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Indentured Servants . Indentured Servants. Reasons for Indentured Servants. A. To make money in the colonies many people grew crops. The more crops they grew, the more money they made. B. Colonists looked for cheap labor to help them grow more crops to make more money . Related searches for Indentured Servants Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. A. To make money in the colonies many people grew crops. The more crops they grew, the more money they made. B. Colonists looked for cheap labor to help them grow more crops to make more money. 1. First they tried Native Americans 2. Then they tried Indentured Servants A. Indentured Servants were usually poor people who wanted to come to the New World but could not afford to pay for their own way over. B. Landowners in America would pay the way for an Indentured Servant. C. In exchange for passage to the New World, Indentured Servants would work for the land owner for a period of time D. When an Indentured Servant had served his or her contract, he or she would be given a pair of clothes and some food and allowed to go and make a life for themselves in the New World. They were then called freemen. Read the primary source, A Reading: An Eyewitness Account of the Crossing of Indentured Servants, and answer the questions on your notes page.
From the series: Introduction to Deep Learning Shyamal Patel, MathWorks Johanna Pingel, MathWorks Explore the basics behind convolutional neural networks (CNNs) in this MATLAB® Tech Talk. Broadly, CNNs are a common deep learning architecture – but what exactly is a CNN? This video breaks down this sometimes complicated concept into easy-to-understand parts. You’ll learn about 3 concepts: local receptive fields, shared weights and biases, and activation and pooling. The video pulls together these three concepts and shows you how to configure the layers in a CNN. You’ll also learn about the 3 ways to train CNNs for image analysis. These include: 1.) Training the model from scratch; 2.) Using transfer learning (based on the idea that you can use knowledge of one type of problem to solve a similar problem); 3.) Using a pretrained CNN to extract features for training a machine learning model. Learn more about using MATLAB for deep learning. A convolutional neural network, or CNN, is a network architecture for deep learning. It learns directly from images. A CNN is made up of several layers that process and transform an input to produce an output. You can train a CNN to do image analysis tasks including scene classification, object detection and segmentation, and image processing. In order to understand how CNNs work, we’ll cover three concepts: 1) Local receptive fields 2) Shared weights and biases, and 3) Activation and pooling Finally, we’ll briefly discuss the three ways to train CNNs for image analysis. Let’s start with the concept of local receptive fields. In a typical neural network, each neuron in the input layer is connected to a neuron in the hidden layer. However, in a CNN, only a small region of input layer neurons connect to neurons in the hidden layer. These regions are referred to as local receptive fields. The local receptive field is translated across an image to create a feature map from the input layer to the hidden layer neurons. You can use convolution to implement this process efficiently. That’s why it is called a convolutional neural network. The second concept we’ll discuss is about shared weights and biases. Like a typical neural network, a CNN has neurons with weights and biases. The model learns these values during the training process, and it continually updates them with each new training example. However, in the case of CNNs, the weight and bias values are the same for all the hidden neurons in a given layer. This means that all the hidden neurons are detecting the same feature, such as an edge or a blob, in different regions of the image. This makes the network tolerant to the translation of objects in an image. For example, a network trained to recognize cats will be able to do so wherever the cat is in the image. Our third and final concept is activation and pooling. The activation step applies a transformation to the output of each neuron by using activation functions. Rectified Linear Unit, or ReLU, is an example of a commonly used activation function. It takes the output of a neuron and maps it to the highest positive value. Or, if the output is negative, the function maps it to zero. You can further transform the output of the activation step by applying a pooling step. Pooling reduces the dimensionality of the feature map by condensing the output of small regions of neurons into a single output. This helps simplify the following layers and reduces the number of parameters that the model needs to learn. Now, let’s put it all together. Using these three concepts, we can configure the layers in a CNN. A CNN can have tens or hundreds of hidden layers that each learn to detect different features of an image. In this feature map, we can see that every hidden layer increases the complexity of the learned image features. For example, the first hidden layer learns how to detect edges, and the last learns how to detect more complex shapes. Just like in a typical neural network, the final layer connects every neuron from the last hidden layer to the output neurons. This produces the final output. There are three ways to use CNNs for image analysis. The first method is to train the CNN from scratch. This method is highly accurate, although it is also the most challenging, as you might need hundreds of thousands of labeled images and significant computational resources. The second method relies on transfer learning, which is based on the idea that you can use knowledge of one type of problem to solve a similar problem. For example, you could use a CNN model that has been trained to recognize animals to initialize and train a new model that differentiates between cars and trucks. This method requires less data and fewer computational resources than the first. With the third method, you can use a pre-trained CNN to extract features for training a machine learning model. For example, a hidden layer that has learned how to detect edges in an image is broadly relevant to images from many different domains. This method requires the least amount of data and computational resources. For more information, see mathworks.com/deep-learning Recorded: 24 Mar 2017
What Causes High Tide And Low Tide ? You probably be knowing that waves located on the ocean’s surface are commonly caused by wind transferring its energy to the water but do you know what causes ocean tides ? How come there’s rise and fall of sea level everyday ? Well, there are various factors those are involved in tide’s creations but major factors are gravitational pulls of the earth, moon and sun. In fact the biggest factor in creation of ocean tides is the moon. It exerts approximately 2.2 times more gravitational force on oceans that sun does. Whenever there’s is a full moon, gravitation force exerted by moon on the ocean is at peak which causes longer high tides and vice versa when there’s no moon. What causes high tide and low tide ? As we know, earth and moon constantly exerts gravitational force on each other. Considering this fact in mind, imagine moon is directly above earth. Since 71% of earth is water which is in liquid state, it gets affected by gravitational force of moon. This causes to move water present in oceans to move towards the moon which creates high tide on earth side that is facing the moon as shown in following image. At the same time one more interesting thing happens to opposite side of moon facing earth. Because of gravitational pull, earth also actually gets pulled little bit towards moon and being at opposite side, there is not much effect of moon’s gravitational force on ocean water on this side so water doesn’t move towards moon. That means, earth moves little bit towards moon but water doesn’t which creates high tide on opposite side as well. In summary, because moon is pulling water present on moon facing earth side a high tide gets created and at the same time as moon is pulling earth but not water of oceans at opposite side of earth, a high tide gets created. As high tides got created at top and bottom, it’s obvious that there will be low tides on sides or right angles to the moon. Sun also affects tides but not as much as moon. Depending on angle to the moon, sun may enhance or diminish the effect of moon on tides. If sun and moon are aligned to the earth, sun enhances the gravitational force on earth creating higher tides than normal. These are called spring tides and they happen on full moon or new moon. When sun and moon are right angle to each other, sun diminishes effect of moon’s gravitational pull on earth creating lower than normal high tides. These tides are known as neap tides. Usually in most of the places, high tide is observed twice a day. Approximately at every 12.25 hours. Now you know what causes high tide and low tide If you are still confused in understanding how a high tide gets created on opposite side of moon facing earth side, watch the following video for animated representation and more detailed explanation. Courtesy : The Cosmos Is Also Within Us
Trinity River Basin Trinity River Watershed Trivia - The Trinity River begins near the Texas-Oklahoma border in Clay, Archer, and Montague counties and from the DFW confluence, flows 512 miles to Galveston Bay, near Houston. - There are 1,983 miles of major tributaries that drain to the river. The West, Clear, Elm and East Forks form the headwaters of the Trinity River. - The Trinity River watershed encompasses 18,000 square miles (11.5 Million plus acres), 7% of state’s land area and includes all or parts of 38 Texas counties. - Annual precipitation ranges from 36 inches at the headwaters up to 52 inches near its terminus at the Gulf of Mexico. - Many human activities affect the Trinity River, including 22 reservoirs on the river that provide drinking water and flood control. Differing land uses also affect the Trinity River, such as urbanization, commercial/industrial development, row-crop farming, livestock production, timber production and outdoor recreation. - Home to terrestrial wildlife and aquatic species, there are various habitats within the Trinity River watershed, including native grasslands, bottomland hardwood forests, and wetlands. The extent of these diverse habitats has been reduced as a result of human activities.
Table of Contents Getting enough sleep is important for more reasons than just how energetic you feel the next morning. Sleep affects your weight, your blood pressure, and even whether you will eventually get diabetes. The connection between sleep and the risk of future development of diabetes, however, is very different in men and women. Recent research has found that: - Men who don't get enough sleep are at greater risk for developing type 2 diabetes. - Men who get too much sleep are at greater risk for developing type 2 diabetes. - Women who don't get enough sleep have a lower risk of developing diabetes than women who get normal amounts of sleep or even more. In the European Relationship between Insulin Sensitivity and Cardiovascular Disease (EGIR-RISC) study, which involved 800 volunteers ranging in age for 30 to 60 in 14 countries at 19 testing centers in Europe, "normal" sleep was defined as seven hours per night. What Is Insulin Resistance, and What Does It Have to Do with Diabetes? Researchers measured sleep with a device called a single-axis accelerometer, designed to detect movement. They measured insulin resistance, which is predictive of future development of obesity, high triglycerides, high blood pressure, and type 2 diabetes, with a device called a hyperinsulinemic-euglycemic clamp. This "clamp" isn't a physical clamp but a strict control of blood sugar levels. The researchers carefully measured the amount of glucose that they had to give through an IV to raise a volunteer's blood sugar by 125 mg/dl over its normal levels through one vein, while measuring the effects of an insulin drip through another vein. People who reached high blood sugar levels easily and whose blood sugar levels were slow to fall with the infusion on insulin were said to be insulin resistant. It's possible to be more insulin resistant or less insulin resistant. In people who are insulin resistant but not yet diabetic, the pancreas makes more and more insulin until blood sugars finally go down. This is an effect that the test measures by an actual drip of insulin into a vein. On a day to day basis, insulin "locks" fat in fat cells, so these people are prone to gain weight unless they diet carefully. Eventually the stress of having to produce large amounts of insulin all the time "burns out" the pancreas and diabetes sets in. How Sleep and Insulin Resistance Differ in Men and Women The EGIR-RISC researchers started with the observation that people report getting on average 90 minutes to two hours more sleep every night than they did 50 years ago, and that during that time the number of cases of diabetes has doubled. They theorized that excess sleep is either a cause or a result of insulin resistance, which is the driving force behind type 2 diabetes. Over thirty sets of researchers had measured blood sugar levels and sleep, but the EGIR-RISC team was the first to measure insulin resistance. When actual insulin resistance was measured they found that in women, getting normal amounts of sleep (not too much and not too little) was associated with greater risk of diabetes, and in men, getting normal amounts of sleep (not too much and not too little) was associated with lower risk of diabetes.
- Adding traditional basal reading instruction time - Having students spend added time on workbook practice - Independent reading of a book of the student’s choice with personalized mini-interventions by teacher (individualized schema-based learning) - Independent reading of 2 expository texts back to back on a topic of student’s choice after teacher modeling of how to resolve discrepancies between texts and do think alouds (conceptual learning) - Having students read 2 or more texts related to a theme followed by a class discussion (transactional learning) - Telling students to practice a specific comprehension strategy that they had just been taught during independent reading(situated practice) Spending the extra 20 minutes on the traditional basal reading program or on workbook practice did not increase comprehension, the researchers report. Nor did practicing a newly learned comprehension strategy during independent reading, probably because if students focus on a specific purpose it distracts them from grasping the broader purpose of a book, the researchers note. The 3 practices that did result in significantly better comprehension in as little as 6 weeks were conceptual learning, transactional learning and individualized schema-based learning. “Rather, the three most successful instructional approaches shared the common features of (a) allowing student choice of books to be read for guided independent reading practice, (b) the reading of more than seven pages of continuous text from fiction or nonfiction classroom books, and (c) 15-20 min of silent reading that contained specific teacher actions,” the researchers write. “These actions were (a) teacher-monitored silent reading periods with personalized scaffolds (PAR) to assist students in overcoming comprehension challenges when they present themselves in individual texts (individualized schema-based learning); (b) teacher-monitored selection of expository texts by requiring (and making available) two expository books on the same topic that students choose to read before being allowed to read about another expository topic (conceptual learning); or (c) teacher-provided books from which students choose that relate to one aspect of a global class theme and 5 min of the 20-min silent reading period spent in an open-ended discussion about insights that students gleaned from the reading of their selected books (transactional learning).” Mini individualized interventions The mini-interventions provided during individualized schema-based learning including helping students with an unknown word or a confusing concept, praising students’ efforts and helping them to use the most appropriate comprehension strategy. A total of 660 students from Grade 2-6 participated in the study–375 were placed in experimental groups and 285 served as controls. Controls were students who spent the extra 20 minutes on basal reader instruction. The treatment period for the additional 20 minutes lasted for 6 weeks. Students were from 4 elementary schools and one middle school in 4 varied districts in the southwestern U.S. (inner city, suburban, middle-class rural and a low socioeconomic status small town). The study took place in 30 classrooms. Most came from low to low-middle socioeconomic status schools and 38% came from middle to high socioeconomic status schools. All students in every treatment group received 70 minutes of basal reading instruction. This 70-minute block of time consisted of a 20-minute whole-class skill-building activity from the teachers’ manual and 3 small-group teacher led meetings of 15-17 minutes in which basal story was read, analyzed and/or discussed. Teachers in treatment groups received 40 hours of training. All volunteered to participate. The students were assessed with the Texas Assessment of Essential Knowledge and Skills Test (TAKS) Reading Subtest, Stanford Achievement Test (SAT) Reading Subtest and publisher-created story or book tests. Another major finding of the study, the researchers report, is that teacher actions during guided or independent practice sessions can be the same for all reading levels. Rather than planning different instructional approaches, teachers just need to focus on the specific comprehension skill or strategy that students need to master. If the goal is to increase students’ ability to better summarize, retell or retain what they read, then reading student-selected books with class discussions may be the best method whereas if the objective is to help students better identify the main idea, then reading 2 nonfiction books on the same subject back to back may be the better method. “Instructional Approaches That Significantly Increase Reading Comprehension,” by Cathy Collins Block et al., Journal of Educational Psychology, Volume 101, Number 2, 2009, pp.. 262-281.
