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Southern Cassowary
scientific name
Phascolarctos cinereus
conservation status
30 - 60 Kilograms
Southern Cassowaries feed mainly on fruits, but will also eat fungi, insects, flowers, leaves and small ground dwelling animals.
Found in tropical rain-forest areas.
Southern Cassowaries belong to the family of flightless birds called Ratites, which includes the Ostrich, Emu, and the South American Rhea. The casque or helmet situated on the top of cassowaries head grows throughout their life and can reach 20 cm tall. There are many theories about what the casques are used for including being used as a stack hat when crashing through the forest, for fighting and for sexual selection; the casque also helps the cassowary transmit its call throughout the rainforest. When it comes to breeding the male cassowary have the responsibilities of egg incubation and raising the young, incubating the eggs for 50 days, and raising the young until they are independent at 1 year of age.
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"edu_score": 3.53125,
"fasttext_score": 0.0712537169456482,
"language": "en",
"language_score": 0.9233643412590027,
"url": "https://cavershamwildlife.com.au/our-animals/show/southern-cassowary/"
}
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Friday , May 14 2021
Researchers have used "Ghost Particles" to measure the mass of the earth
Earth is too big to fit into an X-ray or MRI scanner, so a group of physicists in Spain found a fascinating new way to peer inside – they used the subatomic particles that are constantly flowing through the planet.
The team scanned inside the ground using neutrinos – and even used them to make a whole new measurement of our planet's mass.
Neutrinos are odd little things. They are among the most abundant particles in the universe, yet it is difficult to detect. They resemble electrons, but they have no electrical charge and their mass is almost zero, so they interact very little with normal matter as they flow through the universe at close lightning speed.
Millions of neutrinor are sipping through your body right now. You can see why they are called "ghost particles".
While historically, our discovery effort has been poor, the IceCube neutrino detector all the way down in Antarctica has opened a brave new world of neutrino science.
With the help of a year's value of IceCube data, physicists at the Institute for Corpus Physics (IFIC) in Valencia, Spain, could also study the intestines of the earth.
It worked almost exactly like an X-ray. When you radiate, rays are sent through your body. They pass most through soft tissues like muscles and organs. Tighter material, like bone, absorbs the rays to a greater extent, but fewer x-rays turn the detector on the other side, giving a picture of your skeleton.
Instead of X-rays, however, the team used atmospheric neutrins, where showers are created when energetic particles from space collide with the Earth's atmosphere. These then zoom through the ground – but can be absorbed by the nuclei of the material they pass through.
The denser the material, the higher the absorption rate; which in turn allowed the research group to compile a study of the density of the planet.
"The use of atmospheric neutrins allows us to get neutrins from all directions, with a wide range of energy and a known flow with sufficient precision," explains IFIC physicist Sergio Palomares-Ruiz.
"The amount of absorption of atmospheric neutrin flow depends on how much material passes as well as the neutrin energy, so by studying the variation in the amount of absorption in different directions of neutrinos of different energy, we can determine the distribution of the density of the earth."
neutrinor through the ground(Donini et al. / Nature Physics)
The different angles are a big factor here. Some neutrinos traveled all the way through the core of the earth, while others traveled at an oblique angle that completely crossed the nucleus.
Analyzing both the concentration and the angle gave the team the tools to calculate the density of the planet at different depths.
Traditionally, the density of the Earth is extrapolated from the way seismic waves produced by earthquakes spread. Seismic waves, however, can not penetrate the inner core.
"Neutrines on the other hand go through everything and offer valuable information about the unknown nucleus of the earth, where the planet's magnetism is generated," says IFIC physicist Andrea Donini.
The team did not learn anything new about our planet. The density map of the Earth's interior, the planet's mass and the moment of inertia were all calculated using neutrino data – and they were consistent with previous measurements in a different way and less detailed.
But the research was not learning anything new about the earth – it was learning something new about what we can learn from neutrinos. And at that point, the results are truly amazing.
"Our results show whether this approach is to study the earth's internal structure, which complements traditional geophysical methods," wrote the researchers in his newspaper.
However, at the moment, neutrino data is still relatively limited; The researchers hope their research will encourage the release of newer IceCube data, as well as more neutrino science in the coming years.
The paper has been published in nature Physics.
Source link
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"language": "en",
"language_score": 0.9481824636459351,
"url": "https://somefind.com/argentina/researchers-have-used-ghost-particles-to-measure-the-mass-of-the-earth/"
}
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Women Friendships Community
Harriet Tubman
(Proverbs 31:30)
This Biblical passage describes Harriet Tubman.
Tubman was born in 1820 in Dorchester County, Maryland.
She served as a abolitionist, humanitarian, and Union spy during the United States Civil War.
A slave, she was no exception to mistreatment.
At the age of 13, a slave owner threw a metal object at her head. The object, meant for another slave, hit Tubman on the forehead and she developed narcolepsy and the ability to remember vivid dreams. Tubman was a devout Christian and believed that God spoke to her during her dream state.
Making thirteen missions to the south, she rescued over seventy slave. Many times she would go into a deep sleep, but she was never captured.
Later, she would claim that these periods of sleep were forced states of rest given by God to protect her and the runaway slaves.
In the 1890's, she underwent surgery at the Massachusetts General Hospital.
It is believed that she received no anesthesia for the procedure at her request, but instead bit on a bullet similar to the Civil War injured.
When the American Civil War began, she served in the Union Army ,first as a cook and then as a nurse.
After the Civil War she retired to her home in Albany, New York where she cared for her aging parents.
Tubman died in 1913 from pneumonia in the home she built for elderly African-Americans.
Unable to receive her pension from the government for her service in the Army, she died penniless, but after her death, she became an American icon.
David Patterson stated, "Harriet Tubman had the talent to escape her bondage, but she went back to the South over forty times to save her brothers and sisters from slavery. Her strategies are still studied at West Point Academy today."
We all have a purpose. Find yours!
by J. Nell Brown
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"edu_score": 3.84375,
"fasttext_score": 0.04380697011947632,
"language": "en",
"language_score": 0.9759072065353394,
"url": "https://www.kindredfriendships.com/Female-Historical-Giants"
}
|
What Is Plagiarism?
Is plagiarism simply copying words? Or is it more complicated than that?
What’s the definition of plagiarism?
Plagiarism, then, is not just lifting sentences from another writer’s work and claiming them as your own. If a writer duplicates the ideas of another, it too may fall under the definition of the dreaded “P word.” Plagiarism can be avoided if writers dutifully credit their sources.
What is the origin of plagiarism?
The word comes from the Latin plagiarius, which means “kidnapper.”
The Roman poet Martial first used the word around a.d. 80 in the context of stealing another’s literary work. He claimed that another poet had “kidnapped his verses.” Back then, a poet was expected to memorize the great works of poetry and deliver them before audiences. Poets also made their money writing for others, and Martial’s complaint mostly centered on being deprived of his income. Originality was not valued the way we value it now.
Up until the 18th century, plagiarism in Europe was not considered fraudulent behavior. In fact, copying the masters was encouraged, and originality was rarely considered praiseworthy. It’s interesting to consider that very few people had access to original sources of art and literature to copy; for example, the Gutenberg printing press was invented in 1440.
The Age of Enlightenment changed all this. This era was marked by a move from feudal systems to a society based on individualism and liberty, with philosophers such as John Locke debating how to define property and the rights each has to own the fruits of their labor. The first copyright laws were enacted in the 1700s.
By 1797, a reference in The Monthly Magazine and British Register addresses plagiarism as we understand it today: “He found the … song … to be ‘a most flagrant plagiarism from Handel’.”
Modern-day plagiarism
Today, plagiarism is made easier by the simple cut-and-paste function on a computer and the enormity of the internet. Technology also makes it easier to catch instances of plagiarism. In the early 2000s, companies launched online services strictly for that purpose.
Some, like author Michael Foley, wonder if “the new interconnectivity” will create a more collaborative view of authorship due to the popularity of “social networks, urban tribes, friendship groups, festivals … and all kinds of group activity including group dancing, singing in choirs, team games and themed parties. With the fashion for communal tables and benches and sharing plates, the trend is apparent even in restaurants.”
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"language": "en",
"language_score": 0.9616442322731018,
"url": "https://www.thesaurus.com/e/writing/potter-plagiarism/"
}
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1.3.2 Blood transport through the heart Listen
In order to form a picture of how the blood is transported through the heart (and body in general), it is important to know the name and function of several of the body’s blood vessels.
There are 3 main types of blood vessel:
• arteries, lead blood away from the heart to the body’s various tissues
• veins, lead blood from the body’s various tissues to the heart
• capillaries, lie within the body’s various tissues and is the link between arteries and veins.
The blood returning to the heart from the body’s tissues, arrive via the inferior and superior vena cava respectively, into the right atrium. From the right atrium blood goes to the right ventricle. When the heart is contracting, this blood is forced through the pulmonary trunk to the lungs. In the lungs the blood disposes of carbon dioxide and takes up oxygen (see details in the respiratory physiology E-compendium). From the lungs, blood returns to the left atrium through the four pulmonary veins, two from the left and two from the right lung. From the left atrium the blood flows to the left ventricle. From the left ventricle blood is pumped out through the aorta (main artery), to the body.
It is important to note that the inferior vena cava returns blood from organs located posterior to the heart, while the superior vena cava returns blood from the organs located above (superior), the heart. Note also that both these veins are collectively referred to as the vena cava.
The blood circulation from the heart to the lungs and back to the heart is generally called the pulmonary circulation, while the circulation of the blood from the heart through the aorta, to the body’s tissues, and back via the vena cava, is called the systemic circulation.
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"language": "en",
"language_score": 0.8534197211265564,
"url": "http://en.heart.erasmusnursing.net/contents/1-4-the-heart-chambers-internal-structures-and-associated-blood-vessels/1-3-2-blood-transport-through-the-heart/"
}
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Compassion is sympathetic pity and concern for the sufferings or misfortunes of others. The etymology of "compassion" is Latin, meaning "co-suffering."
Compassion brings a desire to help alleviate and prevent the other person's (or animal's) suffering. The difference between sympathy and compassion is that the former responds to suffering with sorrow and concern while the latter responds with warmth and care. Compassion is a precursor to empathy, the "feeling as another".
Opposites to compassion include coldness, harshness, brutality, cruelty, sadism and Schadenfreude.
Compassion and (judicial) punishmentEdit
Compassion can get in conflict with punishment because punishment is the cause of suffering on a wrongdoer. A person executing the punishment, a witness to the punishment, and even people who are not witnesses but merely know about the fact of the punishment are prone to feel compassion with the delinquent which makes them want to stop or alleviate the punishment.
The usual method to reduce this "problem" is to employ an authority, which can be a person, institution, and/or legal code, by which, once the offender's guilt is determined, a sentence is spoken, after which there is no more room for personal decisions and the punishment must be carried out as sentenced. Also, labelling the offender e.g. as a "criminal", "sinner", as "evil" etc. helps individuals and society as a whole see the delinquent less as a person deserving of compassion, but more like a beast, monster, poisonous insect, or disease.
Compassion and the punishment of childrenEdit
Compassion tends to be especially strong with individuals perceived as particularly precious and loveable, such as children.
The deep emotional bonds between parents and their children make compassion play an important role in their punishment. If a parent feels that their loved needs to be punished, they are in an inner conflict. They naturally feel compassion with their charge whenever they suffer, but punishment means co cause suffering. How can a parent resolve that conflict? Any of the above mentioned opposites to compassion are far from what any parent wants to feel. So the solution for the parent can only be strictness in following certain set or agreed-upon rules (the authority principle).
As soon as punishment is in the air, a child will typically instinctively respond in ways suitable to increase the parent's natural compassion, such as crying. If a parent wants to follow through with an announced punishment, they may need to employ strong mental techniques to keep their compassion temporarily in check. Such a technique is to remind themselves of the necessity of punishment in order to raise a child to be a responsible person. Another is to bring vividly to their mind the offense committed, how much harm it has caused, and what would happen if it were allowed to repeat. This helps to feel a certain controlled dose of anger with the offender and a desire to let them feel how grave their offense was. Verbalizing that mental flow, e.g. in a scolding, can also help some parents.
During the punishment, the offender's suffering increases and with that, the parent's compassion becomes stronger. At the same time, their anger decreases and their wish to punish becomes satisfied. Ideally, in the end, the child feels true remorse and the punisher feels true forgiveness with them. A spanking is a classic example where this "double ramp" can be observed. In order to work psychologically best for both sides, the punishment needs to take a certain time during which the mental focus is on the offense committed while the lesson to not repeat it is taught and learned. So a five-minute over-the-knee hand-spanking using a mild crescendo principle can probably reach the goal better than a single slap or beat.
Compassion is nature's way to help ensure that a punishment does not become too harsh or dangerous, but stays within safe limits. In some cases however, compassion can fail to fulfil this role, such as in cases of abuse.
See alsoEdit
This page uses content from Wikipedia. The original article was at Compassion. The list of authors can be seen in the page history. As with Spanking Art, the text of Wikipedia is available under a copyleft license, the Creative Commons Attribution Sharealike license.
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"language": "en",
"language_score": 0.9590943455696106,
"url": "https://m.spankingart.org/wiki/Compassion"
}
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Concussion Awareness
Research indicates that a concussion can have a significant impact on a student’s cognitive and physical abilities. In fact, research shows that activities that require concentration can cause a student’s concussion symptoms to reappear or worsen. It is equally important to develop strategies to assist students as they “return to school” in the classroom, as it is to develop strategies to assist them as they “return to physical activity”. The most recent research now indicates that prolonged rest until all symptoms resolve is no longer recommended. Without addressing identification and proper management, a concussion can result in permanent brain damage and in rare occasions, even death.
Research also suggests that a student who suffers a second concussion before they are symptom free from the first concussion is susceptible to a prolonged period of recovery, and possibly Second Impact Syndrome (a rare condition that causes rapid and severe brain swelling and often catastrophic results).
“Baseline testing is the practice of having an athlete complete certain concussion assessment tools before sport participation - usually before the start of a season - in order to get baseline or ‘pre-injury’ measurements. ‘The most current research indicates “Baseline testing is not required for post-injury care of youth athletes with suspected or diagnosed concussion and is not recommended.”
Due to the seriousness of a concussion, school administrators, educators (including occasional teachers), school staff, students, parents/guardians, and identified school volunteers all have important roles to play in implementing the school board’s concussion protocols, that is prevention, identification, and ongoing monitoring and management of a student with a concussion.
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"edu_score": 3.859375,
"fasttext_score": 0.02533578872680664,
"language": "en",
"language_score": 0.9502484202384949,
"url": "https://safety.ophea.net/tools-resources/concussion-awareness?parents=concussions"
}
|
• Santino Santinelli
Italian Language and Pronunciation: "suoni dolci" and "suoni duri"
Pronunciation is one of the most complicated aspect of Italian language.
Many students have several problems while reading words wich include the letter "H".
This short guide can help you to understand better the correct pronunciation of some of the most popular Italian words.
First of all we need to say that in Italian we have two different sound:
suoni dolci (light sound, not strong) and suoni duri (strong sound, not light).
In Italian we define "suoni dolci" all words which include the letters (c/g/sc + i/e) without the letter "H", while we define "suoni duri", all words which also include the letter "H" (c/g/sc + H + i/e).
Here you can find a detailed list of "suoni dolci" and "suoni duri".
Suoni Dolci
C + vowels (i and e):
C + I = ci; for example: il CInema (cinema).
C + E = ce; for example: la CEna (dinner).
G + vowels (i and e):
G + I = gi; for example: il GIoco (game).
G + E = ge; for example: il GElato (ice-cream).
SC + vowels (i and e):
SC + I = sci; for example: SCIare (to ski).
SC + E = sce; for example: lo SCEnario (view).
Suoni Duri
C + H + vowels (i and e):
C + H + I = chi; for example: la CHIesa (church).
C + H + E = che; for example: CHE? (what?).
G + H + vowels (i and e):
G + H + I = ghi; for example: il GHIaccio (ice).
G + H + E = ghe; for example: il GHEpardo (cheetah).
SC + H + vowels (i and e):
SC + H + I = schi; for example: la SCHIena (back).
SC + H + E = sche; for example: la SCHEda (form).
More "suoni duri":
When words include the letters c/g/sc + vowels (a, o and u), the sound is always strong:
la CAsa (home).
la COsa (thing).
la CUcina (kitchen).
la GAbbia (cage).
il GOssip (gossip).
il GUsto (taste).
lo SCAvo (excavation).
lo SCOpo (purpose).
lo SCUdo (shield).
Now it is time to practice all these sounds... so don't waste your time and let's speak in Italian with me! For further information and lessons on Skype, please contact me per e-mail!
#italianlanguage #Italianlessons #Italian #italiangrammar #Italiano #linguaitaliana #grammaticaitaliana #grammar #grammatica #ItalianSkypeLessons #italianonline #lingue #language #Italianpronunciation #skypelessons
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Italian Skype Lessons Brand
Click here to read more
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<urn:uuid:e80b2267-93df-442c-a57b-b3f373100f91>
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{
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"edu_score": 3.5625,
"fasttext_score": 0.9862965941429138,
"language": "en",
"language_score": 0.6933525800704956,
"url": "https://www.italianskypelessons.com/post/italian-language-and-pronunciation-suoni-dolci-e-suoni-duri"
}
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Chronology of events that may have created Phobos and Deimos. Mars is struck by a protoplanet one-third its size (1). A debris disk forms within a few hours. The elementary building blocks of Phobos and Deimos (grains smaller than a micrometer) condense directly from gas in the outer part of the disk (2). The debris disk soon produces a moon near Mars that moves further away and propagates its two areas of dynamical influence like ripples (3), which over the course of a few thousand years causes the accretion of more dispersed debris into two small moons, Phobos and Deimos (4). Under the effect of the tidal pull of Mars, the large moon falls back to the planet within approximately five million years (5), while smaller Phobos and Deimos take up their current positions in the ensuing billions of years (6). Credit: Antony Trinh / Royal Observatory of Belgium
Artist's rendering of the giant collision that may have produced Phobos and Deimos along with the Borealis basin. The colliding body would have been approximately one-third the size of Mars. At the time, Mars was young, and perhaps had a thicker atmosphere and liquid water on its surface. Credit: Université Paris Diderot / Labex UnivEarthS
The theory of the giant collision, which is corroborated by these two independent studies, could explain why the northern hemisphere of Mars has a lower altitude than the southern hemisphere: the Borealis basin is most probably the remains of a giant collision, such as the one that gave birth to Phobos and Deimos. It also helps explain why Mars has two satellites instead of a single one like our Moon, which was also created by a . This research suggests that the systems that were created depended on the planet's rotational velocity, because at the time Earth was rotating very quickly (in less than four hours), whereas Mars turned six times more slowly.
Explore further
How many moons does Mercury have? (Update)
More information: 1. Reconciling the orbital and physical properties of the martian moons, Thomas Ronnet, Pierre Vernazza, Olivier Mousis, Bastien Brugger, Pierre Beck, Bertrand Devouard, Olivier Witasse, Fabrice Cipriani. The Astrophysical Journal, in press.
2. Accretion of Phobos and Deimos in an extended debris disc stirred by transient moons, Pascal Rosenblatt, Sébastien Charnoz, Kevin M. Dunseath, Mariko Terao-Dunseath, Antony Trinh, Ryuki Hyodo, Hidenori Genda & Stéven Toupin. Nature Geoscience, 4 July 2016, nature.com/articles/doi:10.1038/ngeo2742
Provided by CNRS
Citation: A giant impact: Solving the mystery of how Mars' moons formed (2016, July 4) retrieved 14 May 2021 from https://phys.org/news/2016-07-giant-impact-mystery-mars-moons.html
Feedback to editors
User comments
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<urn:uuid:efe20be0-0675-440d-b1a2-2298cc58c351>
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{
"dataset": "HuggingFaceTB/dclm-edu",
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"edu_score": 4.40625,
"fasttext_score": 0.7370468378067017,
"language": "en",
"language_score": 0.9428027272224426,
"url": "https://phys.org/news/2016-07-giant-impact-mystery-mars-moons.html"
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CFA Level II: Quantititave Measures – Fundamental Linear Regression Concepts
Independent vs Dependent Variables
Regression modeling allows us to study the effects of independent variables on the subject variable called the dependent variable. The independent variables may also be called the “explanatory” or “input” variables. The goal of regression analysis is to analyze the relationship between the input variables and the dependent, or “response” variable.
Regressions can involve one independent variable, which is a linear regression model, or multiple independent variables, which would be a multi-variable regression.
Correlation, Covariance, Standard Error
Correlation and correlation squared are the central outputs of a regression that we are interested in.
Correlation or R is the numerical expression of a relationship between a dependent and independent variable. It ranges from -1 to 1, where -1 represents a perfect negative or inverse relationship and 1 indicates a perfect positive or same-direction relationship. A correlation value of 0 means no exists relationship based on a linear model.
• Correlation Coefficient = r =
• Covariance(X,Y) =
• Sample Variance =
• Sample Standard Deviation =
The R2
The R2 value is the also called the coefficient of determination. It is a numerical representation of how well the values tested fit the regression equation. With an R2 value of 0.40, for example, you could say that 40% of the movement in the independent variable explains movement in the dependent variable.
For multi-variable regressions, there is an also the adjusted R2 value, which adjusts for the number of independent variables and polynomials you are considering in the regression. This is done to solve two issues with an unadjusted R2 value:
1. Adding additional inputs will always increase the R2, regardless of model
2. As the number of predictors and polynomials increase, noise increases in the model
The standard error, or standard deviation is the square root of the variance of the model. The standard error is the average distance that the observations fall from the model’s regression line. In calculation, the variance will be used to prevent negative distances canceling positive distances in the averaging process. However, squaring the differences changes the unit of the variance from the unit of the model, as well as skews the variance towards the outliers. The root of the variance is the standard error, and helps restore the unit to the model specification.
This is an example of a normal table output of a regression. Note that observations is n.
Table of Contents
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<urn:uuid:67716e8b-e843-409e-8e3c-0dbebeda3fc5>
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{
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"edu_int_score": 4,
"edu_score": 3.828125,
"fasttext_score": 0.04212522506713867,
"language": "en",
"language_score": 0.8744034171104431,
"url": "https://xwfinance.io/cfa-level-2-quantititave-measures-the-basics-of-linear-regression-models/"
}
|
Welcome to Week 2 of Learning at Home! We are so glad you are here and ready to see what exciting activities ELO has for you this week. Over the next three days, you will be reading some stories about integrity. Who remembers what integrity means? You are right! It means doing the right thing, even when no one is looking.
Today’s Activities
This story, Strega Noga, is about a magic pot of pasta. Do you a favorite recipe with noodles or pasta (macaroni and cheese, spaghetti, ravioli, etc.)? What are consequences? Can you think of a time that you had a consequence for not following directions?
Leveled learning extension: Use this fun Strega Nona game to answer questions about the story.
Count it!
You will need a box of colored pasta or bowl of different types of pasta. Sort pasta noodles by color or kind. Tally the types of noodles. Create a graph to represent your results.
Color your own pasta and try some of the activities on this website. Can you sort by color? Can you make an A-B-C pattern? How about an A-B-B pattern?
Noodle Science!
Follow the instructions on this worksheet to see if you can make spaghetti dance!
Leveled learning extension: Watch this video to learn how to make the spaghetti dance. Did it work? Write down your observations.
Think about it!
After listening to the story, write a letter to Big Anthony. Explain to him what he did wrong and why it is important to listen carefully to directions. Choose one feeling and draw a picture of a time in the story when either Big Anthony or Strega Nona felt that way.
1. Share the pen, take turns writing words or sentences.
2. Write student’s dictated sentence in highlighter and have the student trace the letters.
Make colored pasta following these directionsUse the pasta to create a picture. Make a magic wand with wooden sticks or construction paper. Try using playdoh to make spaghetti noodles.
Did you do today’s activities?
Teaching Tips
Accessibility Feature
Turning on transcripts for YouTube Videos [PDF]
OT Activities
String pasta on yarn or pipe cleaner. Use tongs to pick up and sort various-shaped pasta by shape or color. Use various-shaped pasta (wagon wheel, spiral, bowtie, tube) to stamp or roll into the paint and onto paper.
Speech & Language
Focus on story comprehension: Can you answer these 5Ws about the “Strega Nona” story?
1. WHO got in trouble?
2. WHAT did Big Anthony do to try and stop the pasta?
3. WHEN did Strega Nona put up a sign?
4. WHERE did the pasta go when it overflowed the pot?
5. WHY did Big Anthony feel sick at the end of the story?
Focus on character descriptions. In the story “Strega Nona,” which character was OLD? Which one was a TROUBLEMAKER? Use this worksheet to cut out the words and glue them in the box under the correct character.
More 1st Grade Lessons
Outdoor Safety
Outdoor Safety
Going Camping!
Going Camping!
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Arrhenius Acids and Bases
Arrhenius Acids and Bases
An Arrhenius acid increases hydrogen ion concentration in water, while an Arrhenius base increases hydroxide ion concentration.
Arrhenius acids and bases are the first types of acids and bases most students learn about in chemistry class. Partly this is because Arrhenius acid-base theory is the first modern explanation of acids and bases based on molecules and ions. Svante Arrhenius’s hydrogen theory of acids in bases in 1884 earned him the Nobel Prize in Chemistry in 1903. The other reason people learn about Arrhenius acids and bases is because the theory offers the simplest explanation and is a good starting point for understanding Brønsted–Lowry acids and bases and Lewis acids and bases.
• Svante Arrhenius proposed the first modern definition of acids and bases.
• An Arrhenius acid dissociates in water to form hydrogen ions or increase the H+ concentration in aqueous solution.
• An Arrhenius base dissociates in water to form hydroxide ions or increase the OH concentration in aqueous solution.
• A neutralization reaction occurs when an Arrhenius acid and base react to form water and a salt.
Arrhenius Acid Definition
An Arrhenius acid is a chemical species that increases the concentration of the hydrogen ion (H+) in aqueous solution. The general form of the chemical reaction for Arrhenius acid dissociation is:
For example, hydrochloric acid is an Arrhenius acid that dissociates in water to form the hydrogen ion and the chloride ion:
Hydrogen Ions or Hydronium Ions
The original Arrhenius definition of an acid concerned hydrogen ion concentration, but in reality, free hydrogen ions attach themselves to water molecules and form the hydronium ion, H3O+.
H+(aq) + H2O(l) → H3O+(aq)
So, a more accurate equation for the dissociation of hydrochloric acid is:
HCl(aq) + H2O(l) → H3O+(aq) + Cl(aq)
It does not really matter whether you define Arrhenius acids according to hydrogen ions or hydronium ions.
Examples of Arrhenius Acids
Arrhenius acids contain one or more hydrogen atoms in their chemical formulas. But, not every molecule containing hydrogen is an acid. For example, methane (CH4) is not an Arrhenius acid because it is a nonpolar molecule containing only slightly polar covalent bonds. For a species to be an acid, the molecule must be polar and the bond between hydrogen and another atom must be polar.
acetic acidCH3COOH
chloric acidHClO3
hydrochloric acidHCl
hydrobromic acidHBr
hydroiodic acidHI
hydrofluoric acidHF
nitric acidHNO3
oxalic acidH2C2O4
perchloric acidHClO4
phosphoric acidH3PO4
sulfuric acidH2SO4
sulfurous acidH2SO3
Some common Arrhenius acids
Arrhenius Base Definition
An Arrhenius base is a chemical species that increases the concentration of the hydroxide ion (OH) in aqueous solution. The general form of the chemical equation for Arrhenius base dissociation is:
BOH(aq) → B+(aq) + OH(aq)
For example, sodium hydoxide (NaOH) dissociates in water and forms the sodium ion and hydroxide ion:
NaOH(aq) → Na+(aq) + OH(aq)
Are All Arrhenius Bases Hydroxides?
You may wonder whether it’s necessary for a substance to be a hydroxide to be an Arrhenius base. The answer is that it depends who you’re asking.
Some textbooks and instructors narrowly define an Arrhenius base as species that increases OH concentration in aqueous solution and has at least one “OH” in its chemical formula.
lithium hydroxideLiOH
sodium hydroxideNaOH
potassium hydroxideKOH
rubidium hydroxideRbOH
cesium hydroxideCsOH
*calcium hydroxideCa(OH)2
*strontium hydroxideSr(OH)2
*barium hydroxideBa(OH)2
*only dissociate at concentrations of 0.01M or less
Common strong Arrhenius bases
However, other chemists define an Arrhenius base simply as any species that increases hydroxide ion concentration. Under this definition, methylamine is an Arrhenius base because it forms hydroxide ions, even though its chemical formula does not contain them.
CH3NH2(aq) + H2O(l) ⇌ CH3NH3+(aq) + OH(aq)
Arrhenius Acid-Base Reaction (Neutralization)
An Arrhenius acid and an Arrhenius base react usually reaction with each other in a neutralization reaction that forms water and a salt. The hydrogen ion from the acid and hydroxide ion from the base combine to form water, while the cation from the dissociation of the base and the anion from the dissociation of the acid combine to form a salt.
acid + base → water + salt
Consider, for example, the reaction between hydrofluoric acid (an Arrhenius acid) and lithium hydroxide (an Arrhenius base).
HF(aq) ⇌ H+(aq) + F(aq)
LiOH(aq) → Li+(aq) + OH(aq)
The overall reaction is:
HF(aq) + LiOH(aq) → H2O(l) + LiF(aq)
Limitations of Arrhenius Acid-Base Theory
The Arrhenius definitions of acids and bases describe the behavior of most common acids and bases, but the definitions don’t apply when the solvent is anything besides water or when chemical reactions occur between gases. Although the Arrhenius theory has its uses, most chemists use the Brønsted-Lowry theory of acids and bases because it takes a more generalized approach to the concept.
• Finston, H.L.; Rychtman, A.C. (1983). A New View of Current Acid-Base Theories. New York: John Wiley & Sons. doi:10.1002/ciuz.19830170211
• Meyers, R. (2003). The Basics of Chemistry. Greenwood Press. ISBN 978-0313316647.
• Miessler G.L.; Tarr D.A. (1999). Inorganic Chemistry (2nd ed.). Prentice-Hall. ISBN 0-13-841891-8.
• Murray, Kermit K.; et al. (June 2013) [2006]. “Standard definition of terms relating to mass spectrometry recommendations”. Pure and Applied Chemistry. 85 (7): 1515–1609. doi:10.1351/PAC-REC-06-04-06
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Geo-Joint: Iowa’s Loess Hills
Posted on August 31 2016
Iowa pops onto the front page every four years as those now-famous presidential caucuses start the mad cycle to become or be re-elected to the most powerful position on the planet. Outside of that spectacle and the state’s fame for corn and pig production, how much do you know about the physical look of Iowa? Today’s subject focuses on western Iowa, where the state’s topography is not the billiard table plane that characterizes its majority. In fact, there is some notable rumpling of the land in the west, along the Missouri River, which forms Iowa’s border with Nebraska. Nebraska itself isn’t known any better than Iowa for the verticality of its landscape, so how does western Iowa come to have hills?
No, it wasn’t earthquake uplift; Iowa is pretty stable. The process began back in the Ice Ages, most recently in the neighborhood of 15,000 years ago. In Iowa, the Wisconsinan Glaciation Period saw massive slabs of ice push south as far as Des Moines in tongues as thick as 1,300 feet. Of course the ice sheets to the north were on the order of ten times that. The weight of these enormous sheets and glaciers essentially ground the underlying and bordering rock to a powder. As the planet turned to a warmer phase, the ice melted and rivers flowed heavily down channels like the valley of the Missouri River. Thick with the fine sediment called “glacial flour,” the Missouri deposited its load downstream, along its banks and floodplains. During winter periods the flow off the ice sheets would slow, which exposed huge mudflats. Dry winter conditions were accompanied by strong westerly winds which carried this light material into western Iowa. Such windblown, or eolian, glacial deposits are called “loess” from the German word for “loose,” a reference to the crumbly nature of the silty, powdery soil. The word, in case you were wondering, is pronounced more or less as “luss.”
During three glacial periods over nearly 160,000 years, the process repeated itself. An area up to 15 miles wide and 200 miles long received this gift of the wind in successive winters, many thousands of times. The heavier particles travelled the shortest distance, piling up in high steep bluffs near the river. Finer material carried farther, laying down deep deposits of easily drained soil with high mineral content, that eventually became the fabulously productive farmlands of Iowa. The deposits of the somewhat weightier material built up smooth dunes along the Missouri River to a height of 200 feet or more. Plant growth helped stabilize these deposits and they served as home to Pleistocene megafauna such as the wooly mammoth and giant sloth. Over time, however, erosion from rain sculpted the evenly undulating deposits into the highly varied forms now known as the Loess Hills. Because the sediment is so easily carried away, gulllies often form in the hills, presenting access problems when roads or bridges collapse into them. Farming in the hilly area requires methods such as terracing and contouring in order to minimize erosion.
The accumulation of loess soils creates a relatively rare landscape, and the composition of the Loess Hills is only rivalled in its size by some older and deeper deposits laid down in central China. The presence of humans and their centuries of farming in that Asian location has reshaped their loess landscape so that it no longer reflects its origin. Indeed the common characteristic of loess deposits is their transience, whether by the hand of man or nature. While firm and stable when dry, loess soil lacks the clay content that strengthens other soils. Once saturated, it can quickly fail. But as it is worn away from the Loess Hills, slowly erasing the evidence of a huge glacial process, this good agricultural material heads for flatter, farm-covered regions happy to accept the delivery. Meanwhile, the curiously cut hills still standing are enough of a visual treat and a lesson in geography that a route joining the highways running their length has been named as the Loess Hills National Scenic Byway.
The post Geo-Joint: Iowa’s Loess Hills appeared first on Journeys by
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Quechua Lesson 1
Lesson 1 (Ñawpaq ñiqin yachay)
An important part of the language of the street and daily life is numbers and counting.
0 ch’usah,(empty)
1 uk, huk, uh
2 iskay
3 kimsa or kinsa
4 tawa
5 phiska or pisqa
6 suhta or suqta
7 qanchis
8 pusah or pusaq
9 hiskun, or isqun
10 chunka
Here we encounter a difficulty in pronounciation. Normally you can pronounce as you read. There are some exceptions. For example in Suqta, the q is pronounced as in Loch (lake in Scotland, England). The Ch in Chunka is pronounced as in chew. (see the table of pronunciation in the Introduction)
11 Chunka-huk-ni-yuq
12 Chunka-iskay-ni-yuq
13 Chunka-kinsa-yuq
14 Chunka-tawa-yuq
15 Chunka-pisqa-yuq
16 Chunka-suqta-yuq
17 Chunka-qanchis-ni-yuq
18 Chunka-pusaq-ni-yuq
19 Chunka-isqun-ni-yuq
20 Iskay chunka
The suffix –yuq, (also written as –yoq, yuh or yoh) means “with.” Later on this suffix will be used frequently. Here it says that there is ten-with- etc. Another typical feature can be seen here as well. After a vowel, -yoh can be used, but after a consonant the euphonic particle –ni is inserted first. So it is not chunka-qanchis-yuq*, which does not feel right in Quechua, but chunka-qanchis-ni-yuq. Whenever –yoh or any other suffix is used, if the basic already composed word ends on a consonant, the euphonic particle –ni is infixed in the word. Here is an example in which the Spanish word amiga (female friend) becomes amiga-y (my female friend). In plural this becomes: amiga-s-ni-y, my (female) friends. The –s is a plural marker, derived from the Spanish language and often used for these borrowed words. For the use of the euphonic particle –ni, -ay or -uy as a diphthong is a consonant. For example chunka-iskay-ni-yoh and not chunka-iskay-yoh (although I have seen that too!).
Numbers go on:
20 Iskay chunka
30 Kimsa chunka
40 tawa chunka, et cetera
100 pachaq
120 Pachaq iskay-chunka-yuq
200 Iskay pachaq
300 kimsa pachaq et cetera
1000 waranqa
2000 Iskay waranqa et cetera
2010 Iskay waranqa chunka-yuq
2008 Iskay waranqa pusaq-ni-yuq
2012 Iskay waranqa chunka-iskay-ni-yuq
2100 Iskay waranqa pachaq-ni-yuq
Note: the last number, even if it is plain 10 or 100 is always written with –(ni)-yuq.
On this basis you can count and haggle in the marketplace and in shops. It is my experience that, if you know something of the language and you can count in it, you always get a better price. The people simply love it when someone speaks to them in their own language, even at this level of haggling in the marketplace! Learn this by heart, and you will see, and be amazed at the results!
Asking what something costs is simple: Haykataq solis? Hayka is a question word, meaning, “how much?” Note that the question marker –chu (of which later more) is never used in combination with question words.
When you want to say “first,” “second,” and so forth, the word ñiqin (ñeqen) is added: 2nd is iskay ñiqin, 3rd is kimsa ñiqin, etc.
As an exercise you might do some numbers on your own: Learn the numbers 0-10 by heart, as well as the numbers 10 to 100. Then try to say your telephone number in Quechua.
To add: goes with the suffix -wan. 3+4=7: kimsa-wan tawa, qanchis-mi. -mi is an euphonic particle that expresses certainty of the speaker. Chunka iskayniyuqwan iskay chunka tawayuq, kimsa chunka pusaqniyuqmi. (12+24=36)
To distract: there are several way to express. This is rather complicatated. I present one method: chunka-manta pusah-ta qorqo-spa, iskay qipan. literally: ten-off eight-object marker taken-away, two stay behind. Qurqu-y means to take away, or reap; qipa-y or qhipay means to stay behind.
To multiplay: this goes with kuti, (times): iskay kuti tawa, pusaqmi, Litterally: 2 times 4, 8-euphonic particle.
To divide: there are 2 ways, with rakisqa (divided) with the suffix -pi, or takasqa (struck), or with the suffix -man or -wan: chunka iskay-ni-yuq kimsa-pi raki-sqa, tawa-m. Or chunka iskay-ni-yuq kimsa-wan taka-sqa, tawa-m. The suffix -pi means: in. So litterally: 12 3-in divided = 4. Or 12 3-with struck = 4. -m is the euphonic particle that expresses certainty of the speaker.
Go to Quechua Lesson 2
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K12 LibreTexts
21.6: Earth's Materials- Challenge 1
• Page ID
• 1. Paper can be made mostly or entirely from ___.
renewable resources
2. Electronics need specific materials known as ___.
rare earth elements
3. A ___ resource is unlimited or replenished as quickly as it is used.
4. ___ resources cannot be replenished fast enough to keep up with human use.
5. ___ form over millions of years from the remains of dead organisms and are mainly comprised of ___.
Fossil fuels; carbon
6. Regions where hot fluids came off a magma intrusion often have ___.
copper deposits
7. A mineral deposit that is profitable is called an ___.
ore deposit
8. Geologists determine the size of the deposit, test the concentration of ore in rock samples, and estimate the total amount of minerals in a ___.
mineral deposit
9. A ___ is a type of open-pit mine where rocks and minerals used to make buildings and roads are extracted.
10. Valuable minerals found in stream gravels are called ___.
11. Panning for gold in streams works because ___.
gold sinks to the bottom of the pan
12. After ore is extracted from a mine, valuable minerals must be separated from ___.
waste rock
13. Around the world, humans use over ___ aluminum cans each year.
80 billion
14. To save ten gallons of gasoline that would otherwise be used to produce new aluminum cans, ___ used aluminum cans must be recycled.
• Was this article helpful?
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What Is a Lisp and What Causes It?
Published date field
If you or someone you know misarticulates certain phonetic sounds, it may be due to a lisp. The cause, effects and solutions for this speech disorder may differ, depending on the person. Here's why someone may have trouble making phonetic sounds correctly and what can be done about it.
What Are Lisps and What Causes Them?
A lisp is a common type of speech impediment. An article from Speech-Language Pathology Graduate Programs specifies several potential causes of lisping:
• Learning to pronounce sounds incorrectly
• Jaw alignment problems
• Tongue tie, where the tongue is attached to the bottom of the mouth and movement is limited
• Tongue thrust, where the tongue protrudes out between the front teeth
Some of these issues are apparent from birth, such as a tongue tie, while others, such as improper pronunciation, develop as a child learns to speak.
Types of Lisps
There are four professional categories of lisps, as the Speech-Language Pathology Graduate Programs outlines. The first is a frontal lisp, which is the most common and occurs when individuals push their tongues too far forward. Second is a lateral lisp, which occurs if air moves over the sides of the tongue when speaking, resulting in a slurred sound. People with palatal lisps, the third kind, touch their tongue to the roof of their mouth while saying certain sounds. Finally, the fourth kind, dental lisps, are easily confused with frontal lisps, but these occur when the individual pushes their tongue against the teeth — not through them.
The Connection Between Lisping and Misaligned Teeth
The American Dental Association describes malocclusion as the misalignment of teeth when biting down. This occurs as a result of the teeth being crooked or too far apart.
In some cases, dental malocclusion can be directly linked to speech disorders. A synthesis of research in Avid Science determined that people who have speech articulation issues, such as a lisp, have a high chance of malocclusion. However, malocclusion doesn't necessarily cause the speech disorder, and the severity of the disorder doesn't necessarily correlate to the severity of the malocclusion.
Some of the alignment issues associated with speech disorders include:
• Increased overjet
• Overbite
• Openbite
• Spacing between the teeth in the upper jaw
It is important for anyone who believes they have a speech disorder or a bite issue to get a professional diagnosis. The Speech-Language Pathology Graduate Programs notes that it's especially important to determine if the lisp is a result of tongue thrust, as this condition can have significant dental consequences.
Treatment for Speech Articulation Issues
Having a speech issue can be emotionally difficult. If you or someone you know has speech trouble, there are several ways to seek help. According to the American Speech-Language-Hearing Association (ASHA), people with lisping issues can seek help from a dentist, orthodontist, doctor or speech-language pathologist.
A dentist and orthodontist can check the positioning of the teeth and the size and shape of the palate and bite. A doctor may look for other things, such as allergies and tonsil size, while a speech and language pathologist will likely focus on how the individual speaks, breathes and eats. Sometimes, treating a speech issue requires a combination of professional interventions.
If the speech disorder is related to the structures of your palate, teeth or tongue, there is a possibility to treat it. The Mayo Clinic notes that tongue tie can be treated through surgical procedures. Your team of professionals may recommend speech therapy, too, which helps you learn and practice the correct pronunciation of sounds, according to the ASHA.
If you or someone you know suffers from a speech disorder, don't worry! There are many resources available for support and therapy.
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I often hear, “How accurate can this be measured using CT?” For CT accuracy and precision should be considered together. For accuracy versus precision, picture a target.
On the upper left the shots are scattered, relative to the lower right, so precision and accuracy are low. The top right shows a “good grouping,” all close to each other but not close to the center. On the lower left all are around the center, some scattered inside the second ring showing high accuracy but low precision.
In order to further answer the questions of accuracy, let’s establish some additional definitions:
1. Tolerance refers to the difference between the upper (maximum) limit and lower (minimum) limit of a dimension. In other words, tolerance is the maximum permissible variation in a dimension.
2. Uncertainty of measurement is a value of how much the real value is likely to be at a certain confidence level. It is common to accept a confidence level of 95 percent.
3. Voxel size is the size of the smallest information created by a CT unit. This is easy to determine by simply dividing the field of view by the number of voxels in the same direction in space.
4. Contrast or Density Resolution is the property of a CT unit of recognizable reproducing objects of low contrast or density relative to homogeneous surroundings.
5. Spatial Resolution is the property of a CT unit of recognizable reproducing objects lying close to each other as separated from their surroundings.
6. Structural Resolution is smallest structure that can still be measured dimensionally.
7. Error describes the system performance and is the deviation from a known measurement under specific conditions. A system is specified to perform within the limits defined as maximum permissible error MPE. There may be multiple different specifications for one system. The error is not the same as uncertainty of measurement.
Fig. 1 – Accuracy and precision
Fig. 1 – Accuracy and precision
From Voxels to Surfaces
In CT, X-ray photons emitted from an X-ray tube travel through the object and hit a detector which senses the dose at each pixel of the detector area creating digital images while the object is rotated. Reconstruction software calculates virtual slices based on the dose at each location from different angles creating a tomogram. Each pixel in the tomogram represents a density of material, called voxel (volume pixel).
Computed Tomography (CT) Principle
Fig. 2 Computed Tomography (CT) Principle
To measure features, it is necessary to give the object a surface. This is done by looking at an area of material and area of air. The value in the middle is used as the threshold (ISO 50 method) to set points on the surface.
The red point most left is between the black voxel (gray value 0) and the white one below (gray value 255). For simplicity, the example only shows the point being place in vertical direction. In real life this is done in all three directions. The next one to the right shows a voxel of 127 which places the surface right in the middle of the voxel. With gray values closer to black and white the surface moves accordingly to that direction.
Under ideal conditions, surface accuracy would be 1/256 of the voxel size. That assumes the area coverage of the material creates a signal (gray value) change proportional to the area covered. In reality, the scan data are 100 percent perfect due to multiple physical effects like scatter radiation, pixel noise and approximation in the reconstruction algorithms. A good rule of thumb is to use 1/10 of the voxel size is the accuracy of the surface on a decent CT scan. Many unknowns make it difficult to state a hard number. Fortunately, there are ways to find the uncertainty of measurement and standards that can be used.
Uncertainty of Measurement
The first standard is the GUM (Guide to the expression of uncertainty in measurement, JCGM 100:2008). This standard is a general guide and can be applied to any measurement and unit. The standard was mainly written by mathematicians, so you see formulae and hard-to-understand verbiage. However, there are more hands-on standards with GUM built in and we don’t have to understand everything in GUM down to the smallest detail.
calipers measuring a peach
calipers measuring a cobalt square
Fig. 4 Measurement of a peach and a cobalt square
The first step is modeling the process to understand how the measurement results are distributed. In most cases, assume the measurements are distributed under a bell curve and huddle around the mean value.
The guide gives two ways to proceed: Type A or Type B. Type B is based on experience and previous data. If you have done Type A many times you can use your judgement to come up with a number.
For a new application, use Type A. Measure one or more objects of the same type and analyze the observations. To illustrate the object’s impact, I measured a peach and a cobalt square for machine tools. They are totally different; the peach is soft and hard to measure the same spot. I tried to measure the same distance with same force using a digital caliper. The cobalt square was measured with the same digital caliper at the same location. I performed 20 measurements on each.
The difference in deviation suggests the object itself has an impact on the uncertainty of measurement. The peach’s standard deviation was 234 µm and cobalt square’s only 3.66 µ. Both objects were measured at approximately the same time and temperature.
The next step under GUM is determining “Combined Standard Uncertainty” (uc), which can be measured by:
• Standard deviation over all measurements divided by SQRT
• Standard deviation of mean values
In our two-measurement series we measured each object 20 times, choosing the first method to calculate combined standard uncertainty.
Confidence level is part of uncertainty, that’s where the coverage factor comes into play. This factor k generally ranges from 2 to 3. In practice:
• k=2 confidence level 95%
• k=3 confidence level 99%
The expended uncertainty U is the product of the standard uncertainty uc and k.
This experiment shows measurement equipment only partly contributes to uncertainty of measurement. The standard is a reliable method to produce an objective “hard” number for the uncertainty of measurement.
CT System Performance:
DIN EN ISO 10360 Geometrical product specification is the gold standard for 3D measurement equipment. It compares different equipment and defines clear understanding of when a system is within the specification. There two series of standards under VDI/VDE applicable for CT: VDI/VDE 2617 Accuracy of coordinate measuring machines and VDI/VDE 2630 Computed tomography in dimensional measurement.
Measurement Experiment
Fig. 5 Measurement Experiment, mean value and standard deviation
The two standards cross over with VDI/VDE 2617 part 13 and VDI/VDE 2630 part 1.3, providing a guideline for applying DIN EN ISO 10360 for coordinate measurement machines with CT sensors. VDI/VDE 2630 part 1.3 provides three guidelines:
• Fundamentals: Definitions of characteristics (probing error, length measurement error, size and form error) and limits
• Acceptance test: How to determine a CT system meets the limits of the characteristics
• Monitoring: Long-term compliance with the characteristics
Measurement Experiment
Fig. 6 Measurement Experiment to determine Expanded Uncertainty U
It recommends using spheres or spherical caps made of “suitable material,” normally defined by the manufacturer. Ruby is commonly used since high-quality ruby spheres are commercially available and thermally stable. The spheres by themselves allow you to determine probing error form and size. Placing several spheres in the scan volume makes it possible to measure the sphere distance accurately with minimal impact related to surface determination as sphere centers are relatively stable. With several ruby spheres, different distances can be measured. This test specimen is easily calibrated and traceable to NIST.
The results are compared to manufacturers’ limits and a compliance report is created.
Repeatability and Suitability
Quality standards like ISO 16949 mandate statistical analysis of measurement processes. Factors that influence measurement results are commonly shown in a fishbone.
When performing the analysis, the process should include all possible variables. For example, temperature should vary in a realistic range. If temperature impacts the result, the process should not be analyzed at only one temperature if in the real process the temperature changes.
Fig. 7 Ruby sphere specimen
Fig. 7 Ruby sphere specimen
Compare tolerance and uncertainty to decide if the process is suitable for the application. There are a variety of industry standards, however Part 2.1 of VDI/VDE 2630 was developed for users of industrial CT systems. Part 1.3 helps buyers and sellers agree when and how a CT system is performing to meet the specified characteristics. The specified MPEs (maximum permissible error) have nothing to do with a specific application. That’s where part 2.1 serves to determine the uncertainty of measurement of specific features and to give the user help deciding if the process is suitable for the required tolerance of that feature. It is based on GUM and traceable.
