback book, as its name implies, has a soft card or a thick paper cover over the pages. This type of covering is less heavy but prone to folding, bending, and wrinkles with use and over time. Hardcover books are characterized with a thick and rigid covering.
What is paperback vs hardcover?
What does loose-leaf tea mean?
Loose-leaf tea is the larger tea leaves that do not come pre-packaged in tea bags. It usually comes in a box or tin and contains whole or broken tea leaves, as opposed to the ‘dust and fannings’- tiny scraps of tea leaves- used in conventional tea bags.
Should I use loose leaf paper or notebook?
LPT: Don’t buy notebooks for your classes. Instead use loose leaf paper and high quality folders. TL;DR: it’s simpler; it avoids bulk and awkwardness; it’s easier to submit assignments and copy notes for classmates; it helps break things down by chapter or unit; it’s less wasteful.
Does Staples bind loose leaf textbooks?
LPT: College students, got a loose-leaf textbook you hate? Go to the copy center at Staples and ask for it to be bound. Approximately $6 for a decent book that won’t fall apart!
What is a ring bound textbook?
Ring binders are a great way to present documents with many pages or documents separated into chapters. Pages are hole punched and held on circular or D-shaped metal retainers. The document is provided in a PVC white presentation binder with a clear pocket on the front for a cover page of your choice.
Does chegg buy back loose leaf books?
Pros: The online-only store Chegg buys, sells and rents textbooks of all kinds, so there’s a good chance you’ll be able to get some money back on this semester’s haul. Chegg does offer an option to donate low or no-value books.
Is SellBackYourBook com reliable?
It has been very reliable source for selling my books for This company is great, easy to place an order, and the payment is so fast. I love it. And also have the best price in the market.
What is a paperback textbook?
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"edu_int_score": 4,
"edu_score": 3.609375,
"fasttext_score": 0.2090299129486084,
"language": "en",
"language_score": 0.940981924533844,
"url": "https://www.2outdoors.com/what-does-loose-leaf-mean-in-paper/"
}
|
Most Influential Projects 2021
34 Tulsa Race Massacre Excavation
Government | North America
Tulsa Race Massacre Excavation
For helping bring closure to a community rocked by racial violence
It happened a century ago, but the scars of the 1921 Tulsa Race Massacre still run deep. What started with a young Black shoeshine vendor accused of assaulting a white elevator operator in Tulsa, Oklahoma, USA escalated over the next few days into the razing of the city's prosperous Black neighborhood, Greenwood.
Few records of the days' events exist, and there's no official count of lives lost during the massacre, though historians believe the number may be as high as 300. A 2001 government report concluded that city officials had provided firearms and ammunition to white individuals, effectively authorizing them to commit violence.
Looking to answer lingering questions, government leaders have launched an interdisciplinary program, using methods including survivor interviews and ground-surveying technology to locate and recover the bodies of those killed.
Headed by Oklahoma state archaeologist Kary Stackelbeck and forensic anthropologist Phoebe Stubblefield, the project broke ground with a test excavation in 2020, followed by a full dig this year. Here, Stackelbeck discusses the project, efforts to engage the community in the process and how the team is building trust through transparency.
Who's involved in this project?
An interdisciplinary team of researchers was amassed about 20 years ago to tackle this subject of the mass graves, but their work was stopped short before they could conduct any excavations. Several of those researchers are engaged in our effort, which involves three committees.
A Historic Context Committee has compiled historical records, documentation, oral histories and other anecdotes being provided by members of the community. The Physical Investigation Committee is charged with taking those site leads and executing the process of the actual physical excavation work. My job is principally trying to find where the graves may be. Upon locating burials, the forensic team analyzes the remains to determine the extent to which they may represent victims. A third team, the Public Oversight Committee, is populated largely with descendants of survivors and other members of Tulsa's African American community. At every stage, we address their concerns, and we don't proceed until we get their approval. During the peak of this latest round of excavations, on any given day we'd have about 30 people onsite who were participating in the process.
What's one way this is different than a typical project you might work on?
While archaeologists are used to collaborating with forensic scientists, the circumstances of this case are very different. Here, we're looking at a 100-year-old crime scene, and our excavation techniques were tailored to maximize the ability of the forensic team to ascertain any indicators of trauma. For example, rather than carefully clean off all skeletal elements and remove them individually, we applied consolidant to some of the more fragile remains and removed them as a block with the surrounding soil. The forensic team could then X-ray them in our onsite lab before the bones started to degrade from the exposure.
What did you discover in the latest excavation?
We're in the early phases of pulling the forensic analysis together, but our excavations revealed evidence of 34 burials, of which we recovered 19. We had one individual who is definitely a gunshot victim, and other individuals who were buried in a disrespectful manner. Our working hypothesis at this location was that if we found one massacre victim, we should find others immediately adjacent—and that may not be the case here.
In archaeology, you're flying blind a lot of the time, and you're going to encounter information and data patterns different than what you maybe anticipated. So, you have to be nimble enough to adjust your excavation strategy to accommodate new information as you encounter it.
How are you measuring the project's success?
I feel like our most recent effort was a success in the sense that I feel good about the collaborative model between our multiple disciplines and our workflow. The unfortunate thing is that we just need more of the victims to cooperate, if you will—we need to find them in the right place. Our methods will ultimately work. It's about having the patience and the fortitude to keep moving forward.
Listen to Kary Stackelbeck explain how transparent communication with community members and other stakeholders helped build trust.
The constant need for consultation with the local community, it is imperative. It is so imperative because there is a very serious trust issue, understandably. I mean, because the people in this local community, this is a thing as the descendants of the survivors, other African American people living in Tulsa, in North Tulsa, you know, they are the inheritors of all of the long-term effects that came after this event, that came after this horrible massacre, and the systemic racism that continues today. Understandably, there is an element of distrust that you have to try and overcome, and that's where us, for the scientific community, the communication is absolutely critical for trying to establish and maintain that trust.
And to have this all happened during COVID. So, we had to come up with a completely altered approach to how do we do this safely in the era of COVID, we couldn’t involve the community in the same way that we had hoped to be able to do so, but we also needed to maintain that transparency. So this was where we ended up, there was like live video feed of our excavation process. We had press at the fence line, very close, which was very close to where we were working every day. And we did daily updates that were posted on social media about what we were finding, regularly posting videos and photographs every step of the way so people can still see and observe what we are doing. And we were doing nearly daily press briefings. It’s a lot of extra communication, all to try and accommodate that need for transparency and making sure that people were aware of what we were doing and how we were doing it.
|
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{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.65625,
"fasttext_score": 0.08503681421279907,
"language": "en",
"language_score": 0.9736750721931458,
"url": "https://www.pmi.org/most-influential-projects-2021/50-most-influential-projects-2021/tulsa-race-massacre-excavation"
}
|
15.5 Method Chaining
In this Section we will explore a concise and convenient device for calling multiple methods on an object. The device is known as method chaining.
In order to illustrate method chaining, we’ll extend the class Lion a bit, with some new attributes and new methods. First of all, we’d like to add a data frame consisting of possible animals on which a lion might prey. The data frame will contain the name of each type of animal, and an associated weight.
animal <- c(
"zebra", "giraffe", "pig",
"cape buffalo", "antelope", "wildebeast"
mass <- c(50, 100, 25, 60, 45, 55)
prey <- data.frame(animal, mass, stringsAsFactors = FALSE)
Let’s now add prey as a new attribute to class Lion. We will also add an attribute eaten: a character vector—initially empty—that will contain a record of all the animals that the lion has eaten.
Lion$set("public", "prey", prey, overwrite = TRUE)
Lion$set("public", "eaten", character(), overwrite = TRUE)
Let us now endow our lions with the capacity to eat a beast of prey, by adding the method eat():
Lion$set("public", "eat", function() {
n <- nrow(self$prey)
item <- self$prey[sample(1:n, size = 1), ]
initLetter <- substr(item$animal, 1, 1)
article <- ifelse(initLetter %in% c("a", "e", "i", "o", "u"), "An ", "A ")
cat(article, item$animal, " was eaten just now ...\n\n", sep = "")
self$eaten <- c(self$eaten, item$animal)
self$weight <- self$weight + item$mass
}, overwrite = TRUE)
When it eats an animal—randomly selected from the prey data frame—the lion gains the amount of weight that is associated with its unfortunate victim, and the victim is added to the lion’s eaten attribute.
Note that the eat() method returns self invisibly. When the method is called on a lion, that very lion itself is returned as a value, but since it is returned invisibly it won’t be printed to the console. The usefulness of returning self will soon become apparent.
Lions enjoy talking about what they have eaten recently, and for some reason they monitor their weight obsessively. The new method report() accounts for these characteristics of lions:
Lion$set("public", "report", function() {
n <- length(self$eaten)
if (n >= 1) {
cat("My name is ", self$name, ".\n", sep = "")
cat("My most recent meal consisted of: ", self$eaten[n], ".\n", sep = "")
cat("I now weigh ", self$weight, " pounds.\n", sep = "")
}, overwrite = TRUE)
Note that report() also returns the lion invisibly.
Let us now instantiate a new lion named Simba:
simba <- Lion$new(
name = "Simba", age = 10,
desire = "Hakuna Matata"
## Grr! My name is Simba!
## Simba has weight: 300.
Having been created after the addition of the prey and eaten attributes and the eat() and report() methods, simba has access to all of them. in particular, he can eat a random beast of prey:
## A cape buffalo was eaten just now ...
simba has eaten, and he has presumably gained some weight as a result. Let’s see verify this by asking for his report:
## My name is Simba.
## My most recent meal consisted of: cape buffalo.
## I now weigh 360 pounds.
Let’s now have simba eat twice more, and then report. Because eat() and report() both return simba, we can
• call eat() on `simba,
• and then immediately call eat() on the result,
• and finally call report() on the result of our second call.
