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Upload Опубликованный материал нарушает ваши авторские права? Сообщите нам. Вуз: Предмет: Файл: Английский. электронный вариант.doc 284.67 Кб 1. 3. Complete the sentences using the text: 1. In economics the term “price” denotes … . 2. Interest rate is … . 3. Exchange rate is … . 4. Prices perform … . 5. The production – motivating function of prices means … 6. Prices may be either free … . 1. 4. Answer the questions, basing your answers on the text: 1. What does the term «price» denote in economics? 2. What way is the price normally restricted in commercial practice? 3. What is interest rate? 4. What is exchange rate? 5. What may the price refer to? 6. What two important functions do prices perform? 7. What can you say about the rationing effect of prices? 8. What do you know about the production - motivating function of prices? 9. May prices be free to respond to changes in supply and demand? 1. 5. Say whether these statements are true or false and if they are false, say why. 1. In economics the term “price” denotes the consideration in cash for the transfer of something valuable. 2. In commercial practice it is normally restricted to the amount of money payable for goods, services and securities. 3. Interest rate is the price paid for borrowing money for a period of time. 4. Exchange rate is the price of one currency in terms of another. 5. Price may refer only to one unit of commodity. 6. Supply and demand determine prices in a market economy. 7. Prices perform many important functions. 8. In a market economy goods and services are allocated or distributed based on their prices. 9. Price decreases drive producers out of the market. 10. Prices are always controlled by the government. Lesson 14 1. 1. Read and translate the text in written form. 2. a) Corporations raise money by selling financial assets such as stocks and bonds. This increases the amount of cash held by the company and the amount of stocks and bonds held by the public. Such an issue of securities is known as a primary issue and it is sold in the primary market. But in addition to helping companies to raise cash, financial markets also allow investors to trade stocks or bonds between themselves. For example, Ms. Watanabe might decide to raise some cash by selling her Sony stock at the same time that Mr. Hashimoto invests his savings in Sony. So they make a trade. The result is simply a transfer of ownership from one person to another, which has no effect on the company’s cash, assets, or operations. Such purchases and sales are known as secondary transactions and they take place in the secondary market. Some financial assets have less active secondary markets than others. For example, when a company borrows money from the bank, the bank acquires a financial asset (the company’s promise to repay the loan with interest). Banks do sometimes sell packages of loans to other banks, but usually they retain the loan until it is repaid by the borrower. Other financial assets are regularly traded and their prices are shown each day in the newspaper. Some, such as shares of stock, are traded on organized exchanges like the New York, London, or Tokyo stock exchanges. In other cases there is no organized exchange and the financial assets are traded by a network of dealers. Markets where there is no organized exchange are known as over-the-counter (OTC) markets. over-the-counter (OTC) – позабіржовий – внебиржевой Financial Institutions We have referred to the fact that a large proportion of the company’s equity and debt is owned by financial institutions. Financial institutions act as financial intermediaries that gather the savings of many individuals and reinvest them in the financial markets. For example, banks raise money by taking deposits and by selling debt and common stock to investors. They then lend the money to companies and individuals. Of course banks must charge sufficient interest to cover their costs and to compensate depositors and other investors. Banks and their immediate relatives, such as savings and loan companies, are the most familiar intermediaries. But there are many others, such as insurance companies and mutual funds. In the United States insurance companies are more important than banks for the long-term financing of business. They are massive investors in corporate stocks and bonds, and they often make long-term loans directly to corporations. Most of the money for these loans comes from the sale of insurance policies. Say you buy a fire insurance policy on your home. You pay cash to the insurance company, which it invests in the financial markets. In exchange you get a financial asset (the insurance policy). You receive no interest on this asset, but if a fire does strike, the company is obliged to cover the damages up to the policy limit. This is the return on your investment. Of course, the company will issue not just one policy but thousands. Оставленные комментарии видны всем.	<urn:uuid:f362a6c5-23db-4e1b-9d5e-2f1e62c5d3a8>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.7666273713111877, "language": "en", "language_score": 0.9260268807411194, "url": "https://studfile.net/preview/7092268/page:16/" }
The principle underlying parliamentary procedure is that the minority should have its say and the majority should have its way. (Parliaments in the Modern World, p. 95) The process of debate begins when the Speaker, upon receipt of a motion in writing, duly seconded, submits it to the House and proposes the question to determine whether the House wishes to adopt it. If the motion is debatable, Members may then be recognized to make speeches. The process of debate ends after the motion and any proposed amendments and subamendments have been considered and no Member not yet having done so wishes to speak or the House has ordered debate to conclude. The debate having ended, the original or amended motion is reread by the Speaker and the question for the adoption of the motion is put to the House for a decision. The most basic components of this process are the “motion” and the “question”: the motion being a proposal that the House do something or express an opinion with regard to some matter; the question being the mechanism used to ask the House if it agrees with the motion, first, when it is proposed by the Speaker, and second, when it is put to the House for a decision at the conclusion of debate. As in all deliberative bodies, discussion in the House of Commons must always be relative to a definite proposal (or motion).1 The House responds to such specific proposals by deciding on questions put to it by the Speaker. Without a motion and a question, there can be no debate.2 Once a question has been proposed by the Speaker, debate may take place. The Speaker enjoys extensive powers to enforce the rules of debate. These rules include, in general, limitations on what may be said, when and by whom it may be said, and for how long each debater may speak. The intent of these rules is to guide the flow of debate and to protect it from excess.3 During the process of debate, the House follows a basic sequence of steps: providing notice of a motion; moving and seconding the motion; proposing the question from the Chair; debating the motion; putting the question on the motion; and, arriving at a decision on the motion. This chapter describes the steps in this sequence, and discusses the rules and practices of the House applicable to each.	<urn:uuid:ba16bb0f-5a0a-45da-b23d-9cbc309aa034>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4.0625, "fasttext_score": 0.16862428188323975, "language": "en", "language_score": 0.9582752585411072, "url": "https://www.ourcommons.ca/about/procedureandpractice3rdedition/ch_12-e.html" }
We Have No Idea How Most Species Age To humans, aging can seem to be inextricably linked with physical decline. In 1975, “on a whim,” the photographer Nicholas Nixon decided to illustrate this process. That year he took a picture of his wife and her three sisters standing together, shoulder-to-shoulder; and every year after, for four decades, they stood for a picture in roughly the same position. The transformation of each woman as they age is striking. “We detect more sorrow, perhaps, in the eyes, more weight in the once-fresh brows,” wrote the novelist Susan Minot in the New York Times Magazine, in 2014, when the last photo was taken. “This is what it looks like to grow old.” A desert tortoise.Photograph by vuttichai chaiya / Shutterstock But the way humans age isn’t necessarily typical of most organisms. There’s the desert tortoise, for example, whose mortality rate—or chance of dying—declines as it gets older. Unlike a human, the tortoise is much more likely to die young than old. And the hermit crab and the collared flycatcher age differently than both humans and tortoises; their chances of dying and reproducing don’t change at all in adulthood. Then there’s the freshwater hydra, Hydra magnipapillata, which doesn’t deteriorate with age, or senesce, at all. Under protected laboratory conditions, researchers predict 5 percent of adult hydras would still be alive and well after 1,400 years. “All species age, they get one year older every year. But not all of them senesce,” says Owen Jones, an evolutionary biologist at the University of Southern Denmark. “Age is just a number—it’s senescence that we should worry about.” The difference is important. Aging simply means getting older, says Jones, while senescence includes the negative effects humans normally associate with old age: physical and mental deterioration and reduced fertility. For humans, senescence is a big issue—perhaps the biggest one. We want to live longer without senescing. “Why have we”—and other senescing animals—“come to this?” Jones says. He wonders if at some point evolution selected for senescence because it was, for whatever reason, advantageous. “I don’t think we really know,” he says. “We can head towards that answer by analyzing data and figure out how those steps were taken.” “The evolution of aging can take unanticipated turns when mutations have unexpected phenotypic effects.” A 2007 study, for example, tried to see if senescence stretched all the way back to bacterial evolution. The researchers, led by Martin Ackermann, an evolutionary biologist at the Swiss Federal Institute of Technology in Zurich, monitored populations of Caulobacter crescentus bacteria in their laboratory, for 2000 generations, to “test the evolutionary theory of aging at a basic level of biological organization: populations of unicellular organisms” (in the study, “aging” and “senescence” are synonymous). What Ackermann and his team found is that even individual bacterial cells aren’t immune to senescence: Genetic mutations with a negative effect specific to late age—no costs early in life—do occur in bacterial populations, and they result in lower reproduction rates and eventually death. But these were relatively rare; most of the mutations that did occur were positive ones, without any negative correlations: “The mutations that increased growth rates by improving early life,” Ackermann and his colleagues write, “did not typically entail costs later in life.” Ackerman and his colleagues say that this supports previous findings that “the evolution of aging can take unanticipated turns when mutations have unexpected phenotypic effects.” Some organisms, for instance, have evolved particular strategies that help diminish the effects of aging, or senescence. Some plants and marine iguanas, for example, engage in adaptive shrinking (growing smaller in times of scarcity); some fish and reptiles display indeterminate growing (growing larger and more fertile their entire lives); and some, of course, go dormant (into hibernation). “None of these strategies are better [than the other]—they’re just doing the same thing: maintaining your population,” Jones says. The key for humans will be figuring out how different organisms use these mechanisms and whether we can recruit them for our own benefit. The problem, Jones says, is how little we know about senescence across species. He estimates we have good, long-term individual-based data—which follows numerous randomly selected members of a population from birth to death—for less than 5 percent of vertebrate species, which make up fewer than 5 percent of known species. What we have for plants, fungi, and bacteria is even less. The paucity of knowledge isn’t for lack of trying; demographic research of the kind Jones mentions just takes much more time and energy than, say, sequencing an animal’s genes. To compile demographic data, you have to track numerous members of a population during their lifespan to chart whether they senesce with age. One example is Jones’ work with a group that’s looking at the demography of mistletoe, a hemiparasitic plant (they rely on a host plant for some of their needs, but also use the sun’s energy to make sugars). If the organisms don’t senesce, researchers try to identify any age-related changes and understand why they occur—an organism that doesn’t senesce, for example, may increase its rate of reproduction as it ages. It’s especially challenging for researchers looking at hard-to-access creatures in the wild or plants with lifespans that stretch into the hundreds or thousands of years. Without the knowledge of how different species cope with or avoid senescence, there’s no chance we’ll be able to utilize, or adapt, the same mechanisms for humans, says Jones. He hopes that someday there might be more data for organisms like jelly-fish or cuttlefish. So little is known about them, and they might offer a key to the question of how to negate human senescence. Maybe then we’ll find methods for increasing human longevity, by slowing the senescence process or constantly pushing back the point at which we start to senesce. “It’s a really big question,” Jones says. “And this would really worry pension companies and insurance companies” since the need for long-term health care might increase. “If we can slow the rate of aging a couple percent,” he says, “it’s going to cost them billions.” Lorraine Boissoneault writes about science, nature, history, and adventure. Her first book, The Last Voyageurs, came out in April. Follow her on Twitter @boissolm.	<urn:uuid:347bc61f-3d93-4fa6-aa7b-c3aa8d277b19>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.11373341083526611, "language": "en", "language_score": 0.9465581774711609, "url": "https://nautil.us/we-have-no-idea-how-most-species-age-4734/" }
Skip Navigation Aquatic Organism Passage 396 What is it An engineered structure made to improve or provide passage for aquatic organisms. Removing barriers that restrict migratory fish and other aquatic organisms is part of creating effective passages. How it helps Migratory fish need to be able to reach their spawning grounds to reproduce. In many cases, fish travel long distances from their fresh water birthplaces to the ocean, and then make the long journey back to their original salt water breeding grounds to spawn. Man-made structures like culverts and roads can stop these fish from reaching their destination. Building passages helps fish population numbers to stabilize or increase by connecting fragmented habitat. Learn more Photo Gallery Click a photo below to see an enlarged version:	<urn:uuid:fc8a040a-4442-4b16-8286-fb29c4b591ea>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.8192715644836426, "language": "en", "language_score": 0.8691070675849915, "url": "https://www.nrcs.usda.gov/wps/portal/nrcs/photogallery/ma/technical/cp/gallery/?cid=1948" }
Printable version \| Disclaimers \| Privacy policy Knitting is one of several ways to turn thread or yarn into cloth. A series of loops are formed on a pointed stick called a knitting needle. Another needle is used to pull yarn through the loops to produce another row of loops, and so on. Work can proceed in the round or by going back and forth in rows. Knitting can also be done by machines. There are two basic stitches: knit and purl. They are identical, except that a knit stitch is formed by inserting the needle in the front of the loop, while a purl stitch is formed by inserting the needle in the back of the loops. If only knits or purls are used when working back and forth in rows, the result is called garter stitch. Alternating rows of knits and purls result in stockinette or jersey stitch, the stitch most often used in commercial garments such as T-shirts. Different combinations of stitches can be used to form ribbing, cables, or other textures. See also crochet, weaving, spinning. Someone who knows more about knitting should add to this. I know far more theory than practice.	<urn:uuid:bb7bfae9-963e-4d14-8812-fb00b5825ea6>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.65625, "fasttext_score": 0.16525161266326904, "language": "en", "language_score": 0.9462260603904724, "url": "https://nostalgia.wikipedia.org/wiki/Knitting" }
Geology of Canadian Wetlands Geology of Canadian Wetlands Barry G. Warner Wetlands have not gained as much attention as they ought to by geologists despite being so prevalent in the Canadian landscape. Some of this stems from a poor understanding of wetland geology and what wetland landforms are. Wetlands constitute unusual landforms in that they are formed of biological material predominantly shaped by biological processes rather than being formed of minerals and rock shaped more by physical processes. There are two main groups of wetlands: mineral wetlands, commonly situated in high-energy settings; and peatlands, situated in low-energy settings that undergo either terrestrialization or paludification during the course of their development. Wetlands, as both a landscape unit and economic resource, have historically been and will continue to be important in Canada. New and more specialized skills and engineering designs will be required to build infrastructure in wetland terrain. Wetlands should be regarded as an economic resource that requires wise use and management. Nature-sensitive technologies need to be invented for use with wetlands to conserve and enhance the resource to serve the needs and protect the health of human society. Bien qu’elles constituent un trait dominant du paysage canadien, les geologues n’ont pas prete suffisamment d’attention aux terres humides. Cela tient en partie a une mauvaise connaissance de la geologic des terres humides et de ce que sont ces elements geomorphologiques. Comme elements geomorphologiques, les terres humides ont ceci de particulier qu’elles sont principalement constituees de materiaux biologiques issus de processus biologiques, et non de mineraux et de roches formees par des processus physiques. Il existe deux grands groupes de terres humides, soit les terres humides minerales, generalement situees en milieux de hautes energies, et les tourbieres, situees en milieux de basses energies, et dont Ie developpement comporte une etape de terrestrialisation ou de tourbification. Tant comme element topographique que ressource economique, les terres humides ont ete et demeurent importantes au Canada. Des savoirfaire techniques nouveattx et plus specialises seront necessaires pour concevoir et edifier des infrastructures en milieux humides. On devrait voir les terres humides comme une ressource economique devant etre gerer avec sagesse. Il est necessaire que des technologies douces soient inventees pour conserver la ressource et en tirer un meilleur parti tout en protegeant la sante humaine. Wetlands occur where an excess of water saturates soils and collects at shallow depths on the land surface long enough to sustain waterlogged conditions. Geological characteristics determine how the water reaches the land surface and where it is distributed in watersheds. Where and how water is situated within wetlands, especially peatlands, is controlled by physical characteristics of the peat. Origins, composition and stratigraphy of wetland deposits depends on dissolved chemicals and materials derived from erosion and deposited from their surroundings. The rate and mode by which the sediment and peat has accumulated and decomposed through time, and how this carbon-rich material is stored are addressed using common geological and paleoecological tools. Further, these tools can be applied to elucidate more precisely what and how the geological connections are with wetlands, and what if any, the relationships are between the vast array of different wetland types. Wetlands are intimately connected to the surroundings of their individual basins and to their watersheds. The geology of wetlands focuses on understanding these relationships (Moore, 2001). The importance of geology in wetland science seems to have escaped the attention of most geologists, despite covering about 15% and being a distinctive part of the Canadian landscape. Part of the problem is that wetlands have long been an enigma. Are they landforms, soil units, water features or vegetation communities? The answer is yes, to all of the above. Wetland science can be thought of as an amalgamation of all of these disciplines. Up until a decade or two ago, it was not possible to provide clear answers to these questions. Today, wetland science has become more refined and widely accepted as a distinct and unique discipline in the environmental sciences. A wetland classification system, begun in the 1970s, was an important development for defining and recognizing wetlands in Canada (Warner and Rubec, 1998). Though much remains to be learned about the intricacies of wetland hydrology, biogeochemistry, and biology, and its linkages with other environmental phenomena such as climate, natural and human-induced disturbances, and global sea levels, little advancement can be made in wetland science without regard for the important role of geology. Canadian geologists were once far more involved with wetlands than today, and indeed, played a leading role in wetland studies in the early 1900s. The early interests revolved around geological surveys and economic evaluations of peat resources in the country. There is as much need today as there was in the early 1900s for Canadian geologists to be involved with wetlands and to re-assume their leading role, especially in view of current environmental and economic issues, such as climate change, landscape rehabilitation, sustainable wise use of economic resources, surface water and groundwater conservation and protection, and public and occupational health concerns. Perhaps the wane in interest in wetland geology in recent decades may be due to the narrow historical perception that geologists need only play a role with regard to peat as an economic resource and not with much broader issues such as understanding the origin, character, development, and management of the overall wetland resource in a country like Canada, whose wetlands are vast and varied. Wetlands have historically been regarded as obstacles to development. Their widespread occurrence in this country has made it nearly impossible to avoid them. Technical and engineering skill, ingenuity, and luck have been instrumental in shaping Canada as it has come to be today. Engineers are moving away from their early and more traditional approaches that focussed on draining wetlands. Plans and designs now ensure that wetlands remain intact, and indeed, engineers are restoring and creating wetlands. This new outlook indicates an acceptance of the challenges of working with wetlands in the landscape and inventing new, more nature-sensitive technologies and codes of professional practice. This paper examines what wetland geology is and points out how geology is related to wetland landforms in the Canadian context. There is discussion of some of the engineering and environmental applications of wetland geology. Wetland geology is far more relevant than is typically assumed. More geology needs to be included in high school and university courses that deal with wetlands and more wetland science needs to be included in courses on Quaternary and environmental geology and courses on related subjects. Governments at all levels need to accept a greater responsibility for ensuring care of Canada’s valuable wetland resources for future generations. Much more needs to be done to increase awareness among both professionals and average Canadians of the relevance of linking geology and wetlands as biological laodforms. Much of the early work on wetlands in Canada focused on peatlands. Initial interests were primarily from entrepreneurs and engineers who investigated ways to mine and process peat for fuel (Warner and Buteau, 2000). The first commercial peat mining operation was establishing in 1864 on a bog near Victoriaville, east of Montreal, Quebec. Individual operations were started in Ontario, Newfoundland, and elsewhere in Quebec, but all of these operations ceased by 1877. Interest in the use of peat for fuel was renewed in the 1890s but this interest was temporary. The fledgling peat industry at the turn of the century lobbied the federal government for assistance. This action prompted the Geological Survey of Canada to investigate the peat industry in Europe (Nystr6m 1908). The government purchased a small peat mining plant from Sweden for $50,000 and set it up in 1907 on the Alfred bog near Ottawa. Scandinavian geologists were hired by the Geological Survey of Canada to undertake national surveys of Canada’s peatland resources. A series of reports were published over the next 25 years or so (e.g. Anrep, 1914, 1915, 1927; Auer, 1930; Haanel, 1923, 1925; Moore, 1908; Nystrom, 1908; Nystr6m and Anrep, 1909). There was so much interest in peatlands during this period that a Canadian Peat Society was formed in 1911. This early society had no connection with the current Canadian Society for Peat and Peatlands, which began in the 1970s. There was little interest in peatland geology during this early period outside of the Geological Survey of Canada. Ganong (1897) in New Brunswick and Lewis and Dowding (1926) in Alberta studied the stratigraphy and fossils preserved in peatlands. The advent of pollen analysis during this period in Europe, quickly led to collection of peat cores and publication of the first pollen diagrams in Canada (Auer, 1930; Bowman, 1931; Janson and Halfert, 1937; Hansen, 1940). The general pattern and geographic extent of wetlands became much better understood once a scientific definition and a wetland classification framework were developed for Canada (Canadian National Wetland Working Group, 1988; Warner and Rubec, 1998). Inventories reveal that about 14% of the Canadian land surface and 125 X [10.sup.6] ha is covered by wetlands, about 12% and 110 X [10.sup.6] ha of which are peatlands, making Canada the most peatland-rich country in the world (Fig. 1; Tarnocai et al., 2000, 2001). About 18% of the world’s wetlands occur in Canada (Tarnocai et al., 2001). These figures for the most part do not include freshwater wetlands along the shores of lakes, banks of rivers, in estuaries and along the marine coasts. There is a striking match between the peatland map of Canada (Fig. 1) and a map showing areas covered by proglaeial lakes and inland seas (Fig. 2). The flat till plains and clay, silt and sand glaciolacustrine and glaciomarine plains laid down in large inland lakes and seas created poorly drained areas that have contributed to the widespread wetlands in Canada today. A notable example is in the southern parts of the Hudson and James Bay basins, where proglacial lake and seabed deposits have contributed to development of one of largest peatland complexes in the world. There are obvious anomalies, notably in the south-central Prairies, southern Ontario, and the Ottawa-St. Lawrence valleys, where there are till plains and glaciolacustrine and glaciomarine clay, silt and sand deposits but few peatlands today. These regions, in fact, did support widespread wetlands and/or peatlands in the historical past, which subsequently became filled in, ploughed over, and drained. These regions, however, are especially good for wetland restoration and creation because the underlying glaciolacustrine and glaciomarine deposits provide good foundation material on which to reestablish wetlands. Other anomalies exist on the hyper-oceanic north coast of British Columbia and in Newfoundland and the east coast of Labrador where there are no significant glaciolacustrine and glaciomarine deposits but peatlands are common. Peatlands have arisen on these coasts because a hypermaritime climate sustains abundant precipitation and low evaporation, allowing peat to form directly over the impervious bedrock. Table 1 shows how geological attributes can be used as criteria for a simple wetland classification in one part of the country. An extension of this kind of geological classification is to include sediment composition, stratigraphic, and paleoecological characteristics into what in Europe has been termed geo-hydrological or biogenetical classifications (e.g. Succow and Lange, 1984). All landforms comprise solid material, gases and water. The most obvious difference between wetland landforms and all others is a predominance of water and organic or biological materials, most of which is peat, rather than the usual mineral or nonbiological materials (Warner 2003b). Some wetland landforms contain more organic material than others, and some are wetter than others, but constitute landforms nonetheless. Wetland landforms have to be treated differently from the typical mineral landforms because biological processes dominate them. Wetland landforms have two primary structural layers. There is an outer or surface layer of soil with living plants, microbes and other biota, and a deeper layer comprising the dead remains of the biological inhabitants that once were part of the surface layer. Oxygen content is many orders of magnitude greater in the surface layer than in the deeper layer. The lower boundary of the surface layer is usually indicated by the lowest position of the water table in any given year. The upper boundary may be a water surface in the case of the wettest wetlands or the top of the living vegetation canopy in the case of the driest peatlands. The presence of living biota in the surface layer has led to wetlands being referred to as living landforms, and as such, they are dynamic and constantly changing. Two broad types of wetland landforms have been distinguished in Canada. One group is organic wetlands, typically referred to as peatlands (Fig. 3a). Bogs and some fens and swamps are peatlands. Peatlands have a well-developed surface layer that has been described as having as many as six sub-units within it (Clymo, 1983; van Dierendonck, 1992). The surface layer in permanently frozen peatlands is more complicated, but probably can be thought of as having at least two distinct subunits, because the depth to permafrost table and depth to water table may be the same during dry periods and the water table can lie above the permafrost table during wet periods (Vardy et al., 2000). Water-logging or not above the permafrost table, therefore, affects oxygen conditions and the opportunity for peat material to survive decomposition and longer term accumulation. Much more work is needed to understand peat accumulation processes in permanently frozen peatlands. The term acrotelm has been used to refer to this surface layer in bogs (Ingram, 1978). There is no maximum thickness for the deeper layer. Depths of 12 m have been recorded in Canada, the thickest known from peatlands in the Mackenzie River Valley (Tarnocai et al., 2000) and from a kettle hole near Cambridge, Ontario (Warner et al., 2004). Catotelm has been used to refer to the deeper layer in bogs (Ingram, 1978). The deeper layer determines the overall size, shape, composition and storage capacity of the peat landform, while the surface regulates the growth and formation of peat materials and accumulation processes by selecting and regulating which dead biota will reach and become stored as peat in the deeper layer below it. The second type of wetland landform is mineral wetlands, which have a surface layer of living biota and most often are inundated, by definition, with no more than 2 m of water. They have either a thin and poorly developed or a complete lack of a deeper layer of accumulated organic material (Fig. 3b). In Canada, a minimum measurement of 40 cm for thickness of the two layers is used to separate peatland from mineral wetland (Warner and Rubec, 1998). Marshes, shallow open water, and some fens and swamps are mineral wetlands. The water in both peatlands and mineral wetlands can be either permanently frozen, as is the case in permafrost regions, intermittently frozen for some years and not others, or only seasonally frozen. Both mineral wetlands and peatlands can be either permanently or intermittently covered by water for all or part of the year. Most wetlands in Canada originate as mineral wetlands. Geological setting ensures that a steady supply of water remains on the land surface, enough to support wetland biota, thereby determining where wetlands occur in the landscape. Climate is also important because it can both supply and remove water, and so too, determines how much water is stored on the land surface. If either geological setting or climate does not allow water to stay on the land surface, a wetland will not form, or if either of these factors changes once a wetland has formed, the wetland will cease to exist. Most peatlands develop out of mineral wetlands. Mineral wetlands occur in high-energy settings and often exchange water with adjacent landscape units (i.e., lakes, rivers or oceans). Peatlands occur in low-energy settings and are more independent of adjacent landscape units. Site-specific features of the hydroperiod and geochemistry of the waters influencing the site will determine the specific type of peatland that will develop from the mineral wetland, be it swamp, fen or bog. Eventually, a deeper layer of peat will become well developed, and organic materials will continue to accumulate and be added to the lower layer during the lifetime of the peatland. Peatlands may also develop out of lakes. The term terrestrialization is used to denote the process of basin-infilling whereby a lake transforms into open water wetland and thereafter a peatland. A key attribute in the terrestrialization process is the position of the water table in the basin relative to the surface of the sediment. The water table is highest relative to the surface of the organics during the lake stage and early stages of wetland development. As organic matter continues to accumulate it reaches the water table, at which point the wetland develops into marsh, fen or swamp. The precise time at which lake becomes wetland, the timing of change from one wetland phase to another, and the nature of the final stage in the terrestrialization sequence is dependent upon the size and depth of the basin and the hydrological setting, assuming climatic factors or some other external force (e.g. human disturbances) does not interrupt the terrestrialization processes. The ongoing accumulation of organic materials in the deeper layer may eventually cause a peatland to outgrow the physical confines of its basin. As the deeper layer thickens and moves out of the basin, it will essentially convert into peatland what was originally terrestrial land around the basin. This process is referred to as paludification. It is possible that overflowing peat from two adjacent basins may coalesce, thus producing a single peat landform out of the original two smaller separate peatlands. The large peatland landscapes and peat landforms in Canada represent mature landform complexes that grew out of many smaller independent wetland basins and depressions. Raised bogs and some plateau bogs are good examples of peatlands that have outgrown their original basins (e.g. Warner et al., 1991). The net result is that the top of these landforms is higher in the center than in the periphery. A steady supply of precipitation is required to sustain the biota and peat accumulation processes. The dependence on precipitation as the only source for nutrients has led to specialized biota adapted to survival in nutrient-poor growing conditions. In regions influenced by permafrost, water migrates along the thermal gradient from warm to cold, thereby feeding ice in the frozen core. The combined annual addition of peat along with an expanding ice core may cause these peatlands to grow beyond the confines of its basin and the surface to grow higher than its edges. Palsas and high-centred polygonal peatlands are examples of permanently frozen peatlands. Terrestrialization and paludification processes have been going on throughout all of postglacial time (e.g. Bunting and Warner, 1998). These processes can be quite predictable provided climate, human activities or some other external factor has not altered the geological-hydrological-biological balance in the wetland system. However, the stratigraphic records of many peatlands reveal that there have been many interruptions to this balance, which has steered off course the “natural” direction and rate of the terrestrialization or paludification pathway. Peatlands are important repositories of paleoenvironmental information (Warner and Bunting, 1996). As such, they can be long-term sensors and archives of climatic shifts (e.g. natural and human-induced), geomorphic changes (e.g. sea levels, isostatic adjustments), natural catastrophes (e.g. storms, hurricanes, volcanic eruptions), and human activities (e.g. early cultures, land uses, pollution). The preserved disarticulated paleobiological indicators in the peat and organic sediment or geochemical markers in the peat and deep interstitial waters have been the primary tools for reconstructing these past events. The widespread abundance of peatlands makes them valuable archives of past events for many periods in pre- and postglacial time and at differential spatial scales for most of Canada. It would be very useful if mineral wetlands and peatlands were differentiated on geological maps. At least 100 different wetland types occur in Canada (Warner and Rubec, 1998), Further recognition of terrestrialized and paludified wetlands would greatly refine wetland mapping and interpretation of landscape origins. Wetlands represent landforms of various ages. Their organic composition presents an added benefit in that they can be used to age themselves, their internal archival records, and by inference, adjacent landscape units. The high-energy depositional environment and lack of a steady accumulation of organic materials makes it difficult to determine the age of mineral wetlands. This may also be a problem for peatlands whose early histories included a mineral wetland phase. For the most part, peatlands provide good dating control and continuous chronologies for large time spans, if not for their entire lifetime. It is common in geology to regard the age of the bottommost organic sediments in wetlands as minimal estimates for the time of deglaciation or withdrawal of proglacial water bodies. This may be reasonable in situations where wetland inception occurred early, but not where wetland inception was delayed because climatic, geological, hydrological or biological factors caused a lag in wetland formation. Such lags are probably more common in Canada than might he expected because paludification, a major process responsible for peatlands throughout central Canada, did not become widespread until Middle to Late Holocene time in the central Boreal Ecozone (Vitt et al., 2000) and likely in other regions of the country too (e.g. Warner et al., 1991). Not all peatlands will continue to grow indefinitely so it is equally important to determine the time at which peatland growth ceases. The age of the surface of permanently frozen peatlands throughout the Arctic and Subarctic Ecozones has been shown to be many thousands of years (Zoltai and Tarnocai, 1975; Vardy and Warner, unpublished). As such, some peatlands are relict landforms, no longer actively accumulating peat, while other peatlands may even be slowly degrading, some even back to their mineral wetland origins. Another example is swamps in southern Ontario where the near-surface peat is old. The surface layer has been “running on the spot” with no net addition of new materials reaching the deeper accumulation layer (Warner, unpublished). It is especially important to understand the role of humans during the historical past on wetland developmental processes. Human activities, both direct and indirect, have been important in interfering with and even halting developmental and peatland growth processes. Alternatively, human activities may be responsible for setting up conditions conducive to wetland formation or accelerating developmental processes (e.g. Warner et al., 1989). Geologists have an important role to play in assessing human impacts on wetlands, because not all intact wetlands are as natural or pristine as we might assume. Clymo’s (1984) studies on peat accumulation and peatland growth started a whole new way of thinking of peat accumulation processes. His models were applied for the first time in North America on a site in New Brunswick, the most comprehensively dated peatland in North America (Warner et al., 1993). Subsequently, a number of studies on both the short-term and long-term peat accumulation processes have been undertaken in Canada (e.g. Belyea and Warner, 1996; Frolking et al., 2001) but there remain considerable gaps in our knowledge about peat accumulation processes in permanently frozen peatlands (Zoltai and Tarnocai, 1975; Vardy et al., 1996). Peat is about 50% carbon (as dry matter). To understand peat accumulation is to understand carbon accumulation and storage in peatlands. Northern wetlands, especially peatlands, play a major role in global carbon cycles and climate change because they fix carbon from atmosphere in the biomass of the living vegetation. When the vegetation dies, the dead biomass eventually becomes peat in the surface layer where it is subjected to decomposition. That fraction remaining accumulates as peat in the deeper layer where it is stored for millenia. Canadian peatlands contain approximately 262 Gt of organic carbon, which is about 59% of the total carbon stored in Canadian soils (Tarnocai 1998). Canada contains about 18% of the worlds wetlands (Tarnocai et al., 2001) which means that Canada contains a significant proportion of the global terrestrial carbon pool. Geologists have a major role to play in assessing peatland carbon stocks, characterizing the dynamics of carbon cycling, and developing predictive models of carbon and climate change in Canada (Gorham, 1991; Frolking et al., 2001; Blodau, 2002). It would seem there is great value in differentiating “dead” and “living” wetland landforms and giving special conservation status to those systems most active in removing atmospheric carbon and sequestering the carbon as peat. Other important questions revolve around changes between carbon cycling processes, degree of climate changes, and occurrence and distribution of permafrost. How accurate are our inventories or complete is our knowledge of the extent and dynamics of perennially frozen wetlands, estimated to occupy approximately 42%? How might climate warming affect the carbon balance in these systems (Tarnocai, 1999)? Wetland resources are important to the development and economic prosperity of Canada and play pivotal roles in supporting a prosperous and vital wetlands industry today (Warner, 2003a). It is difficult to avoid wetlands completely because they are so widespread and as such present major environmental and engineering challenges. The general tendency historically has been to drain wetlands and convert them to dry land if they got in the way. In recent years, this attitude has changed with realization of the positive values of both natural and of created and restored wetlands. Excavations and construction Wetlands pose special concern as foundation material for construction of buildings, roads, pipelines, bridges, and other structures. If at all possible, the best solution is to excavate and remove wetland materials altogether. In cities and towns where construction has been rapid and care has not been taken to recognize and remove wetland deposits prior to construction, or where fill has been dumped on top of wetland deposits, buildings have been subjected to severe structural damage by settlement (White and Karrow, 1998). Buried wetlands may continue to undergo decomposition and lose volume decades after construction, causing further instability around structures. Low-lying former wetland basins continue to discharge groundwater around structures. Construction in and around wetlands may lead to slope failure and flowage. The saturated wetland deposits are susceptible to frost heave and subsequent damage to structures. Many of Canada’s largest cities and towns are situated along rivers and coastlines of lakes and oceans where wetlands were once located. A good example is the heavily populated north shore of Lake Ontario, where one-time natural wetlands have been obliterated by fill or have been severely altered by increased sediment loads from streams and rivers flowing into the lake, readjustments to natural longshore drift processes, and artificial changes in lake water levels following construction of the St. Lawrence Seaway. Thorough knowledge of these new geological processes and their interactions with the adjacent land and runoff patterns is required to ensure successful restoration and creation of wetlands along the modern shorelines, which have been entirely created by humans. Much has been learned about wetland restoration and creation in recent decades in this heavily populated region of the country that can serve as models for other regions (Fig. 4; Canadian Wildlife Service 2002). The construction of roads across wetland terrain has resulted in a number of problems. Historically, common practice was to lay down timbers to form a corduroy road bed (Fig. 5). Natural drainage is commonly obstructed by roads, leading to flooding on the upstream side of the road and drying out on the downstream side if natural surface and subsurface flows are not preserved by the installation of culverts and other structures. If the soft, compressible peat is not removed prior to construction (Fig. 6), the road can shift and settle because of differential dewatering, decomposition, and degassing of underlying organic deposits. Also, it is possible that new wetland plants will colonize the ditches and roadsides immediately after construction, growing so rapidly within a single season or two that they block culverts and other drainageways. This problem can lead to flooding of the road or erosion problems. Also, special designs of roadbed through wetlands in permafrost terrain are required to protect the thermal regime in the underlying substrates (e.g. Radforth and Burwash, 1977; Keyser and Laforte, 1984). Similarly, special construction designs and maintenance plans are required for pipelines and railroads constructed across permafrost-influenced wetlands (Burgess and Tarnocai, 1997). Construction of provincial highway 138 between Sept-Iles and Havre St. Pierre on the north shore of the Gulf of St. Lawrence is a good example of problems associated with road construction unique to peatland terrain. Roads that settle, sink or slide in this region have been constant sources of frustration to engineers (Fig. 7). Despite attempts in the early 1980s to construct a new highway with care to preserve water flow patterns, the culverts still shifted and sank below the surface. Massive landslides continued to carry the highway into the adjacent Gulf of St. Lawrence. The highway developed large potholes and irregular bumps and hollows. Thus, a new highway was again attempted in the early 1990s, this time farther inland from the Gulf of St. Lawrence, where it might be less prone to landslides. It took three years to build because extra loading was used to allow the roadbed to settle gradually before laying down the hard surface. Problems appeared within two months of the road opening. Many of the bog pools surrounding the highway dried up. Later investigations proved the existence of widespread iron oxide placic layers that were impervious to the peatland waters above in the natural terrain. Under the placic layers were 10s of meters of stratified glaciodeltaic sands and silts. It was later determined that road construction itself or subsequent vibrations of traffic using the highway pierced the iron oxide placic layer, allowing water from peatland pools to drain into the underlying sand and silt, thereby causing the sand and silt to liquefy and fail. Had geologists and engineers been aware that iron oxide placic layers are common phenomena associated with peatlands, they might have known what to look for in the field and be better prepared to take precautions to preserve them. Water resources Wetlands contain large quantities of water and regulate both surface and groundwater flows of water that would otherwise run off rapidly. Historically, a great deal of effort was directed towards drainage and increasing runoff within and around wetlands. The result has been a distortion of runoff patterns, land drainage, flooding, channelization, alteration of water ages, and intercatchment water transfers of surface waters in watersheds of the country. Wetlands may overlie important groundwater aquifers, especially on moraines, eskers, and fluvioglacial deposits. One such example is the Oak Ridges moraine north of Toronto, which supports numerous wetlands and important aquifers used by the dense population around it (Sharpe et al., 2002). The complex biogeochemical transformations that occur in wetlands have the ability to attenuate contaminants in runoff waters coming from a variety of human activities. Therefore, wetlands are important for protecting surface and ground waters and drinking water supplies (i.e. Devito et al., 2000). Dam and reservoir construction may destroy large areas of wetlands and contribute further to distorting runoff volumes and patterns. There is special concern, especially in the central part of the country where reservoirs for hydroelectricity flood wetlands. Other water level control structures may alter natural water levels that cause changes to natural wetlands (Fig. 8). Flooding induces a change in redox conditions in organic soils that mobilizes and converts natural mercury into methyl-mercury, which becomes readily available to reservoir biota, including fish, and humans who eat the fish. Flooding may increase greenhouse gas emissions (Rosenberg et al., 2000). Flooding by hydroelectric reservoirs is especially detrimental to permanently frozen peatlands because the overall permafrost regime is completely altered or obliterated. Commercial mining of peat started in 1864 in Quebec (Warner and Buteau, 2000). Early activities were for peat fuel, but Canada overtook the world market for horticultural peat after World War II when European supplies were no longer available. Ontario and British Columbia were once the leading peat-producing provinces. Ontario had 11 commercial peat operations and today has none. Some of these operations might have survived if they had done the necessary geological fieldwork to characterize the peat and the nature of the deposit more carefully, rather than simply assuming that all peats were the same. Quebec, New Brunswick and Alberta are the three leading peat-producing regions today (Keys, 1992). Peat mining is concentrated on the plateau and raised bogs along the north and south shores of the St. Lawrence River and around the Gulf of St. Lawrence. The wet and cool oceanic climate readily supports fast-growing Sphagnum mosses, peat-forming processes and development of peat landforms. Raised bogs that developed on clay deposits of the ancient LaFlamme Sea in the Lac St. Jean Region of Quebec have given rise to good peat deposits. Basin bogs and swamps are being used in the vicinity of Edmonton for horticultural peat, where the hot dry summers in western Canada facilitate its drying and collection. Peat is also processed into a number of products some of which have been tried but not all of which have become commercially viable in Canada (Table 2). Such products include peat pots, boards, pellets, briquettes, soil conditioners, fertilizers, carbon-based filters, and golf tees. Peat-based compounds have been used for medicines and therapy (i.e. peat baths), growth stimulators, food additives (i.e. yeasts, carbohydrates), waxes and sealers, lubricants, and reagents, which have been extracted from Sphagnum peat. Mining of peat and wetland deposits as “black earth” for gardens and potting mixes continues in many regions on a small scale. This activity can create problems for wetland conservation near densely populated regions, where many wetlands have been lost or altered by humans. The rich nutrients and abundant water where mineral wetlands and peatlands with alkaline soils were cleared and drained support some of Canada’s most productive vegetable and fruit growing areas (Table 2). The Holland Marsh on the southern edge of the Lake Simcoe basin was originally a Carex rostrata fen and Alnus swamp in the early 1900s, before farmers established vegetable gardening for the southern Ontario market. The bogs, fens, and estuarine marshes in the Lower Fraser Valley and Fraser Delta of British Columbia support large vegetable growing operations. Where peat soils are more acidic, such as in Newfoundland, crushed limestone and fertilizers are added to make them suitable for the same kind of crops. The acidic and peat-rich soils of bogs in southern Nova Scotia, the Lac St. Jean region of central Quebec and interior British Columbia support some of the largest cranberry growing operations in the country (Fig. 9). Cranberry production on peatlands in the Lower Fraser Valley represents British Columbia’s largest berry crop. Cloudberry (Rubus chamaemorus) and thimbleberry (Rubus idaeus) are harvested from bogs in Quebec for juice and liqueur production. Wild-rice (Zizania aquatica), another wetland crop, is harvested on a commercial basis in the marshes and open water wetlands of northwest Ontario and southern Manitoba. Wetland Ecotechnology Ecological engineering, also referred to as ecotechnology, is an emerging new field in Canada (Warner and Li, 1998; Kells and Warner, 2000). This technology is fast becoming the way of the future to bring the needs of human society together with the need of maintaining a healthy living environment. Wetlands ecotechnology combines engineering design and modeling principles with concepts of applied and fundamental ecology by creating systems that duplicate or simulate natural wetland systems while performing specific needs of humans. Wetland ecotechnology can be used to deal with environmental pollution, water-control problems, biodiversiry and habitat issues. There is a wide range of designs that can vary from being relatively low-energy demanding systems through to ones that are very sophisticated wetland systems requiring manufactured energy and contiouous maintenance to operate. Drought conditions in the 1930s in the Prairies caused many wetlands to disappear (Leitch, 1978). Catastrophic population declines in waterfowl and other wildlife dependant upon wetlands were common. This necessitated restoration of wetland habitat. Thus began the use of wetland ecotechnology techniques in Canada. Wetlands have been used to rehabilitate quarries, aggregate pits, tailings ponds and abandoned mine sites–other ways of repairing degraded landscapes and reversing historical trends of lost wetland habitat. Wetland technology as a passive, above ground alternative to conventional wastewater treatment and water quality improvement system is gaining much attention. The first systems were constructed in 1979 in Ontario and Saskatchewan (Kells and Warner, 2000). Today there are hundreds of fully-operational, pilot scale and experimental systems across the country. Canada contains more wetland than any other country in the world, and Canadian geologists and engineers have an opportunity and responsibility to take a lead in advancing wetland knowledge and technological development. Geologists have a role to play in our national carbon inventory because the net carbon stored in our wetlands greatly exceeds the carbon stored in our forests and agricultural soils. How or if wetland carbon is priced in economic terms for sale and trade on the world market has yet to be determined, but could prove to be important in assisting Canada to meet its international obligations to off-setting carbon emissions now that Canada has ratified the Kyoto Protocol. There are a number of major wetland issues in the world that geologists need to be aware of because it is probably only a matter of time before Canadians may be confronted with similar problems. For example, there is a large oxygen depleted zone at the mouth of the Mississippi River in the north-central Gulf of Mexico that has caused major economic losses to fisheries. The “dead-zone” is attributed to agricultural nutrients and high sediment input brought about by the loss of wetlands throughout the entire Mississippi basin (Rabalais et al., 2002). A major program has been initiated to restore wetlands throughout the whole drainage basin, especially in riparian zones along stream and river courses to control erosion and nutrients reaching the Gulf of Mexico (Mitsch et al., 2001). It is not that long ago that Lake Erie was considered “dead”. How can we best use wetlands in Canadian agricultural landscapes to help with controlling runoff and attenuating nutrients? Might more wetlands have helped to protect surface and drinking water supplies from deadly agricultural-derived pathogens in the Walkerton disaster? Mobilization of natural mercury and its entry into the human food chain by hydroelectric reservoirs flooding of peatland terrain is another way that wetlands relate directly to human health issues. The natural source of the mercury has not been confirmed in all cases, though it is suspected to be in the parent soils and bedrock and undergoes geochemical transformation when soils become anaerobic by flooding (St. Louis et al., 1994). When they are set ablaze, wetlands pose serious natural health hazards by contributing smoke and haze. The burning peatlands of south Florida, USA, Kalimantan, Indonesia, and around Moscow, Russia are recent examples of global significance illustrating the magnitude of threats to human health. Many of the forest fires that occur annually in northern and central Canada include peatlands. Fires, large and small, are important for the ecological integrity of many natural ecosystems including wetlands, but the magnitude and intensity of fires, exacerbated by drought conditions in recent years, will continue to require watchful care in the near future. Coastal wetlands along the eastern seaboard of the USA are being eroded at extremely high rates for reasons not yet clearly understood (Hartig et al., 2002). The problem has recently attracted the media attention with feature presentations by CNN Television. Is it possible that parts of the Canadian coast and its wetlands farther north are disappearing at similar rates? High peat cliffs on the coasts of New Brunswick and Prince Edward Island are clear examples of coastal wetland loss by transgressing sea levels (Fig. 10). Wetlands are central to terrestrial water cycles. Damming of rivers continues to be a problem because it changes river flow volumes, increases time taken to drain to the oceans which causes the water to age and change ecosystems, and there are alterations to natural biota and biodiversity. River diversions and channelization may connect flows across drainage divides. In many parts of the world, water control structures have fallen into disrepair and require replacement or renovation. The alternative is to abandon the structures, which presents the need to restore rivers and clean old reservoirs. Wetlands should be considered in the context of both cause for change and consequence of such changes in construction and reconstruction plans. Widespread spring flooding, which seems to be common in Canada, is a direct result of the way humans have modified the natural land surface. Would more wetlands and natural vegetation cover have been able to store more spring meltwater, reduce surface flows, and save the enormous property loss in such recent floods as in the Saguenay area of Quebec or around Winnipeg and the southern Prairies? Every Canadian probably comes in contact with wetlands, either directly or indirectly, on a daily basis. Wetlands are distinctive features of the Canadian landscape and are part of our identity. We have always had to deal with wetlands, whether we wanted to or not, and we will continue to need to do so. Wetland geology is probably more important than ever because we now know that wetlands are unique and distinctive parts of the landscape and specialized knowledge and skill is required to deal with the many new environmental and economic issues that will be facing Canadians in years to come. Table 1. An example of a geological classification of natural wetlands in the Great Lakes region Basin type Wetland Type I. Basins of glacial origin Large basins Mineral wetland Kettles Mineral wetland and Depressions and drainage impedients Mineral wetland and II. Basins formed by river action Floodplain wetlands Mineral wetland and Oxbows Mineral wetland and III. Basins formed by shoreline processes Mineral wetland IV Basins formed by isostatic uplift Mineral wetland V Wind-formed basins Mineral wetland VI. Basins of biotic origin Beaver dams Mineral wetland and Basin type Examples I. Basins of glacial origin Large basins Great Lakes, Lake Simcoe, Lake Nipigon, ON Kettles Olivers Bog, Cambridge, ON Depressions and drainage im edients Ellice Huckleberry Marsh, Wainfleet Bog, Beverly Swamp, Mer Bleue Bog, ON II. Basins formed by river action Floodplain wetlands Grand River Marshes; Dunnville Marshes, Eramosa River Swamp, ON III. Basins formed by shoreline processes Point Pelee Marsh, Turkey Point Marsh, Presqu’ile Marsh, ON IV Basins formed by isostatic uplift Holland Marsh, Cootes Paradise, ON V Wind-formed basins Sauble Beach Dunes, ON VI. Basins of biotic origin Beaver dams Table 2. Some uses of wetlands. * Recreation (walking, hiking, fishing, hunting, wilderness trekking, camping, education * Management areas (forestry, watershed planning, flood control * Conservation areas and reserves (nature preserves, parks, biodiversity reserves, wildlife habitat, aquifer protection) * Climate change mitigation areas (carbon sequestration sites) * Agriculture and horticulture (blueberries, cranberries, market vegetables, flowers, bulbs, sod farming, livestock) * Forestry and afforestry * Recreation (education, demonstration sites) * Development (urbanization, residential areas) * Primary peat reserves (raw materials, horticulture peat moss, peat-based by-products) * Secondary peat reserves and peatland management areas (raw materials, horticultural peat moss, peat-based by-products) Many of the ideas presented in this paper have been generated by research undertaken with support from the Natural Sciences and Engineering Research Council of Canada. 