The core to determine is this formula for the expanded uncertainty of measurement.
U: Expanded uncertainty of measurement
k: coverage factor (2 for 95%)
ucal: uncertainty of the calibration measurement
up: standard uncertainty of the process
uw: uncertainty of the workpiece
b: systematic deviation
To solve the equation, run several measurements. The standard suggests having one sample calibrated with a method that is more accurate, normally in a certified lab with a highly accurate CMM. The lab provides the uncertainty of the measurement (ucal). This calibrated sample would need to be measured 20 times (the suggested number covering most variations of CT scanning). The standard uncertainty of the process with n being the number of measurements is calculated.
Fig. 8 Fishbone diagram for measurement effects
Fig. 8 Fishbone diagram for measurement effects
Fig. 10
Fig. 10 Standard uncertainty of the process up
It is also suggested to measure multiple samples not only the one that is calibrated. Part 2.1 suggests four samples including the one that is calibrated.
The standard uncertainty of the total process would take all four sample measurement series into account and up be calculated with this formula:
Fig.11 Standard uncertainty of the total process up
Now that we have up, consider uw. It’s important to cover all variations possible during the measurement process. If measurement changes are expected, for example temperature, the uncertainty resulting in this must be calculated. Thermal expansion is easy to calculate. If the multiple samples were used for up the uw and all workpiece relevant variations are cover this part can be set to zero.
“b” is the systematic deviation and basically the difference between the mean of all calibrated sample measurements and value of the calibration measurement.
Finally, determine uncertainty of measurement in relation to tolerance. Part 2.1 suggests Gpp between 0.2 and 0.4 following this formula:
Fig. 12
Fig. 12 Double sided tolerance
Fig. 13
Fig. 13 Single sided tolerance
Single-sided means there is a tolerance mandating a value not being greater than x or smaller than y. Double-sided is a tolerance like +/- 0.01mm, with an upper and lower limit.
So, now you can see why my answer to the general question regarding accuracy of CT is not simple. However, if you take time to understand these definitions, standards and testing methods, you’ll be able to determine the accuracy of CT in your specific application. My suggestion is to work with a CT system provider if you’re not certain about the processes or accuracy to learn how to effectively and efficiently obtain the best results. NDT
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Termite Species
Termites are the only members of the insect order Isoptera. There are more than 300 species found in Australia but only about 30 could be considered to be pests of timber in service. Of these, the subterranean termites are the most significant, with about 12 species being serious pests. The termite diet is centred around cellulose-based materials. These can include the timber used in constructing buildings but could also include furniture, paper materials and fabrics. These termites can also damage non-cellulose materials such as polystyrene and plasterboard or the plastic coatings on electrical wiring.
Life History and Habits
Termites are social insects and live in colonies containing a number of different castes. Each caste has a different form and function from the others; each is vital to the viability of the colony. In general terms the life history of all the economically important subterranean species is similar.
On a warm, humid evening large numbers of winged male and female termites, the “alates” or “primary reproductives”, are released by the colony. A small number survive the flight, drop their two parts distinctive, equal sized wings, pair off, mate, and if they can find a suitable location, start a new colony.
The Queen
As the other castes take over the running of the colony the young queen of most species becomes “physogastric” – her abdomen distends to many times its original size and she becomes an egg laying machine, laying up to 1000 eggs per day. She is confined to her royal chamber, tended and fed by the workers and regularly fertilised by the male reproductive.
The eggs are removed from the royal chamber and transferred to a nursery by the workers. Here the brood (the eggs and nymphs) develop into the other castes that the colony requires for development and survival; workers, soldiers and primary or secondary reproductives.
Social Workers
Soldiers and workers are blind and sterile termites. The workers carry out the work of the colony and are responsible for gathering the food the colony needs. In most species, the heads of the soldiers are uniquely armoured and equipped to allow them to defend the colony against attack, notably ants.
Termite Species
Coptotermes Acinaciformis is found throughout mainland Australia and causes more damage to property than any other species. It is aggressive in its search for food and will attack many items other than wood in its search for cellulose materials. It will damage wall lining boards, electrical wiring and even personal possessions. Colonies often nest in trees or stumps but can form sub nests or secondary nests without ground contact.
There are several species of Nasutitermes which may damage timber in service. Soldier termites of these species are distinguished by their pointed heads. Nasutitermes exitiosus usually builds a low mound and is more common across Southern Australia. Nasutitermes walkeri builds part of its colony as a nest on the branch of a tree; the rest is constructed in the ground beneath it. This genus will mainly attack hardwood such as that found in fences and timber decking.
Mastotermes darwiniensis, the Giant Northern Termite, is the most primitive of the commercially significant species. It shows an ability for sub-colonies to split from the main colony and produce queens, without a mating flight. Eventually a network of interconnecting sub-colonies is established, which makes control difficult. These large termites can devastate buildings, bridges, poles, trees and crops such as sugarcane. Mastotermes is found mainly north of the Tropic of Capricorn.
These termites can cause damage approaching the severity caused by Coptotermes. They build fragile nests in places such as old tree trumps, in timber buried in the ground, in filled patios and under fireplaces. The damage they cause is distinctive. Although it can be severe it is often patchy, with huge gouges taken out of sound timber, particularly around nails in floor boards or other timbers. Schedorhinotermes colonies contain major and minor soldiers.
Heterotermes spp. Are a significant structural pest through Queensland, northern WA and the NT. It is only in southern Australia where they are a minor nuisance. They are generally considered to do little damage to timber in service, restricting their attention to weathered timber fences, decking and posts. Occasionally they can cause superficial damage to sound timber.
Termite Nest
Termites build a nest that contains the queen and king, the nursery and a large proportion of the soldiers and workers. Some species build a hard-shelled mound above or partly below the ground. Others build their nests in the trunk of a tree or below ground in the root crown. A nest can contain several million termites.
Habits and Damage
Nesting Habits
The nesting habits of subterranean termites can be described in two basic groups:
1. Multi-site nesters (Heterotermes, Schedorhinotermes, Mastotermes)
2. Central-site nesters (Coptotermes, Nasutitermes)
Multi-site nesters utilise many timber sources for nesting and they can move quickly to a new food source. They are able to reproduce quickly using “ergatoid” or multiple reproductive forms so each new timber source located becomes a potential nest. These species can therefore set up multiple colonies within the same house.
Central-site nesters generally have one large queen and a central nest position. The activity of the colony is to bring back food to this nest. They can infest multiple timber food sources but cannot reproduce within those timbers. When a moisture source is available within a house structure, central-site nesters often establish their colony inside the building without any ground contact.
Foraging behaviour
Central-site nesters show definite seasonal variation with their foraging behaviour. Generally, foraging activity is greater in the warmer months and reduced in cooler winter periods. The available moisture can also limit the foraging activity of these species. Generally distant food sources show greater foraging activity in warmer periods and food sources close to the nest are more active in the cooler months.
Multi-site nesters do not have the same restrictions as they can move their nest to adjacent food sources. This type of foraging activity often leads to splitting of one colony into several distinct colonies within the same area. The activity of these species quickly multiplies in a disturbed environment such as recently cleared land or fire damaged property.
Termite leads
Termites are prone to desiccation. All significant species that attack buildings construct a system of sealed leads that connect the nest to the food sources. Termites can move safely from the nest to the food and back, in an environment that will protect them against exposure to atmospheric conditions, predators and even pesticides.
Damage to timber and other materials
Timber is the main source of cellulose sought by the commercially important species. Sometimes other, non cellulosic materials are damaged because they are close to feeding activity. Electrical wiring, switches and plug fittings are often attached and severely damaged by termites. When natural food supplies such as trees run out, the termites will turn to timber in service. Using covered mud tunnels to link the food supply to the nest, termites will work in timbers that are hidden in floor, wall or ceiling spaces and the damage is often not discovered until structural failure takes place or the termites reveal themselves in some way. Termites can cause extensive damage and more than one colony may attack a building at the same time.
In order to minimise the extent of termite damage it is recommended that regular inspections be carried out by a competent and experienced termite inspector.
© 2018 Central Pest Control
Website by Magicdust
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The Lady of Shallot Romanticism. Biographies and analysis of the work of the famous American Romanticism artists. Romanticism became popular in American politics, philosophy, and art. The Art Appreciation Museum is one of the worlds most famous and finest art museums. Romanticism, fueled by the French Revolution, was a reaction to the scientific rationalism and classicism of the Age of Enlightenment. The Romantic Movement is typically said to have lasted from 1770 to 1840. Background: The Industrial Revolution got into swing in the latter part of the 18 th century, starting in England and spreading to France and America. Romanticism Art movement Romanticism (also the Romantic era or the Romantic period) was an artistic, literary, musical and intellectual movement that originated in Europe toward the end of the 18th century and in most areas was at its peak in the approximate period from 1800 to 1850. Romanticism covered many artistic passions, particularly literature. Reasons for the development of this strong connection between nature and romanticism include the Industrial … Quick view Summary Biography Artworks. The art historian Kenneth Clark described it as, "the first great picture which can be called revolutionary in every sense of the word, in style, in subject, and in intention." American Romanticism was an American artistic and literary movement of the late 18th and early 19th centuries.This is a high quality, innovative, image-rich PowerPoint presentation that serves as an introduction to the American Romantic literary movement. Romanticism was a renewal, a revolution is artistic forms in paintings, literature and theatre. So one thing that distinguishes American Romanticism from British Romanticism is how important the novel became in the American Romantic movement. Search for: Neoclassicism and Romanticism. Marked by a focus on the individual (and the unique perspective of a person, often guided by irrational, emotional impulses), a respect for nature and the primitive, and a celebration of the common man, Romanticism can be seen … (Cliff notes) Many depict this capacity for human growth as the triumph of the intuitive over the methodical and rational. Commencing in the latter part of the 18th century in Western Europe, the artistic and intellectual movement of Romanticism finally reached its pinnacle during the Industrial Revolution. American Romanticism Artists. Key Takeaways Key Points. John Gast painted American Progress (pictured above) as an allegory of Manifest Destiny. Discuss the political and theoretical foundations of Romanticism. Romanticism and nature are connected because the artists and philosophers of the romantic period emphasized the glory and beauty of nature, and the power of the natural world. Romanticism. Romanticism describes an artistic and intellectual movement that started in the latter part of the 18th century and had a powerful effect on many areas of art, literature, music, and thought. On the other hand, the Romanticism flourished towards the end of the 18th century. The relationships among linguistics, nationalism, and Romanticism Some of the earliest stirrings of the Romantic movement may be traced back to the mid-18th-century interest in linguistics. The characteristics of Romanticism include a focus on strong emotion, awe of nature, and a break from following rigid structure. the resounding successes of the French and American revolutions and such later popular wars for independence as those in Greece, Poland, and Spain. Art was included under the moniker later. Chew On This. However, artists and elites additionally repurposed Romanticism as an expression of American pride and superiority. This revolution brought with it a new market economy, based on new technology—machine tools and machine power instead of human tools and animal power. One of the most famous pieces of American art and most prominent example of American Romanticism is the 1851 Washington Crossing the Delaware, painted by Emanuel Leutze. The romantic impulse played a major role in the mid-nineteenth century blossoming of American literature and art that has been called the American Renaissance. Cole, Thomas. Church, Frederic Edwin. All dark romanticism paintings ship within 48 hours and include a 30-day money-back guarantee. Romanticism was a movement that dominated all genres; including literature, music, art and architecture; in Europe and the United States in the first half of the 19th century.It originated in late 18th century as a reaction against the ideals of order, calm, harmony, idealization and rationality which marked Classicism in general and late 18th-century Neoclassicism in particular. Romanticism was an intellectual and artistic movement that originated in the second half of the 18 th century. Nathaniel Hawthorne's The Scarlet Letter is one of the most important novels to come out of American Romanticism. It was a reactionary response against the scientific rationalisation of nature during the Enlightenment, commonly expressed in literature, music, painting and drama. Characteristics of romanticism writing included the power of imagination, impulse towards reform, admiration for nature, and the fascination with death and the supernatural. The presentation focuses on American Romanti . European and American Art in the 18th and 19th Centuries. They announced their own … Looking for something touristy for us to do, I finally checked out, for the first time, the state park at Olana. Art that recaptures Greco-Roman grace and grandeur: David, Ingres, Greuze, Canova: Enlightenment (18th century); Industrial Revolution (1760–1850) Romanticism (1780–1850) The triumph of imagination and individuality: Caspar Friedrich, Gericault, Delacroix, Turner, Benjamin West: American Revolution (1775–1783); French Revolution The period of Neoclassicism was from the 18th century to the early 19th century. The effect of this movement was also noticeable in both Literary and Visual arts. The Romantic period was the first time in history that art focused on teaching people to care about each other. The word “Romanticism” was applied first in relation to the new musical and literary schools at the beginning of the 19 th century. Neoclassicism and Romanticism are two periods of artistic, literary, and intellectual movements that show some differences between them in the history of the Western culture. The movement appealed to the revolutionary spirit of America as well as to those longing to break free of the strict religious traditions of early settlement. American Romanticism emphasized emotion, individualism, and personality over rationalism and the constraints of religion. American Romanticism was in a broad sense a new attitude toward nature, humanity, and society that espoused individualism and freedom. The Basics of Romantic Art . Romanticism, first defined as an aesthetic in literary criticism around 1800, gained momentum as an artistic movement in France and Britain in the early decades of the nineteenth century and flourished until mid-century.
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Bell Curve
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What Is a Bell Curve?
A bell curve is a common type of distribution for a variable, also known as the normal distribution. The term “bell curve” originates from the fact that the graph used to depict a normal distribution consists of a symmetrical bell-shaped curve.
The highest point on the curve, or the top of the bell, represents the most probable event in a series of data (its mean, mode, andmedian in this case), while all other possible occurrences are symmetrically distributed around the mean, creating a downward-sloping curve on each side of the peak. The width of the bell curve is described by its standard deviation.
Key Takeaways
• Its standard deviation depicts the bell curve’s relative width around the mean.
• Bell curves (normal distributions) are used commonly in statistics, including in analyzing economic and financial data.
Bell Curve
Understanding a Bell Curve
The term “bell curve” is used to describe a graphical depiction of a normal probability distribution, whose underlying standard deviations from the mean create the curved bell shape. A standard deviation is a measurement used to quantify the variability of data dispersion, in a set of given values around the mean. The mean, in turn, refers to the average of all data points in the data set or sequence and will be found at the highest point on the bell curve.
Financial analysts and investors often use a normal probability distribution when analyzing the returns of a security or of overall market sensitivity. In finance, standard deviations that depict the returns of a security are known as volatility
For example, stocks that display a bell curve usually are blue-chip stocks and ones that have lower volatility and more predictable behavioral patterns. Investors use the normal probability distribution of a stock’s past returns to make assumptions regarding expected future returns.
In addition to teachers who use a bell curve when comparing test scores, the bell curve is often also used in the world of statistics where it can be widely applied. Bell curves are also sometimes employed in performance management, placing employees who perform their job in an average fashion in the normal distribution of the graph. The high performers and the lowest performers are represented on either side with the dropping slope. It can be useful to larger companies when doing performance reviews or when making managerial decisions.
The "Bell Curve", or Normal Distribution
The “Bell Curve”, or Normal Distribution. Image by Julie Bang © Investopedia 2019
Example of a Bell Curve
A bell curve’s width is defined by its standard deviation, which is calculated as the level of variation of data in a sample around the mean. Using the empirical rule, for example, if 100 test scores are collected and used in a normal probability distribution, 68% of those test scores should fall within one standard deviation above or below the mean. Moving two standard deviations away from the mean should include 95% of the 100 test scores collected. Moving three standard deviations away from the mean should represent 99.7% of the scores (see the figure above).
Test scores that are extreme outliers, such as a score of 100 or 0, would be considered long-tail data points that consequently lie squarely outside of the three standard deviation range.
Bell Curve vs. Non-Normal Distributions
The normal probability distribution assumption doesn’t always hold true in the financial world, however. It is feasible for stocks and other securities to sometimes display non-normal distributions that fail to resemble a bell curve.
Non-normal distributions have fatter tails than a bell curve (normal probability) distribution. A fatter tail that skews negative signals to investors that there is a greater probability of negative returns.
Limitations of a Bell Curve
Grading or assessing performance using a bell curve forces groups of people to be categorized as poor, average, or good. For smaller groups, having to categorize a set number of individuals in each category to fit a bell curve will do a disservice to the individuals. As sometimes, they may all be just average or even good workers or students, but given the need to fit their rating or grades to a bell curve, some individuals are forced into the poor group. In reality, data are not perfectly normal. Sometimes there is skewness, or a lack of symmetry between what falls above and below the mean. Other times there are fat tails (excess kurtosis), making tail events more probable than the normal distribution would predict.
Frequently Asked Questions
What is a bell curve?
The bell curve is a statistical concept relating to the normal distribution. The term “bell curve” arises from the fact that, when plotted on a graph, the shape of the normal distribution resembles the curve of a bell. When interpreting a bell curve, the points nearest to the center of the bell curve are those which are most likely to occur, whereas the point closest to the left and right edges are the outliers. Bell curves are used across a wide variety of disciplines, including finance and economics, social science, and the natural sciences.
How is the bell curve used in finance?
Analysts will often use bell curves and other statistical distributions when modeling different potential outcomes that are relevant for investing. Depending on the analysis being performed, these might consist of future stock prices, rates of future earnings growth, the potential default rates, or other important phenomena. Before using the bell curve in their analysis, investors should carefully consider whether the outcomes being studied are in fact normally distributed. Failing to do so could seriously undermine the accuracy of the resulting model.
What are the limitations of the bell curve?
Although the bell curve is a very useful statistical concept, its applications in finance can be limited because financial phenomena—such as expected stock-market returns—do not fall neatly within a normal distribution. Therefore, relying too heavily on a bell curve when making predictions about these events can lead to unreliable results. Although most analysts are well aware of this limitation, it is relatively difficult to overcome this shortcoming because it is often unclear which statistical distribution to use as an alternative.
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Forage crops
Are the forage crops in place now coming to the end of their lives or are they being carried into the winter? If to be replaced before the winter it is a matter of consuming as much of them as possible.
Late summer is a time when deaths can occur, for two reasons. Firstly, by now the stock are well adjusted to the crop and can have very high intakes, especially if trying to consume as much before the crop is replaced. Their susceptibility to Clostridial infection is high and any weakness in the Clostridial vaccination background will show up then. The other common cause of death is when the crop is spelled to let it recover before the next graze. With late summer rain that recovery can be rapid and nitrate levels can accumulate. The returning grazing stock are well adjusted to eating it and can immediately consume a lot. Even mildly elevated nitrate levels can be lethal because the intake is fast and high. Always beware of regrowth crops.
This also applies to crops that have a summer graze but are then taken into the winter. That risk is particularly high if the same animals that had the summer graze also get it in the winter. They will adjust quickly and consume a lot. But even new entrants can succumb if the nitrate levels have got very high by the time of the first winter graze.
The risk of Clostridial deaths is always higher for stock grazing crops. This is due to a combination of factors but in particular the high “sugar” level in the crop and the high soil intake. Vaccinating before crop grazing should be standard practice. For most farms the basic 5-in-1 vaccine is sufficient. Full protection is not achieved until after a booster vaccination four to six weeks after the sensitiser. On some farms other Clostridial species are present, requiring 6-in1-or 10-in-1 vaccine.
Any other negative impact of a summer crop will by now be apparent. The most common of these are photosensitivity, commonly called rape scald. This can occur for no obvious reason, but often grazing an immature brassica crop or using high levels of sulphur fertiliser can be behind the problem. Lower live weight gains than expected will now be apparent. This is more common with summer brassica crops. Being introduced too early can result in a low weight gain for the first two to three weeks. Access to other supplements can reduce live weight gains. If the supplement is of lower feed value than the crop it will substitute for crop intake and so reduce the intake. This happens very often when silage is used as a feed supplement for cattle on crops. For brassica crops though, high weight gains are hard to achieve because there is a limit to intake, no matter what is offered. This creates a ceiling to the weight gain.
For crops grown only for winter use, the risks discussed above all apply. Winters are warmer so crop growth is very often good. This means that nitrate poisoning is a risk that we see frequently now. As for any crop, gradual introduction and even allocation protects against most of what can go wrong. Animal health problems that can occur on winter Brassica crops are redwater or haemoglobinuria. This is when a toxin accumulates in the leaves and if eaten in enough quantities causes the red blood cells to disintegrate. The consequences are much higher in pregnant animals. Regrowth is the most dangerous. These animals are very dull and hard to move. Treatment options are limited so early identification and removal from the crop is important. A swelling of the brain syndrome is another problem occasionally seen. It is usually individuals and they are blind and very dull. These are very successfully treatable if caught early.
Fodder beet grazing has a very high Clostridial risk. But most losses on this crop are from over-eating. Frequent and even allocation is important.
In summary:
• Ensure full Clostridial vaccination before crop grazing
• Introduce gradually
• Allocate frequently and evenly
• Beware of regrowth and re-introduction
• Watch closely
Back to Farm Animals
Dairy Articles
Sheep Articles
Beef Articles
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Title: The Effect Temperature has on Enzymes
Names: Avery, Hanna, Gracyn, Manroop
Date: April 18th 2019
Glucose is a sugar, which acts as energy for many of the functions our cells do. The glucose level in your body rises when you eat food. This activity will help you learn the relationship between temperature and enzymes, by using lactase enzyme drops. Lactase is an enzyme that works in our bodies to break down the sugar in milk (lactose), but as we grow older our body stops producing this enzyme which is why some people are lactose-intolerant.
In this lab, you will heat four samples of milk to different temperatures and measure the glucose count in each of the test tubes using glucose test strips. Glucose test strips indicate the amount of glucose in a substance by changing colours, each colour represents a different volume in the measurement mmol/L and g/dL.
Purpose: To figure out the effect of temperature on the reaction rate of enzyme reactions.
Hypothesis: Higher temperatures cause a faster reaction rate, therefore more glucose will be present when we test it. Lower temperatures will slow down the reaction rate, therefore less glucose will be present. The test tube heated to above 45 degrees should have no glucose present.
• 100 mL milk
• Lactase enzyme drops
• 4 Glucose test strips
• 4 test tubes
• 2 400 mL beakers
• Hot plate
• Ice
• 2 stirring rods
• 2 thermometers
• Test tube rack
• Test tube tongs
• Eyedropper
• Graduated Cylinder
1. Measure out 10mL of milk into 4 test tubes
2. Put room temperature water (20 degrees Celsius) into one 400mL beaker. Monitor with a thermometer.
3. Put cold water (10 degrees Celsius) into the next 400mL beaker. Monitor with a thermometer.
4. Put hot water (30 degrees Celsius) into the next 400mL beaker. Monitor with a thermometer.
5. Put hotter water (above 45 degrees Celsius) into the last 400mL beaker. Monitor with a thermometer.
6. Place one of the milk test tubes into each of the beakers. Place a thermometer in the test tube and watch for the temperature of the milk in the test tube to match the temperature of the water in the beaker.
7. Once the test tubes get to the correct temperature, place 2 drops of the enzyme into each test tube and set a timer for 1 minute.
8. After one minute, insert a glucose strip into each test tube, take it out, and observe the colour of the strip.
9. Match up the colour observed on the strip with the colour on the glucose strip bottle.
Temperature| Colour of Glucose Test Strip |Trace of Glucose
10°C |Teal/Light Green |6 mmol/L
23°C |Peanut Brown |56 mmol/L
33°C |Dark Brown | 111+ mmol/L
65°C |Mint Blue| 0 mmol/L
1. What did the results show? At what temperature was there the most glucose present – why do you think this was the result?
The glucose strip revealed that the highest glucose count was at 33°C. We believe that this is because as the temperature increases the reaction rate also increases. Whereas, at the lowest temperature, 10°C, there was little glucose present in the test tube.
2. If the temperature continued to decrease what would happen to the glucose count? Why do you think this occurs?
At 10°C there was the least amount of glucose because the reaction rate is slower at this temperature, which means that we would have to leave the lactase enzyme in the lowest temperature for a longer time in order to get a higher glucose count.
3. Explain what happened after the enzyme was placed in the test tube above 45 degrees.
Although the glucose count continued to grow as the temperature increased, at the highest temperature, 65°C, no glucose was present in the test tube. This happens because after the lactase enzyme is heated up to a certain temperature the enzyme starts to denature.
This lab helped us determine the effect of temperature on the reaction rate of enzyme reactions. We predicted that at the lowest temperature the glucose count would be the least and at the highest temperature no glucose would be present. Through this experiment, our hypothesis was proved to be correct. At the lowest temperature little glucose was present because the reaction rate decreases as the temperature lowers. At the highest temperature, 65°C, the glucose strip showed a negative result because the enzyme had denatured. The most glucose resulted in the test tube that was heated to 33°C, this is because enzymes denature at 45° or above, but since this was below that temperature it had the most glucose present. Overall, this lab gave us a clearer understanding of the relationship between temperature and enzymes.
To improve our lab design, we could’ve tested the lactase enzyme at a variety of temperatures instead of only testing it at four. By doing so, we could get an even greater understanding of the effects of temperature. We think testing one on colder temperatures than what were in our experiment would be interesting. During the lab, it was also difficult to maintain a constant temperature. As well, our timing between dropping in the enzyme and dipping in the strip was not exactly equal between each test tube. For next time, we could be more accurate with this to get a more exact number on the glucose strip.
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"url": "https://myriverside.sd43.bc.ca/hannah2015/2019/04/23/experimental-design-lab/"
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What is a modifier and how it works in Japanese? 修飾語(しゅうしょくご)
Can you identify which word is modified by a modifer?
Today, I am going to explain how to tell apart modifiers and other words.
黄色いチューリップがとてもきれい。(The yellow tulip is very nice.)
黄色い チューリップが とても きれい。
Here in this sentence, we have a modifier, 黄色(きいろ)い.
Let’s find which word is modefied by ”黄色い”.
All you need to do is just to put “黄色い” in front of the each sentence.
For example:
1. 黄色い チューリップ（Yellow tulip）
2. 黄色い とても（Yellow very）
3. 黄色い きれい（Yellow nice）
Did you know which one was correct?
The answe is “1”. Any of others do not make sense. So in the sentence, a modifier “yellow” is with a tulip.
To be more precise, ”黄色い” is an adjective, “形容詞(けいようし)”. So, it has to modefiy only nouns, not others.
とても is an adverb, “副詞(ふくし)”, and きれい is an adjective, ”形容詞”.
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FAQ: How To Write Jazz Trill In Music?
How do you write trills in music?
How to Notate a Trill When Writing Music. Typically, composers notate a trill by writing the letters “tr” directly above the principle note. Sometimes the “tr” is accompanied by a wavy line. Some trill notation consists of only a squiggly line and no “tr” sign at all.
What note do you start a trill on?
Trills almost always start on the note higher than the one that’s written. So if you ‘ve got a C with the “tr” symbol above it, you ‘ll almost definitely be alternating D-C, starting on D.
How many notes is a Trill?
A trill is the alternation of two notes that are either a half step or a whole step apart. It consists of the principal note, which is the lower note, and the auxiliary note, which is the higher note.
What is the vibrato symbol?
Vibrato is usually found on long notes, or a note at the end of a phrase. Vibrato is usually obtained by the movement of the wrist away from the neck and back towards the neck, much like turning a doorknob. The symbol for vibrato is a wavy line.
What is a trill language?
Trill – A sound used in speaking A trill is a sound that is made when pronouncing a consonant in such way that the sound produces a kind of vibration within the speaker’s mouth. It is an important sound in some languages but a not highly relevant one in others.
You might be interested: Question: How To Write A Grant For A Music Production Company Template?
What does a trill sound like?
It’s best described as a high-pitched sound, very similar to the soft rolling Rs typically associated with Spanish. Quite often the sound produced is fairly short, lasting only one or two seconds. The trilling sound is usually associated with positive emotions and more high-pitched sounds.
What is the difference between a trill and a tremolo?
Definitions of Tremolo and Trill: Tremolo: A tremolo is the fluttering between two notes that are far apart from each other. Trill: Fluttering of the fingers between notes that are just a half step or whole step apart is called the trill.
How long can a Trill symbiont live?
Through the experience gained from multiple hosts, many symbionts gained distinguished reputations from other species as Trill. They were long -lived compared to most humanoid species, and could easily live beyond 550 years.
Do trills go up or down?
Trills provide the flutes and other woodwinds the opportunity to add brilliance and excitement to a score. Forgive me for stating the obvious, but a trill is a rapid alternation between adjacent pitches, up either a half step or whole step from the notated pitch (never down ).
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Your Internet Consultant - The FAQs of Life Online
3.29. What should I know about files and directories in UNIX?
If you've used any other computer operating system, you are familiar with the concepts of files and directories. Files are individual collections of information stored on a computer (for instance, a letter to Aunt Zelda, a picture of the moon, or a game program.) Directories allow you to place files in a logical manner so that you can find them later. UNIX files and directories are very similar to those on DOS computers.
Your account has a home directory, the directory you use by default when you log on to the system. You can change your current directory, list a directory's contents, and create and remove directories that are part of your home directory. Like DOS, UNIX uses a hierarchical directory structure. This means that there is one root directory and many subdirectories in which to store files. Figure 3.1 shows what a simple directory tree might look like.
Figure 3.1. A simple directory tree.
A file in the mystuff directory can be referred to as follows:
This is referred to as the filename's full path. The first / must be there for it to be a full path. If you leave it off, UNIX will look for the file starting in your present directory. This is useful because having to constantly refer to files by their full pathnames would get tedious. If you were in waffle and wanted to refer to filename in mystuff you could call it mystuff/filename. Or if you are already in mystuff, just use filename.
If you use DOS on your home computer, note that UNIX uses a forward slash between directory names rather than a backslash.
Note: If you use DOS, you're also used to restrictive filenames with eight letters, a period, and an extender of three more letters (for example, grandmas.ltr). If you use a Macintosh, you have the luxury of filenames of up to 31 characters. Depending on what flavor of UNIX you're using, you may be allowed filenames from 14 to 255 characters. And, unlike DOS, which likes only A-Z, 0-9, and the underline in filenames, UNIX filenames can contain just about any character you can type on the keyboard. (Some characters are possible as part of a filename, like the space character, brackets, and the asterisk, but can get you in sticky situations later. It's best to avoid using them.)
Table of Contents | Previous Section | Next Section
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Money, money money... it's everywhere and this means that children are exposed to money and what these little discs or notes represent from a young age. It's therefore hardly surprising that money is taught in both Key Stage 1 and 2 of the National Curriculum. Below, we've created some money-related tasks for your key stage 1 child to complete but before they get started, here are our top tips when it comes to talking money with your child.
Teacher Top Tips: How to introduce money into the home:
Use physical coins and save them in a place where the children can actually see them building up. E.g in a transparent cup.
Give the children a realistic short-term goal when it comes to their savings. Expensive items will take them far too long for them to see the benefits of saving, choose something that they'll be able to buy within a few weeks.
Take your child to the shop with their saved money and let them choose what they want to buy by counting out the money needed (they may need your help here) and paying for it themselves.
This should give your child a real hands-on experience on saving money and being able to spend it. What better way to learn than to live the experience!
Now, to the task at hand!
Ok, now it's over to your child. Why not work through the following tasks together to get them thinking about money. If possible use real money to help them work out the answer to the first task.
Ready to learn a little bit about money? Was there ever a time when you wanted to buy something but no one would buy it for you?
Saving your own money could mean that you could buy things for yourself, so you see, it pays to understand money! We're going to look a little bit closer at the best ways to do this.
Task 1
The first thing we need to do is save up our money. Saving just means that we collect the money, you may keep this in a piggy bank?
If we are given 20p a day to make our bed every morning, how much money would we save in one full week?
Choose the purse below which shows the correct amount of money we would have saved after 7 days.
Task 2
So... we've worked hard to make our bed every morning to earn 20p a day. We did this for a week and managed to save £1.40. Now we can go to the shop and spend our money! We have been saving to buy our favourite sweets.
We don't quite have enough money to buy all of our favourite sweets but we could buy a few different combinations.
What combinations of sweets could we buy using the £1.40 we've saved without there being any change given?
Task 3
In the end, we decided to save some of our money and not spend it all! We bought a packet of smarties, a lollipop and a packet of sweets. How much money did we have left? Please write the number sentences you need to be able to work this out.
We've decided that we are going to try and save another £1.40 next week, if we have the money saved from today as well, will we have enough to buy a chocolate bar and a packet of smarties?
If you've enjoyed getting your head around these money matters, why not try these other EdPlace activities to put your understanding to the test?
Counting Cash: Adding different coins
Counting Cash: Paying for items
Keep going! Looking for more activities, different subjects, or year groups?
Click the button below to view the EdPlace English, maths, science, and 11+ activity library
All English, maths and science from Year 1 - GCSE
Task 1
If we are given 20p a day and there are 7 days in a week this means we are adding 20p a total of 7 times which is: 20 + 20 + 20 + 20 + 20 + 20 + 20 = 140p
Remember that there are 100 pence in £1, this means that 140p is £1 and 40p which is written £1.40.
If you count up how much is in each purse and note down the amount you will be able to find the purse which holds the correct amount of £1.40.
Purse A - 50p + 50p + 10p + 10p = £1.20
Purse B - 50p + 10p + 10p + 10p = 80p
Purse C - 50p + 50p + 10p + 10p + 5p + 5p = £1.40
Therefore, purse C is holding the correct amount of money.
Task 2
Here are all of the different combinations of sweets that we could buy:
1 Chocolate bar + 1 Sweets - £1 + 40p = £1.40
1 Chocolate bar + 2 Lollipops - £1 + 20p + 20p = £1.40
2 Smarties + 1 Sweets - 50p + 50p + 40p = £1.40
2 Smarties + 2 Lollipops - 50p + 50p + 20p + 20p = £1.40
1 Sweets + 5 Lollipops - 40p + 20p + 20p + 20p + 20p + 20p = £1.40
2 Sweets + 3 Lollipops - 40p + 40p + 20p + 20p + 20p = £1.40
3 Sweets + 1 Lollipop - 40p + 40p +40p + 20p = £1.40
7 Lollipops - 20p + 20p + 20p + 20p + 20p + 20p + 20p = £1.40
There were a lot of different combinations, well done if you found any of these and a BIG well done if you found them all!
Task 3
a) Smarties + Lollipop + Sweets = 50p + 20p + 40p = £1.10
We started with £1.40 and spent £1.10. Therefore we subtract £1.40 - £1.10 = 30p
So, we had 30p left.
b) If we take the 30p we had left and add it to the £1.40 we will save next week we will have: £1.40 + 30p = £1.70
Chocolate bar + Skittles = £1.50
So yes, we will have enough money to buy the chocolate bar and the sweets! (We could even get a lollipop too!)
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The Amazing History of Vietnam
Vietnam holds one of the oldest histories of any nation. The land has been inhabited by some of the world’s earliest societies.
It all started when the inhabitants of this area felt the need to control flooding along the Red River and fight off invaders. For this purpose, they formed one cohesive government early on in 2879 BC.
From the very beginning to till date, Vietnam has seen a lot. In this article, we will try to cover all the important events that helped shape Vietnam and its culture into what we see today. So, let’s dig a bit deeper.
Ancient Vietnam
About two millenniums ago, Vietnam started growing rice in the Red River Valley. To irrigate their crops in a better way, they built dikes and dug canals. Due to this, all the people of that particular land were forced to work side by side; hence an organized kingdom emerged called Van Lang.
However, the Chinese conquered the area in the 2nd century BC. They ruled northern Vietnam for over 1,000 years, which had a great impact on the culture of Vietnamese. On the other hand, there was Indian influence in South Vietnam. For more than five centuries (1st to 6th century AD), the southernmost part of Vietnam was part of a state called Funan.
An Indian-influenced state called Champa, situated in the middle of Vietnam, arose in the 2nd century AD. The North Vietnamese resented the Chinese rule. Hence in 40th AD, after bearing the cruelty, the Trung sisters led a rebellion. This caused them to form an independent state. However, time wasn’t in their favor, and the Chinese crushed the rebellion in 43rd AD. Due to this, the sisters killed themselves.
Despite the time of rebellion, the Chinese continued to rule North Vietnam until the 10th century. Finally, a leader arose in 938 named Ngo Quyen, and he defeated the Chinese at the battle of Bach Dang River. This resulted in North Vietnam becoming an independent state.
Statue of Ngo Quyen
In the 13th century, Mongols invaded Vietnam for three times. They captured the capital for two times (in 1257 and 1284), but each time they withdrew quickly because of all the resistance they faced by the Vietnamese. In 1288, the Vietnamese leader Tran Hung Dao fought to put an end to all this, and he was successful in routing the Mongols at the Bach Dang River.
Statue of Tran Hung Dao situated in Ho Chi Minh City, Vietnam
However, the Chinese again tried their luck to regain control of North Vietnam in the early 15th century. Although China was able to occupy the country in 1407, their rule was resisted, and the Vietnamese wanted to get rid of them. For this purpose, Le Loi began the Lam Son Uprising in 1418.
After ten years, in 1428, Chinese were driven out, and Le Loi became the Emperor Le Thai To. Under his reign, the central Vietnamese state of Champa became a vassal state of North Vietnam.
Le Loi’s statue in front of the City Hall of Thanh Hoa province
However, in the early 1500s, the power of the Le dynasty declined. During the 17th and 18th centuries, two families, who were against each other, effectively held power. The first family, the Trinh, started ruling in the north while the Nguyen in the south. The Nguyen family went on to conquering the Mekong Delta from the Khmer Empire.
In the 1770s, the town of Tay Son saw a rebellion, which was led by three brothers called Nguyen. Eventually, they captured the south territory from the Nguyen Lords and the north territory from the Trinh lords.
By the year 1786, the three controlled the whole of Vietnam. One brother among them, Nguyen Hue, declared himself Emperor Quang Trung.
Statue of Emperor Quang Trung in the front of the Museum of Quang Trung
In 1788, the Chinese tried to Intervene again in Vietnam but were routed by the Vietnamese at Dong Da.
A Nguyen lord named Nguyen Anh escaped in 1788 during all this. He went on to raise an army, and by 1789, he successfully pushed back the rebels. Anh captured Hanoi in 1802 and declared himself Emperor Gia Long. Under his rule, Vietnam became a strong united kingdom.
the painting of Emperor Gia Long
French Colonialism
A map of French Indochina prior to the First World War
The first French to Enter in Vietnam were missionaries who took part in the Politics of the country. The Vietnamese emperors executed some of the more troublesome Frenchmen, which promoted Napoleon the third to send troops in Vietnam.
The troops attacked in 1858 and went on to establish the colony of Cochinchina in the south of Vietnam. They made Saigon the capital of Cochinchina.
Map of Annam showing Cochinchina on the left
The French never stopped there; they moved ahead and gradually eroded the power of the Vietnamese emperors further north.
In 1887, the colony of Cochinchina became French Indochina. Similarly, central Vietnam became Cambodia and northern Vietnam became Laos.
According to the French, they were ruling Indochina to bring into light the liberty of races and end slavery. However, the reality was quite the opposite. They wanted to fuel French industrialization by treating Vietnam as a huge plantation.
Thousands of Vietnamese died on rubber plantations in appalling conditions due to laboring. Their condition was so poor because rice was exported while the locals were starving to death.
Rebels revolted time to time, but they were not much organized enough to succeed against the power of French security systems.
During this time, the French-built several infrastructures in Vietnam, such as the Saigon to Hanoi railway. In addition to that, they also built roads and bridges to facilitate transportation. However, the buildings were funded by heavy taxation. Ultimately, the people of Vietnam wanted independence from the French.
The Communists struggled a lot for independence. Ho Chi Minh created the Revolutionary Youth League in 1925. After five years, the league became the Vietnamese Communist party or Viet Minh.
Hồ Chí Minh
In 1940, when the Germans defeated France, Japan decided to take advantage of their weak position. The Japanese forced the French government to permit the Japanese troops to occupy French Indo-China. However, the Japanese still left the French administration in place.
The Vietnamese Communist party fought Japanese, and by the year 1945, they controlled parts of North Vietnam.
In March of 1945, the Japanese took total control of the Vietnamese administration. However, they were dismissed from the power when Japan surrendered on 15 August 1945. Due to their sudden dismissal, there was a massive power vacuum, which was quickly filled by Ho Chi Minh.
The next month, on 2 September 1945, Ho Chi Minh finally declared Vietnam an independent country. However, the superpowers ignored accepting the fact that Vietnam is independent, and they also ignored their demand for independence.
Under the terms of the Potsdam Conference, the Japanese troops who were in the south of the 16th parallel, surrendered to the British. On the other hand, the troops who were to the north, surrendered to the Nationalist Chinese.
Seeing the position empty, the French army arrived in the south to take control from the British. While in the north, the Chinese troops moved in to take power. However, Ho Chi Minh knew that the French are the lesser of two devils; hence he signed a treaty. According to that treaty, French troops were to replace Chinese troops in North Vietnam and take control for the next five years.
In return, the French promised Ho Chi Minh that Vietnam would be recognized as a free state. But soon, it became clear that the French weren’t going anywhere and had no intention of giving up power in Vietnam. Therefore, fighting broke out between them and the Communist Party (aka Viet Minh). For almost eight years, the French and the Viet Minh fought a guerilla war.
A Female Viet Cong guerrilla in combat
Finally, the party surrounded a French army at Dien Bien Phu in 1954. The siege lasted for about 54 days, and the French were forced to do nothing but surrender because they had no way out. After this, it was made clear to the French that they couldn’t win the war anymore. Therefore, they both met at the Geneva Conference to end the guerilla war.
The Geneva Conference, 1954
Both parties agreed that Vietnam would be temporarily divided at the 17th parallel, and elections would be held on 20 July 1956. However, the elections never took place, and the division of Vietnam became a permanent thing.
a map showing the Partition of French Indochina after the 1954 Geneva Conference
Vietnam was divided in two:
1. Communist North led by Ho Chi Minh
2. The South led by Ngo Dinh Diem, a maverick Catholic.
According to one of the memoirs of President Eisenhower, if the 1956 elections were to be held, 80 percent of the population would have voted for Ho Chi Minh – means direct victory! This was the reason why elections were ruled out by the US as they wanted to bolster up the Diem regime in South Vietnam. Diem tortured and executed many of thousands of Viet Minh supporters.
U.S. President Dwight D. Eisenhower and Secretary of State John Foster Dulles greeting President Ngô Đình Diệm
However, the Communist Party didn’t respond until 1960, when a new patriotic movement gathered all the opponents of Diem from South Vietnam. This movement marked the beginning of a new war.
The American War
Under the presidency of President Kennedy, the involvement of the USA increased. US military advisers continued to combat and bomb Vietnam. In 1963, Diem along with his brother, Nhu, launched brutal repression of Buddhists, which caused one of the monk protestors to set himself on fire.
A coup by dissatisfied generals, backed by the USA, was put in place that assassinated both Diem and Nhu. The conflict escalated, and North Vietnam sent its own troops secretly into the South, which followed the Ho Chi Minh Trail through the mountains.
Ho Chi Minh Trail
In 1965, President Johnson started the constant bombing of North Vietnam. And the first marines arrived in Danang. By the end of 65’, 200,000 US soldiers entered in Vietnam; by the end of 1966, there were already 400,000 personnel there.
However, it was not actually a war that the US expected. The guerillas would strike on the US troops and then disappear into a wide underground channel of tunnels or otherwise, into the local community. Instead of showing their full firepower, the US soldiers were always patrolling and wondering when and where the next mine or booby trap would harm them. Due to this cat and dog fight, almost 25,000 civilians were already killed, and 50,000 more were being injured every year.
U.S. soldiers searching a village for potential Viet Cong
War and Peace
On the day of Tet or the Vietnamese New Year, in 1968, North Vietnam launched a major offensive in order to liberate South Vietnam before ill Ho Chi Minh died. However, it failed (in the short term). The local population didn’t rise in support, and the rebels had to face devastating losses. The US public was shocked after seeing the TV coverage of this frightening incident as they were told that everything is under control.
Viet Cong before departing to participate in the Tet Offensive
Instead, they got to see the Communist flag raised over Huê and an attack on the US Embassy in Saigon. Gradually, the US anti-war movement began, and the will to fight started to decrease.
A female demonstrator offers a flower to military police during an anti-Vietnam demonstration
The new US President, Richard Nixon came to power and spread the war into Cambodia. Hence, the Khmer Rouge ultimately came to power. However, the US also started disengaging from Vietnam. The US forces in Vietnam were slowly diminished, and a peace agreement was eventually signed on 27 January 1973.
Although the Americans withdrew within 60 days, both Vietnamese armies of North and South carried on fighting. The withdrawal of the US from Vietnam destroyed South Vietnam’s economy. North Vietnam took advantage of it and launched another major offensive on 10 March 1975. This offensive helped in routing their demoralized opponents. Hence, Saigon was liberated, and Vietnam got reunited on 30 April 1975.
Modern Vietnam
Finally, Vietnam was reunited under Communist rule. But the fights didn’t just stop there as the Khmer Rouge made attacks on Vietnam in the late 1970s. In 1978, Vietnam took control of Cambodia and stayed there until 1989.
Over time, the Vietnamese economy began to boost when the Vietnamese government introduced market reforms in 1986. The economic situation got much better when the USA lifted an economic embargo on Vietnam in the year 1994. Also, in 1995, both nations’ diplomatic relations were restored.
Today, the economy of Vietnam is booming, and the country is becoming more and more prosperous. It has several amazing spots that the tourists love to see and explore, hence tourism is one of the major industries in Vietnam.
In addition to that, a foreign exchange opened in Vietnam in 2000 that helped boost the country’s economy.
Today, the population of Vietnam is more than 95 million (as of 2018). A lot of events took place, and many of them headed south, which altogether helped Vietnam become the country that it is today.
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St Patrick's Church
In 1962 excavations inside the Church revealed it had three stages of development.
The first stone Church was a church of antae, a type well known in Ireland, in which the side walls project beyond the line of the gables.
The walls were constructed of roughly dressed blocks of red sandstone, which can still be seen to a height of 2 feet along the north and south walls.
The internal measurements of the Church were approximately twenty seven feet and six inches by eighteen feet.
Patrick Church
Restoration work carried out in 1873 revealed an altar slab belonging to the 10th or 11th century.
The first Church was rebuilt in the 12th century. It is not known what disaster happened, but it is thought to be connected to the arrival of King Magnus of Norway in 1098 and his construction of fortifications on the isle.
The new walls were raised in herring bone masonry of red sandstone on the stumps of the old walls and the Church was extended to the west, with a new door made in the west gable.
The herring bone masonry can still be seen on the south side. This technique was used in the early Norman period in England, and is probably due to Olaf I (1103 - 1153) who was at the court of Henry I of England, before he became King of Mann.
Herringbone - Patrick Church
The third stage appears dated by style to the 15th century. It consists of an eastwards extension of grey slate, with a new east wall having a large window of four or five lights.
A new door was added into the west end of the north wall, which obliterates evidence of the first Church and its westward extension. The stepped platform on the outside of the south wall was used to make announcements from the Church when the Church became the Parish Church of Patrick.
An illustration of the Church in the 17th century shows it to be in good repair and still roofed. However, by 1774 the Church was roofless and in a state of decay, very probably as a consequence of the new parish church being built in 1710.
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5 Kwanzaa Traditions
By: Alison Cooper
5: The Seven Principles
Each day of Kwanzaa represents one of the seven principles, or nguzo saba. Taken together, the seven principles make up kawaida, a Swahili term for tradition and reason. Kwanzaa celebrants are encouraged to discuss, meditate on and dedicate themselves to a different concept every day:
1. Umoja (unity): commemorates togetherness not only in family, friend and community groups but in the world African population
2. Kujichagulia (self-determination): honors the ability to define, create and speak for the self
3. Ujima (collective work and responsibility): focuses on communal problem-solving and consensus-building
4. Ujamaa (cooperative economics): spotlights sharing work and wealth and following non-exploitative business practices that benefit the whole community
5. Nia (purpose): a commitment to upholding black history and heritage and regaining prominence as a culture
6. Kuumba (creativity): explores the obligation to beautify the community for future generations
7. Imani (faith): focuses on being positive and believing in the potential of the self and the community as a whole
During the evening candlelighting (which we'll talk about in more detail on the next page), everyone in the group explains what the day's principles means to them and how they tried to apply it that day. There might be an activity based on the principle, like a project, a musical performance or a poetry reading.
There's a specific greeting for each day, too. The answer to the question "Habari gani?" (Swahili for "what's the news?") is always the name of that day's principle. So, for example, on the third day the response would be "ujima."
When Kwanzaa started, the intention was -- as a part of the kujichagulia principle of self-determination -- to keep it separate from non-African holidays. But over the years, more and more African-American families have begun celebrating Kwanzaa along with Christmas and New Year's.
4: The Seven Symbols
The size and shape of Kwanzaa candles don't matter, but the order of the colors does.
Liquid Library/Thinkstock
Along with the seven principles of Kwanzaa come the seven symbols. This grouping of symbolic items is placed on a mat in a central area of the home and is the focal point of any Kwanzaa celebration:
1. Mkeka (mat): The mkeka is woven from a traditional African material, probably straw, kente (a silk and cotton blend) cloth or mud (cotton fabric dyed using mud) cloth.
2. Mazao (crops): The fruits, vegetables and nuts laid on the mkeka symbolize work, the harvest and the nourishment of the tribe.
3. Vibunzi (ear of corn): Corn represents fertility and community child-rearing. Each child in the family is represented by an ear of corn on the mkeka (if there's more than one ear, the group is called a mihindi). If there aren't any kids in the household, two ears of corn are still placed to show that everyone is responsible for the community's children.