Wide-spreading species with dense foliage at grown level, for example Coreopsis lanceolata or Rudbeckia hirta, tend to eliminate slower growing shadeintolerant species. Tall, erect species, even when vigorous, have a less detrimental impact on seedlings of other species, due to reduced light-interception. This is often important in the second and subsequent growing season for either ecological or management reasons. Species that have evergreen winter foliage will, when mixed with species that are winter dormant, restrict the use of herbicides or burning to kill or defoliate colonising weeds. In some cases, of course, this winter foliage may preclude the need to burn or herbicide, by excluding weed species. It may also, however, provide habitat for molluscs that may increase damage to spring emerging species, or simply provide too much competition for light at a critical time. In meadows, winter evergreen species, such as Papaver orientate, may decline if closely mown, restricting the timing of cutting. One of the main challenges in developing ecological plant communities is to juggle with phenology to make the planting more sustainable but still manageable. North American prairie species are problematic in northern Britain because the climate is too cool to reliably establish prairie grasses. As a result, there is no cover of dead grass on the soil surface in winter to restrict weed invasion during mild wet British winters. A shadetolerant, winter dormant, cool season tussock grass, such as Motinia caerutea, might be an effective replacement. Alternatively, a shade-tolerant, easy to establish, noncompetitive, winter evergreen, such as Festuca ovina or Primula vulgaris, might be equally successful. The author has not yet tested such plant communities. They may not work for the reasons already given, but it demonstrates the necessary thought process.
Until recently, severe spinal cord injuries came with a fairly definite diagnosis of paralysis, whether partial or complete. But new developments in both stem-cell therapy and electronic stimulation have begun to provide hope, however distant, that paralysis may not be a life sentence. Complicated muscle stimulation devices can enable limited standing and walking, and the first embryonic stem-cell trials began last year. Other techniques, however, may provide an even simpler solution. In his lab at the University of California, Los Angeles, V. Reggie Edgerton is developing an electronic neural bridge, one that helps impulses jump from one side of a severed spinal cord to the other to take advantage of neural “circuitry” that remains intact even after it’s been cut off from the brain. In research presented two weeks ago at the Society for Neuroscience meeting in San Diego, Edgerton and graduate student Parag Gad used this approach, combined with electromyography (EMG), to help rats with severed spinal cords and completely paralyzed hind legs to run on all fours again. When their front legs began to run, the movement triggered a small current that prompted their rear legs to keep up. Edgerton has been working on a system that employs preëxisting abilities of the spinal cord: neural pathways that, after an injury, may be blocked but don’t disappear. Although the brain may control the impulse that initiates walking, the sequential muscle-by-muscle movement is not under our conscious command. “The signal coming down from the brain isn’t to activate this muscle and then this muscle and then this muscle,” Edgerton says. “It’s to activate a program that’s built into the circuitry. A message comes down from the brain that says step. The spinal cord knows what stepping is; it just has to be told to do that.” Rather than connecting electrodes to neurons or muscles, Edgerton attaches his neural bridge to electrodes on the outside membrane of the severed spinal cord. Slow pulses of electricity fire up the spinal circuitry associated with stepping, and, once the legs start to bear weight, the spinal cord recognizes the resulting sensory information and generates stepping motions on its own—no brain connection required. With the flick of a switch, Edgerton and his colleagues made the rat’s paralyzed hind limbs break into a trot. The result—an even, rhythmic gait controlled by the researchers—is something that stimulation of individual muscles can’t yet replicate. Gad took this system one step further, creating a technique that monitors movement of the animal’s front legs and uses this information to generate electrical pulses that prompt the rear legs to move. First, he developed an algorithm that can distinguish walking activity—constant, alternating movement in both forelegs. Then, he implanted EMG wires into the front and rear legs, to detect the activity of skeletal muscles. The EMG wires connect to a small backpack containing a microcontroller that, upon detecting walking in the forelimbs, sends out a constant pulse to the spinal cord, triggering the hind limbs to join in. “They’re demonstrating, in a practical sense, many of the concepts that have been tossed around for some time,” says Vivian Mushahwar, a biomedical engineer at the University of Alberta. “It is really refreshing.” Mushahwar and physiologist Richard Stein, also at the University of Alberta, have been working on another system that takes advantage of the spinal cord’s innate circuitry.
Since the 1970s, the percentage of overweight kids and adolescents in the United States has more than doubled. Today, 10% of 2- to 5-year-olds and more than 15% of children between the ages of 6 and 19 are overweight. If you combine the percent of kids who are overweight with the percent of kids who are at risk of becoming overweight, about one out of three children are affected. Preventing your children from becoming overweight means adapting the way you and your family eat and exercise and the way you spend time together. Helping your children lead healthy lifestyles begins with you, the parent, and leading by example. Is Your Child Overweight? A child with a body mass index at or above the 95th percentile for age and sex is considered overweight. BMI uses height and weight measurements to estimate how much body fat a person has. To calculate your child's BMI, divide his or her weight by his or her height squared, or wt/ht2. (Important: To use this formula for BMI, the child's weight and height measurements must be in kilograms and meters, respectively. If you use pounds and inches, multiply the result by the conversion factor 703.) An easier way to get your child's BMI is to use a BMI calculator. Once you know your child's BMI, it can be plotted on a standard BMI chart. Your child will fall into one of 4 categories: Underweight: BMI below the 5th percentile Normal weight: BMI falls between the 5th and the 85th percentiles At risk for overweight: BMI between the 85th and 95th percentiles Overweight: BMI at or above 95th percentile BMI is not a perfect measure of body fat and there are situations where BMI may be misleading. For example, a very muscular person may have a high BMI without being overweight (because extra muscle adds to a person's body weight - but not fatness). In addition, BMI may be difficult to interpret during puberty when kids are experiencing periods of rapid growth. It's important to remember that BMI is usually a good indicator - but is not a direct measurement - of body fat. These days, you may be hearing more about BMI. Doctors are using BMI during routine check-ups and many school districts are including BMI in their annual health assessments. If you're worried that your child or teen may be overweight, make an appointment with your child's doctor. If your child is overweight, your doctor may ask about your child's eating and activity habits and make suggestions on how to make positive changes. He or she may also decide to screen for some of the medical conditions that can be associated with obesity (see below). Depending on the child's BMI, age, and health, the doctor may refer you to a registered dietitian for additional advice. For some overweight children, your doctor may recommend a comprehensive weight management program. The Effects of Overweight Overweight children are at risk for serious health conditions like type 2 diabetes, high blood pressure, and high cholesterol - all once considered exclusively adult diseases. But overweight children may also be prone to low self-esteem that stems from being teased, bullied, or rejected by peers. Overweight children are often the last to be chosen as playmates, even as early as preschool. Children who are unhappy with their weight may be more likely than average-weight children to develop unhealthy dieting habits and eating disorders, such as anorexia nervosa and bulimia, and they may be more prone to depression, as well as substance abuse. Overweight children are at risk of developing medical problems that affect a child's present and future health and have direct impact on quality of life including: high blood pressure, high cholesterol and abnormal blood lipid levels, insulin resistance, and type 2 diabetes bone and joint problems shortness of breath that makes exercise, sports, or any physical activity more difficult and may aggravate the symptoms or increase the chances of developing asthma restless or disordered sleep patterns tendency to mature earlier (overweight kids may be taller and more sexually mature than their peers, raising expectations that they should act as old as they look, not as old as they are; overweight girls may have irregular menstrual cycles and have fertility problems in adulthood) liver and gall bladder disease depression Risk factors present in childhood (including high blood pressure, high cholesterol, and diabetes) can lead to serious adult medical conditions like heart disease, heart failure, and stroke. Preventing or treating obesity in children may reduce the risk of developing these conditions as they get older. What Causes Overweight? There are a number of factors that contribute to becoming overweight, either alone or together. Genetic factors, lifestyle habits, or both may be involved. In some instances, endocrine problems, genetic syndromes, and medications can be associated with excessive weight gain. Much of what we eat is quick and easy - from fat-laden fast food to microwave and prepackaged meals. Daily schedules are so jam-packed that there's little time to prepare healthier meals or to squeeze in some exercise. Portion sizes, in the home and out, have drastically increased. Plus, now, more than ever, life is sedentary - children spend more time playing with electronic devices, from computers to handheld video game systems, than actively playing outside. Television is a major culprit. Kids younger than 8 spend an average of 2.5 hours watching TV or playing video games, and kids 8 and up spend 4.5 hours plopped in front of the TV or wriggling a joystick. Kids who watch more than 4 hours a day are more likely to be overweight compared with kids who watch 2 hours or less. Not surprisingly, TV in the bedroom is also linked to increased likelihood of being overweight. In other words, once many kids get home from school, virtually all of their free time before dinner, doing homework, and getting ready for bed is spent in front of one screen or another! And although physical education (PE) in schools can help kids get up and moving, more and more schools are cutting PE programs altogether or cutting down on the amount of time spent actually doing fitness-building physical activities. One study showed that gym classes offered third graders just 25 minutes of vigorous activity each week. Genetics also plays a role - genes help determine your body type and how your body stores and burns fat just like they help determine other traits. Because both genes and habits can be passed down from one generation to the next, multiple members of a family may struggle with weight. A greater reliance on "food fixes" to deal with emotions can also contribute to weight gain. Some people tend to eat more when they're feeling sad, stressed, or bored. People in the same family tend to have similar eating patterns, maintain the same levels of physical activity, and adopt the same attitudes toward being overweight. Studies have shown that a child's risk of obesity greatly increases if one or more parent is overweight or obese. Overcoming Overweight and Obesity in Your Child The key to keeping kids of all ages at a healthy weight is taking a whole-family approach. It's the "practice what you preach" mentality. Make eating and exercise a family affair. Get your children involved by letting them help you plan and prepare healthy meals, and take them along when you go grocery shopping, so they can learn how to make good food choices. Avoid falling into some common food/eating behavior traps: Don't reward children for good behavior or try to stop bad behavior with sweets or treats. Come up with other solutions to modify their behavior. Don't maintain a clean-plate policy. Be aware of kids' hunger cues. Even babies who turn away from the bottle or breast send signals that they're full. If kids are satisfied, don't force them to continue eating. Reinforce the idea that they should only eat when they're hungry. Don't talk about "bad foods" or completely eliminate all sweets and favorite snacks from overweight children's diets. Children may rebel and overeat these forbidden foods outside the home or sneak them in on their own. Here are some additional recommendations for children of all ages: Birth to age 1: In addition to it's many health benefits, breastfeeding may help prevent excessive weight gain. Though the exact mechanism is not known, breastfed babies are more able to control their own intake and follow their own internal hunger cues. Ages 2 to 6: Start good habits early. Encourage kids' natural tendency to be active and offer children a variety of healthy foods. It may take 10 or more tries before a child will accept a new food, so don't give up. Ages 7 to 12: Encourage children to be physically active every day, whether it's an organized sports team or a pick-up game of soccer during recess. Keep your kids active at home, too, through everyday activities like walking and playing in the yard. Let them be more involved in making good food choices. Ages 13 to 17: Teens like fast-food, but try to steer them toward healthier choices like grilled chicken sandwiches, salads, and smaller sizes. Encourage them to be active everyday. If they are not into organized sports, suggest intramural programs, fitness classes such as yoga or pilates, or alternative sport like skateboarding, inline skating, or mountain biking. All ages: Cut down on TV, computer, and video game time and discourage eating while watching the tube. Serve a variety of healthy foods and eat meals together as often as possible. Try to include 5 servings of fruits and vegetables a day in their diet, plan healthy snacks, and encourage kids to eat breakfast every day. Encourage your children to try a variety of activities. Don't force any one sport or activity - and help them find what they enjoy and then support them in their efforts. If you, as a parent, eat well and exercise regularly and incorporate healthy habits into your family's daily life, you're modeling a healthy lifestyle for your children that could last into adulthood. Talk to your kids about the importance of eating well and being active, but make it a family affair that will become second nature for both you and your children. Most of all, let your children know you love them - no matter what their weight - and that you want to help your child be happy and healthy.