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Moore, E.V., 1908, Some notes on the development of the peat fuel industry and its possibilities: Transactions of the Canadian Society of Civil Engineers, v. 22, p. 82-119. Moore, P.D., 2001, Wetlands: Facts on File Inc., N.Y., 200 p. Nystrom, E., 1908, Peat and lignite–Their manufacture and uses in Europe: Canada Department of Mines, Mines Branch, Ottawa, ON. Nystrom, E. and Anrep, A., 1909, Investigation of the peat bogs and peat industry of Canada during the season 1908-1909: Mines Branch, Canada Department of Mines, Bulletin, v. 1, p. 1-25. Rabalais, N.N., Turner, R.E., and Wiseman, W.J., 2002, Gulf of Mexico hypoxia, a.k.a. “The Dead Zone”: Annual Review of Ecology and Systematics, v. 33, p. 235-263. Radforth, N.W. and Burwash, A.L., 1977, Transportation in Radforth, N.W. and Brawner, C.O., eds., Muskeg and the northern environment: University of Toronto Press, Toronto, p. 249-263. 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Tarnocai, C., 1998, The amount of organic carbon in various soil orders and ecological provinces in Canada in Lal, R., Kimble, J.M., Follett, ILF., and Stewart, B.A., eds., Soil processes and the carbon cycle: CRC Press, Boca Raton, FL., p. 81-92. Tarnocai, C., 1999, The effect of climate warming on the carbon balance of crysols in Canada: Permafrost and Periglacial Processes, v. 10, p. 251-263. Tarnocai, C., Kettles, I.M., and Lacelle, B., 2000, Peatlands of Canada: Geological Survey of Canada, Open File Report 3834, scale 1:6,500,000. Tarnocai, C., Kettles, 1.M., and Lacelle, B., 2001, Wetlands of Canada: Agriculture and Agri-Food Canada, Research Branch, scale 1:6,500,000. Trenhaile, A.S., 1998, Geomorphology: A Canadian perspective: Oxford University Press, Toronto, 340 p. Van Dierendonck, M.C., 1992, Simulation of peat accumulation: An aid in carbon cycling research?: Suo, v. 43, p. 203-206. Vardy, S.R., Warner, B.G., and Aravena, R., 1997. Holocene climate effects on the development of a peatland on the Tuktoyaktuk Peninsula, Northwest Territories. Quaternary Research v. 47, p. 90-104. Vardy, S.R, Warner, B.G., Turunen, J. and Aravena, R., 2000: Carbon accumulation in permafrost peatlands in the Northwest Territories, Canada: The Holocene, v. 10, p. 273-280. Vitt, D.H., Halsey, L.A., Bauer, I.E. and Campbell, C., 2000, Spatial and temporal trends in carbon storage of peatlands of continental western Canada through the Holocene: Canadian Journal of Earth Sciences, v. 37, p. 683-693. Warner, B.G., 2003a, Canada’s wetland industry, in Rubec, C.D.A., ed., Wetland stewardship in Canada, Contributed papers from the conference on Canadian wetlands stewardship: North American Wetlands Conservation Council (Canada), Report 03-02, p. 81-92. Warner, B.G., 2003b, Peat in Middleton, G.V., Church, M.J., Coniglio, M., Hardie, L.A., and Longstaffe, F.J., Encyclopedia of sediments and sedimentary rocks: Kluwer Academic Publishers, Dordrecht, p. 514-516. Warner, B.G., Aravena, R., and Bunting, M.J., 2004, Unusually high sediment deposition in the Holocene in a kettle wetland in southern Ontario, Canada [abstract]: Society of Wetland Scientists, Annual Meeting, 2004, Abstract volume. Warner, B.G. and Bunting, M.J. 1996, Indicators of rapid environmental change in northern peatlands in Berger, A.R. and Iams, W.J., Geoindicators: Assessing rapid environmental changes in earth systems: A.A. Balkema, Rotterdam, p. 235-246. Warner, B.G. and Buteau, P., 2000, The early peat industry in Canada: 1860-1940: Geoscience Canada, v. 27, p. 57-66. Warner, B.G., Clymo, R.S. and Tolonen, K., 1993, Implications of pear accumulation at Point Escuminac, New Brunswick: Quaternary Research, v. 39, p. 245-248. Warner, B.G., Kubiw, H.J. and Hanf, K.I., 1989, An anthropogenic cause for quaking mire formation in southwestern Ontario: Nature, v. 340, p. 380-384. Warner, B.G. and Li, J., 1998, Ecological engineering and wetlands, The Canadian Civil Engineer, v. 15, p. 16-19. Warner, B.G. and Rubec, C.D.A., 1998, Canadian wetland classfication system, 2nd edition: University of Waterloo, Waterloo, 68 p. Warner, B.G., Tolonen, K. and Tolonen, M., 1991, A postglacial history of vegetation and bog formation on Point Escuminac, New Brunswick: Canadian Journal of Earth Sciences, v. 28, 1572-1582. White, O.L. and Karrow, P.F., 1998, Urban and engineering geology of the Kitchener-Waterloo area, Ontario in Karrow, P.F. and O.L. White, eds., Urban geology of Canadian cities: Geological Association of Canada, Special Paper, v. 42, p. 261-277. Zoltai, S.C. and Tarnocai, C., 1975, Perenially frozen peatlands in the western arctic and subarctic of Canada: Canadian Journal of Earth Sciences, v. 12, p. 28-43. Accepted as revised 15 March 2004 Barry G. Warner Wetlands Research Centre University of Waterloo Waterloo, Ontario N2L 3G1 COPYRIGHT 2004 Geological Association of Canada COPYRIGHT 2004 Gale Group	<urn:uuid:82d74d92-1027-4882-808c-557e3d7c520b>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.018153488636016846, "language": "en", "language_score": 0.9071382284164429, "url": "https://indexarticles.com/reference/geoscience-canada/geology-of-canadian-wetlands/" }
Special Relativity Doppler with Waves In the previous section the Doppler Effect was illustrated for photons emitted out the front and back of a spacecraft. Now let us consider a continuous wave depiction of light. The animation will illustrate the Doppler Effect in all directions about the light bulb. In the animation each wave crest is depicted as an expanding circle. While watching the animation be mindful of the following. • The centre of each circle is the location of where it was emitted. The centres do not move. • As the spacecraft moves each centre is progressively right of the previous centre. • Each circle expands at c, irrespective of how fast the spacecraft is moving • The rate of emission of the wave crests decreases as the speed increases due to time dilation.	<urn:uuid:85cbad9f-963b-4114-818f-1421d0ee63b1>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4.4375, "fasttext_score": 0.04977339506149292, "language": "en", "language_score": 0.9219141006469727, "url": "https://open.relativity.net.au/course/doppler/waves" }
The Resurgence of Waffle Gardens Is Helping Indigenous Farmers Grow Food with Less Water Greta Moran - Civil Eats Curtis Quam’s waffle garden, which he tends with his family. (Courtesy of Curtis Quam) For the past 64 years, Jim Enote has planted a waffle garden, sunken garden beds enclosed by clay-heavy walls that he learned to build from his grandmother. This year, he planted onions and chiles, which he waters from a nearby stream. It’s an Indigenous farming tradition suited for the semi-arid, high-altitude desert of the Zuni Pueblo in New Mexico, where waffle gardens have long flourished and Enote has farmed since childhood. “They are the inverse of raised beds, and for an area where it is more arid, they’re actually very efficient at conserving water,” said Enote, who leads the Colorado Plateau Foundation to protect Indigenous land, traditions, and water. Each interior cell of the waffle covers about a square foot of land, just below ground-level, and the raised, mounded earthen walls are designed to help keep moisture in the soil. Similar sunken beds for growing food with less water have been used globally in arid regions, arising independently by Indigenous farmers, including across distinct Pueblo tribes in the Southwest. “When you have ecological equivalents you often have cultural equivalents,” said Enote. As climate change deepens, he sees this tradition as one of many ways to adapt while building food security and sovereignty. Historic Zuni waffle gardens, circa 1919. (Photo courtesy of Kirk Bemis) The Zuni Pueblo’s region is projected to see more intense droughts and storms in the coming years, intensifying the natural weather patterns. “Climate change will basically just make our extremes even more extreme,” said Kirk Bemis, a hydrologist at the Zuni Tribe Conservation Program. “Most channels and rivers around here are ephemeral, or they just vary, and they really depend on storm events.” Zuni agriculture developed in response to these extremes, which makes it especially effective at adapting to the region’s future. “It’s going to be difficult,” said Enote. “But in the meantime, we still have to do what we can to find ways to adapt and live with it. And I think that the waffle gardens are one tool for us to make it through.” The Backyard Waffle Garden Resurgence For a stretch of time, Enote was one of very few people who maintained waffle gardens in the Zuni Pueblo. “In the ‘70s, it reached a point where there weren’t hardly any waffle gardens around,” he said. Enote attributes this largely to the tribe’s move to a cash-labor economy, in the mid-20th century, but this began to shift in the late ‘80s and into the ‘90s with a revival of agricultural traditions. In recent years, he has observed a growing interest in waffle gardens, among other Zuni farming traditions, especially spurred by economic and social unrest during the pandemic. “There really is a resurgence,” said Enote. “People are having a time of reckoning and soul-searching, and thinking more deeply about our origins, our identity, and that, in truth, we are farmers.” While many of the larger areas in the Zuni pueblo that used to be farms are no longer utilized, backyard gardens are becoming more common—and a growing number are waffle gardens. Along with engaging in Zuni traditions, Enote says growing food this way “contribute[s] to the household budget,” by supporting food and economic security at the family level. “I think the future for [the pueblo] and agriculture is in our backyard gardens,” said Daniel Bowannie, an environmental technician who runs the Zuni Sustainable Agriculture Program, which installs gardens and offers technical assistance. The program has installed about 100 modified waffle gardens, using wooden planks instead of clay-soil walls, throughout the village, including at the hospital and senior center. Bowannie also walks people through the process of building their own gardens. Not long after the pandemic hit, Bowannie’s phone began ringing off the hook. “I started getting calls on my personal phone and people reaching out for other family members or friends that had questions. They were sending me pictures and asking my questions, like: ‘Where do you get the soil?’” Bowannie’s hope is for every household within the Zuni village to have a backyard garden, and he believes that such a shift could cut a family’s need to shop for groceries in half. “A small, 4-by-8 [foot] garden will get you a good four to five buckets full of corn, which is not enough to completely live off, but enough to feed our families, survive, and carry out our traditions.” He also thinks it’s important for the Zuni people to lessen dependence on grocery stores, which the pandemic showed are vulnerable to supply chain disruptions. “If we lose grocery stores tomorrow, what are we going to do?” said Bowannie. He sees backyard gardens as an important part of the answer to this question. Rather than buying soil to fill the program’s box gardens they use a mix that includes soil hauled from the base of hillside trees. “We’re taking the same concepts Zunis used to prepare their field,” said Bowannie. “They would clear the brush and then allow the rainstorms to run off and capture the tree soil and spread it on their fields.” The nutritious, carbon-rich soil helps absorb water, while replacing the need for fertilizer. Not everyone opts for Bowannie’s box gardens. Curtis Quam, a Zuni museum technician and cultural educator at the A:shiwi A:wan Museum and Heritage Center, decided to go a more traditional route and planted a waffle garden with clay-soil walls with his family in 2017. This year, he planted onions, tomatoes, cucumbers, zucchini, yellow crookneck squash, basil, jalapeño, and carrots in the garden. “I wanted to have something traditional, and plant straight in the ground, and share that experience with my family,” said Quam, who plants his thirstiest plants within deeper depressions. “It goes to supplementing [food] for my family, and if we’re lucky to have a good and bountiful harvest, we share that with community members.” Along with these benefits, Quam has noticed that reconnecting with this tradition helps preserve the Zuni language. “Sometimes you can’t help but speak your Zuni or native language within the garden area because that’s how you learned from your grandparents,” he said. Adaptable Across Arid Landscapes Gary Nabhan, an agrarian activist and ethnobotanist based in Arizona, has observed waffle gardens in Egypt and the Canary Islands with trees that offer shade to underlying vegetables and vines extending beyond the beds. He sees the broader “very sound ecological principles” of the gardens as widely effective in arid landscapes, though cautions against replicating a specific tradition outside its original climate. “People have already independently invented this in multiple places, so you really have to localize its size, the water source and type of soil. That’s already happened all over arid lands around the world,” said Nabhan. That includes the area directly east of the Zuni Pueblo. In the el Valle region of New Mexico, Yvonne Sandoval, who describes herself as “mixed-race Indigenous,” tends to a 20-square-foot square waffle garden. It’s part of the Bueno Para Todos Cooperative, a small farm predominately led by queer farmers of color, as a way to reconnect with Indigenous methods for farming on dry, arid land and feed the surrounding community. “In this region, we have really high winds and the air can be really dry, so waffle bed gardens are ideal,” said Sandoval. “I want it to be an example that shows pre-colonial farming methods can still be an answer to climate change.” This summer, the waffle garden brimmed with corn, squash, amaranth, chilies, several varieties of peas, carrots, tomatoes, and herbs, which was fed entirely by rainwater captured in cisterns and the waffle garden’s sunken beds. This catchment system has enabled Sandoval to reduce her dependence on the acequia, the centuries-old irrigation canals that are at risk of running dry. Of course, even the most effective agricultural methods for conserving water are only one piece of the solution. Protecting natural resources, sacred places, and Indigenous languages that carry agricultural knowledge, explains Jim Enote, are also vital for surviving the future of ongoing climate change and biodiversity loss. “Whether it’s small streams, even springs, they need to be protected because those are always our fallback if modern water delivery systems fail,” says Enote. After all, you only need a spring or cistern to sustain a waffle garden. This article was first published at Civil Eats Related Posts	<urn:uuid:710adfb6-0d05-4ade-9572-0530193a7eeb>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.018222153186798096, "language": "en", "language_score": 0.9464201927185059, "url": "https://www.garynabhan.com/news/2021/10/the-resurgence-of-waffle-gardens-is-helping-indigenous-farmers-grow-food-with-less-water/" }
Emily Kallaher & Seth Carter; Farnsley Middle School (Louisville, KY) The octopus has been a mystery for as long as humans have studied them. The biggest mystery? Octopus arm regeneration. Loose an arm? No problem for the octopus; it grows a new one. How does it do that? Credit: National Oceanic and Atmospheric Administration. In a 2013 study led by Letizia Zullo, a researcher at the Department of Neuroscience and Brain Technologies in Genoa, Italy, it was found that the main reason octopi can regenerate arms is the protein acetylcholinesterase (AChE). The discovery may hold the promise of learning more about how we might better regenerate our own diseased or lost limbs. According to the Amputee Coalition, an organization created to promote limb loss prevention, nearly 2 million people are living with limb loss in the US. The study required the capture of six healthy (eight-armed) female octopi (Octopus Vulgaris) off of the Italian Coast. They put the octopi under anesthesia and removed one to two centimeters off of each arm. According to their notes, the octopi woke up and acted as if nothing had happened. After about three days, the animal’s biochemicals cued the arm to start its regeneration process. The group of cells around the wound started to heal itself. The signals were also the cause of the “hook like structure” that appeared at the tip of the arm after the second week. At day 28, these signs disappeared and through the next 100 days or so, the arm slowly grew back and had the same strength of the original. It was as good as new. But how did it happen? Octopi regenerate lost arms just like starfish. Unlike starfish, octopus arms can’t grow into a new octopus. It is very rare for octopi to have fewer than eight—at least partial—arms. As soon as the arm is injured, it immediately begins its regeneration process. One of the main components of octopus arm regeneration is AChE. According to Wikapedia.com, ACHe is a protein that lets us to send signals from one neurotransmitter to another (from the brain to the wound and vice versa), or allows us to feel pain. One of the things that helped the regeneration process was the octopi’s ability to increase and decrease their specific AChE levels. In the octopi’s uninjured sample tissue, the AChE levels stayed normal and only in the nerve areas. In the damaged arms, the AChE levels stayed relatively low. That is, until the third week where the levels dramatically increase. During this period, the suckers and color-changing-ability (chromatophores) were just starting to grow back. The levels seemed to slowly dampen by day 42 and were back to normal by day 130 with newly regenerated arm tips. These findings don’t solve the mystery of this advanced tissue regeneration. But these creatures could be a stepping stone to the ability to regrow lost tissue. They also point to the improvement in molecular medical work. “AChE protein may have an important influence in the process of arm regeneration,” the researchers noted in their research. They also noted that “It could be considered as a potential target to promote or regulate the regenerative process.” It would help so many people gain back lost tissues, arms, legs and more. Who wants a new arm? Suckers are optional. Emily Kallaher and Seth Carter Creative Commons License	<urn:uuid:a5ff5f0a-9203-440e-862d-ee77d0229460>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4, "fasttext_score": 0.03560572862625122, "language": "en", "language_score": 0.9578478932380676, "url": "http://www.scijourner.org/2016/05/20/the-magic-of-arm-regrowth/" }
Click to View Video Numbers help us understand the world and Mathematics helps us understand numbers. Mathematics plays an important part in a student’s life. Mathematics gives us hope that every problem has a solution. NATIONAL MATHEMATICS DAY is celebrated on 22 December every year with great honour and enthusiasm to mark the birth anniversary of the legendary Indian mathematician, Srinivasa Ramanujan and his contribution to the field of Mathematics. To mark the contribution and importance of one of the most scientific subjects, Ramakrishna Senior Secondary School celebrated NATIONAL MATHEMATICS DAY on the 22nd of December 2021 during the online classes. On this occasion, Hardik Verma of Class IX delivered a speech in his virtual class to mark the importance of National Mathematics Day. He stressed that mathematics plays a significant part in human logic and thoughts. He also added that Srinivasa Ramanujan who was one of the greatest mathematical genius, at a very young age contributed immensely in the field of fractions, number theory, mathematical analysis, infinite series, etc. Through his speech, he highlighted the significance of Mathematics in our daily lives. He explained that mathematics encourages logical reasoning, critical thinking, creative thinking, and even effective communication skills. In the concluding lines of his speech, he urged that the main objective behind the celebration of this day is to raise awareness among people about the importance of Mathematics for the development of humanity. The speech concluded on a positive note that every student in India and around the globe should appreciate mathematics for building wisdom and confidence in their life.	<urn:uuid:e70b5c22-942b-4ffd-89b1-b7bd3c315de6>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5625, "fasttext_score": 0.03429287672042847, "language": "en", "language_score": 0.9387220740318298, "url": "https://www.rks.net.in/report-on-national-mathematics-day/" }
An-Najah University Journal for Research - B (Humanities) This study examines the role of Almunakkab in the political life of Al-Andalus between the years 755 and 1489. It was considered one of the major administrative and military centers of the Zirid Kingdom in addition to being the closest port to Granada and its only route to the sea. Almoravides were keen on keeping a hold of it and the significance of its role became clear as both Marinids and the Kingdom of Granada tried to maintain control over the vital Southern areas. Its port played a role against the Spanish forces. It had a presence in the internal conflict among the kings of the Granada - Kingdom; its castle and port served as a safe passage for those seeking an escape as well as for deportation, incarceration, getting rid of rivals and the keeping of them away from Andalusia. It continued to play a political role until the Spanish conquest in December 1489.	<urn:uuid:034520a5-17c7-4f6d-8d1a-19cc007e2f21>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.2590262293815613, "language": "en", "language_score": 0.9718479514122009, "url": "https://digitalcommons.aaru.edu.jo/anujr_b/vol35/iss12/6/" }
Earth’s Systems (5th) created by Ana Haskins, Christina Loose, Russell McNeil, and Roxanne Rodriguez How do the amounts, properties, and movements of water shape Earth’s surface and impact our environment? What is the impact of human interaction on earth’s resources and environment? Students will be able to describe and graph the amounts of saltwater and freshwater in various reservoirs to provide evidence about the distribution of water on Earth. Additional information Grade Level 5th Grade Unit Title Earth's Systems Ana Haskins, Christina Loose, Russell McNeil, Roxanne Rodriguez Alhambra Unified School District in California There are no reviews yet. Be the first to review “Earth’s Systems (5th)”	<urn:uuid:ac0fec35-a8e5-4eb5-bec7-cbecaec1e397>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.703125, "fasttext_score": 0.12454044818878174, "language": "en", "language_score": 0.8501555919647217, "url": "https://ntcprojectglad.com/resource/earths-systems-5th/" }
This article provides an informative synopsis of the process to adopt an orphan, but the terminology from here on out will refer to “children who have... Adopt an Orphan What does “orphan” mean? Per Merriam-Webster, an orphan is characterized as a child who has lost one or both of their parents to death. Or, in an even more subjective sense, an orphan can mean “one deprived of some protection or advantage.” This is a very broad definition, considering orphaned children can be located anywhere in the world. When thinking of an orphaned child, most people envision a child in a foreign country in an extremely impoverished situation. However, this is not always the case. What does it mean to adopt an orphan? Generally, the adoption process applies the same way when you adopt an orphan as it does to any other child that is placed for adoption. Adoption is where a child who is born to one set of parents is transferred to another set of parents who will assume legal guardianship. Adopting a child who has been orphaned in any way is as complex a process as it is for a more “typical” adoption. Whether domestic or international, the adoption process can be lengthy for some. Prospective adoptive parents need to be aware that adoption is not something that can happen overnight; it involves multiple government agencies and hard work. This article provides an informative synopsis of the process to adopt an orphan, but the terminology from here on out will refer to “children who have been orphaned” or “an orphaned child”. Domestic adoption can be conducted in a number of ways. Families can choose from several different types of adoptions, such as a closed, semi-closed, or open one by going through an agency, facilitating the adoption independently, or going through the foster care system. When a child that has been orphaned has been placed in foster care, they will either be placed in a group home or go into a foster home with a family until they either are adopted or age out of the system. “Aging out” means the child does not get adopted and they are no longer considered a “waiting child.” International adoption will most likely be arranged by an international adoption agency that facilitates both in the United States and the country the child resides in, along with the Orphan Adoption Program (OAP) with the U.S. government. The OAP is a program through the Citizen and Immigration Services department that can help families navigate not only the adoption process but the challenges that deal with changing citizenship and arranging to bring the child to the U.S. from their home country. Filing the adoption paperwork is $720.00, which includes everything that you need to submit except for an $85.00 fee for each individual who is 18 years or older that is residing in the residence. To file for adoption with the OAP, a person must be either married or at least 25 years old. If married, both spouses need to legally adopt the child or have the best intentions to. Persons interested in adopting through this program must establish that the child meets the qualifications to be considered an “orphan” as defined by the U.S. Citizen and Immigration Services and that they will provide adequate care for the child. Additionally, if the prospective adoptive parents have already filed and been accepted for adoption from another organization, they must have proof that the child is legitimate, meaning that they have seen them in person at least once at any point during the proceedings. If the child has not been adopted yet and the parents plan to do so in the U.S., they must have arrangements with the child’s home country for him or her to enter the U.S. to be adopted. Those interested in using the Orphan Adoption Program need to review the Hague Process to ensure that they are eligible to use it. This policy was enacted in 2008 to protect all members of the adoption triad in “intercountry” adoption. If a child is being adopted from a country associated with the Hague Process, then the parent may not be eligible for the OAP. International adoptions may also take other forms or be facilitated privately, however, this is much less common and sometimes can be harder to do. Orphaned Children in Foster Care In the United States, many children in the foster care system have been orphaned and do not have extended family to step in and provide guardianship. With the opioid crisis raging through the U.S., many children are being displaced on short notice into the system that is already overwhelmed. Due to the high number of incarcerations of those who have a substance abuse problem, and other unfortunate situations that can cause family separation, children are being orphaned at higher rates than in the past. Adoptions through the foster care system are usually less pricey than other routes like an agency. Most times, the adoption costs only consist of nuanced fees such as costs associated with lawyer fees or the child’s well-being. This makes the adoption much more affordable for families. Advice for Parents Looking to Adopt an Orphaned Child For anyone planning to adopt an orphaned child, there is preparatory work that needs to be done well beforehand. First, consider why you are wanting to adopt a child in this situation; what is your motivation? It is vital to make sure that you are adopting for the right reasons and are fully committed to raising the child to the best of your ability. A child coming into your home needs to feel welcomed and loved unconditionally, no matter what. Secondly, let your child share their story only if they want to and if they feel comfortable doing so. Many times, adoptive parents are eager to share their child’s story and tell other people about their journey to help other families who are looking to adopt. This can happen in religious settings, around family and friends, or at their school. However, even if the story is brought up in casual conversation and there is no harm or bad intent meant by sharing it, it is still not a parent’s story to tell. An orphaned child may have been through an extremely traumatic experience before they were adopted and will most likely still be dealing with the aftermath of it. Bringing their past up, even in the smallest of ways, when they are not ready or are unprepared to do so can cause additional trauma. From an adoptee’s perspective, these two things are probably the most important things an adoptive parent can do. Growing up as a transracial adoptee, I experienced significant challenges with my cultural identity. I am biracial (Black and White) and was raised in a predominantly White area by a White family. I did not have any traumatizing experiences regarding my identity; however, people were always questioning my ethnicity or whether I was born in the United States. This made me feel like a complete outsider in my own community from a young age. Many people who are not adoptees do not realize the lifelong impact adoption can have on a child. I am continuously grateful that I had supportive parents who allowed me to embrace my identity as a biracial girl and encouraged me to be curious about everything. Terminology: What’s correct? While technically accurate in describing a child without parents, “orphan” is consequently an outdated term. A child who has lost one or both of their parents is simply that, or in more reductive terms, a child. Labeling children in these unfortunate situations only adds to the trauma they have and might continue to experience. Additionally, the term “orphan” is no longer used colloquially; it is only used in legal terms to define the status of a child for government and international adoption programs. It is pertinent to use the current and updated terms to move away from the archaic nature of adoption in the past. The adoption community, both domestic and international, is evolving rapidly to be more attentive to all those involved with adoption—no matter what their role is. Terms that could be construed as a derogatory word need to be evaluated and eliminated. Terminology also extends to things that prospective adoptive parents will need to be familiar with. Acquiring the basic knowledge of what you will be discussing with government agencies, lawyers, and the international or domestic adoption agency is one of the most important things to do in your preparatory process. Some terms have a legal basis, meaning they can get quite confusing—especially for those unfamiliar with legal jargon. Different legal websites have created dictionaries of these terms for those looking to adopt, such as FindLaw. Some terms from there to be familiar with when adopting an orphaned child are: • Transracial Adoption: when a child is adopted by a family that is a different race or ethnicity than him or her. • Closed Adoption: a type of adoption where the biological parents and the adoptive parents do not meet, exchange any information, or have any contact after the adoption takes place. • Open Adoption: a type of adoption where the adoptive and biological parents have continuous contact throughout the adoption process. • Intercountry/International Adoption: a type of adoption where the child is adopted from a different country than the adoptive parents. • USCIS (U.S. Immigration and Citizen Services): part of the federal government that assists families trying to gain U.S. citizenship for an adopted child from outside the U.S. and approves the child’s immigration to the U.S. Psychological Impact of Adoption When adopting a child under any circumstance, there is a level of psychological trauma they may undergo. Dealing with the aftereffects of adoption can be challenging for both the adoptive parents and the adoptee. Adoptees, no matter where or at what age they were adopted, can struggle with their identity. Adopting from another country, especially one that has a completely different culture than that of the U.S., can be a confusing and chaotic experience for a child. The older the child, the harder the transition can be since they have been immersed in their birth culture more than a newborn baby would have been. Perhaps one of the most meaningful and important things an adoptive parent can do is keep their child connected to healthy sources of his or her birth culture. Even if the child is adopted as a baby or a toddler, providing opportunities for them to learn about their cultural history will not only help them strengthen their cultural identity, but also create a special relationship between the adoptee and their adoptive parents. For example, it is completely normal for children to want to seek out their biological family. For those born in the United States, there are more opportunities to reconnect with birth family than in international adoption. Most children adopted internationally may never have the opportunity to know anything about their biological family other than very basic information. To say this is devastating would be an understatement. While the adoptive family may not be able to “make up” for the loss or absence of the biological family, they can do their best to be supportive of the child’s curiosity and share any information that is truthful and age-appropriate. This can also be hard for the adoptive parents to handle if they take their child seeking out this information as an insinuation that they are inadequate parents or have not provided enough. However, the more supportive a parent can be, the higher the chance that both they and their child will have a happier outcome In more extreme cases, an orphaned child can be diagnosed with a psychological disorder such as post-traumatic stress disorder (PTSD), an attachment disorder such as reactive attachment disorder (RAD), a mood disorder, anxiety, or depression. Seeing a psychologist or therapist is imperative if your child is diagnosed with one of these disorders. At the end of the day, adopting a child internationally or domestically can seem intense, especially if you have never been through the adoption process before. Be sure to do your research and be as prepared as possible to start your journey of adoption. It is an exciting, yet unfamiliar time in your life as well as your child’s. Having a positive outlook will make it all the more memorable as time goes by. Do you feel there is a hole in your heart that can only be filled by a child? We’ve helped complete 32,000+ adoptions. We would love to help you through your adoption journey. Visit or call 1-800-ADOPT-98. Morgan Bailee Boggess Morgan Bailee Boggess My name is Morgan Bailee Boggess, and I am originally from Owensboro, KY, (where I was raised) and was adopted from Henderson, KY. I currently live in Lexington, KY, with my fiance, our Yorkie (Heidi), turtle (Sheldon), and a variety of saltwater fish. Beginning in 2016, I sought out and met most of my biological family. At the end of my searching, I discovered that I have, in total, 8 brothers and sisters, 20 nieces and nephews, and one godson. I graduated from Georgetown College in 2018 with a bachelor’s degree in Psychology and am currently working towards getting my master’s in Social Work (MSW) with plans to get my Ph.D. in Clinical Neuropsychology a few years after that. I am a psychometrist and clinical research assistant at Sanders-Brown Center on Aging at the University of Kentucky. My research focus is looking at how forms of complex trauma (particularly intergenerational) affects the cognition in older adults. In my spare time, I write and read spoken word poetry at events to help benefit local nonprofits. I am also involved with several national diversity organizations and serve on the Board of Directors for Adoptees Connect, Inc.	<urn:uuid:eb02e530-5914-449a-82de-607d89b802e4>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.71875, "fasttext_score": 0.08587920665740967, "language": "en", "language_score": 0.9643418192863464, "url": "https://adopting.org/adopt-an-orphan/" }
This week the children of class 6B have been learning about the continent of Australasia, and thinking about the Great Barrier Reef, have learned all about coral reef habitats. They have done some research to create powerpoint presentations showing where Australasia is in the world and some of the different animals and creatures you would be likely to find living there. The children have talked about the animals’ needs, and used food webs to determine whether each creature is a carnivore, herbivore or omnivore. They have begun to learn about using food chains, and have created their own coral reef-based chain, practicing writing sentences at the appropriate level. 6B have also been thinking about capacity and volume this week. They have measured out amounts of water to plan out how much would be needed for each animal’s different home, comparing and ordering the amounts. Some of the children have even begun to write down their measures using the sign for millilitres. To end the week the children have continued practicing their measuring skills by making delicious tropical island juice cocktails as a Friday reward for their hard work! In addition to all this, the children have used mixed media to create wonderful coral reef scenes. They have used glue and torn paper to make 3D corals, painting these with vibrant colours like a real life coral reef, and have created coral reef animals using coloured card. Drawing out the shapes and cutting them out, then adding detail to them with pencil and pen to bring their scenes to life. 6B have also done their one-to-one reading daily, carried on with individualised phonics activities and practiced turn-taking and managing relationships in their social skills activities.	<urn:uuid:606fe695-90ab-4735-a1c2-1d08f0903bfd>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.984375, "fasttext_score": 0.04170578718185425, "language": "en", "language_score": 0.9659308791160583, "url": "https://www.thedales.northumberland.sch.uk/a-reef-ly-great-week/" }
Printable version \| Disclaimers \| Privacy policy 1. Ptolemaic dynasty of Macedonian Greeks who ruled Egypt as pharaohs from 323 B.C. until the Roman annexation of Egypt in 31 B.C. The most famous member of the family was Cleopatra. 2. Claudius Ptolemaeus (A.D. c. 85 - c. 165), known in the English language as Ptolemy, was a Greek astronomer who lived in Alexandria in Egypt. Ptolemy was the author of the astronomical treatise which is now known as the Almagest (although that was not its original name). In this work he formulated a geocentric model of the solar system which was to remain the generally accepted model in the Western and Arab worlds for more than 1300 years. The Almagest also contains a star catalogue. Its list of 48 constellations is ancestral to the modern system of constellations, but unlike the modern system there were gaps between them. Ptolemy also wrote several other books. In his Geography he attempted to map the known world, although the results are often very inaccurate due to the absence of reliable data. In his Optics, a work which survives only in a poor Arabic translation, he writes about properties of light, including reflection, refraction and colour. His other works include Planetary Hypothesis, Planisphaerium and Analemma. Claudius Ptolemy "The Geography" in English language has been first published by Dover Publications, Inc , New York in 1991 . It is now available at and other book stores. This is an unabridged republication of the work originally published by The New York Public Library, N.Y. in 1 9 3 2. At that time it was translated and edited by Edward Luther Stevenson. Although Ptolemie's "Geography" was well known in Europe for almost 1900 years , 1932 was the first time ever of its translation into English.	<urn:uuid:214a061a-910f-4441-9b5a-258e225e1b6e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.78125, "fasttext_score": 0.052088797092437744, "language": "en", "language_score": 0.9791416525840759, "url": "https://nostalgia.wikipedia.org/wiki/Ptolemy" }
“For thousands of years, rope-making skills have been part of men’s skilled labour. Men living in the country braided ropes from various materials. Along with increased shipbuilding, the demand for rope also grew and rope making became a profession of its own in Europe in the 1400s. Rope making was part of every seaman’s basic skills. For example, the rigging of a sailing ship comprised kilometres of rope. The rope is in a way the key to the entire world of sailing ships and seamanship: rope was needed in almost all ship functions. (…) Ropes have been manufactured for sailing ships from hemp, linen, abaca, sisal, jute, coconut, and cotton strings.” (	<urn:uuid:66e44d81-7363-4015-a3f9-799c19c4aa9b>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.6955624222755432, "language": "en", "language_score": 0.967052161693573, "url": "https://geniusloci.chydenius.fi/index.php?option=com_content&view=article&id=338:koysikuja&catid=124&showall=&limitstart=1&Itemid=528&lang=en" }
What Bug Is That? The guide to Australian insect families. Overwintering of fundatrix as 1st (rarely 2nd) instar nymph is unique. Heteroecious. Hosts are conifers (Pinaceae); primary host, Picea (spruce); secondary hosts, Abies, Larix, Pseudotsuga, Tsuga and Pinus . Highly host-specific. True galls formed on primary host. Complete life cycle complex, typically involving several morphs and only 5 generations on 2 hosts over a period of 2 years. First instar fundatrices overwinter on Picea . The 2nd generation (gallicolae), as immatures, induce formation of cone-like galls and, as alate adults, migrate to secondary hosts, where their progeny (3rd generation) overwinter as 1st instars. Some of 4th generation are alate sexuparae, which fly to Picea and produce the sexuales. Fundatrices hatch promptly from the resultant fertilised eggs, and the cycle is complete. Instances are becoming increasingly known of variously incomplete but always agamic cycles. Hind wings with 1 oblique vein. Wax glands abundant in all morphs. Ovipositor present. Sexuales small, larviform, rostrate, with 4-segmented antennae; sexual female uniparous. All females, both parthenogenetic and sexual, are oviparous. Holarctic. Only 8 genera and about 50 spp. world-wide. Only 3 spp., all exotic, are definitely known from Australia: Adelges sp. or spp. on Picea and Pseudotsuga (Douglas fir), and Pineus sp. or spp. on Pinus . The anholocyclic species widespread on P. radiata is probably P. pini . [Heinze 1962; Shaposhnikov 1967; Carter 1971.]	<urn:uuid:7cea1eb3-a8da-40b6-9cdc-413436ac4ca1>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.12681913375854492, "language": "en", "language_score": 0.8785388469696045, "url": "http://anic.ento.csiro.au/insectfamilies/biota_details.aspx?OrderID=25290&BiotaID=47140&PageID=families" }
Knot, in “S” and “Z” direction. Indicated single units (ones). Drawing, José Pérez de Arce. Long Knot, in “S” direction. Indicated the units 2 – 9. Drawing, José Pérez de Arce. Single Knot, in “S” and “Z” direction. Indicated 10s, 100s, 1000s or 10,000s, depending on placement. Drawing, José Pérez de Arce. Quipu with Figure-8 Knots, Long Knots and Single Knots. Museo Chileno de Arte Precolombino, CMBE PE-31 (detail). Example of numbers and values according to the position of the knots on the quipu hanging strings. Graphic taken from G. Urton, 2003. Position of the various knots in the hierarchical structure of a numeric-decimal quipu. Graphic taken from G. Urton, 2003. Numeric-decimal quipu. Cotton fiber. Andean Central Coast. Museo Banco Central de Reserva del Perú, ATE3517. Photo, Denise Okuyamaguchi. Reading example of the values of two Pendant Strings from a quipu. The two strings have Single Knots in the tens position, Long Knots and Figure-8 Knots in the units position. Total value in the first cord is 47 and 30 in the second. Drawing, José Pérez de Arce. Quipus and numerical values Through careful study, quipu researchers have been able to decipher with a certain degree of accuracy the methodology that the quipucamayocs employed to tabulate numerical information, which was based on the Inkas’ own decimal mathematics system, and the representation of numerical values by means of different kinds of knots. To date, three principal types of knots and their values have been identified: Figure-eight Knots, which represent single units; Long Knots, which represent the units two through nine, in accordance with the number of turns they have; and Single Knots, with only one turn, which represent tens, hundreds, thousands, and tens of thousands. All of these knots can have a dominant, diagonal axis like the letter “S” or “Z,” just like the spin and ply of the threads and strings. Their values acquired meaning depending on the position they occupied on the Pendant Strings. On the lowest part of these strings were the units smaller than ten; on the level immediately above, the units of ten; next, the units of one hundred, and so on until reaching the tens of thousands level, located near each string’s attachment point to the Primary Cord. The zero was indicated by the absence of a knot tied in a place of value. As an example, the number 3,105 would be indicated with three Single Knots situated in the thousands position, a Single Knot in the hundreds position, no knot in the tens position, and a Long Knot of five turns near the bottom of the Pendant String. In other words, three thousands, one hundred, no tens, and five ones.	<urn:uuid:c9903b03-4755-44ac-b5ad-7fc53aed9cae>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.02991408109664917, "language": "en", "language_score": 0.8967138528823853, "url": "http://precolombino.cl/en/exposiciones/exposiciones-temporales/exposicion-quipu-contar-anudando-en-el-imperio-inka-2003/quipus-y-cuentas/" }
African Hoopoe Facts The African Hoopoe, or also known as the Upupa Africana, is a bird species under the Upupidae family. This family of colorful birds consists of Eurasian Hoopoe and Madagascan Hoopoe. Back in the day, the African Hoopoe was considered a subspecies of the Hoopoe, with a binomial name Upupa epops Africana. This bird species was first accounted by a German naturalist and forester Johann Matthäus Bechstein, who gave this bird species its present binomial name, Upupa Africana. Its name, Hoopoe, came from its repetitive “hooo-pooo” call that is sung five times or more. African Hoopoes are widely distributed throughout the African continent, primarily in open and bushy habitats. Its seven levels of scientific classification are as follows: Kingdom: Animalia Phylum: Chordata Class: Aves Order: Bucerotiformes Family: Upupidae Genus: Upupa Species: U. Africana The physical characteristics of an African Hoopoe The African Hoopoe is hard to miss. Its distinct crown or crest of rich chestnut feathers with black tips makes this bird easily recognizable. Its plumage is rich chestnut with black and white stripes located at its wings and tail. When the African Hoopoe is surprised or alarmed, it raises its crests. The African Hoopoe considers its long, decurved ill its most important tool for survival. This long beak allows the bird to forage through the ground to search for food and feed their young. This long, dark, and narrow beak is also utilized during aggressive territorial fights. The bird’s lower abdomen, under-tail, and belly are white in color. Its eyes are black, and its feet and legs are dark brown in color. An adult African Hoopoe grows from 25-28 cm and weighs 40-60 g. The distribution and habitat of African Hoopoes African Hoopoes are present in African countries such as South Africa (where African Hoopoes are most commonly found), Lesotho, Namibia, Swaziland, Botswana, and Zimbabwe, Mozambique, Zambia, Malawi, Angola, Tanzania, and the southern part of the Democratic Republic of Congo. These birds are also found in nature reserves, wildlife parks, gardens, orchards, and other man-made habitats. These man-made reserves include the Table Mountain National Park, Makana Botanical Gardens, and Melrose Bird Sanctuary. When it comes to habitats, African Hoopoes take refuge in open lands, bushy areas, riverine woodlands, and thornveld woodlands. It frequents to almost every part of southern Africa except dry habitats such as deserts and arid zones. The behavior of African Hoopoes African Hoopoes are not sociable birds. You would usually see them foraging alone or in pairs. Occasionally, they create small flocks during the migration season. One more exciting thing about these birds is that they like basking in the sun and sand. When they want to relax, African Hoopoes usually gets low to the ground and spreads itself out to absorb energy from sun rays. These birds also mate for life. During the breeding season, a pair of African Hoopoes will perform a unique courtship display that involves food. The male African Hoopoe will present an insect to a female African Hoopoe. The male then offers the insect to the female as a “nuptial gift.” Indeed, the male African Hoopoe knows that a way to a female’s heart is through the stomach! If the courtship becomes successful, the African Hoopoes will create nests out of tree holes. Unlike common birds who build nests out of woods and twigs, the African Hoopoes are cavity nesters—they take refuge in natural tree holes or holes carved by woodpeckers or barbets. The male African Hoopoe will always be the one to choose the nest. The egg-laying season takes place between August-February. A female African Hoopoe then lays 4-7 eggs. It takes two days before laying another egg. Therefore, the standard egg-laying period for female African Hoopoe happens for approximately two weeks. After laying the last egg, the female African Hoopoe will be responsible for incubating the eggs. The male African Hoopoe will be the one who will do the hunting for its partner. After the incubation period, which happens for 15-16 days, the male will feed the chicks for the first week of their lives. The pair’s chicks will stay in the nest for one month before they become independent from their parents. An African Hoopoe’s diet Like common birds, African Hoopoes feed on insects such as grasshoppers, mole crickets, beetles, caterpillars, worms, slugs, and grubs. They also feed on vertebrates, such as lizards, small snakes, and frogs. African Hoopoe	<urn:uuid:08fead3a-fd2b-489a-b04c-c3a91acc1b20>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.07148098945617676, "language": "en", "language_score": 0.9444154500961304, "url": "https://wildlifesafari.info/african_hoopoe.htm" }