All of this can be accomplished in one line of calls, in which the three method-calls are “chained” together with dollar-signs:
## A pig was eaten just now ...
## A cape buffalo was eaten just now ...
## My name is Simba.
## My most recent meal consisted of: cape buffalo.
## I now weigh 445 pounds.
In object-oriented programming languages you will see method-chaining used quite frequently.
|
<urn:uuid:5da127d1-5ddf-4d42-bf69-b6d740dd5177>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.90625,
"fasttext_score": 0.035858333110809326,
"language": "en",
"language_score": 0.8970135450363159,
"url": "https://homerhanumat.github.io/r-notes/method-chaining.html"
}
|
Compose a 500-word point-of-view essay illustrating a chosen perspective of one of the figures listed below:
a citizen of Jamestown, VA during Bacon’s Rebellion,
a former indentured servant witnessing a slave auction,
a Spanish citizen during the Pueblo Revolt,
a Puritan sailor witness to the Arbella sermon,
a citizen of Salem, MA during the witch trials, or
a Chesapeake farmer reacting to the Navigation Acts.
As this is a point-of-view essay, a modern perspective will not accurately address what the question is asking for. It is strongly suggested that at least one selection from the provided source book be used to research the event and views of the time. All sources and their use must be appropriately identified using APA style.
Still stressed from student homework?
Get quality assistance from academic writers!
|
<urn:uuid:8cccfc9c-e3b2-4b97-86d9-f64a879cf08b>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.578125,
"fasttext_score": 0.12208747863769531,
"language": "en",
"language_score": 0.9279205203056335,
"url": "https://www.mycourseworkhelp.com/essay-7/"
}
|
Glossary for Lessons 1-2
Browse the glossary using this index
Patristic Theology
Theology during the period of 150-600 A.D.
In a syllogism, this is one of the first statements that lead to a conclusion. For example, in the following syllogism, "1. All men are mortal. 2. Socrates is a man. Conclusion: Socrates is mortal.", there are two: "All men are mortal" and "Socrates is a man."
A meaningful sentence that declares something which can be evaluated either as true or as false.
|
<urn:uuid:27fee1d0-d626-4bae-8c70-23169316a867>
|
{
"dataset": "HuggingFaceTB/dclm-edu",
"edu_int_score": 4,
"edu_score": 3.59375,
"fasttext_score": 0.9978795051574707,
"language": "en",
"language_score": 0.920236349105835,
"url": "https://elearning.thirdmill.org/mod/glossary/view.php?id=1313&mode=letter&hook=P&sortkey=&sortorder="
}
|
Social Comparison
By and
University of Michigan
When athletes compete in a race, they are able to observe and compare their performance against those of their competitors. In the same way, all people naturally engage in mental comparisons with the people around them during the course of daily life. These evaluations can impact our motivation and feelings. In this module, you will learn about the process of social comparison: its definition, consequences, and the factors that affect it.
Learning Objectives
• Understand the reasons people make social comparisons.
• Identify consequences of social comparison.
• Understand the Self-Evaluation Maintenance Model.
• Explain situational factors that can affect social comparison.
Introduction: Social Comparison
One pleasant Saturday afternoon, Mr. Jones arrives home from the car dealership in a brand-new Mercedes-Benz C-Class, the entry-level sedan in the Mercedes family of cars. Although Mercedes-Benzes are common in Europe, they are often viewed as status symbols in Mr. Jones’ neighborhood in North America. This new car is a huge upgrade from his previous car. Excited, Mr. Jones immediately drives around the block and into town to show it off. He is thrilled with his purchase for a full week—that is, until he sees his neighbor across the street, Mr. Smith, driving a brand-new Mercedes S-Class, the highest tier of Mercedes sedans. Mr. Smith notices Mr. Jones from a distance and waves to him with a big smile. Climbing into his C-Class, Mr. Jones suddenly feels disappointed with his purchase and even feels envious of Mr. Smith. Now his C-Class feels just as uncoo as his old car.
Mr. Smith is experiencing the effects of social comparison. Occurring frequently in our lives, social comparison shapes our perceptions, memory, and behavior—even regarding the most trivial of issues. In this module, we will take a closer look at the reasons we make social comparisons and the consequences of the social comparison process.
An advertisement for Kawasaki motorcycles from the 1970's. The slogan is "Are You the Kawasaki Kind?" The ad features an average looking man dressed in a shirt and tie standing behind a Kawasaki motorcycle and holding a motorcycle helmet. An attractive woman sits on the seat of the motorcycle and leans her head on the man's shoulder.
Social comparison is a well-known concept to advertisers. They create idealized images that influence consumers’ self-perceptions as well as the things they feel they must buy in order to be satisfied. [Image: SenseiAlan,, CC BY 2.0,]
Social Comparison: Basics
In 1954, psychologist Leon Festinger hypothesized that people compare themselves to others in order to fulfill a basic human desire: the need for self-evaluation. He called this process social comparison theory. At the core of his theory is the idea that people come to know about themselves—their own abilities, successes, and personality—by comparing themselves with others. These comparisons can be divided into two basic categories.
In one category, we consider social norms and the opinions of others. Specifically, we compare our own opinions and values to those of others when our own self-evaluation is unclear. For example, you might not be certain about your position on a hotly contested issue, such as the legality of abortion. Or, you might not be certain about which fork to use first in a multi-course place setting. In these types of instances people are prone to look toward others—to make social comparisons—to help fill in the gaps.
Imagine an American exchange student arriving in India for the first time, a country where the culture is drastically different from his own. He notices quickly through observing others—i.e., social comparison—that when greeting a person, it is normal to place his own palms together rather than shaking the other person’s hand. This comparison informs him of how he should behave in the surrounding social context.
The three medalists in the 2008 Women's Olympic Triathlon stand together on the winner's podium.
When comparing, similarity is important. A professional athlete is far more likely to compare his or her own performance against that of other professional athletes than that of an amateur. [Image: Doma-w,, CC BY 3.0,]
The second category of social comparison pertains to our abilities and performance. In these cases, the need for self-evaluation is driven by another fundamental desire: to perform better and better—as Festinger (1954) put it, “a unidirectional drive upward.” In essence, we compare our performance not only to evaluate ourselves but also to benchmark our performance related to another person. If we observe or even anticipate that a specific person is doing better than us at some ability then we may be motivated to boost our performance level. Take, for example, a realistic scenario where Olivia uses social comparison to gauge her abilities: Olivia is a high school student who often spends a few hours in her backyard shooting a soccer ball at her homemade goal. A friend of hers suggests she try out for the school’s soccer team. Olivia accepts her friend’s suggestion, although nervously, doubting she’s good enough to make the team. On the day of tryouts, Olivia gets her gear ready and starts walking towards the soccer field. As she approaches, she feels butterflies in her stomach and her legs get wobbly. But, glancing towards the other candidates who have arrived early to take a few practice shots at the goal, she notices that their aim is inconsistent and they frequently miss the goal. Seeing this, Olivia feels more relaxed, and she confidently marches onto the field, ready to show everyone her skills.
Relevance and Similarity
There are important factors, however, that determine whether people will engage in social comparison. First, the performance dimension has to be relevant to the self (Festinger, 1954). For example, if excelling in academics is more important to you than excelling in sports, you are more likely to compare yourself with others in terms of academic rather than athletic performance. Relevance is also important when assessing opinions. If the issue at hand is relevant to you, you will compare your opinion to others; if not, you most likely won’t even bother. Relevance is thus a necessary precondition for social comparison.
A secondary question is, " to whom do people compare themselves ?" Generally speaking, people compare themselves to those who are similar (Festinger, 1954; Goethals & Darley, 1977), whether similar in personal characteristics (e.g., gender, ethnic background, hair color, etc.) or in terms of performance (e.g., both being of comparable ability or both being neck-and-neck in a race). For example, a casual tennis player will not compare her performance to that of a professional, but rather to that of another casual tennis player. The same is true of opinions. People will cross-reference their own opinions on an issue with others who are similar to them rather than dissimilar (e.g., ethnic background or economic status).
Direction of Comparison
Social comparison is a bi-directional phenomenon where we can compare ourselves to people who are better than us—“upward comparisons”—or worse than us—“downward comparisons.” Engaging in either of these two comparisons on a performance dimension can affect our self-evaluation. On one hand, upward comparisons on relevant dimensions can threaten our self-evaluation and jeopardize self-esteem (Tesser, 1988). On the other hand, they can also lead to joy and admiration for others’ accomplishments on dimensions that are not relevant to the self, where one’s self-evaluation is not under threat. For example, an academic overachiever who distinguishes himself by having two advanced degrees, both a PhD and a law degree, may not enjoy meeting another individual with a PhD, a law degree, and an MBA, but may well enjoy meeting a fellow overachiever in a domain that is not self-relevant, such as a famous NASCAR racer or professional hockey player.
Downward comparisons may boost our self-evaluation on relevant dimensions, leading to a self-enhancement effect (Wills, 1981), such as when an individual suffering from an illness makes downward comparisons with those suffering even more. A person enduring treatment for cancer, for instance, might feel better about his own side effects if he learns that an acquaintance suffered worse side effects from the same treatment. More recent findings have also shown that downward comparisons can also lead to feelings of scorn (Fiske, 2011), such as when those of a younger generation look down upon the elderly. In these cases, the boost to self-evaluation is so strong that it leads to an exaggerated sense of pride.