Standards-Based Grading: LA – English (2 of 7) This is the second in a series on the implementation of standards-based grading in specific disciplines. A lot has already been written on this subject that I hope to expand on. A bit of motivation before moving on: Ask yourself, “Does my gradebook mean anything to anyone other than myself? How can I use assessment tools to better communicate with students about their progress?” Finally, can we use assessment to empower students to control their own formative behavior in the classroom? The goal here is take your current assessments (or slightly modified versions of these) and to break them up into the core standards that they cumulatively represent, which are then reported independently. I have intentionally made Language Arts (English) my second target for the Standards-Based grading discussion. Mostly because the way English assessments are given is generally quite contrary to the way things are done in math. A bit of a disclaimer: I do not teach Language Arts or English. However, the goal of these posts are not to purport best practices in curriculum/pedagogy; these posts are aimed at getting you to rethink your grading practices for what you already currently assign. Many people argue that standards-based grading only works for math. They claim that it is all too easy to give a quiz, and then re-quiz a certain question when a student “misses” it. This works for math, but English? Do you expect me to whittle my class down to a series of vocabulary tests?! No, of course not. The goal here is take your current assessments (or slightly modified versions of these) and to break them up into the core standards that they cumulatively represent, which are then reported independently. So, ask yourself, “What are the ideas that I want these kids to know? What are the concepts that I think the kids should improve on throughout the semester?” This list, however long, is your new gradebook. Why are you reporting a grade for “Paper 2″? Doesn’t that paper represent an assessment of many different concepts, skills, and ideas? Shouldn’t Paper 2 show improvement over Paper 1? Hopefully, but which pieces of the student puzzle improved? How does a B- on the first paper and a B+ on the second relate that information? It doesn’t, so stop it. The English Paper What if you instead had an entry in your gradebook for “Correct Comma Usage,” and “Proper Diction,” or whatever else matters? These are probably things each English teacher thinks about when grading a paper, and mentally weighs as they vacillate betwixt that B+ and A- mark. There’s subjectivity built into the system no matter what, so why not say: “Little Johnny sure can use his semicolons well, 10/10, but oh man, he has no idea about the correct usage of there/their/they’re,” instead of, “Johnny has no idea about there/their/they’re, but his puncuation is ok: A-.” The latter destroys information during the translation from teacher to Johnny. Your goal is always to show a kid the status of their demonstration of a standard. Has this kid demonstrated a unique voice in their paper? Did they neglect to do so on the next paper? Lower the grade for that standard. View each paper not as a separate assignment that gets a separate grade. View each paper as an opportunity to assess a certain set of pre-existing standards. You’ve assigned a book to read; let’s say, Frankenstein. Your goals for the kids might be: - Actually read the entire book. - Understand the major themes Shelley was trying to get across. - Learn a few new vocab words (or, in Frankenstein case, about five million new words…) You probably have more, but just for the sake of discussion let’s go with these three. You now have to ask yourself, “How can I assess these three ideas?” First, begin by putting entries (assignments, whatever) in your gradebook for each standard. Describe the assignment so that parents and students know what “Themes” means. Now begin building assessment opportunities. You already do this. Just think about how. Do you give a reading tests about events in the book, or specific chapters? That gets at standard 1. How do you check for development on this standard? Put questions about earlier chapters on subsequent quizzes. The goal here is to allow for assessment over time that actually instructs the student. When they see “Understands Plot – 4/10″ they can recognize that they need to go back over the plot, or find some supplementary explanation of the book. When they see “Plot Quiz 1 – 16/25″ They say, “shoot, I’ll try and read the middle chapters more carefully.” What about the first few chapters? So now you have them write a paper about a thesis of their choice (you savvy inquiry-based teacher… mild sarcasm font, but more on this later). They must use Frankenstein as their primary source. How does this paper help you assess? It tells you about their grammar (a separate standard), it tells you about their understanding of the plot (a separate standard), it even tells you if they learned any new vocab if you’ve built that into the assignment (another separate standard). The student may receive 10 separate grades associated with this one assignment. Yeah, I Already Use Rubrics, Cornally… I bet you do, and I bet you’re good at it. You even give the rubric to the kids before they do the assignment. Do you then destroy information by combining the scores of each section of the rubric? I bet you do. Why? I’m not advocating changing your room. I’m just saying that your gradebook doesn’t mean anything to anyone but you. With a few simple modifications to your grade reporting system, kids will be able to take charge of what they don’t understand, and get better, if they want to — sometimes they don’t, argh. Give your kids the chance to show improvement, and have the gradebook reflect that. Don’t abandon the summative exam, but give the kids a map as to how to prepare for it. Do you really want to maintain control over every student’s progress? Can you even do that without needing an espresso and a b!tch-session in the teacher’s lounge?
Standard Deviation vs Mean In descriptive and inferential statistics, several indices are used to describe a data set corresponding to its central tendency, dispersion and skewness. In statistical inference, these are commonly known as estimators since they estimate the population parameter values. Central tendency refers to and locates the center of the distribution of values. Mean, mode and median are the most commonly used indices in describing the central tendency of a data set. Dispersion is the amount of spread of data from the center of the distribution. Range and standard deviation are the most commonly used measures of dispersion. Pearson’s skewness coefficients are used in describing the skewness of a distribution of data. Here, skewness refers to whether the data set is symmetric about the center or not and if not how skewed it is. What is mean? Mean is the most commonly used index of central tendency. Given a data set the mean is calculated by taking the sum of all the data values and then dividing it by the number of data. For example, the weights of 10 people (in kilograms) are measured to be 70, 62, 65, 72, 80, 70, 63, 72, 77 and 79. Then the mean weight of the ten people (in kilograms) can be calculated as follows. Sum of the weights is 70 + 62 + 65 + 72 + 80 + 70 + 63 + 72 + 77 + 79 = 710. Mean = (sum) / (number of data) = 710 / 10 = 71 (in kilograms). As in this particular example, the mean value of a data set may not be a data point of the set but will be unique for a given data set. Mean will have the same units as the original data. Therefore, it can be marked on the same axis as the data and can be used in comparisons. Also, there is no sign restriction for the mean of a data set. It may be negative, zero or positive, as the sum of the data set can be negative, zero or positive. What is standard deviation? Standard deviation is the most commonly used index of dispersion. To calculate the standard deviation, first the deviations of data values from the mean are calculated. The root square mean of deviations is called the standard deviation. In the previous example, the respective deviations from the mean are (70 – 71) = -1, (62-71) = -9, (65-71) = -6, (72-71) = 1, (80-71) = 9, (70-71) = -1, (63-71) = -8, (72-71) = 1, (77-71)= 6 and (79-71) = 8. The sum of squares of deviation is (-1)2+ (-9)2+ (-6)2+ 12+92+ (-1)2+ (-8)2+ 12+ 62 + 82 = 366. The standard deviation is √(366/10) = 6.05 (in kilograms). From this, it can be concluded that the majority of the data is in the interval 71±6.05, provided the data set is not greatly skewed, and it is indeed so in this particular example. Since the standard deviation has the same units as the original data, it gives us a measure of how much deviated the data is from the center; greater the standard deviation greater the dispersion. Also, the standard deviation will be a nonnegative value regardless of the nature of data in the data set. What is the difference between standard deviation and mean? • Standard deviation is a measure of dispersion from the center, whereas mean measures the location of the center of a data set. • Standard deviation is always a nonnegative value, but mean can take any real value.
Ce plan de leçon a été créé par les membres de la communauté des enseignants d'Historica Canada. Historica Canada n'est pas responsable de l'exactitude ou de la disponibilité des liens partagés, et les opinions se reflétant dans ces outils d'apprentissage ne sont pas nécessairement celles d'Historica Canada. Nous accueillons les opinions concernant le contenu ajouté au travers de liens externes ou directement dans ces outils d'apprentissage. Écrivez-nous à l'adresse education@HistoricaCanada.ca. A mind map is a visual note. It can also be an illustrated expression of a student's understanding of a concept or event and the inter-relationship of information to that concept or event. Mind maps are similar to concept maps, word webbing, and bubble writing. All of these tend to share similar processes, such as brainstorming, conceptualizing, illustrating, and making connections or relationships. Mind maps can be done in groups or by individuals. They are visual organizers that enable students to integrate, sort, and recall information and ideas. They especially appeal to the visual learner. Mind maps are powerful tools for learners. This particular exercise on mind mapping can be used on its own as an introduction to a unit of study on the First World War, or as a model for a Mind Map lesson using different content. Begin by showing Valour Road, the first of the Heritage Minutes that depict Canada and Canadians during the First World War (1914-1918). Ask your students to brainstorm with you all that they learned about the First World War from this short, one-minute video. They should come up with a date, names of individual Canadians, description of conditions and some significant facts and opinions. Write their input on the board. Ask them to classify the information they have given you as factual or expressions of opinion. Both can be important and valid. Now show the second Heritage Minute, Winnie, and go through the same process of brainstorming and writing student responses on the chalkboard or large sheets of paper. Repeat the process for (at least three of) John McCrae, Nellie McClung, the Halifax Explosion, Vimy Ridge, the Winnipeg Falcons, and Nursing Sisters. Each new Minute has a different perspective and more information about the War and its impact on Canadians. Once you have collected this raw data about the First World War from the Heritage Minutes and the brainstorming exercise, form your students into groups of 3 to 4 and ask each group to produce a mind map illustrating what they have learned about the First World War. Start with an image at the centre of the paper. If you use an 8 1/2 x 11, sheet turn it sideways. It is easier to spread out the lines that way and to read what you have written. It is a frequent mistake to turn the paper round as you write. Don't do that! It takes a lot of time to read the words when you use the mind map later on. Print the words - it makes it easier to read! Use mainly lower case but if you like you can use CAPITALS now and then, for instance to show the important words or the keywords in your map. It is easier to read lower case as the words differ more from one another than capital letters. A printed map gives a more photographic, immediate, and comprehensive image than one done with cursive writing. One word on each line. If you need more words, draw new lines. Try to limit the number of words you write. You need only a few words it you choose the right ones. Use colour to highlight, decorate, and differentiate one group of words from another and in illustrations. Colours on your mind map add interest and improve your memory. Draw pictures. Pictures contain a lot more information than words. Try to use pictures that can gather information from a whole group of words. Put images throughout your mind map, wherever a picture will be more effective than a word. Use symbols, signs, and arrows to show connections in your mind map or if you want to refer to other material such as quotations, graphs, charts and other reference material you don't want to have in the mind map. Use lines and arrows to show connections and relationships between events, people and ideas. Make details in your mind map unique. Every mind map is in itself unique, but you can, for instance, make some of the words, pictures and symbols stand out in some respect by drawing them three-dimensional. The reason for this is of course that uniqueness is a way of increasing your memory power. Most important, use your imagination! Now that your students know something about the First World War, ask them an important question: "What don't you know about the war?" For example, we don't know why men enlisted or how women became involved directly in the war effort. This is the beginning of the development of some thoughtful research questions that can be used to further investigate the First World War. In order to encourage your students to go beyond the traditional Who?, What?, Where?, Why?, When?, andHow? questions, introduce them to some of the following types of questions: - Definitional: Explains a specific term, concept, or idea; for example, "What is 'no-man's' land?" - Decision Making: An examination of evidence so that a decision or conclusion can be made for action; for example, "The Canadian government is advertising that all healthy, young men enlist in the army. Will you join?" - Comparative: To examine the similarities and/or differences between two or more things such as ideas, people, events; for example, "How do the experiences of women on the homefront compare with the women who went overseas and served in the field during the First World War?" - Ranking: The hierarchical organization of items, ideas and events that share commonalties; for example, "How would you rank the machine gun as an effective weapon in the First World War in comparison with gas, the submarine, the airplane, artillery, the rifle and the tank?" - Causal: To identify relationships among elements, cause and effect, similarities and differences; for example, "How did Canada become involved in the First World War?" - Speculative: These questions are based on a hypothetical situation; for example, "Would the Allies have won the war if the Americans had not entered the conflict in 1917?" "Would the war have ended earlier if the Allies had mass produced tanks and used them more effectively?" Challenge your students to express what they don't know about the First World War by formulating a set of research questions. Use these questions to study the war.
Before you have a chance to bake holiday pies, your pumpkins (Cucurbita pepo L. var. pepo) can fall victim to a variety of diseases. Hardy in U.S. Department of Agriculture plant hardiness zones 3 through 9, pumpkin varieties grow as vines or bushes in rich, well-drained soil and full sun to light shade. Pumpkins are related to annual summer squash (Cucurbita pepo) and other cucurbits. Look for disease-resistant pumpkin varieties, such as “Aladdin” (Cucurbita pepo L. var. pepo “Aladdin”), which resists powdery mildew. Pumpkins are susceptible to wilt diseases, such as Verticillium wilt and sudden wilt. Verticillium-infected pumpkin vines wilt, starting with the older leaves near the crown. If you split the stem or roots lengthwise, you may see light brown streaks. Active after cool, rainy weather in late summer or fall, sudden wilt disease causes brown, water-soaked root rot, yellow crown leaves and sudden collapse. Rotate pumpkins with non-cucurbit crops for two to three years to control both diseases. To control sudden wilt, plant in well-drained soil or raised beds. Avoid overhead watering to keep the crowns dry, and avoid waterlogged soil, especially after fruit set. Fungus diseases cause fatal crown, foot, leaf and stem rots in pumpkins. Active in wet or poorly drained soil, the fungus Phytophthora capsici causes rotting roots and dark brown, water-soaked lesions on the stems. Leaves can have dark brown spots measuring up to several inches across, and the fruit may rot near the stem. Fusarium crown and foot rot affects the lower stem and causes wilting, and it can cause dry lesions on the fruit. To control these diseases, grow pumpkins in well-drained soil, and rotate with non-cucurbit crops for four years. Insect pests may transmit serious viruses to pumpkin vines. Cucumber mosaic virus and other mosaic viruses, for example, cause stunted growth, and light and dark spots on abnormally small leaves. Weed control deprives aphids of host plants in the garden and helps prevent mosaic virus transmission. You should remove and destroy infected plants as soon as you notice symptoms. Aphids may be visible as they feed on leaves and cause leaf curling and yellowing. You can pick the tiny bugs off pumpkin vines by hand or remove them with a forceful stream of water. Examples of other pumpkin diseases include powdery mildew, which causes white, powdery spots or coatings on leaves and can result in leaf loss. Downy mildew causes yellow angular spots on upper leaf surfaces, and gray, fuzzy spores on the undersides of the yellow spots. Both diseases interfere with photosynthesis and fruit development. At the first sign of powdery mildew, spray plants every seven days with a dilution composed of 2 tablespoons of 70 percent neem oil in 1 gallon of water. After symptoms stop returning, spray the pumpkins every two weeks. Keep fungicides away from children and small pets, and wear protective clothing when using fungicides. Fungicides are usually not necessary for downy mildew in pumpkins, notes the Purdue University Extension. Remove dead plant material to control mildews. - University of California Vegetable Research and Information Center: Pumpkin Production in California - The Old Farmer’s Almanac: Pumpkins - University of New Hampshire Cooperative Extension: Powdery Mildew-Resistant Pumpkin and Squash Varieties - Missouri Botanical Garden: Cucurbita Pepo - University of California Vegetable Research and Information Center: Pumpkin - University of California Integrated Pest Management Program: Cucurbits -- Sudden Wilt - Purdue University Extension: Identification and Management of Pumpkin DIseases - Cornell University Department of Plant Pathology: Fusarium Diseases of Cucurbits - University of California Integrated Pest Management Program: Aphids - University of California Integrated pest Management Program: Powdery Mildew on Vegetables - Jupiterimages/Stockbyte/Getty Images
As you I just discussed in the Spectral Lines page, electrons fall to lower energy levels and give off light in the form of a spectrum. These spectral lines are actually specific amounts of energy for when an electron transitions to a lower energy level. If you assume the energy levels of an atom to be a staircase; if you roll a ball down the stairs the ball only has a few "steps" that it can stop on. This is the same situation an electron is in. Electrons can only occupy specific energy levels in an atom. It most be on an energy level if it is in the atom. There is no in between. This is why you get lines and not a "rainbow" of colors when electrons fall. Jahann Balmer in 1885 derived an equation to calculate the visible wavelengths that the hydrogen spectrum displayed. The lines that appear at 410 nm, 434 nm, 486 nm, and 656 nm. These electrons are falling to the 2nd energy level from higher ones. This transition to the 2nd energy level is now referred to as the "Balmer Series" of electron transitions. Johan Rydberg use Balmers work to derived an equation for all electron transitions in a hydrogen atom. Here is the equation: R= Rydberg Constant 1.0974x107 m-1; λ is the wavelength; n is equal to the energy level (initial and final) If we wanted to calculate energy we can adjust R by multipling by h (planks constant) and c (speed of light) Now we have Rydbergs equation to calculate energy. RE= -2.178 x 10-18J (it is negative because energy is being emitted) l = h c / E l = ( 6.626 x 10 - 34 J s) (3.0 x 108 m/s)/E 1nm= 1 x 10-9m Converting Wavelength to frequency c= 3.0 x 108 m/s ;l = wavelength (m) ;v= frequency (s-1)
The basic structural units, or building blocks, of protein. The body uses protein to build up and repair tissue. Protein is found in muscles, organs, bones, and skin and in many of the body’s hormones, or chemical messengers. There are about 20 amino acids in the human body, and they can combine in different ways to form a vast array of proteins with very different properties. For example, the insulin molecule is composed of a chain of 51 amino acids. Interestingly, human insulin varies from pig insulin by only a single amino acid along this chain. Plants and bacteria can manufacture all the amino acids they need, but there are about nine that the human body needs but cannot make. These are called essential amino acids, because they must be obtained from food. Sources of dietary protein, including meat, poultry, fish, eggs, cheese, milk, grains, legumes, and nuts, can provide the essential amino acids.