Best Answer A pointer only holds an address information (location) in the memory. if a pointer holds points another pointer then it is a pointer to an other pointer. Pointer holds an address in the memory so in that address there is an other location information that shows another location. User Avatar Wiki User 2011-09-13 18:46:40 This answer is: User Avatar Add your answer: Earn +20 pts Q: What are pointer to pointer? Write your answer... Related questions What does pointer to pointer finger mean? Pointer is simply a variable that stores the memory address of another variable. Pointer to pointer means double pointer ,pointer that points to another pointer variable. What is dangling pointer? dangling pointer is a pointer What are different type of pointers? Pointer is a variable that is used to store the memory address of another variable. There are differenr types of pointers: NULL pointer THIS pointer VOID pointer NEAR pointer HUGE pointer FAR pointer WILD pointer C program pointers to pointers examples? Pointer to Pointer is a double pointer, denoted by (). Pointer stores the address of the variable and pointer to pointer stores the address of a pointer variable and syntax can be given as int ptr2ptr; Why you use double pointer instead of pointer? Double pointers are better known as pointer-to-pointer types. You use pointers to store the memory address of an object but when the object is itself a pointer, you need to use a pointer-to-pointer in instead. Pointer-to-pointer types are typically used when passing pointers into functions. Pointers allow you to pass objects to functions by reference but the pointer itself is passed by value. If you want to pass the pointer by reference, you need to pass a pointer-to-pointer. Difference between pointer to constant and constant pointer? 1. pointer to a constant means you can not change what the pointer points to 2. constant pointer means you can not change the pointer. Pointer in c? A Pointer is a Variable that holds a memory address, usually the location of another variable in memory. A pointer to pointer is known as double pointer. What is pointer of pointer? pointer is the variable that holds the address of another variable Define pointer to pointer in c? Double () is used to denote the double pointer. As we know the pointer stores the address of variable, Double pointer stores the address of any pointer variable. Declaration : int ptr2Ptr; What is void pointer and what are its uses? Void pointer can hold the address of any kind of pointer. But we can't operate on void pointer What is pointer and pointer types and uses of pointer and the meaning of pointer? As the name suggests Pointer is used to point towards something ,here in this case it points to another variable and stored at a memory location. Pointer is a variable that stores address of another variable. Different Types of pointers are: 1)Dangling Pointers 2)NULL Pointers 3)This Pointer 4)Generic Pointer 5)Near Pointer 6)Far Pointer Is a pointer and an English pointer the same? Pointers come in different breeds. For example: German Short Haired Pointer and English Pointer. What is Dazzling Pointer in c plus plus? The pointer that points to a block of memory that does not exist is called a dazzling pointer or wild pointer What is pointer why you use pointer? Pointer is a variable that stores the address of another variable. Since pointer is also akind of variable, thus pointer itself will be stored at a different memory location. What is pointer array? an array of pointer What a cell pointer? A cell pointer is a Which two pointer does not increment or decrement in arithmetic array? constant pointer and character pointer What is speedometer pointer? a speedometer pointer is were there is a pointer were basically it points what speed your in whilst your driving What actors and actresses appeared in The Pointer Sisters in Paris - 1985? The cast of The Pointer Sisters in Paris - 1985 includes: June Pointer as herself Ruth Pointer as herself Anita Pointer as herself What is triple pointer? Example: int x; -- integer int px= &x; -- pointer to integer int ppx= &px; -- pointer to pointer to integer int **pppx= &ppx; -- pointer to pointer to pointer to integer What is dangling pointer reference? Whenever memory that was in use, and was referred to by a pointer variable, is freed, and the pointer variable is not updated accordingly (setting it to NULL, for example), the pointer variable is considerred to be a dangling pointer reference. Why would you use a pointer to pointer a in aprogram? A pointer to pointer has many uses, one of the simplest being 2D arrays (matrices). Compacting garbage collectors also often employ pointer pointers. How many pointer to pointer is available in C programming? A pointer is a variable. Like any other variable, it consumes memory (4 bytes on a 32-bit system). So you can have as many pointers as you like, with as many levels of indirection as you like, the only limit being dictated by available memory (which can never exceed 4GB on a 32-bit system). Pointer-to-pointer variables are no different to pointer variables (and therefore have the same limitation as pointer variables), except that a pointer variable points to a non-pointer variable (such as int) whereas a pointer-to-pointer variable points to a pointer variable of the same type (which, in turn, points to a non-pointer variable of the same type). In other words, pointer-to-pointer variables add an extra level of indirection. You can also indirect pointer-to-pointer variables via pointer-to-pointer-to-pointer variables, and so on. Pointer indirection is useful because, without them, pointers would always be passed to functions by value (never by reference). Passing by value copies the pointer variable, which means you can mutate the memory it points to, but you cannot change where it points (because that would only affect the copy, not the original pointer that was passed). To pass a pointer by reference you must pass the pointer indirectly, via a pointer-to-pointer, which is itself passed by value. This allows the function to mutate the pointer variable (changing where it points), as well mutating the memory it points to. Indirect pointers are also useful when allocating dynamic multi-dimensional arrays because each additional dimension requires an additional level of indirection. Your 305 has no timing pointer just the line on the balancer where do you mount the pointer you bought? the pointer has its on mounting spot on the front of the block when you bolt it on the pointer will be set When the pointer is positioned in the document window it takes the space of the you-beam pointer Is this true or false? False. The pointer (or cursor) takes the space of the I-beam pointer. Study guides Create a Study Guide	<urn:uuid:da8fdfc1-f568-4385-ad14-36a4ca089593>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.8775644898414612, "language": "en", "language_score": 0.9289461970329285, "url": "https://www.answers.com/Q/What_are_pointer_to_pointer" }
Water vapor imagery From Glossary of Meteorology Revision as of 19:20, 26 January 2012 by imported>Perlwikibot (Created page with " {{TermHeader}} {{TermSearch}} <div class="termentry"> <div class="term"> == water vapor imagery == </div> <div class="definition"><div class="short_definition">A displ...") water vapor imagery A display of data taken in one of the water vapor channels, for example, 6.7 or 7.3 μm. Atmospheric water vapor absorbs outgoing radiation in these regions, resulting in a decreased temperature being sensed by the satellite.	<urn:uuid:8f50ef48-d432-4b0a-b893-ddaae5940a08>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.07842671871185303, "language": "en", "language_score": 0.7629475593566895, "url": "https://glossary.ametsoc.org/w/index.php?title=Water_vapor_imagery&oldid=3780" }
Opera in the time of cholera: Donizetti’s L’elisir d’amore and a pandemic A corpse is lifted from the back of a wagon during the 1832 cholera epidemic. Coloured lithograph, c. 1832. Image Credit: Wellcome CollectionAttribution 4.0 International (CC BY 4.0) As we all too readily know, a pandemic affects everything, be it social, economic or cultural. Between 1816 and 1923 six global outbreaks of cholera took place. Scientists eventually established that a highly infectious bacillus found in contaminated water caused cholera, rather than breathing in clouds of bad air or “miasma”. L’elisir d’amore was created during the Second Great Cholera Pandemic of 1829-37, when the miasmatic theory still ruled. The disease swept across Europe and North and South America in multiple waves, triggering mass panic, riots, scapegoating of immigrants, and hundreds of thousands of deaths. Cholera killed quickly, often in a matter of hours. People would develop uncontrollable vomiting and diarrhea, their kidneys would fail, and their hearts would give out. Gaetano Donizetti lost his wife to cholera in 1835. This contemporary and widely circulated image captures the horrific nature of the disease and the shock incurred by how rapidly it destroyed life. One of the dramatic markers of cholera was that it turned the skin and mucous membranes a blue color (cyanosis). Figure 1. A young woman from Vienna who died of cholera, depicted when healthy and four hours before death. Coloured stipple engraving. Wellcome Collection, Wellcome Library no. 5396i. The fear of contracting cholera led to the marketing of a number of largely futile preventives and remedies. These are captured in a satirical image from 1832 of a man surrounded by hopeful cures, including bottles of red wine and a tincture of a plant called solanum dulcamara. (See figure 2.) Figure 2. A man absurdly well-prepared for the cholera epidemic. Etching, c. 1832. Wellcome Collection, Wellcome Library no. 17849i. Red wine and dulcamara? In the realm of opera, these names immediately recall Donizetti and Felice Romani’s L’elisir d’amore (The Elixir of Love), which had its premiere on 12 May 1832, at Milan’s Teatro della Conobbiana. The tale of the travelling Dr Dulcamara who sells red wine to the lovelorn Nemorino as a love potion and the plot’s love triangle involving the supposed peasant Nemorino, the wealthy landowner Adina, and the military sergeant Belcore remains popular to the present day. What is often forgotten, though, is that the opera was set and opened amidst a cholera pandemic. In Italy, France, Russia and Britain cholera riots erupted where the poor (many of whom believed they were being deliberately poisoned by their respective governments) joined with other revolutionary groups such as Mazzanini’s Young Italy to call for an end to corrupt rule and rulers. Belcore, the recruiting sergeant who arrives in the village with his troops, reflects the increase of military surveillance in the aftermath of the 1830 national revolutions to squelch such possible rebellions. He also represents the use of the army at the time to seek out cases of cholera and viciously quarantine villages if needed. His presence in the opera is certainly not random; audiences attending the opera in the 1830s would have recognized his character and his reasons for being in the village. As seen above, red wine and solanum dulcamara were among the various marketable preventatives or cures for cholera. The opera’s itinerant medical man, Dulcamara, takes his name from one of these supposed pre-emptive treatments. Solanum dulcamara, or bittersweet, is a poisonous vine in the potato family that has a long history of medical use to slow the heart and calm the nervous system. If taken in too large a dose, though, it leads to dizziness, delirium, convulsions and death. Dulcamara’s name is original to Romani’s text for L’elisir; in Eugène Scribe’s libretto for the Daniel-Francois Auber’s French opera Le philtre on which L’elisir is based, the character is Dr Fontanarose (rose fountain). As originally envisioned by Romani and Donizetti, Dulcamara was a far more complex and knowledgeable character than so many later, often comic interpretations, imply. He is, after all, working in the midst of an epidemic. Audiences in the 1830s would have been familiar with the cutthroat nature of the medical marketplace, where licensed medical men competed for patients by labeling their rivals as quacks, con men, and frauds. Clues in the opera suggest that Dulcamara was not a comic charlatan who takes advantage of naïve villagers. To begin with, medical historians would say that there was a fine line in 1832 between a quack and a licensed medical practitioner. Quacks relied on the same treatments and the same ingredients as regular doctors did. For example, cure-all elixirs were extremely popular throughout the nineteenth century, and by naming various diseases in his opening “Udite, udite,” Dulcamara demonstrates his extensive medical knowledge. Furthermore, the red wine Dulcamara sells Nemorino is typical of the wine-based tonics sold by medical men of all sorts under the generic name of elixirs in the eighteenth and early nineteenth centuries. (See figure 3.) These would be marketed for a variety of reasons, including as prevenatives/cures for cholera and as love potions. Numerous examples of wine bottles decorated with hearts (confirming the latter) have been unearthed by archaeologists in Europe. So, by taking Dulcamara’s elixir, it can be argued that Nemorino could have been accomplishing two tasks in one: getting Adina to fall in love with him while also avoiding getting cholera. Figure 3. Dr. Dulcamara, played by Luigi Lablache, sells a love philtre to Nemorino, played by Mario (Giovanni Matteo De Candia), at a country fair. Coloured lithograph by C. Vogt after A. de Valentini. Wellcome Collection, Wellcome Library no. 22168i. Enjoyed reading this article? Share it today: About the Author: William Everett William Everett is contributing coeditor of The Cambridge Companion to the Musical (3rd ed., 2017) and series editor for Cambridge Elements in Musical Theatre.... View the Author profile > About the Author: Lynda Payne Lynda Payne is professor emerita of history at the University of Missouri-Kansas City.... View the Author profile > Latest Comments Have your say!	<urn:uuid:38633c4b-e235-4bd8-8015-e802077a416b>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.07844787836074829, "language": "en", "language_score": 0.9522245526313782, "url": "http://www.cambridgeblog.org/2020/07/opera-in-the-time-of-cholera-donizettis-lelisir-damore-and-a-pandemic/" }
Tuesday, June 26, 2012 Loon Language The mournful wail of a common loon echoes across the glassy water. From a neighboring lake, another loon replies with the same smooth cry. The loons are keeping track of one another, maybe as neighbors, maybe as mates, maybe as rivals. Sometimes the still night air is pierced by the maniacal laughing yodels of two male loons. This signifies a battle over territory. Home territory means a lot to loons. The longer a male resides in the same territory, the greater his chance of raising chicks to adulthood. The resident male will fight to the death if necessary to defend his island, lake or bay. Even if the invading male wins, the resident female will stay on the territory with the new male. An invading loon, looking for his own place to raise a family, will fly over an occupied territory and first give the wavering tremolo flight call. If the resident male is willing to fight for the prime real estate, he will reply with a yodel. The invading loon can tell by the lowest note in the tremolo approximately how big the defender is, and use this information to decide whether a fight is in his favor or not. If he chooses to fight, the invader replies with his own unique yodel. Loons can tell each other apart by their calls, and even third-graders can tell loons apart by looking at sonograms of their yodels! The male chooses a nest site hidden in tall vegetation near the water. The female builds the nest by pulling plants around her body to form a low bowl. After that, they share the parenting duties 50/50. Alternating incubating and eating, they wait for 26-31 days until the two eggs hatch a day apart. The parents communicate with the chicks using a soft, short “hoot.” If eagles are present, the parents may give a version of the tremolo flight call. Bald eagles are a known predator of loons, and the alarm call tells the chicks to “DIVE NOW!” Eagles are not the only danger for loon chicks. Gulls are also nest raiders. In the Boundary Waters Canoe Area, fish guts left by anglers allowed the population of gulls to increase. More gulls meant fewer loons – and now the Minnesota DNR and others encourage anglers to dispose of fish remains in the woods, away from aerial scavengers. Many anglers enjoy watching loons on their favorite lakes, while others may see the loons as competition. Loons mostly eat smaller fish like yellow perch, and do not have a significant impact on game fish. Humans can negatively affect loons in several ways, though. Excessive wakes near nesting sites can knock eggs in to the water. Snagged fishhooks and line can entangle many kinds of wildlife. Lead sinkers are also a major issue. Loons do not have teeth, and neither do they have a mechanism like owls to cough up pellets of undigested hard parts. The fish bones and fish scales have to go all the way through their digestive system. To achieve that, loons have incredibly strong gizzards, and they ingest small, round rocks to help pulverize their food. Unfortunately, lead sinkers look like good gizzard stones. Many loons and other wildlife die a prolonged and painful death by lead poisoning every year. Lead is not the only toxin we introduce into lakes. Every year around the Fourth of July, and sometimes throughout the summer, we sprinkle a wide assortment of toxic elements into the lakes. We are usually so awed by the spectacle of the beautiful fireworks reflecting on the water that we do not think about the morning after. The noise of the explosion itself can frighten loons of their nests – leaving the eggs open to predators. The plastic casings of the fireworks can sneak into the food chain, causing malnutrition problems. Plus, those interesting, but sometimes carcinogenic elements in the fireworks – the ones that make the cool colors when they burn – can end up in the lake. This time of year we can see days-old chicks so fluffy they pop up like corks, and awkward teenage chicks just learning to dive. Some loons are still incubating eggs – trying to nest for a second or third time after their first attempts were foiled by thunderstorms, raccoon raids, or other bad luck. Please try not to make their tough parenting job any harder! You can see adult and baby loons and learn more about their amazing features every Thursday morning from July through September on the Loon Pontoon tours I host on Lake Namakagon. Last summer we watched two chicks grow up week by week until they migrated south for the winter! Loons are icons of our beloved Northwoods. Their sight and songs bring joy to many residents and visitors of the area. As you enjoy their home, please consider how your behavior can affect them. Thanks! Friday, June 15, 2012 The Next Generation The ice cube trays filled up quickly as six boys in swim trunks and ball caps scoured a rocky riffle in the Namekagon River. Using forceps, these Drummond Middle School students carefully placed one small, leggy, wiggling critter per section in the trays. No doubling up – the critters might eat each other and destroy good data in the process. John Kudlas, member of the Barnes/Eau Claire Lakes Association and designer of the Eco Education program, instructed the students in the proper techniques for collecting critters without harming them or their habitat. He also stressed the purpose of this stream study: benthic macro invertebrates (things without backbones that live on the bottoms of streams and are visible to the naked eye) spend at least half their life in the water, and they are excellent indicators of ecosystem health. The Namekagon River is in excellent health, according to the invertebrates. Its clean water, abundant wildlife, beautiful scenery, and diversity of plants make it the perfect place for an adventure. After filling out their data sheets and gently releasing the ice-cube-tray occupants back into their home, the boys loaded five canoes borrowed from the Friends of the St. Croix Headwaters’ “Canoes on Wheels” program, and headed down the river. John and I paddled the sweep and lead canoes, while in the middle of the group paddled Ranger Joan, a representative of the National Park Service. Many folks who pass through this area and many who have lived here their entire lives have never realized that they have a National Park in their back yard. The Namekagon River is the major tributary of the St. Croix River, and is included in the National Scenic Riverway – a designation (along with National Historic Sites, National Monuments, and National Recreation Areas) administered by the National Park Service. During a snack break, Ranger Joan shared the story of how Wisconsin Senator Gaylord Nelson grew up paddling on this river. It was through his love, foresight and hard work that the river is preserved in such wonderful condition for the enjoyment of all. This overnight canoe trip was a collaboration between the Cable Natural History Museum and the National Park Service. Not only did Ranger Joan paddle with us, Ranger Jeff met us at the campsite and gave everyone a lesson in three different types of fishing. The presentation culminated with Tenkara fishing – a type of backcountry fly-fishing that originated in the mountains of Japan. Tenkara means “from the heavens” and refers to the way the line floats gracefully through the air and settles on the river’s surface. After a lesson in knot-tying, Ranger Jeff opened his tackle box containing a rainbow of flies. Made from deer hair, feathers, and other materials, these lures mimic stoneflies, caddisflies, Mayflies, and other insects that fish like to eat. These flying insects are the adult stage of the same benthic macro invertebrates that the boys had sorted into ice cube trays in the morning. A healthy river should produce a healthy insect population – and good fishing! Around the campfire, Ranger Jeff read the boys a quote from President Lyndon B. Johnson, who established the National Wild Rivers System: “The time has also come to identify and preserve free flowing stretches of our great scenic rivers before growth and development make the beauty of the unspoiled waterway a memory.” Then Ranger Jeff asked the six bright-eyed boys, “What can you do to make sure this place will be here for the next group of kids that come back twenty, thirty, forty years from now?” I have confidence that these young scientists, avid anglers, and budding outdoorsmen will be up to the task. Saturday, June 9, 2012 Tilt and Whirl Bees drone lazily in the late afternoon sunshine. A rainbow of flowers blooms along roads, in gardens, and on Hawaiian shirts. Some of the shyer birds have quieted down, while vireos and thrushes still sing their hearts out on their breeding territories. Loons have fluffy chicks riding on their backs. Fox kits play and sun themselves outside the den. Mosquitoes buzz in your ears, and shimmering dragonflies come to your rescue. In this season of growth and vitality, it is easy to forget how stunning the fall colors can be, or how the yard looked covered in snowdrifts. Every season has pleasant and unpleasant aspects, and they are all made possible by the tilt of the Earth on its axis. The Earth’s axis is an imaginary line going right through the planet between the north and south poles. The axis is tilted 23.5 degrees off the plane of the Earth's orbit around the Sun. For several months of the year, the half of the Earth that’s tipped toward the Sun receives more direct rays than the other half. We are now absorbing more energy from the Sun than we will at any other time of year. Plants sense it, and they grow furiously – photosynthesizing like crazy – before cool weather and lower sun angles bring on winter dormancy again. Without the tilt of the Earth’s axis, our day length would not change, Alaska would have perpetual twilight, and we would not have the wonderful variety of the four seasons. Instead, two slightly different seasons might emerge based on the distance of the Earth from the Sun. Our elliptical orbit takes us farthest from the Sun (to a point known as the aphelion) around July 3. The perihelion, or the closest point in our orbit, happens around January 4. The difference between the two distances is about 3,000,000 miles, a variation of only about 3%. This causes a fairly minor change in the amount of energy from the Sun that reaches Earth, and would not lead to our rainbow of seasons by itself without the tilted axis. Although the word solstice derives from a combination of Latin words meaning "Sun" + "to stand still," the Solstice is not constant over the years. The tilt of the Earth’s axis changes by 2.4 degrees (between 22.1 and 24.5 degrees) over 41,000 years. We are comfortably in the middle of that range right now. When the Earth tilts less, the Sun is lower on the horizon in the summer and higher in winter. Thus, summers are cooler while winters are warmer. This changing tilt is one of several large-scale factors influencing the advance and retreat of glaciers. Glaciers shaped our landscape, while the seasons decorate it. Both owe some thanks to the tilt of the Earth on our axis. While the tilt of the Earth has a big impact on our lives, that tilt may have been caused by a large impact itself. One theory suggests that a huge chunk of space dirt in the early solar system may have slammed into the still-molten Earth – ejecting material that would become the moon. No matter what you believe, I hope you enjoy these long summer days, and sweet summer nights. Happy Solstice! A little bit of good in every bad The peas are planted, the beans are watered, tomatoes are towering, and the basil is in. Gardening season has begun in full force, which means that I am feeling happier and smarter than I have all winter. This is not just an anecdotal “I love gardening” testimonial – there is scientific research to back up my claim. During those long hot hours I spend toiling in the dirt, my body is synthesizing vitamin D. This fat-soluble compound is linked to depression prevention, immune system strength, bone health, and more. I cannot quite do photosynthesis like my tomatoes, but at least I can make something useful from sunlight! It is not just the sunshine that makes gardeners so happy this time of year; it is also the fresh air. We inhale an elixir of happiness from the soil. A common soil bacteria – Mycobacterium vaccae – has been shown to increase serotonin (a happy chemical in your brain) levels in mice. Not only does this decrease anxiety, but it also makes the mice smarter! Mice given the bacteria navigated a maze twice as fast as the control mice. The effects do not last long, though, and scientists surmise that humans would need to be exposed about once a week in order to reap the benefits of these healthy bacteria. Unfortunately, gardening season coincides with another season as well. Everywhere that clean, fast-flowing streams laugh and tumble down rocky paths, tiny larvae cling to the submerged surfaces of rocks and logs. At the business end of the tiny, worm-like creature is a pair of foldable fans. These fans strain passing debris from the fast-flowing water and the larva scrapes a snack into its mouth every few seconds. After seven to ten days of eating and growing, this little larva will pupate (like a butterfly spinning a chrysalis). The creature spends a week in the pupa, completely rearranging its body and developing the tools for a new way of life. Then, in bubble of air, an adult black fly rises to the surface. If it is a male black fly, we can pretty much ignore it. Males eat a little nectar, fertilize a female in flight, and die. Females may also use the sugary liquid to fuel their flight, but making eggs requires a blood meal. This is where gardeners, paddlers, hikers, anglers, and other outdoor enthusiasts come in. The black fly female will slash a little cut in your skin, inject an anti-coagulant with her saliva, and drink her fill. No matter that her “fill” is approximately 0.00006 ounces, the bite’s ill effects loom much larger. We end up with bleeding, itchy, swollen welts around wrists, beltlines, necklines, hairlines, and ankles. Nothing in nature is all bad, though. These tiny tormenters feed tasty trout, beautiful birds, dashing dragonflies, and swooping swallows. Folklore claims that black flies pollinate blueberry flowers and improve fruit-set, but the scientific jury is still out on that one. In Maine, the Black Fly Breeder’s Association sells humorous t-shirts and donates the money to charity. One t-shirt design lauds black flies as “defenders of the wilderness,” due to their ability to keep timid tourists at bay. Despite the good qualities of black flies, we would all probably prefer to avoid them. Happily, they do not sneak indoors like mosquitoes, but indoors is not where the vitamin D and happy soil bacteria live. Dark colored clothing, carbon dioxide, and perfumes all attract them. So it follows that if we would like to deter black flies, we should wear white, not exhale, and not wash our hair or use deodorant. As a side effect, many friends and colleagues will avoid us, too. After five or six hot days, the tender little bodies of black flies (one sixth of an inch long!) dry out and black fly season will be over. Later in the summer, as my tomatoes ripen and the pea pods swell, I will be able to enjoy the sunshine and soil bacteria in an enlightened state of peace and happiness…interrupted only by the painful bite of horseflies. Little White Flowers The bright colors of newly opened flowers carpet the road ditches, and this makes riding my bike a little more dangerous. I am risking skinned elbows and broken bones as I crane my neck to attempt ride-by plant identification, or swerve onto the soft shoulder to get a better look. It is worth it to greet old friends. Sometimes in February when the ski tracks on the Birkie Trails are just perfect, I wish it could always be ski season. Then spring arrives in all its glory. In any season, I love seeing a delicate white dusting in the ditches and forests. Of course, right now the white dusting is flower petals instead of snowflakes. Three species with white flowers stand out in my mind this week. Starflower is one. They are aptly named, since their white petals reflect light so brightly that they seem to glow from within, and overexpose any photo I take of them. This low plant has a whorl of lanceolate (long, narrow, but wider in the middle) leaves with many delicate veins. Up to three flowers seem to float above the whorl on slender pedicels. What makes this flower truly unusual is the number of petals. Sets of seven are very rare in nature! Often growing nearby in the sun-dappled edges of northern woods are Canada Mayflowers, sometimes called False Lily of the Valley. A shady patch of their small oval leaves may bear no flowers at all. Sometimes just a few plants in a patch will grow a taller stem with two or three leaves and a spike of snowflake-like white flowers. The single leaves may help provide a “chosen plant” with the added energy it needs to bloom and set seed. Since the plants in a patch are clones connected by underground stems, all the little sugar factories can work together. As all hardy northern residents know, teamwork is necessary in the face of poor soil and short summers! The third white flower that caught my eye has a couple tricks up its leaves, or rather, in the flowers themselves. Bunchberry is the smallest plant in the Dogwood family. With radiant white flowers in the summer and brilliant red bunches of berries in the fall, this common plant is always a treat to see. And it is more than meets the eye! The four white things masquerading as petals are actually sepals. We usually find sepals as the small green leaves cupping a flower. While the sepals of bunchberry flowers are unusually showy, the petals are unusually dinky. Small though they may be, the cluster of tiny flowers bears petals designed like a catapult. When the flowers are ready, the lightest touch of a potential pollinator’s foot will trigger the petals to burst open in less than a millisecond. This triggers the stamens to shoot up and fling pollen grains with the force of a huge explosive. According to J. Edwards, et al, the authors of the original study published in the journal Nature: “Bunchberry stamens are designed like miniature medieval trebuchets — specialized catapults that maximize throwing distance by having the payload (pollen in the anther) attached to the throwing arm (filament) by a hinge or flexible strap (thin vascular strand connecting the anther to the filament tip). This floral trebuchet enables stamens to propel pollen upwards faster than would a simple catapult. After the petals open, the bent filaments unfold, releasing elastic energy. The tip of the filament follows an arc, but the rotation of the anther about the filament tip allows it to accelerate pollen upwards to its maximum vertical speed, and the pollen is released only as it starts to accelerate horizontally.” The pollen experiences 800 times the acceleration that the Space Shuttle does during liftoff, and is launched more than ten times the height of the flower. From this lofty height of 2.5 cm, they can be more easily carried by the wind. Or the soaring pollen might smack into a bee and travel to a different flower that way. Bunchberries cannot self-pollinate, so this cross-pollination is necessary. Flowers like these are worth a little swerving as I ride down the road. Those who are risk averse may choose to walk instead. In either case, drivers should be alert and give a wide berth to the many bikers and walkers out enjoying the wildflower gallery along our roadsides. Little Solar Panels As the days get longer and the trees leaf out, spring ephemeral wildflowers race to soak in as much sunshine as possible. Spring beauties, wild leeks (ramps), Dutchman’s breeches, wood anemone, bloodroot, and trout lily are some of the most beautiful treasures of spring. They rush out of the ground each year, sometimes while snow still haunts the north-facing slopes. Flowers bloom, leaves unfurl, bees hum, ants crawl, seeds are set, photosynthesis produces sugars, starch is stored back into the roots, and then—just as the tree leaves above are reaching their full potential—the ephemeral leaves melt back into the duff. Spring ephemeral wildflowers have figured out that they can make use of the rich soil in shady depths of deciduous forests, so long as they get a head start on the trees. Partly because they only show up for such a short time each spring, they have captured many a heart. They also capture many a photon. Photons are little packets of energy that travel through space. We know them as light. They carry energy from the Sun (released during nuclear fusion reactions) down to Earth. Once here, they provide almost all the energy for life on Earth. Plants, like these lovely spring ephemerals, are an essential link between the Sun and animals, since animals cannot capture sunlight on their own. For just a few short weeks in spring, the flowers I mentioned above are absorbing photons like crazy, and using them to help split carbon dioxide from the air and water from the soil, and recombine those molecules into sugar. Sugar is simply carbon, hydrogen, and oxygen. This month, I am exploring the process of photosynthesis with first graders who come to the Museum for field trips. We act out a food chain starting with the Sun, and then shrink down so we can be magically transported into a leaf. There we meet Chef Chlorophyll, the green pigment that mixes the ingredients of photosynthesis. The students race around the yard, gathering sunlight (yellow water), water (blue water), and air (drinking straws) to create a frothy green soup in the mixing bowl. Then we each eat a grape, and consider how plants produce the sugars that we eat every day in a hundred different forms. The sugars produced by spring ephemerals are not distributed in sweet fruits, though. These plants mostly produce hard, dry seeds without the juicy cradle of flesh like apples and cherries. Instead, their precious sugars are stored as carbohydrates (complex sugars) in starchy roots. Burrow your finger into the soft soil near any of these plants, and you will soon pull out a small white tuber. The tubers of trout lilies and spring beauties have a mildly sweet flavor. Leek tubers store their sugar with an oniony kick. Dutchman’s breeches and bloodroots store their sugar with toxins added. The spring ephemerals used the energy stored in these tubers to get a head start on the tree leaves this spring, and they are rushing to replenish their pantry for yet another year. All summer long, other plants will be capturing the energy from photons of sunlight and storing it in their roots, stems, leaves, flowers, fruits and seeds. We harness that energy in a myriad of ways. Think about that as you eat you dinner salad, turn on the television, plant your garden, drive your car, and drink your morning coffee! Energy from the Sun is integral to every aspect of our lives.	<urn:uuid:d359fe21-76b4-4949-9048-b3af34eba7ea>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.018266618251800537, "language": "en", "language_score": 0.94876629114151, "url": "https://cablemuseumnaturalconnections.blogspot.com/2012/06/" }
Best Answer The Crusaders contributed to the increase of trade by demanding more of the goods found in Asia. This increased demand, in turn, led to yet more trade with the Muslim world. Using what they had learned, such as navigation techniques, Europeans then sought trade with civilizations on other continents. Contacts with Muslim scholars and their preserved greek and roman texts brought the Europeans a wealth of knowledge about medicine, art and government, much of which contributed to the change and learning during the Renaissance. User Avatar Wiki User 2014-12-15 15:51:49 This answer is: User Avatar Study guides Art History 20 cards Which artist was the official portrait painter of Marie Antoinette Which of these artists were associated with the Mannerist movement Dutch artists of the Baroque period used which technique to add drama to the ordinary subjects they painted The Rococo art movement was born out of See all cards 1 Review Add your answer: Earn +20 pts Q: How did the Crusades lead to the Renaissance? Write your answer... Still have questions? magnify glass People also asked What is considered the holy land? View results What kingdom was renamed as Judea? View results What ancient Roman emperor renamed Judea to Syria Palestine? View results	<urn:uuid:a6de1e3a-1180-446b-9f9d-ef5225877549>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.8822634816169739, "language": "en", "language_score": 0.9584060311317444, "url": "https://www.answers.com/Q/How_did_the_Crusades_lead_to_the_Renaissance" }
For nearly 80 years, the land now occupied by the Government Center in Uptown Charlotte was a thriving predominantly black community. In the late 1860s, recently-emancipated slaves gathered in the neighborhood, known colloquially as “Logtown” before it was a considered a neighborhood, and over the years the community would become a self-sustaining “city within a city” for Charlotte’s black residents with churches, schools, and businesses independent of those outside the neighborhood, where Charlotte’s black residents were not welcome at white institutions. Residents came to know the neighborhood as “Brooklyn'', an homage to the New York City borough. The community grew as Charlotte’s black families were pushed from other communities during segregation, and the black community was forced to build its own institutions. Some of these included the Myers Street School, opened in 1886, which was Charlotte’s first black public school, as well as the city of Charlotte’s first black YMCA. The library that sat on Brevard Street was the first free library in the state of North Carolina for black residents. In the late 1950s, the Charlotte-Mecklenburg Planning Commission, along with a Federal program that would ultimately grant the city $1.4M for “Urban Renewal” to repurpose the neighborhood for office and industrial buildings, as well as a government center. The program of displacing families and businesses began in the 1960s and continued for a decade, and once it was complete, more than 1,000 homes and 216 businesses were demolished. The founders of the Historic Grace Church and Mecklenburg Investment Company were some of Charlotte’s most prestigious and accomplished black businessmen. These men were all crucial to the creation and self-sufficiency of the Brooklyn neighborhood and their legacy lives on in the structures still standing today. Architect & Entreprenuer William W. Smith William W Smith was a successful brickmason and contractor who constructed the Mecklenburg Investment Company and is often regarded as Charlotte’s first black architect. Smith constructed a number of other buildings in the Brooklyn neighborhood and Charlotte region, including the Grace A. M. E. Zion Church and a number of buildings at nearby Livingstone College. J.T. Williams JT Williams was an original investor in the MICo and member of the board of directors. Williams was one of the first African American doctors licensed in North Carolina, as well as a businessman, teacher, and diplomat representing the United States in Sierra Leone. Thaddeus Tate Thaddeus Tate was a business leader who was instrumental in the formation of many important African American organizations in Charlotte and North Carolina in the early 20th century. He co-founded the Grace AME Zion Church, and the Afro-American Mutual Insurance Company - the state of North Carolina’s first insurance company catering to its Black residents. Caeser Blake Caeser Blake, president of the Mecklenburg Investment Company at its founding, was very active in the black fraternal societies of Charlotte. In addition to his leadership at the MiCo, Blake served as the Imperial Potentate of the Prince Hall Shriners beginning in 1919. Interested in learning more? We've compiled a list of additional resources. Source: Queen City Nerve Source: Charlotte Observer Source: Queen City Nerve Source: Queen City Nerve Source: Queen City Nerve 229 S Brevard Street, Charlotte, NC 28202 General Inquires: (704) 368-4009 Art Gallery: (704) 368-3680	<urn:uuid:6039876f-5fe1-4291-b097-ee4c4023c3af>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.01970905065536499, "language": "en", "language_score": 0.9745672941207886, "url": "https://www.brooklyncollectiveclt.org/history" }
Formations, Saddle Pass area An excerpt from Badlands: Its Life and Landscape (Joy Keve Hauk): “The Brule Formation overlies the Chadron and represents the first half of the Oligocene Epoch. It is the one from which the fantastic shapes characteristic of the Badlands are carved. A notable feature of the Brule is the widespread color-banding, mostly yellow-beige and pinkish-red. Thin, discontinuous sheets of limestone from an inch to a foot or more in thickness show where the Chadron ends and the Brule begins. The limestone suggests there were shallow ponds at that time. Ten to 40 feet above the limestone sheets is the (Brule’s) lower nodular layer. Here are found many rocky nodules (concretions) and a rich deposit of fossils, especially of turtles and oreodonts. The climate must have been relatively mild and moist to grow food for the great numbers of oreodonts. The nodular layer is also called the red layer because it is reddish in color (…..) Some of the layers in the Brule (formation) are loose clay, some are firm, others are hard. These layers wash away at different rates, and it is this variation in weathering that makes the amazing rough landscape of the Badlands.” This sketch was done from the “bottom of the Wall” so there are formations in the foreground (pale white, softly eroding) representing the Chadron formation. There is a sod table (topped with dry yellow grass, middle right) which might be Chadron, or mingled sediments washed from upper layers of the wall. And behind these features is the lowest layer of the Brule, red layer, much more “upright” in structure, meaning it sheds water and has a greater slope than the Chadron level. It includes a nodular layer, above which it becomes red again, with pale yellow banding. Note regarding oreodont fossils in the Brule formation. What is an oreodont, you ask? They were mammals with pig-like body structures, but they grazed and chewed cud like cows. There were a LOT of them, gauging by the sheer number of bones they left behind. They covered the plains in great herds from 40 million years ago until they became extinct (3 million years ago). No oreodont bones were disturbed in the sketching of this scene, but of course the eye looks for them everywhere… Leave a Reply You are commenting using your account. Log Out / Change ) Google photo Twitter picture Facebook photo Connecting to %s	<urn:uuid:1cda05ab-70db-4eb2-b730-61cbe432c4b1>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.031158745288848877, "language": "en", "language_score": 0.9368417859077454, "url": "https://orebody.com/2010/03/13/formations-saddle-pass-area/" }
Very large soil animals, such as moles, rabbits, woodchucks, snakes, prairie dogs, and badgers, burrow in the soil and spend at least some of their lives below ground. Moles are secondary consumers, their diet consisting mainly of earthworms. Most of the other animals exist on vegetation. In many cases, their presence is considered a nuisance for agricultural production or lawns and gardens. Nevertheless, their burrows may help conduct water away from the surface during downpours and thus decrease erosion. In the southern U.S., the burrowing action of crawfish, abundant in many somewhat poorly drained soils, can have a large effect on soil structure. (In Texas and Louisiana, some rice fields are “rotated” with crawfish production.)	<urn:uuid:b710947d-e15b-4e4a-b6df-765628148dca>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5625, "fasttext_score": 0.28507184982299805, "language": "en", "language_score": 0.9646233916282654, "url": "https://www.sare.org/publications/building-soils-for-better-crops/the-living-soil/very-large-soil-animals/" }
An Indigenous Group in the Amazon Has Experienced a Drop in Body Temperature Since 2002 – Gizmodo A dwelling of the Tsimane, a group of indigenous people who live in the rural tropics of Bolivia in South America. Photo: Michael Gurven/St. Luke’s Health System Kansas City (AP) New research detected an intriguing change in the average body temperature of the Tsimane people, an indigenous foraging and farming group in the Bolivian Amazon that has recently started to interact more with industrialized communities. Over 16 years, the Tsimane have experienced a slight but rapid drop in body temperature—mirroring a similar decline seen among Americans over the past century and a half. This January, a study found evidence in well-maintained medical records that the body temperature of Americans has dropped roughly 0.05 Fahrenheit every decade since the 1860s. The findings weren’t the first of their kind but seemed to provide the clearest confirmation that these downward trends in body temperature were real, at least in places comparable to the U.S. One proposed explanation for the drop has been changes in sanitation and public health that have lowered the risk and incidence of infectious diseases in modern life. With fewer infections, the theory goes, the immune system doesn’t need to cause as much inflammation to ward off germs, leading to a chillier body on average. Michael Gurven, an anthropologist at the University of California, Santa Barbara, and his team decided to study trends in body temperature in a unique way, by turning to their own long-standing work with the Tsimane people in Bolivia. “Reports about body temperatures lower than 98.6 Fahrenheit have largely come from high-income countries like the U.S. and the UK,” Gurven said in an email. “I saw an opportunity to first assess what body temperatures looked like in a very different context—the rural tropics—and whether they have also been declining over time.” The Tsimane are one of the few communities on Earth that still largely subsist on the farming of small crops as well as foraging and hunting, much as people did prior to the industrial era. In recent years, however, the Tsimane have started to intermingle more with their industrialized neighbors, even sending their children to schools nearby. In other words, their journey could be seen as a sped-up version of how humankind in general has changed in the past several centuries. “Though the Tsimane environment looks similar today as it did when we first started working there two decades ago, access to medicines, markets, and other amenities has improved,” Gurven said. “So this gives us an opportunity to test whether body temperatures might be declining in rural Bolivia as well.” Looking at medical records collected from 5,000 indigenous Tsimane people between 2002 and 2018, Gurven’s team saw the average body temperature of the Tsimane drop from about 98.6 degrees Fahrenheit (37 degrees Celsius) in 2002 to 97.7 degrees Fahrenheit (36.5 degrees Celsius) in 2018. The study’s findings were published in Science Advances. While these changes echo what’s happened in places like the U.S., Gurven and his team think the explanations behind it are more complex than simply having fewer infections. For one, the Tsimane still experience a more frequent and wider range of diseases than other populations, even as their life expectancy has risen by over a decade in recent times. “Our findings suggest that it is not just a lower likelihood of having a particular infection, but that our body’s experience with infection itself may be different now than in the past,” he said. “That experience could be because we now have easily accessible over-the-counter anti-inflammatory medicines like ibuprofen or that we are in better shape now than in the past.” The reasons why body temperatures have lowered for one part of the world likely differ from why they’ve lowered elsewhere, according to the researchers. It’s possible that a reduction in daily physical activity could have led to lower body temperatures in some places, but it wouldn’t explain the trends among the Tsimane people, since they remain as active as ever. And not all of the changes introduced to the Tsimane recently have been positive. Other research from Gurven’s team has shown that with the introduction of cooking oil to their communities, rates of obesity have started to climb among the Tsimane (an average higher body weight has been proposed as a possible factor for colder bodies, but they found no evidence of that here). On the whole, it does seem possible that lower body temperature can be a reliable indicator of better population health over time, just like life expectancy, Gurven said, though more research will need to be done to be sure. “I would love to see others explore whether similar patterns of body temperature decline coincide with improved conditions, and if these generalize to many other environmental contexts,” Gurven said. “It might be the case, too, that if conditions worsen, we might see body temperatures shift upward.” Leave a Reply	<urn:uuid:cf32d8be-e0aa-41fb-a1fc-9b27aa2d94ec>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5625, "fasttext_score": 0.021397769451141357, "language": "en", "language_score": 0.9585782885551453, "url": "https://www.newsweb.one/2020/10/28/an-indigenous-group-in-the-amazon-has-experienced-a-drop-in-body-temperature-since-2002-gizmodo/" }
Landscapes and atmospheric refraction Challenge accepted! The most interesting part was when they touched upon the issue of this observation of the Schneeberg mountain from the Praděd peak: Schneeberg as seen from Praděd What is the problem? Well, let's look at some of the facts: 1. Praděd has an elevation of 1491 m ASL, but it is reasonable to assume that the observation has been made from a viewing platform that is found at the peak, which has an elevation of 1565 m ASL. 2. The Schneeberg mountain is as tall as 2070 m ASL. 3. The distance from Praděd to Schneeberg is 277 km. 4. There is a hill between Praděd and Schneeberg, approx. 73 km from the former, that has an elevation of 680 m ASL. (in the picture, it is the hill that has two wind turbines on top of it; the turbines are the two poles with red lights to the left of Schneeberg, in reality they are a little distance to the east of a Czech town of Protivanov). And everything would be perfectly clear if it wasn't for the fourth fact. To show why, let us calculate how tall would Schneeberg have to be, so that the hill near Protivanov couldn't obscure it. A diagram for the calculation We will use the polar coordinates, assuming the Earth's radius of R = 6378 \textrm{km}. We have: r_0 = R + 1565 \textrm{m} \varphi_0 = 0 r_1 = R + 680 \textrm{m} \varphi_1 = \frac{73 \textrm{km}}{R} \varphi_2 = \frac{277 \textrm{km}}{R} The equation of a line in polar coordinates is: r(\varphi) = \frac{r_{min}}{\cos (\varphi - \varphi_{min})} Substituting the coordinates of the first two points, we get r_{min} and \varphi_{min}, then we calculate r_2... And what do we get? As it turns out, a line starting at Praděd and tangent to the hill near Protivanov arrives at Schneeberg at the elevation of... about 2600 m ASL! The hill near Protivanov should be obscuring Schneeberg. Schneeberg makes nothing of it and keeps being visible in the picture. What is happening here? Refraction to the rescue Our flat-earther obviously concluded that this proves the flatness of the Earth. Objects wouldn't hide under the horizon on a flat Earth, so it would be no problem for Schneeberg to stick out from behind the hill near Protivanov. Of course, there is another explanation, too, and it is the atmospheric refraction. To give you some introduction - refraction is a topic that needs to be treated very carefully in the presence of flat-earthers. To them, it is a keyword that explains everything: timezones, seasons, the horizon... generally everything that is a good argument for the Earth's roundness. Something looks differently than it should on a flat Earth? Refraction! Of course it's no explanation at all - but if we don't accept refraction-based arguments from the other side, we need to be thorough when we need to use it ourselves. We wouldn't want to bring ourselves to their level, would we? ;) So, in order not to leave any hole in the explanation, I set off to prepare a thorough, quantitative analysis. Before I present the approach I took, let me explain one more thing - flat-earthers have the tendency to question everything they can't check themselves. So, even though atmospheric refraction is well-explored and measured, I decided to start from some more basic principles. It is hard to question the laws of optics, being confronted with them every day, and it is hard to deny that the air gets less dense with altitude. Thus, I assumed a simplified model: 1. The air density decreases exponentially with altitude. 2. The deviation of the air's refractive index from 1 is proportional to its density. 3. And, of course - the Earth is a ball with a radius of 6378 km. The first point basically means assuming this equation: \varrho(r) = \varrho_0 e^{-\alpha (r-R)}. The \alpha coefficient can be derived from the equation \frac{dp}{dh} = -\varrho g by tying the density of air to its pressure with the ideal gas equation. This leads to \alpha being equal to \frac{\mu g}{RT}, where \mu - the molar mass of the air, g - the Earth's gravitational acceleration, R - universal gas constant, T - the temperature of the air. The constants can be found on Wikipedia, and we assume the temperature to be 273 K, which gives us \alpha \approx 1.25 \times 10^{-4} \textrm{m}^{-1}. Again on Wikipedia we can find the refractive index of the air at the pressure of 1 atmosphere and the temperature of 273 K, equal to 1.000293. So, the assumption no. 2 is basically this: n(r) - 1 = 0.000293 \times e^{-\alpha (r-R)}. We now have a model of the atmosphere, but what's left is to see how the light propagates in such an atmosphere. We will use Fermat's principle for that. The Fermat's principle states that the light takes the route between points A and B that minimises the optical length of the path (the integral of the refractive index). In other words, it can be expressed as follows: \int\limits_A^B n\,ds = \textrm{min} This can be written in polar coordinates as: \int\limits_A^B n(r)\sqrt{dr^2 + r^2d\varphi^2} = \textrm{min} If we assume that the path of our light ray can be expressed with a function r(\varphi) (it is true as long as we don't consider vertical rays), this can be expressed with an integral over \varphi: \int\limits_{\varphi_1}^{\varphi_2} n(r(\varphi)) \sqrt{r'^2 + r^2} d\varphi = \textrm{min} r' = \frac{dr}{d\varphi} in this equation. Problems of this kind can be solved with the Euler-Lagrange equation. If we assume L(\varphi, r, r') = n(r)\sqrt{r'^2 + r^2}, the Euler-Lagrange equation will look like the following: \frac{\partial L}{\partial r} = \frac{d}{d\varphi} \frac{\partial L}{\partial r'} Omitting the intermediate steps (those who know calculus can perform those steps themselves; those who don't wouldn't get much out of it, anyway ;)), the final result is this: r'' = r'^2 \frac{n'}{n} + r^2 \frac{n'}{n} + 2\frac{r'^2}{r} + r where n' = \frac{dn}{dr}. We can do a quick sanity check now by checking the result for a constant n. In such a case, n' = 0 and we get r'' = 2\frac{r'^2}{r} + r - an equation that is satisfied by a straight line r(\varphi) = \frac{r_0}{\cos (\varphi - \varphi_0)}. This is correct, at least. This equation doesn't look like it could be easily transformed further, to put it lightly. But we are lucky in that we have the 21st century now, and we have computers, so why don't we do some numerical analysis? I decided to create a small application that calculates paths of the light rays based on this equation (links to the source code and the compiled binaries are at the end of this post). The first test: we do the calculation for a ray that starts tangentially to the surface. Angles of deflection of such rays are important to astronomers and well-measured, the deflection in typical conditions is 34 arc-minutes. I tell the program to calculate the path up to the altitude of 200 km (high enough that the atmosphere shouldn't deflect it further) and get the result... 35 arc-minutes. Excellent for such a crude approximation! Excited by this test, I decided to input the data from the Schneeberg case. The ray starts at 1565 m ASL, and we get the starting angle from the condition that it has to hit 680 m ASL at the distance of 73 km. What will be the altitude at 277 km? The result: $ atm-refraction --start-h 1565 --tgt-h 680 --tgt-dist 73 --output-dist 277 -v Ray parameters chosen: Starting altitude: 1565 m ASL Hits 680 m ASL at a distance of 73 km Altitude at distance 277 km: 1688.2650324094586 The ray will be at a bit less than 1700 m ASL at Schneeberg's distance! This is almost 400 m below the peak, completely sufficient for the mountain to be visible! Success :D Deconstruction of another example We could stop at that, but our flat-earther decided to give me another challenge. "This video proves conclusively that the Earth is flat!", they wrote, supplying the following link: For those that don't want to watch the video: the author shows the view of New Zealand's southern island from a bay near Wellington. Some peaks are visible. The author finds them on a map, gets distances and elevations, then compares the view with predictions from a flat-Earth and round-Earth models. He gets agreement with the flat model, and disagreement with the round one. But is that so...? The peaks are color-coded, and their data is shown on the following frame from the video: The peaks from the video The video itself shows a concerning thing: the purple peak is marked as reaching 2362 m ASL, but later in the film the author shows a table with data, in which 2410 m is entered. Why? No idea. Anyway, I decided to input this data into my program and get the viewing angles of the various peaks. Assuming the horizon is at 0 (which the author didn't do, by the way), we get the following results: Fit to the author's data The purple, yellow, red and green peaks fit surprisingly well! We have some trouble with the cyan (which got merged with yellow) and the blue peaks. Encouraged by the good fit for the other peaks, I started suspecting that the author misidentified the cyan and blue peaks. I resolved to try and find them myself. Unfortunately, finding them on the map of New Zealand is a Sisyphean task. There are a lot of small and large peaks in the area. I decided to get some help from a panorama generator at This generator lets you select the place and direction of viewing, and then draws the simulated view. It was pretty easy to find the cyan and blue peaks on the generated panorama: The cyan peak The blue peak As you can see, their distances and elevations differ slightly from the ones given by the video's author. Let us try those values in the simulator, now... Fit to the corrected data Fits perfectly :) What is the conclusion of this story? Well, I have drawn two main ones: 1. Don't assume that an effect is negligible, unless you've checked it (by a calculation or an experiment). 2. The landscapes would look differently if there was no atmospheric refraction. And, of course, nothing compares to the satisfaction from proving someone wrong with calculations :D Finally, the promised links to the program: The code: (atm-refraction --help prints the options list) Download “atm-refraction - Linux” – Downloaded 438 times – 1 MB Download “atm-refraction - Windows” – Downloaded 439 times – 1 MB I came up with an idea of yet another test that could be conducted with the photo of Schneeberg. It bases on the fact that the wind turbines from the photo (reminder: they are the two poles to the left of Schneeberg) can be found on Google Maps. They are exactly here: Wind turbines near Protivanov Google Maps tells us that the distance between them is about 450 m. From the distance of 73 km, this gives an angle of about 0.3 - 0.35 degrees (0.35 would be for a line perpendicular to the line of sight, but it is slightly oblique in reality). Based on that, we can estimate the angular size of Schneeberg in the picture to be about 0.05 - 0.1 degrees. The latest version of the refraction simulator has two interesting features: one, it can print the initial angle between the simulated ray and horizontal plane, and two, it can simulate a flat Earth. The light rays start at the observer, so this gives us an ability to calculate the viewing angle of Schneeberg and the hill near Protivanov both on a round and a flat Earth, and both with refraction and without. The results are presented below: The four tested models a) Round Earth, with refraction $ ./atm-refraction --start-h 1565 --tgt-h 680 --tgt-dist 73 --output-ang $ ./atm-refraction --start-h 1565 --tgt-h 2070 --tgt-dist 277 --output-ang Difference: 0.075 degrees b) Round Earth, no refraction Difference: -0.117 degrees (invisible) c) Flat Earth, no refraction $ ./atm-refraction --start-h 1565 --tgt-h 680 --tgt-dist 73 --output-ang --straight --flat $ ./atm-refraction --start-h 1565 --tgt-h 2070 --tgt-dist 277 --output-ang --straight --flat Difference: 0.799 degrees d) Flat Earth, with refraction Difference: 0.963 degrees As you can see, the predicted angular sizes of the visible part of Schneeberg vary wildly between models. One of the models fits perfectly, though... the round one, with refraction. Even such a simple observation turns out to be a pretty solid proof for the roundness of the Earth!	<urn:uuid:6bfb469b-17e8-4251-834a-419507db28f3>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.3634563088417053, "language": "en", "language_score": 0.9021804928779602, "url": "https://ebvalaim.pl/en/2018/10/14/landscapes-and-atmospheric-refraction/" }