Interestingly, the direction of comparison and a person’s emotional response can also depend on the counterfactual—“what might have been”—that comes most easily to mind. For example, one might think that an Olympic silver medalist would feel happier than a bronze medalist. After all, placing second is more prestigious than placing third. However, a classic study by Victoria Medvec, Scott Madey, and Thomas Gilovich (1995) found the opposite effect: bronze medalists were actually happier than silver medalists. The reason for this effect is that silver medalist's focus on having fallen short of achieving the gold (so close!), essentially turning a possible downward comparison into an upward comparison; whereas the bronze medalists recognize they came close to not winning any medal, essentially turning a possible upward comparison (to another medalist) into a downward comparison to those who did not even receive a medal.
Positive and negative effects of upward and downward social comparison. 1. Upward Social Comparison. Positive effects - hope and inspiration. Negative effects - dissatisfaction and envy. 2. Downward Social Comparison. Positive effects - gratitude. Negative effects - scorn.
Table 1: The effects of social comparison.
Consequences of Social Comparison
The social comparison process has been associated with numerous consequences. For one, social comparison can impact self-esteem (Tesser, 1988), especially when doing well relative to others. For example, having the best final score in a class can increase your self-esteem quite a bit. Social comparison can also lead to feelings of regret (White, Langer, Yariv, & Welch, 2006), as when comparing the negative outcome of one’s investment strategy to the positive outcome of a different strategy taken by a neighbor. Social comparison can also lead to feelings of envy (Fiske, 2011; Salovey & Rodin, 1984), as when someone with thinning hair envies the thick hair of a colleague.
A lapel sticker with the message, "I voted. Did you??"
Comparing your behavior to that of other people might make you jealous, regretful or more motivated. Lapel stickers and online badges that proclaim “I voted” or “I gave blood” are common examples of leveraging social comparison to achieve positive social outcomes. [Image: CAVE CANEM,, CC BY 2.0,]
Social comparison can also have interesting behavioral consequences. If you were to observe a discrepancy in performance between yourself and another person, then you might behave more competitively (Garcia, Tor, & Schiff, 2013), as you attempt to minimize the discrepancy. If, for example, you are among the top 10% on your class mid-term you might feel competitive with the other top students. Although competition can raise performance it can also take more problematic forms, from inflicting actual harm to making a comment to another person. These kinds of behaviors are likely to arise when the situation following the social comparison does not provide the opportunity to self-repair, such as another chance to compete in a race or retake a test (Johnson, 2012). However, when later opportunities to self-repair do exist, a more positive form of competitive motivation arises, whether that means running harder in a race or striving to earn a higher test score.
Self-Evaluation Maintenance Model
The self-evaluation maintenance (SEM; Tesser, 1988) model builds on social comparison theory. SEM points to a range of psychological forces that help and maintain our self-evaluation and self-esteem. In addition to relevance and similarity, SEM reveals the importance of relationship closeness. It turns out that relationship closeness—where two people stand on the continuum from being complete strangers to being intimate friends—affects self-evaluations.
For example, in one study, Tesser and Smith (1980) asked people to play a verbal game in which they were given the opportunity to receive clues from a partner. These clues could be used to help them guess the correct word in a word game. Half the participants were told the game was related to intelligence whereas the other half were not. Additionally, half the participants were paired with a close friend but the other half played with a stranger. Results show that participants who were led to believe the task was self-relevant or having to do with intelligence provided more difficult clues when their partner was a friend versus a stranger—suggesting a competitive uptick associated with relationship closeness. However, when performance was implied to be irrelevant to the self, partners gave easier clues to friends than strangers.
SEM can predict which of our friends and which of our comparison dimensions are self-relevant (Tesser & Campbell, 2006; Zuckerman & Jost, 2001). For example, suppose playing chess is highly self-relevant for you. In this case you will naturally compare yourselves to other chess players. Now, suppose that your chess-playing friend consistently beats you. In fact, each time you play she beats you by a wider and wider margin. SEM would predict that one of two things will likely happen: (1) winning at chess will no longer be self-relevant to you, or (2) you will no longer be friends with this individual. In fact, if the first option occurs—you lose interest in competing—you will begin to bask in the glory of your chess playing friend as his or her performance approaches perfection.
These psychological processes have real world implications! They may determine who is hired in an organization or who is promoted at work. For example, suppose you are a faculty member of a university law school. Your work performance is appraised based on your teaching and on your academic publications. Although you do not have the most publications in your law school, you do have the most publications in prestigious journals.
Two women sit across a table from one another during a job interview.
It is common advice in the business world for managers to “hire your replacement.” In other words, to hire people with as much talent as possible, even those who could do the job better than the manager. The SEM model suggests that managers may prefer sub-optimal candidates who aren’t likely to challenge their standing in the organization. [Image: Ethan,, CC BY 2.0,]
Now, suppose that you are chairing a committee to hire a new faculty member. One candidate has even more top tier publications than you, while another candidate has the most publications in general of all the faculty members. How do you think social comparison might influence your choice of applicants? Research suggests that someone in your hypothetical shoes would likely favor the second candidate over the first candidate: people will actively champion the candidate who does not threaten their standing on a relevant dimension in an organization (Garcia, Song, & Tesser, 2010). In other words, the SEM forces are so powerful that people will essentially advocate for a candidate whom they feel is inferior!
Individual Differences
It is also worth mentioning that social comparison and its effects on self-evaluation will often depend on personality and individual differences. For example, people with mastery goals (Poortvliet, Janssen, Van Yperen, & Van de Vliert, 2007 ) may not interpret an upward comparison as a threat to the self but more as challenge, and a hopeful sign that one can achieve a certain level of performance. Another individual difference is whether one has a “fixed mindset” or “growth mindset” (Dweck, 2007). People with fixed mindsets think that their abilities and talents cannot change; thus, an upward comparison will likely threaten their self-evaluation and prompt them to experience negative consequences of social comparison, such as competitive behavior, envy, or unhappiness. People with growth mindsets, however, are likely to interpret an upward comparison as a challenge, and an opportunity to improve themselves.
Situational factors
Social comparison researchers are actively exploring situational factors that can likewise influence degrees of social comparison:
As the number of comparison targets (i.e., the number of people with whom you can compare) increases, social comparison tends to decrease. For example, imagine you are running a race with competitors of similar ability as your own, and the top 20% will receive a prize. Do you think you would try harder if there were only 10 people in the race, or if there were 100? The findings on N-Effect (Garcia & Tor, 2009; Tor & Garcia, 2010) suggest the answer is 10 . Even though the expected value of winning is the same in both cases, people will try harder when there are fewer people. In fact, findings suggest that as the number of SAT test-takers at a particular venue increases, the lower the average SAT score for that venue will be (Garcia & Tor, 2009). One of the mechanisms behind the N-Effect is social comparison. As the number of competitors increases, social comparison—one of the engines behind competitive motivation—becomes less important. Perhaps you have experienced this if you have had to give class presentations. As the number of presenters increases, you feel a decreasing amount of comparison pressure.
Three college friends stand together in a dorm room. The woman on the right is 6 inches taller than the woman in the middle. The woman in the middle is six inches taller than the woman on the left.
It is natural to make comparisons between oneself and others on a variety of different standards and to compare oneself with a variety of different people. Comparisons to friends are among the most influential of all. [Image: Corrie M,, CC BY-ND 2.0,]
Research on the local dominance effect (Zell & Alicke, 2010) also provides insights about social comparison. People are more influenced by social comparison when the comparison is more localized rather than being broad and general. For example, if you wanted to evaluate your height by using social comparison, you could compare your height to a good friend, a group of friends, people in your workplace, or even the average height of people living in your city. Although any of these comparisons is hypothetically possible people generally rely on more local comparisons. They are more likely to compare with friends or co-workers than they are to industry or national averages. So, if you are among the tallest in your group of friends, it may very well give you a bigger boost to your self-esteem, even if you’re still among the shortest individuals at the national level.
Proximity to a Standard
Research suggests that social comparison involves the proximity of a standard—such as the #1 ranking or other qualitative threshold. One consequence of this is an increase in competitive behavior. For example, in childhood games, if someone shouts, “First one to the tree is the coolest-person-in the-world!” then the children who are nearest the tree will tug and pull at each other for the lead. However, if someone shouts, “Last one there is a rotten-egg!” then the children who are in last place will be the ones tugging and pulling each other to get ahead. In the proximity of a standard, social comparison concerns increase. We also see this in rankings. Rivals ranked #2 and #3, for instance, are less willing to maximize joint gains (in which they both benefit) if it means their opponent will benefit more, compared to rivals ranked #202 and #203 (Garcia, Tor, & Gonzalez, 2006; Garcia & Tor, 2007). These latter rivals are so far from the #1 rank (i.e., the standard) that it does not bother them if their opponent benefits more than them. Thus, social comparison concerns are only important in the proximity of a standard.
Social Category Lines
Social comparison can also happen between groups. This is especially the case when groups come from different social categories versus the same social category. For example, if students were deciding what kind of music to play at the high school prom, one option would be to simply flip a coin—say, heads for hip-hop, tails for pop. In this case, everyone represents the same social category—high school seniors—and social comparison isn’t an issue. However, if all the boys wanted hip-hop and all the girls wanted pop flipping a coin is not such an easy solution as it privileges one social category over another (Garcia & Miller, 2007). For more on this, consider looking into the research literature about the difficulties of win-win scenarios between different social categories (Tajfel, Billig, Bundy, & Flament, 1971; Turner, Brown, & Tajfel, 1979).