4. Mishumaa saba (candles): Candles are a major part of celebrations in almost every culture, and Kwanzaa is no exception. The mishumaa saba is a set of seven candles (three red, three green and one black) that are lit every night of Kwanzaa, each representing one of the seven principles. The black candle in the center (which symbolizes umoja) is lit by itself on the first night and together with a red or green candle every night thereafter.
5. Kinara (candleholder): The kinara -- which symbolizes history and ancestry -- can be of any shape and made of any kind of material, but the candles must be laid out in a specific pattern: black in the center, green on the right and red on the left.
6. Kikombe cha umoja (unity cup): The unity cup plays a major part in the karamu (feast or party) on the sixth night of Kwanzaa, which we'll talk about on the next page.
7. Zawadi (gifts): Kwanzaa gifts, which we'll also discuss on a later page, are only for children, and they always have cultural and historical meaning.
There are two supplemental Kwanzaa symbols -- the Pan-African flag and a poster of the seven principles -- that can be displayed in the house but not necessarily on the mkeka.
3: Karamu
There's plenty of food to go around on any given night of Kwanzaa, of course, but the main eating event -- and the most significant Kwanzaa celebration overall -- is the karamu feast, usually held on Dec. 31. The principle for the sixth day of Kwanzaa is kuumba (creativity), so it stands to reason that the karamu is a showcase for creativity of all kinds -- artistic, musical and poetic, as well as culinary.
Karamu feasts vary in formality, but a by-the-book event starts off with a welcoming statement (kukaribisha) and a music, dance or poetry performance. Then comes the kukumbuka, reflections offered by a man, woman and child. After that is a "reassessment and recommitment" ritual, a talk by a guest lecturer and then rejoicing (kushangilia).
The next step, the tambiko ceremony, is the central ritual of the Karamu feast. Everyone passes and drinks a libation (tambiko) from the kikombe cha umoja (unity cup). Then the oldest person in the party honors the ancestors by reciting the tamshi la tambiko (libation statement) and pouring some of the drink -- usually water, juice or wine -- to the four winds before asking for a blessing. He then pours some on the ground, to a resounding "amen" from the group. The host or hostess then takes a sip and hands it back to the elder. Then there's a drum performance (ngoma), and it's time to eat!
As part of his original intent to separate Kwanzaa from Americanized events, Dr. Karenga wanted the holiday to be overflowing with traditional African cooking. But as Kwanzaa became more mainstream, African-American dishes inevitably started creeping into the mix. And there are people of African descent all over the world, so the food isn't limited to the African continent. Any given karamu, then, could include Ethiopian, Kenyan and South African fare, along with Caribbean cuisine and Southern comfort food like mac and cheese, collard greens, fried chicken and sweet potato pie.
Finally, the host or hostess gives a farewell speech (tamshi la tutaonana), and the well-fed guests head home.
2: Day of Meditation
Kwanzaa celebrants spend New Year's Day as so many people do around the world -- with a day of intense focus on meditation, self-analysis and renewal. Jan. 1 is the final day of Kwanzaa, known as the Day of Meditation (siku ya taamuli), and the principle for the day is imani (faith). Dr. Karenga noted that, in the tradition of the Akan people of Ghana and the Ivory Coast, Jan. 1 can also be called a Day of Remembrance or Day of Assessment.
As in the karamu feast the night before, there is an aspect of ancestor tribute to the Day of Meditation. Celebrants are primarily called to reflect on themselves, but a central concept of Kwanzaa is that you cannot know yourself without knowing where you came from. To understand the self, you have to pay homage to your heritage and understand your role in your community.
The main task for the Day of Meditation is to contemplate the three kawaida (tradition and reason) questions and answer them honestly:
1. Who am I?
2. Am I really who I say I am?
3. Am I all I ought to be?
The Odu Ifa meditation is recited as an aid to this self-reflection and contemplation:Let us not engage the world hurriedly. Let us not grasp at the rope of wealth impatiently. That which should be treated with mature judgment, Let us not deal with in a state of anger. When we arrive at a cool place, Let us rest fully; Let us give continuous attention to the future; and let us give deep consideration to the consequences of things. And this because of our (eventual) passing [source: Official Kwanzaa Web Site].
And with the end of the Day of Meditation comes the end of Kwanzaa. The hope is that the renewed sense of self, heritage and community will last throughout the coming year.
1: Gifts
Lots More Information
Related Articles
More Great Links
• History. "Kwanzaa." (Aug. 2, 2011) http://www.history.com/topics/kwanzaa-history
• Official Kwanzaa Web Site. (Aug. 2, 2011) http://www.officialkwanzaawebsite.org/index.shtml
• Raskin, Hanna. "History of Kwanzaa Food." Slashfood. Dec. 22, 2009. (Aug. 2, 2011) http://www.slashfood.com/2009/12/22/kwanzaa-food-history/
• Scholer, J. Lawrence. "The Story of Kwanzaa." Dartmouth Review, Jan. 15, 2001. (Aug. 3, 2011) http://web.archive.org/web/20080401093652/http://dartreview.com/archives/2001/01/15/the_story_of_kwaanza.php
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4 Montessori Areas of Work
Practical Life
This area of work is the foundation for all the other activities in Montessori classroom. Here the child integrates his various facets, physical, mental, emotional and social that he might function as a unit. With these exercises he achieves focus, concentration, awareness of details, sequence of action, orderliness of person and thoughts, physical coordination, self-direction, social reciprocation and ultimately responsible independence.
1. Fastening Frames- Learning to button, buckle, zip, snap, hook, lace
2. Pouring- muscular control, hand-eye coordination.
3. Cutting- bi-manual coordination, precision and concentration
4. Cleaning- dust, mop, sweep, polish, brush, for gross muscle control.
5. Washing and Rinsing- sequence of action, cleanliness.
6. Folding- attention to detail, manual dexterity.
7. Food preparation- bi-manual coordination, social concern
8. Arranging- table, flowers, shelves for orderliness.
9. Skill- sewing, carpentry, ironing, cooking, gardening for muscular coordination and increasing independence.
Sensorial training is designed to help the child become aware of the numerous factors in his environment such as color, sound, form, texture, pattern, temperature, dimension, weight, fragrance, taste, and density. His/her discernment of these is determined by the degree of refinement of his senses. Until the child can create order out of the mass of impressions assailing his senses he cannot function on a truly human level. The following materials give him the means to categorize these impressions permitting logical, deductive thinking.
1. Cylinder blocks- dimension, manual dexterity, focus.
2. Tower, Stairs and Rods- Sequential dimension, muscular coordination.
3. Color Tablets- Color awareness, contrast, identity, and gradation.
4. Geometric Solids- Solid forms, stereognostic development.
5. Geometric Cabinet- plane forms, solid and abstract.
6. Touch Boards- tactile sense of rough, smooth, and gradations of each.
7. Thermic Bottles- baric sense of hot, cold and degrees of each.
8. Baric Tablets- weights, identities and comparisons.
9. Sound Cylinders- auditory development, loud, soft, and degrees of each.
10. Constructive Triangles- awareness of plane forms, internal factors of forms
Language is a man’s primary means of communication. Its acquisition, expansion and refinement are essential to his fullest expression of thought and feelings within the framework of a society. Montessori’s emphasis on language is not only to develop verbal skills but to give the ego greater scope of unfoldment.
1. Sandpaper Letters- introduction to language symbols, detection of speech defects.
2. Consonant Game- Practice alphabet sounds, letter .location in words.
3. Movable Alphabet- spelling without the requirement of writing.
4. Word Labels- introduction to printed word, interpretive reading.
5. Noun, Verb, Adjective, Etc. Games- parts of speech, grammar.
6. Phonograms- non-phonetic spelling and reading, extension of vocabulary.
7. Consonant Blends- sounds of letter combination, extension of basic language keys.
8. Puzzle Box- mastery of irregular words, development of memory.
9. Metal Insets- preparation of hand for writing, skill of writing stokes and holding instruments, hand-eye
10. Individual Chalkboards- practice writing letter, words and sentences.
11. Gummed Language Symbols,- emphasis on parts of speech in written language.
12. Reading Classification Packets- extension of vocabulary, reading.
13. Rhyming Game- analysis of word structure, preparation for poetry.
14. Globes and Maps- geography vocabulary, indirect preparation for foreign language.
15. Grammar Boards- analysis of sentence structure, exploration of language.
In Montessori’s math program the child is initially acquainted with solid quantity and its proportion in various relationships. Then when numerals and equations are given in the next stage, that set of written symbols has clear meaning in the child’s mind. Our aim is to not create ostentatious mathematicians at four and five years of age but to give him/her a concrete frame of reference of later case of mental calculations.
1. Long Rods-Awareness of proportionate increase of quantity.
2. Numerical Rods- sequence of quantity and the names of amounts 1-10
3. Sandpaper Number Symbols- introduction to written numerals.
4. Spindle Boxes- counting of Loose quantities, practice in sequence counting, introduction of value of zero.
5. Shell Game- concept of odd and even numbers, concept of pairs.
6. Decimal Layout- sensorial impression of decimal system and digits.
7. Banker Game- association of quantity and symbol in hierarchy of numbers.
8. Teen Board- quantity, numerals and vocabulary of 11 through 19.
9. Tens Board- sequence of 10-99, passage of numbers form one set of 10 to the next 10, association of quantity and symbol.
10. Bead Frame – linear counting of the squares and cubes of 1-10, skip counting.
11. Positive and Negative Strip Boards- learning addition and subtraction com
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Gopher tortoise
Adult male gopher tortoise
Photograph by Michael J. Connor
The gopher tortoise (Gopherus polyphemus) saga begins with the evolution of sandhill ecosystems originating from marine sand deposits in the Plio-Pleistocene geological period from 5 to 15 million years ago. These coastal sands eventually mixed with soils to provide the growing base for arid-type plants that preferred sandy, well-drained soils. The primary plant community is composed of longleaf pine, turkey oaks, and wire grass. These plants are fire resistant, and in fact, the entire community is called a fire subclimax forest. Natural and man-induced burning on a regular cycle is essential to maintain the character of this habitat. Other prominent plants include lichens, yuccas, palmetto, shrubs, wildflowers, gopher apple and prickly pear cactus.
Perhaps the most important animal in this ecosystem is the gopher tortoise. Its presence is apparent from the burrows which it digs into sandy soils. Its burrow may be 10 feet deep and 25-35 feet (diagonally) long, providing a well insulated refuge for the tortoise as well as 358 other species including 301 invertebrates and 57 vertebrate species. The creation of the burrow refuge has acknowledged the gopher tortoise by ecologists as the keystone species for its habitat. Among the inquilines (co-inhabitants of the burrow) include the dung beetle which converts the dung into soil nutrients, the gopher frog which is found nowhere else but in burrows, various snakes such as the pine snake, coachwhip racer, red rat snake, gray rat snake, the eastern diamondback rattlesnake and the threatened Eastern indigo snake. Occupiers of abandoned burrows include the fox squirrel, opossum, raccoon, red and gray foxes, bobcats, armadillo and bobwhite quail. Based on this extensive inventory, the gopher tortoise deserves the title of keystone species.
Gopher tortoises are found from southeastern South Carolina through southern Georgia and most of Florida (except the Everglades), westward through southern Alabama and Mississippi and the eastern "toe" of Louisiana. They also occur on coastal islands off Georgia and Florida. Most of its habitat is located on private lands with a very small percentage located on public, state, federal or military reserves.
Biology and Ecology
The best way to sex a gopher tortoise is to gently turn one on its back and inspect its plastron or ventral surface. For adults, if the plastron is flat, it is probably a female. A concave plastron indicates a male. Juveniles cannot be sexed except by an expert. The gopher tortoise exhibits deferred sexual maturity, low fecundity and a long life span. Adults require 16-21 years to mature and may live 40 years or longer. Mating occurs during April to June, with females digging their nest cavity in the mouth of the burrow only once per year. The extremely low reproductive rate is a major limiting factor. The mean clutch size is approximately 6 eggs. The incubation period varies latitudinally from about 80-110 days. Nests are very susceptible to predation.
Nest loss may reach 87% due to various predators including snakes and mammals. Based on burrow counts in northern Florida, it is estimated that from time of egg laying through the first year, the recruitment potential can be reduced by about 94%. Hatchlings will either dig their own miniature burrow or seek shelter opportunistically under sand, debris, or litter.
Gopher tortoise density and movements are affected by availability of forbs and grasses. Home range is inversely related to the amount of herbaceous grass cover. As the principal sandhill grazer, the gopher tortoise feeds primarily on grasses, succulent plants and legumes. Legumes appear to be particularly important in the diet of juveniles. The gopher tortoise serves as a seed dispersal agent for native grasses and returns leached nutrients to the surface during burrow construction.
Population Status
Formerly common, the gopher tortoise has now been extirpated from parts of its range and many remaining populations are declining. Habitat destruction, habitat degradation through fire exclusion, and human predation have reduced the original number of tortoises by an estimated 80% over the last 100 years. A particularly unethical practice of "gassing" tortoise burrows to remove rattlesnakes is still legally allowed in Georgia, taking an unknown toll of gopher tortoises and inquilines. This wanton practice can also lead to the destruction of the burrow and refuge for the inquilines. In South Carolina, disjunct populations (estimated 200-2,000 individuals) exist in three counties, primarily on private lands. In south Georgia, which possibly contains the largest populations next to Florida, the tortoise still occurs on sand ridges in at least 81 counties. Throughout the Georgia Coastal Plain, populations have been fragmented by urban and agricultural development and depleted by over-harvesting and habitat destruction. Vast tracts of gopher tortoise habitat are owned by politically powerful forest products industry and associated private pine plantation owners. In Florida, the gopher tortoise remains relatively widely distributed, occurring in all 67 counties (estimated population 1.2 million). However, on the average, 1,000 people take up residency in Florida weekly. Unregulated growth reigns supreme, particularly in the southern part of the state, which displaces gopher tortoises to peripheral habitat. Gopher tortoises are still common in northern and central parts of peninsular Florida, but peripheral populations in the west and south have disappeared or are declining rapidly. Urban displacement, phosphate mining, and citrus production have had an impact on populations in central Florida. Human predation has depleted populations in the Florida Panhandle, and west Florida tortoise hunters now travel to Georgia and other states to illegally collect specimens. Tortoises occur in at least 21 counties in southern Alabama. Populations in that state appear to be recovering from past exploitation, however, exclusion of fire from upland habitats and creating corridors for highways and gas pipelines remain a problem. Agricultural and forestry practices have had a severe impact on tortoise populations in their 14 county range in southern Mississippi. The largest remaining population occurs in the DeSoto National Forest where the U.S. Forest Service is making a conscientious effort to protect and manage the species. Gopher tortoises have apparently been a relictual species in Louisiana as in South Carolina. Pine plantations with emphasis on thickly planted stands of loblolly pine have contributed to the near extinction of tortoises in Louisiana (estimated native population of less than 100).
Threats to Survival
The most significant threat is loss of habitat to intensive land use, particularly housing projects, industrial centers, corporate agriculture and forestry, phosphate strip-mining and sand extraction. As stated earlier, most of the land is in private ownership, with only a small percentage in military, federal or state reserves.
Another factor of importance is the exclusion of fire from natural longleaf pine and scrub oak habitats, thanks to the "Smokey the Bear" syndrome. An open canopy and relatively litter-free ground are necessary for food production and nesting, and such conditions are favored by regular burning. Tortoise numbers may be reduced by as much as 60-80% when burning is excluded for 8 or more years. The use of heavy machinery to reduce logging debris in preparation for planting pine trees is detrimental to gopher tortoises. However, studies in southern Georgia and northern Florida demonstrated that gopher tortoises are able to dig out following chopping treatment on deep sandy soils.
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Intro & Module Activities
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How should you handle your horse?
Appropriate horse handling skills ensure safety for horses and their handlers. These skills include understanding equine behaviour and the importance of regular grooming and foot care. You will demonstrate techniques for handling and transporting a horse. You will also demonstrate your understanding of foot cleaning and grooming practices.
Horse handling refers to the techniques used to manage and care for a horse. Horse handlers and riders need to observe and listen to their horses. How can your horse’s safety and well-being be improved through humane handling techniques?
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Module Objectives
By successfully completing this module, you will be able to:
• Describe safe approach and handling practices.
• Identify risks and hazards associated with handling horses.
• Identify horse behaviour that indicate fear and stress.
Icon of a graded written submission
Module Activities
2. Download the Module 6 Booklet to the AGR 2070 folder.
2. Scroll to the relevant activity,
3. Complete the task,
4. SAVE your work.
At the end of the module, you will upload your completed module booklet. (HINT: see the Activities video if you need a refresher on how to use the upload tool.)
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Estimated Time Required
It is estimated it will take you approximately 3 hours to complete this module.
Are you sure you want to log out?
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Often asked: What Does Slope Mean In Math?
What does slope mean?
The slope of a line is the steepness of the line. There are many ways to think about slope. Slope is the rise over the run, the change in ‘y’ over the change in ‘x’, or the gradient of a line. Check out this tutorial to learn about slope!
How do you find slope?
What does the slope tell you?
In other words, the slope of the line tells us the rate of change of y relative to x. If the slope is 2, then y is changing twice as fast as x; if the slope is 1/2, then y is changing half as fast as x, and so on. In other words, if the line is near vertical then y is changing very fast relative to x.
You might be interested: What Is The Meaning Of Arc In Math?
What is the slope of a graph?
What is slope in your own words?
One of the most important things to understand about lines is the definition of slope. Slope is the ‘steepness’ of the line, also commonly known as rise over run. We can calculate slope by dividing the change in the y-value between two points over the change in the x-value.
What is a positive slope?
A positive slope means that two variables are positively related—that is, when x increases, so does y, and when x decreases, y decreases also. Graphically, a positive slope means that as a line on the line graph moves from left to right, the line rises.
How do you find the slope given two points?
1. Step One: Identify two points on the line.
2. Step Two: Select one to be (x1, y1) and the other to be (x2, y2).
3. Step Three: Use the slope equation to calculate slope.
How do I find the slope-intercept form?
Slope – intercept form, y=mx+b, of linear equations, emphasizes the slope and the y- intercept of the line.
How do you interpret the slope of a line?
If the slope is given by an integer or decimal value we can always put it over the number 1. In this case, the line rises by the slope when it runs 1. “Runs 1” means that the x value increases by 1 unit. Therefore the slope represents how much the y value changes when the x value changes by 1 unit.
You might be interested: FAQ: What Is A Proportion In Math Definition?
What happens when the slope increases?
A higher positive slope means a steeper upward tilt to the curve, which you can see at higher output levels. A negative slope that is larger in absolute value (that is, more negative) means a steeper downward tilt to the line. A slope of zero is a horizontal line.
What is the physical meaning of the slope?
Slope in Mathematics means the inclination of a line. It can have a myriad of physical meanings. The slope of a ramp, for example, refers to its inclination or maybe the angle (or rather the tangent to the angle) made by the vector of the velocity of a particle.
What is the slope of the points?
Slope, sometimes referred to as gradient in mathematics, is a number that measures the steepness and direction of a line, or a section of a line connecting two points, and is usually denoted by m. Generally, a line’s steepness is measured by the absolute value of its slope, m.
Why do we use slope?
The concept of slope is important in economics because it is used to measure the rate at which changes are taking place. Slope shows both steepness and direction. With positive slope the line moves upward when going from left to right. With negative slope the line moves down when going from left to right.
What is a slope of 5?
Slope is equal to rise over run. Linda, The equation for a line is y=mx+b where m is the slope and b is the y intercept (where x=0) if we look at the line you were given y= 5 and compare it to the general equation we find b= 5 and m=0. So the answer is 0.
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Expansion & Growth of the Inca Empire for Kids Illustration
Inca Empire for Kids
Expansion & Growth
The Incas expanded very rapidly and soon became an empire. They had a system they used each time they conquered another tribe or when a tribe voluntarily joined the Inca Empire. Three things happened at the same time very quickly.
1. Roads were built to connect the new province to the rest of the empire.
2. A count was made of every item in the conquered territory. Government officials, accompanied by the military, would enter the conquered territory and count all the wealth - every vase, every llama, every person.
3. A governor was appointed to run the new territory.
Some of the military remained to keep order. Some of the military left, bringing much of the conquered tribe with them. Those people would be scattered throughout the Inca empire. That forced the new people to learn the Incan language. The Incas gave them some time to settle in. If they did not settle in and do the job they were assigned in a reasonable amount of time, they were killed. The Inca did not tolerate rebellion, no matter how small the act.
All the new people had to speak the Inca language. They had to worship Inca gods. They had to follow Inca ways
The new people were given one freedom. They could additionally worship gods of their own, if they wished, and follow their religious customs. However, this could not interfere with their work, or it had to cease immediately.
It was an effective way of handling a rapidly expanding and briefly diverse population. In no time, the new territory was absorbed into the Inca Empire. The empire continued to have a common language, a common government, and huge storages of food and goods available for use in times of need for all the people in the Inca Empire.
The Inca Army
Inca Government
Incas for Kids
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MRI and fMRI Scans: Procedures & Uses
MRI tests are used to create static images of a body’s internal anatomy. An fMRI is a type of MRI that detects metabolic activities over time. Learn the differences between fMRIs and MRIs today.
Functional MRI (fMRI) vs. MRI Scans
Magnetic Resonance Imaging
Magnetic resonance imaging (MRI) is a type of medical imaging that uses strong magnetic fields to produce images of organs in the body. Unlike other types of imaging such as CT (or CAT) scans or PET scans, an MRI does not use X-rays.
MRIs are used to detect or assess a variety of conditions in many parts of the body. For example, an MRI of the brain and spinal cord can reveal evidence of:
• Brain injury
• Stroke
• Blood vessel damage
• Cancer
• Multiple sclerosis
• Spinal cord injuries
A scan of the heart and blood vessels may show:
• Damage caused by a heart attack
• Heart disease
• Blocked blood vessels
• Abnormal heart structure
Bones and joints can also be imaged using MRI technology, detecting:
• Cancer
• Joint damage
• Problems with discs in the spine
• Bone infections
An MRI can also be used to evaluate organs such as the liver, kidneys, breasts, pancreas, ovaries, and prostate.
Functional Magnetic Resonance Imaging
Functional magnetic resonance imaging (fMRI) is a specialized form of MRI that is used to examine the brain’s functional anatomy, meaning which part of the brain is handling critical functions. An fMRI measures small changes in blood flow that occur over time with brain activity.
The scan can help doctors assess the effects of a stroke or other condition affecting the brain or spinal cord. It is also used to detect structural abnormalities that cannot be detected with other imaging techniques. The information from an fMRI helps a doctor determine the most effective treatment or assess how well a chosen treatment is working.
What is it like to have an MRI or fMRI?
An MRI or fMRI is a painless, non-invasive medical procedure. An MRI machine looks like a large donut. Its circular shape houses a powerful magnet. The patient is positioned in the center opening of the machine for the scan.
Because of the strong magnetic field that is produced in the test, no metal is allowed in the procedure room. This includes things like cell phones, watches, dentures, hearing aids, and underwire bras. Some tattoos may contain metal, so it is important to let your doctor know if you have tattoos.
An MRI exam is noisy, with loud and repetitive thumping and tapping sounds. However, patients are offered special headphones that contain no metal to help block the sound. Young children and people who are claustrophobic may require a sedative so they can remain calm and still during the scan.
Fast, efficient and highly detailed, MRIs and fMRIs are very valuable diagnostic tools that can help your doctor accurately assess and effectively treat a wide range of medical conditions.
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Acne: Definition, Causes, Symptoms, and Treatment
Acne is a disease that occurs in the skin that occurs when hair follicles become clogged with oil and dead skin cells. This blockage that occurs in the skin can cause blackheads or pimples. Acne most usually occurs in children who enter adolescence or children who are in puberty, however, acne can affect people of all ages.
As explained in the above definition, acne occurs when hair follicles become clogged with oil and dead skin cells. These oil glands are near the surface of your skin. These glands attach to hair follicles, which are tiny holes in your skin where hair grows.
The oil glands produce an oily substance called sebum which lubricates the hair and skin so that the skin does not become dry.
Under certain conditions and situations, the oil glands produce too much sebum. Excess sebum mixes with dead skin cells and the two substances clog the follicles, causing acne.
If the hair follicle is blocked close to the surface of the skin, it protrudes, creating a whitehead. In addition, clogged hair follicles can open up to the skin and develop blackheads.
Usually, harmless bacteria that live on the skin can contaminate and infect clogged follicles, causing papules, pustules, nodules, or cysts.
Acne often appears on the face and shoulders. but sometimes it can also occur on the torso, arms, legs, scalp and buttocks. Skin changes due to acne include:
• Crusting of skin bumps
• Cyst
• Papules (small red bumps)
• Pustules (small red bumps filled with white or yellow pus)
• Redness around skin eruptions
• Scar tissue on the skin
• Whitehead
• Blackheads
Types of Acne
There are 6 types of acne that usually attack the body
1. whiteheads.
2. Blackheads.
3. Papules.
4. Pustules.
5. Nodules.
6. Cysts.
There are 17 ways you can treat acne naturally, namely:
1. Apply apple cider vinegar.
2. Eat zinc-rich foods.
3. Apply a honey and cinnamon mask.
4. Apply tea tree oil.
5. Apply green tea.
6. Apply witch hazel.
7. Apply aloe vera.
8. Eat food sources of omega-3 fats.
9. Follow a low glycemic diet
10. Reduce or avoid stress.
11. Exercise regularly
12. Apply garlic
13. Use cucumber masks regularly
14. Use an egg white mask
15. Apply baking soda
16. Steam the pimply face
17. Wash your face with clean water every day
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How’d the Hedgehog Get Its Name?
There are 15 species of hedgehogs in the world. Each species is similar, but they each have small characteristics and habitual differences. The typical body length of a hedgehog is 5 to 12 inches long and the average length of the tail is 1-2 inches. They weigh about 1-2 pounds. The hedgehog has quite a unique name, but how did it get such a name. It got its name because of its unique foraging methods. In a typical night of foraging, they can travel up to two miles! They will root through hedges looking for insects, small mice, and other common garden pests. As a hedgehog roots its way through the hedges, it will make pig-like grunting sounds, therefore it was named the hedgehog.
The hedgehog not only has a unique name, but it also has many unique characteristics. Although hedgehogs have large eyes, they have weak eyesight. They rely upon their sense of hearing and smelling to hunt. They have a long snout to help them forage for their diet of insects and worms. The body of a hedgehog is covered in spines except for the underside, legs, face, and ears. Their coats are made of about 5000 to 7000 stiff, sharp spines. If they feel threatened, they will curl into a prickly ball to scare off their predators. Hedgehogs are nocturnal and they will also sleep in the curled up position during the day and then search for food during the night.
Hedgehogs are solitary animals, but if you do happen to find a large gathering of hedgehogs, it is called an array. They will typically only couple for mating. Baby hedgehogs are called hoglets and they are usually born in litters of four to seven. Hoglets are born with spines, but at the time of birth their skin is swollen and covers their spines so that they do not injure the mother during birthing. The swelling decreases over a few days and the spines are revealed and others will begin to grow in. They will remain in the nest until they are about three weeks. At that time, their eyes are open and their spines are effective so they can begin to venture outside the nest with their mother to look for food. At about the age of four to seven weeks old, they will begin to adventure without their mother. Although hedgehogs will stay on the ground for majority of the time, they can swim fairly well and even can climb trees! Hedgehogs are certainly a unique animal!
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Transformation: YEAR 2 - HASS - Engage
Little J finds a Hawk Moth caterpillar on the Tar vine in the backyard that he names ‘Sausage’. He wants to take it to school but the caterpillar has other ideas and disappears underground. Nanna teaches Little J the story about the Yeperenye caterpillar of the Arrernte people from central Australia. Sausage finally returns to give Little J a further lesson on life cycles. Sissy wants to perform a dance for the school with Big Cuz, but Big Cuz feels ‘shame’.
Engage - Pose questions about past and present objects, people, places and events
Theme - PLACE (MAP)
After viewing Little J & Big Cuz, Episode 10 ‘Transformation’, ask students to identify parts of the story focused on significance and interconnections of the ‘Yeperenye (Yipirinya) Dreaming stories' (pdf) and the place it originated from, and Little J’s connection to his caterpillar.
Focus students’ attention on the Arrernte story of The Three caterpillars that Nanna tells Little J. Have students pose and respond to their own questions about the story (who? what? where? why? and when? questions) to understand the meaning and significance of the story.
Access and listen to ‘Yeperenye (Yipirinya) Dreaming stories' (pdf) that is about the giant caterpillars that rise up out of the ground near what is now named Mt Zeil. The giant caterpillars created the mountains as they moved. These mountains are ‘Tyurretye’, or the West MacDonnell Ranges. Eventually, the caterpillars went underground at Alice Springs.
Use Google Maps to find Mt Zeil, NT (Australia, NT, Mt Zeil, 360 panoramic view from summit (video))
Display a photo of Glen Helen Gorge (use satellite view) which shows the region in the story. Trace the path of the West MacDonnell ranges to Alice Springs. Have students observe the highest and lowest areas of the ranges and the paths that lead to the flat lands. Have students imagine the movements of the caterpillars across the land.
Explain to students that the interior of Australia was an inland sea in ancient times, and as proof of this, geologists have found evidence of shell and fish fossils. Listen to the description of the MacDonnell Ranges in the following resources:
Investigating a location
Divide the class into groups and have each group create questions that direct their investigation about a location and what it is like to live in this area, such as:
• Physical structure and rocks: When and how were the MacDonnell’s Range formed? (source Aboriginal and/or Torres Strait Islander and non-Indigenous information); What is it made from? (rocks/minerals), Why does it appear to have different colours at various times of the year?
• Natural ecosystems/environments:
What native animals and plants are prevalent in this area? How did Aboriginal peoples survive in the area? What seasons and weather patterns are observable in this area??
• Waterways:
What water ways exist? Where can they be found? What fish inhabit the areas? Where are the significant water holes known by Aboriginal people?
• Significant people:
What is the traditional Aboriginal name for the MacDonnell Ranges? Who named the‘MacDonnell Ranges’?’, Who was Sir Richard MacDonnell?, Who were the other explorers whose names were given to the MacDonnell Ranges (e.g. Alfred Allen Simpson)?, Who are the significant artists who paint/ed the MacDonnell Rangers? Who were/are the traders, and stockman of the region?
• History:
What era (when?) were the MacDonnell Ranges formed?, Which dinosaurs and mega-fauna lived in the region?, What fossils have been found?, When did the Aboriginal peoples come and where did they come from? What are the names of families associated with these Countries? Who are the peoples that live in the neighbouring Countries/communities? Whereare the Ochre pits and how is the ochre traditionally used?
• Aboriginal Dreaming stories:
Based on Dreaming stories, Aboriginal peoples were created there (though some did arrive from other places later). What are the significant Dreaming stories from this region? Who are the main Dreaming spirits, and how did they create the land and the people?
Once each student has found one or two facts in respect to the topic investigation i for their group, have the groups assemble a short presentation on what they found out about the MacDonnell Ranges.
Outdoor investigation
Introduce students to geological terms such as ‘folding’, ‘faulting’ and ‘erosion’ and provide image examples. These terms are important to describe rock features.
• Provide a sloping sand tray or sand on a tarpaulin on a gentle slope.
• Enable students to experiment with trickling water down the sand slope, and piling the sand washed by gentle rivulets will make rivers.
• Students can use sticks dragged through the sand to erode tracks, and rocks or logs placed in the sand tray or under the tarp will resist the water, making mountains with a river curving around them.
Have students respond to the Yipirinya/Yeperenye Dreaming story. This could be a 3-Dimensional model or a salt dough land form. If they have undertaken the outdoor activity, their experiences of making land forms should form a part of their response to the Yipirinya/Yeperenye Dreaming story.
Have students retell the original story together in their own words, using their creations as visual prompts.
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The distance or difference between the static level and the pumping level. When the drawdown for any particular capacity well and rate pump bowls is determined, the pumping level is known for that capacity. The pump bowls are located below the pumping level so that they will always be underwater. When the drawdown is fixed or remains steady, the well is then furnishing the same amount of water as is being pumped.
Lowering the water level by pumping. It is measured in feet for a given quantity of water pumped during a specified period, or after the pumping level has become constant.
Source: Handbook of water and wastewater treatment plant operations
Wikipedia: https://en.wikipedia.org/wiki/Drawdown_(hydrology)
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Diphtheria is an upper respiratory tract illness characterized by sore throat, low-grade fever, and an adherent membrane (a pseudomembrane) on the tonsil(s), pharynx, and/or nose. A milder form of diphtheria can be restricted to the skin. It is caused by Corynebacterium diphtheriae, a facultatively anaerobic Gram-positive bacterium.
Diphtheria in A Different Flesh[]
In a sense, diphtheria was indirectly responsible for the end of slavery in the Federated Commonwealths of America. It was a fatal outbreak of the illness among the sims on Charles Gillen's plantation in Virginia in 1804 that forced Gillen to move his domestic servant, Jeremiah, out into the fields. A hard day's labor caused Jeremiah to run away from the plantation, and into history.
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Vikings Changed the World
At some point in the 9th century, a Viking was accused of being a “child-lover” because he didn’t want to impale babies with his spear. Vikings are known as gruesome-raiders which struck fear into the heart of villagers throughout medieval Europe. They were pagans who worshiped Odin and Thor – believing that an eternal feast awaited them in Valhalla. Today, Viking culture inundates our everyday life. Early morning TV has commercials for Viking River Cruises. “Bluetooth,” which connects electronics, is named after a Vtumblr_npgzguhvtp1un9i1ko1_1280iking king. Four days out of each week are named after Norse Gods: Tuesday (Tyr), Wednesday (Wodan which was Anglo-Saxon for Odin), Thursday (Thor), and Friday (Frigg). Dublin, York, and Kiev were a few major cities founded by Vikings for trade. The Normandy region of France was named after Viking inhabitants. The modern states of Russia, Belarus, and Ukraine were first centralized by Vikings. Iceland, Greenland, and North America were first discovered by Vikings. The nautical terms of starboard, port, and keel were created by the Vikings. Most importantly, the Mad Max series was inspired by the Vikings. I was able to learn more about Vikings in this month’s edition of National Geographic and the book – The Sea Wolves: A History of the Vikings by Lars Brownworth.
The Vikings homeba3c6b3f59deb9c86cf5d8950c8c38d06dse was in Scandinavia between 800 and 1100 AD. There were the Norse (modern day Norway) to the west, the Swedes (modern day Sweden to the east), and the Danes (modern day Denmark) to the south. The actual word “viking” is believed to derive from the Vic region near the Oslo Fjord where iron was plentiful for sword production – eventually all raiders were referred to as “Vic-ings.” There were two types of Vikings: homesteaders and raiders. The Vikings had permanent communities which tried to live off the land and coast. There were also men who sought out fame and fortune on the sea – these were the “sea wolves” that changed the world. These Sea Wolves mastered the construction of the longboat and were able to sail quickly to any location. These men were motivated by treasure, women, and power. The more a raiding party could collect, the more respected they were on their return to Scandinavia. The first raids occurred at monasteries in Ireland, England, and France. Monasteries at the time stored many valuable relics, manuscripts, and currency. osebergskipet1A raid would usually consist of a few longboats (picture to right) quickly docking with 10-50 Vikings, subsequent killing of inhabitants, collection of plunder, and a quick getaway. Vikings were fierce warriors and their strengths were stealth, quickness, and cunning. Eventually, the raids started to dry up and the Vikings were forced to travel further from their homes; they would eventually reach as far as Italy.
Some of the greatest Vikings wanted more than just plunder, they wanted land. Forces
would eventually conquer Irish, French, English, and Eastern European armies to control huge swathes of territory. They controlled key ports and became handsomely wealthy through trade, extortion, and sheer intimidation. To find more land, many Vikings traveled west and eventually founded Iceland and Greenland – getting as far as North America; they were never able to permanently settle the Western Hemisphere because of limited colonists. To the a3e4c310d1c9ca0d11ac277a991d9b40east they settled into modern day Ukraine and traded with the Byzantine Empire. Vikings in the east were called “Rus,” (picture to left) which is the origin of the word “Rus-sian.” Eventually, the Vikings in these land-grab areas would lose much of their raiding culture and eventually became established monarchies. Many Viking kings decided to adopt Christianity to unite their strongholds which many times consisted of several types of ethnic groups and cultures; Scandinavia also shifted to a monarch structure to have better relations with European kings. In the end, the Viking culture fizzled out with the creation of Christian domains which promoted domestic virtues over sea-faring vices. Overall, the Vikings altered the political and social landscape wherever they went and are in large part responsible for the unification of Scotland, France, Britain, The Holy Roman Empire, and the kingdom of Sicily. They were pagans, who more than any other medieval power, spread Christianity throughout the world. Their enduring reputation truly held up to the Viking belief that all men are mortal – only the noble name can live forever.
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Soldaderas: The Mexican Revolution
953 Words4 Pages
Without Las Soldaderas, there would not have been a Mexican Revolution. Soldaderas, sometimes called Adelitas after a famous corrido about a beautiful and feminine girl, were women who cared for and sometimes fought alongside men in the Mexican Revolutionary war. [Arrizón:90:1998] The name Soldadera comes from the Spanish word soldada, which is a term used to define the payment made to someone who cares for soldiers. Many times, such women were educated and motivated by ideology, rather than just a simple desire to accompany their men. Some of these soldaderas became great leaders and showed the bravery and strength that was so often dismissed in women. Though not all engaged in actual combat, and their roles were often overlooked, these women's…show more content…
These women would also retrieve bodies of killed soldiers from the field and search them for supplies and equipment. They informally performed the roles of commissary and supply departments and medical corps because most Mexican armies lacked these important facilities at the start of the Revolution. [Cook:2012] Soldaderas were used to transport the equipment for the soldiers and were almost always seen carrying cooking utensils, equipment, plants, and animals. Female soldiers who were not married often provided the same services a wife soldadera would to an unattached man. Some soldaderas became prostitutes and made themselves available for hire to those males seeking something more physical. In more extreme cases, soldaderas were even used as smugglers. They would bring ammunition and medicine from the United States into Mexico by hiding them under their skirts. They made good smugglers because American border officers did not see women as a possible threat with any attachment to the war. [Fuentes:541-543:1995]
Soldaderas had to ride on top of the railroad cars. This might have been preferred to walking, but left them exposed to the weather and the enemy. The army's horses were treated better than the soldaderas and rode inside the trains. This was due to the thought that women were expendable, while horses were seen as absolutely vital in combat. [Cook:2012] When they stayed behind the troops, soldaderas faced slaughter and rape from opposing armies who saw that eliminating them would provide an advantage.
Open Document
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Where’s Aaron: YEAR 1 - Media Arts - Elaborate2
The class is taking turns hosting ‘Aaron’ the class mascot, taking him on adventures. It is Little J’s turn, so Little J, Nanna, Big Cuz, and Old Dog take Aaron on Country to look for mica rock, and along the way they photograph the expedition. Distracted by the events of the day, Little J loses Aaron and the family enrols the help of Uncle Mick, a Search and Rescue officer, to return him.
Elaborate - Create and present media artworks that communicate ideas and stories to an audience
Theme - GENRE
After viewing Little J & Big Cuz, Episode 8 ‘Where’s Aaron?’, engage students with the following activities to support their understanding of story, character, setting, and sound. Also access the Little J & Big Cuz eBook for “Where’s Aaron?”.
The story of Episode 8 ‘Where’s Aaron?’, is about the class mascot, Aaron. Have the students suggest what a mascot is, and why it was so important for Little J that he take Aaron with him on Country. Have students recall how Monty was upset that he couldn’t take Aaron home with him the next day. It seems that the class has a special attachment to Aaron and they believed the doll represented them and/or their class in some way.
Explore students’ experiences of mascots, such as at sporting events, or Olympic mascots. Have students consider what mascots are used for:
• promote a positive attitude and team spirit through activities such as cheer leading cheers, songs and dances
• bring good luck to a team or group.
Making a modelling clay mascot
Invite students to design and construct their own class mascot doll. Have the class discuss what type of mascot would represent them: human or animal, male or female, sporting or artistic, etc. Have students work in pairs and brainstorm what characteristics the mascot doll should represent. Considering the symbolic elements (covered in 5E stage: Explain) what colours or designs should the mascot have.
Once the pair have drafted their ideas, provide students with coloured modelling clay and have students build their mascot design.
Stop-motion animation
Provide an illustrated task sheet showing how to make a ‘stop-motion’ animation, adapted from
Have students watch example/s of stop motion animations that use basic materials, for example:
Invite students to watch the ‘2016 Screen It winners’, which is a competition for students who make stop-motion animation.
Have students discuss what stories the films portrayed, and how they were constructed. Demonstrate and explain the principles of stop-motion animation and have students develop a check list of the media elements they need to consider in designing and producing an animation. Remind students that they need to also design and construct a set that the mascot will move around in. Using recycled boxes and toys, have students build a small set, and use a desk lamp for lighting.
Each group/pair needs to:
1. create a storyboard (like a comic strip) that outlines the sequence of each part of the action/story/plot: the beginning, middle and end of the story involving the character/s.
2. frame ideas and shot angles and their purpose: detail, gesture, emotion, etc.
3. include sound effects, music, narration and/or dialogue to tell the story.
4. create a materials’ list, detailing what the pair will use in their stop-motion animation (such as seeds, leaves, paper cut outs and coloured paper shapes arranged to create patterns, settings and action, lamp and tripod to keep the camera steady and in one position).
5. practise/rehearse making and moving their characters for each shot.
Allocate areas of the classroom where the pairs/ groups can work.
Access and demonstrate a selected software program:
Invite students to share their ideas with the class, and evaluate the success of the animations as a promotion for their class mascot.
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Quick Answer: What Is Red Poem Form 2?
Red is an Indian, A Valentine heart. A circus cart. decorations on a circus cart.
What is red poem metaphor?
The central metaphors in “A Red, Red Rose” are time and love. Burns uses a series of images and concepts that describe love’s delicacy and fragility in time. The first stanza describes his love as full of passion, but temporary. In the second stanza, the speaker says he will love her until the seas go dry.
What is Red Mary Oneal?
Red is sunset. Blazing and bright. Red is feeling brave. with all your might. Red is a sunburn.
What did Robert Burns promise in this poem?
In the poem “A Red, Red Rose,” Robert Burns promises his eternal love to his “bonnie lass” and that no matter how far he might go, he will always return to her side.
You might be interested: Readers ask: What Was The First Poem Maya Angelou Wrote?
What is the feeling inspired in the first two lines of the poem A Red Red Rose?
The first lines compare the speaker’s love to “a red, red rose.” “ Luve” could refer to the beloved, the person the speaker loves. It could also refer to the speaker’s feelings for this person. The newness and excitement of the speaker’s love initially make it seem somewhat unstable.
What does red represent?
What is red poem settings?
In the first stanza, the speaker mentions nine contexts: sunset; being courageous in a situation that demands action; getting sunburned; the sheer depth of color one sees when admiring a rose; an injury which leads to bleeding; observing the color of a building block; being at a concert; the sensation one feels when
What red means?
What is hyperbole explain its purpose Citing examples of hyperbole used in the poem A Red Red Rose?
Hyperbole: Hyperbole is a device used to exaggerate a statement for the sake of emphasis. The poet has used hyperbole in the last line of the second stanza, “Till a’ the seas gang dry.” He says that his love will flow even when the seas dry up. The second is used in the third stanza, “And the rocks melt wi’ the sun.”
You might be interested: O What Is That Sound Poem?
How does the poet express undying love for his beloved in the poem A Red Red Rose?
The speaker expresses his undying love for his beloved in the following ways: First, he compares her to a beautiful red rose. He says his love is so deep that it will last until the seas go dry. He also says he will love her until the rocks of the earth melt—until the end of time.
What is the summary of red roses?
Main Summary: The “A Red, Red Rose” poem is about the speaker’s lovable feelings for his beautiful beloved. So strong is the speaker’s passion for his beloved. He compares his beloved to June’s fresh red rose and the sweet melody of a tune. His beloved is as exquisite as the red rose and the soft tuned melody.
What kind of love is expressed in red red rose?
Expert Answers Burns is expressing romantic love in “A Red, Red Rose.” As the poem’s title indicates, he is at the height of being head-over-heels in love. The red, red rose is a metaphor for his feeling of his love being in the fullest possible bloom.
What does the last line in A Red, Red Rose mean?
What mood or feeling did the author evoke on the reader in A Red, Red Rose?
”A Red, Red Rose” by Robert Burns has a mood that evokes longing and love.
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Share this book
Frankenstein; or, The Modern Prometheus is an 1818 novel written by English author Mary Shelley. Frankenstein tells the story of Victor Frankenstein, a young scientist who creates a sapient creature in an unorthodox scientific experiment. Shelley was inspired to write Frankenstein after imagining a scientist who created life and was horrified by what he had made. Since the publication of the novel, the name ”Frankenstein” has often been used to erroneously refer to the monster, rather than his creator/father. | Frankenstein is a frame story written in epistolary form. It documents a fictional correspondence between Captain Robert Walton and his sister, Margaret Walton Saville. The story takes place in the eighteenth century (the letters are dated as ”17-”). Robert Walton is a failed writer who sets out to explore the North Pole in hopes of expanding scientific knowledge. During the voyage, the crew spots a dog sled driven by a gigantic figure. A few hours later, the crew rescues a nearly frozen and emaciated man named Victor Frankenstein. Frankenstein has been in pursuit of the gigantic man observed by Walton's crew. Frankenstein starts to recover from his exertion; he sees in Walton the same obsession that has destroyed him and recounts a story of his life's miseries to Walton as a warning. The recounted story serves as the frame for Frankenstein's narrative... |Wikipedia|
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Space For Rent
Space For Rent
Science for kids
Chameleon facts
Check out our range of fun chameleon facts for kids. Learn why chameleons change colour, how many species of chameleon there are, what they eat and much more.
v Chameleons are a very unique branch of the lizard group of reptiles.
v There are around 160 species of chameleon.
v Chameleons live in warm varied habitats from rainforests through to deserts.
v Special colour pigment cells under the skin called chromatophores allow some chameleon species to change their skin colour, creating combined patterns of pink, blue, red, orange, green, black, brown, yellow and purple.
v Chameleon change colour for camouflage but this is not always the main reason. Some show darker colours when angry, or when trying to scare others. Males show light multi-coloured patterns when vying for female attention. Desert varieties change to black when it's cooler to absorb heat, then a light grey to reflect heat.
v Chameleons have amazing eyes. The bulging upper and lower eyelids are joined and the pupil peaks out from a pinhole sized gap.
v The chameleons' eyes can rotate and focus separately on 180-degree arcs, so they can see two different objects at the same time. This gives them a full 360-degree field of vision.
v Chameleons' actual eyesight is great. They can see small insects 5-10 metres away. They can also see in both visible and ultraviolet light.
v Chameleons feed by ballistically projecting their tongues often over twice the length of their body to catch prey, forming a suction cup as it hits its target.
v The chameleons tongue can reach its prey in just 0.07 split seconds, with the projectile acceleration reaching over 41 g's of force.
v Chameleons usually eat large insects such as locusts, grasshoppers, crickets, and stick insects, some bigger species also eat other lizards and young birds.
v Chameleons are not deaf but they do not actually have ear openings.
v Many species of chameleon have horn-like bumps or crests on their heads.
v Species of chameleon can be as small as 15 mm (0.59 in) or as large as 69 cm (27 in).
Editor : Iqbal Sobhan Chowdhury
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The Lad, the first novel about the Holocaust
A story of survival in the Nazi concentration camps, The Lad is a gripping, harrowing tale of an ordinary Jew’s struggle to survive.
The Lad follows a Jewish boy in the camp of Auschwitz, where he is sent for the sole purpose of serving as a human shield.
The lad is told by his Jewish parents that if he ever wanted to go back to his village, he had better prepare himself to be murdered.
The lad’s life has been marked by suffering and humiliation, but his determination to survive in Auschwitz continues.
In order to save his life, the lad must overcome a terrible obstacle: the fact that he is Jewish and therefore, in effect, has a right to live.
The book is a novel of survival and, despite the protagonist’s tragic past, The Lads novel is a story of hope.
The Lad recounts a story in which the lad has a chance to become a human being again, one that will give him the strength and courage to overcome his past.
In The Lad’s novel, the reader sees the protagonist grow up, learn the ways of life in the town of Dachau, and, perhaps, become a man again.
The Lodges story is one of survival, hope, and hope alone.
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You are using an outdated webbrowser.
Please update your browser software.
Sie benützen einen veralteten Webbrowser.
Bitte aktualisieren Sie Ihre Browsersoftware.
The “red beech”
A tree of many names
In the German language, the European Beech is called “Rotbuche” (“red beech”), which is misleading to many. In this context, the name is derived from its slightly reddish timber.
Copper Beech © Lisa Mäder
Beech (front) and European hornbeam (back) © Lisa Mäder
The red-leaved beech, however, which is very popular in parks, is called the Copper Beech (Fagus sylvatica f. purpurea) and is a variety of the European Beech. It lacks an enzyme to break down anthocyanins (red leaf pigments), which in turn colour the leaf surface red.
Scientists refer to the beech as Fagus sylvatica, which means the beech from the forest. In English, our beech is called the European beech because it is the only beech species native to Europe.
Which makes German-speakers wonder about the origin of the European hornbeam.
Its German name is “Hainbuche”, literally a “grove beech”, and it is a native tree species too, however, its name is misleading. The European hornbeam (Carpinus betulus) belongs to the birch family and is thus more closely related to the birch and to the hazel.