Ravens use sticks to attract attention Ravens initiate relationships with referential gestures source: Linda Geddes New Scientist vol 212 no 2841, December 3 2011 p16 Ravens initiate relationships with referential gestures, a trait also found in humans. Children, for example, may point to show another human where to look. This may be the foundation of language, and involves attributing mental states to another animal. Apes also communicate with humans through referential gestures. Simone Piha from Seewiesen's Max Planck Institute for Ornithology, Germany, with Thomas Bugnyar from Vienna University, Austria, observed seven wild raven pairs offering objects like twigs to one another, using their beaks. This involved non-food items, offered to opposite-sex ravens that were looking at them. Ravens are monogamous and raise offspring together, and couples can develop their own vocalisations. They are highly co-operative, and co-operation may have helped with language evolution. Further research is needed into the significance of this raven behaviour.	<urn:uuid:b477cf85-a626-4dbd-9f5a-8a9eec317c1d>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.03790384531021118, "language": "en", "language_score": 0.9324449300765991, "url": "https://www.infopet.co.uk/index.php/birds-general/111-ravens-use-sticks-to-attract-attention" }
Oak Ridge, Tennessee: America's Secret Atomic City By: Patrick J. Kiger \| oak ridge, nuclear plant An aerial view of the Oak Ridge National Laboratory campus in Tennessee, taken at an unknown date. Wikimedia Commons In September 1942, U.S. Army Lt. Gen. Leslie Groves, commander of the Manhattan Project — the secret U.S. crash effort to develop the atomic bomb — faced a critical decision. The project needed to produce uranium-235, an isotope of uranium, whose unstable nucleus could be easily split to trigger a fission chain reaction and release an enormous amount of destructive energy. But that would require a massive, complex manufacturing process, involving tens of thousands of workers, which needed to be kept secret to thwart interference from spies and saboteurs. But, the question was, where could those facilities possibly be hidden? As detailed in Charles W. Johnson's and Charles O. Jackson's 1981 book "City Behind a Fence: Oak Ridge Tennessee 1942-1946," U.S. officials already had identified potential sites in several parts of the country, but all of them had drawbacks. Shasta Dam in California, for example, was too close to the Pacific Coast, and thus vulnerable to an air attack, and several locations in Washington state would have required construction of long power lines to provide the massive amounts of electricity needed for the work. A site in Illinois near Chicago was out, as well. Officials didn't want to be close to a big population center, since the potential health risks of the work weren't clear, and it would have been easier for enemy agents to blend in. So instead, Groves quickly settled upon a 52,000-acre (21,000-hectare) site in rural eastern Tennessee, later expanded to 59,000 acres (24,000 hectares). Not only would it be inconspicuous to anyone outside of the sparsely-populated area, but it also was close to hydroelectric plants operated by the Tennessee Valley Authority, which could supply the enormous amounts of electricity that the plants would require, according to Johnson's and Jackson's book. It was the perfect place to build both the Clinton Engineer Works, which would be the atomic complex, and a secret city to house the workers. The government decided to call the secret city Oak Ridge because it sounded "sufficiently bucolic and general to be used as a cover name for the residential area," as this 1969 article in a government publication explains. Not long afterward, the U.S. government quietly started moving small farmers who had land on the site, paying them compensation but not telling them why, according to a 1945 article in The New Republic by Louis Falstein, one of the first reporters to write about Oak Ridge. Then came trainloads full of construction equipment and building materials. Construction crews quickly erected the buildings that would comprise the nondescriptly-named campus, as well as thousands of houses for scientists and workers. Many of the homes were B-1 Flat Tops, a design fashioned from prefabricated panels and roofing to save construction time. Building and Recruiting Building the secret industrial facilities and housing for workers cost around $1.32 billion (about $18.5 billion in today's dollars). That amounted to 60 percent of the Manhattan Project's total budget, according to D. Ray Smith, a retired historian for the Y-12 National Security Complex who also is the historian for the City of Oak Ridge and a columnist for the Oak Ridger, a local newspaper. Over the next few years, Oak Ridge grew into a community of 75,000 people. "People came from all over the world," explains Smith. "Many of the scientists were Hungarians. A lot came out of Germany and Great Britain." Others were recruited for the Clinton Engineering Works by big U.S. companies working on the Manhattan Project, who scoured the campuses of U.S. colleges and universities for bright students with needed science and technical skills. A young chemist named Bill Wilcox who was approached by an Eastman Kodak recruiter in 1943, for example, later recalled that he was only told that the job was some sort secret war work. "I asked where I'd be working," he said. "He wouldn't say — it was secret. I asked what sort of work I'd be doing. He wouldn't say — it was secret." He eventually ended up at the Clinton Engineer Works. Those who turned down jobs might end up being drafted into a special engineering detachment of the U.S. Army and sent to Tennessee, according to Smith. Those atomic workers arrived at a place shrouded in secrecy. Locals knew that something mysterious was going on at the site, but only those who were part of the mission were allowed inside, past the guarded gates on the access roads. The atomic facilities themselves were surrounded by additional security. The work itself was highly compartmentalized, so that most people knew only about the small portion of the effort that they themselves were working on, and only a select few knew that the overarching mission was to help make the atomic bomb. "People who were going to a particular building could only go to that building," Smith explains. A Self-contained Community To keep information from getting out, Oak Ridge became a self-contained community with most everything that its workers needed. As Falstein described in his 1945 article, the secret city had stores, movie houses, a high school, a bank, a 300-bed hospital, tennis and handball courts, and even its own symphony orchestra, led by a Manhattan Project scientist. People who lived there tended victory gardens, raised families and led what was pretty much a normal American existence — that is, except for the secrecy that surrounded them and their work. A billboard reminded workers, "Let's Keep Our Trap Shut." They knew that they had to be cautious not to say anything about their jobs to anyone, even their own spouses, "We'd sit around the dinner table and the strain was terrible," a young scientist told Falstein in 1945. Though there's no evidence that German or Japanese spies ever managed to infiltrate the Clinton Engineer Works, a Soviet spy named George Koval did manage to get a job there, and apparently passed along information about the atomic work to the Soviets. In 2007, he was honored posthumously with a Hero of the Russian Federation medal, that nation's highest honor, by Russian President Vladimir Putin, as detailed in this 2009 Smithsonian article. Producing Uranium-235 Meanwhile, the Clinton Engineer Works had to accomplish the difficult task of producing uranium-235. There's only a tiny amount of the stuff — 0.7 percent — in uranium ore, most of which is uranium-238, which doesn't fission as easily. And a bomb such as Little Boy, the one dropped on Hiroshima, required 141 pounds (63.9 kilograms) of uranium-235, according to Tom Zoellner's book "Uranium: War, Energy and the Rock that Shaped the World." "You've got to separate a lot of material to get the amount of 235 that you need," Smith explains. To solve that problem, the Clinton Engineer Works' Y-12 plant used special devices called calutrons, which utilized the electromagnetic separation process developed by Nobel-winning physicist Ernest O. Laurence at the University of California, Berkeley. The calutrons used heat and powerful magnets to separate the two isotopes. Smith compares the process to holding a golf ball — representing the heavier isotope, uranium-238 — attached to a rubber band in one hand and a similarly attached ping-pong ball representing lighter uranium-235 in the other, and then tossing them both in the air." The heavy object makes a larger arc, because of centrifugal force," he explains. Once the two isotopes were separated, it was possible to collect the lighter uranium-235 isotope. Even so, to gather enough uranium-235, the Y-12 facility employed 22,000 workers to run 1,152 calutrons literally around the clock. Meanwhile, another part of the works, the X-10 Graphite Reactor, used neutrons emitted from uranium-235 to convert uranium-238 into an isotope of a different element, plutonium-239, another easily fissionable material suitable for making atomic bombs. As Smith explains, after X-10 demonstrated that the process could work, the actual plutonium used to make Fat Man, the bomb dropped on Nagasaki, was produced in the B Reactor at the Hanford Engineer Works near Richland, Washington. (From Seattle Business Magazine, here's an article on that facility.) oak ridge, nuclear plant The Oak Ridge National Laboratory site, as it appears today. Flickr (CC By 2.0) Finally, on Aug. 6, 1945, the world got to see the results of the secret city's labors, when an atomic bomb containing uranium-235 produced there was dropped on the Japanese city of Hiroshima. The Knoxville, Tennessee News-Sentinel's front page headline proudly proclaimed: "ATOMIC SUPER-BOMB, MADE AT OAK RIDGE, STRIKES JAPAN." (That wasn't completely correct — though the uranium-235 came from Tennessee, parts of the bomb were made at three different plants, so that none of them would have the complete design, according to atomic historians Lillian Hoddeson, Paul W. Henriksen and Roger A. Meade in their book "Critical Assembly: A Technical History of Los Alamos during the Oppenheimer Years, 1943-1945.") After the war, the various parts of the once-secret Tennessee atomic complex were split up. Part eventually was reborn as the Oak Ridge National Laboratory, which helped pioneer the field of nuclear medicine, producing isotopes for use in treating cancer and as diagnostic tools, in addition to doing cutting-edge research in areas ranging from nanotechnology to wireless charging of electric vehicles. Another portion became the Y-12 National Security Complex, which produced components for tens of thousands of thermonuclear weapons in the U.S. arsenal during the Cold War, and later helped disassemble U.S. and former Soviet nuclear weapons. A third part is now the site of the East Tennessee Technology Park.	<urn:uuid:6cceca1c-16eb-4ec9-bf1c-5177daec9460>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.796875, "fasttext_score": 0.029101133346557617, "language": "en", "language_score": 0.9703570008277893, "url": "https://science.howstuffworks.com/oak-ridge-tennessee-secret-atomic-city.htm" }
Presentation is loading. Please wait. Presentation is loading. Please wait. Vanderbilt Student Volunteers for Science Fall 2009 Similar presentations Presentation on theme: "Vanderbilt Student Volunteers for Science Fall 2009"— Presentation transcript: 1 Vanderbilt Student Volunteers for Science Fall 2009 Rusting Vanderbilt Student Volunteers for Science Fall 2009 2 Important! Use this presentation to reinforce your understanding after reading the Rusting lesson. This presentation contains only selected experiments that may be difficult to visualize and/or understand. Please work through the lesson with your team prior to your classroom visit. 3 Set-up Tell the teacher to divide the class into 8 groups. Write the Vocabulary words: Metal, Oxidation, Rusting, Iron. Write the ingredients of the Hothands on the board (iron powder, water, salt, activated charcoal and vermiculite). Students MUST wear GOGGLES for this lab!!! 4 I. INTRODUCTION: What is a metal? Tell students that metals are a group of chemicals that have similar properties. They are usually shiny, good conductors of heat and electricity, and can be formed into different shapes. Tell students to look at the vials of the metal pieces and ask them how they are used. One example is in each vial. See lesson for other examples. 5 II. Oxidation (Rusting) of Iron Ask students if they know what oxidation is? What are some things that oxidize? Oxidation usually occurs when an element or compound combines with oxygen. Iron is oxidizing when it rusts and turns a reddish color. Ask students to name things that rust. Anything made of iron, that is left outside Ask students if they have ever seen iron rust in a few seconds? Probably not Tell the students they are going to put some chemicals together that will cause rusting in just a few minutes. 6 III. Rusting of Iron Filings Tell the students that the iron filings are still metallic iron, just in smaller pieces. Tell students to: Place the cups in the top 3 wells of the well-plate (as marked on the observation sheet) and place the well-plate on the observation sheet. Put 1 piece of cotton into each cup. Note: the reason for using the cotton is to make the color change due to rusting more obvious. Sprinkle iron filings on top of the cotton in each cup (a small scattering is all that is needed). 7 III. Rusting of Iron Filings cont’d Tell students to follow the diagram on the observation sheet. 1. Add NOTHING to the 1st cup. This is the control cup. 2. Add a squirt of water on top of the filings in the 2nd cup. 3. Add a sprinkle of salt and a squirt of hydrogen peroxide on top of filings in 3rd cup. Have the students observe the 3 cups for one minute and then ask them what differences they can see. After 1 minute: The cotton with just iron (cup 1) is unchanged. The cotton containing iron and water (cup 2) does not have orange coloring. The cotton containing the hydrogen peroxide and salt (cup 3) will have some orange color (rust). Set aside to observe again later. Ask students which of the 3 cups had the best conditions for rusting? Cup #3, because the hydrogen peroxide could supply more oxygen than just air or water (as in cups 1 and 2) and salt speeds up rusting. 8 IV. Commercial Hothands Pack Give each group a Hothands pack. Tell them to remove the plastic covering and touch the pack so that they can feel that it is at room temperature. Refer to the ingredients on the board and their Instruction sheet. Tell them that the “missing ingredient” that is needed to make the hand warmer warm up is oxygen. The oxygen in air reacts with iron to form iron oxide with the release of heat. This is same reaction as rusting (iron + oxygen + water). The iron + oxygen + water reaction in the HotHands pack is 1000 times faster than normal rusting. Tell one member in the group to shake it to activate it and then set it aside until after the next experiment has been set up. 9 V. How Can We Protect Iron From Rusting? There are 3 main ways to slow down the rusting process. Have students look at the pictures on the Instruction sheet – they illustrate different ways iron can be protected from rusting by preventing water and oxygen from contacting the iron. 1. Cover the metal surface (with paint, oil, soap (steel wool pad), plastic, etc.) 2. Coat the iron with another metal that will oxidize before the iron will. Galvanized metal is an example of using a protective coat; iron or steel is coated with zinc. Show the students a can of tomato sauce and point out that the inside of the can is coated to protect the steel from the acid in the tomato sauce. 3. Combine iron and other metals to make an alloy (a chemical mixture of a metal with one or more other metals and/or nonmetals) The more iron present in an object, the faster it will rust if exposed to oxygen. When iron is alloyed with carbon, it makes steel, which is a strong metal that doesn’t rust quickly. If iron is alloyed with carbon and chromium, it makes a stronger form of steel (stainless steel) that doesn’t corrode. Most kitchen utensils are made from stainless steel. 10 VI. Experiment – Preventing Rusting Tell them to Look at the picture on the Instruction sheet so that they can identify each type of nail. Add a spoonful of salt over the cotton. 3. Place the nails and screws on the cotton in the same order as in the image on the Instruction sheet. 4. Squirt hydrogen peroxide over the cotton and nails. 5. Record observations after 1 minute then set aside while the next experiment is done. AFTER: 11 VII. Review What is the chemical name of rust? Iron oxide What is the chemical name for the process of rusting? Oxidation. What is needed for rusting to occur? Iron, water and oxygen What can make iron rust faster? The presence of salt, more oxygen, as provided by hydrogen peroxide. How can rusting be prevented? Coating the iron with something (such as paint, plastic, zinc (galvanizing) or brass), making an alloy (steel, chrome). 12 VIII. Optional (if time permits): Do other Metals oxidize? Copper can oxidize – old pennies have a dull grey color, while new pennies are a shiny copper color. The dull coating is copper oxide. Old pennies can have their shiny color restored by removing the oxide layer. BEFORE: (dull) AFTER: (shiny) 13 VIII. Optional (if time permits): Tell students to: 1. Put the 1 oz cup into the last well in the well-plate as shown on the observation sheet. Put a dull penny in it. 2. Pour vinegar over the penny to cover it. 3. Observe what happens The dull coating should disappear after about 5 minutes. Aluminum Aluminum also oxidizes, but the aluminum oxide layer cannot be seen very easily. Soda cans have a plastic liner on the inside to prevent the carbonic acid in the liquid from reacting with the aluminum. Show students the soda can that has the plastic exposed and point out the same image on their instruction sheet. 14 Clean - up Download ppt "Vanderbilt Student Volunteers for Science Fall 2009" Similar presentations Ads by Google	<urn:uuid:4ae656c2-60aa-48e4-82b4-01f67ea07232>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.84375, "fasttext_score": 0.29956144094467163, "language": "en", "language_score": 0.9253390431404114, "url": "https://slideplayer.com/slide/5736132/" }
Editorial Feature Recycling of Mobile Phones Mobile phones are everywhere and many people cannot conduct their day-to-day business without them. 205 million people in the USA alone use a cell phone. The mobile phone sector is progressing very rapidly and due to this, coupled with shrinking initial costs, people are upgrading phones at a similarly rapid rate. Currently, the average lifespan of a mobile phone in a developed country is around 2 years, and this is ever decreasing. This means that millions of mobile phones are thrown away every day, and ‘e-waste’ (electronic waste) is the world’s fastest growing waste material. The issue with this is two-fold. Firstly, mobile phone that are simply thrown into landfill are an environmental hazard because of the chemicals they contain, which can leach into groundwater systems and affect local ecosystems and potentially drinking water. Secondly, consigning mobile phones to the trash is a huge waste of resources, as each phone contains rare and precious metals. Though the quantity of metal in a single phone is small, the total amount thrown away is huge. For example, a tonne of mobile phones can contain 300 grams of gold, compared to an average tonne of gold ore which contains 5 grams of gold. It is thought that around 70% of all heavy metals in USA landfills come from mobile phones. How Cell Phone Recycling Works What Do Mobile Phones Contain? Mobile phones are complex machines and as such contain a lot of varied materials that can be reused. It is estimated that up to 80% of a mobile phone can be reused. The most valuable commodities held within phones are precious metals such as gold, silver and platinum, which are contained within the circuit board. The mobile phone battery also contains many useful commodities, and this can be recycled too, though usually separately. Batteries contain a useful amount of copper, as well as rarer elements such as cadmium. Nickel can also be found in the battery of the phone, which can be turned into stainless steel. Palladium, aluminium, lithium and lead are also all present in mobile phones. How Can I Recycle a Mobile Phone? Recycling a mobile phone has become extremely easy in recent years. Many supermarkets, online companies, charities and mobile phone shops will be glad to take an unwanted mobile phone for recycling. This first handset recycling company was ‘Fonebak’, launched in 2002. The majority of networks and phone shops are now associated with this scheme. Since this time, many similar companies have been formed, including envirofone and mazuma. If the phone goes back to the network, the company will usually make a charity donation after the recycling process. Supermarkets, including Asda, Tesco, and Sainsbury’s, will often provide prepaid envelopes for you to use in sending your phone to be recycled. These supermarkets will also offer other incentives to do this, such as points on loyalty cards. Before the phone can be taken away, you must: • Remove any PIN numbers or passwords • Remove your SIM card • Leave the battery in and the back on the phone The Recycling Process In many cases, companies will endeavour to reuse the old mobile phone in another part of the world, often in developing countries. This ensures that the phones do not immediately end up in the trash if they are still usable. Before phone handsets are recycled, batteries are taken out and sent elsewhere for recycling. The phone is then shredded and heated to around 1100C. Samples are then turned into dust and undergo further chemical processing, before being taken to a smelter which takes out the relevant metals for reuse. To recover plastics from the phone components, energy-from-incineration is used. The plastic of the phones outer body is usually granulated at then reformulated and used in mouldings. Other parts of the phone that can be recycled include: • Aerials • Battery connectors • Printed circuit boards • LCD screens • Microphones • Screws • speakers In Europe, the recycling of mobile phones falls under the WEEE directive, however there is no such initiative in the United States currently. The Basel Convention, which outlines environmental end-of-life management for mobile phones, is also upheld by many phone manufacturers. Sources and Further Reading G.P. Thomas Written by G.P. Thomas • APA Thomas, G.P.. (2019, July 05). Recycling of Mobile Phones. AZoCleantech. Retrieved on June 24, 2021 from https://www.azocleantech.com/article.aspx?ArticleID=275. • MLA Thomas, G.P.. "Recycling of Mobile Phones". AZoCleantech. 24 June 2021. <https://www.azocleantech.com/article.aspx?ArticleID=275>. • Chicago Thomas, G.P.. "Recycling of Mobile Phones". AZoCleantech. https://www.azocleantech.com/article.aspx?ArticleID=275. (accessed June 24, 2021). • Harvard Thomas, G.P.. 2019. Recycling of Mobile Phones. AZoCleantech, viewed 24 June 2021, https://www.azocleantech.com/article.aspx?ArticleID=275. 1. murugaa prml murugaa prml India says: Great post! Very good information about mobiles phones. Thanks for sharing such a good and informative post with us. Hope to you see you share such great posts in the future. Tell Us What You Think Leave your feedback	<urn:uuid:8e32f771-f155-44a6-aa12-2c83ea4f17bc>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.0240136981010437, "language": "en", "language_score": 0.9405025839805603, "url": "https://www.azocleantech.com/article.aspx?ArticleID=275" }
Login or Register 800.334.5551 Live Chat (offline) Seed Germination Carolina Labsheets™ The story of how a seed becomes a plant is fascinating to young students. These activities will help them explore the process of germination. Students will observe the internal structure of a seed, seed germination, and early seedling growth. The activities are recommended for grades K–4 and can be done as part of a life cycle unit of study. For kindergarten and first grade, you might consider doing the Seed Germination activity only, leaving the Seed Structure activity for a later grade. Student Lab Sheet Needed Materials* lima bean seeds (158335) hand lenses (602276 or similar) clear plastic cups (4 to 8 oz) potting soil (159705 or similar) plastic spoons permanent markers paper towels plastic buckets or other containers for moistening the potting soil Water Conditioner (671944) to treat tap water. Ensure that students understand and adhere to safe laboratory practices when performing any activity in the classroom or lab. Students should not put their fingers into their mouths during these activities. They should wash and dry their hands after each activity. Demonstrate the protocol for correctly using the instruments and materials necessary to complete the activities, and emphasize the importance of proper usage. Use personal protective equipment such as safety glasses or goggles, gloves, and aprons when appropriate. Model proper laboratory safety practices for your students and require them to adhere to all laboratory safety rules. Students can work individually or in pairs. If students have not used hand lenses before, have them view some common objects with a hand lens before beginning this activity. Seed Structure On the day before the activity, place lima beans in a cup and cover them with springwater or tap water that you have treated to remove chlorine and chloramines. Drinking water drawn from surface reservoirs in the U.S. is now typically treated with chloramines to meet new standards for drinking water quality. Unlike chlorine, chloramines cannot be removed by leaving the water in an open container for 24 to 48 hours. Chloramine can be removed only by use of a dechlorinator such as Water Conditioner (671944). Failure to remove chloramine from the water may result in delayed germination or failure to germinate. Water from wells does not contain chloramine. Cover the seeds with water to a depth triple their diameter to allow for absorption of the water and expansion of the seeds. The absorption of water initiates germination. Do not leave seeds covered by water for more than 24 hours because they may begin to rot. If you have to delay the activity, pour off the water and place the soaked seeds in a plastic bag. They can be held for at least an additional day in this manner. After 2 days in a plastic bag, the seeds may begin to germinate or they may develop mold. Make a drawing of the inside of a bean seed on the board or on chart paper. Base your drawing on the illustration of the bean seed on the Seed and Seedling sheet. Since some of the terms used on the sheet may be unfamiliar, use the following as a guide: Students will need presoaked lima bean seeds and hand lenses for this activity. Seed Germination Either soak more bean seeds for this activity or use intact been seeds from the preceding activity. Students should understand that they are not to take these seeds apart. If you think they will do so anyway, use dry seeds. It will take longer for them to absorb water and germinate, but they will work. Use springwater or dechlorinated tap water to moisten enough potting soil to fill the cups. Proper moisture content can be judged by a pinch test. Pinch a bit of the moistened potting soil between thumb and index finger. The soil should not drip water but when you release pressure, the soil should form a cohesive layer on your thumb. If the soil is powdery, it is too dry. If it drips water, it is too wet and you should mix in some dry potting soil. Read through the student procedure on the Student LabSheet to decide how much help your students will need to complete the setup. Students need the following materials: presoaked lima bean seed clear plastic cups premoistened potting soil plastic spoons permanent markers paper towels Have students write their names on the outsides of the cups with the permanent markers. Demonstrate the planting procedure to the students. Fill a cup with moist potting soil. Use a pencil to make a planting hole in the potting soil on each side of the cup. Make the hole so that the bean seed will be pressed against the side of the cup. In this way your students will be able to see the seed germinate and grow. Either place the planted cups in a window or under fluorescent lights. Bean seeds have large cotyledons with a lot of stored food, so they do not need intense light to germinate and grow seedlings. Watch the potting soil to be certain it does not dry out. Remember that the cups do not have drainage holes, and do not saturate the potting soil with water. Let the students observe the cups each day for changes to the seeds. Ask questions to help students think about their observations: What is the first part of the seedling that grows out of the seed? The root What happened to the seed coat? It stays behind in the soil or is dropped onto the surface of the potting soil. What happens to the seed leaves? They remain attached to the stem and are pulled above the potting soil as the stem grows. As the seedling grows, they shrivel. What happens to the leaves? They unfold and grow larger. Have students make drawings that show the major stages of germination, including the emergence of the root, which is the first indication of germination, the emergence of the stem as a curved structure, the growth of secondary roots from the primary root, the emergence of the seedling above the soil surface, and the unfolding of the first leaves. Have them label the major structures shown and date the drawings. Students can also number each drawing to show the days after planting. By the end of the activities, they should have a good knowledge of the changes that occur from seed to seedling. Have students write about their seed and what happens to it. Optional: Seeds of other plants can be germinated for comparison to the beans. Corn (159243) is a monocot and makes a good contrast to the lima bean, which is a dicot. Corn seed is much harder than the lima bean and cannot be dissected without use of a sharp blade, so you may not want to use it for seed structure; however, corn germinates readily. Sunflower seed (159063) and garden pea (158883), which are both dicots, and rye grass, which is a monocot, may also be used to study germination. Students may also dissect unshelled peanuts. The peanut shell is the pod. The papery red covering of each peanut is the seed coat. Peanuts are dicots and consist of two halves, which are cotyledons. These are easily separated. With a hand lens, students can see the plant embryo, with the plumule, hypocotyl, and radicle. Students may enjoy germinating raw peanuts. Student Lab Sheet You May Also Like	<urn:uuid:2a13895d-a54e-4c5b-9e99-06ef7789826c>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.024836599826812744, "language": "en", "language_score": 0.9322869181632996, "url": "https://www.carolina.com/teacher-resources/Interactive/seed-germination/tr26014.tr" }
Science Literacy Week: Christian Euclid - Science and Religion in a 14th-Century Manuscript One of the earliest scientific books at the Fisher Library is a 14th-century manuscript of the Elements, the famous treatise on geometry written by the Greek mathematician Euclid sometime around 300 BCE. The text of the manuscript - Adelard of Bath’s Latin translation of an Arabic translation of the Greek original - is decorated with ornamental initials and accompanied by intricate mathematical diagrams. The only actual illustration, however, comes in the form of a portrait of the author incorporated into the capital P with which the text begins: a bearded Euclid dressed in red and blue using a pair of compasses to measure a globe. A modern reader may see here simply a medieval representation of an ancient mathematician, anachronistically dressed perhaps, but perfectly recognisable. A medieval reader, however, would almost certainly have seen something more ambiguous - Euclid, yes, but Euclid depicted as a strikingly Christ-like figure. For all the details included in the portrait, from the beard to the colour of the clothes to the compasses to the globe, are more commonly found in medieval depictions of Christ the Geometer, who, at the creation of the world, "with a compass enclosed the depths and established the sky above." But why would a medieval illuminator wish to depict Euclid as Christ? To answer this question, we must consider the relationship between pagan and Christian literature in the Middle Ages. In the works of medieval (and even earlier) Christian authors, admiration for pagan literature was mingled with suspicion and even hostility. In the 3rd century, Tertullian famously asked: "What has Athens to do with Jerusalem? What has the academy to do with the church?" And Augustine, despite his very real appreciation of and indebtedness to pagan literature, deplored the time he had wasted on pagan texts in his youth, a sentiment also found in Jerome and many later Christian writers. Both Augustine and Jerome, however, proved ambivalent in their rejection of pagan learning, the latter suggesting that it could be made to serve Christianity, and the former justifying its study by comparing this pursuit to the plundering of Egyptian gold by the Israelites during the Exodus. For much of the Middle Ages, texts dealing with mathematics specifically were able to navigate these potentially treacherous waters with relative ease. In the Latin west, at least, no complete mathematical treatises survived from antiquity. Instead, mathematical texts took the form of composite works, drawing partly from ancient theoretical treatises such as Euclid’s Elements, partly from ancient practical guides to topics such as surveying, and partly from more recent, non-mathematical works that nevertheless included some mathematical material. Some of the texts in this last group, such as Augustine’s commentary of Genesis, had Christian authors, and the composite nature of early medieval mathematical works made it easy for their compilers to insert as much additional Christian material as they desired. Adelard’s translation of Euclid’s Elements enjoyed no such flexibility: it was a purely pagan text. But while there may have been little room for manoeuvre in terms of content, there was nothing to prevent the makers of individual copies of the Elements, such as the manuscript housed at the Fisher, from including extra-textual details that cast the work in a Christian context. And so we find our Christ-like Euclid placed prominently on the first page, a reminder to the reader to approach this text from a Christian point of view. This is not to say, of course, that Euclid is being claimed as a proto-Christian author - a figure like Virgil in Dante’s Commedia - let alone being equated with the Christian god. After all, there are important differences between the traditional iconography of the divine geometer and the depiction of Euclid in the manuscript. Most notable is the inclusion in the latter of a level and plumb line along with the compasses. A level and plumb line never appear in depictions of Christ and point rather to the practical, human application of geometry to a Christian purpose: these tools are associated medieval art with architect-builders, and the greatest achievement of medieval architecture in Europe is the cathedral. The modern world often views science and religion as entirely separate, even as antithetical to each other. For the thousand years of the Middle Ages in Europe this was far from the case. Rather, the relation between the two tended toward the symbiotic: the study of science was structured by religion - there was a long tradition, for example, of essentially scientific commentaries on the first chapter of Genesis; and the study of Christian theology could be augmented by scientific knowledge - if God applied geometric principles to the creation of the world, then an understanding of those principles should aid in interpreting that divine act. What we may think of as two ways of looking at the world - the religious and the scientific - were, to the medieval mind, one. We should not be surprised, therefore, to find a Christianized Euclid waiting for us at the beginning of a 14th-century copy of the Elements. - Timothy Perry, Medieval Manuscripts and Early Books Librarian This blog post is part of a series devoted to celebrating Science Literacy Week	<urn:uuid:a8396197-deb9-49a5-8dbd-7df7108f6156>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.75, "fasttext_score": 0.039166033267974854, "language": "en", "language_score": 0.9581272602081299, "url": "https://fisher.library.utoronto.ca/fisher-blog/science-literacy-week-christian-euclid" }
Speed Reading — Drawing - Level 2 — 100 wpm This is the text (if you need help). Humans who lived 35,000 years ago were not so good at drawing. The humans, called Neanderthal man, became extinct. They had large brains and made tools to hunt. They found it difficult to draw things. Later humans could draw animals on rocks and cave walls. An expert on pre-historic drawings studied photos and videos of early art. He studied drawings of animals made 30,000 years ago in the south of France. The professor said hunting skills affected drawing ability. Neanderthal man hunted animals that were easy to kill. Later humans hunted dangerous animals. This needed better hand-eye movement. Neanderthal man could not use their hand-eye coordination to draw. The professor said later humans used drawings to plan hunting. They also used the drawings to discuss which parts of an animal's body to hit. Back to the drawing lesson. More Activities	<urn:uuid:a7314a5a-cff8-460c-9d75-46062a6ed340>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.03137218952178955, "language": "en", "language_score": 0.9765068888664246, "url": "https://breakingnewsenglish.com/1802/180213-drawing-reading_100_2.htm" }
Using TikTok in ESL teaching world 1. Why TikTok? Social media platforms are fast becoming one of the best ways to learn a language, and TikTok is no different. So, why using TikTok in ESL Teaching? TikTok is a fun resource for listening to natural speech and hearing accents. Not to mention the amount of snippets of grammar and vocabulary you can also find. 1. How to engage students? • Assign your homework there (videos are just 15 second long and don´t have to be shared publicly); • It´s possible to create a closed classroom group and share your videos there; • Create your own teaching video to explain some of the language concepts (sts will be able to watch it over and over again in case they didn´t grasp it from the first time); • Several examples of assignments you can implement, using TikTok in ESL Teaching: Assignment 1: Have students identify promoted content in their TikTok feed Ask students to identify sponsored content in their existing social media feeds. How advertisers target them. Assignment 2: Create a 15 second “explainer” video on a life-hack 1. Be careful • On TikTok, you can “duet” with another person, meaning react to another person’s TikTok (that will display as something like a split screen). And it can be used for bullying purposes. To prevent it users can turn off those features before someone takes advantage of them; • Younger children on TikTok will sometimes try to emulate older kids and teens. They might lip-sync to songs with mature or inappropriate lyrics, dance in provocative ways, or appear scantily clad; • TikTok has its dark corners, including adults-only hashtags, which might flag highly sexualized content, or self-harm videos. Top five TikTok accounts to learn English 1. @letsspeakenglish 2. @enamoradalina 3. @marisolesquiveldlc 4. @how_to_british 5. @teacherluke Text by: Anastasiia Lytvynenko	<urn:uuid:17727005-1e29-48c7-93d9-67b2dee76182>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.640625, "fasttext_score": 0.8617177605628967, "language": "en", "language_score": 0.8996989727020264, "url": "https://www.taliandfriends.com.br/using-tiktok-in-esl-teaching-world/" }
The Dead – Rupert Brooke The Dead Blow out, you bugles, over the rich Dead! There’s none of these so lonely and poor of old, But, dying, has made us rarer gifts than gold. These laid the world away; poured out the red Sweet wine of youth; gave up the years to be Of work and joy, and that unhoped serene, That men call age; and those who would have been, Their sons, they gave, their immortality. Holiness, lacked so long, and Love, and Pain. Honour has come back, as a king, to earth, And paid his subjects with a royal wage; And Nobleness walks in our ways again; And we have come into our heritage. This sonnet is a tribute to those British soldiers who died serving their country in the First World War. Brooke declares that the dead men have made the deepest sacrifice possible; but in return they have ennobled themselves and brought honour back to Britain. STRUCTURE: A sonnet. This is a Plutarchan sonnet: note the ABBA CDDC pattern in the octet. Also note the difference in the sextet to Peace (p.162). ‘The Dead’: this poem expresses a sense of deep reverence for the sacrifice of those who have died in the war. “Blow out, you bugles”: a bugle is a simple trumpet used in military funerals— in the British Empire, ‘The Last Post’ was played over the bodies of the dead. Note the assonance, here, that runs throughout the poem– perhaps here reminiscent of the bugles themselves. “rich Dead!”: the highly valued dead are repeatedly referred to through metaphors of earned wealth. The opening line is a passionate call to memorialize the dead soldiers. “None of these so lonely and poor… made us rarer gifts than gold”: Even the poorest man has, by dying for his country, given a gift more precious than gold. This paradox continues the metaphorical equation of death at war to the passing on of wealth— freely given to the people of Britain (note Brooke writes of “us”; he speaks for the nation). The line also recalls Shakespeare’s Henry V: “For he to-day that sheds his blood with me / Shall be my brother; be he ne’er so vile, / This day shall gentle his condition” (Act IV, scene iii). The sacrifice of death gives nobility to the poorest. “These laid the world away”: the world is willingly laid aside. “poured out the red / Sweet wine of youth”: in death, youth is used up, like wine decanted from a glass. “gave up the years to be…”: the dead men’s sacrifice is vividly drawn out by Brooke as he speculatively imagines their years of “work and joy” lost; as is their “serene” time, or peaceful time, of old age. He even conjectures that the men have given up their “immortality” by not having “sons”, whom also “they gave”. “Blow, bugles, blow!”: the repetition at the beginning of the sextet emphasises the message of remembrance that the poem insists upon. “They brought us…Holiness…Love and Pain…”: Brooke again insists that, to a place of “dearth”— ‘lack’ or famine— the soldiers bring back the personified characters of Holiness, Love and Pain. The soldiers in fact redeem the fallen world, like Christ. “Honour has come back, as king, to earth”: the personification continues, here with Christ-like connotations: also a suggestion of the medieval myth of ‘the return of the king’— which brings restoration and new life to the land. “…paid his subjects with a royal wage”: the metaphor of wealth given or paid to others continues. The soldier’s personal sacrifice and ‘gift’ has now become a greater gift to a nation, personified in the figure of the king, Honour, ruling over the land. “Nobleness walks in our ways again”: The sextet, with its evocation of knightly chivalry, develops the Shakespearian notion of new-found nobility and a ‘gentled condition’ ruling over the land, after the willing sacrifice of men’s lives. If the Octet is concerned with the soldier’s loss, the sextet is concerned with what others have gained by their death. “we have come into our heritage”: the people of Britain have inherited a different and ennobled country, full of virtue— thanks to the soldier’s sacrifice. This closing image collapses together the two metaphorical strands in the poem— of wealth and nobility— in the suggestion of children receiving their inheritance or land from their dead father. [ANTHOLOGY NOTE: This second of Brooke’s sonnets is his attempt at an exceedingly common type of war poem— the memorial poem, or poem of remembrance. It can be compared to Brooke’s other great poem of remembrance, ‘The Soldier’ (p.163); also, to the sentiments expressed in other poems like McRae’s ‘In Flanders Fields’ (p.165), Thomas’ ‘In Memoriam’ (p.179) and Owen’s ‘Anthem for Doomed Youth’ (p.188).] 4 thoughts on “The Dead – Rupert Brooke” 1. The title is realistic and straight away we see that the writer is not trying to be euphemistic. Brooke writes, “Blow out bugles, over the rich Dead!” There is a soft alliteration in the first line is used to reflect love and Brooke is calling the dead “rich” to suggest that the soldiers who died have made themselves priceless because the went to fight for their country. In the second line writes of dead soldiers being “lonely and poor and old”. This is reminiscent of Wilfred Owen as he writes of them in a pitying manner. Yet Brooke also calls them more precious than “gold”. The rhyme shows Brooke is celebrating because “honour has come back”. 2. Rupert Brooke was a patriotic writer who loved glorious war. He believed that if you died for your country you were his brother and honourable. He uses religious imagery: “Honour has come back, as a king, to earth …And Nobleness walks in our ways again…” When Jesus Christ was crucified, he recieved ‘honour’ from many, and in the Book of Revelation it says that Jesus wll come back as king of the earth. Rupert Brooke rewards the soldiers who die for their countries by suggesting they are God-like. 3. I think that poem, which seems reflective of that initial jingoistic and celebratory atmosphere at the start of the war, should be used to consider how such attitudes stunted the country’s grieving process, with citizens being called on to rejoice at what was ultimately a monumental loss of human life. To conceive of death as such is to neglect to consider the psychological impact of these attitudes on the family of the individual, who were called on not to grieve but to celebrate, particularly evident when he uses the metaphor “sweet wine of youth”, with its inherent allusions to classical myths of Baccus and his debaucherous revels- as well as those soldiers who, after being conditioned to accept the inevitability of their deaths, found themselves spared. In attempting to elevate death and honour those soldiers that fought, by focusing on the redemptory nature of their deaths, Brooke’s is unable to truly relate the actual struggle of the soldiers or harsh trench conditions, as later poets did, and I think this is where the ‘remembrance’ poem fails to truly commemorate the soldiers. The sacrifice is alluded to, but the flowery, sibilant poem softens it beyond recognition. Leave a Reply You are commenting using your account. 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Can cows learn from observing other cows? Project aims: Can cows watch and learn when observing other cows performing a detour task? Will cows react less fearful when crossing a novel surface after watching a calm companion crossing the novel surface? The project investigates aspects of ‘true social learning mechanisms’ in cow-cow and cow-human learning situations, which are currently unknown. Social learning enables the cow to learn a completely new behaviour from just observing another individual performing it (Rørvang et al. 2018). It has been pointed out by several authors that knowledge about this is crucial in order to shed light on how cows learn and navigate their social environment (e.g. Phillips 2010; Rørvang 2018; Nawroth et al. 2019). Should cows possess the ability to learn by observing one another, it will place them on a higher scale in terms of their cognitive abilities as compared to e.g. horses and goats. If cows are able to utilize social learning mechanisms it will enable new ways of keeping cows as the animals then learn about their environment more efficiently than previously anticipated. For example, farmers would only need to train one cow in how to use a milking robot, as the rest of the herd would be able to learn the task by observing the trained cow. The experiments were conducted in the summer of 2021 at Naturbruksskolan Uddetorp in Skara, Sweden. A wonderful place with Holstein, Jersey and Swedish Red cattle. Getting to know our new project partners, foto: Jenny Yngvesson Project partners: Jenny Yngvesson and Johanna Stenfelt Read about the project in Swedish via the interviews in popular scientific media – find the articles here. The project findings were communicated at the Nordic ISAE meeting in Uppsala 26-28 January 2022, read more here. The results from the project’s first experiment have been published in Journal of Dairy Science, and the open access article can be found here. The results from the project’s second experiment are under review with Frontiers in Veterinary Sciences. %d bloggers like this:	<urn:uuid:5a6bf8a7-b5ab-43c8-8b2c-7049de75b791>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.6875, "fasttext_score": 0.01855713129043579, "language": "en", "language_score": 0.9460747838020325, "url": "https://mariavilainrorvang.wordpress.com/can-cows-learn-from-observing-other-cows/" }
What is a hyperbola? A hyperbola is the reflection created when the radar wave bounces off a single point object in the ground. It can also appear when you, for example, move across a buried utility with your GPR equipment. It is a distinctive, up-side-down U -shaped reflection that will be indicative of the location of interesting features in the ground, but also provide the surveyor with important information about the soils in the survey area and the point targets themselves. The hyperbola shapes in radargrams are created as the radar signal is transmitted into the ground in a cone shape (and not straight down). This cone shaped pattern is often referred to as the radar footprint. As a result of this transmission pattern the radar will in effect “see” objects both before it is on top of the actual object and after you have passed it with your GPR equipment. The correct depth of the buried object will be measured when the antenna is directly on top of it. The shape of the hyperbola from a single point object will differ due to the size of the object, where larger objects at the same depth as a smaller object will result in a wider hyperbola shape. But if objects of the same size are located at different depths the hyperbola from the deeper lying object will appear larger than the shallower object. The velocity of the ground will also have an impact on the shape of the hyperbolas where a “faster” soil will result in wider hyperbolas and vice versa. Also remember that the shape of the hyperbola, when being reflected off a utility, will depend on the angle between the surveyed line and the direction of the utility itself. If the surveyed line is not measured exactly perpendicular to (and over) the utility, the hyperbola will appear wider and subsequently provide you with the wrong values for your velocity/depth estimations. More to read Application areas Case Stories	<urn:uuid:d70d928d-2d6a-4d33-be8d-fabc1d877a99>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4.1875, "fasttext_score": 0.537790060043335, "language": "en", "language_score": 0.8981902003288269, "url": "https://www.guidelinegeo.com/help-articles/what-is-a-hyperbola/" }
CPM Homework Banner A butterfly house at a local zoo is a rectangular prism with dimensions and contains butterflies. 1. Sketch the prism on your paper. A rectangular prism is 15 feet by 10 feet by 20 feet. 2. What is the volume of the butterfly house? Show your work. 3. How many cubic feet of air is there for each butterfly? Use the volume from part (b), and the total number of butterflies to find how much space belongs to each butterfly if the space in the house is divided evenly. 4. Density is the quantity of something per unit measure, especially length, area, or volume. For example, you might talk about the density of birds on a power line (maybe a flock lands with birds/meter), population density (the density of Singapore is over people per square kilometer), or the mass density of an element (iron has density of ). Assuming the butterflies are equally distributed inside the butterfly house, what is the density of butterflies? Explain.	<urn:uuid:1f46d600-330d-490b-910b-33162c71aa58>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.859375, "fasttext_score": 0.9943363070487976, "language": "en", "language_score": 0.9086909294128418, "url": "https://homework.cpm.org/category/CCI_CT/textbook/int3/chapter/4/lesson/4.3.2/problem/4-78" }