Related Phenomena
Frog Pond Effect
One interesting phenomenon of social comparison is the Frog Pond Effect. As the name suggests, its premise can be illustrated using the simple analogy of a frog in a pond: as a frog, would you rather be in a small pond where you’re a big frog, or a large pond where you’re a small frog? According to Marsh, Trautwein, Ludtke and Koller (2008), people in general had a better academic self-concept if they were a big frog in a small pond (e.g., the top student in their local high school) rather than a small frog in a large one (e.g., one of many good students at an Ivy League university). In a large study of students, they found that school-average ability can have a negative impact on the academic self-esteem of a student when the average ability is 1 standard deviation higher than normal (i.e., a big pond). In other words, average students have a higher academic self-concept when attending a below-average school (big fish in a small pond), and they have a lower academic self-concept when attending an above-average school (small fish in a big pond) (Marsh, 1987; Marsh & Parker, 1984).
The Dunning-Kruger Effect
Another related topic to social comparison is the Dunning-Kruger Effect. The Dunning-Kruger effect, as explained by Dunning, Johnson, Ehrlinger and Kruger (2003), addresses the fact that unskilled people often think they are on par or superior to their peers in tasks such as test-taking abilities. That is, they are overconfident. Basically, they fail to accurately compare themselves or their skills within their surroundings. For example, Dunning et al. (2003) asked students to disclose how well they thought they had done on an exam they’d just taken. The bottom 25% of students with the lowest test scores overestimated their performance by approximately 30%, thinking their performance was above the 50th percentile. This estimation problem doesn’t only apply to poor performers, however. According to Dunning et al. (2003), top performers tend to underestimate their skills or percentile ranking in their surrounding context. Some explanations are provided by Dunning et al. (2003) for this effect on both the good and poor performers:The poor performers, compared to their more capable peers, lack specific logical abilities similar to the logic necessary to do some of the tasks/tests in these studies and, as such, cannot really distinguish which questions they are getting right or wrong. This is known as the double-curse explanation. However, the good performers do not have this particular logic problem and are actually quite good at estimating their raw scores. Ironically, the good performers usually overestimate how well the people around them are doing and therefore devaluate their own performance. As a result, most people tend to think they are above average in what they do, when in actuality not everyone can be above average.
Graph of the Dunning Kruger Effect. The X-axis represents knowledge, ranging from no knowledge to expert. The Y-axis represents confidence, ranging for 0% confidence to 100% confidence. The graph shows those with nearly no knowledge have the highest confidence, close to 100%. As experience increases, confidence drops steadily until finally turning back upwards as the level of knowledge approaches expert.
The Dunning-Kruger Effect shows that the least experienced and least knowledgeable people are over-confident. These people don’t know what they don’t know and are more likely to overestimate their own abilities.
Social comparison is a natural psychological tendency and one that can exert a powerful influence on the way we feel and behave. Many people act as if social comparison is an ugly phenomenon and one to be avoided. This sentiment is at the heart of phrases like “keeping up with the Joneses” and “the rat race,” in which it is assumed that people are primarily motivated by a desire to beat others. In truth, social comparison has many positive aspects. Just think about it: how could you ever gauge your skills in chess without having anyone to compare yourself to? It would be nearly impossible to ever know just how good your chess skills are, or even what criteria determine “good” vs. “bad” chess skills. In addition, the engine of social comparison can also provide the push you need to rise to the occasion and increase your motivation, and therefore make progress toward your goals.
Outside Resources
Video: Downward Comparison
Video: Dunning-Kruger Effect
Video: Social Comparison overview
Video: Social Media and Comparison
Video: Upward Comparison
Web: Self-Compassion to counter the negative effects of social comparison
Discussion Questions
1. On what do you compare yourself with others? Qualities such as attractiveness and intelligence? Skills such as school performance or athleticism? Do others also make these same types of comparisons or does each person make a unique set? Why do you think this is?
2. How can making comparisons to others help you?
3. One way to make comparisons is to compare yourself with your own past performance. Discuss a time you did this. Could this example be described as an “upward” or “downward” comparison? How did this type of comparison affect you?
Counterfactual thinking
Mentally comparing actual events with fantasies of what might have been possible in alternative scenarios.
Downward comparison
Making mental comparisons with people who are perceived to be inferior on the standard of comparison.
Dunning-Kruger Effect
The tendency for unskilled people to be overconfident in their ability and highly skilled people to underestimate their ability.
Fixed mindset
The belief that personal qualities such as intelligence are traits that cannot be developed. People with fixed mindsets often underperform compared to those with “growth mindsets”
Frog Pond Effect
The theory that a person’s comparison group can affect their evaluations of themselves. Specifically, people have a tendency to have lower self-evaluations when comparing themselves to higher performing groups.
Growth mindset
The belief that personal qualities, such as intelligence, can be developed through effort and practice.
Individual differences
Psychological traits, abilities, aptitudes and tendencies that vary from person to person.
Local dominance effect
People are generally more influenced by social comparison when that comparison is personally relevant rather than broad and general.
Mastery goals
Goals that are focused primarily on learning, competence, and self-development. These are contrasted with “performance goals” that are focused on the quality of a person’s performance.
The finding that increasing the number of competitors generally decreases one’s motivation to compete.
A person’s relatively stable patterns of thought, feeling, and behavior.
The relative closeness or distance from a given comparison standard. The further from the standard a person is, the less important he or she considers the standard. When a person is closer to the standard he/she is more likely to be competitive.
Self-enhancement effect
The finding that people can boost their own self-evaluations by comparing themselves to others who rank lower on a particular comparison standard.
The feeling of confidence in one’s own abilities or worth.
Self-evaluation maintenance (SEM)
A model of social comparison that emphasizes one’s closeness to the comparison target, the relative performance of that target person, and the relevance of the comparison behavior to one’s self-concept.
Social category
Any group in which membership is defined by similarities between its members. Examples include religious, ethnic, and athletic groups.
Social comparison
The process by which people understand their own ability or condition by mentally comparing themselves to others.
Upward comparisons
Making mental comparisons to people who are perceived to be superior on the standard of comparison.
• Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why People Fail To Recognize Their Own Incompetence. Current Directions in Psychological Science, 12(3), 83-87.
• Fiske, S. (2011). Envy up, scorn down: how comparison divides us. The American Psychologist, 65(8), 698-706.
• Garcia, S. M., & Miller, D. (2007). Social categories and group preference disputes: The aversion to winner-take-all solutions. Group Processes and Intergroup Relations, 10, 581–593.
• Garcia, S. M., & Tor, A. (2007). Rankings, standards, and competition: Task vs. scale comparisons. Organizational Behavior and Human Decision Processes, 102, 95–108.
• Garcia, S. M., Song, H., & Tesser, A. (2010). Tainted Recommendations: The Social Comparison Bias. Organizational Behavior and Human Decision Processes, 113(2), 97-101.
• Garcia, S. M., Tor, A. (2009). The N-Effect: More Competitors, Less Competition. Psychological Science. 20. 871-877.
• Garcia, S. M., Tor, A., & Gonzalez, R. D. (2006). Ranks and rivals: A theory of competition. Personality and Social Psychology Bulletin, 32, 970–982.
• Garcia, S. M., Tor, A., & Schiff, T. (2013). The Psychology of Competition: A Social Comparison Perspective. Perspectives on Psychological Science, 8(6), 634-650.
• Goethals, G., & Darley, J. (1977). Social comparison theory: An attributional approach. In J. Suls & R. L. Miller (Eds.), Social comparison processes: Theoretical and empirical perspectives (pp. 259–278). Washington, DC: Hemisphere.
• Johnson, C. (2012). Behavioral responses to threatening social comparisons: From dastardly deeds to rising above. Social & Personality Psychology Compass, 6, 515–524
• Marsh, H. W. (1987). The big-fish-little-pond effect on academic self-concept. Journal of Educational Psychology, 79, 280-295
• Marsh, H. W., & Parker, J. (1984). Determinants of student self-concept: Is it better to be a relatively large fish in a small pond even if you don\'t learn to swim as well? Journal of Personality and Social Psychology, 47, 213-231
• Marsh, H. W., Trautwein, U., Lüdtke, O. & Köller, O. (2008). Social comparison and big-fish-little-pond effects on self-concept and other self-belief constructs: Role of generalized and specific others. Journal of Educational Psychology, 100, 510–524.
• Medvec, V., Madey, S., & Gilovich, T. (1995). When Less Is More. Journal of Personality and Social Psychology, 69(4), 603-610.
• Poortvliet, P., Janssen, O., Yperen, N., & Vliert, E. (2007). Achievement Goals and Interpersonal Behavior: How Mastery and Performance Goals Shape Information Exchange. Personality and Social Psychology Bulletin, 33(10), 1435-1447.
• Salovey, P., & Rodin, J. (1984). Some antecedents and consequences of social-comparison jealousy. Journal of Personality and Social Psychology, 47, 780–792
• Tesser, A., & Campbell, J. (2006). Self-evaluation maintenance and the perception of friends and strangers. Journal of Personality 50(3), 261 - 279.
• Tesser, A., & Collins, J. (1988). Emotion in social reflection and comparison situations: Intuitive, systematic, and exploratory approaches. Journal of Personality and Social Psychology, 55(5), 695-709.
• Tesser, A., & Smith, J. (1980). Some effects of task relevance and friendship on helping: You don’t always help the one you like. Journal of Experimental Social Psychology, 16, 582–590
• Tor, A., & Garcia, S. M. (2010). The N-Effect: Beyond probability judgments. Psychological Science, 21, 748–749.
• White, J., Langer, E., Yariv, L., & Welch, J. (2006). Frequent Social Comparisons And Destructive Emotions And Behaviors: The Dark Side Of Social Comparisons. Journal of Adult Development, 13(1), 36-44.
• Wills, T.A. (1981). “Downward Comparison Principle in Social Psychology.” Psychological Bulletin 90: 245-71.