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• Jenny Duong
Bessie Coleman
Happy Friday and welcome back to a new history blog! This time around we will be celebrating Bessie Coleman’s achievements and how she paved the way for African Americans and Native Americans in the aviation industry.
Nicknamed “Brave Bessie”, “Queen Bess”, and “The Only Race Aviatrix in the World”, Bessie Coleman was the first African American and Native American woman to obtain a pilot's license. She was mainly known for her flying tricks through the air and encouraging women and African Americans to reach their dreams.
Born in Atlanta, Texas on January 26, 1892, Bessie was one of twelve brothers and sisters. Her mother was an African American maid and her father was a sharecropper of Native American and African American descent. To escape discrimination, Bessie’s father moved to Oklahoma in 1901, while her mother decided to stay in Texas with the rest of her family. Growing up, Bessie helped her mother pick cotton and wash clothes for extra money. Once she was 18, Bessie had saved up enough money to attend college and attended the Colored Agricultural and Normal University (now Langston University). Bessie had to leave the institution after the first semester because she no longer had the funds to attend.
At the age of 23, Bessie went to live with her brothers in Chicago and became a manicurist in a local barber shop. During this time, her brothers served in the military during World War I. Coming home, they would describe their travels and teased Bessie that the women in France were able to learn how to fly planes and she couldn’t. These comments motivated her to learn how to fly and Bessie applied to multiple flight schools across the country, but wasn’t accepted due to the fact that she was both African American and a woman. This didn’t stop her ambition and so Bessie began to take French classes to prepare for her move to France, where she will later attend the Caudron Brothers' School of Aviation in Le Crotoy, France.
On June 15, 1921, Bessie Coleman received her international pilot’s license from the Fédération Aéronautique Internationale. This began her new dream of owning a plane and opening her own flight school. She gave speeches and showed videos of her air tricks in schools, churches, and theaters to raise money. In 1922, she performed the first flight by an African American woman. People quickly became fascinated by her tricks and Bessie became popular throughout the U.S. and Europe. Following her popularity, Bessie traveled to give flight lessons and performed in air shows while encouraging African American women to learn how to fly.
February of 1923, two years into her flight career, Bessie experienced a plane crash where she suffered from a broken leg, a few cracked ribs, and cuts on her face. Thankfully, she fully healed from her injuries by 1925 and still had the fuel to fly. Bessie continued with her dangerous stunts and was able to save up for her first plane, a Jenny - JN-4 with an OX-5 engine. She then returned to Texas to perform and refused to perform when she realized the managers were planning on segregating the entrance. By the end, the managers agreed to use one entrance for everyone, but there would be segregated seats. Bessie agreed to these terms and ended up performing. She then became famous for standing up for her beliefs.
April 30, 1926, Bessie took a flight test with mechanic William Wills. Wills took the pilot seat while Bessie took the passenger. At 3,000 feet above ground, a loose wrench got stuck in the engine of the aircraft and Wills was no longer able to control the plane’s steering and the plane flipped over. Unfortunately, Bessie was not wearing a seatbelt and at the time, airplanes did not have any roofing or protection. Bessie then immediately fell out of the plane and Wills then crashed the plane a few feet from her body. There were no survivors from this accident.
Her death was heartbreaking for the thousands of people she inspired. In 1931, the Challenger Pilots’ Association started a tradition of flying over her grave every year. By 1977, many African American women formed the Bessie Coleman Aviators Club in her honor. Bessie Coleman’s career was short, but within those years, she made history and inspired others with her actions and views.
More about Bessie Coleman:
Jenny Duong is a newly recruited Social Media Volunteer at Hera Aviation Group. She currently studies Global Business and Marketing at Southern New Hampshire University.
Jenny enjoys traveling and often visits family in Vietnam during the summer. She also enjoys spending time with her dog, Macie, often binging reality TV together. Their current guilty pleasure is the Bachelor franchise! Her biggest inspiration are her two older siblings even after all the teasing.
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Uzbekistan - History
Some parts of present-day Uzbekistan have been inhabited since the Paleolithic era. The first states in the region were Khwarazm, Bactria, Sogdiana, and the Parthian Empire, in the first millennium BC . The territory was consolidated under the Achaemenids in the 6th century BC , until it was conquered by Alexander the Great, 329–327 BC . The Greeks were displaced by the Tochari in the 3rd century BC . From the 1st century BC to the 4th century AD Uzbekistan was part of the Kushana Kingdom. This in turn was replaced by the Ephthalite state.
In the 6th century the area was part of the West Turkic Kaganate, a loose confederation of largely nomadic tribes. By the 8th century the region was conquered by the Arabs, who introduced Islam. The Ummayid dynasty was displaced by the Abbasids in 747–750. In the 9th century the Samanids took control of most of Central Asia, including Uzbekistan. Turkic tribes again began to push into the area from the east in the 10th century, eventually forming the Karakhanid state. A lesser part of that state, Khwarazm, grew more powerful in the 12th century and came to dominate most of Central Asia.
Genghiz Khan's Mongols invaded in 1219, conquering all of Central Asia by 1221. In 1224 Genghiz Khan's son Chagatai was made ruler of this area. As Chingisid influence waned, Timur (Tamerlane, 1336–1405) established an empire in Samarkand. Upon his death it split into Khorasan, ruled by his son Shah Rukh, and Maweranahr, ruled by his grandson, Ulgh Beg. Although Timur is now claimed as the father of the modern Uzbeks, more likely candidates are the Sheibanid, nomadic Uzbeks who fought to take the area in the early 16th century. They settled among the other populations and became farmers, making Bukhara their capital.
In the 16th century Khwarazm, Balkh, and Khiva separated from Bukhara, becoming separate principalities. Bukhara was conquered by Persia in 1740, but sovereignty was retaken soon after by the Mangyt dynasty, which ruled until 1920. In the early 19th century the Kokand Khanate grew powerful in the eastern part of present-day Uzbekistan.
Russia had begun trading with Bukhara, Khiva, and Kokand in the 18th century. Concern about British expansion in India and Afghanistan led eventually to Russian conquest, which began in the 1860s and ended in the 1880s, when Uzbekistan became part of Turkestan guberniia, with Bukhara and Khiva administered as separate emirates under Russian protection.
In 1916 Tsar Nicholas II issued a call for Central Asian males to be drafted into labor battalions. This sparked resistance throughout the region, including in Uzbekistan, which was violently repressed. During the conflict from 1917–1920, Uzbekistan was the site of competing attempts to create governments; the Bolsheviks announced a short-lived Turkestan Autonomous Republic, while a Muslim Congress also attempted an Autonomous Government of Turkestan. Red Army forces intervened savagely, but armed resistance continued as late as 1924, in the so-called Basmachi Rebellion.
The Uzbek Soviet Socialist Republic was created in 1925. In 1929, Tajikistan, which had been an administrative sub-unit, was elevated to full republic status, changing the boundaries. They were changed once again in 1936.
Under the leadership of long-time leader S. Rashidov, Uzbekistan was politically conservative during the 1970s and early 1980s. The republic was targeted for anti-corruption purges in the mid-1980s, when considerable fraud in the cotton industry was discovered. The leader as of 2003, Islam Karimov, was appointed by Moscow in 1989.
In March 1990, Karimov was elected to the newly created post of president by the Uzbek Supreme Soviet. Uzbekistan declared
LOCATION: 41°0′ N; 64°0′ E. BOUNDARY LENGTHS: Afghanistan, 137 kilometers (85 miles); Kazakhstan, 2,203 kilometers (1,369 miles); Kyrgyzstan, 1,099 kilometers (683 miles); Tajikistan, 1,161 kilometers (722 miles); Turkmenistan, 1,621 kilometers (1,007 miles).
independence on 1 September 1991, in the aftermath of the abortive Moscow coup of 19–21 August. Karimov's presidency was reaffirmed in an election in December 1991. Since then, however, Karimov has been increasingly hostile to even the most basic tenets of democracy. True opposition parties were banned in 1992 and political reformers have been jailed or have fled the country. Parliamentary elections to the 250-seat Majlis were held on 24 December 1994 and 15 January 1995, with 231 seats going to Karimov's People's Democratic Party—the former Uzbek Communist Party. Following the elections, President Karimov held a referendum that extended his presidency until 2000.
Despite his anti-democratic leanings, Karimov received little criticism from the West or from Russia (which, in fact, supplies him with ample military backing) since he had been seen as a buffer against the fundamentalist Muslim political and revolutionary movements in Central Asia—notably those in Afghanistan and in neighboring Tajikistan. In fact, Uzbekistan had supplied arms to the secular factions in both countries' civil wars.
The Islamic Movement of Uzbekistan (IMU), a radical Islamic organization seeking to establish an Islamic state in Central Asia, has long been operational in Uzbekistan. In February 1999, five car bombs in Tashkent were attributed to the IMU by Karimov, who accused the group of attempting to assassinate him and destabilize the country. The IMU broadcast a declaration of jihad from a radio station in Iran, and demanded the resignation of the Uzbek leadership. That year, IMU fighters operating from mountain hideouts launched a several-year series of engagements with government forces. Militants also took foreigners hostage in 1999 and 2000, including four US citizens who were mountain climbing in August 2000, and four Japanese geologists and eight Kyrgyzstani soldiers in August 1999. IMU military leader Juma Namangani apparently was killed during a US-led air strike in Afghanistan in November 2001. In addition to the IMU, the Hizb-ut-Tahrir ("Freedom Party"), another radical Islamic organization, operates in the country, although, unlike the IMU, it does not use violent tactics to pursue its goals. Following the 11 September 2001 terrorist attacks on the United States, and its subsequent military campaign in Afghanistan to oust the Taliban regime and al-Qaeda forces, all radical Islamic groups in the Central Asian nations were linked by most governments to terrorism.
Uzbekistan offered its airbases to the US-led coalition for its campaign in Afghanistan beginning in October 2001. In response, the United States provided the country with $60 million for 2002, in addition to a one-time contribution of $100 million.
On 27 January 2002, Karimov held another referendum to prolong his presidential term from 5 to 7 years, effectively keeping himself in power until 2007. The US Department of State refused to send election observers, arguing there had to be a "free and fair" presidential election before a referendum was valid.
Also read article about Uzbekistan from Wikipedia
User Contributions:
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How to use Timeline
Timeline of Scottish History
James Hutton
• Name : Hutton
• Born : 1726
• Died : 1797
• Category : Science
• Finest Moment : Publication of Theory of the Earth
You can see, conveniently remotely by video, volcanos spitting out molten rock. The rocks harden, age, even wear down if enough time is allowed and flow into the seas, to be deposited as sediment and form new rocks with even more time. Geology has plenty of time, relative to the life span of a human.
But several centuries ago, this explanation was as hotly debated as the magma issuing from these very volcanic vents. One side (the Vulcanists), followed Continental explorers like Desmeret and De Saussere, who thought that all rocks were formed by a molten process, an the other side (the Neptunists), who argued that all rocks were formed under water.
It took a balanced thinker like the Edinburgh-born and educated Hutton, to actually look at the evidence in the field and realise that the truth, as is so often the case, lay between the two camps.
Hutton was educated at Edinburgh University; studying first chemistry, then medicine. Initially he farmed in Norfolk, where he became aware of geology. Returning to Scotland, he made his money from producing Sal ammoniac from coal soot. This income permitted him to further pursue his interest in geology.
In 1767 he returned to Edinburgh, writing scientific papers for the newly established Royal Society of Edinburgh. He began to formulate the theory of a rock cycle, whereby old rocks were destroyed by weathering, and new ones were formed from their sediments.
'..the mountains have been formed by the hollowing out of the valleys, and the valleys have been hollowed out by the attrition of hard materials coming from the mountains.'
To confirm his theory, Hutton and his friend the landscape artist John Clerk, went looking at examples in nature, finding interesting and scientifically valuable examples of unconformities on Arran, at Jedburgh, and at Siccar Point in Berwickshire.
Hutton was eventually recognised as one of the founders of modern geology, and is buried in Greyfriars' Churchyard, Edinburgh.
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Understanding the Present: Story of the First World War and its Lasting Impact
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The idea of waging war as a means to achieve ends is not new. Since the advent of civilization, wars have been fought either to gain territories or to destroy adversaries. Renowned military theorist, Carl von Clausewitz stated that war is nothing but the continuation of politics with other means. However, even if justified in totality, war has profound effects on humanity, on the cultural and geographical boundaries, and also on a country’s economy. WWI was fought at a global level with multiple partners indulging in conflict. The seeds of dispute and hostility sowed more than a century ago have today, unfortunately, blossomed into disturbing regional turmoil and conflicts.
The phrase, ‘History may not repeat itself but it rhymes’, often attributed to Mark Twain is spot on in this context. History cannot literally repeat itself—what is past is past. However, the present can conditionally fall into the same rat hole and can make the same mistakes. The evil legacy of subjugation and unwanted human loss and misery lingers on with the yoke of yesteryears being borne by generation after generation. So how did WWI reshape the world map? How did it lead to the polarization of world order and to the genesis of several national/regional conflicts around the world? Read the module to delve into this historical evaluation.
What is the connectome?
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This week, we’ve looked at calculating radiation doses. The absorbed dose D, measured in Grays (Gy), takes into account the energy E absorbed and the mass m of the absorbing tissue.
D = \displaystyle {E \over m}
The higher the energy, the greater the absorbed dose. If you are wondering why the absorbing mass is important, consider the different masses of tissue involved in a dental x-ray and a chest x-ray….
We also learned about equivalent dose in Sieverts (Sv). The equivalent dose H gives an indication of the potential for biological harm by considering the absorbed dose D and a weighting factor W_R.
Different types of radiation have different weighting factors, e.g.
type of radiationweighting factor
The more damaging forms of radiation have a larger weighting factor.
Absorbed dose and equivalent dose are usually expressed in smaller units; μGy, mGy, μSv, mSv.
In the UK, the population receives an average equivalent dose of 2.2mSv per year due to background radiation produced by cosmic rays, radon gas and materials dug up from the Earth’s crust, such as rocks and soil. In addition to this exposure to background radiation, the Government has set a further equivalent dose of 1mSv per year for members of the public. This limit can be increased to 20mSv for people who work in the nuclear industry, certain medical occupations (such as radiographers) and airline pilots – all of whom will exceed the public limit in the course of their job.
This occupational increase for some individuals can be justified on the grounds that workers are not as vulnerable to the effects of radiation exposure since they are neither children (high rate of cell division so more chance of dna damage being copied) or elderly (reduced ability to repair damage). In many cases, these workers will also be screened on a regular basis by occupational health staff at their place of work.
Click on the picture for a larger version.
source: XKCD
The dosimetry topic is comprehensively covered at BBC Bitesize.
how will the Universe end?
image from Quantum Diaries
Rubin talks about her discovery in this video.
Vera Ruben dark matter dark energy from mr mackenzie on Vimeo.
Zwicky – dark matter from mr mackenzie on Vimeo.
Saul Perlmutter dark energy from mr mackenzie on Vimeo.
evidence in support of the big bang: #3 olbers’ paradox
You might remember that we looked at some paradoxes when we studied special relativity earlier this term. Here is another situation where a paradox can arise. The German astronomer Heinrich Olbers (1758–1840) asked why the night sky was dark. At the time, astronomers believed that the Universe was both infinite and steady state (unchanging), so it seemed like a good question.
• Wouldn’t there be a star in any direction you chose to look?
• Shouldn’t the light from that star prevent the night sky from looking dark?
Well, the problem is that the Universe is not infinite because it is still expanding. The Universe also isn’t steady state because it is… expanding. It turns out that a question posed by a follower of the infinite, steady state model of the Universe is actually a decent piece of evidence in support of the Big Bang model of the Universe.
Watch these two videos and see how they chip away at the paradox and show how the answers to the question turn out to support the expanding Universe model.
evidence in support of the big bang: #2 nucleosynthesis
As we worked through the diagram explaining the stages of the Big Bang model, we looked at a section of the diagram where the Universe was hot enough for nuclear fusion. At this point, hydrogen nuclei were fusing together with other hydrogen nuclei to create helium nuclei. As the Universe expanded, it cooled and further fusion was not possible. As a result, we have a Universe with the same proportion of hydrogen to helium wherever we look: we find 75% hydrogen and 25 % helium. This can only be the case if all of the helium was produced at the same place and the same time, i.e. in a very small, very hot Universe.
evidence in support of the big bang: #1 CMBR
introduction to the Big Bang from mr mackenzie on Vimeo.
Georges Lemaître’s theory of an expanding Universe, which has become known as the Big Bang, was supported by Hubble’s observations. The expanding Universe idea was challenged by influential scientists who believed the Universe was both infinite (and therefore not expanding) and steady state (unchanging). Supporters of the Big Bang idea needed to find other evidence that could confirm their model was correct.
The cosmic microwave background radiation (CMBR) is radiation left over from the big bang. When the universe was very young, only 380,000 years old, just as space became transparent to light, electromagnetic energy would have propagated through space for the very first time. At this stage in its development, the temperature of the Universe would have been about 3000K. Nowadays, the temperature of space has fallen to approximately 2.7 K (that’s 2.7 K above absolute zero!) and, using Wien’s Law, we can confirm that the peak wavelength of the electromagnetic radiation is so long that the background radiation lies in the microwave portion of the em spectrum.
Read more
the Milky Way is not alone
In the 1920s, Edwin Hubble had access to the Hooker telescope on Mount Wilson, Los Angeles. This was the largest telescope in the world at that time. His first breakthrough was the discovery of a cepheid variable star in the Andromeda nebula. This enabled him to calculate the distance to Andromeda and he quickly realised this was not a nebula but a galaxy outside the Milky Way.
This video follows his work.
Hubble – nebulae or galaxies? from mr mackenzie on Vimeo.
He found that the recession velocity (v) was directly proportional to distance (d). We can express this relationship as
v = H_o d
which is known as Hubble’s law, where H_o is the Hubble constant. Astronomers agree that the current value of the Hubble constant is
Since this is a SQA course, we need to convert the constant into SI units – giving
In this second video, Professor Jim Al-Khalili looks at Hubble’s work on measuring redshift for different galaxies and his discovery of an expanding universe.
Hubble’s discovery of the expanding universe from mr mackenzie on Vimeo.
It is said that when Hubble died, he left his collection of tweed jackets to Mr Jamieson-Caley.
Unfortunately, astronomers were not eligible for the Nobel Prize for Physics while Hubble was alive. The rules have now been changed.
evidence that special relativity is real
The speed of light is the same for all observers
This video summarises the evidence nicely.
You can’t prove that time and distance change according to speed
image by Los Alamos National Lab
video from the exploratorium
applications of satellites
Satellites can be used for environmental purposes, such as
monitoring volcanoes
weather forecasting
Screen Shot 2015-10-07 at 23.22.35
climate change
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re-entering the atmosphere
In space there is no air resistance to oppose motion, so the Space Shuttle orbiter could travel at very high speeds, up to 17,000 mph! At these speeds, the orbiter experienced enormous air resistance as it descended into the Earth’s atmosphere at the end of its mission.
Air resistance is just like any other form of friction – it converts kinetic energy into heat energy. The effect of this heat energy is demonstrated in this video clip taken by a Canadian police car camera. It shows a meteor burning up in the atmosphere above Edmonton.
Thankfully most meteors do burn up in the atmosphere, although the dinosaurs were not so lucky.
The high temperatures created during re-entry ionised the gas around the orbiter and this is often seen as a bright light in NASA cockpit videos, such as the one shown below.
To protect the vehicle and its crew from these high temperatures, the underside of the orbiter was covered by a layer of heat resistant tiles called the thermal protection system. This NASA clip explains how the tiles are constructed and arranged on the underside of the orbiter.
When Columbia was launched in 2003, something fell against the insulation on the left wing and knocked off some of the tiles. This hole in the thermal protection system caused Columbia to explode over the US as it re-entered the atmosphere. There is a wikipedia article about the Columbia disaster.
Video footage of NASA’s Houston control room from the morning of the disaster was included in the BBC Horizon documentary Final Descent – Last Flight of Space Shuttle Columbia.
WARNING: This last film is an excerpt from the Horizon programme and includes genuine cockpit video that was found in the wreckage, with some clips of the crew’s final minutes before they were killed.
There is a good description of the Space Shuttle at How Stuff Works.
Before the space shuttle, each spacecraft was designed to be used only once and it was only the capsule containing the crew that returned to Earth. This was a small conical vehicle that had a thick heat shield on its base to withstand the heat of re-entry.
drawing of Apollo capsule re-entering the atmosphereartist’s impression of Apollo capsule re-entering the atmosphere
An ablative heat shield was used for these capsules. The material covering the base was designed to heat up until it sublimed (changed from solid to gas). The latent heat of sublimation is much greater than that required for fusion or vaporisation, so much more heat energy could be absorbed by the shield material as it changed state. Obviously there is a catch…the longer the shield protects the astronauts, the thinner it becomes! Here is an image of a Gemini IV capsule on display at the Smithsonian National Air and Space Museum showing what was left of the heat shield after successful return to Earth.
Gemini IV crew capsule photo: Richard Kruse
image by Materialscientist
Ich habe meinen Tod gesehen!
that she actually said.
The x-rays darken the film.
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Parent Resources
What Parents Can Do: Reading Tips
Let children pick out their own books. Book choice is a strong motivation for young readers. Children are more inclined to actually want to read books if they have a say in what books are picked. If a book is too difficult for them to read independently, it creates a good opportunity for you to read aloud to them. Let your children see you read.
Reading the newspaper during breakfast, a magazine in the dentists office while waiting, or carrying a book or two around in your bag, purse, backpack, or briefcase will help show children reading is something you enjoy. Children will often copy their family members so showing them reading is important and something you like to do in your spare time can help grow a joy of reading.
Choose books that you can share with your child by reading aloud to them…both fiction and non-fiction, regardless of what grade they are in. While reading, stop and discuss things like:
• what they think might happen next
• what they would do in a certain situation that the characters are experiencing
• how certain characters are feeling and why
• any connections they have to other things they have read, heard, watched, or seen
• what the most interesting thing that they heard was and why
• what they can learn from text features in the book (such as graphs, charts, diagrams, etc.)
Websites of Interest
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Bagelen, the First Colonization Area in Indonesia
Colonists in Bagelen, Gedong Tataan, Pesawaran, Lampung. Photos were made in 1927. (Photo Doc: Repro)
In general, a group of colonists from Java who came to the Gedong Tataan area were divided into 5 stages, namely the first generation in 1905, the second generation in 1906, the third generation in 1907, the fourth generation in 1908 and the fifth generation arrived in 1909.
INDEPHEDIA - The history of population movements between islands in Indonesia, or better known as transmigration, began during the occupation of the Dutch colonial government, which was then called colonization. Whereas those who follow this program are called colonists. Most of the people who colonize come from Java and their placement is on the island of Sumatra.
The colonization program in Indonesia was a strategic part of ethical politics (etische politiek) launched by Governor General Van Deventer, namely politics of reciprocation towards the people which in general included irrigation programs, education and colonization itself.
Ethical politics of strategic efforts used by the Dutch East Indies government when launching its expansion out of Java, especially those that were the main target of the area on the island of Sumatra. Their efforts to expand the plantation area outside of Java Island were built with a very accurate sociological and anthropological approach.
The first colonization in Indonesia, the initial placement was in Lampung. Residents who came from Java Island were placed in Lampung began in 1905. At that time, the first generation caravan was brought by one of the leaders who acted as a coordinator named Kartoredjo.
The group was also referred to as the forerunner of the residents of Bagelen Village, the first batch of Gedong Tataan. They mostly consist of colonists from the area of Bagelen, Purworejo, Kedu Residency, Central Java. The colonization group from Java moved to Lampung to be transported by ship docked at Teluk Betung Port.
After they arrived at Teluk Betung Port, to the location of the placement then walk. The area they headed was a place called Gedong Tataan. For three days the group walked. Luggage from Java is carried or carried. When tired the group rests. The intended area, namely Gedong Tataan, turned out to still be in the form of thicket forest and the place has not been inhabited by many people.
At that time, a group of colonists from the Kartoredjo generation were 43 people, of whom 3 were women. All three were given special assignments for cooking. At that time, how difficult it was to break through the forest. The road they passed was still a path. Meanwhile, Lampung's native inhabitants in this area are mostly still dwellings / dukuhs and banners.
Upon arrival at the destination, they begin cutting down trees and shrubs in the area they are intended to. Henceforth, after the placement area was open, gradually these colonists built their dwellings clad in planks or wood and roofed thatch.
The arrival of the colonists from Bagelen, Purworejo, Kedu, Central Java to Gedong Tataan, in its placement did not happen at once. The group came gradually over a period of several years. Along the same, prepared areas or residential land carried out by a group of predecessors.
The presence of colonists with their place of residence, grew new villages in this area. Places that were once sparsely populated and still overgrown with trees and shrubs everywhere were gradually starting to settle more.
After the arrival of colonists to this area, the development of new openings continued to progress. Not only in terms of the level of crowds and physical buildings, but also the area is gradually becoming more open. The colonists also increased. As migrants, they want to work to meet their daily needs and to develop their area even though everything is still limited at that time.
In general, the group of colonists from Java who came to the Gedong Tataan area were divided into 5 stages, namely the first generation in 1905, the second generation in 1906, the third generation in 1907, the fourth generation in 1908 and the fifth generation arrived in 1909. colonists planned for the Dutch East Indies government for a period of 5 consecutive years.
Furthermore, in 1910 the Dutch East Indies colonial government gave a policy by surrendering land in Bagelen Village, Gedong Tataan, to the villagers for 537 bauw or about 424 hectares. Every family head (KK) gets a share of 1 bauw land. With details, 0.25 bauw for the yard and 0.75 bauw for rice fields or cultivation.
Broadly speaking, based on the monograph of Bagelen Village, Gedong Tataan, the number of colonization residents from the Bagelen area, Purworejo, Central Java, were brought to the Gedong Tataan area, the first group arrived in 1905 as many as 43 people, consisting of 40 men and 3 women led by Mr. Eteeng.
In 1906, or the second group followed 203 people or 100 heads of households (KK) led by Mr. Heers. In 1907, there were more than 100 people or 50 families. This third group was led by Mr. Alweek. The fourth group in 1908 followed as many as 500 people or 250 families led by Mr. Baang and the fifth group in 1909, the number of lives brought was unclear. The same is true of leading the group.
Of the five known waves, the arrival of the most colonists of his group was brought in in 1908. The group led by Tuan Baang reached 250 heads of households or as many as 500 people. While the group arrived a little in the first wave of 1905 led by Mr. Eteeng. The colonists brought in only 43 people, of which 3 were women.
Based on the division of land to each head of the family, the houses of colonists in the area opened are arranged in a row with a position lined up and limited by a connecting road. Uniquely, the roads in this village are in the form of an intersection (three intersections) and a number of intersections that stretch straight to the next junction.
Villages of colonists in Gedong Tataan from time to time continue to experience growth. From 1905 to 6 June 1987, Bagelen Village consisted of 10 (ten) hamlets, each in Bagelen I, Bagelen II, Bagelen III, Bagelen IV, Bagelen V (Jembarangan), Bagelen VI (Kutoarjo I), Bagelen VII ( Kutoarjo II), Bagelen VIII (Karang Anyar I), Bagelen IX (Karang Anyar II) and Bagelen X (Wonorejo).
When Budi Utomo was the first modern organization in Indonesia to be established on May 20, 1908, which was a milestone in the beginning of the national movement, there were no signs that this organization had a major influence in Lampung, especially in the village of Begelen, Gedong Tataan. Budi Utomo's followers in this area have not yet been seen, even though here before and after colonization has taken place from 1905 to 1909.
This is understandable, considering that the Javanese people who colonized the Pesawaran area at that time were mostly ordinary people who did not understand correctly in organizing. They are not to be educated or given freedom to participate in an organization. Meanwhile, Budi Utomo generally moved a lot among the educated, the nobility and prijajis all of whom could be classified as elite.
Nevertheless, despite the milestones of the national movement in Java, the arrival of hundreds of colonists from Central Java (Central Java) to this area has also become a new chapter in the development and integration of people between islands in the country, before the government of the Republic of Indonesia (RI) program was known as transmigration.
The development of the population's population continues to grow from time to time, making the village increasingly crowded. This increase in soul, is not only due to the arrival of a group of colonists in several stages, but its development is also from subsequent generations. Since June 6, 1987, Bagelen Village has been divided into several villages whose territory consists of a number of hamlets, including the Hamlet of Bagelen I, Bagelen II, Bagelen III and Bagelen IV.
The village head (Kades) who once headed Bagelen Village, Gedong Tataan Subdistrict, included Poerwo (1905-1907), Kartoredjo (1907-1912), Sastro Sentiko (1912-1920), Pawiro Tinoyo (1920-1945), Mangunrejo ( 1945-1958), Sastro Suwarno (1958-1968), Suparman (1968-1970), Ahmad Fariji (1970-1980), Toyo Day Rizal (1980-1988), Wagiso (1988-2006) and Edi Supriyanto (2006 to period 2013). (***)
Source: Book "Pesawaran District in Historical Strands", Author: Akhmad Sadad (Founder of INDEPHEDIA.com). Publisher: Pesawaran District Government, 2010-2011.
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PTSD and Women
Post-Traumatic Stress Disorder (PTSD), develops after a person is exposed to severe trauma. Although PTSD is often associated with combat, it can occur following any severe trauma, such as a natural disaster, terrorist incident, serious accident, personal assault, mass violence or sudden death of a loved one.
People who develop PTSD may experience disturbing memories or nightmares that cause them to relieve the traumatic incident time and time again. Most people recover from the traumatic event, but some remain depressed or anxious for many months, or even years.
PTSD affects both genders, but it affects women differently. Men are more likely to experience severe trauma, but women have a higher likelihood of developing symptoms of PTSD.
How PTSD Affects Women
Studies indicate that at least half of all women will experience some type of trauma at least one time during their life, and sexual assault is the most common form. Women are more likely than men to be neglected or sexually abused as children, and also have a substantially higher rate of domestic violence as adults.
According to the U.S. Department of Veterans Affairs National Center for PTSD, women who develop PTSD as a result of sexual violence experience symptoms similar to those of male combat victims.
Women in the Military
Although the number of women in combat has increased in recent years, female soldiers are still greatly outnumbered by men. However, statistics indicate that women in the military are more likely to be sexually assaulted, which means that many female soldiers experience dual trauma.
How PTSD Affects Women Differently
Male PTSD sufferers frequently experience severe hostility and anger issues, while women with PTSD are more likely to develop severe depression or anxiety. Although men tend to turn to substance abuse more often as a means of coping with trauma, women can also develop issues with drug and alcohol addiction.
Women may develop trust issues that interfere with personal relationships. They may face difficulties at work, and they may struggle with parenting. They may feel numb and detached from other people, and like their male counterparts, they may have severe insomnia or other sleep problems.
Not all women who experience trauma will develop PTSD, but symptoms are more likely if:
• Injury occurred during the traumatic event.
• Other stresses were present following the event.
• The trauma victim had a history of depression, anxiety or other mental health issues.
• The event was very severe or life-threatening.
• The trauma involved sexual attack or rape.
• The victim lacks supportive friends and family.
Treatment for PTSD in Women
Female PTSD sufferers have many good options for treatment, yet many women are unaware that they have the disorder and others choose not to seek help.
Antidepressants help many women with symptoms of anxiety or depression associated with PTSD. Various forms post-traumatic stress disorder treatment, including talk therapy, Eye Movement Desensitization and Reprocessing (EMDR) and Cognitive Behavioral Therapy (CBT), are highly effective.
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PICRYLThe World's Largest Public Domain Media Source
Pistolees e las sequidillas boleras
Pistolees e las sequidillas boleras
During Middle Ages, Church considered dance as a sin and condemned it. Records of Medieval dance are fragmented and limited, but a noteworthy dance reference from the medieval period is the allegory of the Danse Macabre. During the Renaissance, dance experienced growing popularity. Country dances, performed for pleasure, became distinct from court dances, which had ceremonial and political functions. In Germany, originated from a modified ländler, the waltz was introduced in all the European courts. The 16th century Queen of France Catherine de' Medici promoted and popularized dance in France and helped develop the ballet de cour. The production of the Ballet Comique de la Reine in 1581 is regarded by scholars as the first authentic ballet. In the 17th century, the French minuet, characterized by its bows, courtesies and gallant gestures, permeated the European cultural landscape.
1790 - 1798
New York Public Library
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In group theory, given a group G under a binary operation *, a subset H of G is called a subgroup of G if H also forms a group under the operation *. More precisely, H is a subgroup of G if the restriction of * to H x H is a group operation on H. This is usually represented notationally by HG, read as "H is a subgroup of G".
A proper subgroup of a group G is a subgroup H which is a proper subset of G (i.e. HG). The trivial subgroup of any group is the subgroup {e} consisting of just the identity element. If H is a subgroup of G, then G is sometimes called an overgroup of H.
The same definitions apply more generally when G is an arbitrary semigroup, but this article will only deal with subgroups of groups. The group G is sometimes denoted by the ordered pair (G,*), usually to emphasize the operation * when G carries multiple algebraic or other structures.
This article will write ab for a*b, as is usual.
Read more about Subgroup: Basic Properties of Subgroups, Cosets and Lagrange's Theorem, Example: Subgroups of Z8, Example: Subgroups of S4
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"url": "https://www.liquisearch.com/subgroup"
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How did the Americans contribute to the Canadian identity
Cultural characteristics in Canada
Endless expanses, vast forests, crystal clear lakes and icy cold winters. Bears, beavers, bison and elk. Maple syrup, poutine and fast food. Parliamentary monarchy, mounties and multiculturalism. Like every country in the world, Canada is associated with certain ideas and clichés. Anyone planning to spend some time in Canada while studying abroad should also prepare for it culturally. Anyone who has dealt with the cultural differences between home and host country before starting their studies can avoid a possible culture shock.
For a long time Canada, especially in cultural terms, was only perceived as the little brother of the USA. There are Nothing worse for Canadians than being constantly compared to their southern neighbors. For historical reasons alone, there are at least as many, if not more, cultural similarities with Europe. In addition, one should not forget that Canada is an independent state with its very own eventful history and its very own culture is. Canadians are proud of their country and their culture, especially their health and education systems. Diversity, tolerance and social responsibility are very important.
Determining and describing the culture of a nation is generally not easy, but capturing the culture of Canada is particularly difficult. It's not just because Canada is a classic immigration country and is also a fairly young nation. In Canada it is Multiculturalism political and social reality and diversity is encouraged. Such a “mosaic” of many different cultures naturally makes it particularly difficult to identify a “typically Canadian” culture. A look at the origins of Canadian culture certainly helps to fathom the cultural characteristics of Canada.
Origins of Canadian Culture
© Annemarie D.
An eventful history of immigration and the influence of the indigenous people are among the cultural features in Canada.
The reason why Canadian culture and society do so differentiated and extremely diverse is, lies in the origins and the political and social developments of the country. Fundamental cultural influences are France, Great Britain, the culture of the First Nations and Inuit, the cultural elements of immigrants of various ethnic origins, and pop culture from the United States.
Ultimately, the British emerged victorious from the colonial wars between France and Great Britain in Canada. So Canada is still part of the Commonwealth to this day and Queen Elizabeth is the official head of state. The province of Québec emerged from the former New France. In order to avoid further conflict, the British Parliament granted the French Canadians French civil law, the freedom to practice their religion and French as the official language. Nonetheless, the decades that followed were also one Cultural battle between Francophone and Anglophone Canadians embossed. To this day, this has caused tensions in the country.
Contrary to expectations, Francophone Canadians did not become part of the mainstream Anglophone majority over the years. Instead, they pushed for more independence, especially in the areas of education and culture. The desire of some separatists in Québec to split off completely from the rest of the country culminated in the "Quiet Revolution" in the 1960s, Canada has been an officially bilingual country since 1969.
Live in Canada now over 200 ethnic groups and it will be over 100 different languages spoken. In general, the Canadian population is made up of four main groups in order of immigration to the country:
• The indigenous people: First Nations, Inuit and Métis (the descendants of French and Scottish fur traders who formed relationships with First Nation women). They make up around 3.8% of the total population. Nunavut is the first Canadian territory with a predominantly indigenous population.
• The Anglo and French Canadians, the descendants of the pioneers, conquerors and settlers of the founding nations of France and England.
• Those who later immigrated European minorities from countries such as Germany, Italy, Ireland, the Netherlands, Hungary, the Ukraine or Poland.
• The so-called "visible minorities“(Visible minority) who have only come to Canada since the 1970s. The Canadian government defines “visible minority” as people who are neither indigenous nor “Caucasian” (ie of European origin) and who are not fair-skinned. The term is primarily used as a demographic category by Statistics Canada.
So Canada is a Amalgam from many cultures - started with the indigenous people. The country's laws and political structure are based on values "imported" by settlers from Great Britain, France, Germany, Italy, the United States and Scandinavia. A new perspective comes from immigrants from India, the Philippines and China.
The Aboriginal culture has left a lasting impact on national culture. Countless indigenous words, inventions, concepts and games have found their way into the language and culture of Canada. Many places are names of indigenous origin. The name "Canada" itself comes from the Laurentian (Iroquois language family) and means village or settlement. The name of the capital of Canada, Ottawa, comes from the Algonquin language and means "to trade". Even if the First Nations had a formative influence on today's Canadian culture, it must not be forgotten that the indigenous people of Canada were also oppressed for a long time. Even today they are still dissatisfied with their situation and position within Canada.
Looking for a cultural / national identity
© Muskoka Stock Photos /
In the meantime, all elements reminiscent of Great Britain have been removed from the Canadian national flag.
Even if Canadians are very proud of their country, they have less to do with a strong patriotism, as we know it from Americans. The question arises again and again in the Canadian media whether Canada even has a cultural or a national identity and it is always hotly debated. Why Canadians find it difficult to identify a uniform national culture for themselves is certainly also due to the fact that Canada, unlike the US, does not have a strong founding myth. From the beginning, two European cultures also competed with each other: the British and the French. In addition, there are the different cultures of the First Nations, the Inuit and the Métis.
Canada was not formed around one ethnic group, so it is difficult to make out a general cultural identity. What unites Canada, according to a survey: The Canadian Charter of Rights and Freedoms, the universal health system, hockey and multiculturalism. The Nordic landscape is also a significant link between Canadians. It makes the country appear more uniform than comparatively the United States.
Many ethnic groups, except those of the indigenous people, often refer to themselves as "Hyphenated Canadians" (Anglo-Canadian, Franco-Canadians etc.). For many, being Canadian means having more than one identity. The Canadian national holiday (Canada Day) is a national holiday, but in terms of identification potential can hardly be compared with the 4th of July, Independence Day, which is celebrated in the USA. Canada Day is a reminder of the formation of Canada on July 1st, 1867, but as a state of the Commonwealth.
However, Canadians also put cultural identity through Differentiation from the neighboring country USA here. For Canadians, there is nothing worse than being lumped together with Americans. The strong need for demarcation is already evident from the fact that Kandiers always refer to Americans as "Americans" or "Yanks", but always refer to themselves as "Canadians" and never as "Americans". Frequent criticisms of the USA are the existence of the death penalty in individual states, the extreme social injustice, the aggressive foreign policy and the non-existent health system.
By the way, there are now various programs and institutions of the federal governmentin order to support and protect cultural particularities in Canada and thus to work out an independent Canadian culture.
Traditions, holidays and symbols
For one thing, there is national holidays, on the other hand, many regional holidaysthat are only committed by individual provinces / territories. In addition, all ethnic minorities have the right to celebrate their own religious holidays and to freely live out their customs and traditions. The Chinese New Year celebrated in Vancouver, for example, has long since become famous. National holidays are
• New Year’s Day (January 1st)
• Good Friday
• Canada Day (national holiday on July 1st)
• Labor Day (first Monday in September)
• Thanksgiving (second Monday in October)
• Christmas Day (December 25th)
Canada is associated with various symbols. The best-known symbol, especially since it is also featured on the Canadian national flag, is the maple leaf. Other symbols are the beaver, the Canadian horse, the moose and the uniform of the Royal Canadian Mounted Police (Mountie). Also the totem poles of the First Nations as well as the stone formations of the Inuit, the Inuksuit. Incidentally, an Inuksuk was also the logo for the 2010 Winter Olympics in Vancouver. The The national sport of Canadians is of course ice hockey, also simply called hockey. Official summer sport is lacrossewhich, by the way, has an indigenous origin.
The Cuisine in Canada varies greatly from region to region and is of course strongly influenced by the many immigrant nations. However, many Canadians now agree: the Quebec dish poutine (french fries with cheese and gravy) and the cake dessert butter tart are the Canadian national dishes. Not to forget of course the maple syrup! The inhabitants of the Atlantic provinces, on the other hand, have nothing better than their lobster.
Features of Canadian culture
© Florian B.
Courtesy and friendliness are very important. Canada is not an elbow society.
Each culture has certain characteristics that set it apart from other cultures. Working out the characteristics of a culture helps to understand them better. Of course, this approach is generalizing and not every characteristic generally applies to all Canadians. Above all, it helps to deal with the cultural peculiarities in Canada and with the characteristics of Canadian culture for initial orientation. Life in Canada has some cultural pitfalls in store for German students that can certainly be avoided with appropriate preparation.
Local patriots
Canada is considered the most decentralized country in the world. Given this fact, it is not surprising that Canadians identify more strongly with the region in which they live than with the country itself. There are by no means slight differences between the individual regions Differences in mentality. The people in the Atlantic provinces (Nova Scotia, New Brunswick, Prince Edward Island and Newfoundland) are seen as more reserved than their fellow nationals and also as a bit old-fashioned. The residents of Western Canada (Alberta, Manitoba and Sasketchewan) are particularly open, friendly and relaxed. While Ontario is considered to be quite conservative, the people of British Columbia are more unconventional. The main difference is between Anglophone Canadians and the minority Francophone Canadians. Here one can speak of cultural differences and less of deviations in terms of mentality. Incidentally, the Quebecois are considered to be extremely regionalist.
The Regionally anchored culture appears to many to be identity-forming. Cape Breton Island, for example, is shaped by Scottish Gaelic traditions, while Calgary, for example, is Canada's “cowboy capital”. The original cultures are also reflected on the regional holidays: St. Patrick’s Day is celebrated in Newfoundland and Labrador, the Journée nationale des patriotes in Québec and National Aboriginal Day is an official holiday in the Northwest Territories.
The Canadian "Mosaic": Officially Multicultural!
Canada recognized early on that the country's economic success and independence from the United States would depend on one open immigration policy are dependent. As many well-educated people as possible should feel encouraged to start a new life in Canada in order to further advance progress. After several waves of immigration since the country was founded, Canada is now one of the most culturally diverse countries in the world. At least since the 1970s, when non-European cultures increasingly poured into the country, the question arose of how to deal with this great diversity in order to avoid conflicts.
Canada has taken its own path here: Canada has been officially multicultural since 1971 and multiculturalism has been enshrined in the Canadian Charter of Rights and Freedoms since 1982. This means:
• Ethnic and cultural diversity is seen as positive and enriching.
• Cultural difference is a right: All people have the right to maintain and cultivate their cultural characteristics.
• Tolerance and Equality: All cultures are equal.
June 27th is the Canadian Multiculturalism Day.
While the US is seen as a melting pot of cultures, Canada sees itself as one cultural "mosaic". Instead of the different cultures merging into a single new culture, the peaceful coexistence of the most diverse cultures is celebrated here. "Integration" instead of "assimilation" is the Canadian creed. US immigrants are under pressure to become "American" as quickly as possible and to adapt their original cultural identity as much as possible. Immigration policy in Canada is very different: Immigrants should integrate, but they have the right to preserve and cultivate their own cultural identity. Successfully integrated and naturalized immigrants are then officially Canadians, but often make themselves "Hyphenated Canadians". For Canadians, the most natural thing in the world is to have multiple identities. The "hyphenated Canadian" is primarily Canadian, but then there is also identification with ethnic origin. Many Canadians can trace their own roots far back and are as proud of them as they are of being Canadians.
Individualists with a sense of community
Canadians are considered pronounced individualists. An individualistic society is characterized by the fact that the individual is more important than the group. Most of all, Canadians care for themselves and their core family. All other relationships are loosely linked and everyone is responsible for themselves. Likewise is the Individual performance is more important than where he comes from. German culture is also considered individualistic, although individualism is not as pronounced as in Canada.
Nonetheless, Canadians are at the same time very community-oriented and also believe that everyone has an individual responsibility to the community. Quality of life is very important, as is empathy. Voluntary commitment plays an important role in the social life of Canadians and neighborly help is also a matter of course. While Canadians strive to achieve high levels of performance in all areas, this applies to them Work-life balance a lot. People simply shouldn't be neglected and so, unlike in the USA, performance, success and profit play a rather secondary role.
Polite but mostly direct: Canadians' communication behavior
Just like Germany, Canada is a so-called in terms of communication style Low context-Culture. Canadians prefer one clear and precise way of communicationin which you mean what you say. So there is no "hidden" information between the lines that can only be made clear through allusions, gestures or facial expressions. This of course facilitates communication between Germans and Canadians. But be careful: When it comes to criticism or negatives, Canadians are much less direct than in Germany.
Understatement and instinct are important elements in the communication style of Canadians. Criticism that is too open can quickly come across as aggressive or even hurtful. Discussing loudly is preferred to avoid in order to maintain harmony.Especially when it comes to small talk, you shouldn't get too deep.
Canadians appreciate harmonious conversation and Small talk plays an extremely important role in everyday interaction. While Germans tend to get straight to the “heart of the matter” and are extremely factual, Canadians are first of all about finding a nice and personal atmosphere to accomplish. In general, they are therefore more open to personal issues than Germans, although Canadians actually only have a different perspective on what “personal” issues are. This openness and speaking about things that you as a German tend not to talk about when you first get to know each other should not be overestimated or even viewed as an invitation to friendship. This has nothing to do with superficiality, but rather with the need of the candies to create a personal and harmonious atmosphere through small talk.
The E-mail traffic is in stark contrast to personal contact. This is where Canadians waste no time and they get straight to the point. Often even the salutation is missing, which is perceived as impolite in Germany. Questions or phrases are also perceived as annoying and are left out.
The most popular small talk topic is the weather. Sure, the weather conditions in Canada are ultimately extreme and therefore offer good topics to talk about and some Weather Forecaster even enjoy celebrity status. More good topics are work and profession, travel and other countries, ice hockey as well as the Canadian nature and internationally known Canadian writers, actors or singers. This is what Kandiers are particularly proud of. Less good small talk topics: Politics (especially related to the tension between Anglo and French Canadians or regarding the indigenous people), religion and sex. These areas are extremely personal to Canadians and are among the topics that are only spoken about with closest friends, if at all. Illnesses and body weight are also not good small talk topics in Canada. On Political Correctness is very important in Canada and people react accordingly sensitively to discussions about social class or discrimination.
Risky, short-term oriented and cheerful
It is common knowledge: Germans like to protect themselves by setting up many regulations and standards and setting up a huge bureaucratic apparatus for this purpose. An expert is always required for important decisions and everything is planned down to the smallest detail. Compared to Germany, Canada is considered to be much more willing to take risks: New ideas are quickly accepted, communication is rather informal and innovations quickly find acceptance. Go to Canada Flexibility and quick response before security.
Diligence, thrift and discipline are important cultural values in Germany. The focus is on the future and long-term goals are pursued persistently and persistently over the years. In a very pragmatic way, traditions and concepts of truth are also adapted to current circumstances. It looks completely different in Canada. Just like the neighboring country USA, Canada is characterized by a very short-term thinking focused on the here and now out. The aim is to achieve the short-term goals as quickly and effectively as possible and to react quickly to changing circumstances. Instead of specially defined rules and standards, the Canadians are guided by long-established principles, recommendations for action and Traditions as well as a shared belief in a universal truth.
International students rave in their testimonials not only about the politeness and friendliness of Canadians, but also about that relaxed interaction with one another and a positive attitude towards life. In fact, Canada, unlike Germany, is one of the so-called “indulgent” cultures. Free time and personal enjoyment take up a large part of the life of Canadians. They also like to spend their money on it. Work to live is the motto here and not the other way around. The human contact is much more informal and comradely than in this country - you will notice that at the latest in your everyday study life and in the courses!
Behavioral tips for Canada
© Camosun College
Intercultural competence is inherent in Canadians - so there is no better country to acquire intercultural competence!
There may be a lot of cultural overlaps between Germany and Canada - but you can still slip into one or two faux pas during your studies in Canada (be it a semester abroad or a bachelor's or master's degree). That is certainly always a part of it and shouldn't put anyone off. With a few behavioral tips in advance, you will certainly succeed to avoid one or the other cultural slip-up!
The the most common form of greeting is shaking hands. The handshake should be firm and accompanied by a friendly smile. In Québec, a kiss on the cheek (one on the left and one on the right) is a common greeting. Canadians do tend to get caught up quickly to address them by their first names, however, you should wait until this is offered to you - especially towards higher-ranking or older people. It is the same with the Duzen (do instead of vous) in the French-speaking part of the country. "How are you" is the mandatory greeting and should not be misunderstood as an invitation to complain to the opposite of your suffering.
Canadians like to invite you to the so-called Potluck a. These are parties to which everyone brings something to eat and drink. BYOB means "Bring Your Own Bottle" and is often written on a sign in the entrance area of smaller and cheap restaurants, as these usually do not have an alcohol license and therefore allow their guests to bring their own alcoholic drinks.