[ rek-uhn-sil-ee-ey-shuhn ] / ˌrɛk ənˌsɪl iˈeɪ ʃən / Save This Word! an act of reconciling, as when former enemies agree to an amicable truce. the state of being reconciled, as when someone becomes resigned to something not desired. the process of making consistent or compatible. Question 1 of 7 Meet Grammar CoachImprove Your Writing Origin of reconciliation 1300–50; Middle English reconsiliacion<Latin reconciliātiōn- (stem of reconciliātiō), equivalent to reconciliāt(us) (see reconcile, -ate1) + -iōn--ion OTHER WORDS FROM reconciliation non·rec·on·cil·i·a·tion, nounpre·rec·on·cil·i·a·tion, nounpro·rec·on·cil·i·a·tion, adjective What does reconciliation mean? Reconciliation is also the name of a Catholic sacrament involving the confession of sin. Less commonly, reconciliation refers to when someone accepts an undesirable situation, or to the process of making things compatible. Example: After years of conflict, the two parties have agreed to meet with the goal of reconciliation. Where does reconciliation come from? The first records of the word reconciliation come from the 1300s. It is the noun form of the verb reconcile, which comes from the Latin reconciliāre, meaning “to make good again” or “to repair.” Reconciliation is meant to repair relationships that are broken. It can happen between two people, such as former friends who had a falling-out. Or it can happen between groups, such as warring factions in a country. Reconciliation is usually thought to create more than just a truce. When true reconciliation occurs, the two formerly hostile sides become respectful of each other—and, ideally, friends. In the Roman Catholic Church, Reconciliation is the name of a sacrament in which people confess their sins—a process popularly known as confession. It is sometimes also called Penance. Did you know ... ? What are some other forms related to reconciliation? • reconcile (verb) • nonreconciliation (noun) • prereconcilition (noun) • proreconciliation (adjective) What are some synonyms for reconciliation? What are some words that share a root or word element with reconciliation What are some words that often get used in discussing reconciliation? How is reconciliation used in real life? Reconciliation is typically used in the context of two parties that have a serious, longstanding dispute, and it’s usually considered a slow, difficult process. It’s also commonly used as the name of the Catholic sacrament also known as confession. Try using reconciliation! True or false? Reconciliation is the same as an apology. How to use reconciliation in a sentence British Dictionary definitions for reconciliation / (ˌrɛkənˌsɪlɪˈeɪʃən) / RC Church a sacrament in which repentant sinners are absolved and gain reconciliation with God and the Church, on condition of confession of their sins to a priest and of performing a penance	<urn:uuid:6931e046-67f0-4635-9fa7-3ff40c37339b>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.875, "fasttext_score": 0.8741019368171692, "language": "en", "language_score": 0.9141721129417419, "url": "https://www.dictionary.com/browse/reconciliation?s=t" }
Of Course, we all knew this… Secret WW2 German Inventions – The Jetpack Nazi party rally grounds, 1934 As he crosses the French countryside, Private Rooney hears a noise. He raises his rifle and tenses, ready to shoot at German infantry or dive for cover if it is a tank or plane. The noise is not like anything he has heard before. Rooney’s sergeant curses as he points at the sky. Following his gaze, Rooney sees the most extraordinary thing. A dozen black-clad soldiers in helmets and goggles hurtle above the treetops on columns of fire. As the American stares open-mouthed, the flying Stormtroopers scatter grenades before disappearing back over the treetops. Rooney dives for cover as the explosions start. It might sound like something from science fiction, but it did come close to happening. In the final years of the Second World War, German scientists were working on a jetpack that would have launched a whole new kind of soldier – the Sky Trooper or Himmelstürmer. Nazi Germany: Putting the Mad in Mad Science From its instigation, the Nazi regime was fascinated by science and engineering. German scientists strove hard to make their country and military superior. Science was a way to understand and to control the world. At times, this led them down paths that now seem both absurd and obscene. The so-called science of race supported by the regime was grounded in 19th-century prejudices, not the reality of evidence. Yet, it was used to justify the deaths of millions. Inside the concentration camps, science took some of its darkest turns. The torturous deaths of innocent people were used to develop an understanding of the human body. For years afterward, people would grapple with the ethical dilemma of what to do with life-saving information which was acquired due to horrific deaths. Inevitably, given the regime’s militarism, much of Nazi science was centered on creating weapons of war. Focus on Rocketry One of their greatest areas of innovation was in rocketry. Early in the war, a German scientist leaked details of German military projects to the British in a document known as the Oslo Report. The technology reported there included work on military rockets. These came to fruition in 1944, when V1 and V2 missiles fell on London. Hitler had gained the ability to reach out and strike other countries with unmanned rockets. Thanks in part to the intelligence gathering of resistance fighters and targeted Allied bombing raids, that technology arrived too late to turn the tide of war. It was not the only plan the Nazis had for military rockets. They were also working on a jetpack. One Man, Two Engines By 1944, work was underway on creating the Himmelstürmer flight pack. The flight pack was based on a pulse engine similar to that used in the V1 rocket. Developed by German engineer Paul Schmidt, it built upon previous work on jets. Schmidt had found ways to make jets more efficient. Sponsored by the German Air Ministry, he turned this to military purposes, both in creating missiles and in seeking greater propulsion for aircraft. The Himmelstürmer pack involved two jet engines. The main one was strapped to the wearer’s back, providing forward and upward propulsion. The other was steered using handgrips, providing direction and stability. Unlike other jets under development, the Himmelstürmer pack could not rely on forwarding movement to push oxygen to its intake. Instead, the oxygen had to be force fed from a tank. Equipping a Jump Soldier Plans for Himmelstürmer troops did not involve special uniforms or fancy equipment. They would wear ordinary German military uniforms and carry guns and grenades just like other troops. In many ways, it was a development of the path the Germans had been down since 1918. Then, elite Stormtroopers equipped with hand grenades and the latest light machine guns had been used to break through Allied trenches in lightning assaults. Now they would do the same from the air. Jumping Scenery or Jumping Enemies Speculation about how the technology might have been used has gone down two paths. For the more imaginative, the Himmelstürmer could have made daring strikes in entirely new ways. Flying figures could have crossed enemy lines unseen, striking suddenly in the midst of the Allies. Or they could have hurtled over the heads of their enemies, dropping grenades as they went, then opened fire from behind the lines. Realistically, the potential of the first jet packs was more mundane. Test flights covered distances of 50 to 70 meters. Fuel limitations meant long trips could not be made. Also, the packs had to be switched off immediately on landing. Most likely, if they had been operational, they would have been used to cross obstacles quickly. It would have given their wearers a greater edge, letting them cross barbed wire, minefields, and areas of cover, but it was not the stuff of jetpack dreams. Exciting Technology That Was Never Used In the end, the Himmelstürmer never saw service. By the time the technology was in the test phase, the war was turning against Germany. Resources were running low. Every available soldier was being sent to the front. Rocketry still played a part. Following D-Day, Hitler lashed out by raining rockets down on London in a series of terror attacks. However, the technology had not reached a point where it could be tactically useful, whether carrying a warhead or a Stormtrooper. Abandoned at Bell American forces seized a prototype of the jet pack and took it back to the USA. There it was examined at Bell Labs. No-one was willing to risk strapping themselves into the machine, and it was eventually abandoned. It was one more example of German rocket technology, and as such became part of the research that eventually put men on the moon.	<urn:uuid:b411d07e-6b9d-4b5d-8b41-3a1aa6082f0f>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.283136248588562, "language": "en", "language_score": 0.9745760560035706, "url": "http://m.warhistoryonline.com/world-war-ii/secret-ww2-german-inventions-the-jetpack-mm.html" }
• Textbook --> pp. 462 - 466. 1. Why did cities have to build "upward" at the turn of the last century? 2. How did the new technologies make the building of skyscrapers practical and possible? 3. How did changes in transportation force cities to expand "outward?" 4. What were some of the new ideas proposed by urban planners at the turn of the last century? 5. How did the use of mail planes bring people in different regions of the country closer together? 6. How did printing and photography change newspapers? 7. What effect did the new changes in printing have on the reading public? * Louis Sullivan * Daniel Burnham * Flatiron Building, NY * Orville & Wilbur Wright * Frank Lloyd Wright * Kitty Hawk, NC * "Prairie School" * William Bullock * skyscraper * linotype * John Augustus Robling * George Eastman * Brooklyn Bridge, NY * Kodak * Augustus Saint-Gaudens * photo-journalism * Frederick Law Olmsted • Textbook --> pp. 467 - 472. 1. What was the view of middle class reformers of the importance of education at the end of the 19c? 2. How were educational opportunities different for African American children during the Gilded Age from those of white children? 3. Why did Catholic immigrants create the parochial school system? 4. How did industrialization change the structure and curriculum of American public schools and colleges at the end of the 19c? 5. How did the Civil War affect medical education? 6. Describe the development in higher education for African Americans at the turn of the last century. 7. How were Booker T. Washington's and W. E. B. DuBois's views on the advancements of black people so different? 8. Create a CHART showing the different artistic movements that dominated the late 19c and early 20c in America. Be sure to include a brief list of artists representative of each movement, the characteristics of the artistic styles of that movement, etc. 9. How were the paintings of Thomas Eakins and the literature of Mark Twain similar? 10. What was the "poor man's university?" 11. What factors contributed to the popularity of the "dime novels?" * "3 R's" * Mary Cassatt * kindergarten * Thomas Eakins * Americanization * Ashcan School * Howard University * Mark Twain (Samuel Clemens) * research university * Theodore Dreiser * W. E. B. DuBois * Willa Cather * Booker T. Washington * Edith Wharton * Tuskegee Institute * Henry James * dime novel • Textbook --> pp. 473 - 477. 1. What do you think were the principle motivations for lynching blacks in the post-Civil War South? 2. How did white Southern governments prevent blacks from voting after Reconstruction? 3. What was the key principle emphasized by the Supreme Court in the case of the U. S. v. Reese (1876)? 4. What were the jim Crow Laws? How did the Supreme Court Plessy v. Ferguson (1896) reinforce these laws? 5. What were some examples of "racial etiquette?" What usually happened to African Americans who breached the rules of racial etiquette? 6. What kinds of discrimination did African Americas experience in the North after Reconstruction? How was it different from that in the South? How was it the same? 7. Compare the ways African Americans, Mexicans, and Chinese immigrants were discriminated against in the U. S. during the Gilded Age. * lynching * Plessy v. Ferguson (1896) * Ida B. Wells * "separate, but equal" l* iteracy test * racial etiquette * poll tax * Atlanta Compromise * grandfather clause * NAACP * U. S. v. Reese (1876) * Niagara Movement * minstrel show * debt peonage * Jim Crow Laws * Chinese Exclusion Act (1882) * segregation • Textbook --> pp. 478 - 487. • CD --> ragtime music. • FILM CLIPS --> from D. W. Griffith's "The Birth of a Nation." • FILM CLIPS --> from Charlie Chaplin's "The Tramp." 1. What were some of the major leisure activities engaged in by people of the Gilded Age? Why were these activities become so popular in the late 1800s? 2. Why were sports so popular with Americans at the turn of the last century? 3. What types of entertainment appealed most to the people at the end of the 19c and the beginning of the 20c? 4. What is "yellow journalism?" How did publishers like Pulitzer and Hearst appeal to the reading interests of the masses? 5. How did America's buying and selling patterns change at the turn of the last century? 6. Create a CHART that shows the major characteristics of the mass culture that developed in America at the end of the 19c [You can use activity #2 on pg. 485 of your textbook as a model]. * John L. Sullivan * Joseph Pulitzer * James J. "Gentleman Jim" * William Randolph Hearst * Abner Doubleday * "yellow" journalism * melodramas * shopping arcade * vaudeville * Marshall Fields * P. T. Barnum * F. W. Woolworth * Scott Joplin * "five-and-dime" * D. W. Griffith * Sears & Roebuck * The Birth of a Nation (1915) * rural free delivery * silent flicks * Ragtime * Charlie Chaplin e-mailbig.gif (11163 bytes)	<urn:uuid:895bc9bf-bc0e-4367-ac3d-747d3631163a>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.9995774626731873, "language": "en", "language_score": 0.8535471558570862, "url": "http://www.historyteacher.net/AmericanHistoryAndGovernment/Topics/Chapter16-LifeAtTurnOfCentury.htm" }
2.1 - Coastline Image Courtesy South Australian Research and Development Institution HandsOn Activities: 1. "Walking" Along a Coastline 2. Measuring the Dimension of a Coastline 3. Creating a Rope Coastline 4. Creating a Rubber Band Coastline 5. Covering a Coastline with Boxes 1. "Walking" Along a Coastline 2. Covering a Coastline How is measuring the length of a coastline different from measuring the circumference of a circle or the distance around a square? For example: How long is the coastline along an ocean shore? Is its length equal to the mileage reading on the odometer of an automobile driving along the straight road beside the beach? Is it the distance covered by a bicyclist who pedals along the shore on a footpath? Is it the length run by a jogger whose morning exercise includes running ''next to the water?'' Is it the number of steps of a little bird running along the edge of the water looking for washed-up morsels? Whose ''length of coastline'' is the true one? Trying to answer these innocent questions leads to deeper questions and our first look at natural fractals. Coastlines are examples of natural fractals, also called random fractals. Natural fractals are formed through random processes, such as erosion of a beach to create coastlines. This erosion was modeled by our coin flipping and die throwing. No two coastlines are ever exactly the same; neither are two snowflakes or two lightning bolts. Though two such patterns may have some overall features in common, if you look closely you will see that they differ in the details of their structure. The same is true for other natural fractals as well. Each example is unique, because the chances are almost zero that exactly the same sequence of random events will occur in the growth of two different patterns, such as two snowflakes. In the previous exercise, you created a model of a fractal coastline using a rubber band, thumb tacks, and a die (or a rope, a die, and a coin). It is unlikely that you and your classmate would get exactly the same sequence of numbers when you throw your die, and therefore it is unlikely that your coastlines will be identical to one another. The erosion process on a beach is random: the resistance of rocks along the shore as well as the force of incoming waves at a particular spot vary more or less randomly. Thus, when the outcome of the toss of a coin or die tells you to move your "coastline'' back one step, you are mimicking this process, and randomly identifying a "weak spot'' on the shore that gives in to the force of incoming waves. Previous: Unit 2 - The Fractal Coastline and Dimension Next: HandsOn 1 - "Walking" Along a Coastline	<urn:uuid:b7ff5067-cb8c-442e-bd46-17780f88f331>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.875, "fasttext_score": 0.9427165389060974, "language": "en", "language_score": 0.9331907629966736, "url": "http://polymer.bu.edu/ogaf/html/chp21.htm" }
Wednesday, January 03, 2018 A very short history of Slippers According to Rossi (2000), slippers or mule type footwear are one of the oldest shoes which were most certainly worn in prehistoric times. The name is thought to have derived from Middle English, ‘sliper’ or ‘slipor’ (Old English) meaning "slip-shoe" and generally describes any low-cut, lightweight shoe which the foot can be slipped into. The oldest known shoes were discovered in Fort Rock Cave, Oregon (1938). Made from woven sagebrush bark these have been radio-carbon dated to at least, 10,000 years old. A simple platform (made from woven fabric) with toe and heel attachments (thongs) woven from rope. Longer than the foot, the front part was folded in a pocket to protect the toes and the sandal strapped to the foot with a thong. Rabbit fur and pine needles were sometimes added for comfort. By the beginning of the Cradle of Civilization (Sumeria, circa 4th millennium BCE), footwear had become more evident. Still reserved for the privileged, Sumerians were noted artisans and used animal skins. Aristocracy wore slip on sandals with a turned up toe (circa 3000 BCE) with the earliest known depictions seen on the Assyrian, Black Obelisk of Shalmaneser III (circa 841 BCE). Bending back toes may have been a practical innovation to assist with walking, or a limitation of the shoe makers of the time to craft bespoke footwear. The seafaring Phoenicians (1550 BCE to 300 BCE) ensured fashionable dyed footwear spread throughout the known world i.e. Ancient Egypt (3200 BCE – 343 BCE), India (2800 BCE - 1500 BCE) and China). Babylonians (1696 – 1654 BCE) preferred perfumed sandals made from fine kid leathers, and dyed red. Footwear was also decorated with trinkets and bling. The Persians (600 BCE) wore exotic wooden platform sandals (paduka) with a toe separator between the first and second toe. Wooden slip on sandals were intricately inlaid with pearl and other semi precious stones and commonly worn in bath houses and harems. The term Babouche comes from the Arabic 'babush' or Persian 'papush', and describes a flat, slipper-like style with an exaggerated point at the toes. These slippers are thought to have been worn by nomadic Arab desert dwellers from the earliest of times. Funereal babouche slippers decorated with gold foil were discovered in a Coptic tomb of the 2nd century. During the time of the Indus valley civilisation (circa 3000 BC), Indians learned to tan leather early making sumptuous clothing including footwear. The most commonly worn slip-on shoes were called chappals which were worn outside. The more heavitly decorated Mojhris were preferred by the Royal families, and worn at ceremonies such as weddings. By contrast these were embroidered with gold and silver threads, and often decorated with precious gems and pearls. The Mojhari was a flat soled closed shoe with an extended curled toe and had no left right distinction. Other types of Indian slip-ons included 'jhuttis' (jhootis or juttis) which had flat fronts. A common practice throughout the orient was to remove shoes before crossing the threshold of a building, whether it be a place of worship or humble domicile. This is thought to be a humbling mark of respect found in many religions. In the Old Testament, there are to examples when God tells Moses and Joshua to remove their sandals becase they are on holy ground. ‘And he said, Draw not nigh hither: put off thy shoes from off thy feet, for the place whereon thou standest is holy ground.’ (Exodus 3:5) and : “Joshua fell on his face to the earth, and did worship, and said… ”What saith my lord unto his servant? And He replied unto Joshua, Loose thy shoes from off thy foot; for the place whereon thou standest is holy. And Joshua did so.” (Joshua 5:14&15). The Prophet Muhammad (570 – 632), regarded shoes as impure and commanded the faithful to remove all dirt from their shoes prior to praying. It became easier to remove them and frequent prayers (and shoe removal) ensured babouche slippers became the preferred shoes of the faithful. The Moorish Empire dwarfed the Roman Empire and chronologically flowed into the Middle Ages with the influence on costume unsurpassed. Soft and sumptuous Moroccan leathers were made in Cordova, Spain, which became the centre for quality leather for Europe throughout the Middle Ages and beyond. In agricultural societies outdoor shoes harboured dirt and filth and by necessity were made from animal materials which to many considered unholy, so had to be removed before entering a place of worship. The possible exception to the rule in some parts of India was wooden Khadau, slip on shoes worn by priests, and those who worked inside the temple. Like the Greeks, the Romans removed their shoes before entering a private home or temple. Roman patricians wore indoor sandals, carried by their slaves, and it was common etiquette to remove shoes when reclining on furniture. Only non-leather sandals were allowed to be worn in sacred temples. From antiquity in many parts of East Asia, the head was considered the most revered part of the body and where the spirit lived. The feet were less spiritual, and more material (shoes). Many main buildings in East Asia were built above ground to enable ventilation and in some places a piping system below the home was used to push smoke to warm all the floors. Culturally, removing shoes at the front door was a mark of respect to the house and to honour its cleanliness and purity. Much of domestic life involved contact with the floor including eating and sleeping on mats. At a temple, stepping up and over the threshold symbolized a conscious desire to leave behind the material world. In some Asian countries buildings had a special area inside the front door where people could take off their shoes In Japan, these were called genkan, or a hyeon gwan (South Korea). Outside shoes were kept in a shoe box or rack ‘geta bako’. The genkan always sat lower than the house and slippers were provided by the host. Culturally, the sight of bare feet could offend and were generally hidden from sight with socks or house slippers. In Korea these were called ‘sil nae hwa’, a literal translation meant ‘room indoor shoes’. In Japanese homes, a separate pair of bathroom slippers was kept for the bathroom. Traditional Japanese homes had tatami mats on the floor which were easily damaged by anykind of footwear Only bare feet or socks were allowed. By the 1st century, Zori (Tatami Sandals), or flat bottomed sandals, were made of straw with a leather thong between the first and second toes. These were worn with tabi, a white cotton foot covering (like socks) with a split toe, between the big toe and the other four toes for the sandal thong. Tabi were the only foot coverings traditionally permitted on the tatami mat-covered floors. Special slippers are worn for the bathroom , and put on before and after the toilet. By the Meiji period (1868-1912), the presence of Westerners increased, and special slippers were made so foreigners could easily pull them over their shoes. Uwabaki are light, flexible slippers generally worn indoors and many schools, certain companies and public buildings which prohibit outdoor shoes provide Uwabaki. At the entrance of every school, from preschool to college, there is a genkan with an assigned locker (getabako) for each student. The school uwabaki is always white with a colour strip to indicate the student's grade level. In Korea house socks or beosuns were made of silk or leather and to a point at the toes. Traditionally these were worn with silk or leather ‘flower shoes.’ Slippers of the Orient were written about in the 12th century, by a Song Dynasty Officer in South East Asia. He described two types of slipper worn in what is now, Vietnam. The leather soled shoes had either a thong to fit between the toes or a leather strap across the foot. Advances in cartography and sailing during 15th century meant Europeans charted new trading routes to the Far East. The spice trade was a major attraction and European colonisation began, with the Dutch and Portuguese in the 16th century. Within three hundred years, all Southeast Asian nations were colonised except for Thailand. Home based Europeans were fascinated with the exotic Orient and all the more so because of the quality of Chinese and Indian imports. In the late fifteenth century, ladies protected their expensive and easily damaged shoes with slipover overshoes, called pattens. These were clog like overshoes with either a wooden or metal base to lift the shoe off wet or muddy ground. Inside, pattens were removed to allow the shoe to be worn indoors. Soon overshoes were modified to accommodate the forefoot and became lightweight backless slip-ons with a fabric upper and cork soles. Dubbed by the French, pantofles (Middle French pantoufle or “slipper”), their popularity spread across Europe. Later in the 16th century the term pantoffle, became generic, and described any fashionable slip-on shoe e.g. chopines. A modified form of the slip-on, mule, had a small heel (approx. 1 -2 cm) and could be worn outside. The interchange of the terms, slipper, pantoffle and mule has subsequently led to much confusion among shoe historians. Perhaps the most famous pair of pantoufles, were described by Charles Perrault (1628 -1703) in the fairy tale Cinderella. According to the writer, she wore ‘la petite pantoufle de verre, " which was initially translated as a fur slipper (French: vair). Many believed this became a glass slipper only after the Walt Disney animated film (1950). However, this interpretation has since been discredited and the general opinion is the author meant glass mules. By the middle of the 16th century, gentlemen wore ornately designed bedroom mules. It is difficult however, to accurately tell when the term slipper first became associated with a backless house shoe. Sir Walter Raleigh (1552 - 1618) did write of wearing “fair lined slippers for the cold”, but there is no clear indication whether the was referring to indoor shoes, or feet warmers generally. In his play, The honest Whore, the 17th century dramatist, Thomas Dekker (1572 – 1632) makes reference to slippers, confirming they were made by shoemakers. Later, William King (1663–1712), in his poem ‘The Old Cheese’, writes ‘For, if he went abroad too much, fhe’d ufe To give him sflippers, and lock up his fhoes.’ By the time Dr , Samuel Johnson (1709 - 1784) described them in his dictionary as “A shoe without leather behind, into which the foot slips easily.”, bedroom slippers were in common use. Chinoiserie described a European movement where all things Oriental (i.e. Japan, Korea, South-East Asia, India or Persia) became desirable to a bludgeoning European Middle Class eager to show off their new-found wealth. At this time, La bella figura, wore sumptuous slippers, patterned to match outfits, and made from sumptuous silk, velvet or expensive fine leather with soles of wood or cork. In doors, 16th ladies of leisure wore mule slippers, sometimes with a small heel. Slippers were the symbol of the bourgeoisie. Many experts argue the first court ballet took place in 1489 at a banquet in Italy directed by Bergonzio di Botta. Each course of the meal was heralded with a dance called an "entree". Ballet truly emerged as a distinct form in Italy in the 16th cent. Light foot binding was known to take place in both the French and Italian Courts, and was practised by courtesans keen to attract the attention of the regent. Ballet shoes are thought, by some, to be an historic remnant of this practice. The ballet slipper was delicate heel less cloth upper slipper, held on to the foot with long strings or ribbon lacings. Rococo style was elegant and strongly influenced by chinoiserie. Bed room slippers were characterized by exuberant decoration, asymmetry, made from sumptuous materials with tapestry uppers often outlined with golden threads. At a time when real men dressed like peacocks, bedroom slippers were the sexy shoes of the time and by the end of the 18th century, slippers (open and closed) were matched with the attire of the boudoir. In the era of Louis XV (1710 -1774), heel less felt soled slippers became the footwear of choice for valets and footmen because they did no damage to the wooden floors or expensive carpets and moreover they made no noise. To this effect, house slippers became the first ‘sneakers.’ The rise of the neoclassical style during the reign of Emperor Napoleon (1804 – 1814/1815) led to a marked division in slippers. Popularity of Grand (Dress) Balls saw the introduction of dancing slippers worn for formal wear only; whilst house slippers (or carpet slippers) were for casual wear. Empire shoes or dancing pumps were heel less and did not extend beyond or above the vamp and quarter top lies. Pumps required no fastening (button, buckle, of bows) and followed the simple line of classic fashion made in silk and other fine materials. The new dancing steps were more vigorous than the previous minuets and the lady’s shoes suffered. It was common etiquette for women to take a second pair to the ball. Prince Albert, consort of Queen Victoria, formalised slippers when he wore velvet slippers with quilted silk lining and leather outsole when he wore them to black tie diner events. The Prince Albert slipper or smoking slipper soon became associated with smoking jackets and were worn outside the home to clubs and smoking rooms. Evening Slippers were often decorated with a grosgrain bow or the wearer’s initials embroidered in gold. In the US, the style became assimilated under the generic definition of exoticism. Modern slipper’s come in many styles and incorporate influences from all that went before. From hotel bathroom slippers, both reminiscent of Eastern culture to the distinctly Victorian ‘pipe and slippers,’ they are still very much part of domestic life. Gone for most are the super luxurious house shoes of the very rich and the silent shoe and dancing pump too, have been replaced with modern trainers, particularly by the younger generations. Slippers are now made from many different types of material both natural and synthetic. Emphasis on security, particularly at air and sea ports has had an unintentional consequence, with an exponential rise in the popularity of slip on shoes. Slipper boots like uggs are typically furry boots with a fleece or soft lining, and a soft rubber sole. DeMello M (2009) Feet and Footwear: A Cultural Encyclopedia ABC CLIO Dreesmann F (2011) The Gentleman's Slipper DoubleF Publishing Rossi W A (2000) The complete footwear dictionary (Second Ed) Kreiger Publishing Florida No comments:	<urn:uuid:ad480729-9412-4d0b-8ce6-48492502fb43>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.8125, "fasttext_score": 0.028293073177337646, "language": "en", "language_score": 0.972247302532196, "url": "http://foottalk.blogspot.com/2017/12/a-very-short-history-of-slippers.html" }
Thursday, April 25, 2013 Yellow bellied sapsucker Male yellow-bellied sapsucker (females lack the red "beard") What: One of my students found a yellow-bellied sapsucker (Sphyrapicus varius) that had died near her house (no sign of predation, perhaps flew into a window). The next day we got to watch a sapsucker drilling holes in a bitternut hickory (Carya cordiformis) and licking out the sap. I propped open the bird's mouth with an elderberry twig to show the bristles that line the tongue. Birds can't "suck" like we can from a straw, so having the hairs allows the woodpecker to lick up much more sap than a smooth tongue would be able to. The hairs work via capillary action, which is the ability of water and other liquids to overcome the force of gravity via intermolecular attractive forces to solids. This can be seen readily by holding the tip of a napkin in water and watching the water travel up the napkin. So all that surface area acts as a magnet of sorts and the little birdie can lap up even more liquid. Ecological notes: Sapsuckers make distinctive horizontal rows of sapwells. It's interesting to note that we had tapped a bitternut hickory and hadn't gotten any flow. The sapsucker showed up just as the sap started dripping into our buckets. While the sapsuckers miss the better flow of maples, they have been recorded utilizing over a thousand different species, so there's plenty for them to go after. I was also impressed by the incredible sharpness of the claws. I could easily perch the bird on my finger from just one of its claws. It's feet kept getting caught on everything because they were so sharp. Must be an adaptation for gripping a tree as the bird fiercely bangs its head against it while making its sapwells. Where: Rock Point, Burlington 1 comment:	<urn:uuid:87f37fcf-73f1-4011-b0c2-47f65da69076>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.59375, "fasttext_score": 0.08080393075942993, "language": "en", "language_score": 0.9617792367935181, "url": "http://wildburlington.blogspot.com/2013/04/yellow-bellied-sapsucker.html" }
Early Developments The main body of Mormons, both those fleeing Missouri and those coming from Kirtland, spent the winter of 1838-1839 in the city of Quincy, Illinois, until Joseph Smith founded yet another city, this time on the banks of the Mississippi River in western Illinois. Smith arranged to purchase 18,000 acres of land in Hancock County, Illinois, and Lee County, Iowa. The Mormons purchased a small town called Commerce on the Illinois side of the Mississippi River, and made it the focal point of their new settlement effort. Joseph Smith re-christened the town Nauvoo, which Smith suggested was a Hebrew name denoting a place of rest or refreshing. Having learned from experiences in Missouri, Smith sought, and was granted, significant judicial and political power over his new settlement. The secure environment allowed Mormonism to expand and develop theologically and politically. In the years between 1839, when the Mormons arrived in Nauvoo, and 1844, when Smith was murdered, he introduced polygamy, eternal marriage, the temple endowment, the secret Council of Fifty, and ran for president of the United States. The Church also continued its tradition of newspaper publishing with the religiously oriented Times and Seasons and the more politically inclined Mormon Wasp and the Nauvoo Neighbor. A newspaper led to Smith's downfall. Dissidents in Nauvoo who objected to his growing political power and disturbing new doctrines like polygamy published a call for reform in the Nauvoo Expositor. Fearing it would rile the growing number of opponents outside the city, Smith and the city council closed the paper. Outraged at this affront, his enemies had him arrested. While awaiting trial in nearby Carthage, he was killed by a mob. Back to History	<urn:uuid:6149cb35-b009-45bc-a8cd-794519825f9d>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.029870808124542236, "language": "en", "language_score": 0.9730446934700012, "url": "http://www.patheos.com/library/mormonism/historical-development/early-developments" }
Friday, May 4, 2018 The Seven Steps The Seven Steps Stairs are so familiar today that many of us take them for granted. They have been around for so long we cannot think of anyone inventing them. But, stairs are one of the oldest buildings in architectural history; they have always played a central role in the history of humanity. However, it is difficult to tell precisely when they were "born." Many believe their appearance was thousands of years before Christ. Like everything else, the design of stairs seems to change with the change of architectural eras, reflecting the trends used in different ages and revealing the talent of those who designed them. It seems that whoever created the first stairs did so accidentally. Allegedly, the first stairs in the history were wood trunks fitted together; these kinds of stairs were used to acquire strategic positions for survival. Stairs were first used to overcome the difficulties presented by the terrain, such as valleys or mountains. The goal was to be able to pass these difficulties as soon as possible; to move up often meant moving to a place of greater security. At the time this could have meant the difference between life and death. So, like many other inventions, stairs first emerged as a solution to a problem. However years later first granite staircase it was found in China leading to the sacred mountain in Tai Shan; this indicates that one of the utility men gave to stairs was for religious purposes. Confucius in one of his stories said to have gone up this ladder to the top in the year 55 BC. The ladder was used as a metaphor to describe reaching the height were divinity dwells and establishing a connection between earth and sky. Other examples of stairs built for religious purposes are the biblical Jacob's ladder, the tower of Babel, the pyramids of Egypt that had stairs, the celestial ladder of Shantung in China, and the stairs in India (a peculiarity of the stairs in India is that they also had scientific utility). All these stairs have something in common; they symbolize the rise of the light, the sun, and a path into God's way. Some say that Lucifer's six-fold assertion of becoming like God is like a metaphorical ladder. We read this statement in Isaiah 14: 12 – 15, God tells Lucifer the reality of his existence and contrasts it with what Lucifer had purposed in his heart. Again, Lucifer's statement is sixfold, making it six steps in the metaphorical ladder. The seventh step is where Lucifer falls, being "brought down to hell." We see a contrast with Jesus in Philippians 2: 5 - 9. Let us read the passage, Philippians 2:9 Wherefore God also hath highly exalted Him, and given Him a name which is above every name: Paul uses six statements to describe what Christ did as a man. All six statements are about Christ descending, so the seventh step is the Father exalting the Son of Man above all. What a complete contrast! The Devil ascended six steps up the ladder only to fall. Christ descended six rungs down the ladder, to later be exalted. Paul exhorts us to be like Christ (Philippians 2:5). Will we? No comments:	<urn:uuid:81c69059-43b5-49e3-b292-ad62afe5ce09>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.07590794563293457, "language": "en", "language_score": 0.9651058912277222, "url": "http://weeklysabbathschoollessonreview.blogspot.com/2018/05/the-seven-steps.html" }
The War of 1812 Seventh graders, in small groups, review the key aspects, people and results of the War of 1812. They analyze the results of war hypothesizing who benefited the most and discuss at least two people who had a significant role within the war. 8 Views 23 Downloads Resource Details World History 2 more... Resource Type Lesson Plans Usage Permissions Fine Print	<urn:uuid:be95ae1d-210c-4c0f-81af-b5c9274b0c4e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.04493457078933716, "language": "en", "language_score": 0.878863513469696, "url": "https://www.lessonplanet.com/teachers/the-war-of-1812" }
Wilderness Survival 1. From memory, describe the priorities for survival in a backcountry or wilderness location. 2. Describe ways to 1. avoid panic and 2. maintain a high level of morale when lost. 3. Show that you know firsthand aid for injuries or accidents likely to occur in backcountry outings, including hypothermia, hyperthermia, heat stroke, heat exhaustion, frostbite, dehydration, sunburn, stings, ticks, snakebite, blisters, and hyperventilation. 4. Tell what you would do to survive in the: 1. Cold and snowy 2. Wet (forest) 3. Hot and dry (desert) 4. Windy (mountains or plains) 5. Water (ocean or lake) 5. Make up a small survival kit an be able to explain how each item in it is useful. 7. Do the following: 1. Tell five different ways of attracting attention when lost. 2. Show how to use a signal mirror to attract attention when lost. 3. From memory, describe five international ground-to- air signals and tell what they mean. 9. Spend a night in your shelter. 10. Explain how to protect yourself against insects, reptiles, rodents, and bears. 11. Show three ways to purify water. Make your own free website on Tripod.com	<urn:uuid:122a83e8-02ae-42bf-a68d-65d8d338a88e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4, "fasttext_score": 0.9998676776885986, "language": "en", "language_score": 0.8782658576965332, "url": "http://bsa129.tripod.com/library/html-bin/MB-Wil.html" }
Ancient Rock Art… and I Don’t Mean The Beatles People are always studying communication, trying to decipher how others from ancient times communicated with one another. Early visual communication is a particularly interesting and mysterious form of communication to study. The origin of visual communication dates back to various places and times in ancient history but I will focus this post on rock art. By Jenna White Modern day example of an ideogram courtesy of creative commons Modern day example of an ideogram courtesy of creative commons Ideograms and Pictographs Ideograms and pictographs are both important parts of early visual communication. Both ideograms and pictographs convey meaning through a picture. Ideograms are visual symbols carved or written on a surface that intends to communicate an entire idea. This can be seen in modern day society in the form of road signage, such as a symbol of a plane that shows someone the way to the airport (Ayiter, n.d.). A pictograph is a form of ideogram where the symbol specifically represents the physical object that the illustration resembles. This can also be seen in modern day road signs, specifically in the animal crossing ones. A picture of a deer quite literally means that deer may potentially try and cross the road during the listed distances (Ayiter, n.d.). Early Visual Communication in British Columbia BC has been inhabited by Aboriginals approximately for the past 14,000 years, plenty of time for the Aboriginals to develop and use visual communication all around the province. In BC there are over 500 different sites of ancient visual communication, in the form of rock art, that have been discovered (British Columbia [BC], 2012). Rock are it writing on rocks that is done through carving or by painting. The locations of the rock art tend to be chosen with upmost care. Rock art is normally found in a place of significance, power or mystery for Aboriginal people. The rock art is often on or near a unique natural formation such as a waterfall or a cave (BC, 2012). Rock art was used to record special events such as coming of age ceremonies, personal and spiritual experiences or as markers of burial sites. Rock art was also used to define hunting and fishing boundaries between tribes (BC, 2012). Petroglyph near Port Alberni, BC courtesy of creative commons Petroglyphs are one of the most common forms of ancient rock art remains found in BC. Petroglyphs are rock carvings that are meant to convey a story. Petroglyphs in BC were made by Aboriginals using stone tools to engrave ideograms and pictograms upon a particular rock surface (Saul, 2004). Petroglyphs are not unique to BC; they can be found all over the world dating back 10,000 years (Saul, 2004). The petroglyphs in BC have proven difficult to date but some have been found to be as old as 3,000 years. Petroglyph rock art tends to be found near water and at or below sea level. They primarily can be found in areas that are only exposed and accessible once the tide is out (BC, 2012). Pictograph near Terrace, BC courtesy of creative commons Pictographs are one of the other common forms of ancient rock art found in BC. Pictographs are pictures that are painted onto rocks using pigments that come from powdered minerals (BC, 2012). Something painted on sounds to be much less durable than something carved, but this is not the case. Aboriginals sealed their pictographs with either animal fat or fish eggs, which adheres the painting to the rock for immense lengths of time (BC, 2012). Unlike Petroglyphs, pictographs are largely found well above sea level and away from any potential water damage (BC, 2012). Protection of BC Rock Art Rock art in the form of petroglyphs and pictographs are always in danger of being destroyed. Human violation is the number one risk towards rock art sites. While rock art is protected by BC law, it is up to the individual members of society to educate themselves and realize the importance of these early visual communication artifacts and strive to leave the sites unharmed. Not only does rock art suffer from human violation, erosion plays a part in the deterioration of these examples of ancient visual communication, threatening their survival. People are still researching a more permanent solution to the preservation of rock art ensuring that these rock carvings and paintings will be around for many more generations to experience. Interesting Links There are many other websites touching on ancient forms of visual communication. I focused on art rock found in BC as it is most relevant us as a class. The following websites have proved interesting as they look into the Egyptian’s early visual communication which most people recognize as hieroglyphics: Ayiter, A. (n.d.). The History of Visual Communication. Retrieved May 14, 2012, from British Columbia. (2012). Petroglyphs in British Columbia. Retrieved May 14, 2012, from Saul, S. (2004). Picture Writing. Retrieved May 14, 2012, from 3 thoughts on “Ancient Rock Art… and I Don’t Mean The Beatles 1. I thought this was really well done. Your title was fun and made me want to read more. Nice layout as well 🙂 Leave a Reply You are commenting using your account. Log Out / Change ) Twitter picture Facebook photo Google+ photo Connecting to %s Create a free website or blog at %d bloggers like this:	<urn:uuid:0ec6963c-d66a-42d0-9f65-f802dfaf1564>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.07674294710159302, "language": "en", "language_score": 0.9394506216049194, "url": "https://cmns375summer2012.wordpress.com/2012/05/15/ancient-rock-art-and-i-dont-mean-the-beatles/" }
A Short Video Story by Anne Shimojima Have you ever wondered what life would be like if the government had imprisoned your entire family? For Anne Shimojima, this was the experience of her grandparents and their children. In this touching story, Anne tells of what life was like behind the barbed wire fences and the inadequate housing. Looking past what is unspoken, Anne reveals details of life for Japanese Americans in incarceration camps during WWII. Curious as to her family’s experiences in incarceration camps during WWII, storyteller Anne Shimojima explains how she uncovered details to her family’s past. For whatever reason, many Japanese Americans do no talk about their experiences during this time. Anne was able to dig into her family history and speak with relatives who then shared details of what life was like in these camps. Armed with a deeper and more personal understanding of what her grandparents had endured in the incarceration camp, Anne reveals a hidden world when she is able to describe the camp itself. She explains how she was brought closer to her grandparents and better understands the indignities they suffered, the sacrifices they made, and the hopes they had for future generations. Classroom Applications: • Invite grandparents of students to come to class and share a story from their life • Explore geneology or create a family tree • Watch videos or read literature the helps students to better understand historical events.. Watch the video now Explore our many other RaceBridges Studio videos and lessons for Asian American month or any time of the year.	<urn:uuid:9ae51589-c68f-4b71-a455-f8783167daba>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.671875, "fasttext_score": 0.04173797369003296, "language": "en", "language_score": 0.9605457782745361, "url": "http://racebridgesstudio.com/incarceration-2/" }
Wendat, circa 1588 - circa 1636 Note: All narratives about people are, to the extent possible, based on primary and secondary historical sources. Some narratives necessarily contain invented, yet plausible, scenarios and personal attributes. Please see About This Narrative to learn more about how this person's narrative was created. Soranhes - Prologue \| Trading at Quebec \| Epilogue \| About this Narrative \| circa 1588 – 1633 image name: Soranhes.jpg Soranhes was one of the first Wendats to trade with the French. Following the custom among Native trading partners, he sent his 15-year-old son, Amantacha, to live with the French as an expression of goodwill that confirmed his alliance with them. Illustration copyright Pamela Patrick White. Soranhes was born into the Wolf clan of the Attigneenongnahac, the Cord Nation of the Wendat (Huron) Confederacy. His mother's longhouse was in one of the largest towns in Wendake, Teanaustayé. Teanaustayé was the southernmost Wendat town on the trail that led to the Atiwendaron (Neutral) country. As such, it was vulnerable to attack—not from the Atiwendaron, who were trading partners and allies, but from the enemy Senecas—and so it was fortified with a strong palisade. Soranhes's uncle, the Wolf clan chief in Teanaustayé, controlled the trade route to the Atiwendaron; others who wanted to trade with that nation had to give Uncle generous presents. There was much wealth to be gained from trade with the Atiwendaron. They did not grow as much corn as the Wendats, so they were eager to obtain some of that ample harvest, as well as the copper and bear robes that the Wendats got in trading with nations to the north. From the Atiwendaron, the traders brought back excellent tobacco, black squirrel skins, and wampum shells that came from nations to the southeast. Growing up, Soranhes greatly admired his uncle, who was praised by everyone in Teanaustayé for his generosity in giving gifts and abundant feasts. As a trader, he had proven himself both courageous and skillful at negotiation. Trading was dangerous; like making war, it was a way for men to test their courage. On the trail alone or with a few others, traders could be attacked by enemy bands, especially the Seneca who lived close to the Atiwendaron. Trading was also a pleasure, an opportunity for men to get together to share feasts, gamble, and exchange gifts. A Trading Expedition When Soranhes was 12 years old, Uncle took him along on his annual visit to the Atiwendaron to confirm the trading alliance. As they neared the main Atiwendaron town, they stopped to paint their faces and bodies and array themselves in their best clothes, beads and other adornments. They were welcomed with polite speeches, to which Uncle replied with equal politeness, using his most formal language. Uncle presented the town council chief with a special present: an iron awl. He showed how hard the awl was, and how it could be used to punch holes in animal skins and wood. The awl had come from some eastern trading partners, the Algonquins, who in turn got it by trading furs with the Agnonhas ("iron people," a Wendat name for the French) who had come from across the sea. The Atiwendaron chief was pleased with the present, and readily agreed to make sure that Wendat traders would be given the best goods at reasonable prices. Then they all sat down together to smoke some fine Atiwendaron tobacco and eat from the feast kettles. The Atiwendaron were impressed with young Soranhes, and asked his uncle to let him stay with them until the following year. In return, they offered to send a young woman to stay with Uncle's family. Uncle agreed to think about it, and he spoke to Soranhes before making his decision. Uncle told Soranhes that he would be treated well as the local chief's guest and that it was an honor to represent the bonds of trust and alliance between trading partners. Soranhes was ready to test himself and prove his merit as a young man, and agreed to stay. Soranhes missed his family, but the year among the Atiwendaron passed quickly. When he returned home, he was greeted with joy and shown respect for enduring his adventure. His knowledge of the Atiwendaron language, which was somewhat different from his own people's, equipped him well for helping his uncle. Uncle was growing older and less inclined to travel. He and the other chiefs spent more time in Teanaustayé, sending the younger men to trade during the summer months. Soranhes grew into a tall, handsome young man. A number of girls were attracted to him, and he enjoyed their attention. After a while, though, he began to spend a lot of time with Andorons, a Turtle clan girl. His mother called Soranhes to her one day and told him that she thought Andorons would make a suitable wife. It seemed she had already spoken with Andorons's mother and grandmother, and they were happy at the idea of Soranhes joining their longhouse. Mother gave him a beautiful wampum necklace, made from the finest shells that Soranhes himself had brought back from the Atiwendaron country, as a present for Andorons. Andorons was happy with the necklace and accepted Soranhes as her husband, and her parents invited the two families' relatives and friends to a great marriage feast. Soon their first son was born, whom they named Amantacha. Around that time, people in Teanaustayé heard about a great adventure that some Arendahronon warriors and traders had. (The Arendahronon or Rock Nation were fellow Wendats whose territory bordered that of the Attigneenongnahac.) They had finally met and traded directly with the Agnonhas (French), the people from across the sea who made the iron pots and tools, and the sticks that fire iron bullets faster than arrows. The Arendahronon's eastern trading partners had taken them to see the Agnonha town, Quebec, and the chief Champlain and his warriors had joined them in an expedition to attack the Rotinonsionni (Iroquois). The combined forces had given the Rotinonsionni a great defeat, thanks to the firesticks. image name: champ_battle.jpg The Wendat-French alliance grew from this joint expedition against the Iroquois in 1609. Engraving, 1613. Courtesy New York Public Library. Beginnings of a New Alliance A council meeting of the Wendat Confederacy was called to discuss the new developments. By tradition, the Arendahronon chief who opened the trade route to Quebec could control that trade. But this opportunity was too great for the Arendahronon to monopolize. All of the Wendats' trading partners wanted the French metal pots and knives and tools. The council decided that, while the Arendahronon would be recognized as the first and leading ally of the French, all of the Wendat nations would share in the trade. So it was that the next summer, Soranhes was among the 200 traders following the long route from Wendake to the St. Lawrence, paddling and portaging their canoes up Georgian Bay to Lake Nippissing, down the Ottawa River to the St. Lawrence, and down the St. Lawrence to the Lachine Rapids. Among the group was Etienne Brûlé, a Frenchman who had wintered among the Arendahronon in exchange for a young Wendat who had spent the winter in France. Etienne was the first Frenchman Soranhes had seen, and Soranhes was amazed at the lightness of Etienne's skin and the ugliness of his bushy beard. When the party of Wendats and their Algonquin trading partners met the chief Frenchman, Champlain, the French warriors fired their weapons in salute. The noise was so great that Soranhes and the others who had not seen French weapons before were frightened by it. When they made camp, they took care to fortify it well. After a few days of trading, the chief Frenchmen were invited to the Wendat camp. At 23, Soranhes was still too young to have much authority, so he did not participate in the council meeting with the French. He had carried the beaver skins sent by his uncle to represent the Attigneenongnahac Wolf clan, though, so he knew what the meeting was about. Fifty beaver skins representing the major Wendat clan segments, and four strings of wampum representing the four Wendat nations, were offered to Champlain to initiate an alliance of friendship, trade, and mutual defense. The council elders invited Champlain to visit Wendake and meet with the full confederacy council to confirm this alliance. For the following few summers, Soranhes made the long journey to the St. Lawrence valley to trade with the Agonha French people. He always brought presents for the French chiefs and the best furs he could obtain, for the French desired furs above all other goods. The Wendats were uneasy, though, because Champlain had not yet come to Wendake, nor kept his word to help them attack their enemies. Finally, in the fourth summer after the Wendats offered alliance to Champlain, he came to Wendake with some of his warriors. He visited each Wendat nation's largest town, and each received him with feasting and ceremony. Soranhes was one of the 500 Wendat warriors who, along with Champlain and his French warriors, set off on a war expedition against a large town of the Oneida. Soranhes was elated with the success of the expedition. Although they did