• Zell, E., & Alicke, M. D. (2010). The local dominance effect in self-evaluation: Evidence and explanations. Personality and Social Psychological Review, 14, 368–384.
• Zuckerman, E. W., & Jost, J. T. (2001). What makes you think you’re so popular?: Self-evaluation maintenance and the subjective side of the “friendship paradox.” Social Psychology Quarterly, 64, 207–223.
• Stephen Garcia
Stephen Garcia is an associate professor of psychology and organizational studies at the University of Michigan. He is interested in social comparison, competition, and, more broadly, judgment and decision making.
• Arnor Halldorsson
Arnor Halldorsson hails from Iceland and received his undergraduate degree in psychology from the University of Michigan in 2016. He is interested in social comparison, culture, and industrial/organizational psychology.
Creative Commons License
Creative CommonsAttributionNon-CommericalShare-AlikeSocial Comparison by Stephen Garcia and Arnor Halldorsson is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. Permissions beyond the scope of this license may be available in our Licensing Agreement.
How to cite this Noba module using APA Style
Garcia, S. & Halldorsson, A. (2022). Social comparison. In R. Biswas-Diener & E. Diener (Eds), Noba textbook series: Psychology. Champaign, IL: DEF publishers. Retrieved from
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Davenport House Museum
Savannah, Georgia | C.1820
Photo Credit: Nazly Kasim
Built when the United States was a young country, The Isaiah Davenport House Museum provides a glimpse into a very different time. The house is one of the oldest brick structures in Savannah, but it’s complete story was untold until recently.
Master builder Isaiah Davenport built the Federal-style dwelling in 1820 to advertise his skills and house his growing family and the enslaved people who worked in his home and in his business. The two-and-a-half story house sits directly on the street and totals 6,800 square feet (631.7 m sq). The first floor contained public spaces, the second floor had bedrooms, and the basement level held the kitchen, work spaces, and sleeping quarters for the enslaved peoples.
Yellow fever ravaged Savannah in the early 19th century, and Isaiah died of it in 1827. Afterwards, his wife, Sarah, converted the home into a boarding house. She lived there until 1840, then selling it to the Baynard family who owned it for the next 109 years.
By the mid 20th century, the house had become a tenement and fallen into disrepair. It was nearly demolished, but a group of local women joined forces to purchase it in 1955. This was the first act of what became the Historic Savannah Foundation, which has since saved hundreds of buildings.
Though it has been a museum for over 50 years, it is only recently that a more comprehensive history of the house has become public. Building on slivers of information discovered in the 1990s, graduate student Kelly Westfield conducted a massive research project, published in 2017, revealing the lives of the enslaved people who lived and worked there.
Her research prompted the museum to overhaul their interpretive signage and tour guide training program. Today, the museum offers a more complete picture of life in early 19th century America, telling the story of all the inhabitants of the Davenport house.
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Learn New Words FAST with this Lesson’s Vocab Review List
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Lesson Notes
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Lesson Transcript
Lizzie: Buenos días, soy Lizzie.
Allan: Allan here. Beginner Series, lesson number 16: Mathematics for division. Hi, y’all. Welcome back to SpanishPod101.com coming to you from Lima Peru. For those of you here for the first time, glad you could join us.
Lizzie: Hello, friends. How’s it going, Allan?
Allan: Just fine. And I’m excited because we’re talking about mathematics today, Lizzie. And we are on an important number.
Lizzie: Why is that?
Allan: Because we are on lesson 16.
Lizzie: Why is that important?
Allan: Because how do you say 16 in Spanish?
Lizzie: dieciséis
Allan: That’s right, dieciséis. This is the first number in which 10 is mentioned. An easy way to remember.
Lizzie: So, Allan, getting back to today’s lesson, where did we leave off?
Allan: Well, in Beginner Lessons 13, 14 and 15, so that’s trece, catorce and quince, we looked at addition, subtraction and multiplication, in that order.
Lizzie: Ah yes. So today we’re going to conclude the mathematic segment by looking at la división, division.
Allan: Once more, we’re joined by professor Puga and his students, Mariana and Eduardo, as they tackle this new topic.
Lizzie: Oh I remember when I was just a little girl and had to learn this at school.
Allan: Didn’t we already talk about that?
Lizzie: It should still be mentioned again.
Allan: Ok, guys, let’s get into today’s conversation.
PROFESOR PUGA: Mariana, ¿Cuánto es treinta dividido entre dos?
MARIANA: Umm. ¿Treinta dividio entre dos es igual a veinte?
PROFESOR PUGA: Es una respuesta incorrecta. Eduardo ¿tú sabes?
EDUARDO: ¿Es quizás treinta dividido entre dos igual a diez?
PROFESOR PUGA: Es una respuesta incorrecta también. Aprendamos a dividir.
PROFESOR PUGA: Mariana, How much is thirty divided by two?
MARIANA: Umm. Does thirty divided by two equal twenty?
PROFESOR PUGA: It's an incorrect answer. Eduardo d'ya know?
EDUARDO: Maybe two into thirty equals ten?
PROFESOR PUGA: It's an incorrect answer too. Let's learn to divide.
Lizzie: Yes, this can be a hard topic for kids. And you know even though this conversation sounds rudimentary, the topic of division is really important to know when you’re speaking Spanish.
Allan: Yeah, I know what you mean. As adults we know the mathematical operations. I mean we know how to divide but being able to express this in Spanish is another story altogether.
Lizzie: Yeah and on top of this you’d be surprised to how often something as simple as division pops up in everyday conversations.
Allan: Ok, for example?
Lizzie: Well if you’re with a group of friends and you're going somewhere together but you have to take two cars, you’re basically dividing the group in half.
Allan: And now I see what you mean, you’re right, it does come up all the time, doesn’t it?
Lizzie: Yes.
Allan: On to the vocabulary. Here we’re going to break these words down syllable by syllable so that you can hear how each word sounds.
Lizzie: Vamos!
Allan: So let’s begin with…
Lizzie: Entre.
Allan: Between, among, in to, divided by.
Lizzie: Entre, entre.
Allan: Ok, now we have…
Lizzie: Dividir.
Allan: To divide, to split.
Lizzie: Dividir, dividir.
Allan: Ok, and then…
Lizzie: Respuesta.
Allan: Answer, response, reply.
Lizzie: Respuesta, respuesta.
Allan: Ok now we’ll hear…
Lizzie: Incorrecto, incorrecta.
Allan: Incorrect, wrong.
Lizzie: Incorrecto, incorrecta. Incorrecto, incorrecta.
Allan: Great. Let’s listen to…
Lizzie: cuánto, cuánta
Allan: how much, how many.
Lizzie: cuánto, cuánta. cuánto, cuánta.
Allan: Ok, now let’s finish off with…
Lizzie: quizá
Allan: Perhaps, maybe.
Lizzie: quizás, quizás . Muy bien Now, what good is knowing vocabulary without usage.
Allan: I couldn’t agree more.
Lizzie: Where should we start off today?
Allan: Well, I would like to begin with the word entre.
Lizzie: Dos dividido entre ocho es igual a cuatro.
Allan: Eight divided by two equals four.
Lizzie: Now this can be a bit tricky.
Allan: I think we should make it a little bit more clear.
Lizzie: So we know that the word entre means between, right?
Allan: Sure, we’ve talked about that before.
Lizzie: Well, today we are looking at it when it means among and it’s in the sense that we can understand why it’s used in division expressions.
Allan: Exactly it's like saying two into eight equals four.
Lizzie: Or two goes into eight four times.
Allan: Just refresh our memory, how did we see it before, Liz?
Lizzie: In other cases, the word entre means “between”, like entre amigos or among friends and entre dos lugares, “between two places”.
Allan: So the word entre can mean “divided by”, “between” or “among”.
Lizzie: I think they got it.
Allan: Which word should we look at next?
Lizzie: Let’s look at dividir.
Allan: As in?
Lizzie: Dividimos el dinero entre los dos de nosotros.
Allan: We divide the money between the two of us.
Lizzie: In mathematics, dividir is “to divide” for when you practice la división or “division”.
Allan: Now, I noticed that this word dividir ends in an IR.
Lizzie: I knew you were going there.
Allan: Well, ok. Why don’t you let our audience know what that tells us?
Lizzie: This means that it’s a third conjugation verb. It follows the par dime for regular verbs with the IR ending in the infinitive, for example partir, which means “to depart”.
Allan: Right, right. And because this is a regular third conjugation verb, it’s a good one to practice the conjugations with.
Lizzie: Yeah, of course. Which words would you like to look at next?
Allan: Let’s look at respuesta.
Lizzie: Tengo una respuesta para ti.
Allan: I’ve got an answer for you.
Lizzie: So the word respuesta is a feminine noun that means “answer”, “reply” or “response”.
Allan: You know, it even kind of looks and sounds like the word “response”, doesn’t it?
Lizzie: Yes, response, respuesta. I can see that .
Allan: This word respuesta comes from the verb responder that is “to respond” or “to answer”.
Lizzie: So if I have one answer, I’ve got una respuesta.
Allan: Right you are, Liz.
Lizzie: And if I have two?
Allan: Then you have dos respuestas. See how there’s just an S on the end? respuestas, that’s the plural form
Lizzie: Gracias por la respuesta.
Allan: De nada. So now we can move on and look at one more word?
Lizzie: Ok, let’s finish up with the word incorrecto.
Allan: How about an example?
Lizzie: La dirección es incorrecta.
Allan: The address is wrong.
Lizzie: So the adjective incorrecto means “wrong” or “incorrect”.
Allan: Now, Lizzie, in English we can say wrong or incorrect when something’s not right. Is there something similar in Spanish?