Dos and don'ts
Courtesy and friendliness, e.g. thanking the driver after the bus rideQuestions about the “real” nationality of Canadians who do not look European
Don't push and always queue at the backDon't tip
A lot and like to smalltalkCompare Canadians to Americans
Take off your shoes without being asked before entering the house / apartmentTell racist or sexist jokes
Pay attention to eye contact during the conversationCriticism of the Canadian health system or environmental policy
Always express criticism in an indirect and nice wayDrink alcohol in public
Keep an arm's length away and respect privacyUnpunctuality
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Falun Dafa Minghui.org www.minghui.org PRINT
Why Did the Plagues of Ancient Rome Suddenly Disappear?
February 10, 2020 |
(Minghui.org) The Roman Empire was one of the largest and longest-running empires in human history. With a population of about 65 million, it rivaled its counterpart in the East, the Han Dynasty of 60 million people. At its peak, the Roman Empire spanned about 5 million square kilometers (or 1.9 million square miles), close to the landmass of the Han Dynasty.
After Rome's suppression of Christians, however, this powerful empire went downhill. Stricken by three major plagues, the Western Roman Empire ended in 476. The fourth disaster, the Plague of Justinian (541-542) killed another 25-50 million people, further weakening the empire.
Nero's Defamation and Cruelty
The most notorious attack against Christians came from Emperor Nero between 64 and 65 AD. Nero, who became emperor at 54 AD, killed his mother, brother, and two wives. Numerous historians have documented that, in order to renovate and expand Rome, Nero set fire to the city on July 18, in 64 AD and blamed Christians for the arson. “Nobody dared fight the flames. Attempts to do so were prevented by menacing gangs. Torches, too, were openly thrown in, by men crying that they acted under orders,” wrote historian Tacitus in The Annals.
After labeling Christians a cult and a danger to society, Nero mobilized the Roman public to persecute them. As a result, many Christians were killed – torn apart by beasts or burned alive as human torches.
Many people who followed Nero and persecuted Christians soon received retribution. A plague broke out the following autumn in Rome, killing some 30,000 people. Three years later, a rebellion against Nero took place. He fled Rome in AD 68 and died, possibly by suicide.
More Persecution and More Plagues
After Nero, about 10 Roman emperors continued to suppress Christians. Additional plagues followed, including the Antonine Plague (165-180), the Plague of Cyprian (250-270), and the Plague of Justinian (541-542).
The plagues were devastating and terrifying. “As the strength of the body is dissolved, the bowels dissipate in a flow; a fire that begins in the inmost depths burns up into wounds in the throat... the intestines are shaken with continuous vomiting ... the eyes are set on fire from the force of the blood ... as weakness prevails through the failures and losses of the bodies, the gait is crippled or the hearing is blocked or the vision is blinded ...” wrote Cyprian, Carthaginian bishop and eyewitness for whom the plague is named.
A plague depicted by Nicolas Poussin
John of Ephesus, a bishop and eyewitness of the Justinian Plague in the Eastern Empire, described it in Part 2 of his Chronicle
—over corpses which split open and rotted on the streets with nobody to bury (them);—over others who perished falling in the streets to become a terrible and shocking spectacle for those who saw them, as their bellies were swollen and their mouths wide open, throwing up pus like torrents, their eyes inflamed and their hands stretched out upward, and (over) the corpses rotting and lying on comers and streets and in the porches of courtyards and in churches and martyria and everywhere, with nobody to bury (them);—over ships in the midst of the sea whose sailors were suddenly attacked by (God’s) wrath and (the ships) became tombs for their captains and they continued adrift on the waves carrying the corpses of their owners;—over highways which became deserted;—over villages whose inhabitants perished all together;—over many things of this kind, which defeat all who have the power of speech in (their skill with) words and stories.
Repentance and End of the Plague
By 680, people awakened and began to reflect on the cruelty against Christians as well as the general moral decay of society. In 680, Roman citizens carried the bones of Saint Sebastian (256 – 288, killed during the persecution by Diocletian) and processed through the streets. As people repented of their wrongdoings, the plague miraculously vanished in Rome.
People in other areas of the empire heard about this and followed their example, asking for the bones of Saint Sebastian to offer repentance. When a plague broke out in Venice in 1575, about 50,000 people died; similarly, a plague occurred in Lisbon in 1599. In both cases, people marched with the bones of holy people in repentance and the plagues ended.
Modern Hate Propaganda
About 2,000 years have passed since the religious suppressions of the Roman Empire, and another massive persecution of belief has been taking place in modern China. The target this time is Falun Dafa, also known as Falun Gong, a meditation system based on the principles of Truthfulness-Compassion-Forbearance.
Like Nero, former Chinese Communist Party (CCP) leader Jiang Zemin launched the persecution of Falun Dafa ten years after he came to power. Unlike Nero, however, Jiang and the CCP have accumulated an arsenal of tactics through the Party's political campaigns of previous decades. Armed with nationwide government-controlled news media, since July 1999 Jiang and his followers have blanketed the country with unprecedented hate propaganda.
One example is Focus, a popular CCTV prime time program about current affairs. According to a 2013 report published by the World Organization to Investigate the Persecution of Falun Gong (WOIPFG), Focus produced 39 anti-Falun Gong episodes between July and December 1999 alone.
Jiang vowed to eliminate Falun Dafa within three months. To achieve that, he issued a policy against Falun Dafa practitioners through the extensive 610 Office system: “ruin their reputation, bankrupt them financially, and eliminate them physically.” As public support waned and the intensive persecution lost its momentum in 2000, a self-immolation incident took place on Tiananmen Square on January 23, 2001, the eve of the Chinese New Year.
Two hours after the incident, the state-run Xinhua News Agency reported on its English worldwide channel, claiming that five Falun Dafa practitioners had set themselves on fire on Tiananmen Square. Stunned by the dazzling speed of such a report (it is usually days before the CCP releases a major news story such as this one), a reporter from Voice of America (VOA) contacted both the Public Security Ministry and Beijing Police Department for more information. But neither of these two agencies was aware of it. Massive propaganda nonetheless followed to propagate this story through almost all information channels in China, creating a nationwide blanket of brainwashing.
Philip Pan of the Washington Post reported on February 4, 2001, that Liu Chunling, one of the people involved in the self-immolation incident, was known by her neighbors for not behaving like a Falun Gong practitioner and that no one ever saw her practice Falun Gong.
The International Education Development (IED) condemned the persecution of Falun Gong practitioners in China and referred to it as “state terrorism.” “We have obtained a video of that incident [the self-immolation incident] that in our view proves that this event was staged by the government. We have copies of that video available for distribution,” said a statement from IED to the United Nations on August 14, 2001.
False Fire: China's Tragic New Standard in State Deception, a documentary produced by NTD Television that showed how the self-immolation was staged, won a Certificate of Honorable Mention at the 51st Columbus International Film & Video Festival.
But inside China, a large number of Chinese people were turned against Falun Dafa and the principles of Truthfulness-Compassion-Forbearance as a result of the self-immolation incident and the massive propaganda campaign that followed.
Unprecedented Persecution: Forced Organ Harvesting
Although the CCP leaders have changed several times since July 1999, the persecution has continued throughout the past 20 years. From the Central CCP Committee to local governments, from military forces to civilian agencies, all have been carrying out the policy to arrest, detain, imprison, torture, and brainwash practitioners.
According to the Minghui website, more than 4,300 practitioners are confirmed to have died as a result of the persecution over the past two decades. However, due to information censorship and the ongoing persecution, the actual number is expected to be much higher.
Mounting evidence tells a terrible tale of murder and mutilation in China. Witnesses and Chinese physicians have revealed that a large number of Falun Gong practitioners have been killed for their organs, which are sold for enormous profit in transplant surgeries. Former Canadian MP David Kilgour and human rights lawyer David Matas, who investigated and revealed the atrocity, called it “a new kind of evil that has never been seen on this Earth.”
How to remain safe in this world of uncertainty? If history is any indication, we may take a cue from the Roman Empire that saw the ravaging plagues stop after they repented of their persecution of Christians. We believe that supporting Falun Dafa practitioners' constitutional right to freedom of belief will bring blessings.
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Get Interpunct essential facts below. View Videos or join the Interpunct discussion. Add Interpunct to your PopFlock.com topic list for future reference or share this resource on social media.
? ? ?
IPA triangular half-colon modifier letter middot hyphenation point
An interpunct, ·, also known as an interpoint,[1] middle dot, middot and centered dot or centred dot, is a punctuation mark consisting of a vertically centered dot used for interword separation in ancient Latin script. (Word-separating spaces did not appear until some time between 600 and 800CE). It appears in a variety of uses in some modern languages and is present in Unicode as · MIDDLE DOT.
The multiplication dot (Unicode DOT OPERATOR) is frequently used in mathematical and scientific notation, it may differ in appearance from the interpunct.
In written language
Various dictionaries use the interpunct (in this context, sometimes called a hyphenation point) to indicate where to split a word and insert a hyphen if the word doesn't fit on the line. There is also a separate Unicode character, HYPHENATION POINT.
Bradford's transcription of the Mayflower Compact
In British typography, the space dot is an interpunct used as the formal decimal point. Its use is advocated by laws and in some academic circles such as the Cambridge University History Faculty Style Guide[2] and is mandated by some UK-based academic journals such as The Lancet.[3] When the British currency was decimalised in 1971, the official advice issued was to write decimal amounts with a raised point (for example, £21·48) and to use a decimal point "on the line" only when typesetting constraints made it unavoidable. This usage has been declining since the mid-1970s because the standard UK keyboard layout (for typewriters and computers) has only the full stop. The space dot is still used by some in handwriting.
In the early modern era, full stops (periods) were sometimes written as interpuncts (for example in the handwritten Mayflower Compact).
Metro station Paral·lel in Barcelona.
The punt volat ("flying point") is used in Catalan between two Ls in cases where each belongs to a separate syllable, for example cel·la, "cell". This distinguishes such "geminate Ls" (ela geminada), which are pronounced [?:], from "double L" (doble ela), which are written without the flying point and are pronounced . In situations where the flying point is unavailable, periods (as in col.lecció) or hyphens (as in col-lecció) are frequently used as substitutes, but this is tolerated rather than encouraged.
There is no separate keyboard layout for Catalan: the flying point can be typed using + in the Spanish (Spain) layout. It appears in Unicode as the pre-composed letters ? (U+013F) and ? (U+0140), but they are compatibility characters and are not frequently used or recommended.[4][a]
The interpunct is used in Chinese (which generally lacks spacing between characters) to mark divisions in transliterated foreign words, particularly names. This is properly (and in Taiwan formally)[5] a full-width partition sign (Unicode code point U+2027, Hyphenation Point), although sometimes narrower forms are substituted for aesthetic reasons. In particular, the regular interpunct is more commonly used as a computer input, although Chinese-language fonts typically render this as full width. When the Chinese text is romanized, the partition sign is simply replaced by a standard space or other appropriate punctuation. Thus, William Shakespeare is signified as ·? or (p W?ilián Sh?shìb?yà), George W. Bush as or (p Qiáozhì W. Bùshí) and the full name of the prophet Muhammad as ···?··?··?· (p ?bù K?x?mù Mùh?nmòdé B?n ?bùdùl? B?n ?bùdùlè-Mùt?lìb? B?n H?x?m?). Titles and other translated words are not similarly marked: Genghis Khan and Elizabeth II are simply and or without a partition sign.
In Pe?h-?e-j? for Taiwanese Hokkien, middle dot is often used as a workaround for dot above right diacritic because most early encoding systems did not support this diacritic. This is now encoded as ͘ COMBINING DOT ABOVE RIGHT (see o?). Unicode did not support this diacritic until June 2004. Newer fonts often support it natively; however, the practice of using middle dot still exists. Historically, it was derived in the late 19th century from an older barred-o with curly tail as an adaptation to the typewriter.
In Tibetan the interpunct , called ? (tsek), is used as a morpheme delimiter.
The Ge?ez (Ethiopic) script traditionally separates words with an interpunct of two vertically aligned dots, like a colon, but with larger dots: ? (U+1361). (For example ). Starting in the late 19th century the use of such punctuation has largely fallen out of use in favor of whitespace, except in formal hand-written or liturgical texts. In Eritrea the character may be used as a comma.[6]
• ch·, pronounced [?], versus ch, pronounced [ts]
• , pronounced [?], versus j, pronounced [dz]
• before e, i, pronounced [?], versus g before e, i, pronounced [dz]
In modern French, the interpunct is sometimes used for gender-neutral writing, as in « les salarié·e·s » for « les salariés et les salariées ».
Ancient Greek did not have spacing or interpuncts but instead ran all the letters together. By Late Antiquity, various marks were used to separate words, particularly the Greek comma.[7]
The modern Greek ano teleia mark ( , án? teleía, lit. "upper stop"), also known as the áno stigm ( ), is the infrequently-encountered Greek semicolon and is properly romanized as such.[8] It is also used to introduce lists in the manner of an English colon.[7] In Greek text, Unicode provides a unique code point--· GREEK ANO TELEIA[9]--but it is also expressed as an interpunct. In practice, the separate code point for ano teleia canonically decomposes to the interpunct.[7]
The Hellenistic scholars of Alexandria first developed the mark for a function closer to the comma, before it fell out of use and was then repurposed for its present role.[7]
Interpuncts are often used to separate transcribed foreign names or words written in katakana. For example, "Can't Buy Me Love" becomes (Kyanto·bai·m?·rabu). A middle dot is also sometimes used to separate lists in Japanese instead of the Japanese comma ("?" known as t?ten). Dictionaries and grammar lessons in Japanese sometimes also use a similar symbol to separate a verb suffix from its root. Note that while some fonts may render the Japanese middle dot as a square under great magnification, this is not a defining property of the middle dot that is used in China or Japan.
However, the Japanese writing system usually does not use space or punctuation to separate words (though the mixing of katakana, kanji and hiragana gives some indication of word boundary).
In Japanese typography, there exist two Unicode code points:
• KATAKANA MIDDLE DOT, with a fixed width that is the same as most kana characters, known as fullwidth.
The interpunct also has a number of other uses in Japanese, including the following: to separate titles, names and positions: ? (Assistant Section Head · Suzuki); as a decimal point when writing numbers in kanji: ; as a slash when writing for "or" in abbreviations: ; and in place of hyphens, dashes and colons when writing vertically.
HANGUL LETTER ARAEA () is used more than a middle dot when an interpunct is to be used in Korean typography, though araea is technically not a punctuation symbol but actually an obsolete Hangul jamo. Because araea is a full-width letter, it looks better than middle dot between Hangul. In addition, it is drawn like the middle dot in Windows default Korean fonts such as Batang.
The interpunct (interpunctus) was regularly used in classical Latin to separate words. In addition to the most common round form, inscriptions sometimes use a small equilateral triangle for the interpunct, pointing either up or down. It may also appear as a mid-line comma, similar to the Greek practice of the time. The interpunct fell out of use c. 200 CE, and Latin was then written scripta continua for several centuries.[]
• s·h, pronounced [s.h], versus sh, pronounced [?], for example, in des·har 'to undo' vs deishar 'to leave'
• n·h, pronounced [n.h], versus nh, pronounced [?], for example in in·hèrn 'hell' vs vinha 'vineyard'
Old Irish
In many linguistic works discussing Old Irish (but not in actual Old Irish manuscripts), the interpunct is used to separate a pretonic preverbal element from the stressed syllable of the verb, e.g. do·beir "gives". It is also used in citing the verb forms used after such preverbal elements (the prototonic forms), e.g. ·beir "carries", to distinguish them from forms used without preverbs, e.g. beirid "carries".[10] In other works, the hyphen (do-beir (do- prefix), -beir) or colon (do:beir, :beir) may be used for this purpose.
Runic texts use either an interpunct-like or a colon-like punctuation mark to separate words. There are two Unicode characters dedicated for this: RUNIC SINGLE PUNCTUATION and RUNIC MULTIPLE PUNCTUATION.
In mathematics and science
Multiplication dot
In Unicode DOT OPERATOR (HTML ⋅ · ⋅)
Bullet operator
Up to the middle of the 20th century, and sporadically even much later, the interpunct could be found used as the decimal marker in British publications, such as tables of constants (e.g., "? = 3·14159"). This made expressions such as 15 · 823 potentially ambiguous: does this denote 15 × 823 = 12345, or 15823/1000?. In situations where the interpunct is used as a decimal point, the multiplication sign used is usually a full stop (period), not an interpunct.[]
In publications conforming to the standards of the International System of Units, next to the multiplication sign (×), the centered dot (dot operator) or space (often typographically a non-breaking space) can be used as a multiplication sign. Only a comma or full stop (period) may be used as a decimal marker. The centered dot can be used when multiplying units, as in m · kg · s-2 for the newton expressed in terms of SI base units. However, when the decimal point is used as the decimal marker, as in the United States, the use of a centered dot for the multiplication of numbers or values of quantities is discouraged.[11]
In mathematics, a small middle dot can be used to represent product; for example, x ? y for the product of x and y. When dealing with scalars, it is interchangeable with the multiplication sign, × such that x ? y means the same thing as x × y. However, when dealing with vectors, the dot product is distinct from the cross product. For the scalar product of vectors, only the dot operator is used.
Another usage of this symbol in mathematics is with functions, where the dot is used as a placeholder for a function argument, in order to distinguish between the function itself and the value of a function evaluated at a specific point.[12][13] For example, f(·) denotes the function x ? f(x), and ?(s, a, ·) denotes a partial application, where the first two arguments are fixed and the third varies.
The bullet operator, ?, U+2219, is sometimes used to denote the "AND" relationship in formal logic.
The middot as a letter
A middot may be used as a consonant or modifier letter, rather than as punctuation, in transcription systems and in language orthographies. For such uses Unicode provides the code point LATIN LETTER SINOLOGICAL DOT.[14]
In the Sinological tradition of the 36 initials, the onset ? (typically reconstructed as a glottal stop) may be transliterated with a middot ⟨?⟩, and the onset ? (typically reconstructed as a null onset) with an apostrophe ⟨'⟩. Conventions vary, however, and it is common for ? to be transliterated with the apostrophe. These conventions are used both for Chinese itself and for other scripts of China, such as 'Phags-pa[15] and Jurchen.
In Americanist phonetic notation, the middot is a more common variant of the colon ⟨?⟩ used to indicate vowel length. It may be called a half-colon in such usage. Graphically, it may be high in the letter space (the top dot of the colon) or centered as the interpunct. From Americanist notation, it has been adopted into the orthographies of several languages, such as Washo.
In the writings of Franz Boas, the middot was used for palatal or palatalized consonants, e.g. ⟨k?⟩ for IPA [c].
In the Canadian Aboriginal Syllabics, a middle dot indicates a syllable medial ?w? in Cree and Ojibwe, ?y? or ?yu? in some of the Athapascan languages, and a syllable medial ?s? in Blackfoot. However, depending on the writing tradition, the middle dot may appear after the syllable it modifies (which is found in the Western style) or before the syllable it modifies (which is found in the Northern and Eastern styles). In Unicode, the middle dot is encoded both as independent glyph CANADIAN SYLLABICS FINAL MIDDLE DOT or as part of a pre-composed letter, such as in CANADIAN SYLLABICS PWI. In the Carrier syllabics subset, the middle dot Final indicates a glottal stop, but a centered dot diacritic on [?]-position letters transform the vowel value to [i], for example: CANADIAN SYLLABICS CARRIER SE, CANADIAN SYLLABICS CARRIER SI.
Keyboard input
On computers, the interpunct may be available through various key combinations, depending on the operating system and the keyboard layout. Assuming a QWERTY keyboard layout unless otherwise stated:
• on Apple macOS, an interpunct can be entered by pressing ++ (or ++ on the Norwegian and Swedish keyboard layouts, + on the Danish keyboard layout, ++ on the French keyboard layout and on the French Canadian keyboard layout ++ );
• on Linux computers with the X Window System and on Chrome OS it can be inserted by pressing +; it can also be inserted via the Compose key sequence +. Alternatively, using the generic Unicode input method, it may be obtained by pressing ++ and then typing (B7 Is the Unicode hexadecimal codepoint for the interpunct);
• on Microsoft Windows with codepage 1252, it can be inserted by pressing + or + (on the numeric keypad). The default shortcut using AZERTY Greek polytonic keyboard layout (EL) is ++.
Similar symbols
Symbol Character Entity Numeric Entity Unicode Code Point LaTeX[16] Notes
· ·
· U+00B7 MIDDLE DOT \textperiodcentered The interpunct
? ˑ U+02D1 MODIFIER LETTER HALF TRIANGULAR COLON IPA interpunct symbol: the triangular middot.
· · U+0387 GREEK ANO TELEIA Greek án? stigm?
? ּ U+05BC HEBREW POINT DAGESH OR MAPPIQ Hebrew point dagesh or mapiq
? ᛫ U+16EB RUNIC SINGLE PUNCTUATION Runic punctuation
o • • U+2022 BULLET \textbullet bullet, often used to mark list items
? ‧ U+2027 HYPHENATION POINT hyphenation point (dictionaries)
? ∘ ∘ U+2218 RING OPERATOR \circ ring operator (mathematics)
? ∙ U+2219 BULLET OPERATOR \bullet bullet operator (mathematics)
? ⋅ ⋅ U+22C5 DOT OPERATOR \cdot, \cdotp dot operator (mathematics)
? ⏺ U+23FA BLACK CIRCLE FOR RECORD black circle for record
? ● U+25CF BLACK CIRCLE
o ◦ U+25E6 WHITE BULLET hollow bullet
? ⚫ U+26AB MEDIUM CIRCLE BLACK medium black circle
? ⦁ U+2981 Z NOTATION SPOT symbol used by the Z notation[17]
? ⸰ U+2E30 RING POINT Avestan punctuation mark
? ⸱ U+2E31 WORD SEPARATOR MIDDLE DOT word separator (Avestan and other scripts)
? ⸳ U+2E33 RAISED DOT vertical position between full stop and middle dot
? ・ U+30FB KATAKANA MIDDLE DOT fullwidth katakana middle dot
? ꞏ U+A78F LATIN LETTER SINOLOGICAL DOT as a letter
? ･ U+FF65 HALFWIDTH KATAKANA MIDDLE DOT halfwidth katakana middle dot
? 𐄁 U+10101 AEGEAN WORD SEPARATOR DOT word separator for Aegean scripts[18] (Linear A and Linear B)
See also
1. ^ The preferred Unicode representation is a succession of three characters, that is: ⟨L·L⟩ (U+004C + U+00B7 + U+004C) and ⟨l·l⟩ (U+006C + U+00B7 + U+006C).
1. ^ Catich, Edward (1991). The Origin of the Serif: Brush Writing and Roman Letters. Des Moines, Iowa: Saint Ambrose University Catich Gallery. ISBN 978-0-9629740-1-4.
2. ^ "Cambridge University History Faculty Style Guide 2010". Retrieved .
3. ^ "The Lancet - Formatting guidelines for electronic submission of manuscripts" (PDF). Retrieved .
4. ^ Unicode Latin Extended A code chart p.13
5. ^ "CNS11643 -?" (in Chinese). Cns11643.gov.tw. Retrieved .
6. ^ "Ethiopic Wordspace". Retrieved 2020.
7. ^ a b c d "Thesaurus Linguae Graecae". www.tlg.uci.edu. Archived from the original on 2012-08-06. Retrieved .
8. ^ ? [Ell?nikós Organismós Typopoí?s?s, "Hellenic Organization for Standardization"]. ? 743, 2? [ELOT 743, 2? Ekdos?, "ELOT 743, "]. ELOT (Athens), 2001. (in Greek).
9. ^ Unicode. "Unicode Greek code chart", 36.
10. ^ Thurneysen, Rudolf (1946). A Grammar of Old Irish. trans. D. A. Binchy and Osborn Bergin. Dublin Institute for Advanced Studies. p. 25. ISBN 1-85500-161-6.
11. ^ Thompson, Ambler; Taylor, Barry N. (March 2008). "Guide for the Use of the International System of Units (SI)" (PDF). National Institute of Standards and Technology. p. 37. Retrieved 2021.
12. ^ "· - Wiktionary".
13. ^ Adams, Michael D. (2020). Signals and Systems (PDF) (3.0 ed.). p. 12. ISBN 978-1-55058-674-9. Retrieved 2021.
14. ^ Some discussion of the inappropriateness of a punctuation mark for such use, as well as the near equivalence of the triangular half colon, can be found here:
Bibiko, Hans-Jörg (2010-04-07), On the proposed U+A78F LATIN LETTER MIDDLE DOT
Hill, Nathan (2010-04-14), Latin letter middle dot
15. ^ West, Andrew (4 April 2009). Unicode Technical Committee (ed.). "Proposal to encode a Middle Dot letter for Phags-pa transliteration (UTC Document L2/09-031R, ISO/IEC JTC1/SC2/WG2 Document N3567)" (PDF).
16. ^ Pakin, Scott (9 November 2009). "The Comprehensive LATEX Symbol List" (PDF). Archived from the original (PDF) on 28 March 2015. Retrieved .
17. ^ Bowen, Jonathan P. (May 1995). "Glossary of Z Notation". Information and Software Technology. University of Reading (UK). 37 (5-6): 333-334. doi:10.1016/0950-5849(95)90001-2. Retrieved .
18. ^ Anderson, Deborah; Everson, Michael (2001-10-03). "N2378: Final proposal to encode Aegean scripts in the UCS" (PDF). ISO/IEC JTC1/SC2/WG2. Retrieved .
External links
Music Scenes
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Quick Answer: Can You Go Inside The Sphinx?
Is there a chamber in the Sphinx?
Seismic readings indicated that there were chambers underneath the Sphinx.
These, however, proved to be naturally formed cavities.
The Egyptian authority responsible for ancient monuments has forbidden any further detonation or drilling..
Who broke the Sphinx nose?
The Arab historian al-Maqrīzī, writing in the 15th century, attributes the loss of the nose to Muhammad Sa’im al-Dahr, a Sufi Muslim from the khanqah of Sa’id al-Su’ada in AD 1378, who found the local peasants making offerings to the Sphinx in the hope of increasing their harvest and therefore defaced the Sphinx in an …
What damaged the Sphinx?
The Great Sphinx was eventually forgotten again. Its body suffered from erosion and its face became damaged by time as well. Though some stories claim Napoleon’s troops shot off the statue’s nose with a cannon when they arrived in Egypt in 1798, 18th-century drawings suggest the nose went missing long before then.
Why do Egyptian statues not have noses?
Claim: Europeans would break off the noses from Egyptian monuments because they resembled ‘black faces. … At the top, it stated: “When the Europeans (Greeks) went to Egypt they were in shock that these monuments had black faces — the shape of the nose gave it away — so they removed the noses.
Who built the Sphinx?
Most scholars date the Great Sphinx to the 4th dynasty and affix ownership to Khafre. However, some believe that it was built by Khafre’s older brother Redjedef (Djedefre) to commemorate their father, Khufu, whose pyramid at Giza is known as the Great Pyramid.
What is underneath the pyramids?
Has the Sphinx ever been opened?
An ancient Egyptian tomb that was discovered in 1940 was opened to the public for the first time on September 8. The most famous, the Great Sphinx of Giza, is believed to have been built next to the Nile river in about 2500 BC for the pharaoh Khafra, who also ordered construction of one of the pyramids of Giza.
Why is the nose missing from the Sphinx?
In 1378 CE, Egyptian peasants made offerings to the Great Sphinx in the hope of controlling the flood cycle, which would result in a successful harvest. … Outraged by this blatant show of devotion, Sa’im al-Dahr destroyed the nose and was later executed for vandalism.
Why did the Sphinx kill herself?
In Jean Cocteau’s retelling of the Oedipus legend, The Infernal Machine, the Sphinx tells Oedipus the answer to the riddle in order to kill herself so that she did not have to kill anymore, and also to make him love her. He leaves without ever thanking her for giving him the answer to the riddle.
Was the sphinx built before the flood?
Are the pyramids older than we think?
Is the Sphinx older than we think?
The great Sphinx of Egypt, one of the world’s most famous and enigmatic monuments, may be thousands of years older than archaeologists have believed, says Boston University geologist Robert Schoch, who did a novel analysis of its ancient stone.
Is there anything inside the Sphinx?
Unsourced material may be challenged and removed. The Hall of Records is an ancient library claimed by Edgar Cayce to lie under the Great Sphinx of Giza, which is in the Giza pyramid complex. … There is no evidence artificial constructions of any kind exist or ever have existed underneath the Sphinx.
What color were the ancient Egyptian?
How old is the Sphinx Really?
4,514c. 2494 BCGreat Sphinx of Giza/Age
How did ancients move huge stones?
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12 Exigence
by Justin Jory
exigence [ek-si-jen(t)s]
Exigence is a rhetorical concept that can help writers and readers think about why texts exist. You can use the concept to analyze what others’ texts are responding to and to more effectively identify the reasons why you might produce your own. Understanding exigence can lead to a better sense of audience and purpose, as well: When you know why a text exists, you will often have a clearer sense of to whom it speaks and what it seeks to do.
The rhetorical concept of exigence, sometimes called exigency, is attributed to rhetorical scholar Lloyd Bitzer. In his essay, “The Rhetorical Situation,” he identifies exigence as an important part of any rhetorical situation. Bitzer writes, exigence is “an imperfection marked by urgency . . . a thing which is other than it should be.” It is the thing, the situation, the problem, the imperfection, that moves writers to respond through language and rhetoric. Bitzer claims there can be numerous exigencies necessitating response in any situation but there is always a controlling exigency—one that is stronger than the others (6–8).
1. In contrast to Bitzer’s idea of exigence, which suggests writers and texts respond to exigence and that exigence is, perhaps, pre-existing to language and rhetoric, Richard Vatz argues that writers and texts create exigence for audiences (159). How might this perspective change the way you look at writing?
2. Jimmie Killingsworth states that writers may be moved to write “by something another writer has said,” “by a discovery” of something, “by an event requiring interpretation and reflection,” or “by an attitude the author would like to change” (27). Of course, there are many more exigencies. The more detailed account of the exigencies influencing writing in any given situation the better.
• What has moved the writer to create the text?
• What is the writer, and the text, responding to?
• What was the perceived need for the text?
• What urgent problem, or issue, does this text try to solve or address?
• How does the writer, or text, construct exigence—something that prompts response—for the audience?
Exigence, entry in the Glossary of Grammatical and Rhetorical Terms, by Richard Nordquist
Introduction to Exigence, a student-developed website with applications, by Taylor Brooks
Works Cited
Bitzer, Lloyd. “The Rhetorical Situation.” Philosophy and Rhetoric, 1.1, 1968: 1-14.
Killingsworth, M. Jimmie. Appeals in Modern Rhetoric: An Ordinary Language Approach. Carbondale, IL: Southern Illinois University, 2005.
Vatz, Richard. “The Myth of the Rhetorical Situation.” Philosophy and Rhetoric, 6.3, 1973: 154-161.
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Essentials for ENGL-121 by David Buck is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License, except where otherwise noted.
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Best Answer
One important effect was that Jackie Robinson was the first african-american ballplayer to play Major League Baseball. His acceptance onto the Dodgers was not a pleasant one. The rest of his teammates despised him being on the team, and it was a battle Jackie had to overcome to be accepted. What he went through paved the way for other African-americans and other races to play baseball. In addition, his acceptance into the majors was also a major step forward in the Civil Rights Movement. Jackie Robinson is a major icon for African Americans.
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Q: What affect did baseball have on American culture?
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Question Info
This question is public and is used in 2 groups and 123 tests or worksheets.
Type: Multiple-Choice
Category: Earth's Layers
Level: Grade 12
Tags: tectonic
Author: Debroda
Last Modified: 3 years ago
View all questions by Debroda.
Earth's Layers Question
View this question.
Grade 12 Earth's Layers
Earth's thinnest and coldest layer is the .
1. mantle
2. asthenosphere
3. core
4. crust
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Breathtaking view of the Gulf of St. Lawrence from Green Point (Photo by NCC))
Walruses, Lancaster Sound (Photo by Mario Cyr)
Walruses, Lancaster Sound (Photo by Mario Cyr)
Atlantic walrus
With its prominent tusks and whiskers, the walrus is one of Canada’s most easily recognizable Arctic species. Globally there are two recognized sub-species of walrus: the Atlantic and Pacific. Only the Atlantic walrus occurs in Canada.
What does it look like?
The well-known tusks of the walrus are actually elongated canine teeth, present in both males and females. Tusks can grow up to one metre long and weigh up to 5.4 kilograms. Tusks are slightly longer and thicker among males, which are used for dominance displays and fighting.
Walruses are also well-known for their "vibrissae": a broad mat of stiff bristles surrounding the tusks that tends to give the walrus a whiskered appearance. These hypersensitive whiskers allow the walrus to detect its food, which is often buried deep in mud.
Walruses are very bulky. Adult male walruses can weigh more than 1,100 kilograms and be 3.1 metres in length, while females grow to 800 kilograms and 2.8 metres long. Their skin is very wrinkled and thick, with the blubber layer under the skin reaching up to 15 centimetres.
Where does it live?Canadian distribution of Atlantic walrus (Map by NCC)
(Click on the image to enlarge)
Walruses are discontinuously distributed throughout arctic waters of the northern hemisphere.
In Canada, the Atlantic walrus inhabits coastal areas in the northeastern Canadian Arctic. Walruses once occurred in the Atlantic provinces of Canada, but this population was hunted to extirpation by the late 18th century.
What is this species’ conservation status?
In Canada, the Atlantic walrus has been designated as special concern, and is listed as vulnerable on the IUCN Red List. Threats to walruses include over-hunting and climate change. Climate change can reduce the duration and thickness of the pack ice that walruses depend on for mating and reproduction.
What is NCC doing to protect habitat for this species?
On June 8, 2016, Shell Canada contributed more than 8,625 square kilometres of offshore rights in the waters of Baffin Bay, near Lancaster Sound, to the Nature of Conservancy of Canada (NCC). NCC helped to accelerate a marine conservation initiative of global significance by subsequently releasing the permits to the Government of Canada, to further Canada’s commitment in protecting National Marine Conservation Areas.
The protection of Lancaster Sound contributes to the securement of habitat for species such as walruses, polar bears, seals, narwhals, beluga and bowhead whales.
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Historical Dictionary of Guinea
Historical Dictionary of Guinea
“The origin of the name Guinea is the subject of a long-standing debate. According to a widely accepted version, the English term Guinea comes from the Portuguese Guine, a word believed to have emerged in the mid 15th century to refer to the lands inhabited by the black African peoples below the Senegal River known by the generic term Guineus, as opposed to the Azengues or Moors, the lighter skinned Zenaga Berbers found north of the region.”
“Another version contends that the Portuguese borrowed Guineus from the Beber term Ghinawen or Aginaw or Akal n-Iguinawen, which means “black” or “land of the blacks.” Yet another account, first found in the works of Leo Africanus (1526), suggest that Guinea is derived from Jenne or Djenne, the name of the historic commercial and administrative city on the Upper Niger River. A final possibility is that it may have come from the Soso word “ginee” for “woman.”
“Guinea’s population is composed of a variety of ethnic groups. Just as in most of Africa, the present-day boundaries of Guinea were determined by colonial power with little regard to the ethnic or linguistic roots of the populations. These boundaries often divide ethnic and linguistic groups. Within the country, the four major geographic regions largely correspond to four major ethnolinguistic groups.”
“In Lower Guinea, Soso, a Manding language closely related to the Dialonke language of Middle Guinea, has largely replaced that of the Landuma, Baga, Nalu, and other West Atlantic languages once widely spoken in the coastal areas. In the Futa Jallon of Middle Guinea, Pular, the language of the Fulani people is dominant, although minor indigenous ethnic groups like the Badyaranke, Basari and Koniagui continue to maintain some traditional ways. Maninkakan, the language of the Maninka or Mandenka, is spoken in Upper Guinea and is widely used in Middle Guinea.”
“An empire that had origins along the banks of the Niger River at Gao near the present day Malian city of the same name. It first existed as a state from the 9th through the 15th centuries. Songhay became a de facto vassal state of the Mali Empire in the early 14th century. From 1335, when Sonni (meaning “savior”) Ali Kolon became king, there were 20 Sonni kings.”
“By far the most important was the next to the last, Sonni Ali Ber, who ruled from 1456 to 1492. He transformed Songhay from a small riverine state to an empire that included parts of the Mali Empire. Eleven Askiyas ruled Songhay from Askiya Mohammed’s accession to power in 1492 until the Moroccans invaded Songhay in 1591. The empire reached its greatest extent under Askiya Daoud (1549-1583) and at that time had an influence on affairs on present-day Guinea.”
Soninke (Sarakole).
“The ethnic group that constituted the basic population of the ancient empire of Ghana and to which many devout Maninka-speaking Mulsim scholarly lineages in Guinea trace their ancestry. In Upper Guinea, the term applied primarily to non-Muslim Maninka people.”
Source: Historical Dictionary of Guinea By Mohamed Saliou Camara, Thomas O’Toole, Janice E. Baker
El Aemer El Mujaddid
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Chapter Four
Teachers should read about the following events in Mahabharat:
• the land ofKandavaprastha
• Yudhisthira’s Rajasuya and the killing ofSisupala
• When Draupadi laughed at Duryodhana in the hall ofMaya
• the gambling match
• Draupadi’s insult and the oaths thatfollowed
• the second gambling match and the banishment ofthe Pandavas
1. Chant the verse for the session.
3. A story warm-up: Tell the children that before you tell today’s story you want to have a short arm-wrestling match. Ask for two volunteers to arm-wrestle each other. Right before you start tell one ofthe volunteers that someone will wrestle in his place but he will be declared the winner or loser instead ofthe substitute. (The substitllte should be someone who is obviously bigger and a lot stronger than the other volllnteer. It could be you, but better yet, get a man who looks strong and powerful to step in for this part ofthe class and arm wrestle. He should make it look easy as he defeats the child.) Have a few matches. When the substitute wrestler wins, callout the name ofthe child he is replacing, saying, ” wins!” Encourage the other child to keep trying. When the child has lost five or six times stop the activity.
Ask the children:
• How many ofyou thought this was afair match?
• What wasn’tfair about it?
• How did youfeel when __ (the substitute) kept winning?
• (to the child who wrestled) How did you feel when I announced that
_ (the substitute) was going to arm-wrestle you in place ofyour
classmate? How didyoufeel when you kept losing? Explain that in today’s story a similar situation happened to the Pandavas. As students listen to the story, ask them to imagine how the Pandavas felt.
4. Ask the children where we left off last week (the Pandavas come out of hiding). Tell the children that you will need them to help you tell the story today. Divide the class llltO two groups. Write the following chant on the chalkboard: “Shame, shame, shame! Stop this evil game, game, game!” Group One should practice chanting (shouting) this in unison. They should sound like they are really mad. Write the chant for Group Two on the chalkboard: “Sakuni Wins!” Have each group practice chanting loudly in unison as you point to them. Instruct the children to pay attention to the story since you will be pointing at one group or the other thrOUghOllt. Now tell the story as follows, pausing to point at each group when noted. Be dramatic!
The Pandava's Gain a Kingdom
Back in Hastinapura the Kuru elders were deciding what should be done. They held a conference. Bhishma, Drona, Kripa, Vidura, Dhritarashtra and others were there. They thought that the time had come for the Pandavas to be treated fairly. They urged Dhritarashtra to divide his kingdom with the Pandavas and save his reputation. He agreed and Vidura went to the kingdom of Drupada to bring back the Pandavas. Krishna and Balaram were also there and They accompanied the Pandavas, Kunti and Vidura back to Hastinapura. An official reception was held and King Dhritarashtra received them warmly. He explained that the Pandavas were entitled to the kingdom also since their father Pandu had helped rule it. The blind king divided the kingdom between Yudhisthira and Duryodhana, making Yudhisthira the lord of the land called Khandavaprastha. Khandavaprastha was half of the kingdom but the land was like a desert. The land was a wasteland where nothing would grow and no animals could live. This was Yudhisthira’s share of the kingdom. But Yudhisthira didn’t mind; he was tired of all the quarreling. When they looked over the wasteland, Krishna called Lord Indra. He asked hint to send the rains to make the land fertile and green again. They renamed the land Indraprastha and work soon began on the city. It was like magic and the area was soon transformed into a beautiful place. Yudhisthira wanted to perform a great sacrifice called the Rajasuya. Kings were invited from allover the world and they arrived bringing gifts and wealth to honor Yudhisthira. Krishna came as a special guest of honor. . It was during this Rajasuya that Sisupala insulted Krishna. Krishna was forced to kill him on the spot. What had begun to be a celebrated ceremony turned sour as the killing of Sisupala spoiled everyone’s happiness. Duryodhana’s unhappiness was the greatest of all. When he saw his hated cousins with great wealth and many citizens, prospering in the beautiful city that was once a wasteland, his envy doubled. He could not sleep due to thinking of ways to destroy these rivals.
The Gambling Match
Duryodhana had an evil uncle named Sakuni who always helped Duryodhana in his schemes to hurt the Pandavas. Now Sakuni approached Duryodhana with an idea. “King Yudhisthira is indeed a righteous person. He is Dharma personified. Yet he has one weakness: gambling. I know of a way that you can recover all that the Pandavas have. Let us invite the Pandavas here for a game of dice.” Duryodhana was delighted. Dhritarashtra agreed with the plan. Due to his selfish love for his son, he no longer cared about being fair to his good nephews. He sent Vidura to bring the Pandavas back to the kingdom of Hastinapura. Vidura didn’t like the idea and said (Point to Group One). The Pandavas were told that a new hall had been constructed near Hastinapura and they were invited to see it. The king wanted them to come and enjoy some games of dice. Yudhisthira was dismayed at the invitation. He guessed that the game of dice was planned for an evil purpose. His brothers didn’t want him to go and thought, (Point to Group One). But he felt he must obey his uncle Dhritarashtra’s command to come. Yudhisthira left for Hastinapura with his brothers, followed by Kunti and Draupadi. The Pandavas were surprised at the pleasant way the Kauravas welcomed them. They toured the new hall, appreciating its architecture and beauty. That was soon forgotten as Sakuni invited them to sit down for a game of dice. Yudhisthira tried in many ways to avoid playing but Duryodhana and Sakuni wouldn’t take no for an answer. Duryodhana challenged Yudhisthira but had Sakuni play on Duryodhana’s behalf. This was unfair and the other members of the assembly argued, (Point to Group One). Yudhisthira gave in to fate and played the game. Jewels were wagered. The dice was tossed. (Point to Group Two) was heard. Precious gems and stones were wagered. (Point to Group Two) was heard again. Gold coins by the thousands were wagered. (Point to Group Two) Yudhisthira lost again. His horses, his wealth, his chariots, his army, his slaves, his treasury — all was being swallowed up by the evil Sakuni. (Point to Group Two) was heard over and over again. Vidura pleaded with the blind king, (Point to Group One). Dhritarashtra would not listen. Yudhisthira had now lost all his worldly wealth. Sakuni said, “You have nothing now. If you still think you have something to bet, wager that. If you win, you can have back all that you have lost and Duryodhana’s riches as well.” Yudhisthira had lost all good sense and sat silent for a moment. He said, “I have something to wager. This handsome brother of mine, Nakula, will be my wager.” The elders who were present were shocked. Wager his brother? “No, no!” they said, (Point to Group One). But the dice rolled again and the shout rang out, (Point to Group Two). Yudhisthira lost. Now he bet Arjuna. (Point to Group Two) Now Bhima was the wager. (Point to Group Two) He next wagered himself (Point to Group Two) and lost. The five brothers were now the slaves of Duryodhana. Sakuni said, “You still have Draupadi. You have not lost her yet.” Arjuna and Bhima could barely keep from killing Duryodhana and Sakuni but they did so out of respect for Yudhisthira. This was too much. The others in the assembly could not believe it. (Point to Group One) Yudhisthira, his senses out of control, wagered Draupadi and lost her. Now there was nothing left. The entire assembly was stunned. Duryodhana commanded that Draupadi be brought to the hall. She was now a slave and should be sent to the servants’ quarters. Dushasan, Duryodhana’s brother, went to her room and laughingly told her all that had happened. She was horrified and angrily hurried towards Gandhari’s room. Dushasan grabbed her by the hair and forcibly dragged her in front of the assembly. She appeared before the elders with her dress wet with tears and crumpled from the rough handling of Dushasan. Draupadi stood in that great court as Dushasan and Duryodhana insulted her and called her names. They told her repeatedly that she was their slave and should now choose a new husband. She cried for help from the others but only Vikarna, a wise and good son of King Dhritarashtra, spoke up for her. Bhishma was silent. Drona was silent. Kripa was silent. As a final insult, Duryodhana ordered that the clothes of the Pandavas and Draupadi should be taken off and surrendered to him. The Pandavas removed their upper cloths and laid them in a heap. The cruel Dushasan took hold of the top of Draupadi’s sari and began pulling it off. Draupadi was frantic as she realized that no one could help her. She looked at each of her five husbands but they hung their heads in shame. No one stepped forward to stop this greatly sinful act. Draupadi remembered that surrender to the Lord is the only thing that can help. She folded her palms together and fixed her mind on Lord Krishna, begging Him to save her. She closed her eyes and did not try to stop Dushasan anymore. Then a miracle happened. As Dushasan pulled her sari and the stunned audience looked on, her clothes got longer and longer. Dushasan pulled with both hands and still the cloth grew. A heap of cloth was at his side as Dushasan angrily ripped at her clothes. Finally, exhausted, he gave up and sat down. Bhima, Arjuna, Sahadeva and Nakula were enraged. Their eyes flashed fire and they took terrible oaths, vowing to kill the sinful relatives of Dhritarashtra. The blind and weak-hearted king realized later how serious the situation was. He was frightened about the future and the wrath of the Pandavas. He later called Draupadi to him and asked her to forgive Duryodhana’s behavior. He offered her two boons. She first asked that Yudhisthira be freed. Her second request was that the other four brothers be freed. She didn’t care about their wealth; she only wanted that her husbands would not be slaves of such a sinner as Duryodhana. Dhritarashtra granted her this and as they took leave of Hastinapura, he was overcome by a feeling of generosity. He told the Pandavas to go back to Indraprastha and take back all that they had lost in the gambling match. “Just forget about today, as you would a bad dream. Think kindly of my sons and forget their sins. Go in peace to your home,” he told them. Duryodhana was furious when he heard what his father had done. After fulfilling his life’s dream of conquering his cousins, Dhritarashtra gave everything back to them. Duryodhana would not allow this to happen. He insisted that one more game of dice must be played. This time the winner gets to rule the entire kingdom. The loser must live in the forest for twelve years and must live the thirteenth year in disguise. Gandhari pleaded with her son to stop his immoral plot. She said, (Point to Group One). She wished now that she had taken Vidura’s advice and destroyed Duryodhana when he was born. But King Dhritarashtra was like a puppet in the hands of his son. He could not refuse him and so another game of dice was set. So the Pandavas returned to the same hall, the same dice, the same Sakuni. Yudhisthira sat and listened as Sakuni told the conditions of the game. “The winner will be the lord of the land of the Kurus. The loser will hav,e to spend twelve years in the forest. One year more must be spent in disguise. If he is recognized during that year in disguise, the los~r must spend another twelve years in the forest.” Sakuni took the dice in his hands. They rolled on the floor. The cry (Point to Group Two) was heard by all. The Pandavas were the losers doomed to spend the next thirteen years in the forest.
5. Allow a few minutes for discussion and questions after the story. Let children who are familiar with the story tell of other parts they remember. Have the children tell you the ways that the Kauravas insulted the Pandavas and list them on the chalkboard.
6. Take a few moments now to talk about fairness. Children ofthis age have a strong sense ofjustice. Ask them ifthey have any experiences to share of someone being unfair to them. How did they feel? What do they think would have been the proper treatment?
Ask them to think quietly for a monlent and remenlber a time when they were llnfair to someone else. What made them act that way? How did they feel afterwards?
Point out to them that many times we may want something so badly that we treat others unfairly to get it. We may want to win a ganle so badly that we make up unfair rules. We may want that extra slice of cake so badly that we try to cheat our sister or brother out ofit.
Ask the students what Dllryodhana wanted so badly that made him treat the Pandavas llnfairly. (He wanted to be the ruler ofthe kingdom.) Show them how that one strong desire, along with his jealousy, caused him to be so unjust. Even with so many of his relatives telling him the right thing to do, he couldn’t listen.
Impress on the students that we should always treat others fairly — the way we would want to be treated. We must not let our desires allow us to be unfair in our dealings. Ifwe are ever in the situation where we are accused of being unfair, we should stop and think of how we would like to be treated if we were the other person.
7. Homework assignment: Tell the children that during the week they are to read Chapter Four and complete the questions 011 Page 28. Remind them that their parents can read the chapter to them and help them with the questions. Answers will be checked next week in class. There is also a Word Search puzzle on Page 29 they can do for fun.
BACE: Aiming to Teach Vedic Culture All Over the Globe.
for further details please contact-
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"url": "https://vedabace.com/chapter-four-2/"
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From Simple English Wikipedia, the free encyclopedia
Jump to navigation Jump to search
A hyperplane is a space composed of 1 less dimension than the space that it occupies. Visually, a hyperplane in a two-dimensional space (a Cartesian plane) would be a line, which is one-dimensional. A hyperplane in a three-dimensional space would be a plane, or some surface, which is two-dimensional.
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"url": "https://simple.wikipedia.org/wiki/Hyperplane"
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Skip to main content
Fly Through a Cracking Glacier With New NASA Video
In October 2011, NASA's Operation IceBridge discovered a major rift in the Pine Island Glacier ice shelf in West Antarctica. (Image credit: Jefferson Beck/NASA.)
A new video takes viewers on a stunning ride through a giant and ever-growing canyon of Antarctic ice that marks the birth of an enormous iceberg.