not take the Oneida town, many Oneida and other Rotinonsionni died in the battles they fought, and very few Wendats were killed. Champlain spent the winter in Wendake, and the following year the Arendahronon chief Atironta visited Quebec. The alliance was confirmed. The Grey Robes Soranhes and his clan—indeed, all of Teanaustayé—prospered with the increased trade. Beaver had become scarce in Wendake, but Wendat corn and French goods remained in demand by the Atiwendaron (Neutral) and other nations to the north, south, and west of Wendake. These Native trading partners provided many of the furs that Soranhes brought to the French. Soranhes worked hard to maintain good relations with the French. Not only were other Native nations eager to trade directly with the French, but other Wendat traders would have been happy to take some of Soranhes's business. If a Frenchman came to Teanaustayé, Soranhes gave him the best hospitality he could offer. When his son Amantacha was 13 years old, Soranhes met a grey-robed French shaman named Father Nicholas Viel. (1) Nicholas had been living among the Attignawantan with two other Grey Robes. They had come to Wendake the previous summer, after the chief of the French traders had given many generous presents to have them brought there. The Wendat traders had been reluctant because these Grey Robes did not carry guns; the traders preferred to transport Frenchmen who could help them fight their enemies with their firesticks. But the Wendats were told that these men were much loved by the French chiefs, and that they had strong spiritual powers. Soranhes saw that the Attignawantan headman, who claimed to control the trade route to Quebec, was very close to the Grey Robes. So when Father Viel asked to talk with Soranhes to tell him about God and heaven, Soranhes was happy to listen. A friendship with Nicholas could bring him favor with the French trading officials. Soranhes visited with Nicholas whenever he had the occasion to go to the Attignawantan's main town, and Nicholas journeyed to Teanaustayé to visit Soranhes. Some Wendats were suspicious of the Grey Robes and their motives; why, for example, did they chose to live apart in their own longhouse? And what magical powers did their pictures and objects hold? But Soranhes found Nicholas very friendly and intelligent, and was proud of their special friendship. When Nicholas asked Soranhes if he would send his oldest son, Amantacha, to France for education, Soranhes was honored and agreed. Andorons, the boy's mother, was reluctant to send him and asked Soranhes to wait at least one more year. Andorons wanted Amantacha to spend more time with clan elders, learning and practicing traditional wisdom and skills to safeguard him on such a perilous journey. Father Nicholas Viel journeyed to Quebec on his own that spring, and was drowned when his canoe overturned in the rapids. Soranhes felt strongly that he should honor Nicholas's memory and dry the tears of the French by keeping his promise to send Amantacha to France. The following summer, Soranhes and Amantacha made the journey to Quebec, and Soranhes entrusted his son to Father Le Caron. Soranhes, backed up by the Wendat great chief, demanded that Amantacha be returned in one year. If Amantacha was well treated and happy with his stay in France, he might be allowed to stay with the French for a longer period. Amantacha and Soranhes were happy to learn that Etienne Brûlé would accompany the boy to France. Etienne had lived among the Wendats for many years now and was fluent in their language, and Amantacha was fond of him. The Grey Robes, the Black Robes (Jesuits), and Emery de Caën, chief of the French traders, all gave Soranhes friendship presents. Soranhes was glad to think that Amantacha would be well protected through his alliances with these powerful French chiefs and shamans. Amantacha's Return Soranhes went to Quebec the following summer to trade and to retrieve his son. But Amantacha was not returned from France. The Jesuits said that his education was going slowly and he was not ready to return. Soranhes was angry and worried, but could do nothing. Soranhes returned the following year, and found that the English enemies of the French were threatening to take Quebec. Worse, they had captured the French ship on which Amantacha was returning, and taken him back across the sea to their homeland. To make matters worse, there was little for the French to trade because their ships had been turned back or captured. Soranhes returned for a third summer, only to find that the French had surrendered to the English. There was still no sign or word of Amantacha, and Soranhes fell into a state of deep sadness. He stayed at a camp near the great headland of Quebec, sitting for hours and watching the river. Weeks later, some English ships appeared and dropped anchor. Soranhes hurried to the gates of the Quebec settlement to watch for people landing in the ship's small boats. Finally, he thought he saw Amantacha, but he was so much changed that Soranhes couldn't be sure it was him. Amantacha was taller and his frame had filled out, but strangest of all, he was dressed in rich-looking English clothes. The English believed that Amantacha was the son of the king of all Canada, so they had treated him well and given him many elegant clothes as presents. Amantacha and Soranhes had a joyful reunion, and both were relieved and happy to set off for Wendake. In their canoe was Etienne Brûlé, who was also glad to be returning to the Wendat homeland where he had lived for many years. Trading at Quebec 1633 – 1635 image name: Quebec_Trade_Soranhes.jpg As a Wendat who had been trading with the French since their alliance began in 1611, Soranhes participated in the councils that renewed the alliance in 1633 and 1635. Illustration copyright Pamela Patrick White. Soranhes's son Amantacha was now a grown man. Thanks to his two years with the Jesuits in France, Amantacha spoke French well and understood their ways better than other Wendats (Hurons). Soranhes was proud of Amantacha and encouraged him to take a leading role in negotiations with the French, despite his youth. The Wendats needed Amantacha now that their long-time interpreter, Etienne Brûlé, had been murdered. Some of the Attignawantan had suspected Brûlé of conspiring with the Seneca to establish a trading alliance with the French, and felt they had to stop him. Many people opposed the murder, and the debate had divided the town of Toanché. It was abandoned and the two opposing factions each established new communities. Many Wendats journeyed downriver in the summer of 1633. The French had regained Quebec from the English, and their chief, Champlain, was due back from France. The Wendats wanted to reconfirm their alliance and do some significant trading, since the English war had interrupted it for several years. But they did not want to go to the French stronghold until they made sure that the French would not seek retribution for Brûlé's death. Soranhes and the other leading traders waited on an island upriver, and sent Amantacha ahead to talk with Champlain. When Amantacha returned to the Wendat camp, he assured the traders that Champlain no longer considered Brûlé to be French—he was a traitor because he worked for the English when they ruled Quebec. Champlain told Amantacha that he was eager to see his old friends and renew their alliance. Soranhes and Amantacha were in the first group of canoes to arrive at Quebec. Over the next few days, groups of 10 or 12 canoes continued to arrive, until finally a majestic fleet of more than 100 canoes filled the river as the rest of the Wendat traders and chiefs came to meet Champlain. The Council The next day, the Wendat chiefs and elders requested a council meeting with Champlain. Soranhes was one of the elders who participated; about 60 men took their seats with others of their village and clan. Amantacha was the only young man to participate, because of his special standing with the French. Other young men stood by, observing. Anenkhiondic spoke to begin the council. He was chief of the largest town of the Attignawantan, which was the largest nation in the Wendat Confederacy, and he was an eloquent speaker. He said that the Wendat Confederacy had come to see their friends and brothers, the French, and, to strengthen this friendship and alliance, all of the nations represented offered presents to the French captain, Chief Champlain. They rejoiced at the return of Chief Champlain. Now everything was as before: the earth was again the earth, the river was again the river, and the sky was again the sky. They all came to warm themselves at Champlain's fire, and they brought fuel to the fire—packages of beaver skins. Soranhes and the others gave their assent to the speech, chanting "Ho, ho, ho." The bundles of furs were then presented to Champlain. Then Champlain spoke. He told them that he would continue to protect the Wendats from their enemies, even though the French had just lost three men in an encounter with the Iroquois foe. He said that the French loved the Wendats as brothers, and to prove it they were sending the Black Robe Fathers to live among them: "They are held in very high esteem in France; it is neither hunger nor want that brings them to this country; they do not come to see you for your property or your furs. Here is Louis Amantacha, of your own tribe, who knows them, and who knows very well that I tell the truth. If you love the French people, as you say you do, then love these Fathers; honor them, and they will teach you the way to Heaven." (2) Soranhes was proud to hear Champlain speak of Amantacha to the whole assembly as someone who could vouch for the truth of what he said. Rarely was a young man given such honor. Then Echon (Father Jean de Brébeuf) spoke in the Wendat language and told the council that he would return to Wendake with several of his brothers, and that later many more would come. Everyone expressed enthusiasm for having Echon return, but after the meeting people questioned this new requirement for renewing the Wendat-French alliance. Why did Champlain now require that they host the Black Robes, after so many years of loyal alliance? They would do as Champlain asked, but they preferred to have Frenchmen with guns living among them, rather than weaponless Black Robes. And it would be proper to have the full confederacy council, back in Wendake, discuss this new development before agreeing. As it turned out, the Black Robes did not go to Wendake with the traders that year. A conflict between Champlain and the Algonquins complicated matters, and the Wendats did not want to be caught in the crossfire between their two allies. War with the Seneca The year after the big council in Quebec, Soranhes and Amantacha joined a war party that set out to attack the enemy Senecas. Amantacha was eager to prove himself as a Wendat hunter and warrior after his sojourn in France, and to defuse any jealousy over his preferential treatment by the French. Although Soranhes was growing too old to fight, he joined the war party to watch over his son and demonstrate his own courage one more time. Five hundred men headed south, toward the Seneca town that the Wendats believed had conspired with Etienne Brûlé to establish direct trade relations with the French. But Seneca spies learned of the plan, and a 1500-man Seneca army attacked the Wendats en route. In the battle, over 200 Wendat warriors were killed and another 100 taken prisoner. Amantacha was captured; his fingernails were torn out and his bow finger cut off as he was bound and led away to certain death by torture. The Miracle Soranhes was wounded in both legs, but in the confusion of battle, managed to crawl far enough away to hide himself. He woke later to find himself alone, in enemy territory, and unable to walk. He tried to make his way, crawling and stumbling, toward the Atiwendaron (Neutral) country. He was well known among his old trading partners, and if he could get there they would shelter him. It was still early spring, and cold. Soranhes was wearing only his breechclout and leggings, having lost his robe in the fight. For 10 days he had nothing to eat. He prayed to the French god that his son spoke of, promising that if he survived this trial he and his whole family would get baptized. Then Soranhes saw what seemed a pot of grease, such as he had seen at Quebec, full of a very savory liquor, and heard a voice that said to him, "Soranhes, be of good cheer; thou wilt not die; take, drink what is in the pot and strengthen thyself," which he did, and was marvelously solaced by it. A little later, Soranhes found in a thicket a small bagful of corn, with which he barely sustained life until some Atiwendaron found him and brought him to their village. (3) The Atiwendaron people took good care of Soranhes, but his legs were slow to recover. They sent word to Amantacha, who had escaped his Seneca captors and returned to Teanaustayé, having lost nothing more than his finger. Amantacha came and carried Soranhes home. When Soranhes told Amantacha of his miraculous survival, Amantacha replied with the news that Echon (Jean de Brébeuf), the Jesuit Black Robe, had just returned to Wendake with several other Black Robes and lay Frenchmen. Echon would surely come to visit them, and Soranhes could ask him for instruction. Meeting with the Black Robe That winter, Echon came to Teanaustayé and stayed with Soranhes and Amantacha. Echon expressed disapproval of Amantacha, who had participated in a curing society (4) that fall, when the sickness that was spreading through all the Wendat nations reached Teanaustayé. Soranhes told Echon that these societies were the custom of the country, and he should be tolerant of his hosts' beliefs. Soranhes himself had long been close to French shamans, he told Echon, especially Father Nicholas Viel. He recounted the story of the miraculous answer to his prayers to the French god. He expressed his desire to have his entire family baptized, and to help bring the whole town into the Christian fold. Echon was polite but reserved; he told Amantacha to share the Christian teachings with his father, and perhaps Soranhes would be ready for baptism after more instruction. Council at Quebec, 1635 Soranhes and Amantacha went to Quebec the following summer. Now that the Black Robes were living in Wendake, another council would be held with the French to confirm their status as guests of the Wendats. At the council, Chief Champlain said that they must be sure to treat the Jesuits well. Furthermore, if they wished to preserve and strengthen their friendship with the French, they must worship the same God. 1635 – 1636 Champlain's message was not lost on Soranhes. As he was one of the first Wendat traders to trade directly with the French, and had sent his son to France itself, so he would be the first trader to request baptism. This would strengthen his ties of ritual kinship to the French. The French traders offered better prices and presents to Christian Wendats, and gave them places of honor in council meetings at Quebec. Instruction in Christianity After the summer trading season was over, Soranhes again went to Echon (Father Jean de Brébeuf) and asked him for instruction in Christianity. Later that fall, Echon and Father Pierre Pijart came to Teanaustayé for seven days. They instructed the family in all the important points of their religion, with Amantacha translating. The Black Robes told them that they would have to follow certain commandments, some of which were indeed contrary to Wendat custom. Wendats of both sexes were free to end marriages that were unsatisfactory, for example, and Echon said this was wrong. The priests also said that they needed to learn and recite several prayers. Learning these few prayers posed no problem to Soranhes, who in his trading had gone to various nations, sometimes entrusted with more than 20 different kinds of business, and on his return he had reported them all faithfully. (5) He was uncomfortable making the sign of the cross, however, because the strange gesture might make others in the village think he was practicing witchcraft. image name: jesuit_preaching.jpg An early 20th-century image of Jesuits preaching to Natives. Courtesy National Archives of Canada The family enjoyed the time they spent with the Black Robes, hearing their talk and learning the new prayers. They politely did as the priests requested in not eating meat on two successive days. When Soranhes was invited to a feast on one of those days, he refused meat that was offered to him, which caused some talk among others in the town. The Black Robes soon went back to Ihonatiria, saying they needed to attend to their business there. Soranhes urged Pierre Pijart to learn the Wendat language quickly, so he could return to Teanaustayé and live among them. Amantacha told the priests that he wished to spend the winter with the Jesuits in Quebec, to continue his study of Christianity away from the distractions of Teanaustayé. They were very pleased with this, and Soranhes hoped that their approval would be communicated to the French officials at Quebec. Amantacha did not go to Quebec that winter, but he spent part of the time at Ihonatiria with the Black Robes, helping them as an interpreter and practicing the Christian rituals. Soranhes also visited the priests and asked again for baptism, but they told him he was not ready. Soranhes was confused at their motives, since they claimed that their fervent goal was to baptize Wendats to save them from hell. Amantacha told Soranhes that the Jesuits suspected his reasons for desiring baptism. Soranhes must not, said Amantacha, appear to want baptism for the sake of material benefits, such as favorable trade terms from the French. After staying with the Jesuits for a week in the spring, to celebrate the feast of the return from the dead of the Christian god's son, Amantacha set out on the warpath against the Rotinonsionni (Iroquois). Before leaving, he gave Soranhes all of his wampum necklaces, telling Soranhes that he need not seek any more wealth. Soranhes feared for Amantacha, and prayed that the Christian god would protect him in battle. Summer was coming, and with it the season for trading in Quebec. Soranhes thought he would go early, with letters of recommendation from Echon, and spend time studying with the Black Robes in Quebec. Perhaps he could be baptized there, when the ships from France were arriving, in a ceremony that would surely impress the French trading chiefs. Echon again put Soranhes off, telling him that where he was baptized was of no importance, and that the main thing was that he should give up his bad habits. Echon suggested that Soranhes should spend some time at the mission in Ihonatiria before leaving for Quebec. Soranhes was disgusted, and did not go to them before setting off. Instead of visiting the Jesuits in Quebec, he spent the time waiting for the French ships on the island upriver, visiting and gambling with his trading partners from other Native nations. When the ships arrived, Soranhes and the rest of his delegation met with the new chief of the French. They offered presents to dry the tears of the French, as Chief Champlain had died since they had last met. The trading was good, and Soranhes was given the distinction of carrying a newly arrived priest back to Wendake in his canoe. Soranhes was distracted, brooding about Amantacha. He had heard nothing definite about Amantacha's whereabouts or fate. Instead of bringing the new Black Robe to Ihonatiria, Soranhes put the priest in another canoe when the party reached the Nippissing's country and went home to Teanaustayé. There he heard rumors: that Amantacha was dead, or that he had been captured and adopted by the Kanienkehaka. Soranhes did not believe that a young warrior like Amantacha would have been adopted: death in battle or by torture was more likely. Soranhes fell ill, perhaps from grief, perhaps from disease. Languishing in his wife's longhouse that summer, the former traveler among nations hardly cared to walk outside. He did not send for the Black Robes, bitter that they had repeatedly refused him baptism and that the French god had not protected Amantacha. He died at the end of July, 1636, almost four months after Amantacha left to make war on the Rotinonsionni. The Jesuits were told by some in Teanaustayé that Soranhes had committed suicide because of his grief and despair over the loss of Amantacha. "One day, when he found himself alone in his cabin with one of his little daughters, he sent her to get a certain root that they call ondachienroa, which is a quick poison. This child went for it very innocently, supposing that her father intended to make some medicine, as he had shown some slight indisposition. She brought him some, but not enough to suit him, and she returned for it the second time. He ate his fill of it; a high fever attacked him, and carried him off in a little while." (6) Soranhes's family did not support this story. Father Le Mercier, who wrote this Relation, reports that the daughter also died a short time later. Perhaps both were infected with one of the European diseases then epidemic—or perhaps both were killed by grief over their losses, which presaged those of the entire Wendat confederacy. About this Narrative Soranhes and Amantacha are both mentioned frequently in The Jesuit Relations (contemporary reports by Jesuit missionaries to their superiors in France) and in the Récollet friar Gabriel Sagard's History of Canada. From these sources, we know the outlines of the story told above: Soranhes was an early and active trader with the French who lived in Teanaustayé; he promised Récollet Father Viel to send Amantacha to France for a year, where he was baptized Louis de Sainte-Foi; Amantacha was on a ship captured by the English en route back to Canada, and spent an additional year in England; the English thought he was son of the "king of Canada," and gave him fine English clothes that they tried to take back when they discovered his true parentage; Amantacha worked with the Jesuits in Wendake, but also returned to traditional Wendat ways (e.g., two war expeditions against the Iroquois); Soranhes requested baptism, but was refused by the Jesuits because they suspected his motives. The story of Soranhes's miraculous rescue from starvation is his, as reported by the Jesuits. Amantacha's actual fate—death or adoption by the Kanienkehaka—is not known. This narrative was written by Freda Brackley. See Further Reading for a list of sources used in creating this narrative. For a discussion of issues related to telling people's stories on the site, see: Bringing History to Life: The People in The Many Stories of 1704. top \| print	<urn:uuid:5e758c9b-dea2-4d2a-8bdf-362ccf9c30fc>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5625, "fasttext_score": 0.04068028926849365, "language": "en", "language_score": 0.9859853982925415, "url": "http://1704.deerfield.history.museum/popups/people.do?shortName=Soranhes" }
Broad Focus Questions (Learning Outcomes) • What physical and natural forces have shaped Canada and created a diverse landscape? • How have physical and natural forces shaped our culture and identity? • How have communities in Canada adapted to, and been affected by, geographical changes? • How are important physical and cultural characteristics distributed across the map of Canada? Golden Spruce Chapter 1: A Threshold Between Worlds Major Regions of Canada The West CoastResources on the West Coast Rocky Mountains The PrairiesResources on the Prairies The NorthResources in the North QuebecResources in Quebec MaritimesResources in the Maritimes OntarioResources in Ontario	<urn:uuid:42f69de0-cd8b-48a7-80f2-fbcf87774f55>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.16895604133605957, "language": "en", "language_score": 0.861274778842926, "url": "https://talonssocials.wikispaces.com/Canadian+Geography?responseToken=702f01fffeb5a73fc87948f2df49c595" }
Choosing a Sight Reduction Method “Sight reduction”, is a term given to the way a sextant sight is transformed into a line of position on a chart. It is what the so called “math” concerning celestial navigation is all about. The simplest method of sight reduction is to draw a circle of equal altitude of a celestial body on an Earth globe. The essence of sight reduction is to draw a segment of this circle on a smaller area chart. Choosing a method is a little confusing because there are three main categories available: standard tables, compact tables, and computer generation; and within each of these, there are further choices. For the beginner, we recommend using one of the standard tables; either Pubs 229 or 249. If one is taking a course, he or she should use the tables directed by the teacher. Although many of the text books are oriented toward either 229 or 249, these tables are very similar, and it is not very important which tables are used with a particular book. A discussion of each of these tables follows with their listings. The Concise, or S-table sight reduction tables are examples of compact sight reduction tables, and should be reserved for the intermediate or advanced navigator, or as an emergency or lifeboat method; or as a back-up method in event of computer failure. Such tables are more complicated to use, and invariably take more time to use. A copy of concise sight reduction tables is included as an appendix in the Nautical Almanac. A scientific calculator may also be used to directly solve the equation for sight reduction, and is a fullfilling exercise. The Nautical Almanac should be part of every navigator’s equipment. It is required for both the standard and compact tables, and has a wealth of information not resident in navigational computers. As a single book, it provides a complete manual back-up for all celestial navigation needs. The Nautical Almanac is published in both government and commercial editions. They are digitally identical in tabulated content. Since the commercial edition is much less expensive, it is the one we recommend, and is the only one we carry. There is another almanac called the Air Almanac which we also do not carry due to its high cost. It is designed with tabulations every ten minutes instead of each hour. This almost triples its size and cost. Despite occasional rumors to the contrary, the Air Almanac is not required in order to use Pub 249 (air navigation) sight reduction tables. A navigation computer or computer program may be used by anyone at any stage of expertise. See discussion of COMPUTERS AND NAVIGATION. We recommend that beginners learn the traditional way using the Nautical Almanac and tables first before using computer methods.	<urn:uuid:5eff678a-c116-43ed-9765-5c539b5fb6e6>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.019764244556427002, "language": "en", "language_score": 0.9408270716667175, "url": "https://www.celestaire.com/choosing-a-sight-reduction-method/" }
Feeding the Hungry with Food Stamp Programs Primary Source Set The Food Stamp Program was a federal aid program that started in 1939 to allow poor and unemployed people to purchase food and to assist farmers by consuming surplus crops. The color-coded stamp program provided orange and blue stamps that could be exchanged for groceries. Originally, eligible participants purchased orange stamps that could be used to the purchase any type of food. For every dollar of orange stamps purchased, participants received fifty cents worth of blue stamps, which could be used to purchase food the US Government labeled as surplus. By the late 1990s, most states had phased out actual stamps in favor of a debit card system known as Electronic Benefit Transfer (EBT). The Food Stamp Program, now known as the Supplemental Nutrition Assistance Program (SNAP) has been amended several times since its inception, experiencing periods of growth in the 1960s and early 1970s and restriction in the 1980s. Participation in the programs have varied throughout its history with greater need during economic downturns, recessions, and temporary disasters. SNAP remains a crucial governmental assistance program to those living below poverty levels, with 46.5 million people in 22.7 million households receiving benefits as of September 2014. Additional resources for research 1. America’s Great Depression and Roosevelt’s New Deal online exhibit, Digital Public Library of America. 2. The History of SNAP” timeline, SNAP to Health. 3. A History of Food Stamps Use and Policy” timeline, The New York Times. 4. A Short History of SNAP, US Department of Agriculture Food and Nutrition Service.	<urn:uuid:d15a9534-51af-4750-b3e8-c972b940d8c9>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.734375, "fasttext_score": 0.01874321699142456, "language": "en", "language_score": 0.9490350484848022, "url": "https://dp.la/primary-source-sets/sets/feeding-the-hungry-with-food-stamp-programs/" }
Miyamoto Musashi A katana, or any Japanese-style blade for that matter (as well as some Middle-eastern blades like in the image above), is similar to a pencil in terms of the principle of its physical construction. Both a blade and a pencil have hard materials at their core (a katana can have many layers of different hardness, but the general principle is to have a hard metal surrounded by a softer one). For the pencil, it’s the graphite, and for the katana, it’s the steel with high carbon content. For both instruments, the hard core forms the working part, which can be sharpened to a fine point/edge. The hard core is enclosed in a relatively soft material – wood in the case of the pencil and low-carbon steel in the case of the sword. Without the outer set shell, neither instrument would be practical to use, because the core it too brittle to withstand the pressure of the artist’s hand or a strike of an enemy’s sword. Likewise, a soft, mono-layered instrument without a core would be a compromise at best in terms of cutting/drawing quality. Think about a bronze sword or a crayon – neither is particularly strong, and neither can be sharpened to a fine point or edge. A pencil that we use today is a European invention. Hand-carved wooden holders with graphite core were first made in England in 1564, and a Czech company Kohinoor patented and mass-produced pencils that were very similar to modern ones in the 19th century. Europeans also made multi-layered blades, but the technique was refined and taken to the level of an art in Japan in middle ages. I find it curios how these tools from two unrelated fields of application (cutting and writing) evolved along similar design paths, because in both fields similar qualities are valued – sturdiness and ability to be sharpened.	<urn:uuid:58a30206-c2a6-4b7f-b313-e2dc2fe165b3>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.65625, "fasttext_score": 0.022564470767974854, "language": "en", "language_score": 0.951407790184021, "url": "http://peteroshkai.com/2017/05/09/swords-and-pencils/" }
Ojibwa Illustration Daily Life in Olden Times for Kids Woodland Ojibwa (Chippewa) Indians Who were the Ojibwa? The Ojibwa and Chippewa are the same tribe. Some of the other ways their name has appeared is Ojibweg, Ojibwey, Otchipwe, and Chippeway. This tribe of Indians called themselves "original men". They lived in the northern Great Lakes Region. They were skilled hunters and trappers. They rarely used horses or hunted buffalo. Why did the Ojibwa hide pebbles in moccasins? What is a Charcoal Sad Face? How do you play Butterfly Hide and Seek? What is a Dream Catcher? Who was the Everything Maker? Welcome to the Woodland Ojibwa/Chippewa Indians in Olden Times. What did the Ojibwa/Chippewa eat? How did the Ojibwa/Chippewa live? Clans, Marriage, No Names, Winter Camps, Summer Villages, Government, Good Manners Night Messages The Arrow Maker Picture Messages Ojibwa Kids, Self Control, Age Names, Toys for Boys and Girls, Charcoal Sad Faces Butterfly Hide and Seek - a quiet game The Moccasin Pebble Game - a noisy game Lacrosse - a warrior's game Sep - a funny bedtime story game Dream Catchers The Everything Maker (Wise Owl) The Invisible Warrior (myth, powerpoint) Ojibwa Magic Lantern Show (Public Radio) Return to the Ojibwa Index Free Presentations in PowerPoint format Free Clip Art Return to the NE Indians Index Native American for Kids	<urn:uuid:2864e565-9f79-4a0f-aa54-7b8637174f60>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.625, "fasttext_score": 0.40985655784606934, "language": "en", "language_score": 0.8408271670341492, "url": "http://nativeamericans.mrdonn.org/northeast/ojibwa/index.html" }
Image of the Day 167 / 364 butterfly fish in Papua New Guinea Settling Behavior Marine reserves promote coral reef sustainability by preventing overfishing and increasing fish abundance and diversity. But to be effective, they need to be sized right, and in a way that accounts for how far larval fish travel away from their parents after spawning. Working in Papua New Guinea as part of the largest, most comprehensive study of larval dispersal ever conducted, WHOI biologist Simon Thorrold and his colleagues were able to determine that most larval butterflyfish settle 43-64 kilometers' distance from their natal reefs. By contrast, larval clownfish stayed relatively close to home, traveling mean distances of 10-15 kilometers to settle in their new habitats. (Photo by Simon Thorrold, Woods Hole Oceanographic Institution) Image and Visual Licensing Explore Visual WHOI Search multimedia database License our Visuals	<urn:uuid:55bb40a6-7b8a-4617-90f8-9ef7aba3667e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.703125, "fasttext_score": 0.0236780047416687, "language": "en", "language_score": 0.9083262085914612, "url": "https://www.whoi.edu/image-of-day/settling-behavior" }
What does "Terra Nullius" Mean? Article Details • Written By: Mary McMahon • Edited By: Kristen Osborne • Last Modified Date: 16 March 2018 • Copyright Protected: Conjecture Corporation • Print this Article Free Widgets for your Site/Blog The Latin term terra nullius, meaning “land belonging to no person” is used to refer to lands not associated with a specific sovereign or government. While the term implies that the land is empty, in actuality it was often used to describe regions inhabited by indigenous peoples, such as Australia. Colonizing nations claimed that the land belonged to no one and therefore they had the right to occupy it. This term has a loaded and complex history. In terms of the history of colonialism, terra nullius could be better thought of as a term used to describe an area that is not subject to a European-style government. A number of nations with complex social and political structures were occupied by European powers on the grounds that they were terra nullius, despite the demonstrable fact that people were already there and using the territory. Indigenous groups in several regions of the world filed suits during the 20th century in attempts to restore title to their land or lay claim to land of particular importance to them, such as religious sites. These groups argued that the circumstances under which the land was taken were false, as colonizers claimed the land was not in use and wasn't subject to any government when this was not the case. Some of these suits were successful, restoring important sites to indigenous control. This concept has also been used to literally describe land that belongs to no one, such as the no man's land found on the borders of some nations. In a few regions of the world, border disputes and redrawings have resulted in situations where there are strips of land that no one has laid claim to. Officially, the land belongs to no one and no government or entity considers the land its responsibility or property. Sections of Antarctica are often described as terra nullius, although by common agreement they are not exploited, as Antarctica is considered a resource for all of humanity. In modern contexts, people occasionally use this term to describe land that does not appear to be subject to a government as discussed above. Because of the association with terra nullius and colonialism, this usage is not universal, and it is advisable to use this term with care. In the sense of land truly belonging to nobody, terra nullius is quite rare, as most human societies are reluctant to allow unclaimed land in their vicinity to lie fallow and unused. You might also Like Discuss this Article Post 3 Perhaps some land should be held in common in a community, and it usually is, in parks and things. And if they didn't make sure it was kept clean and tidy and safe, it would quickly become ugly. I have no problem with the government or local councils owning land as long as they take care of it. I know that it shouldn't have been taken from indigenous people, but we have to live in the world we have right now, and right now there are just too many people to try and bring back tracts of land that are terra nullius. Too many people means that there are always going to be those around who will exploit whatever they can, which is why land has long ago been divided up, and now we can only do what we can with it. Post 2 This term was used in some of the most tragic actions of humanity's past. It shows a fundamental difference between the colonizing nations and the indigenous peoples they displaced. I mean, I guess they arrived in a new place, saw that the land wasn't being farmed in lots of places and just assumed that meant it wasn't being used. But, hunter gatherer societies need huge tracts of uncultivated land in order to thrive. This is not even mentioning the spiritual and cultural aspects of land. I think the colonists probably knew they were doing something wrong, and did it anyway. It makes me sad. Post 1 I often wish that more terra nullius existed. I think of all the homeless people and those who have lost their homes to foreclosure, and I wish that they had free land to claim. The homeless could set up camp in tents on terra nullius, even if they had no resources to build permanent homes. I’m sure that charitable organizations would contribute to constructing dwellings for the homeless if land were readily available. Especially in the United States, that is just a dream. I don’t know if even one square foot of land is terra nullius here. It’s hard to imagine we were once the land of opportunity, the great unexplored terrain. Post your comments Post Anonymously forgot password?	<urn:uuid:4a94826d-702b-4988-a81e-838fbbe1c709>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.671875, "fasttext_score": 0.04794037342071533, "language": "en", "language_score": 0.9756290316581726, "url": "http://www.wisegeek.com/what-does-terra-nullius-mean.htm" }
How a halibut gobbles 123rf.com Stock Photo A friend and I were looking at pictures of traditional Native halibut hooks and discussing how they work. That led to thinking about how halibut, which are mighty predators, capture their prey. Do they chase after a suitable prey and snap their jaws shut on an unwary fish? No. They slowly approach and then suddenly open a huge mouth, expand their throat and gill chamber, and set up such a low-pressure cavity in their mouth and throat that the prey is sucked in. Suction feeding like this only works in water, relying on the viscosity of water to help move the prey into the waiting maw. High-powered suction feeding is very common among bony fishes. It may have been the original feeding method used by the several kinds of fishes that evolved from the earliest fishes with jaws. Since then, during their evolutionary diversifications, fishes developed many different morphological modifications to accomplish suction feeding, but all rely on the same fundamental principle of making a big vacuum-like cavity that produces an inrush of water along with the prey (if the predator’s aim is good!). Having a jaw that opens and shuts (as those early fishes did) was the beginning point; just opening a jaw in water creates a little suction. Since those early days, a few hundred million years ago, the skulls of fishes have become complicated systems with several moving parts. For simplicity, imagine a bony rectangle with loose joints; it can shift to become a parallelogram. Any smaller bones hinged to that rectangle also shift when the rectangle does. That’s just a start on cranial flexibility, known formally as cranial kinesis. (For comparison, humans and other mammals typically have skulls with no moving parts, with a lower jaw attached). How the different cranial parts move varies among species; for example, in some fishes, the upper jaw, along with the lower one, is protruded far in front of the face, making a long tube. Or the whole cranium (or just the upper jaw) can be tilted far back while the lower jaw drops open, making a very wide opening. The lower jaw also may be loosely attached to the cranium, allowing it to open very wide. The small muscles of the head are inadequate to account for the sudden powerful creation of the huge oral cavity; it can be very sudden indeed. Sometimes the whole operation is completed in less than a hundred milliseconds — in some cases in about ten milliseconds! That’s faster than the blink of a human eye. Such speed takes big, strong muscles. It turns out that the big axial muscles of the fish’s body are typically involved in motions such as tipping the skull sharply upward. Those big axial muscles are also the ones used for swimming, so presumably there are some trade-offs and compromises made. Closely related species have sometimes evolved to use suction feeding for quite different diets. Here’s an example from two species of freshwater sunfish. Bluegills and pumpkinseed sunfish belong to the same genus (Lepomis) and often live in the same lakes, but they feed in different ways. Bluegills slurp in plankton, while pumpkinseeds forage on snails. Pumpkinseeds have a unique pharyngeal muscle that gives them enough bite force to crush snail shells; bluegills can’t do that. It happens that both of these little sunfishes are preyed upon by their much bigger relative, the large-mouth bass, another suction feeder. The bass have big mouths and are less accurate in capturing prey that bluegills are; the smaller mouths of bluegills create a higher flow velocity and a steeper pressure gradient for the intake of prey. High-powered suction feeding is used as the principal prey-collecting method by predators that do not actively chase their prey. In addition to many bony fishes, it is reported from many other aquatic vertebrates. Walruses, for example, after locating their benthic prey, can pick up a clam and suck the meaty prey right out of its shell. There’s even one little shark that widens its shoulder girdle to help create suction. However, aquatic predators often combine some suction feeding with their own rapid movement toward the prey. This is usually called ram feeding or lunge feeding. Humpback whales are a good example: opening their huge mouths and throats at the same time that they surge quickly through the water toward a shoal of herring. Herring themselves are reported to capture their invertebrate prey by moving quickly toward it and then expanding the mouth and throat to suck in the prey. When vertebrates evolved to live on land, suction feeding was lost; air is not sufficiently viscous to help move prey toward the predator’s mouth. But some vertebrates with terrestrial ancestors have moved back into the water and regained some ability to suction feed. This group includes some turtles and amphibians; flamingoes and certain ducks combine suction feeding with filter feeding on small particles. To put all this in some perspective, consider how other vertebrates get solid food to their mouths. After moving to where the food is, primates, including humans, typically use their hands to grasp food and put it in their mouths. So do squirrels and many other rodents. Elephants use their long trunks. In contrast, most other terrestrial mammals, as well as most birds, bring the mouth to the food (although parrots can use their feet to bring food to the beak). Some fishes also bring the mouth to the food, biting off bits (e.g., parrotfishes that nip corals, and some sharks that chomp out chunks of vertebrate prey). In fact, among the many species of fishes, variation in the details of feeding method is sure to be enormous. • Switchboard: 907-586-3740 • Circulation and Delivery: 907-586-3740 • Newsroom Fax: 907-586-9097 • Business Fax: 907-586-9097 • Accounts Receivable: 907-523-2230 • View the Staff Directory • or Send feedback Thu, 03/22/2018 - 10:06 Forest Service gets new Alaska head Joint fish, game board call for proposals Brown bear season opens for ABC islands	<urn:uuid:1244b1f8-9954-417b-8a0e-3d92ea4e5c89>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.3826823830604553, "language": "en", "language_score": 0.952935516834259, "url": "http://juneauempire.com/outdoors/2018-02-27/how-halibut-gobbles" }
1. Houses in the Middle Ages Houses were used for shelter 2. house: A building in which people live; residence for human biengs. Alot of medieval homes were cold, damp,and dark. For security purposes there were only small peaks of light due to the wooden shutters. Their small windows kept people from looking in their homes. You may be wondering what kind of material they use? Most people used clay to make small homes. 3. The main people involed in houses. The main people involved in houses were lords, vassels, knights, and pesants. Lords owned land and gave their land to the vassels. Vassels gave their land to knights and serfs. peasants did all the manual labor . Knights protected the land in exchange for food and shelter. That is how people are involved in houses. 4. Two statements. "Most medieval homes were cold, damp,and dark" [Learner.org]. "Many peasant families ate,slept,and spent time together in their very small quarters" [Learner.org] 5. Two questions What was peasants jobs? Who was the security on the land? 7. What I think I think that land was evenly distributed by all the classes. I think that it was hard to be a serf or knight. 8. Justin Jaynes 5th period	<urn:uuid:49d7a338-6996-45b5-92d3-2056675e46b4>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.8776370882987976, "language": "en", "language_score": 0.9835452437400818, "url": "https://www.smore.com/xcnb8" }
Steve Spangler Science: Talking Cups Steve Spangler Science How can cups talk? With a toothpick, some string, and some good vibrations! Arizona Science Center: Bee Buzzer Arizona Science Center Spring and summer mean warmer weather, and lots of sounds in the air! Phil Tulga: Musical Geometry with Origami Phil Tulga Learn how to fold origami poppers out of paper. It helps to develop spatial sense by working with geometric shapes, and it also makes a surprisingly loud popping sound! Arizona Science Center: Upcycled Science - Create Your Own Musical Instrument Arizona Science Center Traditionally made from the skeletons and spines of cacti, rainsticks recreate the sound of falling rain and were believed to be used by ancient cultures to summon rainstorms. Phil Tulga: Panpipes Phil Tulga If you’re interested in building a pan flute, or a set of pan pipes, this is the page for you! Brains On! Mystery Sound Extravaganza! Brains On! OMG, this is the episode you’ve been waiting for… an all-out, wall-to-wall, super-duper Mystery Sound show. Phil Tulga: Tubular Glockenspiel Phil Tulga Play the virtual glockenspiel, learn how to make your instrument, and discover all of the great songs your homemade glockenspiel can play. Mathalicious: Siren Song In this lesson, students come up with equations in several variables to explore the Doppler Effect, which explains how sound from a moving object gets distorted. Mystery Science: How Do They Make Silly Sounds in Cartoons? Mystery Science In this Mystery, students investigate vibrations as a source of sound effects for movies. OLogy: T. rex Roar Mixer OLogy (American Museum of Natural History) Mix the sounds of different animals to create the roar of the Tyrannosaurus rex! The Kennedy Center: Brass Instruments and Pitch The Kennedy Center Slides, valves, buttons – what do all those things on the brass instruments really do? The Kennedy Center: Woodwind Instruments and Pitch The Kennedy Center What makes a flute sound different from a saxophone?	<urn:uuid:62db1db5-b10f-4840-819d-8b7e5f3a925d>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.03332865238189697, "language": "en", "language_score": 0.8246672749519348, "url": "https://scitechinstitute.org/k12/tags/sound/" }
Due Europeans, welcoming them and regulating trade for firearms Due to Russia’s landlocked location, it had initially been relatively isolated from outside cultures. However, around 1697, under the rule of Peter the Great, Russia began to reduce its isolation and became influenced by Western culture. After Peter’s travel abroad in Europe, he built a new “Window to the West” at St. Petersburg, built houses and public buildings in the baroque (French) style, promoted European fashion, accelerated adoption of European technology and encouraged women’s visibility in court. Similar to many Western rulers, Peter then declared himself absolute ruler, setting a precedent for later tsars. However, despite this ready acceptance of outside European influence, many Russians still detested Cossacks – the groups of nomadic people of different origins that lived outside the farming villages in Russia. Throughout the Ming Empire, emperors often focused on issues inside their empire. For a brief time under Yongle (r. 1403-1423), with the help of Zheng He, China forged diplomatic relations and trade with countries around the Indian Ocean, as well as the Middle East. However, this was restricted at their deaths in the 1430s. Later on, during the Qing Empire, emperors reopened trade but restricted it heavily, only allowing one port per foreign sector. Although this worked at first due to Europeans admiration of Chinese luxuries such as porcelain and silk, it eventually led to European frustration as multiple attempts at diplomacy failed. In addition, Chinese rulers lived in constant fear of overrule by their northern neighbors, doing all they could to separate and protect themselves from them. In Japan, under the Tokugawa Shogunate, emperors sought maritime contacts to increase commercial revenue. Eventually they made agreements with the Europeans, welcoming them and regulating trade for firearms in exchange for silver. Traders brought Christian missionaries who were very successful among Japanese peasants and converted thousands of people. Eventually, suspicious of European intentions and wanting to eliminate the spread of Christianity, Japan stopped all European trade except with the Dutch, and began persecutions of Christians.	<urn:uuid:6b915953-d64c-474f-a902-d8138a946885>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.17908644676208496, "language": "en", "language_score": 0.971532940864563, "url": "https://indiefestchicago.com/due-europeans-welcoming-them-and-regulating-trade-for-firearms/" }
Meet Thales — The Father of Western Philosophy Meet Thales — The Father of Western Philosophy Thales with the astronomers Thales with the astronomers Stunned by Darkness Our adventure opens upon a battlefield. The year is 585 BC. Lydian soldiers clash with Medes. Blood flows; men die. After six grueling years of engagement, weary families wonder whether the fighting will ever end. An ominous rumor ripples across the field. The philosopher Thales had made a frightening prediction. Suddenly, the sky grows dark. The Ancient Greek writer known as “The Father of History,” Herodotus (her-ROD-uh-tus, c. 484–425 BC), describes the scene at the Battle of Halys: [Day] was suddenly turned into night. This change…had been foretold to the Ionians by Thales of Miletus…. When [the soldiers saw it they] ceased from the fighting and were…eager…that peace should be made between them. From the description given, it appears the soldiers were fearful their fighting displeased the gods. As you may know, a solar eclipse occurs when the moon's inner shadow (also known as the umbral shadow) sweeps across the earth's surface. Its shadow is typically about 10,000 miles long—but only 100 miles wide. Anyone outside that narrow 100-mile-zone will not see the eclipse. Modern astronomy has confirmed that the umbral shadow of a total eclipse passed over the battleground during the Battle of Halys. So how did Thales of Miletus (THAY-lees of Mahl-LEE-tuhs) make such a stunningly accurate prediction more than 2,500 years ago? No Works Survive Scholars speculate, but we really do not know how he did it. As is true of many of the ancient philosophers, none of Thales' original writings survived antiquity. What we do know about him, we glean from secondary sources—ancient writers who recorded details of his life, his achievements, and his written works. Plato, Aristotle, Herodotus, and Josephus are among those who mentioned Thales in their writing, as well as the 3rd century AD biographer Diogenes Laertius (Die-AH-ja-knees Lee-AIR-tis), who wrote Lives and Opinions of Eminent Philosophers. A Break with Tradition Ancient Greek culture was dominated by its storytellers and myth-makers. Thales broke with tradition by seeking to explain natural phenomena without relying upon superstition and Greek mythology. Prior to Thales, life's mysteries were explained by poets like Homer and Hesiod, who described a polytheistic world ruled by fickle gods and goddesses. But Thales used careful observation and systematic thinking to explain the world around him. In so doing, he changed the course of history. His unconventional thinking earned him many titles, including “The Father of Western Philosophy” and “The Founder of Natural Science.” We also discover from those sources that Thales traveled from his birthplace in Miletus to distant lands in search of knowledge. Learning from “The Ancients” Does 585 BC seem like a long time ago? If it does, then it may seem odd to learn the ancient philosopher Thales studied under what he would have considered “The Ancients.” Josephus described him as a disciple of the Egyptians and Chaldeans (kal-DEE-uhns)—two nations that predated the Greeks by more than a thousand years. The Chaldeans, also known as the Neo-Babylonians, studied the skies for centuries and so acquired extensive knowledge of astronomy. It is likely Thales traveled to Babylon to visit its observatories. Star-gazer Makes a Splash Speaking of stars, several ancient writers recount a comical story which involves Thales in a star-gazing accident. One writer presents Thales as the absent-minded professor who, while gazing at the stars, tripped and tumbled into a well. Another has him studying the stars' reflection in the well and leaning too far forward when the incident occurred. Whatever actually happened, we know that Thales made significant astronomical discoveries. In addition to predicting the 585 BC solar eclipse, he discovered the benefits of navigating by Ursa Minor rather than Ursa Major, the constellation upon which the Greek sailors had previously relied. Because Miletus was a bustling center for maritime trade, this discovery had significant financial implications. Mathematical Masters Astronomical calculations require an understanding of mathematical concepts. Little about Thales' travels can be stated with absolute certainty, but Laertius contends that Thales studied under Egyptian priests. Egypt was a source for mathematical knowledge, and many Greeks visited it, including Pythagoras, Herodotus, Plato, Democritus, and Euclid. Geometry had developed in Egypt in response to the need to redefine boundaries as flooding continually altered its landscape. Egyptian surveyors effectively used knotted cords as measuring devices. By Thales' lifetime, Egypt had long passed the peak of its mathematical development, which occurred in 1800 BC when The Rhind Mathematical Papyrus was created. The papyrus was filled with complex mathematical formulas. Practical Geometry Thales may have gleaned mathematical insights while watching Egyptian geometers at work. His innovative application of geometry enabled him to calculate the heights of pyramids based upon their shadows and to determine the distance of ships at sea. He is credited with originating five of the theorems listed in Euclid's Elements—13 volumes written in about 300 BC. Elements contains a comprehensive collection of mathematical definitions, propositions and proofs that have been instrumental in the development of logic and modern science, one of which has been named Thales' Theorem. No Sharp Distinction The word philosophy—from the Greek words philia (love) and sophia (wisdom)— literally means “love of wisdom.” As we explore Thales' achievements in astronomy and geometry, we can see that, in the beginning of Western civilization, there was no sharp distinction between philosophy, science, and mathematics. Philosophers intermingled freely among the three disciplines in the pursuit of knowledge. As Dr. Gordon Clark, author of Thales to Dewey, well explained: Philosophy has given birth to the special sciences. When these grow into maturity, become specialized, and increase in detail, they leave the parental home and set up for themselves. Thus today we have many fields of study: logic, ethics, psychology, physics, botany, and biology, to name just a few. All of these are related to one another in some way, and the philosopher considers them all. But what makes philosophy distinct from all of the special sciences it has birthed? The Philosopher's Problem Philosophy is concerned with how things fit together. Ancient Greek philosophy began with a focus on origins and relationships. What is the essential substance from which all things originate? Is there one such substance, or many? Is it a material, earthy substance—or is it immaterial and other-worldly? Wrestle with these questions and you will gain insight into the philosopher's problem. Throughout the ages, philosophers have struggled to identify the basic origin and essence underlying all things. The technical term is the arche (R-kay). It is defined as the root, origin, source, beginning, or first principle. You may think of it as that from which all things come and to which all things return. According to Aristotle, Thales believed that essence was water. In the beginning, water... Water as the arche was not an original idea. The Babylonian and Hindu creation accounts describe creation as beginning with a formless universe devoid of everything except a watery abyss from which everything else arose. These accounts are not dissimilar to the Christian-Judeo creation account. Did the philosopher Thales have access to the Hebrew Scriptures? We know he lived during the Babylonian captivity (587–538 BC), a period when the Jews of the ancient Kingdom of Judah lived as captives in Babylon. From Herodotus, we learn that the first Greek settlement in Egypt was a fort occupied by a Milesian garrison (ii. 154). The plot thickens as we learn the Prophet Jeremiah took refuge from King Nebuchadnezzar in that fort. Did Thales personally encounter the Prophet Jeremiah? Did he hear reports about him from Milesian soldiers who returned from Egypt? If so, it is not difficult to speculate Thales might have heard the creation account given in Genesis 1:2: Whatever his exposure to the Hebrew Scriptures, Thales dismissed the Divine and all things supernatural. Instead, he took Western thought on a path whose destination would ultimately lead to naturalism—the belief that only natural laws and forces operate in the world, and that nothing exists beyond that natural world. Three Great Mysteries If we imagine Thales carefully studying the properties of water, we can see a logical basis for his speculation. Ancient science explored three great mysteries: being, motion, and life. As to being, Thales observed that water can take the form of a liquid, gas, or solid. As to motion, he observed waves and currents, and concluded water contained within itself the power to move. Finally, as to life, he observed that living things are dependent upon water. When seeds come in contact with water—they sprout. When people are deprived of water—they die. His scientific observation produced a logical—though false—conclusion. Even today, scientific observation is still vulnerable to such error. The Floating Sphere According to Aristotle, Thales further theorized the earth to be a sphere that floated upon a body of water. Such an idea might occur to him as he viewed the floating Reed Islands nearby in Lydia. Consistent with this hypothesis, he attributed earthquake activity to rough ocean waters which tossed about these floating land masses. Engineering Skills to the Rescue Speaking of rough water, Herodotus records a story in which Thales' engineering skills overcame the might of a river and enabled an army to cross the Halys River to engage in battle with Cyrus, the great Persian conqueror. As the story is told, Thales directed crews to dig channels to divert the flow of the river into two smaller streams. Herodotus doubted the story because he believed the soldiers crossed on bridges that existed at the time, though he noted they may have been heavily guarded. Perhaps this story says more about the notoriety of Thales' engineering prowess than it does about an actual historical event. Olive Oil or Bust Our final story focuses on fortune rather than on fame. Aristotle recounts how Thales had been mocked because of his poverty. As the story is told, through careful observation of the heavenly bodies, Thales concluded that the coming season would yield a bountiful olive harvest. He kept this prediction to himself. Despite his limited resources, he somehow managed to secure the funds necessary to place deposits for the use of oil presses in Chios and Miletus. When the olive crop ripened, Thales sat in the enviable position of possessing a monopoly on the presses. He made a large profit leasing them out. And, in so doing, he shrewdly answered those who reproached him. Immortalized at Delphi There is no doubt about whether Thales gained widespread recognition throughout the Greek culture. He is cited as among the first chosen as one of the Seven Sages of Greece. His words were enshrined at the Temple of Apollo at Delphi. Opinions differ as to which saying should be attributed to him, but the one favored by most scholars is “Know thyself.” Well, you have now met the Father of Western Philosophy, listened to stories from his life, and pondered the validity of his ideas. Although it is not polite to think of a person's death as amusing, we end our story of the man who claimed water as the basic essence of reality on an ironic note; he died of heat exhaustion while watching an athletic contest. Diogenes penned this poem: As Thales watched the games one festal day, The fierce sun smote him, and he passed away. (Copyright 2012 Stacy Farrell. Reprinted by permission. All rights reserved.) This text is taken from the first lesson in Philosophy Adventure™—Pre-Socratics by Stacy Farrell, a curriculum designed to help middle school and high school students learn how to write skillfully, think critically, and speak articulately while cultivating a biblical worldview. CLICK HERE for more information on Philosophy Adventure or click below to receive your FREE Thales Study! Meet Thales in the first lesson of Philosophy Adventure. Scroll to Top	<urn:uuid:09240749-3239-4887-9dca-be91c771b757>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.06161779165267944, "language": "en", "language_score": 0.9602124094963074, "url": "https://homeschooladventure.com/blog/meet-thales-father-western-philosophy/?share=email" }