Lizzie: Not really, Allan. We basically just use incorrecto. So you hear the way that R is rolled there? Incorrecto.
Allan: Yeah, and that can take a while to learn. Its really helpful to hear you pronounce that word. Incorrecto.
Lizzie: If you don’t grow up pronouncing it, you just need to practice it for a while. Incorrecto.
Lesson focus
Lizzie: Ok, let’s switch gears a bit and look at some of the grammar from today’s conversation.
Allan: Alright, what would you like to focus on today?
Lizzie: Today I’d like to concentrate on the word entre.
Allan: This is a pretty small word to be focusing on.
Lizzie: You’re right, it is. But it’s a really important one and it has a number of meanings. As we saw in the vocabulary section it means “between”, “among”, and in equations of division it means “divided by” or “into”.
Allan: Well, I hear quite a bit when people are talking about the location of something between other things.
Lizzie: Right. Now here’s a little fact that might surprise you.
Allan: Try me.
Lizzie: The word entre comes from the Latin word inter, which means “between”.
Allan: Yeah, that makes me think of the word “interaction”.
Lizzie: Good connection. So the English word “interaction” refers to the mutual or reciprocal actions between two people or things.
Allan: So again, we can see that meaning “between” coming up again.
Lizzie: Exactly. Now, when we’re dividing something we use the word entre to mean “into”, “among” or “by”.
Allan: Alright. I think to really get what you mean here, we’re going to need to look at an example.
Lizzie: pero claro But of course!
Allan: So how about it?
Lizzie: ¿Cuánto es treinta dividido entre dos?
Allan: How much is thirty divided by two?
Lizzie: So this is how a division question is formed.
Allan: Lizzie, the word order we used to ask this question looks very similar to the word order we used for addition, subtraction, and multiplication.
Lizzie: Buena observación. Great observation. However, there are some differences.
Allan: And what are they?
Lizzie: First, we’re going to use the interrogative adverb cuánto, then the verb ser in the third person singular of the present, which is es.
Allan: Ok, so far then we have cuánto es.
Lizzie: After that we will use a numerator, in this case treinta or “thirty”. After the numerator, we’ll use entre or dividido entre, which means “divided by”. And finally we have the denominator, which in this case is dos or “two”. ¿Cuánto es treinta dividido entre dos? “How much is thirty divided by two?”
Allan: So this sense “between” or “among” comes through here.
Lizzie: Exactly. When we divide, we’re splitting something up among other things, I mean entre otras cosas.
Allan: Lizzie, can you give us the correct answer to this question?
Lizzie: Treinta dividido entre dos es igual a quince.
Allan: Thirty divided by two equals fifteen.
Lizzie: Now we can see what the answer looks like.
Allan: Lizzie, it looks like you are better at division than poor Marina and Eduardo.
Lizzie: Thank you, Allan. So in this answer what comes first?
Allan: Well, first we have the numerator.
Lizzie: Right, treinta “thirty”. And, Allan, what comes after that?
Allan: Ok, after that we have the prepositional phrase.
Lizzie: And here its dividido entre which means “divided by”. And after that?
Allan: Then we have the nominator.
Lizzie: You’re a real mathematician. Right. And the nominator is dos, so up to now we have Treinta dividido entre dos “thirty divided by two”. And after that then, what do we see?
Allan: Well, then there’s this phrase that has the verb in it.
Lizzie: Right es igual a this means “is equal to” or simply “equals”. And finally, Allan, what comes last?
Allan: Well, last we have the “dividend” or the “answer”.
Lizzie: Así es. That’s right. And here the answer is quince “fifteen”. Treinta dividido entre dos es igual a quince.
Allan: Thirty divided by two equals fifteen.
Lizzie: So Allan, I just thought of a really common situation in when we use math operations on a daily basis.
Allan: What is that, Liz?
Lizzie: When we’re exchanging money.
Allan: Ah, that’s a great point. Here, in Lima, the dollars in circulation, as well as Peruvian Sole.
Lizzie: Yes, you can have a bank account either in dollars or soles, Peruvian soles, which is our national currency.
Allan: That’s right. And because of this people are often exchanging dollars for soles or vice versa, right?
Lizzie: Right. And the best rates you can find are on the street where there are authorized people to exchange your money but if you exchange a large amount in one transaction, they’ll usually give you a better rate but you’ve got to make sure that the conversion is correct. Well, that’s all we have time for today.
Allan: Alright, friends, have a great day.
Lizzie: Que tengan un buen dìa.
Allan: Hasta luego.
Lizzie: Chao!
Spanish Grammar Made Easy - Unlock This Lesson’s Grammar Guide
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Dialogue - Bilingual
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"url": "https://www.spanishpod101.com/lesson/beginner-lesson-16-mathematics-iv-division/?lp=263"
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Cloze Test - 16
Verilen parçada numaralanmış yerlere uygun düşen sözcük ya da ifadeyi bulunuz.
Like so many other materials in Japan, paper too has come in for many hundreds of years of artistic consideration. At one period of the country's history, the paper (1)………. a poem was written was as important as the poem itself. A thousand years ago there were whole towns actively (2)……….. making paper. Such towns (3)………… exist, but there were also many farming villages which then, as they do today, made paper to earn extra (4)………… during the winter. At present, about half of Japan's farmers must add to their incomes with winter jobs. (5)………… a large amount of winter employment is provided by construction companies, some farmers continue to work at such cottage industries as paper making.
A) which
B) whose
C) that
D) where
E) on which
A) stand for
B) call for
C) engaged in
D) split up
E) draw away in
A) still
B) nor
C) yet
D) so
E) also
A) expense
B) reconstruction
C) consumption
D) income
E) outgoing
A) Despite
B) Because
C) Owing to
D) However
E) Although
Skorunuz =
Cevap Anahtarı:
Yorum Gönder
Daha yeni Daha eski
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<urn:uuid:4b951512-2979-42ff-a118-504b6bfbd8f6>
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"language_score": 0.902808666229248,
"url": "https://www.ingilizcedili.com/2018/06/cloze-test-16.html"
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Educate Yourself
You are here: ResourcesEducate YourselfBooks
In this “vital, necessary, and beautiful book” (Michael Eric Dyson), anti-racist educator Robin DiAngelo deftly illuminates the phenomenon of white fragility and “allows us to understand racism as a practice not restricted to ‘bad people’” (Claudia Rankine). Referring to the defensive moves that white people make when challenged racially, white fragility is characterised by emotions such as anger, fear, and guilt, and by behaviours including argumentation and silence. These behaviours, in turn, function to reinstate white racial equilibrium and prevent any meaningful cross-racial dialogue. In this in-depth exploration, DiAngelo examines how white fragility develops, how it protects racial inequality, and what we can do to engage more constructively.
About the book
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"edu_int_score": 4,
"edu_score": 3.5625,
"fasttext_score": 0.06777101755142212,
"language": "en",
"language_score": 0.903376579284668,
"url": "https://www.theatrecastingtoolkit.org/white-fragility-why-its-so-hard-for-white-people-to-talk-about-racism-by-robin-diangelo/"
}
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Hello and Welcome,
We have conducted Trebuchet making activity for 8th standard students of SHRI, RAMRAO GENUJI PALANDE RESIDENTIAL HIGH SCHOOL IN MUKHAI from 18th July to 23rd July.
What is mean by Trebuchet?
Trebuchet is an machine which is used to throw ball or any solid, metal sphere. Usually this machine was invented in china for war purpose. Because of this machine many kings won many wars. Trebuchet machine has three parts frame, arm and weight. In this activity the concept of gravity, kinetic energy and potential energy will be explored.
To make Trebuchet download PDF by clicking given link https://drive.google.com/file/d/1_ey2tiiUFngjlHqsOkIBm1VakjJGPYkb/view?usp=sharing
Objectives :-
1. Student will understand the Concept of Energy.
2. Student will understand the Kinetic Energy and Potential Energy.
3. Student will understand the concept of Gravity.
4. Student will understand the Law of Conservation of Energy.
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"edu_score": 3.5625,
"fasttext_score": 0.8950449228286743,
"language": "en",
"language_score": 0.9183422327041626,
"url": "http://vadic.vigyanashram.blog/2022/07/25/trebuchet-making-activity/"
}
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During the French and Indian War, Massachusetts colonists invoked their charter rights to control mobilization. Colonists revered their charter because it provided effective government that tangibly affected their lives. They entered the Imperial Crisis believing that British officials such as William Shirley, Francis Bernard, and Thomas Hutchinson acknowledged the charter as the inviolable constitution of the province.
This content is only available as a PDF.
You do not currently have access to this content.