Peripheral Vascular Disease Circulation disorders includes a large number of different problems with one thing in common, they result in poor blood flow. Specifically, the term peripheral vascular disease refers to blood flow impairment into the feet and legs (although it could include the arms and hands as well). Blood is circulated throughout the human body by the strong, muscular pump called the heart. With each heartbeat, blood is pushed along through blood vessels called arteries that carry the oxygen and nutrient rich blood to all parts of the body including the legs and the feet. The individual cells in the body take up the oxygen and nutrients. Then a second set of blood vessels known as veins carry the oxygen depleted blood back to the heart and lungs to get more oxygen, and again be pumped throughout the body. Peripheral vascular disease may refer to arterial inflow disorders, (arterial insufficiency) or venous outflow disorders (venous insufficiency). Arterial inflow disorders are categorized by the size of the artery involved. If a large artery in the thigh or behind the knee becomes blocked by cholesterol deposits this is referred to as large vessel disease or atherosclerosis. The result may be a painful ischemic foot, which means there is a severe lack of arterial blood flow from the heart into the foot. If smaller arteries like those in the lower leg or foot is blocked, this is referred to as small vessel disease, or arteriosclerosis. This too can result in ischemia of the foot. Small vessel disease is seen more often in diabetics, but can affect non-diabetics as well. If the skin of the feet or legs lacks adequate blood flow a sore will develop which may be difficult to heal. These sores are known as ischemic ulcers. Any blockage to arterial inflow will result in a circulation problem to the body tissues down stream. Occasionally a small blockage will occur in the small arteries that supply blood to a toe. This is known as a "Blue Toe Syndrome." Another arterial inflow problem may result when the smooth muscles that control the size of the arteries go into spasm. The arterial muscle spasm can block the blood from circulating into the foot. One common vasospastic disorder is called Raynaud's Syndrome. A second vasospastic disorder is called acrocyanosis. Venous outflow disorders refer to problems getting blood from the foot back to the heart. There are two sets of veins in the feet and legs to help bring the blood back toward the heart. The superficial venous network refers to veins located just beneath the skin. The deep venous networks are veins located closer to the bones and are not visible when looking at the foot or legs. Varicose veins refer to an enlargement of the veins and a loss in the ability of the vein to properly maintain blood flow back toward the heart. When this occurs blood can collect in the feet and legs. Superficial varicose veins may appear as unsightly cords or a small bunch of grapes, which usually appear on the tops of the feet, around the ankles and may extend upward to the knees and thighs. Deep varicose veins while usually not visible will result in chronic swelling of the feet, ankles and legs. When the blood is not circulated from the feet back to the heart gravity will cause the fluid to collect in the feet and ankles. This results in swelling, called edema. Chronic edema over a long period of time may cause a discoloration of the skin around the ankles. The skin can become inflamed, and is know as venous stasis dermatitis. If left untreated the skin will become weakened and a weeping sore will develop, usually on the inside of the ankle called a venous stasis ulcer. A potentially serious consequence of blood collecting in the feet and legs is the formation of blood clots in the veins. A superficial vein blood clot will result in a painful, inflamed superficial vein called superficial phlebitis. When a blood clot forms in a deep vein, it is called deep venous thrombosis, or deep phlebitis. This is a serious condition that causes painful swelling of the leg and may result in part of the clot breaking free. If the clot should travel back up to the heart and get caught in the lungs, it is referred to as a pulmonary embolus which can be life threatening and requires emergency treatment. Article provided by PodiatryNetwork.com. » Back to Top
Traditionally, we have seen characteristic differences in the developing motor skills of boys and girls - usually evident beginning in early childhood. Boys tend to be ahead of girls in skills that emphasize power and force. By the time boys are 5, they can jump a longer distance, throw a ball farther, and run faster. Girls, on the other hand, have better fine-motor skills as well as gross motor skills involving foot movement and good balance. So, they are better at hopping, skipping, buttoning, and zipping. Also, traditionally, young children have been guided towards different activities, as boys or girls. A good deal of boys’ play was outside, using large muscle groups - riding bikes, climbing, and running around. Boys were much more likely to be given baseballs and footballs and then more likely to have a family member play with them using this equipment. As a result, boys could throw a ball much farther than girls and were faster runners, largely due to practicing these skills. Fine motor skills were left in the dust, for the most part. Then there was the introduction of the hook and loop strips, that made shoe-tying a thing of the past, when this very activity was such a valuable one, across multiple developmental domains. Girls have been channeled towards dramatic play, coloring, and other indoor activities. Their small motor skills benefitted from dressing dolls, using crayons, and making things. I would venture to guess that focusing on these activities was also increasing their attention spans, while boys may have been short-changed in this area. Girls also played hopscotch, jump rope, and took dance lessons- activities that improved their balance and agility. But, there has been a culture shift that has also meant a shift in the way physical development plays out for boys and girls. The rise in popularity of different activities in our culture has fueled these changes. One such trigger, for boys, was the introduction of those little plastic bricks in primary colors. Now, boys had a reason to sit down and stay indoors and were using and developing the small motor skills that had been little utilized. These little bricks went from a rather basic product line to the sophisticated and complex building systems we are seeing today. They continue to increase in popularity over generations and account for a good number of activity hours. My grandson, like many other little boys, can play with these for an entire Saturday morning, non-stop. He can also tie his shoes and write his name quite legibly, whereas his daddy took a bit longer to accomplish these things. Hmmm. The advance of technology in our culture has also brought changes. For many boys, outdoor play now takes a back seat to video games and other online activities. So, the practice with balls, running, and climbing has been traded for manipulating game controllers, keyboards, and mice… a shift from gross motor to fine motor. What about girls? Because there is less stereotyping now than in the past, girls are getting outside more and getting dirty. They are on sports teams, and participating in activities that were once considered “for boys.” They are still dressing dolls and enjoying crafts, but they are also involved in more activities outdoors... practicing and developing gross motor skills. What is happening, as a result of these cultural changes is a leveling out of children’s gender differences in motor skills. This could be looked at as another debate over nature vs. nurture. Yes, certainly, there are definite proclivities that are generally gender-based. But, the culture in which a child exists can elicit differences due to changing opportunities to practice and develop particular skills. Researchers say that gender differences in development will persist throughout childhood and then become less defined. But, perhaps even these expectations will not hold true as accommodation to our changing culture continues. I guess we’ll just have to wait and see!
Regardless of how common it is, we can all admit that ‘eleven’ and ‘twelve’ are the two numbers that just don’t follow the same rule as the others when it comes to spelling. For those who are just starting to learn English, it is often a challenge to keep in mind that 11 and 12 are spelled way differently. So how come that they are unique? The main rule when it comes to spelling numbers from 10 to 20 in English language is that the last written number comes first, after which comes the extension ‘teen,’ meaning ten. Therefore, the number 17, for instance, is spelled ‘seventeen.’ The same rule goes for the others as well, except for 11 (eleven) and 12 (twelve), which don’t seem to make any sense judging by the general rule. In fact, the two spellings originate somewhere in the Old English. During those times, people used to spell 11 as ‘endleofan’ and 12 as ‘twelf.’ If we were to take a look even further back to check the origin of those names, they were actually spelled as ‘ainlif’ and ‘twalif.’ Here, the extension ‘-lif’ has a meaning of its own. Researchers believe that it is, to some extent, related to the verb ‘to leave.’ Therefore, 11 could have been translated as one step further from the number 10. It seems quite legit, right? So then why didn’t the same rule stick for the other numbers as well? There is no specific explanation to this fact excepting various grammar changes that happened over time. Somehow, it just happened for these two numbers to be spelled using the same principles as they did centuries ago.
grades Build students' knowledge of the federal government with lessons, printables, and puzzles. U.S. Government. We found Worksheet. Participation In Government » Foundations of Government. Foundations of Government. Power Points. Purpose · of Government The Bill of Rights Worksheet... Participation government worksheets -- journeyFind the words relating to the Bill of Rights in this word search exercise. Read about the Trail of Tears, an important landmark. Reset Password Email Sent. Human and Animal Homes. Make lesson planning easier with our newsletters! Get educated about the treatment of Native Americans during the creation of the United States. Introduction to Economics Activity. To learn more about the free Microsoft Word Viewer, visit the Microsoft Word website. Every state has lots of court houses and hundreds of judges, but our country has set one court above all the rest -- the Supreme Court. Any Academic Intervention Services may be offered at the discretion of the teacher. Bill of Rights Activity. We, the People: Great Documents of the American Nation. Electoral College Current Events. Try our government crossword. Complete Poetry Terms Glossary. Basic Principles of American Government. Political Ideology: Crash Course Government and Politics #35
RECOMMENDED FOR YOU:X Researchers Create First Solar Cells With Quantum Efficiency of 114% This morning saw a solar breakthrough at the National Renewable Energy Laboratory (NREL), where researchers created a quantum dot solar device that has a higher energized particle percentage output than its energized particle input. The photocurrent of a solar device — photocurrent shows the efficiency of a solar cell — is expressed as a percentage and is found by measuring the number of electrons flowing per second out of the solar cell divided by the number of photons per second of an energy entering the solar cell. NREL researchers have developed a solar cell that has a photocurrent of 114%, which is the most efficient ratio ever seen before. The key to these über efficient solar devices is Multiple Exiton Generation (MEG). This process says that if a solar cell absorbs a photon that has enough energy needed, that one photon entering the solar cell can produce more than one electron-hole pair exiting the solar cell (the electron-hole pair is the unit of energy generated by the solar panel that translates into energy transmitted by the device). Researchers believe this discovery could significantly increase the efficiency and cost effectiveness of solar power over fossil fuel power. The cell used to achieve the photocurrent of 114 was a layered cell which consisted of antireflection-coated glass, a transparent conductor, a nanostructured zinc oxide layer, a quantum dot layer and a thin layer of gold on top. In addition to being highly efficient — we might even say overefficient — at translating energy in to energy out, the quantum dot solar cell in question was also highly efficient at absorbing solar energy as well. Many current solar cells only absorb a small amount of the photos that come in contact with them and therefore aren’t able to convert all of the sunlight that runs across their surface into electricity. This new solar cell was extremely efficient when it came to absorption. That coupled with the high photocurrent and a relatively low production cost could make this discovery a key to bringing solar energy’s cost down below that of nuclear energy and perhaps even the cheapest and dirtiest of them all, coal. Browse by Keyword
Fortunately, like story books and other preschool materials, software has a variety of classroom uses. While software can be used to introduce a new curricular topic to the children, it can also expand a curricular theme. Software plays many roles in the early childhood curriculum. It supports concepts and develops skills (e.g., literacy or problem solving). Some software may help children understand other cultures (Imo and the King [African] or Liam Finds a Song [Irish]) while other software allows children to explore characters and situations in their favorite books. Useful software titles contain several activities that can be used for varying purposes to meet different children's needs. For example, Thinkin' Things contains comparison and problem solving activities, pattern and sequence activities, as well as creative activities and activities to develop critical thinking skills. Off-computer activities complement the information the software presents. Characters, activities, themes, and concepts introduced in software can be expanded to encourage knowledge and skill transfer and generalization to other areas. Macomb Projects' demonstration and research site classrooms' teachers have created many curriculum integration ideas based on children's software. Potentially interesting and inviting software-related and integrated learning activities are endless and varied, requiring nothing more than a child's suggestion or an adult's imagination. For instance, when children used Thinkin' Things and became enamored by its Fripple Shop, the teacher helped the class make its own Fripple Store. At first the children made Fripples in the art center out of lunch-sized paper sacks decorated with paint, yarn, glitter, and other materials. Next, they set up a Fripple Store of their own in a large cardboard box in the dramatic play area where they pretended to be clerks, phone message takers, and buyers and sellers. Children played games such as Guess Which Fripple ("I see a Fripple with black hair and blue and pink stripes."). By changing the words to familiar songs (e.g., How Much is That Fripple in the Window?), the teacher made up "Fripple Songs" and the children enjoyed singing them. Using the "snapshot" computer capability to reproduce computer screens, teachers may print screens to make classroom books, puzzles, and games. Favorite characters in interactive story books may be printed, laminated, and used as finger puppets, play props, art activities, and classroom decorations. Similar screen prints can be laminated and attached to a child's switch to provide switch press cues or images can be added to a nonverbal child's communication board so s/he can indicate choices. A classroom pancake adventure began in one classroom when the teacher integrated the pancake-making story in Pippi Longstocking. The dramatic play center was transformed into a pancake shop, complete with kitchen for "cooking" the pretend pancakes children made and decorated in the art center. In another 'real' cooking activity, the teacher first created a HyperStudio stack containing written, spoken, and animated directions children could follow to make pancakes. Following the directions, the children made pancake batter that was then cooked by the teacher for snacktime. Afterwards, a graph showing favorite choices of pancake toppings was developed. If technology is to enhance early childhood experiences, then software containing a variety of components designed to meet children's changing developmental needs is essential. Selecting and finding creative ways to use software to support or initiate curriculum-based or daily activities and childrenšs interests is an important responsibility for early childhood teachers, staff, and family members. Whether you are considering software to include in the classroom or home software library, evaluate it carefully. As part of the evaluation, explore ways to extend the content of the software beyond direct computer use if you want to provide a creative learning environment for children and, at the same time, get the most value from software purchases.