Baud Baud [ bɔ ː d], Bd is the unit of symbol rate ( walking speed ) in communications engineering and telecommunications. 1 is the baud rate, if one symbol is transmitted per second. Each symbol corresponds to a defined, measurable signal change in the physical transmission medium. The baud rate of a data transfer must be equal to the transmitting and receiving side. The name comes from Jean -Maurice -Émile Baudot, who invented in 1874 the Baudot code. A symbol represents, depending on the coding different number of bits of a data stream. Example: Gigabit Ethernet 1000BASE- T has a symbol rate of 125 Mbaud. With the multi-level pulse amplitude modulation (PAM ) in the form of 5 -PAM are transferred 2 user bits per symbol, the information content is ld ( 5) ~ 2.32 bits per symbol. In addition, the same four pairs of wires are used. This enables a data transfer rate is achieved. For n (aggregated ) bits, a set of 2n different symbols is needed - ie per bit combination there is a corresponding symbol. Due to the exponential increase in the number of symbol needs to be transmitted bits per symbol is usually limited to about 10 bits / symbol as the upper limit. The limitation arises at the receiving end by the difficulty of being able to reliably distinguish between the individual symbols. Especially as noise interference effect plays an essential role here. Confusion with the bit rate The baud rate is often confused with the data transfer rate, which indicates the amount of data transmitted per unit of time in bits per second than bit rate. The baud rate is, however, the number of symbols per time unit. At a transmission time of a symbol of, for example 200 milliseconds, the baud rate is 5 baud. Binary modulation methods have only two states of the carrier, what exactly one bit per state change or symbol corresponding to the transmission, which bit and baud rate are the same for binary transfers as a special case. Modulation scheme having more than two symbols having a higher bit or baud rate. This is equivalent to a higher spectral efficiency. For example, the 4B3T code transmits four bits per three symbols and the 2B1Q code two bits per symbol. The more bits are transmitted with one symbol (for the same baud rate, over the same physical channel ), the more susceptible to interference is the transmission. Sources and Literature • Karl -Dirk Kammeyer: message transmission. 4th edition. Vieweg Teubner, 2008, ISBN 978-3-8351-0179-1. • Unit (data transmission)	<urn:uuid:26e3b47a-c758-4eba-81ef-da60353615cb>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.5961499214172363, "language": "en", "language_score": 0.8725911974906921, "url": "https://memim.com/baud.html" }
handling horses safely, equine guelph research, parents of horse lovers, coaches of child horse riders Ph.D. candidate Lara Genik and Dr. C. Meghan McMurtry from the University of Guelph’s Department of Psychology conducted a survey at the 2015 Royal Agricultural Winter Fair (RAWF) in Toronto, looking into the prevalence and impact of less studied painful incidents among children while handling and riding horses. Genik’s research survey set out to understand common painful incidents associated with riding and to gain insight that could potentially lead to intervention through safety and educational programming. equitation science, how to horses learn, learning theory horses, tania millen, international society for equine science ises What is it and how can it help horses and riders? Riders train horses to act in ways they deem positive, whether it’s jumping a jump, walking down a trail, or performing movements in an arena. But to train horses effectively and safely, riders, trainers, and coaches must understand how they learn and react. Over the past 15 years, equine scientists have researched the learning theory of horses — how horses process, retain knowledge, and learn. Equitation science applies this evidence-based learning theory of horses to horse training, and explains horse behaviour based on horses being horses – without attributing human emotions, ways of thinking, or behaviour, to them. It’s a burgeoning field that is changing the way many riders and trainers think and act. WESA Trade Show 2021	<urn:uuid:09e8cd80-a5f6-41f2-8b22-2f54a6b6a659>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.90625, "fasttext_score": 0.04522818326950073, "language": "en", "language_score": 0.9560537934303284, "url": "https://www.horsejournals.com/western/other" }
The Canterbury Tales The Canterbury Tales Study Guide The Canterbury Tales is at once one of the most famous and most frustrating works of literature ever written. Since its composition in late 1300s, critics have continued to mine new riches from its complex ground, and started new arguments about the text and its interpretation. Chaucer’s richly detailed text, so Dryden said, was “God’s plenty”, and the rich variety of the Tales is partly perhaps the reason for its success. It is both one long narrative (of the pilgrims and their pilgrimage) and an encyclopedia of shorter narratives; it is both one large drama, and a compilation of most literary forms known to medieval literature: romance, fabliau, Breton lay, moral fable, verse romance, beast fable, prayer to the Virgin… and so the list goes on. No single literary genre dominates the Tales. The tales include romantic adventures, fabliaux, saint's biographies, animal fables, religious allegories and even a sermon, and range in tone from pious, moralistic tales to lewd and vulgar sexual farces. More often than not, moreover, the specific tone of the tale is extremely difficult to firmly pin down. This, indeed, is down to one of the key problems of interpreting the Tales themselves - voice: how do we ever know who is speaking? Because Chaucer, early in the Tales, promises to repeat the exact words and style of each speaker as best he can remember it, there is always a tension between Chaucer and the pilgrim's voice he ventriloquises as he re-tells his tale: even the "Chaucer" who is a character on the pilgrim has a distinct and deliberately unChaucerian voice. Is it the Merchant’s voice – and the Merchant’s opinion – or Chaucer’s? Is it Chaucer the character or Chaucer the writer? If it is Chaucer’s, are we supposed to take it at face value, or view it ironically? It is for this reason that, throughout this ClassicNote, a conscious effort has been made to refer to the speaker of each tale (the Merchant, in the Merchant’s Tale, for example) as the “narrator”, a catch-all term which represents both of, or either one of, Chaucer and the speaker in question. No-one knows for certain when Chaucer began to write the Tales – the pilgrimage is usually dated 1387, but that date is subject to much scholarly argument – but it is certain that Chaucer wrote some parts of the Tales at different times, and went back and added Tales to the melting pot. The Knight’s Tale, for example, was almost certainly written earlier than the Canterbury project as a separate work, and then adapted into the voice of the Knight; and the Second Nun’s Tale, as well as probably the Monk’s, probably have a similar compositional history. Chaucer drew from a rich variety of literary sources to create the Tales, though his principal debt is likely to Boccaccio’s Decameron, in which ten nobles from Florence, to escape the plague, stay in a country villa and amuse each other by each telling tales. Boccaccio likely had a significant influence on Chaucer. The Knight's Tale was an English version of a tale by Boccaccio, while six of Chaucer's tales have possible sources in the Decameron: the Miller's Tale, the Reeve's, the Clerk's, the Merchant's, the Franklin's, and the Shipman's. However, Chaucer's pilgrims to Canterbury form a wider range of society compared to Boccaccio's elite storytellers, allowing for greater differences in tone and substance. The text of the Tales itself does not survive complete, but in ten fragments (see ‘The texts of the Tales’ for further information and specific orders). Due to the fact that there are no links made between these ten fragments in most cases, it is extremely difficult to ascertain precisely in which order Chaucer wanted the tales to be read. This ClassicNote corresponds to the order followed in Larry D. Benson’s “Riverside Chaucer”, which is undoubtedly the best edition of Chaucer currently available.	<urn:uuid:e5cb5fb2-267e-4d85-94fc-1d47907a6b69>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.8125, "fasttext_score": 0.2808724641799927, "language": "en", "language_score": 0.957901656627655, "url": "https://www.gradesaver.com/the-canterbury-tales" }
verb (used with object), un·set·tled, un·set·tling. 1. to alter from a settled state; cause to be no longer firmly fixed or established; render unstable; disturb: Violence unsettled the government. 2. to shake or weaken (beliefs, feelings, etc.); cause doubt or uncertainty about: doubts unsettling his religious convictions. 3. to vex or agitate the mind or emotions of; upset; discompose: The quarrel unsettled her. verb (used without object), un·set·tled, un·set·tling. 1. to become unfixed or disordered. 1. (usually tr) to change or become changed from a fixed or settled condition 2. (tr) to confuse or agitate (emotions, the mind, etc) v.1590s, “undo from a fixed position, from un- (2) + settle (v.). Of the mind, feelings, etc., attested from 1640s. Unsettled “not peaceful, not firmly established” is recorded from 1590s. Meaning “not occupied by settlers” is attested from 1724. Related: Unsettled; unsettling. Leave a Reply 46 queries 1.146	<urn:uuid:cff11b70-8eea-4208-8061-fb778682661d>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.53125, "fasttext_score": 0.11709398031234741, "language": "en", "language_score": 0.8967589139938354, "url": "https://www.liberaldictionary.com/unsettling/" }
NCES.6.P: Forces and Motion NCES.6.P.1: Understand the properties of waves and the wavelike property of energy in earthquakes, light and sound waves. NCES.6.P.1.1: Compare the properties of waves to the wavelike property of energy in earthquakes, light and sound. Earthquakes 1 - Recording Station Ripple Tank NCES.6.P.1.3: Explain the relationship among the rate of vibration, the medium through which vibrations travel, sound and hearing. Longitudinal Waves NCES.6.P: Matter: Properties and Change NCES.6.P.2: Understand the structure, classifications and physical properties of matter. NCES.6.P.2.2: Explain the effect of heat on the motion of atoms through a description of what happens to particles during a change in phase. Phases of Water Density Experiment: Slice and Dice Density Laboratory NCES.6.P: Energy: Conservation and Transfer NCES.6.P.3: Understand characteristics of energy transfer and interactions of matter and energy. NCES.6.P.3.1: Illustrate the transfer of heat energy from warmer objects to cooler ones using examples of conduction, radiation and convection and the effects that may result. Conduction and Convection NCES.6.P.3.2: Explain the effects of electromagnetic waves on various materials to include absorption, scattering, and change in temperature. Color Absorption Heat Absorption NCES.6.E: Earth in the Universe NCES.6.E.1: Understand the earth/moon/sun system, and the properties, structures and predictable motions of celestial bodies in the Universe. NCES.6.E.1.1: Explain how the relative motion and relative position of the sun, Earth and moon affect the seasons, tides, phases of the moon, and eclipses. 3D Eclipse Phases of the Moon Seasons: Why do we have them? Tides - Metric NCES.6.E.1.2: Explain why Earth sustains life while other planets do not based on their properties (including types of surface, atmosphere and gravitational force) and location to the Sun. Solar System NCES.6.E: Earth Systems, Structures and Processes NCES.6.E.2: Understand the structure of the earth and how interactions of constructive and destructive forces have resulted in changes in the surface of the Earth over time and the effects of the lithosphere on humans. NCES.6.E.2.2: Explain how crustal plates and ocean basins are formed, move and interact using earthquakes, heat flow and volcanoes to reflect forces within the earth. Plate Tectonics NCES.6.L: Structures and Functions of Living Organisms NCES.6.L.1: Understand the structures, processes and behaviors of plants that enable them to survive and reproduce. NCES.6.L.1.1: Summarize the basic structures and functions of flowering plants required for survival, reproduction and defense. Flower Pollination NCES.6.L.1.2: Explain the significance of the processes of photosynthesis, respiration, and transpiration to the survival of green plants and other organisms. Pond Ecosystem NCES.6.L: Ecosystems NCES.6.L.2: Understand the flow of energy through ecosystems and the responses of populations to the biotic and abiotic factors in their environment. NCES.6.L.2.1: Summarize how energy derived from the sun is used by plants to produce sugars (photosynthesis) and is transferred within food chains and food webs (terrestrial and aquatic) from producers to consumers to decomposers. Cell Energy Cycle Energy Conversions Food Chain Forest Ecosystem Photosynthesis Lab Prairie Ecosystem Coral Reefs 1 - Abiotic Factors Pond Ecosystem Correlation last revised: 9/15/2020	<urn:uuid:b274b361-affc-4617-87db-6951c8993224>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.953125, "fasttext_score": 0.9970818758010864, "language": "en", "language_score": 0.8414955139160156, "url": "https://www.explorelearning.com/index.cfm?method=cResource.dspStandardCorrelation&id=4564" }
Have you ever heard of the word mimeograph? Then it dates you Have you ever heard the word mimeograph? In the 1940s and 1950s, it was a household word. Advertisement in Life Magazine December 11, 1939 mimeograph 1939 Making a copy of a document is easy today, but it was once a major task. Thomas Edison was only one of many inventors who looked for ways to make duplicates of documents easier. Thomas Edison received US patent 180,857 for “Autographic Printing” on August 8, 1876. The patent covered the electric pen, used for making the stencil, and the flatbed duplicating press. In 1880 Edison obtained a further patent, US 224,665: “Method of Preparing Autographic Stencils for Printing,” which covered the making of stencils using a file plate, a grooved metal plate on which the stencil was placed which perforated the stencil when written on with a blunt metal stylus. The word “mimeograph” was first used by Albert Blake Dick when he licensed Edison’s patents in 1887. Over time, the term became generic for the word ‘copy’ and is an example of a genericized trademark. Advertisement from 1889 for the Edison Mimeograph By 1900, two primary types of mimeographs had come into use: a single-drum machine and a dual-drum machine. The mimeograph became popular because it was much cheaper than traditional print – there was neither typesetting nor skilled labor involved. One individual with a typewriter and the necessary equipment became his own printing factory, allowing for greater circulation of printed material. The image transfer medium was originally a stencil made from waxed mulberry paper. For printed copy, a stencil is placed in a typewriter. The impact of the type element displaces the wax, making the tissue paper permeable to the oil-based ink. This is called “cutting a stencil.” It was difficult to correct the stencil when a mistake was made. Mimeograph machines were especially popular in schools because teachers could make hundreds of copies from one stencil fairly inexpensively as seen in the video below. One drawback to the mimeograph machine was the purple ink getting on one’s hands. You might be surprised to know that Mimeograph machines continue to be used in developing countries because it is a simple, cheap, and robust technology. This is probably because many mimeographs can be hand-cranked, requiring no electricity. Tapestry of Love Historical Series 2nd edition 2015 – About Donna R Causey She has authored numerous genealogy books. Discordance: The Cottinghams (Volume 1) is the continuation of the story. . For a complete list of books, visit Donna R Causey Leave a Reply	<urn:uuid:eb304ddb-6345-417a-9f60-e8a4874e468e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.018594443798065186, "language": "en", "language_score": 0.9429513812065125, "url": "https://daysgoneby.me/mimeograph/" }
What Is Right Mastoid Fluid - tp-marines.net Mastoiditis is a rare infection of the mastoid bone of the skull, which is located behind the ear. It is usually the result of untreated ear infections.When ear infections are left untreated for too long, the infection can spread to the mastoid bone. Jan 31, 2018 · Mastoiditis is majorly as a result of an infection in the middle ear. This infection can extend towards the mastoid bone. Once the bone, which has a structure of a honeycomb, is full of the infected substance, it can break down. Before the invention of antibiotics, many children died of this ailment. The mastoid bone is located behind your ear. Mastoiditis is often caused by an ear infection that spreads. Your risk for mastoiditis may increase if you have a chronic condition that weakens your immune system. Your ear canal swells and traps fluid inside your ear. Trapped fluid causes bacteria to grow and spread to your mastoid bone. Mastoiditis is a bacterial infection that affects the mastoid, a delicate bone behind the ear and is the rarest of all ear infections. Its structure is similar to that of a honeycomb, helping to maintain air space in the middle ear. When it becomes infected or inflamed, the porous bone. The MRI was normal but under the section for skull base it says: "Small amount of right mastoid fluid present. The skull base appears normal." From what I can tell the mastoid fluid. Jan 26, 2020 · Mastoid cells, sometimes called mastoid air cells, refer to the air pockets formed by the honeycomb-shaped bone structure of the mastoid process. A projection of a portion of the temporal bone in the skull, the mastoid process is located behind the ear. These cells may be of different sizes, depending on where they are positioned within the mastoid. Aug 16, 2011 · The mastoid air cells of the temporal bones are an interconnected network of small sinus cavities which communicate with the middle ear via the aditus ad antrum superiorly. The middle ear, which does not communicate with the external auditory canal due to presence of a normally. Oct 24, 2017 · Mastoid process is a bone behind the ear that appears in a protruding cone-shape pyramid. It is responsible for the attachment of the neck muscles. These muscles allow for movement of the neck and head such as rotation. The enlargement of a male’s mastoid process allows for gender recognition, if needed. Jul 31, 2019 · ANSWER. If left untreated, mastoiditis can cause serious, even life-threatening, health complications, including hearing loss, blood clot, meningitis, or a brain abscess. But with early and appropriate antibiotic treatment, these complications can usually be. A mastoidectomy is a surgical procedure that removes diseased mastoid air cells. The mastoid is the part of your skull located behind your ear. It’s filled with air cells made of bone and looks. The mastoid part of the temporal bone is the back part of the temporal bone. Its rough surface gives attachment to various muscles and it has openings for the transmission of blood vessels. From its borders, the mastoid part articulates with two other bones. It is an infection of the mastoid bone and the middle ear. The condition is also known as Chronic Suppurative Mastoiditis. The disorder gives rise to very discomforting symptoms like persistent drainage from the eardrum. It is an acute infection that can damage the middle ear structures and the mastoid. Mastoiditis is the result of an infection that extends to the air cells of the skull behind the ear. Specifically, it is an inflammation of the mucosal lining of the mastoid antrum and mastoid air cell system inside [1] the mastoid process. Feb 13, 2020 · The mastoid is located just behind the outer ear and looks like a honeycomb encased in bone that is filled with air. It is lined with a mucous membrane that communicates with the space behind the eardrum. As a result of this link, inflammation and infection in the middle ear can lead to an infection of the mastoid itself or mastoiditis. 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When I first went to the Canadian Arctic in 1958, sled dogs were a part of life for the indigenous Inuit and the Royal Canadian Mounted Police, and part of the scenery and the soundscape for everyone in those frigid far-northern reaches. Humans crossed from Siberia to North America more than 10,000 years ago, but around 200 B.C., peoples from the Thule culture — named after an archaeological site in northern Greenland — produced experts in hunting and the use of marine mammals. With small, speedy kayaks and much larger framed boats called umiaks, these people — whose ancestors lived around the Bering Sea — took not only seals but also walrus and huge bowhead whales. They used harpoons that collapsed or folded once struck, thus saving the precious shafts from being broken. Inflated seal skins with ivory mouthpieces and plugs were used as floats attached to the harpoon lines, slowing down the prey when it tried to dive or swim away, and keeping it afloat when dead. The cold climate enabled them to store large amounts of meat and blubber, though they used all parts of the animals they killed. As Arctic marine mammals do not generally carry parasites or diseases dangerous to humans, they could ingest blood, meat and blubber raw, giving them all the vitamin C they needed. During the long, dark, freezing winters, blubber also provided fuel to give light and warmth and enable people to melt snow and ice. These people brought with them an ancient Asian breed of dog that some people call “husky,” and which today’s Inuit call qimmiq. Undoubtedly these were originally hunting partners and watchdogs, but unlike other, older Arctic cultures, the Thule people also had light, flexible sleds and, with their dogs to pull them, they could travel long distances. As a result, they spread all the way across to Greenland and down the coast of Labrador, replacing older Arctic cultures and becoming the ancestors of modern Inuit. The huskies of Arctic Canada and Greenland have a thick double coat, with long, coarse, waterproof guard hairs protecting dense softer fur beneath. The males are bigger than the females, weighing from 30 to 40 kg, and up to 70 cm at the shoulder, with a thick mane of fur that makes them look even bigger and stronger. Huskies’ coats can be all colors — white, black, silver or brown — with or without patches, spots, bibs and socks. Eyes, too, are sometimes pale blue, but also brown, green or yellow. Like Japanese native breeds including the Akita, Kishu and Shiba, they carry their furred and feathered tails up over their backs, and in the cold and snow a husky can sleep outside, all curled up, with its tail over its nose. Huskies get excited over bears, and before the Inuit had rifles, the dogs would gang up and taunt a polar bear until it stood on its hind legs and the hunter could thrust a lance at its throat. I have seen how a pack of sled dogs, released from their harnesses, will charge after and surround a bear, slowing it down long enough for the hunter to get closer with his rifle. The dogs can also help to locate ringed seals’ holes in the ice that are covered in snow in the depth of winter, a time when the seals don’t leave the water. As the sea ice freezes, ringed seals — known to the Inuit as netsik or nattiq — keep several holes open because they have to range over the sea bottom for food. Then snow covers them until spring, when seals — the most abundant ice seals in the northern hemisphere — haul out onto the ice. Averaging about 1½ meters long with a weight of about 50 to 70 kg, ringed seals give birth to a single pup when the ice is still at its most solid, maybe 2 meters thick. The mother makes a small snow dome by a hole called an aglu, where the pup is shielded from wind and weather, just as the Inuit can be snug and warm in a snow-dome igloo. In the winter, Inuit hunters traditionally wait by the snow-covered seal holes, usually making a little hole in the snow with the tip of their harpoon, then licking and freezing a tuft of hare fur or owl feathers to the side of the little hole that would flutter when the seal came up to breathe — at which point the hunter would thrust down through the snow with his harpoon. Seals don’t come up at the same hole each time, and they will avoid one near any kind of sound or disturbance, so it’s easier to get one when hunters cooperate, spreading out and waiting quietly by holes a dog has found for them. The first few times I went to the Arctic, the use of dog sleds was still common. To be a hunter meant having dogs, and that meant you had to hunt to feed them as well as your family. Then, in 1961 and ’62, on an expedition with the Arctic Institute of North America to Devon Island — at roughly the size of New York state, the biggest uninhabited island in the world — we began testing an infernal machine with a single rubber track that was later to be called a snowmobile. Those we tested bogged down in snow and broke their tracks, so they were not very “mobile.” I far preferred dogs, but as our leader didn’t want any animals killed, we couldn’t use a dog team as we’d have to hunt seals to feed them. In the following years, however, the snowmobiles were much improved — with many of the best made in Japan — but convenience and speed weren’t the only reasons they replaced sled dogs in most areas. That was also because, in the Canadian Arctic especially, the Inuit were encouraged or coerced to live in larger communities, where their children could go to school. That meant more hunters and their dogs gathered together, so the surrounding areas soon had very little game — which is why the Inuit traditionally lived in small, widely scattered communities, traveling to meet and share with each other. I think that made them one of the most welcoming people in the world. Meanwhile, this summer when I went on an Adventure Canada cruise aboard the Ocean Endeavor (see September’s “Notebook”), we visited three small Baffin Island communities. They were all strangely quiet. No sled dogs. We were also invited to the coastal hamlet of Itilleq in western Greenland — a visit facilitated by Aaju Peter, a lawyer, activist and teacher who was awarded the Order of Canada in 2011 for her efforts in defending the culture and rights of the Inuit. I consider myself very fortunate to have sailed with her on that trip; she is a wonderful, articulate person who was born in Greenland and had lived in Itilleq as a little girl until she began going to school in Denmark at the age of 11. In 1981 Aaju went to Iqaluit — which lies on the south coast of Baffin Island and is the capital of the Canadian province of Nunavut — where she married a Canadian Inuk. One of the things Aaju has fought against is the banning of seal skins by the European Union. As for the United States, should I cross into even Alaska wearing my fine sealskin anorak, it would be confiscated at the border. All this despite the fact that the Inuit not only need seals’ meat and blubber for their families and dogs, and the skins for making clothing and boots, but they also relied on selling the some skins to bring in cash. Taking this income from them was totally unfair. Itilleq is a lovely little coastal hamlet of hunters and fishermen, with a population of around 70 who welcomed us, total strangers, into their homes for coffee, biscuits and cakes. The young people were proud of their traditional Greenland summer clothes — but to me this place, too, was strangely quiet. Our host told us they had shot all their dogs because the sea ice now freezes later and melts earlier, so they can’t hunt enough seals over the ice — and therefore cannot feed their dog teams. Inuit in Canada also told us about the increasing unreliability and decreasing amounts of sea ice — and of birds, insects and fish coming north that they had never seen before. The media is constantly reminding us of the desperate plight of polar bears, but what I most worry about is that without reliable, thick sea ice, the ringed seal — the most important seal in the Arctic — will not be able to reproduce and will vanish from vast areas. The Inuit have no doubt about climate change; what is happening is altering not only the ice and the weather, but thousands of years of partnership between the hunting Inuit and their dogs. Some very sincere people, Inuit and others, are doing their best to preserve the northern dogs and the art of traveling with dog sleds — but I hope it won’t just be for the wealthy and for tourists.	<urn:uuid:1c84a9cf-b95b-4aac-948b-99e891adc504>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.71875, "fasttext_score": 0.018884241580963135, "language": "en", "language_score": 0.9785740375518799, "url": "https://www.japantimes.co.jp/life/2015/10/03/environment/sled-dogs-age-climate-change/" }
Over the years, the importance of environmental awareness has brought about regulations upon which preservative chemicals and biocides can be used in marine applications. As a result, while marine ecosystems are revitalizing and flourishing, simultaneously, the amount of marine wood destroying organisms are steadily increasing. With both the rise of marine wood destroying organisms and the limiting of chemicals in water, this has caused the inevitable increase of degradation in wood utilized within marine applications. This being stated, in order to efficiently maintain wood-based marine structures and combat wood decay, it is important to discuss the ways in which they damage wood and how to protect it from these organisms. The invasive marine wood destroying organisms are categorized into two distinct groups, Mollusks and Crustaceans. Mollusks, commonly referred to as Shipworms and Boring Clams, are closely related to other bivalve organisms such as mussels and oysters. The origin of Shipworms are not exactly known. However, one of the earliest known infestations date back to Europe and Christopher Columbus in 1503 when Shipworms damaged his ships to the point of sinking. In the present day, they are a globally invasive species in most warm saltwater environments. On average, Shipworms can grow up to four to six inches long and a quarter inch diameter, but have been documented to measure over six feet long and six feet long. Furthermore, Shipworms are highly specialized bivalve mollusks adapted for boring into and living in submerged wood. As they bore through the wood using their sculpted shells to rasp the wood, they leave behind calcareous lined tubes in the wood’s interior. These tubes cause lumber to be unsuitable or structures to be weakened. Shipworms will typically attack any untreated wood that is submerged in water, with the greatest extent of damage being notably found near the mudline. Boring Clams Similar to Shipworms, boring clams thrive in brackish and saltwater. Throughout history, they are documented to have attacked creosote treated timber, concrete, and even lead. While they are worldwide and more versatile in their damaging capabilities than Shipworms, Boring Clams are not as common. They are distinguishable by their whitish-grayish shells that gape on either end. Crustaceans, the second category of marine wood destroying organisms, typically highlight the three most common genera being Limnoria, Sphaeroma, and Chelura. From the three aforementioned genera, the Limnoria, also known as a Gribble, is the most notable because it can still attack creosote treated wood and wood components. The crustacean species burrows just below the wood’s surface creating honeycomb-like tunnel networks within the wood for shelter. Although the Limnoria itself doesn’t cause major damage by doing this, it is their burrowing process in conjunction with water currents and tides that gradually wear away the sea piles. The pilings will eventually be akin to the appearance of an hourglass overtime. Once the Limnoria deems their current wooden marine structure no longer suitable for shelter, it will migrate to the next to continue the process once again. Employ a polymer coating engineered to be used in marine applications for your wood structure components. This special polymer wood coating defends treated wood from attacks by ships worms, barnacles, erosion, and even UV rays. It also prevents chemicals used for pressure treating from leaching from the wood – meaning the treatment stays in the lumber forever to protect and preserve it, while keeping chemicals out of the environment. Utilize vinyl piling or sleeves for marine structures. Due to their inorganic nature, vinyl marine materials are totally impervious to marine wood destroying organisms, and they’re generally engineered to last longer than wood used in water; treated or not. This makes vinyl a great material to build with as it helps to both protect and prolong the life of a great financial investment such as a dock, pier, or other marine structures. Learn Even More About Marine Wood Destroying Organism Solutions Visit our page about Marine & Shoreline to learn even more about the various options and solutions, or go ahead and contact us online or call (800) 816-0335 to get a quote.	<urn:uuid:1a21cdaa-486c-40d1-9418-03bf7b6819eb>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 4.125, "fasttext_score": 0.020128726959228516, "language": "en", "language_score": 0.9447100758552551, "url": "https://www.americanpoleandtimber.com/what-you-should-you-know-about-marine-wood-destroying-organisms/" }
Western Conifer Seed Bugs Western Conifer Seed Bug © Dawn Dailey O'Brien, Cornell University, bugwood.org Residents of Massachusetts may see this large, brown home invader come fall. First described in California in 1910, Western Conifer Seed Bug (Leptoglossus occidentalis) has quickly moved eastward. In 1956 the WCSB was reported in Iowa and in 1990 several were found in New York State. A true bug (order Heteroptera) in the family Coreidae, the dull-brown WCSB is known as leaf-footed bugs because of a flattened segment resembling a leaf on their hind legs. As a defensive mechanism when alarmed or handled, the WCSB omits a pungent odor from glands between the second and third pair of legs. They are sometimes considered a “stink bug” due to the pungent odor they emit when alarmed, handled, or smooshed. Life Cycle The female lays rows of eggs on the needles coniferous trees (hence the name), including white pine, red pine, hemlock, and spruce. Eggs hatch in about 10 days and the nymphs feed on the scales of the cones and occasionally the needles. They reach adulthood in late August. In the fall, the Western Conifer Seed Bug enters buildings through cracks and crevices searching for protection from cold temperatures. Find out what to do if you encounter one. Situations & Solutions Even though they are harmless to people and do not sting, bite, or eat wood, the western conifer seed bug (WCSB) may cause concern. They are good but noisy flyers, and can sound like a buzzing bumblebee. Prevent the entry of these bugs by calking openings around windows, doors, and chimneys, repair damaged window screens, and screen attic and wall vents. The bugs can be easily captured and returned to the outdoors or vacuumed into a bag and disposed of. There is no need to resort to insecticides. Chemicals are dangerous—western conifer seed bugs are not.	<urn:uuid:f02ecde7-02c7-452e-9034-1c6e2f23bac2>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.018564224243164062, "language": "en", "language_score": 0.922593891620636, "url": "https://www.massaudubon.org/learn/nature-wildlife/insects-arachnids/western-conifer-seed-bugs" }
HIST 405 Quiz Week 2 This paper of HIST 405 Quiz Week 2 covers: (TCO 4) What were encomiendas? (Points : 2)(TCO 1) Puritan leaders found Anne Hutchinson especially dangerous because she (Points : 2)(TCO 4) Why did English immigration to the colonies drop dramatically after 1660? (Points : 2)(TCO 2) The French and Indian War was also called (Points : 2)(TCO 2) To protest British taxes, colonists often organized boycotts to (Points : 2)(TCO 2) The Battle of Lexington was part of a strategy by the British to suppress the colonists by (Points : 2)(TCO 2) Which is an advantage the British had over the Patriots at the beginning of the war? (Points : 2)(TCO 9) The Articles of Confederation created a national government with (Points : 2)(TCO 1) The Constitution divides government power (Points : 2)(TCOs 1 and 2) Identify and analyze major actions taken by the English Parliament during the 1760s that angered the colonists, and discuss specifically at least one act that dealt with what the colonists viewed as unfair taxation. Then discuss the significance to the colonists of the Tea Act and the Coercive Acts and why these particularly galled the colonists. Make sure you use enough details to support your answer. (Points : 20)	<urn:uuid:c5a1b07e-55ab-4409-b006-7e2c675432dc>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.890625, "fasttext_score": 0.969508707523346, "language": "en", "language_score": 0.9579033255577087, "url": "https://homework.essaysanddissertationshelp.com/hist-405-quiz-week-2/" }
Mrs. Meyer’s 6th grade science class has been learning about cells. As a fun and creative way to show what they have learned, each student made their own plant cell model. The student’s were given a rubric of what all needed to be displayed on the project and were told that they could use anything to display the different structures of the cell. The students needed to display the nucleus, endoplasmic reticulum, golgi complex, ribosomes, chloroplasts, mitochondrion, and large central vacuole . The student’s were very creative with their models. Several students used cake and candy, some used things they found around the house, and even one student used all Legos! The student’s had a great time making these projects and have already asked when the next one is! Photo Gallery	<urn:uuid:da7da8d0-3a18-44a9-bb24-1e796c8ff5bd>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.75, "fasttext_score": 0.033329546451568604, "language": "en", "language_score": 0.9785201549530029, "url": "https://www.keytesville.k12.mo.us/6th-grade-cell-projects/" }
When you hear about Eid, it might feel like experiencing déjà vu. Muslims aren’t just making up an additional holiday to play hooky, though; Eid happens multiple times a year. The first Eid, also known as Eid-al-Fitr, the “Festival of Breaking of the Fast,” celebrates the end of Ramadan. It’s kind of like a Muslim Christmas, filled with presents, new clothes, prayer, family, a feast, and charity. Eid-al-Fitr is followed by Eid-al-Ahada a few months later. The latter is also called the “Sacrifice Feast” because it commemorates Abraham’s willingness to sacrifice his son in submission to God. (An angel stopped the actual sacrifice.) The second Eid is also when all Muslims who are physically and financially able, are encouraged to make the pilgrimage to Mecca. This journey, known as Hajj, is one of the five required pillars of Islam. Both holidays emphasize Muslim unity and coming together as a community to celebrate. But many Muslims end up in a predicament, with families divided over the actual days on which they should celebrate the holidays. This is because Eid-al-Fitr and Eid-al-Ahada, like Ramadan, are based on the Islamic lunar calendar. Both Eids also move forward by roughly 11 days every year when using a Gregorian Calendar because the lunar calendar is comprised of about 354 days in comparison to the 365 days. Considering that a lunar calendar revolves around phases of the moon, the complexities of determining a collective Eid emerge. Globalization has increased the complexity of determining the days of Eid, since on the one hand there is a strong desire to have Muslims across the globe celebrate on the same day, but on the other hand people want to celebrate Eid on the same day as Saudia Arabia, the birthplace of Islam. Although all Muslims base holidays on a lunar calendar the dates differ for holidays like Eid-al-Fitr because the ability to see the birth of a new moon can change based on geography. The actual moon-sighting portion of Eid-al-Fitr is also a divisive issue. With the rise of reliable scientific instruments, some Muslim scholars and followers are torn between traditionally viewing the moon with the naked eye or using scientific methods to determine the birth of a new crescent. Thus, standards for moon sightings vary even between mosque to mosque in the same city. In Muslim majority countries it is much easier for the government to declare a specific collective date to celebrate the festival, which can last three days. So when you Google the date of “Eid 2016” more than one date will come up, but you can see why these dates are not set in stone for all Muslims. Muslims will always share the holiday if not the horizon. Counterpoints, Vol. 346, Teaching Against Islamophobia (2010), pp. 49-64 Peter Lang AG Science, New Series, Vol. 313, No. 5791 (Sep. 1, 2006), p. 1233 American Association for the Advancement of Science	<urn:uuid:63d3171f-6154-4adf-a064-e7040fb4fbcd>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.585449755191803, "language": "en", "language_score": 0.9052568674087524, "url": "https://daily.jstor.org/the-debate-over-eid/" }
What is Resolution in Literature? Definition, Examples of Literary Resolution what is resolution Resolution in a narrative indicates the solution to a complicated issue. In a narrative plot structure, resolution occurs after the climax of the story at the very end and is considered the final point in a story’s conflict. What is a Resolution? Resolution is the conclusion of a story’s plot and is a part of a complete conclusion to a story. The resolution occurs at the end of a story following the climax and falling action. In some stories, climax and resolution occur simultaneously but in that case are simply co-occurring points in the plot. In Romeo and Juliet by William Shakespeare, the resolution is seen when both Romeo and Juliet have died and the heads of the dueling families, Lord Capulet and Lord Montague, express their sorrow over having caused the deaths of the children. They decide to end the feud between families to prevent any further tragedies. Capulet: O brother Montague, give me thy hand. This is my daughter’s jointure, for no more Can I demand … Montague: But I can give thee more, For I will raise her statue in pure gold, That whiles Verona by that name is known, … As that of true and faithful Juliet … Capulet: As rich shall Romeo’s by his lady’s lie, Poor sacrifices of our enmity … Prince: A glooming peace this morning with it brings. The sun, for sorrow, will not show his head … Modern Examples of Resolution In any well-developed story, there will be a meaningful conflict with a meaningful resolution at the end. Here are some examples of popular works of literature and their resolutions. The Catcher in the Rye by J.D. Salinger sees its resolution in the last chapter. Holden Caulfield is in a psychiatric care facility and outlines some of his future plans for the readers. He hopes to return to school but is not overly thrilled. The resolution comes from the fact that he’s decided to return to a sense of normalcy and continue with his plans: Scott Fitzgerald’s The Great Gatsby sees its resolution in the narrator reflecting on what he’s experienced and learned in his time spent getting to know the characters. In a poetic and wistful use a language, the resolution is served with a side of nostalgia and the sense comes across that the narrator will be moving on and the events of the novel are officially in the past: The Purpose of Resolution The resolution of a story is the final element and is therefore required to end a story in a satisfying manner. Following the climax and the falling action, the resolution ties together all elements of a story in a way that creates a feeling a completion to readers. A story is not complete in terms of plot structure if it does not have a resolution. In action-packed stories, resolution gives audiences a chance to breathe a sigh of relief and to relax. The intensity is over, and a more comfortable point has been reached where tensions are low and conflict is resolved. Additionally, resolution ties together elements of theme and can allow the overall storyline to resonate with readers and audiences one final time. Important aspects to the story are emphasized and theme is reinforced with one last message to readers. How Resolution is Used in Literature In the poem “Those Winter Sundays” by Robert Hayden, the poet remises about times his father showed his love through acts of kindness. The poem resolves with a reflection about love and reinforces the themes of fatherly love and selflessness: What did I know, what did I know of love’s austere and lonely offices? J.R. Tolkien’s The Hobbit sees resolution after the intense adventures and battles come to an end. The evil Smaug has been defeated and Gandalf takes Bilbo Baggins back to his hobbit hole in The Shire. Bilbo is happy to be home and it is indicated that he lives for many years thereafter just the way he always wanted: in peace and simplicity. There is a satisfaction that Bilbo was able to return to his dear way of living after fearing that leading a hero’s life would forever remove him from the modest life he loved so much. The idea that one cannot have both is challenged in this way. In the resolution, there is a clear message that some of the world’s evils would not exist if everyone lived the way Bilbo did: Recap: What is Resolution in Literature? Resolution is a key part of any story’s plot structure. Without a resolution, readers would be left feeling unsatisfied and a story would, by all accounts, be incomplete. Resolution serves to tie together any lingering loose threads and to reinforce important aspects of the stories themes.	<urn:uuid:f35cd801-18c6-4893-9dda-db26d5320444>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.578125, "fasttext_score": 0.19826257228851318, "language": "en", "language_score": 0.9615252614021301, "url": "http://www.woodheadpublishing.com/literary-devices/resolution" }