The Pine Island Glacier ice shelf in western Antarctica is in the process of "calving" a massive iceberg that, when it breaks away, will have an area of about 350 square miles (900 square kilometers) — 15 times the size of Manhattan. A new NASA video provides a hair-raising view of the jagged-edged fissure up close.
The animation uses data collected during late 2011 research flights over the Antarctic ice, when the crack was first discovered. At the time, the 18-mile (28-km) rift was about 180 feet (55 meters) across and 150 feet (45 meters) deep.
A satellite image of the crack snapped in November showed it was visible from space, and still growing.
Yet despite its impressive dimensions, the crack is fairly dainty in light of the Pine Island Glacier ice shelf's vast proportions. The floating front end of the Pine Island Glacier, the ice shelf is roughly 1,235 square miles (2,300 square kilometers) across and nearly a third of a mile (500 meters) thick.
The recent discovery that the glacier that feeds it has markedly sped up over the last decade has provoked a flurry of research interest. The sudden changes are almost undoubtedly caused by climate change and warming oceans in the region.
The Pine Island Glacier is now one of the fastest moving in Antarctica, and NASA scientists say that every year it is losing ice.
The thinning and increasingly speedy glacier and several of its closest neighbors in West Antarctica are responsible for 7 percent of global sea level rise in recent years.
Glaciers are essentially slow-moving rivers of ice that move frozen water from the continent's interior out to the ocean. If they accelerate, glaciers dump more ice into the sea, raising the ocean in the same way an ice cube dropped into a glass of water pushes the liquid higher.
And although the nascent iceberg is quite large, scientists said its breadth isn't anything out of the ordinary.
Live Science Staff
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Moorlands Primary School
Writing focus from 'The Firebird'.
We have been studying this in class, we have included an adapted version below.
Writing tasks:
Character description for the Firebird or Grey Wolf, thinking about appearance, personality, how they move.
Write in role as Ivan to his father at different points in the story.
Write an alternative ending supposing that Ivan had not tried to take the cage.
Letter of apology from Ivan’s brothers.
Argument - stating response to: Is it ever right to steal?
Poetry based on the work we did with Conrad.
Think of a topic for your poem.
Mindmap ideas description, feelings, possible people.
Write a poem that includes rhyming couplets.
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"language_score": 0.9582884311676025,
"url": "https://www.moorlandsprimary.org.uk/page/?title=Writing&pid=167"
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What was the Battle of Bagradas River (240 BC)?
The Battle of the Bagradas River or the Macar (c. 240 BC) was fought between Carthaginian forces and part of the combined forces of Carthage’s former mercenary armies during the Mercenary War which it used to conduct the First Punic War and those of rebelling Libyan cities.
After the forces of Hanno the Great were defeated at Utica, and failed to engage the mercenaries afterwards despite favourable conditions, Carthage raised a new army under Hamilcar Barca in Carthage. Hamilcar managed to leave Carthage despite the rebel blockade of the city and cross the Bagradas River (the ancient name of the Medjerda).
Rebel armies from besieging Utica and the camp guarded the bridge on the Bagradas River. Hamilcar Barca, by brilliant manoeuvring, defeated the combined rebel army. This was the first major Carthaginian victory of the war.
A description of the battle forms one of the grandiose set-piece scenes of Gustave Flaubert’s novel, Salammbo.
Matho divided the rebel army into several detachments. Matho took two armies to cut off the cities of Utica and Hippacritae, while an army took up position along the only bridge over the River Macar linking Carthage and Utica. Spendius cut off Carthage from the mainland while rebels made Tunis their main base. The rebels had no siege weapons and decided not to assault the besieged towns, but they would from time to time advance on Carthage to terrorise the city.
With their navy shattered in the First Punic War and their mercenaries in revolt, Carthage could do little but man the walls as an immediate response to the revolt. Carthage raised an army from citizens and mercenaries, trained their cavalry, and refitted their navy, which probably took until the spring of 240 BC. Hanno the Great was put in command of the army, which included 110 elephants, but the exact number of troops is unknown. Hanno chose to relieve Utica, since rebels had cut off Carthage from the mainland; Hanno and his army were probably ferried to Utica by the Punic fleet, which was also under siege by the rebel army under Spendius.
The exact size of the rebel force is not known. Hanno initially defeated the rebels encamped near Utica and captured the rebel camp, but his negligence and the lax discipline of the Carthaginian army enabled the rebels to regroup, launch a surprise attack, capture the Carthaginian camp, and drive the Carthaginian survivors into Utica. Hanno’s army later left Utica but failed several times to engage the rebels under favourable conditions. Carthage decided to raise a new army and recalled Hamilcar Barca to command. The rebels continued their blockade of Carthage, Utica, and Hippo Acra.
Hamilcar Barca given a Command
While Hanno the Great was campaigning against the rebels, Carthage had cobbled together another army raised from citizens, rebel deserters, and newly hired mercenaries, numbering 8,000 foot, 2,000 horse and 70 elephants. Hamilcar Barca was given command of this force, and he spent some time training his soldiers. Carthage made no fresh move against the rebels. Hanno and his army continued watching the two rebel camps at Hippo Acra. The rebel army under Spendius, numbering 15,000, was blockading Utica. Another 10,000 strong rebel army was encamped near the only bridge across the River Bagradas, the exact location is not known. Note that the course of the Bagradas river changed numerous times since the 3rd century BC, therefore the battle likely took place south of the current mouth of the river.
Once his army was properly trained, Hamilcar did not attack the rebels blockading Carthage head on. Instead, he sought to gain the freedom to manoeuvre and fight the rebels on his own terms. The rebel base at Tunis and rebel dispositions, which probably barricaded the passes on the hills between Djebdl Ammar and Djebel Nahli, cut Carthage off from the mainland. Hamilcar had observed that, when the wind blew from a certain direction, a sandbar was uncovered on the river mouth, which made the Bagradas River fordable.
Hamilcar marched his army out of Carthage at night along the north shore of the isthmus towards the mouth of the Bagradas River. His movement was not detected by the rebels and at the first opportunity he crossed the Bagradas River along the sandbar. Hamilcar’s army was free to manoeuvre in the African countryside.
The Forces
Carthaginian citizens normally wore armour, greaves, and Greek style helmets, carried a round shield, long spear, and sword, and fought in phalanx formation. Carthaginian citizens and the Libyo-Phoenicians provided disciplined, well-trained cavalry equipped with thrusting spears and round shields. Any mercenaries in Hanno the Great’s army may have resembled the rebels they were facing. Carthage also used elephants, probably African Forest and Indian elephants as shock troops. The elephants were ridden by specially trained riders, some of whom may have come from ancient India or Syria.
The rebel army had Libyans, Iberians, Gauls, Greeks, and probably Thracians and Scythians present, along with Campanians and Roman deserters. The Libyan heavy infantry fought in close formation, armed with long spears and round shields, wearing helmets and linen cuirasses. The light Libyan infantry carried javelins and a small shield, same as Iberian light infantry. The Iberian infantry wore purple bordered white tunics and leather headgear. The heavy Iberian infantry fought in a dense phalanx, armed with heavy throwing spears, long body shields, and short thrusting swords. Campanian, Sardinian, Sicel, and Gallic infantry fought in their native gear, but often were equipped by Carthage. Sicels, Sardinians, and other Sicilians were equipped like Greek Hoplites, as were the Sicilian Greek mercenaries. Balearic Slingers fought in their native gear.
Numidians provided superb light cavalry armed with bundles of javelins and riding without bridle or saddle, and light infantry armed with javelins. Iberians and Gauls also provided cavalry, which relied on the all out charge.
The Battle
Hamilcar’s army completed the river crossing unmolested and undetected by the rebels, and then moved towards the rebel camp near the bridge. Spendius led 15,000 troops from Utica to confront Hamilcar, while 10,000 rebels from the camp near the bridge also advanced towards Hamilcar’s position. Caught in a pincer movement, Hamilcar started to march north. The two rebels forces joined up and began to march north on a parallel course. The army of Spendius outnumbered Hamilcar’s army two to one, so he could afford to form his army in two lines, although the rebels had no elephants and nothing is known of their cavalry. Spendius extended his left flank to the north in an attempt to outflank the Carthaginians. His intention was to have his right flank stop the Carthaginian movement north while his main force attacked and pushed the Carthaginian army towards the river.
Hamilcar’s Manoeuvre
Spendius’ plan was foiled by Hamilcar Barca’s brilliant counter-manoeuvre, which enabled his outnumbered and seemingly outmanoeuvred army to emerge victorious in the ensuing battle. Exactly what Hamilcar did is not clearly known and the issue has been much discussed. It is known that Hamilcar pretended to retreat, which caused the rebels to launch a disorderly attack, while Hamilcar got his soldiers in battle formation to crush the rebels.
About Turn
According to one line of thought, the Carthaginian army’s order of march had the War Elephants leading the column, with the light troops and cavalry behind the elephants. Heavy infantry formed the rearguard, and the whole army marched in a single file in battle formation.
When Hamilcar observed Spendius extending his battle line to outflank the Carthaginian right flank and cut off the Carthaginian army’s line of advance, he ordered his elephants to turn right, away from the rebel army. The cavalry and light infantry did the same after the elephants, while the heavy infantry continued to move forward. The rebels mistook this for a withdrawal and rushed forward to engage. This wild charge disordered their battle line, some rebel units moving ahead of others.
The elephants then again turned right, followed by the Carthaginian light infantry and cavalry, so they were now moving south. Parallel to the heavy infantry in the opposite direction The Carthaginian infantry, moving northwards, stopped, turned left and formed a battle line, facing the onrushing rebels. The elephants, light infantry and cavalry are now positioned behind the Carthaginian heavy infantry battle line.
The Carthaginian elephants, light infantry and cavalry again turned right, divided into two divisions, and took their position on both flanks of the Carthaginian heavy infantry. The rebel formations no longer outflanked the Carthaginian army, and a solid battle line now confronted a disorderly rebel army.
Triple Column
According to another line of thought, Hamilcar’s army marched in three separate columns, The war elephants were placed nearest the rebel army. The cavalry and light infantry was in the middle, while the heavy infantry was posted furthest from the rebel army.
As the three Carthaginian columns moved north, Spendius extended his left flank to overlap the Carthaginian formation and outflank and cut off the Carthaginians. Hamilcar’s army halted its march seeing this development. The cavalry and light infantry, and the elephants turned right, then moved through gaps in the heavy infantry formation. The rebels mistook this as a Carthaginian withdrawal and rushed forward to attack.
The Carthaginian heavy infantry next turned right, closed gaps and formed a battle line to face the rebels. The elephants, cavalry and light infantry split into two divisions, and moved into position on the flanks of the Carthaginian heavy infantry. The rebel formations no longer outflanked the Carthaginian army, and a solid battle line confronted a disorderly rebel formation.
A Punic Victory
As the numerically superior but outgeneralled rebels closed and confronted the solid Carthaginian battle line, pandemonium ensued. Instead of hitting the Carthaginians with an orderly formation of infantry en masse, some rebel units engaged the Carthaginians before other units could arrive in support, while others stopped to regroup. As a result, some rebel units were thrown back by the Carthaginians, or as some of the units stopped their charge, the units following them ploughed straight into their back. Battle cohesion was lost and, before the rebels could reorder and regroup, Carthaginian cavalry and infantry charged the entangled rebel units. Scores of rebels were killed, and as the Carthaginian infantry followed up the cavalry and elephant charge, the rebel army broke and scattered, having lost 6,000 of their number. Carthaginian pursuit secured 2,000 prisoners.
Aftermath and Legacy
The surviving rebels fled either to Utica or to their camp beside the bridge. Hamilcar, after mopping up the battle field, advanced on the rebel camp, forcing the rebels to flee to Tunes, where they were reunited with their commander Spendius. Hamilcar then moved towards Utica, forcing the rebels to flee to Hippo Acra.
The rebel blockade of Utica was broken. Hamilcar had the choice to join up with Hanno and try to lift the rebel blockade of Hippo Acra as well. Instead he began to mop up the lands beside the Bagradas River, by force or diplomacy asserting Carthaginian authority over the rebel Libyan towns, thus cutting off the rebels from sources funds, recruits and provisions and ensuring Carthage can tap the same resources.
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Discussion 5: Trees, Data Abstraction, Sequences
This is an online worksheet that you can work on during discussions. Your work is not graded and you do not need to submit anything.
Data Abstraction
Data abstraction is a powerful concept in computer science that allows programmers to treat code as objects. For example, using code to represent cars, chairs, people, and so on. That way, programmers don't have to worry about how code is implemented; they just have to know what it does.
Data abstraction mimics how we think about the world. If you want to drive a car, you don't need to know how the engine was built or what kind of material the tires are made of to do so. You just have to know how to use the car for driving itself, such as how to turn the wheel or press the gas pedal.
A data abstraction consists of two types of functions:
• Constructors: functions that build the abstract data type.
• Selectors: functions that retrieve information from the data type.
Programmers design data abstractions to abstract away how information is stored and calculated such that the end user does not need to know how constructors and selectors are implemented. The nature of abstraction allows whoever uses them to assume that the functions have been written correctly and work as described.
One example of data abstraction is with trees.
In computer science, trees are recursive data structures that are widely used in various settings and can be implemented in many ways. The diagram below is an example of a tree.
Example Tree
Generally in computer science, you may see trees drawn "upside-down" like so. We say the root is the node where the tree begins to branch out at the top, and the leaves are the nodes where the tree ends at the bottom.
Some terminology regarding trees:
• Parent Node: A node that has at least one branch.
• Child Node: A node that has a parent. A child node can only have one parent.
• Root: The top node of the tree. In our example, this is the 1 node.
• Label: The value at a node. In our example, every node's label is an integer.
• Leaf: A node that has no branches. In our example, the 4, 5, 6, 2 nodes are leaves.
• Branch: A subtree of the root. Trees have branches, which are trees themselves: this is why trees are recursive data structures.
• Depth: How far away a node is from the root. We define this as the number of edges between the root to the node. As there are no edges between the root and itself, the root has depth 0. In our example, the 3 node has depth 1 and the 4 node has depth 2.
• Height: The depth of the lowest (furthest from the root) leaf. In our example, the 4, 5, and 6 nodes are all the lowest leaves with depth 2. Thus, the entire tree has height 2.
In computer science, there are many different types of trees, used for different purposes. Some vary in the number of branches each node has; others vary in the structure of the tree.
Tree Data Abstraction
A tree has a root value and a list of branches, where each branch is itself a tree.
The data abstraction specifies that calling branches on a tree t will give us a list of branches. Treating the return value of branches(t) as a list is then part of how we define trees.
How the entire tree t is implemented is under the abstraction barrier. Rather than assuming an implementation of label and branches, we will want to use those selector functions directly.
For example, we could choose to implement the tree data abstraction with a dictionary with separate entries for the label and the branches, or as a list with the first element being label and the rest being branches.
• The tree constructor takes in a value label for the root, and an optional list of branches branches. If branches isn't given, the constructor uses the empty list [] as the default.
• The label selector returns the value of the root, while the branches selector returns the list of branches of the tree.
With this in mind, we can create the tree from earlier using our constructor:
t = tree(1,
Q1: Tree Abstraction Barrier
Consider a tree t constructed by calling tree(1, [tree(2), tree(4)]). For each of the following expressions, answer these two questions:
• What does the expression evaluate to?
• Does the expression violate any abstraction barriers? If so, write an equivalent expression that does not violate abstraction barriers.
1. label(t)
2. t[0]
3. label(branches(t)[0])
4. is_leaf(t[1:][1])
5. [label(b) for b in branches(t)]
6. Challenge: branches(tree(5, [t, tree(3)]))[0][0]
Q2: Height
Write a function that returns the height of a tree. Recall that the height of a tree is the length of the longest path from the root to a leaf.
Run in 61A Code
Q3: Maximum Path Sum
Write a function that takes in a tree and returns the maximum sum of the values along any path in the tree. Recall that a path is from the tree's root to any leaf.
Run in 61A Code
Q4: Find Path
Write a function that takes in a tree and a value x and returns a list containing the nodes along the path required to get from the root of the tree to a node containing x.
If x is not present in the tree, return None. Assume that the entries of the tree are unique.
For the following tree, find_path(t, 5) should return [2, 7, 6, 5]
Example Tree
Run in 61A Code
Sequences are ordered collections of values that support element-selection and have length. We've worked with lists, but other Python types are also sequences, including strings.
Q5: Map, Filter, Reduce
Many languages provide map, filter, reduce functions for sequences. Python also provides these functions (and we'll formally introduce them later on in the course), but to help you better understand how they work, you'll be implementing these functions in the following problems.
In Python, the map and filter built-ins have slightly different behavior than the my_map and my_filter functions we are defining here.
my_map takes in a one argument function fn and a sequence seq and returns a list containing fn applied to each element in seq.
Run in 61A Code
my_filter takes in a predicate function pred and a sequence seq and returns a list containing all elements in seq for which pred returns True.
Run in 61A Code
my_reduce takes in a two argument function combiner and a non-empty sequence seq and combines the elements in seq into one value using combiner.
Run in 61A Code
Q6: Count palindromes
Write a function that counts the number of palindromes (any word that reads the same forwards as it does when read backwards) in a list of words using only lambda, string operations, conditional expressions, and the functions we defined above (my_filter, my_map, my_reduce). Specifically, do not use recursion or any kind of loop.
Run in 61A Code
Hint: The easiest way to get the reversed version of a string s is to use the Python slicing notation trick s[::-1]. Also, the function lower, when called on strings, converts all of the characters in the string to lowercase. For instance, if the variable s contains the string "PyThoN", the expression s.lower() evaluates to "python".
Additional Practice
Q7: Perfectly Balanced
Part A: Implement sum_tree, which returns the sum of all the labels in tree t.
Part B: Implement balanced, which returns whether every branch of t has the same total sum and that the branches themselves are also balanced.
Challenge: Solve both of these parts with just 1 line of code each.
Run in 61A Code
Run in 61A Code
Q8: Hailstone Tree
We can represent the hailstone sequence as a tree in the figure below, showing the route different numbers take to reach 1. Remember that a hailstone sequence starts with a number n, continuing to n/2 if n is even or 3n+1 if n is odd, ending with 1. Write a function hailstone_tree(n, h) which generates a tree of height h, containing hailstone numbers that will reach n.
Hint: A node of a hailstone tree will always have at least one, and at most two branches (which are also hailstone trees). Under what conditions do you add the second branch?
Run in 61A Code
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Honoring Elizabeth Peratrovich
Governor Greuning signs the 1945 antidiscrimination act with Elizabeth Peratrovich on his left, and Roy Peratrovich on the far right.
The first anti-discrimination law in a U.S. state or territory passed in Alaska in 1945, and was signed into law on Feb. 16–or what we now know as Elizabeth Peratrovich Day in Alaska.
Many people fought long and hard to pass the Alaska Equal Rights Act of 1945, and Peratrovich brought her experience, intelligence, and potent oratory skills to the legislative chamber on the day of the vote to cut through the palpable and overt racism.
Alaska’s Governor Ernest Gruening, who supported and signed the bill into law, said her words were instrumental to the bill’s passage.
Signs and symptoms
Peratrovich was born in 1911 and adopted as a baby by Andrew and Jean Wanamaker. She grew up speaking English and Tlingit, and living a traditional Tlingit way of life that included harvesting, preserving, and preparing food, dancing and storytelling, and weaving spruce root baskets.
Elizabeth with her parents.
Her family lived in Sitka and then Klawock in Southeast Alaska, where she met her future husband Roy Peratrovich. Later, she moved with her family to Ketchikan where she saw that she, a Tlingit whose ancestors had lived in the region for thousands of years, was not always welcome.
There, she saw for the first time a sign she would see again and again: “No Natives Allowed.”
An early education
Elizabeth and Roy graduated from high school and married in 1931. They had three children, and lived for many years in Klawock, where Roy served as mayor for four terms. They moved to Juneau in 1941, where they encountered more signs of racism.
When the couple first looked for houses to rent, they were turned down because neighbors didn’t want to live near “Indians.” And when it came time to send their eldest child to school, they were told he had to go to go to a separate school rather than one in the neighborhood.
Notably, Elizabeth had a word with the superintendent, and Roy Jr. was the first Tlingit student admitted to that school. The city’s public schools were fully integrated by 1947.
You can fight with us, but not sit with us
During World War II, the Alaska Territorial Guard defending Alaska’s shores was almost entirely comprised of Alaska Native volunteers, while many other Alaska Native people joined United Service Organizations and served overseas.
Honoring Elizabeth Peratrovich.
Elizabeth Peratrovich.
Yet at home, on their homelands, they were forced into segregated theaters, segregated stores, segregated hospitals, and segregated schools. They were punished for speaking their languages. They were denied jobs. They were prevented, even, from voting.
They were confronted with signs that said, “No Natives Allowed.”
During legislative debate over the equal rights bill in 1945, Senator Allen Shattuck from Juneau expressed the racist foundation of these exclusionary signs and discriminatory practices: “Far from being brought closer together, which will result from this bill, the races should be kept further apart. Who are these people, barely out of savagery, who want to associate with us whites with five thousand years of recorded history behind us?”
Closing arguments
By the time Elizabeth Peratrovich, the Grand President of the Alaska Native Sisterhood, stood up to speak before the legislature that February, she had already spent a life fighting for what the white settler legislators had always taken for granted—their right to speak, to be heard and seen, and to be respected.
So after her husband Roy spoke in support of the bill and the planned testimony had ended, the Senate president asked if anyone else wanted to speak, as was customary at the time. The gallery was packed.
Elizabeth Peratrovich put down her knitting needles, stood up, and strode down the aisle. Certain she had everyone’s attention, she turned to the legislators and began:
Then she continued, sharing her stories of experiencing and witnessing discrimination, challenging its logic and foundation, and calling out the role of lawmakers in recognizing wrongs and acting on them. In response to a question about whether a law would eliminate racism, she replied:
Applause broke out from the gallery and Senate floor.
The fight continues
Peratrovich died in December 1958, just over a month before Alaska statehood, and thirty years before the Alaska Legislature established Feb. 16 as Elizabeth Peratrovich Day.
Honoring Elizabeth Peratrovich with a commemorative coin.
In 2019, the New York Times included Peratrovich in its “Overlooked No More” series about remarkable people whose deaths went unreported in The Times. In December 2020, Google put up a doodle honoring Elizabeth Peratrovich, and in February, the U.S. Mint released a one-dollar coin commemorating her.
The passage of the Alaska Equal Rights Act of 1945 helped stop overt discrimination, though we continue to confront the racism and colonialism that drives inequity in Alaska and across the country today.
Honoring Elizabeth Peratrovich reminds us of our obligation to find the strength and hope that she brought with her words that February day so long ago to continue the work.
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Lesson 15 – Contractions
Try to mimic the pronunciation in the following video.
1. What kinds of words are usually stressed?
2. What kinds of words are usually unstressed?
3. When do you break the stress rules?
Mark the stressed words:
1. July is the hottest month of the year.
2. How long did you go swimming for?
3. These were the events leading up to her birthday celebration.
In the second sentence, how would you give it a better rhythm?
Write the IPA for the third sentence.
Unstressed words in a sentence
Stress count
Notice that even though the number of words in the following sentences are different, the number of stressed syllables is the same.
ˈKids ˈeat ˈice.
The ˈkids ˈeat ˈice.
The ˈkids are ˈeating ˈice.
The ˈkids are ˈeating some ˈice.
The ˈkids are ˈeating some ˈice cream.
The ˈkids are ˈeating some ˈice cream with me.
The ˈkids will be ˈeating some ˈice cream with me.
ˈDon’t ˈfeed ˈbears.
ˈDon’t ˈfeed the ˈbears.
ˈDon’t ˈfeed them the ˈbears.
ˈDon’t ˈfeed them to the ˈbears.
You ˈdon’t ˈfeed them to the ˈbears.
You ˈdon’t want to ˈfeed them to the ˈbears.
You ˈdon’t want to ˈfeed them to the ˈbears now.
Differentiating unstressed words
Listen to the unstressed words in the following sentences:
(Sentences taken from Manual of American English Pronunciation by Prator and Robinett.)
ˈWhere did (he, she, it) ˈgo?
ˈPlease ˈgive (them, him, her) the ˈtickets.
Is ˈBob (on, in) the ˈbus?
It’s ˈbetter (than, that) you ˈthink it is.
Would you ˈlike some ˈmoney (and, or, for) a ˈcar?
The ˈstore (can, could, would) ˈbring you the ˈpackage.
They ˈhaven’t ˈgiven (us, as) ˈmuch ˈmoney.
ˈWhen are you going to ˈtell me (the, a, her) ˈstory?
Were you ˈasked (your, her) ˈname?
The ˈbook ˈcame (from, for) the ˈlibrary.
Contractions are two words that are pronounced like one.
Be contractions
am, is, are
I I’m
you you’re
he he’s
she she’s
it it’s
we we’re
they they’re
that that’s
who who’s (are)
what what’s (are)
where where’s (are)
when when’s (are)
why why’s (are)
how how’s (are)
Will contractions
I I’ll
you you’ll
he he’ll
she she’ll
it it’ll
we we’ll
they they’ll
that that’ll
who who’ll
what what will
where where will
when when will
why why will
how how will
Would contractions
I I’d
you you’d
he he’d
she she’d
it it’d
we we’d
they they’d
that that’d
who who’d
what what would
where where would
when when would
why why would
how how would
Have contractions
have has
I I’ve
you you’ve
he he’s
she she’s
it it’s
we we’ve
they they’ve
that that’s
who who’ve
what what have
where where have
when when have
why why have
how how have
Had contractions
I I’d
you you’d
he he’d
she she’d
it it’d
we we’d
they they’d
that that’d
who who’d
what what’d
where where’d
when when had
why why had
how how had
Can combinations
I I can
you you can
he he can
she she can
it it can
we we can
they they can
that that can
who who can
what what can
where where can
when when can
why why can
how how can
Could combinations
I I could
you you could
he he could
she she could
it it could
we we could
they they could
that that could
who who could
what what could
where where could
when when could
why why could
how how could
Not contractions
is isn’t
are aren’t
was wasn’t
were weren’t
have haven’t
has hasn’t
had hadn’t
will won’t
would wouldn’t
do don’t
does doesn’t
did didn’t
can can’t
could couldn’t
should shouldn’t
might mightn’t
must mustn’t
Would contractions
would would’ve
should should’ve
could could’ve
might might’ve
must must’ve
Non-standard contractions
going to gonna gənə I’m gonna see her next week.
got to gotta ‘gɑɾə I gotta go.
has to hasta ‘hæstə She hasta finish her homework first.
have to hafta ‘hæftə What do you hafta do?
ought to oughta ‘ɔdə He oughta be done by now.
used to usta ‘justə I usta play that when I was a kid.
want to wanna ‘wɑnə What do you wanna do?
kind of kinda ‘kaɪnə It’s kinda cold in here.
a lot of a lotta ə’lɑɾə Wow, there’s a lotta people in here.
Note that the meaning can change based on the pronunciation:
I’m gonna be good.
I’m going to church.
What have we gotta eat?
What have we got to eat?
What does she hafta say?
What does she have to say?
It’s what he hasta do.
It’s all he has to work with.
This is what you usta cook with.
This is what you used to cook with.
How much do you wanna do it?
How much does he want to do it?
Sentences based on Manual of American English by Prator and Robinett
A word of caution
Wanna, gonna, gotta and the others are spoken English and informal written English. You shouldn’t use them to write in formal or academic settings. You may see them in informal settings like pop songs, text messages between friends, or movie subtitles.
Be careful of being too informal
‘ʤiʔ’jɛʔ noʊ ʤju
Which means
What did you do?
Why don’t you say it?
Did you eat yet? No, did you?
Assignment 1
This is the final exam dialog. Mark the stressed words according to the rules.
Good morning, Susan. Where are you going?
Hi, Mrs. Jones! I’m going to the store.
I need to go, too. Let’s go together.
Sounds good. Are you buying food?
Yes. I want to get something healthy for my family.
Will you get fruit or vegetables?
Yes, but there’s a problem.
My kids don’t like vegetables, and my husband doesn’t like fruit.
So will you get fruit or vegetables?
I think I’ll get both: apples, bananas, carrots, and tomatoes.
You have two kids, don’t you?
Yes. Two boys.
I’m sure they eat a lot, don’t they?
That’s for sure. They eat more than my husband does.
How often do you have to go shopping?
About twice a week.
Do you usually walk to the store?
No, I usually drive to the store.
Well, here we are.
Assignment 2
Find one minute of audio speaking from a native speaker. Transcribe it in IPA.
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Grab Your Scarlet Letter Themes Here!
scarlet letter themes
The Scarlet Letter: A Romance by Nathaniel Hawthorne is one of the best works of fiction in history. The setting of the Novel is in the Puritan Massachusetts Bay Colony between 1642 and 1649. It narrates the story of Hester Prynne, who conceived a daughter after having an affair and had to struggle to create a new life of dignity and repentance.
When the Scarlet Letter was published in 1850, it became one of the first mass-produced novels in America because of the unique way of narration through multiple themes. In this post, we are going to take a deeper look at the different Scarlet Letter’s themes.
Theme of Sin
The theme of sin is evident from the start of the novel. Notably, sin in the Scarlet Letter does not just mean going against the accepted norms of religious. Rather, it also implies going against social traditions. The love act of Arthur Dimmesdale and Hester Prynne is considered adultery when Hester is caught and sentenced. However, Dimmesdale, because of his position and influence, remains free. Hester has to go through stressful isolation because of her daughter, who was born out of wedlock. For Dimmesdale, the sense of sins turns into a psychological stigma. To stay silent, he suffers from depression and severe trauma.
The Theme of Guilt
The nature of personal and public guilt is another major theme of The Scarlet Letter. The guilt from Hester’s sins and public punishment (wearing Scarlet Letter adultery in public) is devastating to her life. The public punishment and the fact that the man is not punished are even more distressing. Hester’s suffering is made worse by Dimmesdale’s silence. The affair, therefore, leaves a serious dent in how Puritan interprets morality and religion. Although the final atonement appears to mitigate Hester’s suffering, it comes too late.
Theme of Hypocrisy
Hypocrisy is one of the major themes in the Scarlet Letter. After committing the sin and being forced to wear Scarlet letter adultery as punishment, Hester realizes that most of the citizens also harbor similar sins without admitting. It is hypocritical that no citizen was without sins, but few were ready to admit it.
Governor Bellingham also provides a good case of physical metaphor for the hypocrisy theme. In the Scarlet Letter, the governor dresses luxuriously while enforcing plainness on the people under him. Besides, he shares his home with Mistress Hibbins, who claims to be a witch. It is hypocritical that the governor, a supposedly upright public figure, shares the same roof with a witch.
In the entire novel, the people of Bay Colony are hypocritical by harboring two conflicting characters. Their desire to hide one character and only show what makes them look good demonstrates how hypocritical they are.
The Theme of Identity and Society
When Hester is punished with public shame and forced to wear a badge of humiliation, one would expect her to seek any possible opportunity to leave Bay Colony. Surprisingly, she is unwilling to leave. Therefore, when Chillingworth tells her that the authorities were considering allowing her to remove the badge of shame, she was shocked. This demonstrates that Hester is committed to determining her identity instead of relying on what others thought of her.
For Hester, removing the badge of shame or running away would only acknowledge the power that society has over her. Instead, she chooses to use the Letter as a symbol of personal experiences, and indeed a character. The past is part of her, and thinking that it never happened would be living in denial. Her sins are now part of her life.
The Theme of Feminine Resilience
One of the clear moral of the Scarlet Letter is feminine resilience. The shaming act of Hester and her resilience to get through the distressful social isolation shows that Hawthorne throws his weight behind the feminine side. By projecting Hester as a lady who suffers unjustly, the Scarlet Letter criticizes and condemns the moral code of the time. It is an indication that feminism is indeed not just a myth but a reality. Hester suffered more than most ordinary men would have if put in similar situations.
The Theme of Mockery of Law
Apart from the hypocrisy, sin, and evil themes, the theme of mockery is also intriguing. Scarlet Letter impressively mocks the rule of law during Puritanism. The law does not allow women to engage in adultery, and they are severely punished when caught. But this same law does not apply for the man. After committing adultery, Hester is punished while the man, Dimmesdale, walks scot-free. And this is not all! Dimmesdale is part of the jury. It is a mockery of the law that a person who is guilty of the same sin is the one entrusted with awarding the punishment.
The Scarlet Letter Theme of Passion and Love
The Scarlet Letter is also a love story. Even as sin and punishment themes appear more evident, the entire book is a type of mystery of erotic passion. Although various agents such as law, morality, religion, and Chillingworth works hard to bring disaster to Hester and Dimmesdale, it appears that the two grow morally and spiritually stronger. But they have to undergo suffering in search of love for each other.
The intensity of Hester and Dimmesdale’s love for each other peaks in the forest conversation. Hester’s expression of love for Dimmesdale is impressive. “Dost thou live?” “Hester, hast thou found peace?” Dimmesdale asks Hester. In reply, Hester indicates, “Hast thou?” The conversation is marked by intense feelings for each other.
When Hester discloses her husband to Dimmesdale, she asks for forgiveness for revealing Chillingworth’s identity. Hester is finally ready to let her pasty go by throwing away the Scarlet Letter. The lovers craft a new strategy to escape revenge. But the strategy fails.
Identifying the Main Idea In Literature Is Easy… No More Stress!
When you are faced with the task of identifying the themes in a piece of literature, the aim is to understand the main idea. You need to look at the characters and the plot from varying angles. For example, when answering the question, what is the theme of The Scarlet Letter, you need to look at the characters from the religious, legal, spiritual, and cultural viewpoints. This will help you to see what the writer is emphasizing in a specific chapter or throughout the book.
One thing we need to bring out at this point is that picking themes from a piece of literature can be tricky. You need to practice with different books to develop the right skills. Therefore, what do you do with the assignment at hand? The answer is seeking writing help.
Notably, it is not just a lack of writing skills that can make identifying themes in a piece of literature difficult. In many cases, students in college might find assignments to identify major themes difficult because the deadline is tight or have other engagements to attend to. The best option is seeking homework help from experts. The writing firms work with expert writers who can easily tell what is the theme/s in a book and know how to present it professionally.
Whether your assignment requires you to identify themes in the Scarlet Letter or other pieces of literature, you can use this post to pick them or seek expert assistance easily.
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All Care
93 million U.S. adults age 20 or older have total cholesterol levels higher than 200 mg/dL. Nearly 29 million adult Americans have total cholesterol levels higher than 240 mg/dL. 7% of U.S. children and adolescents ages 6 to 19 have high total cholesterol.
What is Cholesterol?
Cholesterol is a type of lipid. It’s a waxy, fat-like substance that your liver produces naturally. It’s vital for the formation of cell membranes, certain hormones, and vitamin D. Cholesterol doesn’t dissolve in water, so it can’t travel through your blood on its own. To help transport cholesterol, your liver produces lipoproteins.
There are different types of cholesterol, based on what the lipoprotein carries. They are:
LDL (low-density lipoprotein): Also called “bad” cholesterol because it can build up in the walls of your arteries and form plaque. Plaque build-up in the arteries can reduce blood flow and increase your risk of heart disease.
HDL (high-density lipoprotein) cholesterol: Also called “good” cholesterol because it is thought to help remove “bad” cholesterol from the body.
• Total cholesterol level – less than 200 is best, but it depends on your HDL and LDL levels.
• LDL cholesterol levels – less than 130 is best, but this depends on your risk for heart disease.
• HDL cholesterol levels – 60 or higher reduces your risk for heart disease.
• Triglycerides – less than 150 milligrams per deciliter (mg/dl) is best.
Reasons for High Cholesterol
There are various factors which can increase your risk of bad cholesterol include:
• Smoking. Cigarette smoking damages the walls of your blood vessels, making them more prone to accumulate fatty deposits. Smoking might also lower your level of HDL, or "good," cholesterol.
• Age. Because your body's chemistry changes as you age, your risk of high cholesterol climbs. For instance, as you age, your liver becomes less able to remove LDL cholesterol.
• Diabetes. High blood sugar contributes to higher levels of dangerous cholesterol called very-low-density lipoprotein (VLDL) and lower HDL cholesterol. High blood sugar also damages the lining of your arteries.
How to control Your Cholesterol
• Eat a low-salt diet that emphasizes fruits, vegetables and whole grains
• Lose extra pounds and maintain a healthy weight
• Quit smoking
• Drink alcohol in moderation, if at all
• Manage stress
Get Yourself Checked Now
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External ventricular drainage
External ventricular drainage (EVD) is a temporary method of draining cerebrospinal fluid (CSF) from the ventricles in the brain. The brain and spinal cord are surrounded by CSF, which helps to protect them. The areas in the brain that contain this fluid are called ventricles. This page from Great Ormond Street Hospital (GOSH) explains external ventricular drainage and tells you what to expect when your child has this procedure. The external ventricular drainage (EVD) system uses a catheter (a thin, plastic tube), which is placed in the ventricle of the brain. This is connected to a drainage system outside the body.
The drainage system works by using gravity. This means the amount of CSF that can drain away depends on the position of the drip chamber or cylinder beneath the ventricles.
A lumbar drain works in exactly the same way and is used particularly after spinal surgery. It diverts fluid away from the operation site, which allows the wound to heal without the risk of CSF leaking out.
Why does my child need it?
There are many reasons for using external ventricular drainage (EVD). These include:
• reducing the pressure inside the brain caused by a build-up of CSF. This can result from a temporary blockage or abnormal flow of CSF within the brain
• diverting infected CSF from the brain and giving antibiotics directly into the CSF to treat the infection
• draining excess fluid and/or blood if a child has had brain surgery or has experienced a bleed into their brain
How is the drain inserted?
The drain will be inserted in an operation under general anaesthetic, lasting between one and two hours. The surgeon will feed the drainage tube under your child’s skin to the exit site. This can be on your child’s head, neck or tummy. Where possible, the surgeon will discuss the exit site with you before the operation.
Before the operation, the surgeon will visit you to explain the operation in more detail, discuss any worries you may have and ask you to sign a consent form giving permission for your child to have the operation. If your child has any medical problems, like allergies, please tell the doctors about these.
What are the risks?
Healthy children usually cope well with the anaesthetic, but the risk increases if your child has other problems. There is a risk of infection with EVD but this will be minimised by using gloves and sterile equipment whenever a nurse or doctor has to open the system.
What happens afterwards?
Your child will return to the ward to recover from the anaesthetic. They will have a light dressing where the catheter was inserted, and another light dressing on the exit site. The nurses will set up the drainage system and explain in detail how it works. Please do not try to set it up yourself.
While your child is having EVD, the nurses will be monitoring them closely. They will need to take regular measurements of the amount of CSF draining away and record this in your child’s medical record. If too much CSF drains away, your child will become pale and clammy, may vomit and could become sleepy.
If your child starts to cry, this can increase pressure in the head and you must clamp the tube immediately to prevent too much CSF draining away. You should also clamp the tube immediately if your child changes position, for instance, if they sit or stand up or lie down. Once you have clamped the tube, please call the nurse so that they can reposition the drain. Do not unclamp the tube yourself.
The tubing can easily become disconnected, which would allow the CSF to drain away at too fast a rate. This is less likely to happen if the tube and drainage system are out of your child’s reach at all times. If the tubing becomes disconnected, please call a nurse immediately.
If the doctors suspect that your child has an infection, they may ask for samples of CSF to send for testing in the laboratories. Samples are taken through the port on the tubing. They will also use the port to give your child medications into the CSF.
The nurses on the ward will encourage you to look after your child as much as you feel able. This can be daunting, especially while they are connected to the drainage system, but it will become easier with time. If you are worried, please talk to the nurses.
How long will the EVD last?
This varies from child to child, depending on the reason why EVD was needed in the first place. However, it is a temporary method of draining CSF and is rarely used for more than 14 days. Your child will need to stay in hospital until the drainage system is removed.
If your child needs ventricular drainage for a longer period of time, another method may be suggested. The doctors will explain this in more detail if it is likely.
How is the EVD removed?
The catheter in the ventricle is removed in an operation under general anaesthetic, lasting half an hour to an hour. In some situations, it is removed on the ward without an operation. The drainage bag and long tube are clamped and removed on the ward before the operation. Both the operation site and the exit site will be covered in a light dressing for the first few days after the operation.
Are there any long-term effects of having EVD?
There are no long-term effects of having EVD, other than a small scar where the catheter was inserted and another small scar at the exit site. These will fade in time. Depending on the reason for the EVD, your child may need a permanent system called a shunt. The nurses and doctors caring for your child will explain this to you if this is likely.
Compiled by:
Koala Ward in collaboration with the Child and Family Information Group
Last review date:
September 2019
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The world's first operational ballistic missile, Nazi Germany launched large numbers of V-2 (short for "Vengeance Weapon 2" (German: Vergeltungswaffe 2)) against targets in Western Europe, especially London. Launched by Nazi Germany in 1944-45, it was designed as one of Hitler's secret weapons to win World War II, along with the V-1 cruise missile, but it had no significant direct military effect. However it did kill several thousand civilians and did divert Allied bombers to attack its installations. While it demonstrated many advances in technology, and indeed was conceived as a space launch vehicle by its designer, Wernher von Braun, it was too inaccurate, with a high-explosive warhead, to be more than a psychological weapon.
In modern terminology, it was a short-range ballistic missile, with a warhead of 1 metric ton and a range of 240 kilometers/150 miles. It could send 1,000 kilograms (1 ton) of explosives more than 240 kilometers (150 miles) down range in five minutes.
Its liquid-fueled rocket engine powered it for approximately a minute, with stabilization and some control from aerodynamic fins. Once the engine stopped, the missile followed a parabolic trajectory, entering the edge of space, and then turning earthwards and falling due to gravity.
Internally, the V-2 was designated A-4, as the fourth version of an "aggregate" weapons system. It was developed at the test center at Peenemunde, in the Baltic. Its advances over earlier experimental version included an improved gyroscope to control its azimuth (i.e., compass heading), with carbon vanes in the exhaust to provide steering. It also contained accelerometers that sensed the distance it had flown and shut down the engine at that point; the missile continued its ballistic coasting, and its range was determined by time of engine shutdown.
Its first test flight was in October 1942. [1] Two bombing raids on Peenemunde, in August 1943, killed a large number of forced laborers and part of the technical force, but the design had been completed and production of the missiles moved elsewhere.
Each V-2 weighed thirteen tons; Hitler wanted 900 produced each month. Each missile delivered about one ton of explosive. With 30 per day, they would have delivered approximately the same payload of twelve Allied heavy bombers attacking Germany — sometimes in thousand-plane raids. While most of the bombers were not terribly accurate — U.S. bombers could hit a large factory and British night bombers a city — V-2's had even worse accuracy. A one-ton warhead with an accuracy of a mile is a serious concern if it has a nuclear warhead, but, while terrifying and lethal if you were in the target area, they were simply not militarily effective, and an immense diversion of resources. In a perverse way, they were lifesaving for some slave laborers, who were saved from gassing at Auschwitz to be used in the terrible underground working conditions at the Dora-Mittelbau Concentration Camp factory..[2] Since the workers needed significant training, Albert Speer writes that he complained to the SS to get better treatment of, and thus better productivity from, the worker.
Speer agreed with Hitler, and considered it one of his worst mistakes. He would have built guided missiles, but very different ones: the Wasserfall or Typhoon surface-to-air missiles. Thousands of these smaller weapons, which were ready for initial production, could have been produced by January 1945, and might have had a devastating effect on Allied bomber forces. The effect would have been even greater had the Me-262 fighter been available in quantity;[3] bombers defend differently against missiles and fighters.
Tactical aspects
The V-2 had advantages and disadvantages in comparison with the jet-propelled V-1 cruise missiles. It was mobile, and did not need the fixed launching ramps required by the V-2, which could be detected and bombed by the Alies. On the other hand, it required liquid oxygen and alcohol, which were much harder to supply than the simple petroleum-based fuel of the V-1.
Neither had sufficiently accurate guidance to hit a target smaller than a metropolitan area. The V-2, as opposed to the V-1, could not be intercepted once fired.
Since the Germans had no effective post-strike photography, they depended on spy reports to tell them where the weapons were striking, so they could correct their guidance settings. Since all German spies in Britain had been compromised by the Double-Cross System, [4] the British were able to introduce gradual errors into the information sent to the Germans, so many of the V-2's were eventually falling into farmland.
One of Germany's surface-to-air missile programs, the Wasserfall missile, was based on a smaller V-2. [5]
The widely deployed Soviet SS-1 SCUD is, in most respects, a copy of the V-2, but was a more credible weapon with a nuclear warhead. Conventionally armed SCUDs and SCUD variants used by Iraq were largely ineffective in the Iran-Iraq War, Gulf War, and Iraq War.
1. (John Pike), Peenemunde, 1943
2. Dora - Mittelbau/Nordhausen Concentration Camp, Holocaust Research Project
3. Albert Speer (1970), Inside the Third Reich, Macmillan, pp. 364-372
4. Masterman, J. C. (1972.). The Double-Cross System in the War of 1939–1945. Yale University Press.
5. "The Wasserfall missile", Century of Flight
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Parts of Speech
Parts of Speech
Parts of speech are a way to describe the functions of words in English language.
Parts of Speech Diagram
There are 8 parts of speech.
Parts of Speech 1
A noun is a word that is used for some person, place, thing, state, idea or action. They are of different kinds.
Types of Nouns:
There are six types of nouns:
1- Proper Noun
The name of a particular person, place or thing is called proper noun e.g. Gujranwala, Mount Everest, The United States, Keats, Shakespeare, etc.
2- Common Noun
The name of a common person, place or thing is called common noun e.g, pen, book, man, garden, chair, table, church, etc.
3- Abstract Noun
A noun that denotes some quality, state, idea or action is called abstract noun. Friendship, music hatred, love, ugliness, truth, death, sobriety, pride, bravery, growth, belief, wisdom, beauty, etc.
4- Material Noun
A noun that denotes the matter or substance of which things are made is called material noun e.g, wheat, rice, curd, milk, wood, etc.
5- Collective Noun
The name of a group of things of beings or things is called collective noun e.g, public, people gentry, poultry, team, police, class, etc.
6- Compound Noun
When two or more than two words join together, they are called compound nouns e.g, lady-doctor, step-brother, class-fellow, chair-person, etc.
Fill in the blanks with right name of the noun
1. ———————— Cowardice
2. ————————- Intelligence
3. ————————- Public
4. ————————- Gentry
5. ————————- Passer-by
6. ————————- The Indus
7. ————————- Cattle
8. ————————- Police
9. ————————- The Earth
10. ————————- OX
11. ————————- Tooth
12. ————————- Butter
13. ————————- Love
14. ————————- Mosque
15. ————————- Shakespeare
16. ————————- Dr. Morlow
17. ————————- Rain-bow
18. ————————- Reality
19. ————————- Rice
20. ————————- Wood
21. ————————- Thief
22. ————————- Major-General
23. ————————- Party
24. ————————- Gallon
25. ————————- Toy
26. ————————- Chair
27. ————————- Bravery
28. ————————- Effect
29. ————————- Photo
30. ————————- Tree
31. ————————- Horse
32. ————————- Life
33. ————————- Saudi-Arabia
34. ————————- Birth-day
How to make and what are the rules to make plurals noun?
1. The plural of a noun is usually formed by adding, S as Book, Books, Girl, Girls, Toy, Toys, Boys, Boys, Chair, Chairs; Table, Tables, Pen, Pens, etc.
2. Words ending ch or sh, are made plurals by adding es, as church, churches, bench, benches; dish, dishes.
3. Words ending in-Y (if there is a consonant immediately before Y) Y is changed into i and es is added as Family, Families; Century, Centuries; Story, Stories; Body, Bodies; City, Cities, etc.
4. Words ending in F or FE most of these change F to V and add as Leaf, Leaves; Wife, Wives; Calf, Calves; Thief, Thieves; Hence following nouns ending in F or Fe take S after them to form their plurals. Safe, Grief, Chief, Roof, Hoof, Cliff, Dwarf.
5. Words ending in O take es after them to form their plurals, like Mango, Mangoes; Hero, Heroes; Innuendo, Innuendoes; Volcano, Volcanoes; Tomato, Tomatoes, Hence photo, Kilo, Piano, Gratto, Dynamo, Folio, Take, only S to become plural.
6. Words ending in is usually change is to es as Basis, Bases; Thesis, Theses; Synopsis, Synopses; Synthesis, Syntheses, etc.
7. Words ending in X are required es to make plurals as Box, Boxes; Tax, Taxes; etc.
8. Words end at S or SS are required es to make plurals as Bus, Buses; Ass, Asses; Glass, Glasses; Mass, Masses.
9. The following nouns have the same form in both numbers, Sheep, Fish, Trout, Swine, Heathen, Deer, Salmon, etc.
10. News, hair are plural nouns but they take a singular verb, as His hair is white. What is the latest news?
11. The following words have no plurals and are always used in a singular sense. Permission, Music, Pity, Scenery, Information, Machinery, Knowledge, Silver, Gold, Progress, Leisure.
12. These nouns are used as the plural in sense, Though look singular, Cattle, Gentry, Public, People, Police, Poultry.
13. These nouns are used as singular though look Plural, Innings, Physics, Statistics, Summons, Gallows, Politics, Mathematics.