The resultant force acting on an object can cause objects to accelerate or decelerate. resultant force = mass x acceleration (newton, N) (kilogram, kg) (metres per second2, m/s2) The gradient of a distance-time graph represents the speed of the object. Graph for stationary object. Graph for a slow moving object (small gradient). Graph for a fast moving object (steep gradient). Velocity & Speed Speed example = 5 m/s Velocity example = 5 m/s North A speed only has a size like 20 m/s but a speed in a particular direction like 20 m/s left is called a velocity. The acceleration of an object is measured in metres/second2 ( m/s2). acceleration = change in velocity time taken for change Graph for object moving a constant velocity. Graph for object accelerating. Graph for an object decelerating. Acceleration for a velocity-time graph Finding the gradient of a velocity-time graph gives you the acceleration of the object. The greater the gradient the greater the acceleration. Distance travelled from a velocity-time graph The distance travelled by an object can be found from the area underneath a velocity-time graph. The area underneath this graph is a triangle. The area of a triangle = 0.5 x base x height = 0.5 x 10 x 5 = 25m. The distance travelled by the object is 25m.
Sign language is a manual method of communication. American Sign Language is the third most used language throughout the world. Sign language has its own grammatical structure. One main feature of sign language is the use of facial expressions. When conversing with someone using sign language, it is imperative to use facial expression to enhance the understanding and concepts being conveyed. Without facial expression, your message may be misunderstood, or not understood completely. Another aspect of sign language is the use of body language. This includes the use of shoulders, and gestures. You may have to shift your body from side to side in order to convey the correct meaning. Sign language is a complex system of communication used by millions of people daily. What Are Some Attributes of Sign Language? As mentioned above, sign language used the use of facial expressions, body language and grammatical features. Another major attribute of sign language is the use of fingerspelling. The rule in sign language for fingerspelling is when a word is a proper noun (name of person, place, or thing), you would fingerspell that specific word. However, you would not “make up” signs for proper nouns because it is easier than fingerspelling. Additionally, when you fingerspell, you have to make sure your “pronunciation” is clear, and you do not bounce your letters. Remember, if the person you are signing to, does not understand you, the communication will be lost. Again, sign language is a very intricate form of communication. Who Uses Sign Language? Sign language is used by hearing and deaf people alike. Some deaf people learn sign language at a young age, while others wait to learn at a later time. Some deaf children are born to hearing parents and will learn sign language from them. On the flip side of that, some deaf children are born to deaf parents, and their first language would be sign language. American Sign Language is used throughout the United States and North America. Additionally, American Sign Language is used throughout the world, and used by many different countries. Why Learn Sign Language? There are numerous reasons to learn sign language. One reason to learn sign language would be in order to communicate with deaf family members and friends. Unfortunately, many deaf children are born to hearing parents, and 90% of them do not learn sign language. Another reason to learn sign language would be for a career choice. Some people learn sign language and become interpreters for the deaf. As you can imagine, there are not enough interpreters for the deaf in the United States. Some people learn sign language with friends in order to talk “secretly”, when in a crowded place. Whatever your reason is to learn sign language, people around you will benefit, and so will you. It is never too late to start learning sign language. There are online sign language websites that offer lessons for everyone to learn. Check them out today to see if you would benefit from online learning. Again, learning sign language is fun to learn and rewarding. It can easily be one of the most valuable learning tools you will ever acquire.
Mexican forces, under the command of General Antonio López de Santa Anna, won the Battle of the Alamo. The Mexicans defeated men fighting for the independence of the Republic of Texas.Continue Reading The Battle of the Alamo took place from Feb. 23rd to March 6, 1836. A group of men fighting to make Texas an independent nation had holed up in the Alamo, a former Franciscan mission that Mexican troops had fortified and used to garrison soldiers protecting nearby San Antonio. General Antonio López de Santa Anna besieged the fortress with an army of between 1,800 and 6,000 men. After a 13-day fight, his forces took the Alamo, killing most of its defenders in the process, including James Bowie and David Crockett. Though technically a defeat, the Battle of the Alamo highlighted the tenacity of the Texan forces and served as an inspiration for their ultimately successful drive for independence.Learn more about US History
Physics-based simulation of two driven pendulums that start almost identically; this demonstrates sensitivity to initial conditions of chaotic systems. It looks like a single pendulum at first, but wait for a minute and you will see the two pendulums diverge in their behavior. Click the "Sim" tab to access parameters such as: starting angle difference, drive amplitude, frequency, mass, gravity, and damping. You can drag the pendulum with your mouse to change the starting position. The pendulums are continuously driven by an external torque force that varies between twisting clockwise and counterclockwise. This torque force is represented by the curved arrow, the length of the arrow corresponds to the strength of the force. These are two independent pendulum simulations running simultaneously. They start with almost identical initial conditions, but just slightly different starting angles (the difference is the angle difference parameter). Running for several minutes produces the graph shown at left. You will notice that the pendulums stay in sync for a while, then drift slightly apart, and then are soon completely different in their behavior. This is an example of sensitivity to initial conditions which is a hallmark of chaotic systems. This is also known as the Butterfly Effect whereby a butterfly flapping its wings in North America could cause a storm to occur in South America. The angle difference parameter specifies the difference between the start angle of the two pendulums. Try different values for the starting angle difference, and measure how much time it takes for the pendulums to diverge significantly. If you make a graph of this (difference in starting angle vs time to divergence), is it a linear or exponential curve? Is this different to how a linear system would respond? For the math behind the simulation see the page about the Chaotic Driven Pendulum; this is the same simulation as that one, except here there are two pendulums. Also available are: open source code, documentation and a simple-compiled version which is more customizable.
This lesson is designed to help students understand that vibrations are responsible for the sounds we hear. Additionally, they learn that sound vibrations can travel through different mediums. Students experience vibrations using several of their senses: They feel the vibrations in their throat as they hum music, and on their lips as they play their straw kazoos. They see that when a ruler is struck, it vibrates, producing a sound. Drums are also used to show vibrations, as students watch grains of rice bouncing on the surface of the drum after it has been hit, and a laser pointer creates a laser show in the classroom when reflected off a vibrating mirror. Finally, students design a test that uses their sense of hearing to judge the effectiveness of different solids to transmit sound vibrations. - Define the word vibration - Show that vibrations make sound - Recognize that vibrations can be changed to alter the pitch of a sound - Determine that sound travels through solids as well as gases (air) Grade Levels: K-2, 3-5 - One 60-minute block, plus two 45-minute blocks - Sound and Solids: Visualizing Vibrations QuickTime Video - Understanding Vibration and Pitch QuickTime Video - Pitch: Straw Kazoo QuickTime Video - Pitch: Straw Kazoo handout (PDF) - Hana's Japanese Drums QuickTime Video - Pitch: Making Guitars activity (HTML Document) (optional) - Pitch: Making Guitars QuickTime Video (optional) - Sound and Solids: Listening Stick QuickTime Video - Sound and Solids: Stereo Hangers handout (PDF) (Note: A video of this activity, also called Sound and Solids: Stereo Hangers, is available on Teachers' Domain.) Use these resources to create a simple assessment or video-based assignment with the Lesson Builder tool on PBS LearningMedia. - plastic drinking straws - metal cans (variety of sizes: coffee cans, soup cans, cat food cans), clean and opened at both ends with a safe-edge-type can opener that produces smooth edges - large balloons (good quality) - several different instruments (bell, triangle, xylophone, drum) - chart paper - index cards - yardsticks (optional) - chopsticks or pencils (for drumsticks) - grains of rice - portable radio/CD player with deep base capability - small mirror - laser pointer - empty tissue box(es) (optional) - rubber bands (optional) - Testing Solids Chart (PDF) handout (PDF) - various solids to test for sound conduction (sneakers, paper towel tubes, juice boxes) - metal coat hangers Before the Lesson - Depending on the skill level of your students, you may want to make the straw kazoos for them. Follow the instructions in the Pitch: Straw Kazoo handout. If you decide to have students make their own, make copies of this handout for distribution. - Make a demonstration drum, as follows: Open and clean the cans. Cut off the neck of a balloon. Stretch the body of the balloon tightly over one end of a can. If students are unable to do this themselves, make a class set for them. (Note that if you blow through the cut-off neck of a balloon, you can make a "raspberry" sound and feel the vibrations in your lips.) - Make a copy of the Testing Solids Chart (PDF) for each student. - Make a copy of the Pitch: Making Guitars activity instructions for each student. (optional) - Make a copy of the Sound and Solids: Stereo Hangers (PDF) handout for each student Part I: Introduction to Vibration 1. As a pre-assessment tool, and to activate prior knowledge, ask students: - How are sounds made? - How does sound get from the source (say, the teacher's mouth) to your ears? Make sounds with several different instruments. For example, ring a bell or strike a triangle, xylophone, or drum. Ask students if they can see these instruments vibrating. Ask them how the sounds get from the instruments to their ears. Record their ideas on chart paper. 2. Introduce the word vibration and define it: a rapid back-and-forth movement. Demonstrate vibrations by blowing air through your lips and making "car sounds" or a "horse snort". Then show the Sound and Solids: Visualizing Vibrations video. After, ask students if they could see the vibrations in the water. 3. Show the Understanding Vibration and Pitch video. Then ask students to think of other things that vibrate (washing machines, toys, pagers, car engines, and so on). Have them touch their throat with the tips of their fingers and hum (or sing a song together). Ask them if they can guess how the humming sound is made. They should be able to feel their larynx vibrating. Tell them that the vibrations are what make the sounds. Next, ask students what other sounds they can make. Have them choose one. - Does the sound have a high or low pitch? - What is the volume of the sound -- is it loud or soft? 4. Show the Pitch: Straw Kazoo video. Then have students play their own straw kazoos (either made by you or by your students, using the instructions in the Pitch: Straw Kazoo (PDF) handout.) Ask students if they can feel the vibrations on their lips as they play the kazoo. Then ask them to think of words that describe the vibrations. Distribute several index cards to each student, and tell students to write one descriptive word per index card (or record them yourself if they are pre-literate). Then, as a class, arrange the words to make a vibration poem. 5. Demonstrate sound vibrations by placing a ruler on the edge of a desk, such that about eight inches of it hangs over the side. Place one hand on the four inches that remain on the desk, to hold the ruler securely. With your other hand, whack the end of the ruler that is hanging off of the desk. The ruler will vibrate up and down and produce a low sound. Tell students to try this themselves. But before they get started, ask if they can think of a way to make the sound higher (demonstrate with your voice the difference between low pitch and high pitch). Take suggestions from students, but don't give away the answer; let them experiment with the rulers. After five minutes or so, collect the rulers and ask what they discovered (shortening the amount of ruler that hangs off of the desk causes the ruler to vibrate faster when it is struck, thus raising the pitch). Ask students what they think will happen if they use a yardstick instead of a ruler. Try it (optional). Part II: Visualizing Vibrations 6. Using the drum made earlier from a can and balloon, beat the drumhead (stretched balloon) with a drumstick (a chopstick or the eraser end of a pencil). Ask students if they see any vibrations (they won't). Then ask if they can hear them (they will). Explain that although it is hard to see, the drumhead is vibrating. Second graders will likely be able to make the connection between the sounds produced by their vibrating throats and rulers, and the sound produced by the vibrating drum. But before telling students that vibrations from the drumhead travel through the air to their ears, you might ask them for their ideas first. 7. Next, demonstrate three ways in which your students will be able to visualize vibrations: - Put a few grains of rice on the drum and gently tap the drum with a drumstick. The vibrating drumhead will cause the rice to bounce. Next, speak loudly right next to the drum. Vibrations will travel from your mouth, through the air, and through the drumhead, once again causing the rice grains to bounce. - Place a drum on the speaker of a portable radio/CD player. You may need to tip the player so that the speaker faces up. Put some rice on the drumhead and ask students to predict what will happen when you turn the radio on. When you turn on the radio, the vibrations from the speaker will travel through the air (and the sides of the drum), to the surface of the drum, causing the drumhead to vibrate and the rice to bounce. - Turn off the radio and put a small mirror (reflective side up) on the surface of the drum. Turn off the classroom lights. Direct a laser pointer at the mirror, such that it reflects the laser beam onto the ceiling. Ask students what they think will happen to the light spot on the ceiling when you turn on the radio. Then turn on the radio. As the music plays, the light spot will bounce around on the ceiling. Explain that the vibrations from the radio caused the mirror to vibrate, which in turned caused the reflection of the laser beam to bounce around. Have students place their hands on the speaker as the music plays. They will be able to feel the vibrations. 8. If your students have the skills to make their own drums, then let them do so. If not, hand out pre-made drums for them to play. Also, hand out drumsticks and grains of rice for them to bounce on the drumhead. Students may notice that different drums produce different sounds. Some drums may be higher or lower in pitch. Remind them of the ruler experiment, and explain that, if all other variables are equal, the size of the drum is related to the pitch of the sound it makes, just as the length of the ruler was related to pitch. If students are making their own drums, you can challenge some to make a drum with a very low sound, or a very high sound. 9. Show the Hana's Japanese Drums video. Challenge students to use the drums to create their own music, just like Hana does. Ask them to arrange the cans in order from highest pitch to lowest. 10. Optional: Make a guitar from a tissue box and rubber bands. You can either make one for the class or ask teams of students to make their own. Follow the Pitch: Making Guitars activity instructions. Students' concept of vibrations will be reinforced when they see the guitar strings (rubber bands) vibrating as the guitar is played. Also have students watch the Kid Musician: Mexico's Guitar Town video to see real musical instruments in action. Part III: Vibrations Travel Through Solids 11. Watch the Sound and Solids: Listening Stick video. Can your students think of other solid items through which vibrations can travel? List their ideas on the board or on chart paper. Some possible objects to test are sneakers, paper towel tubes, juice boxes, a student's arm, and foam pipe insulation. Create a chart of the items students will test, or use the Testing Solids Chart (PDF) provided. Ask students to predict whether the vibrations will travel very well (they'll hear the sound loudly at the other end), moderately well (they'll hear it, but not loudly), or not at all (they won't hear anything). Then ask them to test their predictions. Have them record the results on their own copy of the chart. Ask: - What conclusions can you draw about the materials you used? - Which materials would you like to line your room with in order to keep out sounds? - Which materials would make good musical instruments? 12. As a follow-up, ask students how well they think vibrations will travel through string. Then read the Sound and Solids: Stereo Hangers (PDF) handout and test it out! Check for Understanding Using a can-and-balloon drum (the larger the better), ask the students how you can get the drum to make a really loud sound. Then tap it hard with a drumstick. Ask them how you can create a quiet sound. Then tap it lightly. Challenge them to get their drums to make virtually no sound at all no matter how hard or lightly they tap it. Once they have accomplished this, ask them to explain how they did it. (Some students may put their fingers on the balloon to stop the vibrations; some may stuff something into the cavity of the drum -- like paper or cloth -- also limiting the vibrations.) They should be able to explain that vibrations make sound, and that limiting the vibrations will limit the sound. Revisit the answers to the questions you asked in the introduction. Ask students to comment on their accuracy.