Define Script Writing Specify script writing criptwriting definition, a person who writes scripts, such as for movies, radio or television. The screenplay is a written version of a game or film. When you audition for a film, you get the script to practice one or two scenes. Glossary of screenwriting words & filmmaking definitions Scenes, characters and sound as described in a script. Typeing's sound rises above everything else when MAX is sitting at his computer and writing his paper. It indicates that a gunshot should be fired from an airplane or chopper (not a crane). If, for example, a sequence is taking place on a large edifice, you may want to have an air photograph of the ground on which the operation is taking place. Some kind of gunshot. In order to get from a close-up of Billy to Jenny, you would use "ANGLE ON STRUCTURE" to suggest a new recording with Jenny. You' re still in the same place, but the producer knows he has to move the film. Hint: This is often indicated by a simply describing the scenes. A lot of script uses the parent thetical (beat) to break a dialog line. A" beat" indicates that the performer should stop for a minute before he continues the part. In a script, the name will appear in all capital letters when a person is presented for the first case in the "Action". " You can then write the name of the characters normally, in the script itself, the remainder of the script. Also see INSERT and Shoot. Cloose on is a shooting descriptive text that implies a close-up of an subject, an act or a subject (an expressionist part of the human organism such as the face or a fist). Sometimes, instead of DAY or NIGHT at the end of a SLUGLINE/Location Descriptions, you will seecontinous. In essence, there is a continual process that goes from one place to another without interruption in terms of elapsed between them. As a rule, continououus is voluntary in writing and can be omitted at all. In this case it is used for the slug line (EXT. STREET - CONTINUOUS) and does not represent any period between changes of city. Hitchcock zooming uses a zooming objective to set the viewing angle simultaneously with the camera's movement to or from the scene so that the scene remains the same throughout the image. Considering that the anthropological system uses both height and perspectival clues to assess the comparative dimensions of an object, it is very disturbing to see a perspectival shift without resizing, and the effect's emotive effect is much greater than the above descriptions suggest. One remarkable use of this effect is in Jaws when Chief Brody sees the chaos in the waters of the sand, or in Goodfellas where stage designer Martin Scorsese uses the Hitchcock zoom in a sequence during the peak of the movie: This is like wie wie wie ein "Fade to schwarz puis Fade to next scen. " This means that when a sequence is faded out, a moments of darkness is faded in before the next one. This is the simplest and most frequent transfer. Caused by a scenic shift, this shift can be used economically to enhance changes of characters and emotions. It is a description of a sequence of scenes in the course of an image. It' simple, that's what the script wants them to say. He or she visualises the film using the script, takes pictures, proposes how the actor should present their character and assists with the editing. Essentially the individual responsible for turning a script into a film. It was a joint crossing. The next sequence disappears when a sequence is faded out. Usually this kind of connection is used to give a certain amount of information and is very often used in installations such as Bugsy. This is a device used to move a digital still image around a particular sequence or area. It' a gunshot, mostly from afar, showing us where we are. An image that suggested the site. It is often used at the beginning of a movie to suggest the place of the event. If our history is set in New York, for example, we could use a recording of the Manhattan sky as a basis. It'?s an outdoor setting. VERY LONG RECORD (XLS): This means that the viewfinder is placed very far away from the object or operation. Usually this indicates that it is not the end of the picture, but it is the end of a big move in the game. The" next scene" is often the day, month or year after the preceding one. Occasionally tracks appear in the dark to indicate a timeline. However, this change is often a symptom of a strong shifting of the protagonists' times or emotions. In a recording, a certain characteristic or a certain activity is emphasized or "favored". Today, movies are generally understood as any movie that is at least one hours long and for which you are paying. This is an extreme brief image, sometimes as brief as an almost subtle image. BLASHBACK: Sometimes used as a junction or at the beginning of the slug line to indicate a past happen. Same can be followed by BACK TO PRESENT DAY if necessary, or the author can use PRESENT DAY at the end of the running slug line instead of just the DAY. This image stands still, becomes a still and lasts for a certain while. If an author takes a certain close-up at a certain point in the movie, he or she can use an insertion snap. It is a recording of an important detail in a sequence that requires the full focus of the cameras for a while. The author might have a good chance of the public getting a good look at the watch, and as such he would suggest to the film' s directors that they take a close-up of the watch at a certain point in the film. Notice: Writing important CAPS items will often give them their meaning in the community and give the directors more liberty and a greater sense of importance. It' a indoor scenes. A few script can use the INTERCUT: expression as a transitions or INTERCUT BETWEEN. Hint: This is a styles that can be rewritten with default scenebreaks. You can use this word to suggest something, or someone will come into the image while the digital stills. You can use this phrase to suggest something or someone comes into the image as the lens retracts (pans, etc.) to unveil more of the scenery. This is the word used at the end of Star Wars scripting and means wiping from the middle of the box in all direction. It' as if the irises of a person`s eyes open to poorly illuminated scenes to take us to the next sequence or the end closings, as is the case with Star Wars. This is a junction between images in a sequence in which the occurrence of continual real-time is discontinuous. Just think, you put a video recorder on the floor to shoot a character. But, as it turns out, you only have one moment to complete your projects. Cutting out the unessential parts and working the desired parts together on the basis of a unique perspective from a common point of view gives you what are known as snap-edges. Transfers from one instant to the next within a sequence that seem jerky because they interrupt the immediate flux of cinematic form and place. Usually this is used to show a very short ellipse of elapsed etips. Poor jump cuts would be in the case of films like Mothra, where they don't have the cash to get different viewpoints, so they just go from one important point of view to the next from the same one. See also DISSOLVE: A switch between sequences that is reached by hiding one recording while the next becomes more clear. This is a common way to make comparisons between two totally independent entities. Matching resolution contains two similarly colored, shaped and/or moving entities in the transitions from one sequence to the next. As an example, if scene A follows an dart scurrying through the woods, one could compare the resolution with a camera movement, in scene B with a sphere scurrying through the town. This is a set of pictures that show a subject, a discrepancy or the course of the times. A few early instances of assembly are Town Symphony's and Man With a Movie Camera. With Out Sound (Original German) Moments of Silence (English storage device). Motion in which the body rotates around a fixed axle. When you want an actress to submit his line in a certain way, a script contains a parenthesis describing the point. It substitutes the eye (sometimes the ear) of a person, beast, engine, security cameras, etc. It can be used to highlight the individual aspect of a particular sequence, or it can be used to create fear and tension. One example of Halloween in POV is the Halloween opening film. Push Back: The viewfinder will move away from a target, usually by a zooming or dolling operation. SENSORS: The focal point of the lens changes from one specimen or specimen to another. Move the viewfinder towards a target. It could be described as a counter-POV weft. The script generally proposes that the film is rotated 180° to take a picture from the "other side" of a film. Tucker, for example, in the script There's Something About Mary, plays a jest about Mary in her studio in a scenario the authors didn't want to betray right away. This is an incident that occurs completely in one place or at one point in it. When we go from the inside out, it's a new sequence. Cutting it five mikes later is a new sequence. When both, it's a new sequence. Moments can vary from one shoot to eternity and are differentiated by snail-line. Recordings are generally selected by the author, although the author can use uppercase to suggest where the cameras should be. If an author must have a certain recording at a certain time in a movie, he has some choices, which are described in detail elsewhere in this list: Text in all CAPS at the beginning of a sequence that briefly explains the place and hour. A particularly acute junction. But if you wanted to relieve the troubled old man in the beginning, maybe you would have: A killer walks into the glade and takes a few moments to enjoy this dead. This girl is shaking her brains as if she' begs for the murderer to turn his back. Catch the moon light for a second before it crashes down. Notice: This is often the decision of a filmmaker. When an author completes his own script outside the recording system (it's not an assignment), he submits it to the recording companies for review, it's a special script. SCREEN SHOT: The image area is divided into two, three or more images, each with its own motif. This is a digital video surveillance system that is designed to stay steady while being used. Sometimes it is suggested in a script to use a hand-held recording in a single sequence, although a steadyicam is slicker than a normal hand-held recording and as such gives a different outcome. STOORSHOT: recordings of historical happenings, other movies, etc. Overlaying one thing over another in the same film. A face can also be mounted via a flow of awareness. Quickly shooting the image from one subject to another, which smudges the border and is often used as a transitional point. If you want to edit in a sequence at a later point in timecut, you have the possibility to write it as a clip. If for example, if two folks go to a dining room and their talk is first important, then turns into subjects that are not important for your history, then you might want a little bit of cutting off the beverages on the entree and then back to the payment of the bill. In a dolly movement, a digital still image follows a moving individual or a moving target. Unless the viewfinder is fixed e.g. by a stand and follows a motif, it is a movement of the cam. To see good samples of trackings, see one installment of The X-Files, each installment of ER, or the first recordings of Touch of Evil and The Player. They describe the way in which one sequence becomes the next. That is, a CUT TO: is not necessary for every scenery switch. Sometimes a novelist will create his own passage. If this is the case, the border is usually self-defined (e.g. brightness WHITE FLASH TO: indicates that the brightness fills the display for a short instant when we move on to the next scene). That means that the characters' parts that are in dialogues but his or her movable lip is not in the sequence. This is a transitional phase in which one sequence is "wiped out" for the next. Just think, Scen A is still cold and Scenes B is the matter below. The wiping cloth would look like a doctor blade that pulls off the A from the B area. Note and see the differences between a zooming in and a push-in (camera approaches nearer the subject). Wrote many specifications and commission screenplays, among them screenplays of Andrea Badenoch's Driven and Irvine Welsh's dark and gloomy filth. He writes for Script Magazine and has also made two award-winning shorts: Finders, Keepers..... The most remarkable film so far is Long Time Dead, a psychic nightmare for working title films with Lukas Haas, Marsha Thomason, Lara Belmont, Alec Newman and Joe Absolom. Mehr zum Thema	<urn:uuid:69537fa4-7bc4-4dda-ac04-3f6d09f58b47>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.21662676334381104, "language": "en", "language_score": 0.9526946544647217, "url": "http://www.101books.net/topic/define-script-writing" }
General Information Basically a mode is a type of scale, as in ‘doh re mi fa so la ti do.’ Alter just one of those notes and you can call the scale a mode. Each mode is believed to have begun on a different note of the scale, for example, C to C (Lydian mode) or E to E (Dorian mode) and so on. The seven main categories of mode have been part of musical notation since the middle ages. Ionian, Dorian, Phrygian, Lydian, Mixolydian, Aeolian and Locrian. Some of them are major modes, some are minor, and some are ambiguous. Some modes are sadder or holier than others. 1 of 7 Ionian Mode The Ionian mode is a simple ‘doh re mi’ major key. It is the modern major scale. It is composed of natural notes beginning on C. A typical example of music in the Ionian mode would be Mozart's Flute and Harp Concerto in C major 2 of 7 Dorian Mode 3 of 7 Phrygian Mode 4 of 7 Lydian Mode The Lydian mode has just one note changed from the Ionian, a major scale, but with the fourth note from the bottom sharpened to give a slightly unsettling sound. Music that uses the Lydian mode includes Chopin's Mazurka No. 15, the theme tune to 'The Simpsons', and the third movement of Ludwig van Beethoven's String Quartet No. 15 in A minor. 5 of 7 Mixolydian mode The single tone that differentiates this scale from the major scale is its seventh note, which is a flattened seventh rather than a major seventh. Tunes that use the mixolydian mode include The Beatles' 'Norwegian Wood', the theme to the TV series of Star Trek and Debussy's 'The Sunken Cathedral'. 6 of 7 Aeolian & Locrian Mode Aeolian is the natural minor scale, heard in such popular songs as Bob Dylan’s 'All along the watchtower' or REM's 'Losing my Religion'. The Locrian mode has five notes in its scale flattened a half-step. There are passages in the Locrian mode in works by Rachmaninov, for example the Prelude in B minor, op. 32. 7 of 7 No comments have yet been made Similar Music resources: See all Music resources »See all Developing Musical Understanding resources »	<urn:uuid:c3f4fcb6-855a-4889-8c82-c9e8d42d9536>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.65625, "fasttext_score": 0.026644587516784668, "language": "en", "language_score": 0.9356487393379211, "url": "https://getrevising.co.uk/revision-cards/modes" }
You are here: Straitéis Fuinnimh Inacmhainne Affordable Energy What is Energy Poverty A household is considered energy poor if it is unable to attain an acceptable standard of warmth and energy services in the home at an affordable cost. In Ireland households are currently defined as energy poor if they spend more that 10% of their disposable income on energy costs. Government 's Strategy for Energy Poverty Government Policy on Energy Affordability is founded on the fundamental principle that everyone should be able to adequately light and heat their homes. In 2011, the Government launched its Warmer Homes: A Strategy for Affordable Energy in Ireland which set out a vision for combating energy poverty by improving the affordability of energy for low-income households, ensuring that people can live in a warm and comfortable home that enhances the quality of their lives and supports good physical and mental health. The Department recently concluded a consultation on affordable energy which recognised that although progress has been made over the past three years in addressing energy poverty, significant challenges remain. The Department is currently reviewing all the responses received to the consultation and these responses will be considered in the construction of Ireland's New Affordable Energy Strategy. Did you know? A family in an energy inefficient home can pay over €4000 to keep their homes adequately warm. Improving the energy efficiency of their house can potentially reduce their energy bill by as much as €2000! The Society of St Vincent de Paul	<urn:uuid:5803efa7-d577-4c3b-9608-0f4593df49f3>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.03271019458770752, "language": "en", "language_score": 0.951323390007019, "url": "https://www.dccae.gov.ie/ga-ie/energy/topics/Energy-Efficiency/energy-costs/Pages/Affordability-strategy.aspx" }
Weaving the Wayuu women’s history In the middle of extensive desert areas, between cactus huts, sun, sand, and wind, in the Colombian peninsula of La Guajira, a story is erected. Under the female baton, a story with color is told, which has survived, remain, and can never be erased. A community that identifies with the Man, but made by female pulse. The woman is fundamental, is the mainstay in the social and cultural development of the Wayuu community. Since childhood, they are taught in art, leadership, life, and the history of their people. They are the future in sustaining their population, they are the ones who will carry the cultural, economic, political and social command that will allow them to continue being the community they are over the time. The men within the Wayuu population are subject to work such as grazing, construction, and repair their homes and bower. As a central axis of the Wayuu culture, there is its art: a variety of crafts (Mochila bags, Wayuu hammocks (chinchorros), Wayuu manta dress, and bracelets) all hand weaved. This is their main skill which has propagated around the Colombian territory and beyond. It is the knowledge of an ethnic group capable of surviving the onslaught of history and the socio-political conditions of a country. The weave is for the Wayuu community, and mainly for its women, a way of weaving life and preparing for it. It means weaving dreams and hopes, it is a memory, it is remembering what it was and what they are, and how they continue writing a story that must be told. Man = Wayuu: Which in Arhuaco means ‘powerful man’. Wayuu woman weaving a Wayuu Hammock (Chinchorro) Leave a Reply	<urn:uuid:385cd351-b2f2-4179-a550-0da5b12f8f7d>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.640625, "fasttext_score": 0.1524764895439148, "language": "en", "language_score": 0.9689053297042847, "url": "https://naturesvibesonly.com/en/weaving-the-wayuu-womens-history/" }
Definition of "atomic" [] • Of or relating to an atom or atoms. (adjective) • Of or employing nuclear energy: an atomic submarine; atomic weapons. (adjective) • Very small; infinitesimal. (adjective) • Of, using, or characterized by atomic bombs or atomic energy (adjective) • Of, related to, or comprising atoms (adjective) • Extremely small; minute (adjective) • (of a sentence, formula, etc) having no internal structure at the appropriate level of analysis. In predicate calculus, Fa is an atomic sentence and Fx an atomic predicate (adjective) (c) HarperCollins Publishers Ltd 2016 Use "atomic" in a sentence • "Helping the burn victims, doctors took some time to realize that they were dealing with a new and horrifically deadly phenomenon, radiation sickness—what they called atomic bomb disease."	<urn:uuid:cff11929-016e-4094-a9fa-66e62db97591>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.05150866508483887, "language": "en", "language_score": 0.8959710001945496, "url": "http://definition.org/define/atomic/" }
For all the content, including video and code, visit the course page for How Modeling Works. Separating signal from noise A model is a story we tell about our data. It is always different from the data itself. It is a simplified version, a cartoon picture, with bold edges and even shading. There are always many stories that can be told by the same data set. When we are building a model, we are making the assumption that our data has two parts, signal and noise. Signal is the real pattern, the repeatable process that we hope to capture and describe. It is the information that we care about. The signal is what lets the model generalize to new situations. The noise is everything else that gets in the way of that. It is imperfections in our sensors, typing things in wrong, variations driven by forces that we can’t or don’t try to model. It is all the other stuff. It’s easy to picture the difference between signal and noise if you imagine listening to your favorite playlist in the middle of winter while there is a heater running nearby. The music is the signal. That’s the thing that you want to track and absorb. The heater fan is noise. It is additional variation piled on top of the signal. And if it gets too loud, it becomes impossible to follow the flow of the signal. The challenge It is the goal of models to describe the signal, despite the noise. A perfect model describes the signal exactly, and ignores all of the noise. If a model fails to capture all of the signal, that type of error is called bias. If a model captures of some of the noise, that type of error is called variance. Too much bias in our model means that it will perform poorly in all situations because it hasn’t captured the signal well. You may also hear this called underfitting. This was the case when we fit a straight line to our temperature data. It didn’t capture the underlying pattern well, and because of that, had a much higher error then the rest of our candidates. A linear model fit to this data has high bias. Too much variance in our model will also cause it to fail. It won’t generalize well. Instead of capturing just the pattern we care about, it will also capture a lot of extraneous noise that we don’t care about. The patterns in the noise will be different from situation to situation. When we try to generalize and apply or model to a new situation, it will have extra error. This is also called overfitting. The more complex our model, the greater the risk of overfitting. This was the case in the connect-the-dots interpolation model. Overfitting is tempting. Don’t fall for it. The fix The way to protect against underfitting is to try several different types of models. Each model has its own strengths and weaknesses, patterns that it finds more easily and more accurately, and other patterns that it struggles with. By trying a variety of models, we have the best chance at pulling out the patterns hidden in our data. Our best defense against bias is a rich pool of candidate models. To protect against overfitting, we make sure to test how well each trained model generalizes. After training it on one set of observations, we then use it to predict the pattern in another set of observations. If the predictions are accurate, then we know our model is good, and our variance is low. If it makes much worse predictions on the test data set then on the training data set, then we know that the model overfitted the training data, that it captured a lot of noise, rather than just signal. We're really getting warmed up now. Next in part 3 we'll consider a question that can make or break our model selection: choosing the right error fuction.	<urn:uuid:90193ac6-c88b-4ee8-8057-63b04917a4e4>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.765625, "fasttext_score": 0.02310889959335327, "language": "en", "language_score": 0.9534005522727966, "url": "https://brohrer.github.io/how_modeling_works_2.html" }
One Element, Many Patterns Design Problem 1 1. Devise a single element, such as a dot, diamond, squiggle, or square. 2. Copy and repeat the element in columns or rows to make an overall pattern. 3. Vary the spacing of the elements in the rows to create variation. 4. Continue to create new variations by varying the size of the elements, by creating overlapping rows of elements, and changing the color, size, and orientation of elements.	<urn:uuid:df0b2dd5-b345-43d2-9210-c52100f51d1a>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.970493495464325, "language": "en", "language_score": 0.8499994277954102, "url": "http://gdbasics.com/html/pattern/designProblem1.html" }
What object would you choose to represent Weimar culture? I’ve never taught Weimar culture very well but it’s a topic I love. So this year I spent a while replanning my lesson. I was very pleased with the outcome so I thought I should share it. Lesson Plan: Starter: Discussion This lesson should follow a whole scheme on Weimar and as a result students should have solid contextual knowledge of the period. Using this knowledge get the students to discuss “Why would art and culture flourish in late 1920s Germany?” Task 1: Teacher Introduction. Set up the scenario for the lesson. Last year the British Museum held a landmark exhibition on Germany. Neil MacGregor chose 50 objects to represent the history of Germany. One of these represented Weimar culture. Your task is to work out which object you would choose. Task 2: Source sheet. Give each student a copy of the culture sheet. Across it are objects representing Weimar culture. For each they must list what they can see in one colour. Then in another colour what this object tells us about Weimar Germany. Task 3: Pick your object. Get the students to individually pick one object to represent Weimar culture. They need to write a substantial paragraph justifying their choice. Plenary: Reveal what Neil MacGregor chose.	<urn:uuid:12acff7c-4759-4a20-8f85-1694548fb163>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.04857993125915527, "language": "en", "language_score": 0.9381346106529236, "url": "http://radicalhistory.co.uk/what-object-would-you-choose-to-represent-weimar-culture/" }
Puneet Varma (Editor) South American Plate Updated on Share on FacebookTweet on TwitterShare on LinkedInShare on Reddit Type Major Movement west South American Plate South American Plate AmericasTectonics Approximate area 43,600,000 km (16,800,000 sq mi) Speed 27–34 mm (1.1–1.3 in)/year Features South America, Atlantic Ocean The South American Plate (Dutch: Zuid-Amerikaanse Plaat, French: Plaque Sud-américaine, Portuguese: Placa Sul-Americana, Spanish: Placa Sudamericana) is a tectonic plate which includes the continent of South America and also a sizeable region of the Atlantic Ocean seabed extending eastward to the Mid-Atlantic Ridge. South American Plate South American Plate The easterly side is a divergent boundary with the African Plate forming the southern part of the Mid-Atlantic Ridge. The southerly side is a complex boundary with the Antarctic Plate and the Scotia Plate. The westerly side is a convergent boundary with the subducting Nazca Plate. The northerly side is a boundary with the Caribbean Plate and the oceanic crust of the North American Plate. At the Chile Triple Junction in Taitato-Tres Montes Peninsula, an oceanic ridge — the Chile Rise — is subducting under the South American plate. South American Plate South American Plate AmericasTectonics The South American Plate is in motion. "Parts of the plate boundaries consisting of alternations of relatively short transform fault and spreading ridge segments are represented by a boundary following the general trend." Moving westward away from the Mid-Atlantic Ridge. The eastward-moving and more dense Nazca Plate is subducting under the western edge of the South American Plate along the Pacific coast of the continent at a rate of 77 mm (3.0 in) per year. This collision of plates is responsible for lifting the massive Andes Mountains and causing the volcanoes which are strewn throughout them. South American Plate Episode 1 Geology amp Geography Brazil Culture and History Podcast What is south american plate what does south american plate mean south american plate meaning South American Plate wwwzetatalkcominfotinfo05qgif South American Plate South American Plate Wikipedia South American Plate FileSouth American Plate mapfrpng Wikimedia Commons South American Plate Wikipedia Similar Topics Not a Love Story (2011 film) William Duane Benton Jonathan Spollen	<urn:uuid:5073c13e-8f1d-4a94-923b-c765997a52ad>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.18788409233093262, "language": "en", "language_score": 0.8002215027809143, "url": "https://alchetron.com/South-American-Plate" }
Courtesy of the Victoria and Albert Museum, London (1688–1747). Often called the “Napoleon of Iran,” the 18th-century bandit leader Nadir Shah created an empire that stretched from northern India to the Caucasus Mountains. Nadir Qoli Beg was born in Kobhan, Iran, on Oct. 22, 1688, into one of the Turkish tribes loyal to the Safavid shahs of Iran. In 1726, as head of a group of bandits, he raised an army of 5,000 to help Shah Tahmasp II regain the throne the shah’s father had lost four years before. Success in battle brought the bandit power enough to restore the shah and then depose him in favor of the shah’s infant son. In 1736 Nadir deposed young Abbas III, as Tahmasp’s son was known, and had himself proclaimed shah. To consolidate his hold on Iran, he waged a relentless military campaign against the Mughal Empire of India to the south and the Russians to the north. He defeated the main Mughal armies, entered Delhi, and returned to Iran with the famous peacock throne and the even better-known Koh-i-noor diamond (see diamond). He then led successful campaigns against the Russians and the Ottoman Turks. Nadir Shah was a cruel and ruthless king whose harshness toward his subjects became more pronounced the longer he was in power. The extravagant cost of his wars drained the treasury, and tens of thousands of his subjects perished in these conflicts. His attempt to turn his subjects from the Shiʿite to the Sunnite form of Islam cost him what little popularity he had (see Islam). He was assassinated in June 1747. (See also Iran.)	<urn:uuid:2c87b472-4843-44b5-8412-37b68762d344>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.828125, "fasttext_score": 0.1208617091178894, "language": "en", "language_score": 0.9839105010032654, "url": "https://kids.britannica.com/students/article/Nadir-Shah/276013" }
Skip to main content Business LibreTexts 5.1: Collective Farming Movements • Page ID • Communal ownership of agricultural land exists in different places in the world. One well-known example is the kibbutzim in Israel, which collectively owned agricultural land and were governed much like a cooperative. Hutterite colonies in North America follow a similar process, with the exception that women have no role in governance. Communal ownership of land did exist in Eastern Europe and the former Soviet Union with the collectives and communes. Members, however, did not participate in governance, so strategic decisions such as what to plant and what machinery to purchase were not made by the board in a manner associated with democratic control. Furthermore, the development of these structures was not voluntary. Other countries with communist or socialist governments experimented with similar type structures during the 20th century.	<urn:uuid:452fa5c9-7eac-414c-8fcc-b3877d97ccc6>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5625, "fasttext_score": 0.2610994577407837, "language": "en", "language_score": 0.9725262522697449, "url": "https://biz.libretexts.org/Bookshelves/Management/Book%3A_An_Introduction_to_Cooperation_and_Mutualism_(Boland)/05%3A_Special_Topics_in_Cooperatives_and_Mutualism/5.01%3A_Collective_Farming_Movements" }
Chaebols are the cornerstone of the economical, political, and social landscapes of Korea. They were established as a mechanism to share technology, human resources, brand name, and managerial know-how among member firms. After the Korean War, chaebols were instrumental in helping Korea out of the turmoil. They were able to create a lot of jobs which helped stable the economy. In order to catch up with the developed countries, chaebols were big on funding R&D and looking for new technological advancements. Chaebols were able to stay prosperous for so long because of their size, leadership, and market presence, along with other attributes. Throughout the years, the growth and the advantages of chaebols have played a key role on the economic, political, and social development in South Korea. Chaebols were able to come to power after the Korean War in the early 1950s. Government officials allocated relief funds and loans to businessmen who promised to rebuild the country. Back then, chaebols provided lifetime employment policies to its employees which then brought economic stability to many workers and to the country. With this policy, chaebol were able to train highly skilled workers and share the benefits of the increased productivity of labor with workers. Now in present day, Samsung, the largest chaebol, employs more than 300,000 employees globally. To this day there are a large number of chaebol employees not only here in Korea, but worldwide. After chaebol was able to help stabilize the manufacturing sector of the Korean economy, they turned to help develop the technological sector of the economy. Chaebol began to find ways to improve research and development efforts as they recognized that outside countries were less willing to provide technology as Korea was becoming more stable. One thing that led to the success of chaebol businesses was their diversity and willingness to expand into different sectors. This always assured that if one branch of their business failed, they had other branches to hang onto. From wigs and textiles in the 1950s-1960s to heavy, defense, and chemical industries in the 1970s-1980s, chaebols have been able to adapt to society’s needs, wants, and demands. While these industries were important, nothing was bigger than the technological advances that were made in the 1990s. For chaebol moving into another sector of business was easy; they had the established reputation and the brand name to prove that they are going to put out a reliable product. This creates economies of scope which lead to low pricing in all products in their inventory. Although this made it tough for smaller businesses to grow, people were always guaranteed to get reliable products, competitive prices, and a big brand name. Having a respectable brand name is an intangible asset that doesn’t deplete the more it is used. So putting a brand name on every item will help and not hurt the brand. Also, if there are multiple chaebol families in a competing market, it creates competitive prices helping the consumers more with low pricing and dependable products. Having a competitive market creates synergy which helps stimulate the economy into growth. Chaebols are aggressive in launching new product, new product lines, and buying and merging with other existing corporations in both domestic and foreign markets. Diversity and the ability to expand into different sectors was one thing that led to the success and growth of chaebols in Korea. Having a family-born leader to run the company comes with some advantages. A family member who serves as the head and final decision maker is referred to as chongsu. Chongsus usually lead meetings with CEOs of affiliated firms and have the final say in any matters. Because of this type of meetings headed by a single person, it makes meetings and the decision process fast and easy. Once the chongu makes the final decision, the CEOs are supposed to follow their orders. Like Mr. Lee, chongsu of the Samsung chaebol, holds no formal power or title, but yet still has the final say in any decision solely based on his family title. Keeping family in control of the chaebol may give better long-term perspective compared to a professional CEO.	<urn:uuid:264fe7cf-3c4b-40b9-8a2e-e8131be4c712>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.8125, "fasttext_score": 0.07572883367538452, "language": "en", "language_score": 0.9816705584526062, "url": "https://qualicours.com/chaebols-are-the-cornerstone-of-the-economical/" }
Lombard’s Castle The Lombards were merchant adventurers who arrived in Ireland following the Norman Invasion of the late twelfth century. They originated mainly in Lucca in Lombardy in the North of Italy. The Lombards of Buttevant derived from the Italian Donatti family. The entrepreneurial Lombards became very influential and prominent in the civic and political economy of Buttevant, Cork and Limerick. The Lombards often became City and County Sherriffs, and regularly rose to the rank of Mayor. Reference to the Lombards is also strong in Elizabethan legal documents or fiants in this area of north Cork. A village south west of Buttevant, established in the 1600s is called Lombardstown, showing their continued influence into the post-medieval period. The main focus of the Lombards was the highly lucrative wool trade, and their tower house here in Buttevant was conveniently located adjacent to the market house. Wool merchants like the Lombards became vastly wealthy during the medieval period, and the English King regularly turned to wool merchants to borrow money, effectively allowing them to become bankers and financiers. Even Pope Gregory turned to them to collect the Papal Tax to fund the Crusades. Wool was collected for taxation purposes and exported through Calais to Flanders, Ghent, Bruge, Lucca and Florence. The now powerful and wealthy wool merchants formed themselves into a guild. After the first Norman Parliament was held in Kilkenny in 1310, they became known as “The Merchants of Staple”. David and James Lombard, merchants of Cork and Buttevant were part of this guild. In the turbulent years of the fourteenth century, Buttevant had large town walls constructed to help protect the town from raiding and warfare, and a will by James Lombard refers to the walls of Buttevant. The building known as Lombard’s Castle is a fifteenth- or early sixteenth-century urban towerhouse, but it may stand on the site of an earlier building. Lombard’s Castle is situated at the corner of a precise grid pattern plan of the medieval town. This further suggests that the Lombards were in Buttevant from the beginning of the development of the medieval settlement. The tower house of the Lombards was described as Lombard’s Castle in 1690, when it was granted to Colonel John Gifford, after the Williamite War. It was described as “Lombards Castle with two acres behind the castle called the gardens, and Lombard’s orchard, one acre”. In 1750 Smith’s History of Cork, it was also described as Lombard’s Castle. At the time it was a free Protestant School run by Lady Frances Lanesborough, daughter of Richard, Earl of Richmond, Dorset. This explains why the street on which Lombard’s castle is situated is called Richmond Street.	<urn:uuid:ad859e23-c0de-434f-92db-b30b49b470d5>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.546875, "fasttext_score": 0.04298841953277588, "language": "en", "language_score": 0.9797676801681519, "url": "https://buttevantheritage.ie/poi/lombards-castle/" }
Cities, Demographic History of views updated Before the twentieth century, the populations of urban places, and especially the great cities, faced at least one important problem: how to replace themselves. Conventional wisdom has it that ancient, medieval, early-modern, and early-industrial cities were incapable of growing naturally, that mortality was normally in excess of fertility, and that a net balance of in-migrants was necessary to keep the population at even a stationary level, let alone allow its numbers to grow. This has been called the "urban graveyard effect." Eighteenth-century English economist T. R. Malthus, in the second edition of his Essay on the Principle of Population (1803) provides the following description: There certainly seems to be something in great towns, and even in moderate towns, peculiarly unfavourable to the early stages of life: and the part of the community upon which the mortality principally falls, seems to indicate that it arises more from the closeness and foulness of the air, which may be supposed to be unfavourable to the tender lungs of children, and the greater from the superior degree of luxury and debauchery usually and justly attributed to towns. (Malthus, pp. 256–257) To fill up the void occasioned by the mortality in towns, and to answer all further demands for population, it is evident that a constant supply of recruits from the country is necessary; and the supply in fact always flowing in from the redundant births of the country. Even in those towns where the births exceeded the deaths, this effect is produced by the marriages of persons not born in the place. (Malthus, p. 257) These brief passages also reflect a vocabulary about cities and the countryside that was commonly used. While towns display "luxury" and "debauchery," there are "redundant births" in the country ready and willing to fill up the urban void. And in towns, those who suffer most from excess mortality are the children with their "tender lungs." And how else can urban growth be supported but by the offspring of those not born in the towns, that is, the children of migrants? Such observations required an empirical foundation. Among European populations, it became possible to examine the balance of births and deaths in some detail only after an effective system of parish registers had been established. In England, this means after 1538, and in France, after 1685. Parish registers provide demographers with the number of baptisms, burials, and marriages that can be used to approximate the numbers of births and deaths, and to estimate the general size of the population responsible for those vital events. From such data it is possible to judge the potential for natural population growth in urban compared with rural parishes and thereby to establish the extent to which there is likely to have been excess mortality in the towns. Many studies exist on seventeenth-, eighteenth-, and nineteenth-century European towns (including those in the Americas, southern Africa, and Australia and New Zealand) based on parish registers, or complemented by Bills of Mortality, which illustrate Malthus's observations. Broadly speaking, urban mortality was higher and fertility lower than in rural areas. In the centuries before the introduction of such registration, however, it is very difficult to discern demographic trends in any detail and it is particularly difficult to identify differences between urban and rural places. In medieval and ancient cities, the assumption that mortality was very high was based on literary references to plagues, invasions, and natural disasters, but it has proved difficult to quantify these events, just as it has been difficult to assess the population sizes of towns in this period. However, there is ample evidence, for fifteenth-and sixteenth-century Italy, to show that its towns were severely affected by outbreaks of bubonic plague; they were far more vulnerable to repeated and severe demographic crises than the countryside. This is true of early modern towns in general. The development of family reconstitution, a form of nominal record linkage, in the 1950s and 1960s revolutionized historical demographic studies. Estimates of age-specific mortality and fertility rates from parish register data became possible and a far more detailed picture was drawn, especially of the demography of rural parishes. Family reconstitution techniques work to greatest advantage where there is low population turnover so that individuals named in baptism, marriage, and burial registers may be linked within the same parish. If migration is at a high level, individuals will disappear since they may move among parishes between vital events. In these circumstances, the ideal outcome is that baptism and burial registers can be linked to establish estimates of early childhood mortality, especially infant mortality rates. Researchers' current understanding of urban historical demography rests, therefore, on the following: a long-standing assumption regarding the existence of an urban graveyard effect; many examples of negative natural growth in individual early modern and late medieval towns; and detailed evidence of excess early childhood mortality in urban places. There are also several points of continuing disagreement. In 1978 historian Allan Sharlin challenged the view that early modern cities were bound to have had natural population decline, and instead focused attention on migration. He argued that while the permanent residents of a city may have been capable of replacing themselves, thereby generating natural growth, the temporary migrants attracted to the city as unmarried workers were likely to add substantially to the number of prematurely deceased, since they confronted, for the first time, the high-risk urban disease environment. In this model, the natural decrease of populations in early modern towns is associated with the mortality of migrants rather than that of the city-born. Many urban historians believe the model overstates the reality, although they accept that attempts to test Sharlin's hypothesis have added considerably to an appreciation of the role of migrants and their potentially distinct demography. The debate on the hypothesis has also encouraged some demographers to challenge the graveyard assumption. They ask: 1. Were the largest cities at all times subject to natural decline and dependent for their growth on in-migrants from the countryside?; 2. At what level in the urban hierarchy were the effects of size or population density so substantial that natural decline was likely to be experienced? (In other words, did small towns often escape this problem?); 3. What particular diseases were involved and which sections of the population were most affected?; and 4. What was the role of marriage, new household formation, and fertility among migrants and permanent residents? None of the questions raised are easy to answer. Studies of eighteenth-century London and Paris demonstrate clearly that both cities had birth deficits: They depended on rural migrants to sustain themselves and to grow. In Paris, population increased from 510,000 to 581,000 in the century between 1700 and 1800, and in London, from 575,000 to 865,000 during the same period. But for a town like York (with a population of 12,000 in 1600), there is evidence, for a period in the second half of the sixteenth century during which slow natural growth did occur, that the total number of baptisms exceeded that of burials. This effect may have been repeated in other smaller towns. It is not possible to describe accurately the demographic characteristics of places at different levels in the urban hierarchy until the nineteenth century when many states developed their own civil systems of vital registration. For Victorian England and Wales, there was, in general, an inverse association between life expectancy at birth and both population size and density of the town in which a person lived. Life expectancy was from five to ten years lower in the large towns than in the small towns, and the latter had life expectancies, in turn, a further five to ten years lower than the rural districts. There was a clear urban-rural mortality gradient. The nineteenth century was also the period in which efforts were first made to record cause of death in a systematic fashion, data which show the effect of water-and air-borne infectious diseases, especially in creating excess early childhood mortality in urban places. For example, measles was an epidemic disease with a particular sensitivity to variations in population density. Children aged from six months up to ten years that lived in towns were especially vulnerable. Measles alone would have made a considerable contribution to the urban-rural mortality gradient, but its effect was accentuated by scarlet fever and whooping cough among children, and diarrhea among infants. Similar patterns may have existed in earlier centuries when smallpox, for example, would have added to the childhood mortality rate. Apart from the methodological revolutions brought about by family reconstitution and computer-based analysis of large and complex data sets, urban historical demography has also been influenced by the shift in research emphasis away from work on demographic crises and mortality toward nuptuality and fertility. Age at marriage, proportions marrying and re-marrying, marital and non-marital fertility, and the practices of breastfeeding or using wet nurses are factors drawn on in explaining long-term changes in the population growth rates of cities, as well as differences among urban environments. Cities as Parasites or Growth Engines? Economic historians have long debated whether cities should be regarded as parasites or engines of economic growth. This debate reflects a sense of ambivalence in Western culture toward the city. While the city states of ancient Greece and Rome, and renaissance Italy, represented the pinnacle of civilization–indeed they were its defining expressions–the merchant and industrial cities of more recent centuries generated strong and mixed emotions. Malthus regarded Georgian London as rich yet debauched, while to lexicographer and author Samuel Johnson (1709–1784) it exemplified the very vitality of life. Demographers have also expressed mixed feelings. In 1987 economic historian E. A. Wrigley, for example, depicted seventeenth and eighteenth century London as a "death trap," but he also demonstrated its importance for economic and social change in preindustrial England. London absorbed England's surplus rural population; it acted as a single, integrated market for food products and consumer goods as well as finance; it stimulated agricultural production especially in its region; and it set the social fashions and was the center of political power. Until the rise of the industrial cities of the English midlands, London had no rivals, and even afterward the competition was relatively short lived. Florence in the fifteenth century, on the other hand, has been likened to a shining sun in a countryside drained of wealth and enterprise. Urbanization depends on the ability of the urban population of a country or region to grow at a faster rate than its non-urban population. Usually this implies that the urban sector is experiencing natural growth and net in-migration from the rural sector, although it may also involve reclassification of places from rural to urban as they acquire larger populations or non-agricultural functions. In principle, it is possible for urbanization to progress while the graveyard effect persists, but rapid urbanization requires rapid urban growth and that demands both net transfers from the rural to the urban population and the capacity of city dwellers to more than replace themselves. In the past, rates of urbanization have been slow, although with considerable variations between regions. Western Europe was perhaps 8 to 10 percent urban by 1800 and 30 to 35 percent urban by 1900, whereas China only reached 36 percent urbanization in 2000. These varying historical levels of urbanization are difficult to interpret. Apart from the problem of different definitions of "urban," they probably reflect both variations in the progress of economic development and culturally based attitudes to the urban way of life: tolerated in Europe, restricted in China. See also: Family Reconstitution; Historical Demography; Urbanization; World Population Growth. de Vries, Jan. 1984. European Urbanization, 1500–1800. London: Methuen. Galley, Chris. 1998. The Demography of Early Modern Towns: York in the Sixteenth and Seventeenth Centuries. Liverpool: Liverpool University Press Malthus, Thomas Robert. 1989 (1803). An Essay on the Principle of Population. Cambridge, Eng.: Cambridge University Press. Sharlin, Allan. 1978. "Natural Decrease in Early Modern Cities: A Reconsideration." Past and Present 79: 126–138, and 92: 175–80. van der Woude, Ad, Jan de Vries, and Akira Hayami, eds. 1990. Urbanization in History. Oxford: Clarendon Press. Woods, Robert. 2000. The Demography of Victorian England and Wales. Cambridge, Eng.: Cambridge University Press. Wrigley, E. A. 1987. People, Cities and Wealth. Oxford: Blackwell. Robert Woods	<urn:uuid:710588ca-f19d-4e4e-85d5-ece8739299d4>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.703125, "fasttext_score": 0.07318854331970215, "language": "en", "language_score": 0.9612704515457153, "url": "https://www.encyclopedia.com/social-sciences/encyclopedias-almanacs-transcripts-and-maps/cities-demographic-history" }
Rebellion, uprising, or insurrection is a refusal of obedience or order. It refers to the open resistance against the orders of an established authority. A rebellion originates from a sentiment of indignation and disapproval of a situation and then manifests itself by the refusal to submit or to obey the authority responsible for this situation. Rebellion can be individual or collective, peaceful (civil disobedience, civil resistance, and nonviolent resistance) or violent (terrorism, sabotage and guerrilla warfare.) In political terms, rebellion and revolt are often distinguished by their different aims. If rebellion generally seeks to evade and/or gain concessions from an oppressive power, a revolt seeks to overthrow and destroy that power, as well as its accompanying laws. The goal of rebellion is resistance while a revolt seeks a revolution. As power shifts relative to the external adversary, or power shifts within a mixed coalition, or positions harden or soften on either side, an insurrection may seesaw between the two forms. Broader Problems: Seizure of power Related Problems: National liberation Government Revolution Problem Type: E: Emanations of other problems Date of last update 06.05.2019 – 16:00 CEST	<urn:uuid:0a6ee283-4075-42c5-939a-72e45badffee>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.032923877239227295, "language": "en", "language_score": 0.8954663276672363, "url": "http://encyclopedia.uia.org/en/problem/165518" }
12th November 2019 How does the Volvox move? Each little dot you see is a tiny green algae with two flagella. With this the individual organisms propel themselves. They do this in a coordinated manner so that the entire colony can move in one direction. To see Volvox in locomotion is simply breathtaking. Likewise, people ask, do volvox have cilia or flagella? Volvox: common single celled pond algae that consists of one or more colonies. Each cell uses its flagella simultaneously to move the colony. Absorb food through the cell surface or produce it through photosynthesis through use of chloroplasts and store it as a complex carbohydrate. Is Volvox motile? An asexual colony includes both somatic (vegetative) cells, which do not reproduce, and large, non-motile gonidia in the interior, which produce new colonies through repeated division. Volvox is facultatively sexual and can reproduce both sexually and asexually. Is Volvox flagellated? Volvox are colonial flagellates and a very popular organism for classroom observations. The colony is large, measuring from 100-6000 microns across. The colony is comprised of many single, bi-flagellated cells connected together by protoplasmic strands. It forms a hollow, green sphere. Write Your Answer 46% people found this answer useful, click to cast your vote. 2.3 / 5 based on 3 votes. Press Ctrl + D to add this site to your favorites!	<urn:uuid:b4c9389e-f610-43ee-a9ed-59948d14314c>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.5, "fasttext_score": 0.831963837146759, "language": "en", "language_score": 0.9179869294166565, "url": "https://answersdrive.com/how-does-the-volvox-move-2296162" }
Question: When was dice created? Who invented the dice first? 2000 BCE: Cubical dice found in Egyptian tombs. Source: Encyclopedia Britannica. 1188 BCE: Approximate date that Sophocles said dice were invented by Palamedes during the siege of Troy. What was the first dice made of? Dice were probably originally made from the ankle bones (specifically the talus or “astragalus”) of hoofed animals (such as oxen), colloquially known as ” knucklebones”, which are approximately tetrahedral. Modern Mongolians still use such bones, known as shagai, for games and fortunetelling. Which country invented dice? Why is 1 and 4 red on a dice? Who invented chess? THIS IS INTERESTING: How secure is a casino? What did dice represent in ancient games? The Shape of Ancient Dice Suggests Shifting Beliefs in Fate and Chance. Roman dice were often visibly biased, but that might not have mattered to someone who believed in divine intervention. Dice, in their standard six-sided form, seem like the simplest kind of device—almost a classic embodiment of chance. How many dots are on a 6 sided dice? A standard six-sided die has 1 dot, plus 2 dots, plus 3 dots, plus 4 dots, plus 5 dots,plus 6 dots. Thus, it would have 21 dots total. A die has 6 sides since it’s a cube. Opposite sides of a dice will always add up to 7.	<urn:uuid:ef4896be-034a-4fbf-a69a-43d30aec25e3>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.515625, "fasttext_score": 0.9988812804222107, "language": "en", "language_score": 0.9749962687492371, "url": "https://125fps.com/casino/question-when-was-dice-created.html" }
The Ten: Musical instruments in the Bible (Source: Unsplash) Keep family and friends informed by sharing this article. Share on facebook Share on twitter Share on linkedin Share on email From strings to percussion, the Bible is filled with references to musical instruments. While many of them were used to praise God and celebrate, others were used as signalling devices in battles. 1. Voice: Singing plays an essential role in worship. Many Bible verses command us to sing: sing joyfully, sing to the Lord, sing praises. While the voice is not considered an official musical instrument, our vocal cords can create a wide range of pitches, tones and sounds (Psalm 95:1,2; Acts 16:25,26). Percussion instruments 2. Bells: Mentioned briefly in the book of Exodus, bells were made of gold and sewn on the hem of the priestly robe of Aaron. They were used as a warning signal to prevent the accidental death of Aaron or his sons when they entered the Holy of Holies in the Tabernacle—where the Ark of the Covenant was kept (Exodus 28:33-35, 39:25,26). 3. Cymbals: The type of cymbal mentioned in the Bible is believed to be the smaller variety of cymbals on clappers—modern-day castanets—and the finger cymbals seen in Middle Eastern dance. They were made of copper and used when celebrating and praising God (Ezra 3:10-13; Psalm 150:5). In the New Testament (1 Corinthians 13), cymbals are mentioned as being noisy in a negative way. 4. Timbrel: Similar to a frame-drum or a modern tambourine, timbrels were the primary percussion instrument of the ancient Israelites and were used for expontaneous celebrations. Miriam played one to celebrate the Israelites’ exodus from Egypt in Exodus 15:20 (Genesis 31:27; Judges 11:34; 1 Samuel 10:5, 18:6; Isaiah 5:12, 24:8, 30:32). Stringed instruments 5. Lyre: The lyre was commonly used for secular music but also welcome in sacred use. This stringed instrument resembles a harp but is smaller with fewer strings and provides support for singers and harps. David played the lyre to soothe King Saul (Genesis 4:21, 31:27; 1 Samuel 16:16,23; 2 Samuel 6:5; Psalms 33:2, 43:4, 149:3, 150:3; Job 21:12, 30:31; 1 Chronicles 13:8, 15:16,20,28). 6. Harp: Used in the temple orchestra and appointed to raise “sounds of joy”, the harp was a favourite instrument of the aristocratic class. With 10 strings that could be played by plucking with the fingers, it was primarily a melodic instrument and most likely doubled or outlined the melodies sung by the singer (1 Samuel 10:5; 1 Kings 10:12; Isaiah 5:12; Amos 5:23; Psalms 57:8, 71:22, 81:2, 144:9, 150:3; 1 Chronicles 16:5; 2 Chronicles 5:12, 9:11). Wind instruments 7. Shofar: Used especially in the context of battle and war, the shofar is a non-musical signalling device made out of an animal’s horn. With only a few playable tones, the calls that were used consisted of varying sequences of long and short tones (Joshua 6:4-20; 1 Kings 1:34,39,41; 2 Kings 9:13; Hosea 5:8). 8. Trumpets: Like the shofar, trumpets were not used to make music but as signals with varying sequences of long and short tones. The Old Testament describes the Levite priests using silver trumpets to signal the breaking of camp, assemble the Israelites and in conjunction with various ritual functions (Leviticus 25:9; Numbers 10:2-10, 31:6; 2 Kings 11:14; 1 Chronicles 13:8; 2 Chronicles 5:12-14, 20:28, 23:13) 9. Reed-pipe: With a nasal, piercing tone like modern oboes and English horns, the reed-pipe was a popular instrument commonly used in celebrations (1 Samuel 10:5; 1 Kings 1:39,40; Psalm 150:4; Isaiah 5:12). 10. Flute: Similar to the reed-pipe, flutes are another woodwind instrument. Because of their emotive and penetrating sound, they were often used at funerals and processions (Job 21:12, 30:31; Matthew 9:23-26). Related Stories	<urn:uuid:853b2722-d612-4bea-b34f-fdeb7f9103c2>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.734375, "fasttext_score": 0.08491355180740356, "language": "en", "language_score": 0.9293486475944519, "url": "https://record.adventistchurch.com/2021/06/17/the-ten-musical-instruments-in-the-bible/" }
Outcome Chart - Ontario - Arts Education Grade 3 Overall Expectations: Specific Expectations: demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and in works of art (e.g., fonts or logos that remind them of specific companies, messages, or moods; the meaning of animals such as the orca in Aboriginal clan symbols or the Inukshuk in Aboriginal art) MediaSmarts Resources Educational Games	<urn:uuid:dc8f04f3-5146-4d09-bdfa-50dae0c0ad6e>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.609375, "fasttext_score": 0.06439107656478882, "language": "en", "language_score": 0.8745895028114319, "url": "https://mediasmarts.ca/curricularoutcomechart/outcome-chart-ontario-arts-education-grade-3" }
Design and Technology KS2: What makes grasshoppers so good at jumping? Daredevil Andy Torbet takes on the bounding brilliance of the grasshopper, as he is challenged to match its ability to leap ten times its body length. He discovers that the secret to their gravity-defying leap lies in the elastic muscles in their knees, which enables them to store potential energy. Armed with this knowledge, Andy takes on the Beyond Bionic challenge of finding the best tech to help him jump over 17 meters high. This is from the series: Beyond Bionic Teacher Notes You could get your class to work in groups to research and design their own technology to match the grasshopper. They could make posters and simple miniature prototypes, before presenting their designs to the rest of the class; outlining the science that would help them. Curriculum Notes These clips are suitable for teaching Design and Technology at KS2 in England, Wales and Northern Ireland and at 2nd Level in Scotland. More from Beyond Bionic What makes mako sharks such fast swimmers? What makes an ostrich such a fast runner? What makes gecko lizards such good climbers? How do hummingbirds defy gravity to hover? How are Japanese spider crabs able to survive at extreme depths? Can technology help a human match the super-strength of a gorilla?	<urn:uuid:b241f170-bae2-4e33-b2c1-4b783876fb67>	{ "dataset": "HuggingFaceTB/dclm-edu", "edu_int_score": 4, "edu_score": 3.71875, "fasttext_score": 0.903229832649231, "language": "en", "language_score": 0.9340454339981079, "url": "https://www.bbc.co.uk/teach/class-clips-video/design-and-technology-ks2-beyond-bionic-what-makes-grasshoppers-so-good-at-jumping/zvcyjhv" }

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