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"edu_int_score": 4,
"edu_score": 3.765625,
"fasttext_score": 0.4790501594543457,
"language": "en",
"language_score": 0.9540150165557861,
"url": "https://direct.mit.edu/tneq/article-abstract/89/3/384/16104/The-Attachment-of-the-People-The-Massachusetts?redirectedFrom=fulltext"
}
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Cahita Indians. A group of tribes of the Piman family, consisting chiefly of the Yaqui and the Mayo, dwelling in south west Sonora and north west Sinaloa, Mexico, principally in the middle and lower portions of the valleys of the Rio Yaqui, Rio Mayo, and Rio Fuerte, and extending from the Gulf of California to the Sierra Madre. Physically the men are usually large and well formed; their complexion is of medium brown, and their features, though somewhat coarse, are not unpleasant. The dress of both sexes is coarse and simple, that of the men consisting of a short cotton shirt, trousers, straw hat, and leather sandals, the women wearing the typical cotton cainisa and gown. The native blanket and sash are now rarely seen. The Yaqui formerly tattooed the chin and arms. Owing to the semitropical climate their typical dwellings were of canes and boughs, covered with palm leaves, but these have been largely superseded by huts of brush and adobe. Although belonging to the same division of the Piman stock and showing no marked difference in culture, the Mayo and Yaqui tribes have not been friendly; indeed the former waged war against the Yaqui until they themselves were finally conquered, when the Yaqui compelled them to pay tribute and to furnish warriors to aid the Yaqui in their almost incessant hostility first toward Spain, afterward against Mexico. They now hold aloof from each other, and while the Yaqui are habitually on the warpath, the Mayo are entirely pacific. In the fertile valleys along the streams respectively occupied by the tribes of this group, they engage in raising corn, cotton, calabashes, beans, and tobacco, and also in cultivating the mezcal-producing agave. They hunted in the neighboring Sierra Madre and fished in the streams that supplied the water to irrigate their fields, as well as on the coast, where the Yaqui still obtain salt for sale, principally in Guaymas. It has been said that neither the Mayo nor the Yaqui had a tribal chief, each tribe being settled in a number of autonomous villages which combined only in case of warfare; but there appears to have been a village ruler or kind of cacique. In the first half of the 17th century the Mayo and Yaqui together probably numbered between 50,000 and 60,000. There are now about 40,000, equally divided between the tribes, but like most of the southern tribes of the Piman family, these have largely become Hispanized, except in language. The Yaqui particularly are naturally industrious and are employed as cattlemen, teamsters, farmers, and sailors; they are also good miners, are expert in pearl diving, and are employed for all manual labor in preference to any others. They exhibit an unusual talent for music and adhere more or less to the performance of their primitive dances (now somewhat varied by civilization), engaged in principally on feast days, particularly during the harvest festival of San Juan and at the celebration of the Passover. The chief vices of the Yaqui, it is said, are an immoderate indulgence in intoxicants, gambling, and stealing, while conjugal fidelity is scarcely known to them. There is some uncertainty in regard to the tribal divisions of the Cahita group. Pimentel 1Pimentel, Lenguas, I, 453 and Buelna 2Buelna, Arte Lengua Cahita, x divide it into three dialects, the Yaqui, Mayo, and Tehueco, but the latter, in his Peregrinacion de los Aztecas 3Buelna, Peregrinacion de los Aztecas, 21, 1892, mentions the Sinaloa, Tehueco, and Zuaque as distinct groups. Orozco y Berra 4Orozco y Berra, Geog., 58 gives Yaqui, Mayo, Tehueco, and Vacoregue. It appears that there was in fact a Sinaloa tribe which later lost its identity through absorption by the Tehueco, while the Zuaque were apparently identical with the latter.
For Further Study
The following articles and manuscripts will shed additional light on the Cahita as both an ethnological study, and as a people.
• For the present (1905) condition of the Yaqui and the Mayo see Hrdlicka in Am. Anthrop., n. s., VI, 51, 1904.
Footnotes: [ + ]
1. Pimentel, Lenguas, I, 453
2. Buelna, Arte Lengua Cahita, x
3. Buelna, Peregrinacion de los Aztecas, 21, 1892
4. Orozco y Berra, Geog., 58
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"language": "en",
"language_score": 0.9569493532180786,
"url": "https://www.accessgenealogy.com/native/cahita-tribe.htm"
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FPS and Substeps
A common question is why simulations with a high FPS rate require less substeps? The answer is precision. The length of a single substep is calculated as
lengthsubstep = 1 / ( FPS rate * substeps )
In RealFlow, time is not a continuous stream, but subdivided into chunks. Between these chunks, a particle's or object's velocity is considered constant. This gives a very good approximation and the more substeps (= time chunks), the better the representation of the real behaviour.
An example:
• Let's assume you have a FPS rate of 25 and 300 substeps.
• According to the formula the length of a single substep is 0.0001333 s.
• This is a very accurate subdivision and gives precise results.
Now, let's use a FPS rate of 400 and see what happens:
• lengthsubstep = 1 / ( 400 * 300 )
• lengthsubstep = 0.0000083 s
• So we have a much higher precision: 0.0000083 s vs. 0.0001333 s
In order to get the same precision as before, substeps can be decreased:
• In this example, the FPS rate has been increased by a factor of 400 fps / 25 fps = 16.
• Therefore, the number of substeps can be calculated as 300 fps / 16 fps = 19
• With 19 substeps and 400 fps we get the same level of precision as with 300 substeps and 24 fps.
• No labels
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"edu_score": 4.03125,
"fasttext_score": 0.18838483095169067,
"language": "en",
"language_score": 0.8946860432624817,
"url": "http://support.nextlimit.com/display/rf2016docs/FPS+and+Substeps"
}
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Sunday, July 17, 2022
Loot Etymology
Loot is one of the many forms of actionable property. Actionable property is a term used to describe any "thing" which can be acted upon or has an effect on reality...
It is most commonly described as the property of a being to act, or its ability to cause change. It can also be described as the possession of an entity with some form of independent existence and therefore separate from any other thing...
The fact that humans have loot is what makes them different from other lowly forms of life, which are not born with any actionable property.
Loot is the basis of natural selection and as such, humans are more closely related to other beings which have loot, than they are to those without any actionable property.
The value of loot varies depending on the quality or amount that a being has. The more you have, the more valuable it is.
The term "loot" is also used to describe the total amount of actionable property that a human has. A person may have very little or a great deal.
Loot is the product of plunder, which comes from the verb 'plunder' that means to seize property or money from a place by use of force. The word originates from Middle English: louten (14c.), probably an alteration of Old North French: loter, looter ‘to draw lots’ and akin to Old English: lætan “to permit, allow” (see let).
Looter is one who plunders; robber.
Plunder is the practice of taking goods or valuable items from someone by force, typically during a war or invasion. The word originates from Middle English plonner (14c.), probably an alteration of Old North French: piller ‘to pillage’ and akin to Latin: pilare “to strip”.
So, to put it simply: loot is the product of plundering. And since plunder comes from Latin plumbum, meaning lead, which was used for making shot and bullets in ancient warfare - loot can be a lot more than just money or valuable items.
For example: A full-scale military invasion of a country, or a local war in that country, is often referred to as an act of looting.
Since the military or armed forces that are invading a foreign country by means of force have to use bullets and guns in order to take control, they often end up killing innocent people. In some cases, when the invasion is being conducted on a more massive scale, whole groups of innocent civilians can be killed.
The loot in this case is the lives of innocent civilians, whose death results from an invasion.
Loot is the redistribution of wealth, resources, or prizes by a victorious force to governing bodies as part of an economic policy. Loot can be found in many forms; ranging from abandoned material goods to valuables and even slaves captured during war.
While it is widely accepted that loot serves to benefit a governing body, the exact means by which this material wealth can be redistributed remains a source of heated debate. The general consensus among philosophers is that loot should not be considered as simple 'booty', but rather as an intrinsic element of any civilized society.
In times of war, loot can be considered as a means for nations to reap the benefits of conflict. In this sense, loot is used as a symbolic gesture toward conquest and power.
Loot is also used as a form of economic stimulus during wartime, in which the resources acquired are directly redistributed to give the population greater access to essential goods.
However, while the practice of giving resources to a population for their consumption has been widely accepted as an effective method of economic stimulus, this approach is still subject to intense debate.
While the argument can be made that loot serves as a powerful economic stimulus, it is also considered to be highly unsustainable. The general consensus among philosophers is that governments should avoid engaging in practices of such extreme short-termism.
The term 'loot' has its origins in the Old English word, which means booty, a word of Germanic origin. I have also discovered that it entered into Middle English from Anglo-Norman and Anglo-French texts. The term was borrowed from Frankish and ultimately derived from ProtoGermanic *ludatjan (to gather).
Many etymological dictionaries on the subject of this word have been written, some by experts in Old English, Middle English and Germanic linguistics. The connotations of the term 'loot' are associated with robbery and thievery. However, its widespread usage is quite different from its original definition.
The term 'loot' is used when describing the outcome of a battle, war or rebellion. It has been historically linked to warfare and conflict generally.
The word 'loot' is also used in a religious context when describing the process of divination. I would like to draw your attention to the etymology behind this usage, as it is relevant.
In the religious context, 'loot' means to divine or bewitch. The word 'divination', from which this usage derives, comes from Latin divinare , a form of devinere (to foresee). It is also related to divinus (of a god) and deus (god).
In the religious context, 'loot' is used with reference to partaking in a pagan ritual. The word 'paganism', in turn, originates from late Latin pagani (country-dwellers) and ultimately derives from Proto-IndoEuropean *pag-. It means civilian or country dweller.
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Comprehensive Guide on Orbs
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kids encyclopedia robot
Northern barred frog facts for kids
Kids Encyclopedia Facts
Quick facts for kids
Northern barred frog
Mixophyes schevilli 2.jpg
Conservation status
Scientific classification
Mixophyes schevilli distrib.PNG
Range of the Northern Barred Frog
The northern barred frog (Mixophyes schevilli) is a large, ground dwelling frog native to tropical northern Queensland, Australia.
Mixophyes schevilli
Dorsal patterning of the Northern Barred Frog
The Northern barred frog is a large frog, reaching a maximum length of 10 centimetres. It has powerful legs and arms, with a large head and large eyes. It has a brown or copper dorsal surface with irregular, darker blotches along the middle of its back. A dark line runs from the snout, through the eye, and over the tympanum to the top of the shoulder. Like all frogs of the genus Mixophyes, the Northern barred frog has bars running across its legs. The toes are fully webbed, the fingers are unwebbed, and the tympanum is visible.