(1889–1960) German–American geologist Gutenberg was educated at the Technical University in his native city of Darmstadt and at the University of Göttingen, where he obtained his PhD in 1911. He then taught at the University of Freiburg becoming professor of geophysics in 1926. He emigrated to America in 1930, taking a post at the California Institute of Technology, and later served as director of the seismological laboratory (1947–58). In 1913 Gutenberg suggested a structure of the Earth that would explain the data on earthquake waves. It was known that there were two main types of waves: primary (P) waves, which are longitudinal compression waves, and secondary (S) waves, which are transverse shear waves. On the opposite side of the Earth to an earthquake, in an area known as the shadow zone, no S waves are recorded and the P waves, although they do appear, are of smaller amplitudes and occur later than would be expected. Gutenberg proposed that the Earth's core, first identified by Richard Oldham in 1906, is liquid, which would explain the absence of S waves as, being transverse, they cannot be transmitted through liquids. Making detailed calculations he was able to show that the core ends at a depth of about 1800 miles (2900 km) below the Earth's surface where it forms a marked discontinuity, now known as the Gutenberg discontinuity, with the overlying mantle. Its existence has been confirmed by later work including precise measurements made after underground nuclear explosions. In collaboration with Charles Richter, Gutenberg produced a major study, On Seismic Waves (1934–39), in which, using large quantities of seismic data, they were able to calculate average velocity distributions for the whole of the Earth. Subjects: Earth Sciences and Geography.
Mesoscale eddies, circling currents a few hundred kilometers across, are omnipresent in the ocean. Ever-improving observations—from satellites, moorings, and autonomous floats—show that eddies differ from their surroundings and can transport oceanic heat and salt over large distances. The imprint of eddies on sea surface temperature affects the overlying atmosphere, and these interactions feed back to affect the eddies themselves. With rapid advances in numerical modeling, climate models, for the first time, have sufficient resolution to capture these eddies and their interactions with the atmosphere. As we learn more about the rich dynamics of these ubiquitous features, three questions emerge: How can we use direct measurements to better assess eddy interactions with the atmosphere? How do such interactions affect ocean dynamics? Can eddies, despite their small size, influence weather and climate? A U.S. Climate Variability (CLIVAR) and Predictability Program workshop earlier this year addressed just these questions. More than 50 oceanographers and atmospheric scientists from 10 nations met to assess the state of knowledge about ocean eddy–atmosphere interactions and to plan research. Presentations described observations showing that the temperatures associated with the eddies influence winds in the atmospheric boundary layer by modulating atmospheric pressures and vertical mixing. Winds, in turn, affect how hard the atmosphere pushes on the ocean surface, as do the eddy currents themselves, with consequent effects on eddy energies and the ocean circulation. Participants agreed that we need a better understanding of how the wind stress and air-sea fluxes of heat and moisture are controlled—these are represented by empirical formulas containing uncertain parameters. When models treat the ocean independently from the atmosphere, how should feedbacks from the atmosphere be represented? Finally, intriguing new model results presented at the workshop suggested that the atmosphere, at weather scales or larger, responds to cumulative effects of the much smaller ocean eddies. Such a response would require a “rectification” of local effects, but how this may happen in nature is not yet understood. Participants decided on several actions to advance the science: - developing plans for modeling experiments with ocean-only and atmosphere-only models - exploring different representations in each of the fluids not simulated within these models - developing protocols for diagnosing interactions within coupled models - developing new approaches to analyzing the increasing number of available data sets - making the case for new observations in field campaigns and from satellites The consensus among workshop participants is that eddy-atmosphere interactions are important for the ocean and the atmosphere at space scales and timescales much larger and longer than those of an individual eddy. We are on the cusp of new modeling and observational results that will show us how all this works. More information on the workshop is available at the workshop’s website. We thank the following agencies and programs for support: NASA’s Physical Oceanography program, the National Oceanic and Atmospheric Administration’s Climate Variability and Predictability Program, and the National Science Foundation’s Physical Oceanography and Climate and Large-Scale Dynamics programs. Kristan Uhlenbrock, Jill Reisdorf, and Jing Li provided expert staff support, and Ping Chang helped with this write-up. —Walter Robinson (email: [email protected]), North Carolina State University, Raleigh; Sabrina Speich, École normale supérieure, Paris, France; and Eric Chassignet, Florida State University, Tallahassee
Java is a programming language used for development of various types of applications. Java is used to develop desktop applications, web applications, mobile applications and applications for embedded devices. - Java how to Override equals() and hashCode() method Learn how to override equals() and hashCode() method and why it is necessary to override these methods. - Handling Very Large Numbers in Java Handle integer numbers larger than Long.MAX_VALUE or floating-point values larger than Double.MAX_VALUE using the BigInteger or BigDecimal. Solution of Java overflow problem. - Java Exception Handling Tutorial with Examples Exception handling in java and best practices for exception handling. Detailed explaination of checked and unchecked exception. - How to write and run simple Java program - Helloworld Example Learn how to write, save, compile and run a simple java program using classic HelloWorld Example. - Difference between String, StringBuffer and StringBuilder in Java Understand difference between String, StringBuffer and StringBuilder in Java. - Setting Environment Variables JAVA_HOME, PATH and CLASSPATH in Java in Windows Learn how to set environment variables PATH, CLASSPATH and JAVA_HOME for compiling and running of Java applications. - Java Enum Tutorial Java enum tutorial with example and learn how to use enum in java. - Java Singleton Design Pattern - How, When and Why to use it ? Understand design Pattern "Singleton" and its usage in the programming language Java. - Java code to write to a file Java code to write to a file using the class FileWriter and BufferedWriter. - Java Code to read file line by line How to read file line by line in java using the class FileReader and BufferedReader. - Java code to read XML file using DOM Parser Java code using DOM Parser to parse XML file. - How to take/read User Input in Java using Scanner class ? Read user input from console using Scanner class. - Making Tokens of a String using StringTokenizer in Java StringTokenizer in java.util.package used to break a string into tokens. - Converting Numbers to Objects and Vice Versa in Java using Wrapper Classes Use Object Wrapper classes to convert numbers to objects and objects to numbers. - Measuring Elapsed Time in Java Measure elapsed time in java either in millisecond or nanosecond. - Generating Random Numbers in Java Random class of java.util package can be used to generate a random number in the specified range. - JAVA: Checking Whether a String Is a Valid Number Java code to check whether a string represent valid number or not. - Java : Converting Strings to Numbers Different ways in java to convert Strings to Numbers. - JAVA : Conversion Between Binary, Octal, Decimal and Hexadecimal How to do conversion between Binary, Octal, Decimal and Hexadecimal in Java. - Java Date Utility methods List of commonly used java date utility methods. - Java code to Read an Excel file using POI-HSSF Read an Excel file using POI-HSSF. - Java code to write to an Excel file using POI-HSSF and POI-XSSF Write to an Excel file using POI-HSSF and POI-XSSF. - Java Best Practice Quotes List of important Java's best practices.
At the beginning of the 20th century, the United States of America was a burgeoning superpower whose industrial and manufacturing economy rivaled those of the European great powers. American economic growth in the second half of the 19th century was the fastest in its history, producing rapid rises in production, wages and personal wealth. The late 1800s in particular was a period of rapid industrialisation, expansion, population growth and – for some – prosperity. The tremendous opportunities available in America caused a surge in immigration in the late 1800s. Millions crossed the seas from Europe and Asia, seeking work opportunities as well as political and religious freedom. Industrial growth also transformed American society. New transport infrastructure made travel and relocation easier; and some American cities – particularly New York, Chicago and Philadelphia – swelled with newcomers. Industrial power was matched with military power. So economically prosperous was the quarter-century beginning 1870 that Mark Twain later called it America’s ‘Gilded Age’. Most of this growth, of course, was facilitated by capitalism. America’s economic successes came not from government policy but from private capital and investment – as well as the ready availability of cheap labour. Unrestrained by government restrictions or high labour costs, American capitalists were able to build gigantic corporations, transportation and communications networks, heavy industries, banking and financial organisations. The amount of railroad track tripled in the 20 years before 1880, permitting the free movement of people and cargo. Coal mining and steel manufacture boomed, fuelled by new technical developments and production methods. Factories, mines and farms all benefited from mass-produced machinery, now cheaper and more readily available. ‘Gilded Age’ America became the creative hub of the world, with thousands of new inventions and patents like the telegraph, telephone, electric power and lighting. The need for investment capital led to the formation of stock markets and the growth of American banks. Leading all this growth were business tycoons, men like John D. Rockefeller, John Jacob Astor, JP Morgan and Andrew Carnegie. Problems of the Gilded Age Judith F Clark, historian America of the late 1800s and early 1900s provided European Marxists with a working example of laissez faire (unregulated) capitalism in the industrial age. Despite the rapid advances and economic growth, there was plenty to criticise and condemn. One of the most significant problems of the ‘Gilded Age’ were the connections between government and business, leading to political corruption and croneyism. The US endured a number of mediocre presidents and politicians, many of whom were in the pocket of big business. Laws of the time protected corporate interests but overlooked social problems and the interests of workers. There was growing discontent about wage levels and the treatment of labour. Women and children endured even worse workplace conditions, since they could be hired for much lower wages than men. Child labour was still rampant in some parts of America in the early 1900s, with children as young as six employed in factories and mills. Unions emerged in the 1870s and organised industrial action, like a 1877 strike which paralysed America’s railways for six weeks. The Knights of Labor, another significant union movement, grew rapidly in the 1880s. These unions employed tactics that were often violent and disruptive: there were numerous incidents of American unionists instigating riots, assaults and even murders. One significant example of this violence was the 1892 shooting of notorious steel tycoon Henry Clay Frick by a left-wing agitator. Frick survived and was hailed as a hero by the capitalist press, which called for strong action against unions and socialists. These problems did give way to reforms during the so-called Progressive Era, from the 1890s to 1920. Journalists became more active in exposing corruption and injustice. There were political reforms that enhanced and improved elections and democratic representation. Social reforms created improvements to healthcare, education and the law. Economic reform and regulation was slower coming, however the early 1900s saw legislation to reduce the size and power of corporate monopolies and oligarchies. Wages increased and the America middle-class began to grow. There were gradual, but still inadequate improvements in working conditions; as a consequence unions continue to flourish in the early 20th century. America’s industrial economy was given a shot in the arm by World War I. Though the US was initially neutral and did not enter the war until April 1917, many American companies signed lucrative deals to supply the Allies – Britain and France chiefly – with munitions, equipment and supplies. The war devastated Europe, physically and economically, while America was untouched and financially enriched. The US had emerged as a superpower and few questioned its capacity to dominate the 20th century. The Red Scare The Bolshevik revolution in Russia in 1917 triggered anti-communist paranoia, both foreign and domestic. Washington refused point-blank to recognise the Soviet Union or its communist leaders, a situation that continued until 1933. In July 1918 president Woodrow Wilson ordered 13,000 American troops to northern Russia, to support White anti-communist forces there. The communist revolution in Russia also contributed to America’s first ‘Red Scare’ (1918-20). American capitalists were concerned that Soviet ideas or agents might infiltrate American unions, making them more radical, more violent and revolutionary. A series of events in 1919 seemed to justify their fears. Strikes among Seattle dock workers (January) Boston police (September) eastern steelworkers (September) and coal miners (November) suggested America’s union movement had become more radical and militant. In mid-1919 a fringe anarchist group posted mail bombs containing pounds of dynamite to several politicians and officials. Only one man was killed but there was obvious intent to kill more. The government moved against radicals and socialists, setting up a special investigative task force and launching a series of raids in the winter of 1919-20. Almost 250 European-born socialists and political agitators were deported from the US in December 1919. In 1920 five socialist politicians were expelled from the New York State Assembly, despite having been elected by constituents. 1. By the 1900s America was the most industrialsed nation in the world, its wealth rivaling the empires of Europe. 2. Much of this progress came in the late 1800s, largely at the expense of workers, wages and conditions. 3. American trade unions began to organise in the 1870s and, as in Europe, they were susceptible to socialist ideas. 4. The ‘Gilded Age’ gave way to improvements in regulation, social policy and conditions between 1893-1920. 5. America was panicked by the Russian Revolution, which triggered the first ‘Red Scare’ of 1918-20. This page was written by Jennifer Llewellyn, Jim Southey and Steve Thompson. To reference this page, use the following citation: J. Llewellyn et al, “Capitalist America”, Alpha History, accessed [today’s date], http://alphahistory.com/coldwar/capitalist-america/.