14. These words may be made plural as:
Advice Pieces of advice
Abuse Words of abuse
Mischief Acts of mischief
15. These words are used as given (in either sense) Mustaches, Spectacles, Tongs, Trousers.
16. Words clothes are always used in plurals sense.
17. Wages are plural in a sense payment for work (also used sing. That is paid for services).
18. Some nouns are exempted from these rules.
Singular Plural Singular Plural
Tooth Teeth Formula Formulas
Foot Feet Larva Larvae
Man Men Bacterium Bacteria
Woman Women OX Oxen
Child Children Stratum Strata
Goose Geese Testator Testatrix
Mouse Mice Medium Media/Mediums
Genus Genera Ovum Ova
Louse Lice Bureau Bureaux
Beau Beaux Curriculum Curricula
Pupa Pupae Memorandum Memoranda
Criterion Criteria Syllabus Syllabi, Syllabuses
Erratum Errata Datum Data
Make Plural From The Followimg NOUNS
Page, OX, Medium, Foot, Mass, Class, Witch, Inch, Wish, Story, Category, Century, Chief, Thief, Buffalo, Potato, Crisis, Halo, Loaf, Half, Box, Class, Cliff, Grief, Sky, Wolf, Bacterium, Datum, Clergy, Photo, Table, Word, Safe, Louse, Formula, Syllabus, Class-fellow, Brother-in-law, Sash; Ditch, Branch, Bench, Business, Spy, Library, Penny.
pronoun is a word that is used in the place of a noun or noun phrase.
They may be grouped into three categories.
1.Nominative (Subjective)
2. Possessive (Genitive)
3. Objective (Passive) (Accusative)
Nominative Possessive (Genitive) Objective (Passive) (Accusative)
I My, mine Me
We Our, ours Us
You Yours, you You
She Her, hers Her
It Its It
They Their, theirs Them
He His Him
For the use of Possessive Pronouns look at the following sentences.
This is her book. This is hers.
These are my pencils. These are mine.
That is your bag. That is yours.
That is our box. That is ours.
It is my dog. It is mine.
These are their books. These are theirs.
Those are your toys. Those are yours.
Relative Pronoun
These are used to relate a noun or a sub-clause to the main clause and serve as conjunctions, e.g.
Who, Whom used for person or persons.
Whose, That used for persons or things.
Which used for animals or things.
What, But, As are also relative pronouns.
Complete these sentences with relative pronouns.
1. I do not like such men _________________ deceive their friends.
2. God helps those _________________ help themselves.
3. All _________________ glitters is not gold.
4. God loves those _________________ love their fellowmen.
5. The man _________________ address you are asking is not here.
6. The boy _________________ you want to meet has left this city.
7. The cow _________________ you have bought is not healthy.
8. She is a poetess _________________ her poems are very famous.
9. You may take _________________ you like.
10. _________________ you sow, so shall you reap.
The demonstrative pronoun points towards the noun it replaces, indicating it in time, space, and distance. They are This, That, These, and Those.
For example
• Near the speaker _________________ This and These will be used.
• Not at near the speaker _________________ That and Those will be used.
I. Use This or These
1. _________________ Page
2. _________________ People
3. _________________ Church
4. _________________ Money
5. _________________ Children
6. _________________ News
7. _________________ Bench
8. _________________ Ladies
II. Use That or Those
1. _________________ Girls
2. _________________ Radio
3. _________________ Man
4. _________________ Men
5. _________________ Women
6. _________________ Dress
7. _________________ Apples
8. _________________ Student
Verb is a word that denotes an action or activity of a person or thing. They are of three classes.
1. Transitive Verb
A transitive verb requires an object to complete its meaning.
1. He is writing a letter.
2. The mother looks after the children.
3. I love my country.
2. Intransitive Verb
An intransitive verb expresses a state or action which affects the subject only.
1. He is listening.
2. He runs.
3. They are weeping.
4. He goes.
3. Helping Verb
The word which plays the role of linking or helping in a sentence is called helping verb.
It includes: Is, am, are, was, were, had, has, have, can, could, would, should, may, might, ought, will, shall, must.
Every verb has three forms. The first form is called infinitive, the second form is called preterite and the third form is called past participle. Hence, present participle (ing form) is also accepted as one of the form of the verb.
In most cases, ed is put to make the past of a verb. Hence, there are many irregular verbs. A list of these verbs is as.
Bring Brought Brought
Build Built Built
Buy Bought Bought
Choose Chose Chosen
Drink Drank Drunk
Eat Ate Eaten
Feel Felt Felt
Find Found Found
Fly Flew Flown
Give Gave Given
Forgive Forgave Forgiven
Hear Heard Heard
Know Knew Known
Leave Left Left
Ride Rode Ridden
Say Said Said
Ring Rang Rung
Sleep Slept Slept
Take Took Taken
Teach Taught Taught
Tell Told Told
Wear Wore Worn
Write Wrote Written
Begin Began Begun
Blow Blew Blown
Break Broke Broken
Fall Fell Fallen
Get Got Got
Hide Hid Hidden
Hold Held Held
Lead Led Led
Lend Lent Lent
Win Won Won
Has, have Had Had
Lose Lost Lost
Make Made Made
Mean Meant Meant
Meet Met Met
Pay Paid Paid
Run Ran Run
Do Did Done
Feed Fed Fed
Sit Sat Sat
Think Thought Thought
Throw Threw Thrown
Understand Understood Understood
Steal Stole Stolen
Catch Caught Caught
Write Wrote Written
Tear Tore Torn
Slide Slid Slid
Come Came Come
Tell Told Told
Spin Spun Spun
See Saw Seen
Lay Laid Laid
Lie Lay Lain
Spellings of some verbs remain the same in three forms as:-
Cut, put, spread, quit, fit,let, hurt, bet, shut, cast. Verb ending in Y if there is a consonant before y, y is replaced by ied in second and third form as.
Marry Married Married
Carry Carried Carried
Bury Buried Buried
Try Tried Tried
Cry Cried Cried
Fry Fried Fried
Adjective is a word used for qualifying the meaning of a noun or pronoun.
There are two types of adjective especially mentionable.
1. Adjective of Quality
When an adjective states the kind of the noun it qualifies, it is said to be an adjective of quality. For example; Tall boy, Beautiful girl, Black cat, Good student, and Bad man, etc.
2. Adjective of Quantity
When an adjective states the number or quantity of noun it is called an adjective of quantity .eg, how many, how much, third group, first meeting, last chance, and many girls, etc.
There are three degrees of an adjective.
Degree of Adjective
1. Positive Degree
It simply expresses quality as Week, Poor, Dark, Bright, Coward, and Pretty, etc.
2. The Comparative Degree
It is used to compare a thing or person with another; as, More, Poorer, Wiser, Higher, and taller, etc. Than is used with a second degree of an adjective.
3. Superlative Degree
It is used when a person or thing is superior to all others in a particular quality as, Poorest, Best, Most, Darkest, Smallest, Richest, and Latest, etc. The is used before the superlative degree of an adjective. Of is used after the superlative degree of an adjective.
The general rule to make a comparative degree and superlative degree, we put er or est with the positive degree of an adjective. However, here are some irregular adjectives exempted from the above-mentioned rules. They are:
Positive Degree Comparative Degree Superlative Degree
Good Better Best
Bad Worse Worst
Far Farther Farthest
Much / many More Most
Little Less Least
In case of other adjectives more and most are used before them for making comparative and superlative degree. As,
“Difficult: more difficult; most difficult”, “Beautiful; more beautiful; most beautiful”. To is used with inferior, superior, junior, senior, prior, and elder, etc.
An adverb is a word used for qualifying the meaning of verb, adjective or other adverb. According to their meaning, they can be grouped in the following categories.
i. Adverb of Manner/ Quality or State
It indicates how the action takes place. As;
1. She weeps bitterly.
2. He can read it clearly.
3. He appears suddenly.
4. They eat them quickly.
ii. Adverb of Place
It indicates where the action takes place. As;
1. What are you doing here?
2. We will go there.
iii. Adverb of Time
It denotes when the action takes place.
1. We used to play hockey daily.
2. She has already left this city.
3. She met me yesterday.
iv. Adverb Order
In a normal sentence, the adverb manner comes first; it is followed by the adverb of place and then comes the adverb of time; as “Sabiha stood first in the annual examination last year”.
Here is a list of adverbs. Fill in the blanks with these given adverbs.
Clearly, recently, surely, sweetly, already, just, yet, happily, strangely, where, somewhere, immediately, luckily, quickly, apparently, certainly, proudly, slowly, comfortably, soundly, easily, fluently, elegantly, warmly, presently, suddenly, bravely, and rightly, etc.
1- Please speak _________________ .
2- I am _________________ going there today.
3- The air smells _________________ .
4- They have _________________ gone there.
5- He has not finished his work _________________ .
6- He has __________ joined this college.
7- I have _________________ shut the door.
8- Shahid has _________________ taken one cup of tea.
9- He has not _________________ completed his work.
10- He accepted my offer _________________ .
11- They sang _________________ .
12- Your story seems _________________ .
13- I went to the village _________________ I was born.
14- He kept his purse _________________ .
15- I can read quite _________________ .
16- _________________ I have passed the examination.
17- _________________ he is in the wrong.
18- He is sitting _________________ in the chair.
19- I drive my car _________________ .
20- He is sleeping _________________ .
21- I can drive _______________.
22- she can speak English _________________ .
23- She dresses _________________ .
24- Did we receive our leader _________________ ?
25- Type this letter _________________ .
26- The dog was beaten _________________ .
27- He solves the question _________________ .
28- _________________ he is coming _________________ .
29- He disappears _________________ .
30- They fought _________________ .
A preposition is a word used before a noun or a pronoun to show its relation with another person or thing. Examples on, in, of, off, up, into, over, under, after, about, against, below, at, with, to, by, for, since, from, upon, through, along, and above, over.
Some Solved Examples
He is ashamed of his behavior. 2. He is looking for his book. 3. Mr. Riaz is very popular with his students. 4. The patient is being operated upon. 5. They were running after a thief. 6. He is hidden behind a tree. 7. Divide these mangoes among all the boys. 8. Divide these apples between two brothers. 9. Open your book on page ten. 10. He writes in red ink. 11. I congratulated her on her success. 12. He does not care for anyone. 13. Always keep to the left. 14. Sidra works according to the time table. 15. I am thankful to you. 16. He will take revenge on you. 17. Hard work is the key to success. 18. You should not be indifferent to your studies. 19. Who will succeed to him? 20. I introduced him to my friends. 21. Is there no remedy for this disease? 22. Solve this sum within ten minutes. 23. She looks after her children. 24. He has no control over his feelings. 25. Saif lives at Sultan Pura in Gujranwala.
Fill in the blanks with a suitable preposition:
You will succeed if you act _________________ my advice. 2. I am short _________________ money these days. 3. This cloth is inferior _________________ that. 4. _________________ God, we trust. 5. I shall receive my father _________________ the station. 6. The principal accepted _________________ my request _________________ leave. 7. His health is improving day _________________ day. 8. He has escaped _________________ the jail. 9. He has no taste _________________ games. 10. He is walking _________________ the road. 11. Smoking is injurious _________________ health. 12. He is not eligible _________________ this post. 13. She is adept ________ English. 14. He was informed _________________ his result.
It is a word used for the joining one sentence to another. These words are used as Conjunction; and, but, or for, nor, yet, though, as before, since, if, while, unless, until, as soon as, as long as, etc.
Some conjunctions are used in pairs. They are also called Correlative Conjunctions. Some are called sub-ordinate conjunctions and some are called co-ordinate conjunctions.
Correlative Conjunctions
They are generally used together.
• Neither _________ nor
• Such _________ as
• Either _________ or
• Same _________ as
• So/as _________ as,that
• Although _________ yet
• Both _________ and
• Though _________ yet
• Whether _________ or
• Hardly _________ when
• Not only _________ but also
• Such _________ that
• No sooner _________ than
• lest _________ should
• Too _________ to
• Rather _________ than
• Other _________ than
Subordinating Conjunctions
They help to link or connect a dependent clause to an independent clause.
They are; that, who, which, when, where, why, how, whenever, while, unless, whoever, if, and because. They make complex sentence.
Coordinating Conjunctions
They help to link equal parts of a sentence including phrases and clauses.
They are; and, but, or, yet, and nor. They make compound sentences.
Complete these sentences with suitable conjunctions.
1. Although he tried _________________ he could not reach there.
2. You will gain nothing _________________ you try.
3. Take care of your books, _________________ books are your best friends.
4. _________________ they saw a lion they ran away.
5. No sooner did he enter the room _________________ it began to rain.
6. Fakhira is _________________ intelligent as her sister.
7. He is not so wise _________________ his brother.
8. As you sow, _________________ shall you reap?
9. He is _________________ weak that he cannot walk.
10. Work hard _________________ you should fail.
11. Neither does he sleep _________________ work.
12. Not only Salma is foolish _________________ coward.
13. Either Saima _________________ none can solve this sum.
14. He is _________________ longer my friend.
15. I will not stay here any _________________ .
16. Although they were present there _________________ they could not help me.
17. She is _________________ weak to walk.
18. Stay here _________________ we come.
19. _________________ you are physically unfit, you should not apply for this post.
20. He tried agian and again _________________ in vain.
21. He was so changed _________________ I could not recognize.
22. Hardly we had reached there _________________ it began to rain.
23. Listen carefully _________________ it is very important lecture.
24. Both Sidra _________________ Uzama are intelligent girls.
25. I have no other wealth _________________ my book.
They are: why, when, where, which, what, how, many, how much, who, whose, and whom, etc.
Complete these sentences with the help of these question words.
1. _________________ does he go after classes?
2. _________________ will you help me?
3. _________________ will the train arrive?
4. _________________ is this man? He has been sitting here since morning.
5. _________________ do you ask my name?
6. _________________ are you waiting for her?
7. _________________ books are lying on the table?
8. _________________ have you been? I have not seen you for so long.
9. These are four boys, _________________ is your brother?
10. _________________ many boys are going to take the examination this year?
11. _________________ will bell the cat?
12. _________________ milk is there in the cup?
13. _________________ students are being promoted to the next class?
14. _________________ do you want to see?
15. _________________ are you doing here?
16. _________________ are you carrying, this luggage?
17. _________________ will you solve this sum?
18. _________________ money have you invested in this business?
It is two types
Definite Article: The is a definite article and used in these cases.
1. To point out or particularize a noun.
2. The is used before a singular noun when it represents its class.
3. The is used before adjective of quality. In this case, it becomes plural.
4. The is used before the superlative degree of an adjective.
5. The is used before a comparative degree in some cases.
6. The is used before the name of rivers, newspapers, seas, ranges of mountains, ships, books, sects, religion, castes, families, etc.
7. The is used before a proper noun when it is used as a common noun.
8. If a common noun comes before a proper noun, the is used before it.
9. The is used before the names of countries, provinces, cities, etc. If they are plural or have some geographical background.
10. The is used before the nouns which are single.
11. If we mention something or the thing known or the thing that has already been mentioned, the is used before it.
12. The is used before school, mosque, market when we mean to say building.
13. The is used before the names of nations.
14. The is used before a proper, material or abstract noun when it is particularized or attributed to a particular place or person.
15. It is used before the dates of the months.
16. It is used before the adjective the same and after the adjective all and both.
17. It is used before words denoting historical events.
18. It is used before the words indicating weight and measure.
19. The is used before directions.
20. The is used before sky, sun, moon, star, earth.
It is not used before
1. Man, woman when they represent their class.
2. Before abstract and material nouns.
3. Before the names of countries, cities and provinces.
4. Before the name of a person.
5. Before God, Hell, and Paradise.
6. Before language, subjects, and diseases.
7. Before the days of week, seasons.
Indefinite Article
A or an is an indefinite article. It generalizes a noun.
• A is generally placed before words beginning with letters other than a, e, I, o, u (vowels).
• A is used before a word beginning with a vowel but not giving the vowel sound.
• An is used before a word when it gives the sound of a vowel.
Fill in the blanks with the, a or an
1. Honesty is _________________ best policy.
2. He is _________________ M.A.
3. He is not _________________ good man.
4. _________________ paradise lost is _________________ best book of classical poetry.
5. _________________ king Akbar was very famous for his justice.
6. _________________ earth revolves round _________________ sun.
7. Which is _________________ longest river in Pakistan?
8. What is _________________ latest news?
9. He is _________________ Rustum of present age.
10. _________________ rich should help _________________ needy.
11. _________________ U.S.A is a large country.
12. Her date of birth is _________________ sixteen of September.
13. _________________ beauty of Helen is matchless.
14. Oil is sold by _________________ liter.
15. _________________ Muslim hates _________________ Jews.
16. He is _________________ famous urologist.
17. He is _________________ honourable man.
18. He has a cow. _________________ cow is very beautiful.
19. _________________ school is near _________________ mosque.
20. _________________ mango is sweet.
21. _________________ sun sets in _________________ west.
22. There was _________________ thirsty crow.
23. He is _________________ able man.
24. _________________ watch you gave me has been lost.
25. All _________________ girls are silent.
26. _________________ more the sugar _________________ sweeter it is.
Correct these sentences.
1. The God is one.
2. The man is mortal.
3. The women are talkative.
4. He is a honest man.
5. Sun sets in west.
6. We live near market.
7. She is most beautiful girl.
8. We should help the poors.
9. The government has decided to set up an university.
10. He plays the cricket.
Complete with the, a, and an.
1. _________________ unsurpur.
2. _________________ smallest boy.
3. _________________ honest worker.
4. _________________ Pacific Ocean.
5. _________________ leader Bhutto.
6. _________________ West Indies.
7. _________________ left.
8. _________________ Maliks.
9. _________________ Simpsons.
10. _________________ Holy Quran.
11. _________________ Old Testament.
12. _________________ 7th of August.
13. _________________ French Revolution.
14. _________________ Unit.
15. _________________ University.
16. _________________ Eagle.
17. _________________ Historical city.
18. _________________ Heir.
19. _________________ Honest man.
20. _________________ west.
One thought on “Parts of Speech
1. Reply
July 8, 2021 at 3:02 am
Wallahi you have done a great job here please keep it up
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Leonardo da Vinci
Crescent Moon HDR
Astronomy Picture of the Day
Made from 14 light frames by Starry Sky Stacker 1.3.1. Algorithm: Mean
Crescent Moon HDR
Image Credit & Copyright: Miguel Claro (TWANDark Sky Alqueva) (posted with permission)
Explanation: How come the crescent Moon doesn’t look like this? For one reason, because your eyes can’t simultaneously discern bright and dark regions like this. Called earthshine or the da Vinci glow, the unlit part of a crescent Moon is visible but usually hard to see because it is much dimmer than the sunlit arc. In our digital age, however, the differences in brightness can be artificially reduced. The featured image is actually a digital composite of 15 short exposures of the bright crescent, and 14 longer exposures of the dim remainder. The origin of the da Vinci glow, as explained by Leonardo da Vinci about 510 years ago, is sunlight reflected first by the Earth to the Moon, and then back from the Moon to the Earth.
Source: https://apod.nasa.gov/apod/ap200824.html
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The Trees That May Survive Humanity
Bristlecone pines have the look of survivors, not conquerors. Fittingly, they found fame during the Cold War, when atomic tests were taking place not far off, in the Nevada desert. Bristlecones are post-apocalyptic trees, sci-fi trees. Photograph by John Chiara for The New Yorker
Alex Ross mainly writes about music, but when he sets his sights on other important topics his musicality illuminates in a powerful way:
The Past and the Future of the Earth’s Oldest Trees
Bristlecone pines have survived various catastrophes over the millennia, and they may survive humanity.
As the millennia go by, bristlecones become contorted and wraithlike. The main stem, or leader, dies back. Entire branches, even the trunk itself, become fossils. At first glance, the tree may look dead. Such is the case of the forty-five-hundred-year-old tree that clings to life near the tourist path that now runs through the Ancient Bristlecone Pine Forest. Spears of dead wood jut into the air. The trunk is a marbled hulk stripped of bark, like driftwood thrown from a vanished ocean. A ribbon of live bark runs up one side, funnelling water and nutrients to clumps of green needles high above. All told, the tree is an unprepossessing specimen; most people march past it without giving it a second glance. When I sat by the tree for an hour last July, the only visitor who took any notice of it was a dog named Dougie, who briefly sniffed the trunk and then darted away.
In 1957, Edmund Schulman, a researcher from the Laboratory of Tree-Ring Research, in Tucson, determined that this eccentric senior was older than any other tree on earth which had been dated. He named it Methuselah. The next year, when the United States Forest Service established the Ancient Bristlecone Pine Forest, Methuselah bore an identifying marker. The sign was soon removed, however, because tourists were extracting souvenirs. The tree’s location is now known only to scientists, forest rangers, and a few enthusiasts. This anonymity is just as well, since there are almost certainly Great Basin bristlecones that are yet older. A nearby tree appears to have been born about three hundred years earlier. Even more ancient trees are rumored to exist elsewhere in the Whites.
What is most astonishing about Pinus longaeva is not the age of any single organism but the collective oldness and otherness of its entire community. No two super-elderly trees look alike, to the point where they have acquired the characteristics of individuals. Trees are prone to anthropomorphism; we project our dreams and our anxieties onto them. Bristlecones have been called elders, sentinels, sages. The possibility that climate change will cause their extinction has inspired a spate of alarmed news stories, although tree scientists tend to discount the idea that the bristlecones are in immediate danger. They have survived any number of catastrophes in the past; they may survive humanity…
Read the whole article here.
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St. Dunston
Looking to the right the window in what was the Baptistry depicts St. Dunston (c. 909 – 19) May 988) was an English bishop. He was successively Abbot of Glastonbury Abbey, Bishop of Worcester, Bishop of London and Canterbury Archbishop of Canterbury , later canonised as a saint. St Dunstan was born of a noble family a near Glastonbury. There he was educated by Irish monks and while still a youth was sent to the court of King Athelstan. He became a Benedictine monk and was ordained by his uncle, St Alpehege (Bishop of Winchester) in around 939.
He spent some time as a hermit at Glastonbury before being recalled to court by King Edmund who appointed him Abbot of Glastonbury which he then developed into a great centre of learning as well as revitalising other monasteries in the area. He became advisor to King Edred when he became King after the murder of Edmund. He began a very influential reform of all the monasteries in Edred’s realm.
St Dunstan opposed the politics of King Edwy and was subsequently banished he returned when a rebellion replaced Edwy with his brother Edgar. Edgar appointed him Bishop of Worcester and then Bishop of London. After the death of Edwy, the civil strife came to an end and Edgar reunited the country and made St Dunstan Archbishop of Canterbury together, the King and St Dunstan planned a thorough reform of church and state.
St Dunstan was subsequently appointed legate by Pope John XII and along with St Ethelwold and St Oswald restored ecclesiastical discipline, rebuilt many of the monasteries destroyed by the Danish invaders, replaced inept secular priests with monks, and enforced the widespread reforms they put into effect.
He was the most popular saint in England for nearly two centuries, having gained fame for the many stories of his greatness, not least among which were those concerning his famed cunning in defeating the devil. Another story relates how Dunstan nailed a horseshoe to the Devil’s foot when he was asked to re-shoe the Devil’s cloven hoof. This caused the Devil great pain, and Dunstan only agreed to remove the shoe and release the Devil after he promised never to enter a place where a horseshoe is over the door. This is claimed as the origin of the lucky horseshoe.
He was also known for a number of miracles involving cures including for blindness.
St Dunstan has been called the reviver of monasticism in England. He was a noted musician, played the harp, composed several hymns (notably “Kyrie Rex splendens”), was a skilled metal worker and illuminated manuscripts. He is the Patron Saint of armourers, goldsmiths, locksmiths and jewellers.
and St. Boniface ( c. 675 5 June 754 AD), (born Wynfrith) in the Devon town of Crediton in Anglo-Saxon England, was a leading figure in the Anglo-Saxon mission to the Germanic parts of the Frankish Empire during the 8th century. He organised significant foundations of the church in Germany and was made archbishop of Mainz by Pope Gregory III. He was martyred in Frisia in 754, along with 52 others when instead of converts attending for baptism he and his party was set on by a group of thieves. He is venerated as a saint in the Christian church and became the patron saint of Germania, known as the “Apostle of the Germans”.
According to one reference On 15 May, 719, Wynfrith (his name at birth) was sent to Germany by Pope Gregory II and given the name Boniface. His mission was to convert the unbelievers in that part of Europe to Christianity. He worked tirelessly in the country destroying idols and pagan temples across Germany and building churches in their place. In 732 he was made an Archbishop and founded or restored the diocese of Bavaria.
It was on this trip, around the time of Winter Solstice, that he was said to have come across a group of pagans worshipping an old oak tree. Horrified by what he saw as blasphemy, the all-action Boniface grabbed the nearest axe and hacked down the tree. As he did this he called the pagans to see the power of his God over theirs. The feelings of the locals were understandably mixed, but Boniface’s actions seem mainly to have been taken in good spirit, with some of the tales saying he converted the pagans on the spot. This is where the story divides. Some say that Boniface planted a fir tree there, but the most common idea is that a fir tree grew spontaneously in the oak’s place. The fir was seen as an image of God and many believed its evergreen character symbolised the everlasting love of the Creator. According to the story, the next year all the pagans in the area had been converted to Christianity and hung decorations from the tree to celebrate what they now called Christmas rather than Winter Solstice. The story spread and soon Christmas trees became the norm in the newly converted Bavaria, and then spread out to become the tinsel strewn, electric lit, bauble hung festival we know today.
This window is dedicated to the memory of WILLIAM EDGAR FLETCHER and his wife and was designed and made by Mr W H Harvey of York.
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Australia's #1 for Law
FREE - Join Now
In mathematics, the dot product or scalar product is an algebraic operation that takes two equal-length sequences of numbers (usually coordinate vectors) and returns a single number. In Euclidean geometry, the dot product of the Cartesian coordinates of two vectors is widely used and often called "the" inner product (or rarely projection product) of Euclidean space even though it is not the only inner product that can be defined on Euclidean space; see also inner product space.
Algebraically, the dot product is the sum of the products of the corresponding entries of the two sequences of numbers. Geometrically, it is the product of the Euclidean magnitudes of the two vectors and the cosine of the angle between them. These definitions are equivalent when using Cartesian coordinates. In modern geometry, Euclidean spaces are often defined by using vector spaces. In this case, the dot product is used for defining lengths (the length of a vector is the square root of the dot product of the vector by itself) and angles (the cosine of the angle of two vectors is the quotient of their dot product by the product of their lengths).
The name "dot product" is derived from the centered dot " · " that is often used to designate this operation; the alternative name "scalar product" emphasizes that the result is a scalar, rather than a vector, as is the case for the vector product in three-dimensional space.
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Single-layer materials
From Wikipedia, the free encyclopedia
(Redirected from 2D Materials)
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In materials science, the term single-layer materials or 2D materials refers to crystalline solids consisting of a single layer of atoms. These materials are promising for some applications but remain the focus of research. Single-layer materials derived from single elements generally carry the -ene suffix in their names, e.g. graphene. Single-layer materials that are compounds of two or more elements have -ane or -ide suffixes. 2D materials can generally be categorized as either 2D allotropes of various elements or as compounds (consisting of two or more covalently bonding elements).
It is predicted that there are hundreds of stable single-layer materials.[1][2]
Single element materials[edit]
C: graphene and graphyne[edit]
Graphene is an atomic-scale honeycomb lattice of carbon atoms.
Graphene is a crystalline allotrope of carbon in the form of a nearly transparent (to visible light) one atom thick sheet. It is hundreds of times stronger than most steels by weight.[3] It has the highest known thermal and electrical conductivity, displaying current densities 1,000,000 times that of copper.[4] It was first produced in 2004.[5]
Andre Geim and Konstantin Novoselov won the 2010 Nobel Prize in Physics "for groundbreaking experiments regarding the two-dimensional material graphene". They first produced it by lifting graphene flakes from bulk graphite with adhesive tape and then transferring them onto a silicon wafer.[6]
Graphyne is another 2-dimensional carbon allotrope whose structure is similar to graphene's. It can be seen as a lattice of benzene rings connected by acetylene bonds. Depending on the content of the acetylene groups, graphyne can be considered a mixed hybridization, spn, where 1 < n < 2,[7][8] and versus graphene's (pure sp2) and diamond (pure sp3).
First-principle calculations using phonon dispersion curves and ab-initio finite temperature, quantum mechanical molecular dynamics simulations showed graphyne and its boron nitride analogues to be stable.[9]
The existence of graphyne was conjectured before 1960.[10] It has not yet been synthesized. However, graphdiyne (graphyne with diacetylene groups) was synthesized on copper substrates.[11] Recently, it has been claimed to be a competitor for graphene due to the potential of direction-dependent Dirac cones.[12][13]
B: borophene[edit]
cluster might be seen as smallest borophene; front and side view
Borophene is a crystalline atomic monolayer of boron and is also known as boron sheet. First predicted by theory in the mid-1990s in a freestanding state,[14] and then demonstrated as distinct monoatomic layers on substrates by Zhang et al.,[15] different borophene structures were experimentally confirmed in 2015.[16][17]
Ge: germanene[edit]
Germanene is a two-dimensional allotrope of germanium with a buckled honeycomb structure.[18] Experimentally synthesized germanene exhibits a honeycomb structure.[19][20] This honeycomb structure consists of two hexagonal sub-lattices that are vertically displaced by 0.2 A from each other.[21]
Si: silicene[edit]
STM image of the first (4×4) and second layers (3×3-β) of silicene grown on a thin silver film. Image size 16×16 nm.
Silicene is a two-dimensional allotrope of silicon, with a hexagonal honeycomb structure similar to that of graphene.[22][23][24]
Sn: stanene[edit]
Lattice image of stanene flake, with the middle inset showing a large-area electron micrograph of the sample. The right inset is an electron diffraction pattern confirming the hexagonal structure.
Stanene is a predicted topological insulator that may display dissipationless currents at its edges near room temperature. It is composed of tin atoms arranged in a single layer, in a manner similar to graphene.[25] Its buckled structure leads to high reactivity against common air pollutions such as NOx and COx and is able to trap and dissociate them at low temperature.[26] Recently structure determination of stanene is done using low energy electron diffraction and it shows very interesting result of ultra-flat stanene on Cu(111) surface.[27]
Pb: plumbene[edit]
Plumbene is a two-dimensional allotrope of lead, with a hexagonal honeycomb structure similar to that of graphene.[28]
P: phosphorene[edit]
Phosphorene structure: (a) tilted view, (b) side view, (c) top view. Red (blue) balls represent phosphorus atoms in the lower (upper) layer.
Phosphorene is a 2-dimensional, crystalline allotrope of phosphorus. Its mono-atomic hexagonal structure makes it conceptually similar to graphene. However, phosphorene has substantially different electronic properties; in particular it possesses a nonzero band gap while displaying high electron mobility.[29] This property potentially makes it a better semiconductor than graphene.[30] The synthesis of phosphorene mainly consists of micromechanical cleavage or liquid phase exfoliation methods. The former has a low yield while the latter produce free standing nanosheets in solvent and not on the solid support. The bottom-up approaches like chemical vapor deposition (CVD) are still blank because of its high reactivity. Therefore, in the current scenario, the most effective method for large area fabrication of thin films of phosphorene consists of wet assembly techniques like Langmuir-Blodgett involving the assembly followed by deposition of nanosheets on solid supports[31]
Sb: antimonene[edit]
Antimonene is a two-dimensional allotrope of antimony, with its atoms arranged in a buckled honeycomb lattice. Theoretical calculations[32] predicted that antimonene would be a stable semiconductor in ambient conditions with suitable performance for (opto)electronics. Antimonene was first isolated in 2016 by micromechanical exfoliation[33] and it was found to be very stable under ambient conditions. Its properties make it also a good candidate for biomedical and energy applications.[34]
In a study made in 2018,[35] antimonene modified screen-printed electrodes (SPE’s) were subjected to a galvanostatic charge/discharge test using a two-electrode approach to characterize their supercapacitive properties. The best configuration observed, which contained 36 nanograms of antimonene in the SPE, showed a specific capacitance of 1578 F g−1 at a current of 14 A g−1. Over 10,000 of these galvanostatic cycles, the capacitance retention values drop to 65% initially after the first 800 cycles, but then remain between 65% and 63% for the remaining 9,200 cycles. The 36 ng antimonene/SPE system also showed an energy density of 20 mW h kg−1 and a power density of 4.8 kW kg−1. These supercapacitive properties indicate that antimonene is a promising electrode material for supercapacitor systems.
Bi: bismuthene[edit]
Bismuthene, the two-dimensional allotrope of bismuth, was predicted to be a topological insulator. It was predicted that bismuthene retains its topological phase when grown on silicon carbide in 2015.[36] The prediction was successfully realized and synthesized in 2016.[37] At first glance the system is similar to graphene, as the Bi atoms arrange in a honeycomb lattice. However the bandgap is as large as 800mV due to the large spin-orbit-coupling of the Bi atoms and their interaction with the substrate. Thus, room-temperature applications of the quantum spin Hall effect come into reach. Top-down exfoliation of bismuthene has been reported in various instances [38][39] with recent works promoting the implementation of bismuthene in the field of electrochemical sensing.[40][41]
3D AFM topography image of multilayered palladium nanosheet.[42]
Single and double atom layers of platinum in a two-dimensional film geometry has been demonstrated.[43][44] These atomically thin platinum films are epitaxially grown on graphene[43] which imposes a compressive strain that modifies the surface chemistry of the platinum, while also allowing charge transfer through the graphene.[44] Single atom layer of palladium with the thickness down to 2.6 Å,[42] and rhodium with the thickness of less than 4 Å [45] have also been synthesized and characterized with atomic force microscopy and transmission electron microscopy.
2D alloys[edit]
Two-dimensional alloys is single atomic layer of alloy that is incommensurate with underlying substrate. One example is the 2D ordered alloys of Pb with Sn and with Bi.[46][47]
2D supracrystals[edit]
The supracrystals of 2D materials have been proposed and theoretically simulated.[48][49] These monolayer crystals are built of supra atomic periodic structures where atoms in the nodes of the lattice are replaced by symmetric complexes. For example, in the hexagonal structure of graphene patterns of 4 or 6 carbon atoms would be arranged hexagonally instead of single atoms, as the repeating node in the unit cell.
Two alternately stacked layers of hexagonal boron nitride
Germanane is a single-layer crystal composed of germanium with one hydrogen bonded in the z-direction for each atom.[50] Germanane’s structure is similar to graphane,[51] Bulk germanium does not adopt this structure. Germanane is produced in a two-step route starting with calcium germanide. From this material, the calcium (Ca) is removed by de-intercalation with HCl to give a layered solid with the empirical formula GeH.[52] The Ca sites in Zintyl-phase CaGe
interchange with the hydrogen atoms in the HCl solution, producing GeH and CaCl2.
Ni3(HITP)2 is an organic, crystalline, structurally tunable electrical conductor with a high surface area. HITP is an organic chemical (2,3,6,7,10,11-hexaaminotriphenylene). It shares graphene's hexagonal honeycomb structure. Multiple layers naturally form perfectly aligned stacks, with identical 2-nm openings at the centers of the hexagons. Room temperature electrical conductivity is ~40 S cm−1, comparable to that of bulk graphite and among the highest for any conducting metal-organic frameworks (MOFs). The temperature dependence of its conductivity is linear at temperatures between 100 K and 500 K, suggesting an unusual charge transport mechanism that has not been previously observed in organic semiconductors.[53]
The material was claimed to be the first of a group formed by switching metals and/or organic compounds. The material can be isolated as a powder or a film with conductivity values of 2 and 40 S cm−1, respectively.[54]
Single layers of 2D materials can be combined into layered assemblies.[55] For example, bilayer graphene is a material consisting of two layers of graphene. One of the first reports of bilayer graphene was in the seminal 2004 Science paper by Geim and colleagues, in which they described devices "which contained just one, two, or three atomic layers". Layered combinations of different 2D materials are generally called van der Waals heterostructures. Twistronics is the study of how the angle (the twist) between layers of two-dimensional materials can change their electrical properties.
Microscopy techniques such as transmission electron microscopy,[56][57][58] 3D electron diffraction,[59] scanning probe microscopy,[60] scanning tunneling microscope,[56] and atomic-force microscopy[56][58][60] are used to characterize the thickness and size of the 2D materials. Electrical properties and structural properties such as composition and defects are characterized by Raman spectroscopy,[56][58][60] X-ray diffraction,[56][58] and X-ray photoelectron spectroscopy.[61]
The major expectation held amongst researchers is that given their exceptional properties, 2D materials will replace conventional semiconductors to deliver a new generation of electronics.
Biological applications[edit]
Research on 2D nanomaterials is still in its infancy, with the majority of research focusing on elucidating the unique material characteristics and few reports focusing on biomedical applications of 2D nanomaterials.[62] Nevertheless, recent rapid advances in 2D nanomaterials have raised important yet exciting questions about their interactions with biological moieties. 2D nanoparticles such as carbon-based 2D materials, silicate clays, transition metal dichalcogenides (TMDs), and transition metal oxides (TMOs) provide enhanced physical, chemical, and biological functionality owing to their uniform shapes, high surface-to-volume ratios, and surface charge.
Two-dimensional (2D) nanomaterials are ultrathin nanomaterials with a high degree of anisotropy and chemical functionality.[63] 2D nanomaterials are highly diverse in terms of their mechanical, chemical, and optical properties, as well as in size, shape, biocompatibility, and degradability.[64][65] These diverse properties make 2D nanomaterials suitable for a wide range of applications, including drug delivery, imaging, tissue engineering, and biosensors, among others.[66] However, their low-dimension nanostructure gives them some common characteristics. For example, 2D nanomaterials are the thinnest materials known, which means that they also possess the highest specific surface areas of all known materials. This characteristic makes these materials invaluable for applications requiring high levels of surface interactions on a small scale. As a result, 2D nanomaterials are being explored for use in drug delivery systems, where they can adsorb large numbers of drug molecules and enable superior control over release kinetics.[67] Additionally, their exceptional surface area to volume ratios and typically high modulus values make them useful for improving the mechanical properties of biomedical nanocomposites and nanocomposite hydrogels, even at low concentrations. Their extreme thinness has been instrumental for breakthroughs in biosensing and gene sequencing. Moreover, the thinness of these molecules allows them to respond rapidly to external signals such as light, which has led to utility in optical therapies of all kinds, including imaging applications, photothermal therapy (PTT), and photodynamic therapy (PDT).
Despite the rapid pace of development in the field of 2D nanomaterials, these materials must be carefully evaluated for biocompatibility in order to be relevant for biomedical applications.[68] The newness of this class of materials means that even the relatively well-established 2D materials like graphene are poorly understood in terms of their physiological interactions with living tissues. Additionally, the complexities of variable particle size and shape, impurities from manufacturing, and protein and immune interactions have resulted in a patchwork of knowledge on the biocompatibility of these materials.
Related articles[edit]
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18. ^ Bampoulis, P.; Zhang, L.; Safaei, A.; van Gastel, R.; Poelsema, B.; Zandvliet, H. J. W. (2014). "Germanene termination of Ge2Pt crystals on Ge(110)". Journal of Physics: Condensed Matter. 26 (44): 442001. arXiv:1706.00697. Bibcode:2014JPCM...26R2001B. doi:10.1088/0953-8984/26/44/442001. PMID 25210978. S2CID 36478002.
19. ^ Derivaz, Mickael and Dentel, Didier and Stephan, Regis and Hanf, Marie-Christine and Mehdaoui, Ahmed and Sonnet, Philippe and Pirri, Carmelo (2015). "Continuous germanene layer on Al (111)". Nano Letters. ACS Publications. 15 (4): 2510–2516. Bibcode:2015NanoL..15.2510D. doi:10.1021/acs.nanolett.5b00085. PMID 25802988.CS1 maint: multiple names: authors list (link)
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Additional reading[edit]
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Manganese Explained
Manganese is a chemical element with the symbol Mn and atomic number 25. It is a hard brittle silvery metal, often found in minerals in combination with iron. Manganese is a transition metal with a multifaceted array of industrial alloy uses, particularly in stainless steels. It improves strength, workability, and resistance to wear. Manganese oxide is used as an oxidising agent, as a rubber additive, in glass making, fertilisers, and ceramics. Manganese sulfate can be used as a fungicide.
Manganese is also an essential human dietary element, important in macronutrient metabolism, bone formation, and free radical defense systems. It is a critical component in dozens of proteins and enzymes. It is found mostly in the bones, but also the liver, kidneys, and brain. In the human brain, the manganese is bound to manganese metalloproteins, most notably glutamine synthetase in astrocytes.
Manganese was first isolated in 1774. It is familiar in the laboratory in the form of the deep violet salt potassium permanganate. It occurs at the active sites in some enzymes.[1] Of particular interest is the use of a Mn-O cluster, the oxygen-evolving complex, in the production of oxygen by plants.
Physical properties
Manganese is a silvery-gray metal that resembles iron. It is hard and very brittle, difficult to fuse, but easy to oxidize.[2] Manganese metal and its common ions are paramagnetic.[3] Manganese tarnishes slowly in air and oxidizes ("rusts") like iron in water containing dissolved oxygen.
See main article: Isotopes of manganese. Naturally occurring manganese is composed of one stable isotope, 55Mn. Several radioisotopes have been isolated and described, ranging in atomic weight from 44 u (44Mn) to 69 u (69Mn). The most stable are 53Mn with a half-life of 3.7 million years, 54Mn with a half-life of 312.2 days, and 52Mn with a half-life of 5.591 days. All of the remaining radioactive isotopes have half-lives of less than three hours, and the majority of less than one minute. The primary decay mode in isotopes lighter than the most abundant stable isotope, 55Mn, is electron capture and the primary mode in heavier isotopes is beta decay. Manganese also has three meta states.
Oxidation states
Oxidation states of manganese[8]
+2 , ,
+3 , ,
+7 ,
Common oxidation states are in bold.
The origin of the name manganese is complex. In ancient times, two black minerals were identified from the regions of the Magnetes (either Magnesia, located within modern Greece, or Magnesia ad Sipylum, located within modern Turkey).[11] They were both called magnes from their place of origin, but were considered to differ in sex. The male magnes attracted iron, and was the iron ore now known as lodestone or magnetite, and which probably gave us the term magnet. The female magnes ore did not attract iron, but was used to decolorize glass. This female magnes was later called magnesia, known now in modern times as pyrolusite or manganese dioxide. Neither this mineral nor elemental manganese is magnetic. In the 16th century, manganese dioxide was called manganesum (note the two Ns instead of one) by glassmakers, possibly as a corruption and concatenation of two words, since alchemists and glassmakers eventually had to differentiate a magnesia nigra (the black ore) from magnesia alba (a white ore, also from Magnesia, also useful in glassmaking). Michele Mercati called magnesia nigra manganesa, and finally the metal isolated from it became known as manganese (German: Mangan). The name magnesia eventually was then used to refer only to the white magnesia alba (magnesium oxide), which provided the name magnesium for the free element when it was isolated much later.[12]
Manganese compounds were used by Egyptian and Roman glassmakers, either to add to, or remove color from glass.[14] Use as "glassmakers soap" continued through the Middle Ages until modern times and is evident in 14th-century glass from Venice.
Because it was used in glassmaking, manganese dioxide was available for experiments by alchemists, the first chemists. Ignatius Gottfried Kaim (1770) and Johann Glauber (17th century) discovered that manganese dioxide could be converted to permanganate, a useful laboratory reagent.[15] By the mid-18th century, the Swedish chemist Carl Wilhelm Scheele used manganese dioxide to produce chlorine. First, hydrochloric acid, or a mixture of dilute sulfuric acid and sodium chloride was made to react with manganese dioxide, and later hydrochloric acid from the Leblanc process was used and the manganese dioxide was recycled by the Weldon process. The production of chlorine and hypochlorite bleaching agents was a large consumer of manganese ores.
By the mid-18th century, Carl Wilhelm Scheele used pyrolusite to produce chlorine. Scheele and others were aware that pyrolusite (now known to be manganese dioxide) contained a new element. Johan Gottlieb Gahn was the first to isolate an impure sample of manganese metal in 1774, which he did by reducing the dioxide with carbon.
The manganese content of some iron ores used in Greece led to speculations that steel produced from that ore contains additional manganese, making the Spartan steel exceptionally hard.[16] Around the beginning of the 19th century, manganese was used in steelmaking and several patents were granted. In 1816, it was documented that iron alloyed with manganese was harder but not more brittle. In 1837, British academic James Couper noted an association between miners' heavy exposure to manganese with a form of Parkinson's disease. In 1912, United States patents were granted for protecting firearms against rust and corrosion with manganese phosphate electrochemical conversion coatings, and the process has seen widespread use ever since.[17]
The invention of the Leclanché cell in 1866 and the subsequent improvement of batteries containing manganese dioxide as cathodic depolarizer increased the demand for manganese dioxide. Until the development of batteries with nickel-cadmium and lithium, most batteries contained manganese. The zinc–carbon battery and the alkaline battery normally use industrially produced manganese dioxide because naturally occurring manganese dioxide contains impurities. In the 20th century, manganese dioxide was widely used as the cathodic for commercial disposable dry batteries of both the standard (zinc–carbon) and alkaline types.[18]
Occurrence and production
Manganese comprises about 1000 ppm (0.1%) of the Earth's crust, the 12th most abundant of the crust's elements.[19] Soil contains 7–9000 ppm of manganese with an average of 440 ppm.[19] Seawater has only 10 ppm manganese and the atmosphere contains 0.01 μg/m3.[19] Manganese occurs principally as pyrolusite (MnO2), braunite, (Mn2+Mn3+6)(SiO12),[20] psilomelane, and to a lesser extent as rhodochrosite (MnCO3).
The most important manganese ore is pyrolusite (MnO2). Other economically important manganese ores usually show a close spatial relation to the iron ores, such as sphalerite.[21] Land-based resources are large but irregularly distributed. About 80% of the known world manganese resources are in South Africa; other important manganese deposits are in Ukraine, Australia, India, China, Gabon and Brazil. According to 1978 estimate, the ocean floor has 500 billion tons of manganese nodules.[22] Attempts to find economically viable methods of harvesting manganese nodules were abandoned in the 1970s.[23]
For the production of ferromanganese, the manganese ore is mixed with iron ore and carbon, and then reduced either in a blast furnace or in an electric arc furnace.[26] The resulting ferromanganese has a manganese content of 30 to 80%. Pure manganese used for the production of iron-free alloys is produced by leaching manganese ore with sulfuric acid and a subsequent electrowinning process.[27]
In 1972 the CIA's Project Azorian, through billionaire Howard Hughes, commissioned the ship Hughes Glomar Explorer with the cover story of harvesting manganese nodules from the sea floor.[29] That triggered a rush of activity to collect manganese nodules, which was not actually practical. The real mission of Hughes Glomar Explorer was to raise a sunken Soviet submarine, the K-129, with the goal of retrieving Soviet code books.[30]
An abundant resource of manganese in the form of Mn nodules found on the ocean floor.[31] [32] These nodules, which are composed of 29% manganese,[33] are located along the ocean floor and the potential impact of mining these nodules is being researched. Physical, chemical, and biological environmental impacts can occur due to this nodule mining disturbing the seafloor and causing sediment plumes to form. This suspension includes metals and inorganic nutrients, which can lead to contamination of the near-bottom waters from dissolved toxic compounds. Mn nodules are also the grazing grounds, living space, and protection for endo- and epifaunal systems. When theses nodules are removed, these systems are directly affected. Overall, this can cause species to leave the area or completely die off.[34] Prior to the commencement of the mining itself, research is being conducted by United Nations affiliated bodies and state-sponsored companies in an attempt to fully understand environmental impacts in the hopes of mitigating these impacts.[35]
Oceanic environment
Many trace elements in the ocean come from metal-rich hydrothermal particles from hydrothermal vents.[36] Dissolved manganese (dMn) is found throughout the world's oceans, 90% of which originates from hydrothermal vents.[37] Particulate Mn develops in buoyant plumes over an active vent source, while the dMn behaves conservatively. Mn concentrations vary between the water columns of the ocean. At the surface, dMn is elevated due to input from external sources such as rivers, dust, and shelf sediments. Coastal sediments normally have lower Mn concentrations, but can increase due to anthropogenic discharges from industries such as mining and steel manufacturing, which enter the ocean from river inputs. Surface dMn concentrations can also be elevated biologically through photosynthesis and physically from coastal upwelling and wind-driven surface currents. Internal cycling such as photo-reduction from UV radiation can also elevate levels by speeding up the dissolution of Mn-oxides and oxidative scavenging, preventing Mn from sinking to deeper waters.[38] Elevated levels at mid-depths can occur near mid-ocean ridges and hydrothermal vents. The hydrothermal vents release dMn enriched fluid into the water. The dMn can then travel up to 4,000 km due to the microbial capsules present, preventing exchange with particles, lowing the sinking rates. Dissolved Mn concentrations are even higher when oxygen levels are low. Overall, dMn concentrations are normally higher in coastal regions and decrease when moving offshore.
Manganese occurs in soils in three oxidation states: the divalent cation, Mn2+ and as brownish-black oxides and hydroxides containing Mn (III,IV), such as MnOOH and MnO2. Soil pH and oxidation-reduction conditions affect which of these three forms of Mn is dominant in a given soil. At pH values less than 6 or under anaerobic conditions, Mn(II) dominates, while under more alkaline and aerobic conditions, Mn(III,IV) oxides and hydroxides predominate. These effects of soil acidity and aeration state on the form of Mn can be modified or controlled by microbial activity. Microbial respiration can cause both the oxidation of Mn2+ to the oxides, and it can cause reduction of the oxides to the divalent cation.[39]
The Mn(III,IV) oxides exist as brownish-black stains and small nodules on sand, silt, and clay particles. These surface coatings on other soil particles have high surface area and carry negative charge. The charged sites can adsorb and retain various cations, especially heavy metals (e.g., Cr3+, Cu2+, Zn2+, and Pb2+). In addition, the oxides can adsorb organic acids and other compounds. The adsorption of the metals and organic compounds can then cause them to be oxidized while the Mn(III,IV) oxides are reduced to Mn2+ (e.g., Cr3+ to Cr(VI) and colorless hydroquinone to tea-colored quinone polymers).[40]
Manganese has no satisfactory substitute in its major applications in metallurgy. In minor applications (e.g., manganese phosphating), zinc and sometimes vanadium are viable substitutes.