Ecology and behaviour
The Northern barred frog inhabits dense tropical rainforest, close to fast-flowing streams. It usually hides and hunts in leaf litter. Like Mixophyes iteratus and Mixophyes fasciolatus, this species lays its eggs on the banks of streams. Rain then washes them into the stream where the tadpoles hatch. The tadpoles are very large, reaching a length of 12.5 centimetres. The male will call high from the bank, with a deep "wahk" noise.
kids search engine
Northern barred frog Facts for Kids. Kiddle Encyclopedia.
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"language_score": 0.8830559849739075,
"url": "https://kids.kiddle.co/Northern_barred_frog"
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TrullChurch of England VA Primary School
Search Search
Translate Translate
Monday 22nd February
LQ: How can I compare lengths?
Today we are going to use and understand the language of length such as long, longer, short, shorter, tall, taller. The video has some practical activities to help us to understand and use these words.
This week's English is a mixture of fiction and non fiction work on squirrels, linked to this half term's topic of animals.
Play Tricky Word Trucks and Flash Cards Speed Trial
LQ: Which oa?
How many ways can we write oa?
oa, ow, oe, o-e, o, oh
Blend for reading: coat load goat
Segment for spelling: soap oak toad
Practise/Apply : Read the Phoneme Spotter on Phonics Play together. How many words can they find that contain the 'oa' phoneme?
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"language_score": 0.8896518349647522,
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Eyelashes in birds?
posted in: Morphology-Develop. | 10
On 9th February 2007, Heng Fook Hai posted a close-up image of the Oriental Pied Hornbill (Anthracoceros albirostris) and he noticed something he did not see before. So he posed the following questions:
“I seldom see birds with long eyelashs until my recent photo of the hornbill (left). I searched my other bird photos but did not find any other birds showing eyelashes. Is there other bird with such long eyelashs?
“I remember BESGroup did show a kingfisher with eye membrane to protect their eyes. Just curious what function do the eyelashes serve?”
This got me curious, so I looked up the relevant literature. It seems that these are actually bristles, highly specialised contour feathers in which the rachis or feather shaft lacks barbs. Such bristles are found at the base of the bill. Ornithologists term these rictal bristles. And rictal bristles are seen in many species of birds that catch insects, like nightjars (below), flycatchers, owls, swallows and hawks.
So what are the functions of rictal bristles? Some suggest that they help to funnel insects into the mouth, but this has no experimental basis. And what about the bristles around the eyes? There appears to be consensus that they protect the eyes from flying insects and other debris. Especially when the bird catches large scaly insects like butterflies and moths. Rictal bristles also help the bird to detect movements of insects held in the bill, just like the whiskers of some mammals.
Images: Fook Hai (hornbill) and Chan Yoke Meng Large-tailed Nightjar Caprimulgus acrurus).
10 Responses
1. Nadia Thompson
I can tell you for a fact that there are several different types of birds that have eyelashes. When I was a tot we went to a petting zoo. Atop a pile of rocks was a solid black bird with a very long black beack. This bird had “showgirl” eyelashes. I noticed them from afar. I asked the keeper if I could pet the bird and he said “You can try…” and to a kid that sounds like “Sure! Go aheah!” I climbed the pile of rocks and had a good look at the bird and petted him. The eyelashes were unbelievably thick and long. This raised a number of questions in my young mind because I had never seen a bird with eyelashes before (not that I had noticed anyway)and I wasn’t sure they were even real. This made me wonder “Just how bored does a petting zoo keeper have to get to glue eyelashes on a bird, and what sort of glue did he use?” Ever since I have been on a quest to find out exactly WHAT these eyelashes were (are they the same as hairs? What makes them different from hair exactly, etc.) and what they were for. The keeper told me that the bird was probably from Africa, but he wasn’t sure. I have never seen this bird pictured anywhere and would love to know what kind of bird it was. I am so glad that I am not the only person who has noticed eyelashes on birds.
2. Philip
I had a budgerigar that had eyelashes, which I photographed using a powerful macro lens. My current pet bird is a sun conure (also a parrot), but it does NOT have eyelashes – it’s still a baby, so perhaps it will develop them.
3. Dennis Eccleston
I was looking at some Crested Cara Cara pictures I took yesterday (not those on my website) and it has definate eye lashes not only hairs near the bill. I wouls post the picture or crop if there was an upload and would email anybody interested if they used the contact me form.
4. Lee Chiu San
A lot of the hornbills have eyelashes. Go look lovingly deep into the eyes of the Rhinoceres, Great Indian and Wreathed Hornbills at the Jurong Bird Park.
5. Dani
Secretary birds (Sagittarius serpentarius) have rather distinctive long black “eyelashes”. Bearded barbets (Lybius dubius) are an excellent example to view rictal bristles. The species is named after it’s prominent specialized feathers.
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Examining the differences between serial and mass murderers always has been challenging. One way to distinguish serial murderers from mass murderers is to examine the number of murders that occur in a given amount of time. For instance, a serial murderer kills at least three victims over an extended period of time, while a mass murderer kills at one point in time. Another way to distinguish between serial murderers and mass murderers is to examine the murderers’ individual characteristics. A crime scene also can provide insight into whether the perpetrator is a serial murderer, a mass murderer, or some other type of killer. Understanding the distinctive features of mass and serial murderers is critical to the success and effectiveness of a criminal profiler.
To prepare for this Discussion:
Review the Course Introduction, located in the navigation bar on the left. Keep this overview in mind as you work through each week of the course.
Review the book excerpt, “Defining Multiple Murder.” Reflect on what distinguishes serial murderers from mass murderers.
Review the article, “Understanding Mass Murder: A Starting Point.” Focus on the differences between serial and mass murders. In addition, consider the characteristics and typologies of the various mass murderers.
Review Chapter 2 of your course text, Profiling Violent Crimes: An Investigative Tool. Pay particular attention to the case studies of Richard Kuklinski and Dennis Rader (the BTK Strangler). Focus on the factors, especially the number of victims and the time between killings, which separate serial murderers from mass murderers.
Review the stories of at least two serial killers on the Biography website. Become familiar with the details of the crimes.
Select an example each of a serial murderer and a mass murderer. These examples can be ones you read about this week or ones you create based on the readings.
Reflect on the examples you selected and think about why each is a serial or mass murderer.
With these thoughts in mind:
By Day 4
Post an example of a serial murderer and an example of a mass murderer, and explain why each person in your examples is characterized as a serial murderer or a mass murderer. That is, explain how the crimes they committed and their motivations to commit the crimes characterize each of them as a serial murderer or a mass murderer.
Note: In this Discussion, feel free to “create” your own serial murderer and mass murderer. You may or may not choose to use examples of real-life offenders. You can use all the readings to “construct” what you would consider a prototypical serial murderer and a prototypical mass murderer.
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A Brief History on Bearded and Shaven Clergy
Henry Chadwick
Curiously a social difference between some Greeks and some Romans would survive from the age of the Roman Republic to provide abrasions between the Greek and Latin Churches. In the first century before Christ Cicero (Pro Caelio 33) regarded beards as indicating Greek culture; philosophical tutors had beards (Epicetus 3.1.24). Early in the second century in the Greek orator Dio of Prusa (36.17) and in Apollonius of Tyana (Ep. 63), to be clean-shaven was effeminate. The philosopher-emperor Marcus Aurelius could have an impressive beard, reported by Herodian (5.2.3-4) and Julian (3, 17 C), but Caracalla appearing clean-shaven at Antioch was thought less than heroic (Dio Cassius 78.20). Late in the fourth century Jerome (in Isai. 3.7.21-22, p. 115 Vallarsi) felt it worthy of note that the Gothic tribesmen invading the Balkans were clean-shaven; not what he expected. Beards were a sign of virility. But unkempt beards could provoke comment, and at Antioch the emperor Julian’s provoked mockery answered in his embarrassing Misopogon (the Beard-Hater).
Jerome’s attack on Jovinian, a monk and priest, declared that the only difference between Jovinian and a goat was that he shaved off his beard (2.21). This is the earliest evidence for the custom with western clergy. Those who felt that a beard added dignity and authority wanted priests to keep their beards, and this was included among the rulings in the Statuta Ecclesiae Antiqua produced by a fifth-century canonist is southern Gaul, repeated by a synod at Barcelona in 540. These rulings, however, imply that shaving had become normal in the Latin Church.
In the Greek east the sixth and seventh centuries appear to have been the period after which the clergy and monks became expected to be bearded, and by the tenth century the custom had become a painful issue in the disputes between the Greek and Latin churches. In the eleventh century Sardinian clergy failing to remove their beards were threatened by Pope Gregory VII with confiscation of property (Ep. 8.10). He was perhaps a pope for whom what was not forbidden was compulsory; such a matter could not be left to personal discretion. Early in the thirteenth century in Calabria, where the Greek and Latin clergy existed side by side, Joachim of Fiore suggested that their difference was prefigured in Scripture by hairy Esau and smooth Jacob. (East and West: The Making of a Rift in the Church From Apostolic Times Until the Council of Florence pp. 11-12)
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What is white root rot in apple trees?
White root rot, caused by the fungus Scytinostroma galactinum (formerly Corticium galactinum), has been known as a parasite of apple trees for many years and is widely distributed (Canada to Texas and westward to the Pacific Coast, Europe, West Indies, and Japan). It is found in both bearing and non-bearing apple orchards. Other hosts include a wide variety of woody plants, ornamental shrubs, and herbaceous perennials, including white pine, ash, peach, blackberry, dewberry, Japanese wineberry, dogwood, sumac, white campion, holly, and kalmia. The fungus causes a decay of firs, western white cedar, and spruce. See the article titled White Root Rot of Apple for more information.
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