Art is a fundamental dimension of human life. Throughout history the visual arts have given form and meaning to ideas and feelings and provided ways for people to express and communicate experience. The Visual Arts ATAR & General course encompasses the practice and theory of the broad areas of art, craft and design. Students have opportunities to express their imagination and develop personal imagery, develop skills, and engage in the making and presentation of artworks. They develop aesthetic understandings and a critical awareness that assists them to appreciate and make informed evaluations of art. The course includes the following: Inquiry, visual language, influences, art forms, art practice, presentation and reflection. Visual analysis, personal response, meaning and historical contexts. The Visual Arts courses facilitate the achievement of four outcomes: Visual Arts Ideas Visual Arts Skills and Processes Responses to Visual Arts Visual Arts in Society WACE Breadth & Depth Requirement: 60% in English Standard and 65% in Year 10 Art. Previous experience is desired though not essential and the HOLA will determine if a student can enter the course. The focus for this unit is differences. Students consider differences arising from cultural diversity, place, gender, class and historical period. Differences relating to art forms, media and conventions also provide a stimulus for exploration and expression. Students examine how visual language and media choices contribute to the process of conveying function and meaning, and use a range of media and technologies to explore, create, and communicate ideas. The focus for this unit is identities. In working with this focus, students explore concepts or issues related to personal, social, cultural or gender identity. They become aware that self-expression distinguishes individuals as well as cultures. Students use a variety of stimulus materials and use a range of investigative approaches as starting points to create artworks. They develop a personal approach to the development of ideas and concepts, making informed choices about the materials, skills, techniques and processes used to resolve and present their artwork. - Art General
Edited by Glen Joffe Our earliest ancestors lived much like wild beasts, scavenging and hunting when they were hungry. They also walked for miles in search of food and water and then left when either ran out. Revolutionary changes in human behavior came about when bright souls across the world realized settled life was possible through farming and domesticating animals. They also realized pottery vessels could be crafted and used to store water and preserve food. All over the world, the order of these evolutionary advances varied depending on region, but there is little doubt pottery making was an enterprise of almost every early human settlement. The development of pottery made it easier to stay and put down roots in a single place, and in turn, to make many more advancements. The beauty of ceramics from an archaeological point of view is they can withstand the test of time, unlike items made from other materials such as baskets or wooden sculptures that may disintegrate over extended periods. In Africa, excavations of ceramic wares have proved invaluable in piecing together the history of a continent that was largely passed down verbally prior to European contact. Though not always the case, changes in pottery styles often indicated social or political change and offered clues about migrations and the establishment of trade routes. As far back as 8,000 BCE to the present day, the creation and use of pottery has changed very little in Africa, where it is still a central aspect of everyday societal and religious life. Ceramic works from Africa can be loosely divided into two categories: terra cotta figurative art and earthenware vessels. In opposition to figurative art, ceramic vessels can be broken down into two sub-categories: utilitarian and ceremonial wares. It is possible to find examples that appear to combine the two major categories when encountering figurative vessels; yet, upon examination figurative vessels were almost always used in ceremonial contexts. The association between pottery and ritual may not seem evident at first. To ancient people, the transformation of raw soft clay to hardened brittle pottery in a pit of fire must have appeared nothing short of magical. The collection of clay itself was also wrapped in ritual due to the close connection between humanity and nature. Even the firing process was considered sacred and often involved offerings to ensure its success. In many respects, the transformation from clay to fired ceramics was a form of alchemy, and in this regard was related to metal smithing. In many African societies, both potters and metal smiths were elevated in status because of their abilities to create magical objects imbued with all sorts of powers. It comes as no surprise that some of the earliest figurative pottery vessels were found in elaborate burial sites. Sometimes, figurative vessels were hardly usable in a practical sense. For example, those crafted by the Mambila people in Cameroon are highly detailed, expressive vessels that could almost be passed off as figurative sculptures – except they are clearly containers made to be filled with substances such as water, food or medicine. In addition, they could also be filled with spiritual elements such as souls, life energy or healing powers. Regardless of what they illustrate, all figurative vessels are hollow and have the potential to be filled. The more impractical they are the more they earn the name “pseudo vessel.” Those made by the Mambila have two openings, one on the back and a protruding mouth, which may have allowed for substances inside to be dispensed. However, most do not appear as if they have been used this way, suggesting they have symbolic status. They have also been described as “soul vessels.” In this regard, they may be related to ancestor veneration. Figurative vessels also hold a similar place of importance among several ethnic groups living in northeastern Nigeria. The Longuda, Cham and Mwana people share similar art and aesthetic styles. Vessels called kwandalowa by the Longuda and itinate by the Cham and Mwana were used for divination rituals and as protection from malevolent spirits. These highly valued vessels were also believed to absorb and contain illnesses. Consequently, they were highly regarded as powerful healing objects. As progress marches on and humanity evolves, the art of crafting these elaborate vessels is being lost by successive generations among these ethnic groups. Today, only a handful of elders know of their existence and purpose. Alternatively, figurative vessels made by the Mangbetu people of the Democratic Republic of Congo are more frequently associated with storing and serving beverages during initiations and other important ceremonies. These vessels frequently depict females with elongated heads and intricate coiffures. They reflect a form of female prestige and the concept of ideal beauty among the Mangbetu. Elongated heads, transformed during infancy by binding, was a symbol of status among the ruling classes of the Mangbetu. Though the custom was abandoned by the middle of the 20th century, the style is still considered beautiful today and women often coil their hair to reflect the image of an elongated head. The vessels illustrating head elongation were commissioned by chiefs as a reflection of their authority and prestige, but once discovered by the West they became inspirational art pieces and gained worldwide recognition. Anthropomorphic and figurative vessels occupy a unique place in African art. They display the balance between various realms – the utilitarian and ceremonial, secular and religious, and material and spiritual. The artistic ability and skill of the potters makes one want to call them sculptors; however, their creations are distinctly separated from figurative terra cotta sculpture by function and use. Half a world away from where they were created, African figurative ceramic vessels still display dignity, esteem and personality. Today, they are valued by collectors for their individuality, beauty, diversity, rarity and extraordinary design – qualities that fill these artworks to the brim.
On this National Indigenous Peoples Day, communities across Canada come together to celebrate the rich and diverse cultures, traditions, and contributions of Indigenous peoples. In Thunder Bay, a vibrant and inclusive city located in Northwestern Ontario, the annual powwow serves as a focal point for honouring Indigenous heritage and fostering understanding among different communities. In this post, we will explore the significance of the Thunder Bay Powwow and how it exemplifies the spirit of unity and cultural exchange. Embracing Indigenous Traditions The Thunder Bay Powwow, held on National Indigenous Peoples Day, is a powerful expression of Indigenous identity and heritage. Indigenous dancers, musicians, artisans, and community members gather to share their traditions, including vibrant regalia, rhythmic drumming, and mesmerizing dances. The powwow serves as a platform for Indigenous peoples to honour their ancestral customs while inviting people from all backgrounds to learn, appreciate, and participate in the celebration. The powwow creates an inclusive space that welcomes individuals from diverse cultural backgrounds. People from Thunder Bay and beyond gather to witness the beauty of Indigenous cultures and engage in dialogue that fosters understanding and respect. The event provides an opportunity for non-Indigenous attendees to learn about the histories, languages, and traditions of the First Nations, Métis, and Inuit peoples. Through this cultural exchange, barriers are broken down, stereotypes are challenged, and meaningful connections are formed. Cultural Showcases and Workshops The Thunder Bay Powwow offers a range of cultural showcases and workshops, allowing participants to delve deeper into Indigenous traditions. Visitors can witness mesmerizing dance competitions, listen to traditional stories, witness the craftsmanship of Indigenous artisans, and explore the symbolism behind regalia and art. Workshops on beading, drum-making, and other cultural practices provide hands-on experiences that promote cultural preservation and appreciation. Healing and Reconciliation In addition to celebrating Indigenous cultures, the powwow serves as a platform for healing and reconciliation. It acknowledges the historical injustices faced by Indigenous peoples and emphasizes the importance of building stronger relationships based on respect and mutual understanding. The event creates a safe and supportive environment for dialogue, allowing individuals to learn from one another and work together towards a more inclusive and equitable society. The Thunder Bay Powwow on National Indigenous Peoples Day stands as a testament to the resilience, pride, and diversity of Indigenous cultures. It serves as a bridge between communities, fostering unity and understanding while celebrating the unique traditions and contributions of Indigenous peoples. By embracing cultural exchange, healing, and reconciliation, the powwow contributes to a more inclusive and harmonious Thunder Bay and serves as an inspiration for communities across Canada. On this special day, let us join together to honour and appreciate the invaluable heritage of Indigenous peoples and commit ourselves to fostering a future of respect, equality, and justice for all.
Welcome, my grammar-inclined friends, to a new decade of wordsmithery and eloquence. We’re going to kick it off by looking at verbs, and all the different forms they can take. Types of verbs Regular vs Irregular To start, we need to make a note of the two main types of verb. The powers-that-be decided to identify these groups with fairly uninspiring names: regular verbs and irregular verbs. A regular verb can be used in multiple tenses (we’ll discuss tenses shortly) by simply adding a conjunction to the original word. For example, the base word “love” can become the past tense word “loved” or the present participle “loving”, thanks to the addition of “-ed” or “-ing.” Irregular verbs, however, do not abide by the same rules. Their tenses cannot always be altered with a simple conjunction. In fact, there may be no conjunction at all – the spelling of the base word may simply change to reflect the instance in which it is being used. For example, the word “run” is an irregular verb because its past tense form is “ran”, not the decidedly clumsy “runned.” Of course, there are exceptions to the rule. Some verbs are spelled ‘irregularly’ but pronounced ‘regularly.’ That is, the base word “pay” becomes the past tense “paid.” This form is not spelled using a standard conjunction; however, when said aloud, it sounds the same as “payed” would. Now that I write that, it sounds made up. But I swear, people have actually thought about this. \|Third-person present tense \|When describing what someone else is doing. \|Describing the state you are presently in. \|Describing a completed action. Can also be an adjective. \|Expressing an action or a state in the past. So, now that we know about the different types of verbs, we can start looking more closely at the different forms they come in. These forms can sometimes be difficult for writers to get their heads around, so the team over at Outwrite has been working hard to make sure that when you commit a verb form error, they can resolve it. Nevertheless, it’s best for you to understand how to alter your verbs correctly, so that’s what we’ll look at here. Grammatists generally agree that there are five verb forms. The first is the infinitive. This refers to the base word. To use an earlier example, “love” is an infinitive. Next, we have the third-person present tense. On a very basic level, this is what we use when we are describing what someone else is doing. Let’s look at the example below. Mary loves the city. Mary’s love for the city is happening now – it is the state she is presently in. But what if Mary wants to create a Tweet saying how much she loves the city? Then, she would use the present participle form (let’s just take a quick detour to Vocabulary Valley at this point: “participle” refers to a word that started its life as a verb but has been altered to become an adjective or a noun. A past participle can function as either of these. It is also used in perfect tense and when using passive voice). This is a word that is used in the present tense and can refer to yourself or someone else. Present participles often use “-ing” suffixes. For our case, an example of a present participle might be: I am loving the city! The last two types of verbs are the past participle form and the past tense form. The past participle form is typically characterized by an “-ed” suffix. For example, if the mounting cost of living deters Mary’s love for the city, we might say: Mary loved the city. This is how Mary used to feel. But now she’s spent the last five years living in a five-share apartment with people she met during a group assignment at college, and she doesn’t feel that way anymore; so, we use the past participle form of “love.” Beware of irregular verbs If we’re dealing with a regular verb (such as “love”), the past participle and past tense forms lead us to the same word. However, if we are working with an irregular verb, the two will be different. Let’s think about the word “do” to demonstrate this. The past tense of “do” is “did.” The past participle, however, is “done.” As we know, past participles have a few functions, but the most obvious indicator of one is its ability to serve as an adjective. If the irregular verb in your sentence needs to function as an adjective, the past tense form will not do; we cannot say “the job is did.” Instead, we need to employ the past participle; “the job is done.” The world of verb forms is a complicated one. Hopefully, this has served as a bit of a primer on the different types of verbs and where they fit into your writing. Don’t forget to use Outwrite to make sure you’re using the right words!