Manganese is essential to iron and steel production by virtue of its sulfur-fixing, deoxidizing, and alloying properties, as first recognized by the British metallurgist Robert Forester Mushet (1811–1891) who, in 1856, introduced the element, in the form of Spiegeleisen, into steel for the specific purpose of removing excess dissolved oxygen, sulfur, and phosphorus in order to improve its malleability. Steelmaking,[41] including its ironmaking component, has accounted for most manganese demand, presently in the range of 85% to 90% of the total demand.[27] Manganese is a key component of low-cost stainless steel.[42] [43] Often ferromanganese (usually about 80% manganese) is the intermediate in modern processes.
Aluminium alloys
See main article: Aluminium alloy. The second largest application for manganese is in aluminium alloys. Aluminium with roughly 1.5% manganese has increased resistance to corrosion through grains that absorb impurities which would lead to galvanic corrosion.[47] The corrosion-resistant aluminium alloys 3004 and 3104 (0.8 to 1.5% manganese) are used for most beverage cans.[48] Before 2000, more than 1.6 million tonnes of those alloys were used; at 1% manganese, this consumed 16,000 tonnes of manganese.
Other uses
Tetravalent manganese is used as an activator in red-emitting phosphors. While many compounds are known which show luminescence,[51] the majority are not used in commercial application due to low efficiency or deep red emission.[52] [53] However, several Mn4+ activated fluorides were reported as potential red-emitting phosphors for warm-white LEDs.[54] [55] But to this day, only K2SiF6:Mn4+ is commercially available for use in warm-white LEDs.[56]
MnO2 + H2O + e → MnO(OH) +
Ceramic coloring
Manganese compounds have been used as pigments and for the coloring of ceramics and glass. The brown color of ceramic is sometimes the result of manganese compounds.[60] In the glass industry, manganese compounds are used for two effects. Manganese(III) reacts with iron(II) to induce a strong green color in glass by forming less-colored iron(III) and slightly pink manganese(II), compensating for the residual color of the iron(III). Larger quantities of manganese are used to produce pink colored glass. In 2009, Professor Mas Subramanian and associates at Oregon State University discovered that manganese can be combined with yttrium and indium to form an intensely blue, non-toxic, inert, fade-resistant pigment, YInMn blue, the first new blue pigment discovered in 200 years.
Biological role
Biological role in humans
Manganese is an essential human dietary element. It is present as a coenzyme in several biological processes, which include macronutrient metabolism, bone formation, and free radical defense systems. It is a critical component in dozens of proteins and enzymes.[62] The human body contains about 12 mg of manganese, mostly in the bones. The soft tissue remainder is concentrated in the liver and kidneys.[19] In the human brain, the manganese is bound to manganese metalloproteins, most notably glutamine synthetase in astrocytes.[63]
Toxicity in marine life
Many enzymatic systems need Mn to function, but in high levels, Mn can become toxic. One environmental reason Mn levels can increase in seawater is when hypoxic periods occur.[65] Since 1990 there have been reports of Mn accumulation in marine organisms including fish, crustaceans, mollusks, and echinoderms. Specific tissues are targets in different species, including the gills, brain, blood, kidney, and liver/hepatopancreas. Physiological effects have been reported in these species. Mn can affect the renewal of immunocytes and their functionality, such as phagocytosis and activation of pro-phenoloxidase, suppressing the organisms' immune systems. This causes the organisms to be more susceptible to infections. As climate change occurs, pathogen distributions increase, and in order for organisms to survive and defend themselves against these pathogens, they need a healthy, strong immune system. If their systems are compromised from high Mn levels, they will not be able to fight off these pathogens and die.
Dietary recommendations
AgeAI (mg/day)AgeAI (mg/day)
pregnant: 2
lactating: 2.6
For U.S. food and dietary supplement labeling purposes the amount in a serving is expressed as a percent of Daily Value (%DV). For manganese labeling purposes 100% of the Daily Value was 2.0 mg, but as of 27 May 2016 it was revised to 2.3 mg to bring it into agreement with the RDA.[69] [70] Compliance with the updated labeling regulations was required by 1 January 2020 for manufacturers with US$10 million or more in annual food sales, and by 1 January 2021 for manufacturers with lower volume food sales.[71] [72] A table of the old and new adult daily values is provided at Reference Daily Intake.
Biological role in bacteria
Biological role in plants
Manganese is also important in photosynthetic oxygen evolution in chloroplasts in plants. The oxygen-evolving complex (OEC) is a part of photosystem II contained in the thylakoid membranes of chloroplasts; it is responsible for the terminal photooxidation of water during the light reactions of photosynthesis, and has a metalloenzyme core containing four atoms of manganese.[73] [74] To fulfill this requirement, most broad-spectrum plant fertilizers contain manganese.
Manganese compounds are less toxic than those of other widespread metals, such as nickel and copper.[75] However, exposure to manganese dusts and fumes should not exceed the ceiling value of 5 mg/m3 even for short periods because of its toxicity level.[76] Manganese poisoning has been linked to impaired motor skills and cognitive disorders.[77]
Environmental health concerns
In drinking water
Waterborne manganese has a greater bioavailability than dietary manganese. According to results from a 2010 study,[83] higher levels of exposure to manganese in drinking water are associated with increased intellectual impairment and reduced intelligence quotients in school-age children. It is hypothesized that long-term exposure due to inhaling the naturally occurring manganese in shower water puts up to 8.7 million Americans at risk.[84] However, data indicates that the human body can recover from certain adverse effects of overexposure to manganese if the exposure is stopped and the body can clear the excess.[85]
In gasoline
In tobacco smoke
The tobacco plant readily absorbs and accumulates heavy metals such as manganese from the surrounding soil into its leaves. These are subsequently inhaled during tobacco smoking.[87] While manganese is a constituent of tobacco smoke,[88] studies have largely concluded that concentrations are not hazardous for human health.[89]
Role in neurological disorders
See main article: Manganism. Manganese overexposure is most frequently associated with manganism, a rare neurological disorder associated with excessive manganese ingestion or inhalation. Historically, persons employed in the production or processing of manganese alloys[90] [91] have been at risk for developing manganism; however, current health and safety regulations protect workers in developed nations. The disorder was first described in 1837 by British academic John Couper, who studied two patients who were m.[92]
Manganism is a biphasic disorder. In its early stages, an intoxicated person may experience depression, mood swings, compulsive behaviors, and psychosis. Early neurological symptoms give way to late-stage manganism, which resembles Parkinson's disease. Symptoms include weakness, monotone and slowed speech, an expressionless face, tremor, forward-leaning gait, inability to walk backwards without falling, rigidity, and general problems with dexterity, gait and balance.[92] [93] Unlike Parkinson's disease, manganism is not associated with loss of the sense of smell and patients are typically unresponsive to treatment with L-DOPA.[94] Symptoms of late-stage manganism become more severe over time even if the source of exposure is removed and brain manganese levels return to normal.
Chronic manganese exposure has been shown to produce a parkinsonism-like illness characterized by movement abnormalities.[95] This condition is not responsive to typical therapies used in the treatment of PD, suggesting an alternative pathway than the typical dopaminergic loss within the substantia nigra.[95] Manganese may accumulate in the basal ganglia, leading to the abnormal movements.[96] A mutation of the SLC30A10 gene, a manganese efflux transporter necessary for decreasing intracellular Mn, has been linked with the development of this Parkinsonism-like disease.[97] The Lewy bodies typical to PD are not seen in Mn-induced parkinsonism.[96]
Childhood developmental disorders
Several recent studies attempt to examine the effects of chronic low-dose manganese overexposure on child development. The earliest study was conducted in the Chinese province of Shanxi. Drinking water there had been contaminated through improper sewage irrigation and contained 240–350 μg Mn/L. Although Mn concentrations at or below 300 μg Mn/L were considered safe at the time of the study by the US EPA and 400 μg Mn/L by the World Health Organization, the 92 children sampled (between 11 and 13 years of age) from this province displayed lower performance on tests of manual dexterity and rapidity, short-term memory, and visual identification, compared to children from an uncontaminated area. More recently, a study of 10-year-old children in Bangladesh showed a relationship between Mn concentration in well water and diminished IQ scores. A third study conducted in Quebec examined school children between the ages of 6 and 15 living in homes that received water from a well containing 610 μg Mn/L; controls lived in homes that received water from a 160 μg Mn/L well. Children in the experimental group showed increased hyperactive and oppositional behavior.
The current maximum safe concentration under EPA rules is 50 μg Mn/L.[99]
Neurodegenerative diseases
See also
External links
Notes and References
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92. Couper. John. On the effects of black oxide of manganese when inhaled into the lungs. Br. Ann. Med. Pharm. Vital. Stat. Gen. Sci.. 1837. 1 . 41–42.
93. Cersosimo. M. G.. Koller, W.C.. The diagnosis of manganese-induced parkinsonism . NeuroToxicology. 2007. 27. 340–346. 10.1016/j.neuro.2005.10.006. 16325915. 3.
94. Lu. C. S.. Huang, C.C . Chu, N.S. . Calne, D.B. . Levodopa failure in chronic manganism. Neurology. 1994. 44. 1600–1602. 10.1212/WNL.44.9.1600. 7936281. 9. 38040913.
95. Guilarte TR, Gonzales KK . Manganese-Induced Parkinsonism Is Not Idiopathic Parkinson's Disease: Environmental and Genetic Evidence . Toxicological Sciences. 146 . 2 . 204–12 . August 2015 . 26220508 . 4607750 . 10.1093/toxsci/kfv099 . Review.
96. Kwakye GF, Paoliello MM, Mukhopadhyay S, Bowman AB, Aschner M . Manganese-Induced Parkinsonism and Parkinson's Disease: Shared and Distinguishable Features . Int J Environ Res Public Health . 12 . 7 . 7519–40 . July 2015 . 26154659 . 4515672 . 10.3390/ijerph120707519 . Review . free .
97. Peres TV, Schettinger MR, Chen P, Carvalho F, Avila DS, Bowman AB, Aschner M . Manganese-induced neurotoxicity: a review of its behavioral consequences and neuroprotective strategies . BMC Pharmacology & Toxicology. 17 . 1 . 57 . November 2016 . 27814772 . 5097420 . 10.1186/s40360-016-0099-0 . Review .
98. Lazrishvili. etal. I.. Manganese loading induces mouse-killing behaviour in nonaggressive rats. Journal of Biological Physics and Chemistry. 2016. 16. 3. 137–141 . 10.4024/31LA14L.jbpc.16.03.
99. Web site: Drinking Water Contaminants. US EPA. 2 February 2015.
100. Prabhakaran. K.. Ghosh. D.. Chapman. G.D.. Gunasekar. P.G.. 2008. Molecular mechanism of manganese exposure-induced dopaminergic toxicity. Brain Research Bulletin. 76. 4. 361–367. 10.1016/j.brainresbull.2008.03.004. 18502311. 206339744. 0361-9230.
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How was the pi symbol created?
How was the pi symbol developed?
Mathematicians started utilizing the Greek letter π in the 1700s. Presented by William Jones in 1706, use the symbol was promoted by Leonhard Euler, that embraced it in 1737. An eighteenth-century French mathematician called Georges Buffon created a method to determine π based upon chance.
Will Pi ever before finish? Since while these various other legal holidays concern an end, Pi Day really does not concern an end, due to the fact that though Pi practically isn’t limitless, it does, in a feeling, never ever totally finish. Pi, officially referred to as π in the globe of maths, is the proportion of the area of a circle as well as the size of a circle.
where did the pi symbol originated from?
Call. The symbol utilized by mathematicians to stand for the proportion of a circle’s area to its size is the lowercase Greek letter π, occasionally defined as pi, as well as originated from the initial letter of the Greek word perimetros, suggesting area.
Why is 3.14 called pi? It was not up until the 18th century– concerning 2 centuries after the value of the number 3.14 was initially determined by Archimedes– that the name “pi” was initially utilized to represent the number. “He utilized it due to the fact that the Greek letter Pi refers the letter ‘P’ … as well as pi has to do with the border of the circle.”
was PI designed or uncovered?
The Male That Designed Pi In 1706 an obscure math instructor called William Jones initially utilized a symbol to stand for the platonic principle of pi, a perfect that in mathematical terms can be come close to, yet never ever gotten to.
Is Pi a logical number? Pi is an unreasonable number, which indicates that it is an actual number that can not be shared by an easy portion. That’s because pi is what mathematicians call an “limitless decimal”– after the decimal factor, the figures take place for life as well as ever before. (These reasonable expressions are just precise to a number of decimal locations.)
that uncovered Pi for the very first time?
Archimedes of Syracuse
That discovered no? Brahmagupta
Does PI have a pattern?
After hundreds of years of attempting, mathematicians are still exercising the number referred to as pi or “ π“. We have recognized because the 18th century that we will certainly never ever have the ability to determine all the figures of pi due to the fact that it is an unreasonable number, one that proceeds for life with no duplicating pattern
What is the initially 100 figures of pi? 3.1415926535 8979323846 2643383279 5028841971 6939937510 5820974944 5923078164 0628620899 8628034825 3421170679 PI/4 = 1/1 – 1/3 + 1/5 – 1/7 +
That is the dad of maths?
What’s the variety of pi?
What is pi brief for?
It is the area of any kind of circle separated by its size. The number Pi, signified by the Greek letter π – obvious ‘pie’, is among the most typical constants in all of maths. It is the area of any kind of circle, separated by its size.
What is the last number of pi?
The Solution: Pi is an unreasonable number. Therefore, it has no last number. Moreover, there is no pattern to its figures. But also for what it deserves, below are the initially thousand figures of pi.
That designed indicator?
Robert Recorde University College of Oxford College of Cambridge Recognized for Designing the amounts to indicator (=-RRB- Scientific profession Area Mathematician as well as medical professional
What was the Chinese price quote of pi?
Chinese mathematician Zhu Chongzhi (ADVERTISEMENT 429-500) utilized a comparable approach to approximate the worth of pi, utilizing a 12,288-sided polygon. His finest estimate was 355/113.
Why is Pi so essential?
Pi (π) is the proportion of the area of a circle to its size. It does not matter how huge or tiny the circle is – the proportion remains the exact same. Since it’s so conveniently observed (you can gauge it with an item of string!), Pi has actually been preferred for centuries.
Fashion Photography
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Question: What Did Texas Become When It Declared Its Independence From Mexico?
What did Texas become when it declared its independence from Mexico Brainly?
Mexico tried to enforce the use of Spanish and the Catholic religion. Conflict ensued and in 1835 it turned into a full violent confrontation. In 1836 Texas declared its independence from Mexico and soon after drafted the constitution. Texas remained an independent Republic until 1845.
What was the Texas Declaration of Independence from Mexico?
The Declaration of November 7, 1835, passed by the Consultation, was intended to attract popular support for the Texan cause from the other Mexican states. A free and independent Republic of Texas was officially declared March 2, 1836.
What happened to Texas after they won independence from Mexico in 1836?
Remembering how badly the Texans had been defeated at the Alamo, on April 21, 1836, Houston’s army won a quick battle against the Mexican forces at San Jacinto and gained independence for Texas. He continued to serve as senator and governor after Texas became part of the United States in 1845.
You might be interested: Homeschooling In Texas?
Why did Texas declare independence from Mexico?
The Declaration of November 7, 1835, passed by the Consultation announced that the Texan war against Mexico principally intended to restore the Mexican Constitution of 1824, abrogated by the actions of President Antonio Lopez de Santa Anna, and to achieve separate Mexican statehood for Texas.
Which group stood to benefit the most from gaining independence from Mexico Brainly?
Answer: The group that benefited the most from gaining independence from Mexico are the Tejanos who were the former Americans. Explanation:And has now become the American citizens and had claimed for the American rights and privileges.
What was the result of the Mexican army’s victory over the Texan garrison at the Alamo?
The result of the Mexican victory was that fallen defenders became heroes to the cause of Texan independence. A few days later, on March 14, 1836, Texas became independent from Mexico and a month later, Santa Ana was imprisoned.
What did the Texans call their war against Mexico?
Texas Revolution, also called War of Texas Independence, war fought from October 1835 to April 1836 between Mexico and Texas colonists that resulted in Texas’s independence from Mexico and the founding of the Republic of Texas (1836–45).
What happened after Texas declared independence?
For twelve days, Mexican forces laid siege to the Alamo. On March 6, four days after Texas declared independence, Mexican troops scaled the mission’s walls; 183 defenders were killed, including several Mexicans who had fought for Texas independence, and their oil-soaked bodies were set on fire outside the Alamo.
You might be interested: Question: Who Is The Mayor Of Houston Texas?
Is Texas an independent state?
What president refused Texans request annexation?
Following Texas’ successful war of independence against Mexico in 1836, President Martin van Buren refrained from annexing Texas after the Mexicans threatened war.
How did Mexico lose Texas?
In the Mexican-American War, Mexico faced an enemy that was coming into its own as a military power. In March 1836, Mexican forces overran the Alamo in San Antonio, Texas, achieving victory over those who had declared Texas‘ independence from Mexico just a few weeks earlier.
Why did Mexico encourage American settlement in Texas?
Why did the Mexican government encourage Americans to settle in Texas? The Mexican government encouraged Americans to settle in Texas to prevent border violations form horse thieves and to protect the territory from Native American attacks. The population of Texas drastically changed between the years 1820 and 1835.
Can Texas leave the US?
Current Supreme Court precedent, in Texas v. White, holds that the states cannot secede from the union by an act of the state. More recently, Supreme Court Justice Antonin Scalia stated, “If there was any constitutional issue resolved by the Civil War, it is that there is no right to secede.”
Why did Texas become an official state?
In 1844, Congress finally agreed to annex the territory of Texas. On December 29, 1845, Texas entered the United States as a slave state, broadening the irrepressible differences in the United States over the issue of slavery and setting off the Mexican-American War.
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Malaria – Causes, Symptoms and Treatment
Malaria is a serious disease caused by a parasite. Infected mosquitoes spread it. Malaria is very common throughout the world. In the United States, the main risk is to persons traveling to tropical and subtropical countries where malaria is a problem. There are four different types of malaria caused by four related parasites. The most deadly type occurs in Africa south of the Sahara Desert. The symptoms characteristic of malaria include fever, chills, muscle aches, and headache. Cycles of chills, fever, and sweating that recur every 1, 2 or 3 days are typical. There can sometimes be vomiting, diarrhoea, coughing and yellowing (jaundice) of the skin and whites of the eyes. The treatment for malaria depends upon the geographic area where a person has been infected with the disease. Different areas of the world have malaria types that are resistant to certain medications.
Malaria is a disease which can be transmitted to people of all ages. It is caused by parasites of the species Plasmodium that are spread from person to person through the bites of infected mosquitoes. Malaria is a parasitic disease that involves infection of the red blood cells. Of the four types of malaria, the most serious type is falciparum malaria, which can be life-threatening. The other three types of malaria (vivax, malariae, and ovale) are generally less serious and are not life-threatening. The scientific name of the particular type of mosquito is Anopheles. An infected Anopheles mosquito bites a person and injects the malaria parasites into the blood. The malaria parasites then travel through the bloodstream to the liver and eventually infect the red blood cells.
Causes of Malaria
1. Malaria is usually caused by a mosquito bite and the parasite microbe is passed from the mosquito to the blood through a sharp hypoderme needle like sting. Risk factors include traveling in areas in which such mosquitoes are found or, rarely, being bitten by a mosquito that has previously fed on an “imported” case of malaria (such that the case can occur in an area of the world where malaria is not endemic).
2. Transmitted by transfusion of infected blood.
Symptoms of Malaria
1. Sequential chills, fever, and sweating.
2. Jaundice.
3. Stools, bloody.
4. Muscle pain.
5. Anemia.
6. Headache.
7. Nausea and vomiting.
Treatment of Malaria
Prevention of malaria what is practiced in epidemic areas is by spraying insecticides like DDT. Many new drugs are available for malaria, however most of the drugs are derived from Quinine derivatives. Malaria often requires treatment with medicine (antimalarial medications). Most of the time antimalarial medications effectively treat the infection; however, some malaria parasites may survive because they are in the liver or are resistant to the medication .
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Popular tips
How Negri bodies are formed?
How Negri bodies are formed?
For rabies virus, those viral factories are called Negri bodies (NBs). NBs are cytoplasmic inclusion bodies in which viral RNAs (mRNAs as well as genomic and antigenomic RNAs) are synthesized. NBs are spherical, they can fuse together, and can reversibly deform when encountering a physical barrier.
How do you diagnose rabies?
What does rabies look like?
At first, there’s a tingling, prickling, or itching feeling around the bite area. A person also might have flu-like symptoms such as a fever, headache, muscle aches, loss of appetite, nausea, and tiredness. After a few days, neurological symptoms develop, including: irritability or aggressiveness.
Why does rabies cause hydrophobia?
Rabies used to be known as hydrophobia because it appears to cause a fear of water. Intense spasms in the throat are triggered when trying to swallow. Even the thought of swallowing water can cause spasms. This is where the fear comes from.
What kind of body does a Negri have?
Most Negri bodies are round or oval, but they can display a variety of sizes and shapes ( Kristensson et al., 1996 ). Negri bodies are most common in the hippocampal pyramidal cells, cerebellar Purkinje cells, and brainstem nuclei ( Love and Wiley, 2008 ).
Where are the Negri proteins found in the brain?
Negri bodies. They are also often found in the purkinje cells of the cerebellar cortex from postmortem brain samples of rabies victims. They consist of ribonuclear proteins produced by the virus. They are named for Adelchi Negri.
Where are the Negri bodies found in rabies?
Negri bodies. In his report, he described Negri bodies as round or oval inclusions within the cytoplasm of nerve cells of animals infected with rabies. Negri bodies may vary in size from 0.25 to 27 µm. They are found most frequently in the pyramidal cells of Ammon’s horn, and the Purkinje cells of the cerebellum.
What was the result of the discovery of Negri?
In spite of his incorrect etiologic hypothesis, Negri’s discovery represented a breakthrough in the rapid diagnosis of rabies, and the detection of Negri bodies, using a method developed by Anna Wessels Williams, remained the primary way to detect rabies for the next thirty years.
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Legionella & Legionnaires Disease Awareness Training
Course Description
Legionellosis is the collective name given to the pneumonia-like illness caused by legionella bacteria. This includes the potentially fatal legionnaires’ disease, as well as similar, but less serious conditions.
Any water system that has the right environmental conditions can become a source of legionella bacteria. Cooling towers, evaporative condensers and whirlpool spas are particularly susceptible but all water systems can pose a risk.
Course Content
1. What is Legionella?
2. What are the Legal Requirements
3. Identify Hazardous environments
4. Explain the Risk Assessments involved.
5. How to Control the hazards or eliminate them.
6. Safe Operating Procedures
7. Monitoring Procedures
8. Review the system
Certified by Safety Matters
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Skip to Main Content
History: Australia
History of Australia including primary sources
Primary sources
Primary sources are first hand evidence or records of the time. They may take the form of diaries, letters, interviews, speeches, photographs, posters, pamphlets and official records. They can give you a first-hand account of what life was like during the event or time you're looking at, and show you what people thought and felt about the world.
You can find primary sources in books, sourcebooks, newspapers and in our digital collections.
Online newspaper collections
Historical archives
From the 1990s onwards, many Australian newspapers are available online in:-
Newspapers on microfilm
The UQ Library holds complete collections of some major Australian newspapers on microfilm including:
Australian literary and historical texts
Federal Government publications
Queensland Government publications
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Mississippian blastoidBlastoid (blas'-toyd) fossils commonly are called "sea buds." They are closely related to crinoids but differed in that, instead of arms, blastoids had long hair-like brachioles that swept food into the mouth. The delicate brachioles rarely were preserved.
Like crinoids, blastoids had a mouth at the top of the body (calyx) surrounded by small round holes that conducted food particles into and wastes out of the body.
The oldest blastoids, found in Silurian rocks, lived about 425 million years ago. The animals survived until the Permian Period, about 260 million years ago, when they became extinct.
Blastoids are beautiful fossils that look much like small hickory nuts. They most commonly are found in the river cliffs and stream banks of western and southwestern Illinois, especially in Randolph County, and in southern Illinois near the Ohio River.
images of blastoid fossils
color photos of blastoid fossils
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D-Day (military term)
D-Day (military term)
The term D-Day called in English the date of military operations. A similar German word is Day X, a French jour J. In many languages, the term is now specially for June 6 1944 as the beginning of the Allied landings in Normandy in World War II.
Word origin
The abbreviation D-Day (as well as H-Hour or Day X ) denotes the time of a major military operation without knowing anything about contents, place or time to reveal itself. D-Day is regarded in English also as an abbreviation for Day Day, Decision Day, Delivery Day, Deliverance Day, Doomsday or debarkation day, but the origin of the name is not secured. As an alternative explanation is often found also that D and H are simply repetitions of Day or Hour. This is suggested that the French " Jour J" say what follows the same scheme. Presumably, this was initially only as a placeholder for a given day and used a specific time, which had not been finalized.
The first recorded use of the term was in World War I and is found in the Field Order Number 9, First Army, American Expeditionary Forces of 7 September 1918 Battle of St. Mihiel. It reads:
Accordingly, in the planning of operations independent of the finally specified day for the steps / tasks in the days before and after counted as follows: D - 4 is, for example, for the 4th day before the date X, D 7 for the 7. the day after the day X.
Landings in Normandy
The best-known example of a D- Day is June 6, 1944, the day on which the landing of Allied troops began during World War II in Normandy and thus the long-planned opening of a second front of the anti-Hitler coalition. D-Day was the beginning of Operation Overlord. The landing itself was codenamed Operation Neptune.
Actually, the landing was to take place on June 5, 1944. However, since the weather was too bad, it was moved to the June 6, 1944 (see weather forecast for the 5 and 6 June 1944 at the English Channel ). When scheduling the Tide played an important role.
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Student View
Common Core: RH.6-8.1, RH.6-8.2, RH.6-8.4, RH.6-8.5, RH.6-8.8, RI.6-8.1, RI.6-8.2, RI.6-8.3, SL.6-8.1, SL.6-8.2, SL.6-8.4, WHST.6-8.1
C3 (D2/6-8): Civ.2, Civ.6, Eco.1, Eco.2, Eco.6, Eco.9, Geo.4, His.1, His.4, His.5
NCSS: Time, continuity, and change; Culture
“We Are Americans Too!”
Seen as security risks, more than 110,000 Japanese-Americans were rounded up during World War II and sent to internment camps far from home
Library of Congress/Corbis/VCG via Getty Images
While the internment camps were being built, some Japanese-Americans were held in crowded temporary camps like this one in Santa Anita, California.
Jeanne Wakatsuki, 7
Riku, 45, Jeanne’s mother
Chizu, wife of Woody, Jeanne’s brother
Man, a neighbor of the family
*Newscaster, a radio news reporter
Woody, 24, one of Jeanne’s four brothers
Kiyo, 10, Jeanne’s brother
Lillian, 14, one of Jeanne’s five sisters
*Sam Jones, a neighbor of the family
*Ronnie, 8, Sam’s son
Granny, 65, Riku’s mother
*Guard, at the relocation camp
Narrators A-E
*Indicates a fictional or composite character. All others were real people.
Narrator A: World War II began in Europe in September 1939, when Nazi Germany invaded Poland. By late 1941, the war had spread to East Asia, where Japan had allied itself with Germany.
Narrator B: At the time, Jeanne Wakatsuki (wah-kaht-SOO-kee) was just another American kid growing up in California. Then came the Japanese attack on Pearl Harbor, Hawaii, on December 7, 1941. It was, President Franklin D. Roosevelt said, “a date which will live in infamy.”
Narrator C: As the United States was plunged into the war, Jeanne and her family learned a bitter truth: For Americans of Japanese descent, being a U.S. citizen did not afford the same protections that other citizens enjoyed.
Scene 1: 1941
Narrator D: On December 7, a small fleet of fishing boats in Southern California is headed out to sea. Jeanne’s father, Ko, is on one of the boats. His sons Bill and Woody are his crew. From the shore, women and children are waving goodbye.
Jeanne Wakatsuki: When will they be back?
Riku: Two days? A week? It depends on how good the fishing is and how much they can catch.
Jeanne: Wait, look! The fleet is coming back already.
Chizu: Maybe someone is hurt!
Jeanne: But why would all the boats come back?
Riku: Something must be wrong.
Narrator E: A man runs out of the nearby fish cannery.
Man (shouting): We just heard it on the radio! The Japanese have bombed Pearl Harbor in Hawaii!
Narrator A: That night, the Wakatsuki family—and people all across the U.S.—listen to the radio for news.
Newscaster: Today at 7:55 a.m. Hawaii time, some 200 Japanese aircraft bombed the U.S. naval base at Pearl Harbor. More than 2,000 servicemen were killed. Another thousand or so were wounded.
Narrator B: Ko, who was born in Japan, burns the Japanese flag.
Jeanne: Why is Papa doing that?
Riku: So people don’t think we sympathize with the Japanese attackers.
Jeanne: Why would they think that? We’re Americans.
Riku: Yes. But they don’t know what’s in our hearts. They don’t know we are loyal to America.
Narrator C: Two weeks after the Pearl Harbor attack, FBI agents come to the house and take Ko away. The family is in turmoil.
Woody: The newspaper says that Papa used his boat to sneak secrets and supplies to Japanese subs.
Kiyo: Papa loves this country!
Lillian: And we’re all proud to be American! How can they doubt us?
Narrator D: The U.S. government labels Ko a hostile “enemy alien.” He’s sent to a prison in North Dakota. It is weeks before his family learns what happened to him.
Scene 2: 1942
Narrator E: Now that the U.S. is at war, people fear that there will be an attack on the mainland. Many Californians are anxious about the 93,000 Japanese-Americans living in the state. In February 1942, in a house near the Wakatsukis’ . . .
Sam Jones: Stay away from those Japanese kids! They’re the enemy!
Ronnie: But Dad, Jeanne’s American! She’s in my class.
Jones: She won’t be there much longer. President Roosevelt just issued Executive Order 9066.
Ronnie: What’s an executive order?
Jones: An executive order is an official directive issued by a U.S. president. This one will let the government round up all the Japanese in this country and take them where they can’t do any harm.
Narrator A: On February 25, many Japanese-Americans receive the same order: Leave home within 48 hours. The Wakatsukis and others go to an assigned location in Los Angeles, California. Government workers attach a numbered tag to every bag and every person before they board waiting buses. During the bus ride . . .
Riku (crying): Our fishing boat! Our house! We had to sell them for a fraction of their value. All our years of working and saving—for nothing!
Granny: Shikata ga nai.
Jeanne: Grown-ups keep saying that. What does it mean?
Riku: “It cannot be helped.”
Woody: It means that we’ll do the best we can with what we’ve got.
Narrator B: After a long ride, the bus comes to a halt. Everyone files out and looks around in shock. Row after row of wooden buildings, quickly and clumsily built, are dwarfed by a vast desert. Barbed wire surrounds the camp. Armed guards stand watch in towers.
Jeanne: Where are we?
Guard: This is Manzanar. Settle in—it’ll be your home for a while.
Narrator C: The newcomers are horrified by conditions at the internment camp [a place where people who are considered a threat are confined during wartime]. The buildings are just wooden planks covered with tar paper. The wind blows sand, dust, and bitter-cold air through every crack. Twelve members of Jeanne’s family must live in a cramped two-room unit.
Locked Away, 1942-1944
Some internees were German or Italian, but most were of Japanese descent.
Jim McMahon/Mapman®
Scene 3: 1942
Narrator D: Internees try to make Manzanar more livable. They fix up the buildings, hold religious services, and organize volleyball and other games. But the camp remains bleak. Summer brings blistering heat topping 100°F.
Narrator E: In September, Ko is released from prison and arrives at Manzanar. He is angry and bitter.
Jeanne: What’s wrong with Papa?
Woody: He’s a proud man who has lost everything. Even worse, people here are calling him inu [EE-noo].
Kiyo: That means “dog”!
Woody: It also means they think he’s a spy for camp officials.
Chizu: Everyone is tense—10,000 of us are stuck in this awful place.
Jeanne: For how long?
Woody: Nobody knows, kiddo. Remember: Shikata ga nai.
Narrator A: On December 5, resentments boil over. When angry internees pelt military police (MPs) with stones, some MPs open fire. Two internees are killed.
Scene 4: 1943-1944
Narrator B: After the riot, conditions at Manzanar improve. The government builds schools and relaxes some of the camp rules.
Narrator C: In December 1944 . . .
Newscaster: The War Relocation Authority has announced it will be releasing internees over the next year. The camps will close . . .
Jeanne: Why don’t you look happy, Mama? Isn’t this good news?
Riku: No home, no job—where can we go? How will people treat us?
Kiyo: Maybe we’re better off here.
Narrator D: But Jeanne’s oldest siblings leave as soon as they can. Woody joins the U.S. Army; others take jobs in New Jersey.
Scene 5: 1945
Narrator E: In August, the U.S. drops atomic bombs on the Japanese cities of Hiroshima and Nagasaki. Japan surrenders, and World War II ends. In the camps, feelings are mixed. Internees are glad the war is over, but many of them have lost relatives in the destruction caused by the bombs. Jeanne and her family prepare to leave Manzanar in October.
Kiyo: I’m excited—but scared too! Are you nervous, Jeanne?
Jeanne: A little. So is Papa.
Kiyo: Yeah. He’s afraid we won’t survive in the outside world.
Jeanne: I think we’ll do OK. Remember: Shikata ga nai!
Narrator A: Jeanne is right—eventually, the Wakatsuki family does do OK. An aid organization helps them get an apartment in Long Beach, California, and helps Riku get a job. But no one who spent time in an internment camp is left unscarred.
Narrator B: After the war, an increasing number of Americans recognized the injustice of the camps. But not until 1988 did the federal government formally acknowledge that it had done what President Ronald Reagan called “a grave wrong.” The internment of more than 110,000 Japanese-Americans remains one of the most haunting episodes in U.S. history.
Write About It! Why has the internment of Japanese-Americans been called “a grave wrong”?
Adapted from FAREWELL TO MANZANAR by Jeanne W. Houston and James D. Houston. Copyright ©1973 by James D. Houston, renewed 2001 by Jeanne Wakatsuki Houston and James D. Houston. Reprinted by permission of Houghton Mifflin Harcourt Publishing Company. All rights reserved. All professional, amateur, motion picture, recitation, lecturing, performance, public reading, radio, and television rights are strictly reserved. Inquiries on all rights should be sent to Houghton Mifflin Harcourt at 3 Park Avenue–19th Fl., New York, NY 10016 and Scholastic Inc.
Under Lock and Key
U.S. Border Patrol/Anadolu Agency/Getty Images
Undocumented immigrants at a U.S. Border Patrol processing center in McAllen, Texas
In recent years, U.S. officials have enforced increasingly strict policies against illegal border crossings. Thousands of undocumented immigrants are currently being held in prison-like detention facilities. The detainees—including families with small children—often have no idea when, if ever, they’ll be released.
Survivors of World War II-era internment camps have said they find news images of today’s detention centers eerily familiar. A key difference: The internees of the 1940s were U.S.-born citizens or established legal immigrants; today’s detainees are newcomers who entered the U.S. without authorization. Many of those now being held fled dire conditions in Central America, including gang violence and political persecution. They are seeking asylum (official protection) in the U.S. But under new “zero tolerance” policies, asylum seekers are more likely to be deported, or held in long-term detention centers while their asylum claims are processed.
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Chapter 2. Connective Tissue Proper
A 7-year-old girl repeatedly sprains her ankles badly. The injuries appear to result during normal play activity. The joints are extremely extensible, and the tendons and skin are unusually flexible. These findings can best be explained by an inherited disorder that affects which of the following protein families?
A. Actin
B. Collagen
C. Elastin
D. Fibrillin
E. Keratin
F. Myosin
The answer is B: Collagen is a structural protein that ensures strength and minimizes flexibility. If the inherited disease affected collagen, the joints then would be more flexible and, therefore, more prone to injury. Actin, myosin, and fibrillin are proteins found in muscle. Elastin is a connective tissue protein; if it were damaged, the skin would lose flexibility. Keratin is a structural protein of the skin, fingernails, and hair.
What are the three basic components from which all types of connective tissue are constructed?
A. Arteries, veins, and capillaries
B. Cells, fibrous proteins, and ground substance
C. Collagen, hyaluronic acid, and fibronectin
D. Fibroblasts, fibroproteins, and proteoglycans
E. Mast cells, lymphocytes, and adipocytes
The answer is B: Connective tissues are constructed from cells that are surrounded by extracellular matrix, which consists of fibrous proteins and ground substance.
Which constituent of connective tissue is most responsible for impeding the movement of pathogens through the lamina propria that underlies epithelia?
A. Collagen fibers
B. Ground substance
C. Mast cells
D. Plasma cells
E. Reticular fibers
The answer is B: Ground substance has a viscous, gel-like consistency, which helps impede invasion by pathogens. Successful pathogens often secrete hydrolytic enzymes, which can reduce the viscosity of extracellular matrix and facilitate spread of the invaders.
Marfan syndrome results from a genetic mutation in the gene that encodes the protein fibrillin. Patients with Marfan syndrome experience various symptoms, ranging from misalignment of the lens to fatal rupture of the aorta. Which component of connective tissue is most directly responsible for these wide-ranging symptoms?
A. Collagen fibers
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In Glogpedia
by aherickson
Last updated 7 years ago
Language Arts
English Language Learners ELL, ESL EFL
Toggle fullscreen Print glog
By. Alex Erickson
Parachuting is when a person jumps from an aircraft, and falls towards the ground with the help of gravity. The person has a parachute strapped onto their back, and when they get close enough to the ground, they release the parachute to slow their fall.
There are many types of parachuting, such as free flying, tracking, formation sky diving, pond swooping, cross country, night jumps, sky surfing, and base jumping.
Many of these parachuting types are similar. Formation skydiving is when mulptiple people parachute, but in the free fall, they grab onto each others arms to form a geometrical shape. Pond swooping and cross country are both competitive. Pond swooping is when a person glides across a pond and is trying to get to the shore, and cross country is when a person trys to glide as far as possible in the air. Sky surfing is when you have a board attached to your feet, and you glide through the air as if you were surfing. BASE jumping is when you jump from a platform instead of an aircraft.
Parachuting makes you feel the adrenalin rush when you are about to jump. While you are freefalling you feel like you are free from anything or anyone; just you. As the wind rushes by you, you pull a tab to activate the parachute. From there it is gliding safely towards the ground gracefully and safely.
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Lesson 3: The Iliad
Learning Objective:
You should gain a critical understanding of the text.
Lecture Notes:
Achilles tending the wounded Patroclus
(Attic red-figure kylix, ca. 500 BC)
As our Norton Anthology mentions on page 161, Homer’s epics were not only a sort-of of mirror in which Ancient Greek culture could look into in order to see its values reflected and affirmed, but also the very means by which these values were taught to children. When a bard recited the epic, adults would be reminded while the children would be instructed. As Bruno Bettelheim wrties in The Uses of Enchantment: The Meaning and Importance of Fairy Tales:
Myths and closely related religious legends offered material from which children formed their concepts of the world’s origin and purpose, and of the social ideals a child could pattern himself after. These were the images of the unconquered hero Achilles and wily Odysseus; of Hercules, whose life history showed that it is not beneath the dignity of the strongest man to clean the filthiest stable; of St. Martin, who cut his coat in half to clothe a poor beggar. (24)
A warrior in Ancient Greece competes for two things.
1. Victory: The warrior competes with his enemy on the battlefield for victory.
2. Honor: The warrior competes with his peers with intense rivalry to get the spoils of war–which are symbols of his honor. This value leads to a weak sense of group loyalty and helps us understand Achilles’s prayer to his mother in lines 418-425:
Remind Zeus…
See if he is willing to help the Trojans
Hem the Greeks in between the fleet and the sea.
Once they start being killed, the Greeks may
Appreciate Agamemnon for what he is,
And the wide-ruling son of Atreus [Agamemnon] will see
What a fool he’s been because he did not honor
The best of all the fighting Achaeans [Achilles]. (185)
He is praying for the success of the enemy so he may retrieve his honor, stolen from him by Agamemnon when he took Briseus. This is the beginning of disorder in the Iliad, a disorder that reaches its pinnacle when Achilles does not honor Hector’s dead body as a true warrior should, but drags him behind his chariot in retaliation for the death of Patroclus.
The order is regained when Achilles’s prayer is reversed. The prayer in Book 1, quoted above, takes the following route: Achilles → Thetis → Zeus. However, in Book 24, on the top of page 258, beginning at line 177, the request for Achilles to acquiesce Hector’s body to Priam takes the opposite route, reestablishing order: Zues → Thetis → Achilles. The movement from violation to restoration of order leaves Achilles and Priam with a more explicit understanding of the values of their society.
Visual Aides:
The Iliad also complicates the idea that war is a simple battle between two opposing forces. Instead of a simple us against them mindset, the text shows the layering and complications of war:
1. Gods -vs- Gods: Hera -vs- Zeus; Athena -vs- Apollo.
2. Achaeans -vs- Trojans: Hector -vs- Patroclus; Achilles -vs- Hector.
3. Achaeans -vs- Achaeans: Agamemnon -vs- Achilles.
5. Trojans -vs- Trojans: Hector -vs- Paris, who escapes battle with the help of a goddess.
6. Gods -vs- Trojans: Athena -vs- Hector: Book 22 Athena pretends to be Deiphobus and tricks Hector into feeling courage against Achilles in their final battle, p.248.
7. Achaeans -vs- Gods: Diomedes in Book 5, not in our text, wounds both Ares and Aphrodite.
And what can we say about all the physical violence in The Iliad? According to scholar Bernard Knox:
The Iliad accepts violence as a permanent factor in human life and accepts it without sentimentality, for it is just as sentimental to pretend that war does not have its monstrous ugliness as it is to deny that it has its own strange power and beauty, a power, which can call out in men resources of endurance, courage and self-sacrifice that peacetime, to our sorrow and loss, can rarely command. Three thousand years have not changed the human condition in this respect; we are still lovers and victims of the will to violence, and so long as we are, Homer will be read as its truest interpreter.
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Netting fruit trees
Killed by netting. Photograph: Denise Wade
Killed by netting. Photograph: Denise Wade
Whether it is a backyard fruit tree or an orchard, netting can provide a reliable physical barrier between animals and a crop. Growers can use a range of netting options to protect orchard crops from damage by flying foxes, birds, possums, rats, and even some insects.
Using the right type of netting will protect the fruit. Using the wrong type, or badly erected netting may injure or kill animals if they become entangled. This is recognised across Australia as a cruel and unnecessary cause of stress, injury and death for a range of animals—both wild and domesticated—and a campaign is underway to encourage the use of safe netting to stop the deaths of thousands of animals each year.
Effective use of netting
Who’s eating the fruit?
The first step in netting a fruit tree is to identify the type of animal eating the fruit and whether netting will solve the problem.
Fruit can be damaged by a range of different animals, and for netting to have any impact, it must create a barrier between the fruit and the animal trying to eat it. Netting is only an effective solution where the fruit is being eaten by larger birds or mammals like rats, possums or flying-foxes.
Bird damage is relatively easy to detect as they will be feeding during the day. Mammals are nocturnal, but will leave clues like damaged fruit with teeth marks, scratchings on the bark, or a scatter of droppings under the tree.
The following guide will help identify what type of mammal is eating your fruit.
SpeciesIndication of presence
• compressed pellets of fruit pulp that are spat out after the juice has been squeezed out of them
• ‘squirts’ of droppings
• partially-eaten fruit (may show scrape marks made by small front teeth and large canines)
• fruit dropped on ground away from tree.
Common ringtail and common brushtail possums
• partially-eaten fruit showing a series of scrapes (may show scrape marks from the front row of six teeth, forming a groove about 10mm wide)
• fruit disappears (can be carried away by brushtail possum)
• pellet-shaped droppings (around 10–15mm long) under tree
• can be seen with a torch at night.
• partially-eaten fruit showing a series of small scrapes (may show scrape marks of a single pair front teeth, each about 2mm wide)
• small pellet-shaped droppings less than 1cm long.
Is it worth netting?
It is important to weigh up the cost of netting against the value of the fruit being grown. If netting is too costly, it may be better to consider some alternatives (see below), or accept that a small percentage of fruit will be eaten by wildlife. In times of drought when there is little food around for native animals you, may even remove netting and sacrifice some of your fruit to help local animals survive.
Will netting affect how the fruit develops?
No. Netting allows fruit to develop while protecting it from possums, birds and flying-foxes as well as wind and hail damage. It can even form a better microclimate for a fruit tree to grow in and for fruit to develop. The size of the mesh must be large enough to allow pollinating insects to reach any flowers on the tree and fertilise them. Avoid using shade cloth as it can make fruit go mouldy.
Netting safely for wildlife
Types of netting
Sturdy netting with a knitted mesh and a small aperture less than 5mm by 5mm, woven from strands 500 microns thick (minimum) will keep out birds, possums, flying-foxes and rats. White coloured netting is best as it stands out against the foliage of the fruit tree. This will make it easier for flying-foxes to see and avoid. This type of netting will also protect fruit from sunburn, hail damage and fruit fly.
Suitable netting can be purchased from hardware stores, nurseries or specialist netting manufacturers.
Thin nylon (monofilament) netting should not be used as it is easily pulled out of shape by an animal climbing on it, causing the animal to become entangled. Once entangled, birds and flying-foxes become stressed, breaking bones and tearing wing membranes as they struggle to get free. The monofilament line can cut into the animal causing deep wounds and even stop circulation. Ultimately, these injuries can lead to shock and death, particularly if the animal is trapped for a long time. Entangled flying-foxes may also be mothers nursing young that are waiting at a nursery roost. These young will starve if the parent does not return to the roost within a day.
Netting methods
When netting fruit trees, ensure that the net is taut. If the netting is loose or easily loses its shape, it is more likely to act as a trap for wildlife.
To keep netting taut, the first step is to build a frame over the tree to support the netting. This could be a box-shaped frame of PVC pipe or timber, or a number of star pickets or stakes that are located around the tree to form a frame for the netting, e.g. crossing three or four stakes to make a tepee frame. It is important that the frame keeps the netting off the tree and is sturdy enough for the netting to be pulled taut.
Tent pegs, or any heavy objects (e.g. bricks) wrapped in the ends of the netting, can be used to keep the netting tensioned over the frame and stop animals from getting under the net. Clothes pegs and tie wire may be used to stop the net slipping and sagging on the frame to form traps. The more places that the netting is held in position, the more even the tension of the netting will be on the frame.
When estimating how much netting is needed, allow enough net for it to be firmly attached to the ground.
It is important to have some way of getting to the tree to remove fruit. Either a flap could be cut into the netting or an overlapping section of netting built into one side of the frame to allow a person to slip in between them. Any openings in the net could be closed off with clothes pegs or by weaving a garden stake through the mesh along the edge of the flap (or overlap) and the adjoining section of netting.
The bounce test
Common brushtail possums can weigh up to 3.5kg, common ringtails 1.1kg, and grey-headed flying-foxes up to 1kg, and they can weigh down loose netting. For the netting to be effective, it must be tensioned enough to stop folds of net forming around an animal when it lands on or crawls over the net. Ideally, a flying-fox should almost bounce off the netting rather than sink into it when it lands.
Check netting at least daily. Animals can sometimes still become entangled, even when the netting set up properly.
Entangled animals
Animals entangled in netting are likely to be injured and highly stressed, meaning any attempt to remove them is potentially dangerous for the animal and the rescuer.
If you find an entangled animal, without touching the animal cover it with a towel then contact the RSPCA Qld. They will put you in contact with a licensed wildlife rescuer who is trained to handle and care for wildlife. Read about what you can do if you come across a sick, injured or orphaned animal.
If you find a dead flying-fox, check to see if it is carrying a baby. If there is a baby present contact RSPCA Queensland. Dead flying-foxes should be collected using equipment such as a shovel and/or tongs, then wrapped and placed in a rubbish bin or landfill site, or buried deep enough so it won’t be dug up by another animal.
Alternatives to netting
Tree collars
Different animals reach the fruit in different ways. If the problem is a possum or a rat climbing up the tree, then a sheet metal collar around the trunk may stop these animals reaching the fruit. If the tree is short enough for an animal to jump into the lower branches or to climb on to the tree from a fence or a neighbouring tree, a collar will not work.
If another tree overhangs a fruit tree, the branches can be pruned back so that it becomes too far for a possum to jump between them.
Paper bags
Covering individual fruit in paper bags can also work where the fruit can be reached easily and safely.
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1600 ca1643, Aug
a chief of the Narragansett people of New England Indians. He was a nephew of the Narragansett grand sachem, Canonicus (died 1647), with whom he associated in the government of the tribe, and whom he succeeded in 1636. Miantonomoh seems to have been friendly to the English colonists of Massachusetts, Rhode Island, and Connecticut, though he was accused of being treacherous. In 1636, when under suspicion, Miantonomoh went to Boston to prove his loyalty to the colonists. In the following year, during the Pequot War, he permitted John Mason to lead his Connecticut expedition against the Pequot Indians through Narraganset country.
Gallery (1)
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