Think about a time you faced a moral dilemma. How did you come to a decision? Did you put yourself in the shoes of someone involved? Or were you thinking about what a trusted mentor might do in your situation? Many of the skills used in decision-making like this, come from character education. Character education is a necessary part of education. It builds a reliable moral foundation that students need. Because, similar to your experience, real life will also present them with situations that look more grey than monochrome. “Intelligence plus character, that is the goal of true education.” - Martin Luther King Character education focuses on developing positive values, attitudes, beliefs, and behaviours in students. This helps them become better citizens, leaders, and role models. It was considered a key component of school reform back in the 1960s and today, it continues to be a powerful tool for teaching empathy, self-awareness, and social skills. However, even though schools are familiar with its benefits, they struggle to really integrate character education into students’ day-to-day experience. There is a higher priority placed on academic excellence when character education is sidelined to one subject a week. Effective character education requires more than that. The Jubilee Centre Framework for Character Education in Schools describes character education as something that is experiential and holistic: It has a place in the culture and functions of families, classrooms, schools, and other institutions… it develops gradually out of the experience of making choices and the growth of ethical insight. To design an environment for character to develop takes effort and time. Teachers might assume a change of curriculum is required and many already feel overwhelmed by the responsibilities they have. So perhaps, a good place to start is by understanding what character education can look like. In Session A of The HEART Course, Dr Goh Chee Leong talks about three elements of character education: community, role-modelling, and exposure. Understanding that character development is a long-term process by nature, focusing on consistency in these small areas would be the goal instead of changing a curriculum. Let’s explore these ideas through the Jubilee Centre Framework, which suggests that character can be ‘caught, taught, and sought’. Having a community of peers to grow with, provides a place for character to be caught. Teachers can create that sense of community so that students support each other. One way of doing this is to start the day with time for reflection. Get everyone in the class to agree on the kind of outcome they want from this day. Then have students take turns to list out the attitudes or behaviours that are needed to make it happen. This creates a sense of shared ownership in designing their classroom culture. At the end of the school day, set aside time for everyone to reflect on what actually happened, what can be learned, and how everyone might do better together as a class. As a teacher, you are also part of their community, as a role-model. This doesn’t mean pressuring yourself to portray perfection. It means being a reference for how real emotions can be managed with maturity. Saying, “I feel frustrated when you do that in class” instead of “You are a very difficult student” is a great example of how one can take ownership of their feelings and articulate them calmly. As you try your best to choose your words and actions carefully, there will be difficult days. It’s important to let students see that mistakes do happen and that apology and forgiveness can be a norm in class. This is also part of good character development. During reflection time, real-life issues that arise are opportunities to teach. Teachers can teach self-awareness strategies that students can apply in various situations. Perhaps when facing peer conflict or when feeling upset about something. Instead of telling them what to do, facilitate the discussion. Give them the chance to express their thoughts and help them recognise their choices. Another way to teach character is by highlighting it through movies, history, or even current issues in the news. Let students read or watch these stories in their own time then gather to discuss their thoughts on the story, character, or news affair. Ask them to share how they might respond in the same situation and why. When students realise they are in a safe space, they may start initiating casual conversations about character in the context of peer relationships and personal life. When this happens, praise your student for their effort to work on their own character and support them as they practice how to make wise decisions. For character to be sought after, teachers need to provide students with the right exposure. For example, if a child has never seen what poverty is, it might be hard for them to understand why learning to give is necessary. You can initiate class trips that expose students to communities of need or encourage them to keep updated on social justice news. Then, let them contribute towards a solution together in their own way. This helps students' character to naturally develop outside the classroom and school curriculum. Exposure can also be in the form of cultural experience. You can encourage students to engage in each other’s cultural celebrations and make time to share what they learned and what they appreciate about each other’s ethnicity. In a culturally diverse nation such as Malaysia, we have plenty of festive occasions for this. The need to promote diversity, equity, and inclusion among students is crucial to building a strong foundation for the future of our nation. The little things that you do over the school year, adds up to an experience where character is fully integrated in education. It's about creating the environment for character to bloom, finding teachable moments to teach, and exposing students to situations that naturally develop character. You don’t need to try and do it all at once, start small. Perhaps pick one out of each category and make them part of your goals for the year. Most importantly, when students see that you are present and willing to have open and honest conversations with them, that’s a great start. To help educators start meaningful discussions about topics like this with one another, we launched The HEART Course - a free online course which creates a space where educators are excited to connect over ideas in education and start conversations that bring change to their classroom, school, and community. In five sessions you can WATCH discussions and best practices from global thought-leaders following five themes in education. There also conversation prompts to help your group of educators DISCUSS ideas after each video, and toolkits to APPLY what you have learned. Each session also has a growing curation of resources from over 30 education partners in Malaysia and beyond. Educators like yourself can CONNECT with these partners to bring students’ learning beyond the classroom! Get started with The HEART Course here.
A recent study, published in Science, indicates that a population of polar bears could uniquely adapt to survive the decline of Arctic sea ice. For the last 40 years, the region has lost 13 percent of its ice cover each decade. That’s like removing a chunk of ice the size of Ireland every year. This threatens Artic animals like polar bears that rely on sea ice to feed. The researchers reported a previously unstudied population of polar bears from southern Greenland – a region where sea ice can disappear for eight months of the year. These bears adopted a new feeding strategy to avoid starvation: feeding from freshwater ice coming from Greenland’s glaciers. “We knew there were some bears in the area from historical records and Indigenous knowledge. We just didn’t know how special they were,” says Kristin Laidre in a press release, a polar scientist at the University of Washington’s Applied Physics Laboratory. Polar bears typically ambush seals on floating layers of sea ice to feed. They feed plenty in the spring and early summer when vulnerable baby seals wean from their moms, but once the ice melts, they must fast until it returns. Fasting polar bears can survive for up to three to six months, but due to climate change, the time between feeding opportunities is exceeding that threshold. To study the polar bears, the team worked with hunters to figure out where the bears lived. They tagged them and tracked their movement using satellites, and sampled DNA from the hunters’ catch. By comparing the movement and genetic data to 30 years of historical data from northerly polar bear populations, the researchers discovered that the southern population in Greenland was behaviorally and genetically distinct from the northern ones. The southern population live in fjords, steep and narrow inlets of water that glaciers form. They rely on glacial ice to feed when sea ice isn’t available. Compared to typical polar bears, the bears from southern Greenland are relatively inactive. Typical polar bears wander about 24 miles (40 km) every few days, but the southern bears stay close to their fjords, moving only about six miles (10 km) in the same time span. The southern bears also had a sense of home, often staying at the same fjord for years. Some of the polar bears got stranded on drifting chunks of ice and accidentally ended up 120 miles from home, but in each case, they found their way back within two months. In addition to behaving differently, the southern polar bears were also genetically unique. Their DNA diverged from their northern neighbors, suggesting that the groups were not interbreeding. The team believes that the harsh geography of southern Greenland, with its steep mountains, vast ice sheets and charging rivers isolated the group several hundred years ago. The southern polar bears seem well-equipped to deal with warming temperatures, but the authors warn that populations from other regions might not be so lucky. Laidre, the study’s lead author, warns that other polar bears may not find the habitats that the southern Greenland polar bears rely on to cope with declining sea ice. “We need to be careful about extrapolating our findings, because the glacier ice that makes it possible for Southeast Greenland bears to survive is not available in most of the Arctic,” Laidre says in a press release. “We still expect to see large declines in polar bears across the Arctic under climate change.”
The science of paper airplane folding is a great way to learn about flight. This guide takes you through the process of building a motorized paper airplane launching platform. This can be used for fun, or as a standardized way to test different airplane designs. The tools and materials for this project (aside from the motors and microcontroller) are things you can find around the home or in any craft store. Paired with the versatile robotics platform, CRICKIT for Circuit Playground Express, simple household materials can spring to life and take on any form your imagination desires! This project demonstrates basic programming skills using Microsoft MakeCode and allows for easy experimentation and adaptation. In addition to the household materials listed below, you'll also want to pick up the following electronics: For this project you will need: - Some large pieces of scrap corrugated cardboard - Scissors and/or box cutter - Hot glue & hot glue gun - Rubber band - Double-sided foam tape - Small screwdriver
When it comes to their composition and internal structure, there is a wide variety among the asteroids. We know this primarily through two means: the study of the various meteorites that have landed on Earth – the subject of a future “Special Topics” presentation – and examination of their spectrum. Although asteroids do not give off their own light, they reflect light from the sun, and by examining the various features within these spectra we can deduce what materials might be present that are producing these features. Although several taxonomic classifications for asteroids have now been defined, they essentially come in three broad types: a) those that are primarily made up of silicates, with some metals present – these are the most common; b) those that are primarily made up of metals (primarily iron and nickel, although numerous other metals (including gold– and platinum-group metals) are present as well); and c) the “carbonaceous” asteroids, primarily made up of organic compounds, and also containing a significant amount of water. The nuclei of comets can also be included among this last group. The largest metallic asteroid was discovered 168 years ago this week – on March 17, 1852 – by the Italian astronomer Annibale de Gasparis from Naples. Now known as (16) Psyche, this asteroid orbits within the main asteroid belt with a period of 5.0 years, and appears to be approximately 225 km in diameter. As a result of a close flyby by a smaller asteroid in 1974, Psyche’s mass, and consequently its overall average density, could be determined; this is approximately 4 gm/cubic cm, and together with spectroscopic studies this indicates a composition roughly 90% metallic iron with smaller amounts of nickel and other metals. It may be the remnant core of a protoplanet from the solar system’s early days, and meanwhile it is the planned destination of NASA’s upcoming Psyche mission, with launch scheduled for July 2022 and arrival planned for late January 2026. Psyche will be at opposition this coming December, and should be near 9th magnitude around that time. The presence of so much metal in asteroids suggests that they could, in theory, be mined for use here on Earth. Our need of metals in our increasingly technological society correspondingly continues to increase, however the supplies of metals on Earth are finite, and moreover are increasingly difficult to identify and get to. (Most of Earth’s metals are in its core, having settled there during Earth’s formation billions of years ago.) Much of the metals on asteroids, meanwhile, are directly on their surfaces, and thus would be relatively easy to get to and to extract – provided we had the means to get there and to extract those metals in the first place. Some years ago (now-retired) University of Arizona geologist John Lewis calculated that a metallic asteroid 2 km in diameter contains enough metals to be worth US$20 trillion in today’s economy. On that same scale, the worth of the metal content in large metallic asteroids like Psyche would be numbered in the quadrillions of US dollars. It isn’t just here on Earth where the resources contained within asteroids can be useful, and the supply of “usable” asteroids isn’t limited to just the metallic ones. Even the primarily-silicate asteroids – which, again, are the most common – contain a non-trivial amount of metals, as well as oxygen and other similar substances. If humanity is ever to develop a space-faring civilization, such materials can be utilized in a variety of ways, from construction of spacecraft to construction and maintenance of colonies on various bodies. The water within carbonaceous asteroids and within comets can be utilized in sustaining human colonies, but can also be dissociated into its constituent hydrogen and oxygen for usage as fuel for rockets and other machinery. For any such future to take place, of course, this process must be economically feasible, and requires the development of a substantial infrastructure. In theory, there are several ways that the extraction of resources from asteroids and comets can proceed; probably the most obvious is on-site human operations, which however would also be the most expensive as it involves not only the development and transport of the on-site extraction machinery but also the life-support mechanisms for the human crews during transport and operations. The need for and expense of these life-support mechanisms is alleviated if the mining operations are autonomous, although this in turn would require the development of the appropriate artificial intelligence (AI) technology such that operations could proceed in a manner that requires little human interaction. A somewhat alternative approach involves not traveling out far distances to asteroids to perform mining operations, but rather bringing them to Earth’s vicinity where the mining can then be performed. For the near- and intermediate-term future, this limits us to near-Earth asteroids, however – as has been addressed in previous “Special Topics” presentations – there are still large numbers of these, quite a few of which are metallic and others of which are carbonaceous. The effort and expenses involved would also limit near-term efforts to very small asteroids, but even these still contain enough in the way of resources so as to make extraction efforts seemingly worthwhile. Indeed, regardless of whatever approaches humanity might eventually deem as most appropriate, the earliest resource extraction efforts will almost certainly focus on near-Earth asteroids. In celestial mechanics, the most important quantity is “Delta_V,” i.e., the changes in velocity necessary to make rendezvous and landing operations possible. The Earth already has a certain orbital velocity (roughly 30 km/sec) and once a spacecraft has climbed out of Earth’s gravity well – a process that itself requires a substantial Delta_V – it then possesses that same velocity. In order to rendezvous with, and potentially land upon, another body, the spacecraft needs to match velocities with that other body. This requires energy, which in turn requires fuel, and from an economic perspective, this in turn requires money. To travel to, and potentially perform mining operations upon – and/or to bring back to Earth’s vicinity – any asteroid, we need to find asteroids that require a minimum of Delta_V. What we would need, then, are asteroids that are traveling in near-circular orbits the same approximate size as Earth’s orbit, and that have very small orbital inclinations with respect to Earth’s orbit. As it turns out, a number of near-Earth asteroids have in fact been identified that have smaller Delta_V requirements than does travel to the moon. If we wish to travel to and retrieve such objects so as to bring them to Earth’s vicinity, then we need these asteroids to be quite small; there are indeed a number of such objects, although here the primary difficulty involves detecting them in the first place. In 2013 Daniel Garcia Yarnoz and his colleagues at the University of Strathclyde in Glasgow, Scotland examined the various near-Earth asteroids that were known at that time and published a list of the top dozen “easily retrievable objects.” These are all small objects – no more that a few meters in diameter – and the orbits of some of them are not especially well known, in fact only one has been observed since the publication of the list. Nevertheless, especially with the surveys that are presently operating, new candidate objects are being discovered fairly frequently. This entire process was the aim of NASA’s planned Asteroid Redirect Mission (ARM), proposed in 2013. Although the primarily purpose of ARM involved deflection strategies for potential incoming near-Earth asteroids – which itself is the topic of a future “Special Topics presentation – the procedures would also be applicable to potential resource extraction efforts. Had ARM proceeded as planned the mission – human-crewed – would have launched in late 2021, but it was cancelled in 2017. In addition to the engineering and the economic issues involved, another facet that enters into the discussion of asteroid/comet resource extraction involves space law. Any such operations would, in theory anyway, be subject to international agreements and treaties, in a manner, for example, that activities on Earth’s oceans are governed by the United Nations Convention of the Law of the Sea. In space, the primary governing document is the “Treaty on Principles Governing the Activities of States in The Exploration and Use of Outer Space, including the Moon and Other Celestial Bodies” – generally referred to as the “Outer Space Treaty” – that became effective in 1967. The Outer Space Treaty prohibits signatory nations from claiming any celestial object, or portion thereof, as its own national territory, however – although the wording is not explicit – it has been interpreted to mean that private entities can extract materials from these bodies for various usages. Some nations have gone further. In the U.S., Congress passed the U.S. Commercial Space Launch Competitiveness Act in 2015 which was then signed into law by then-President Barack Obama, and which among other things allowed and encouraged the commercial utilization of resources from asteroids. Luxembourg passed similar legislation two years later, and during forthcoming years, especially as the prospect of asteroid mining becomes more of a reality, we might expect that other nations would follow suit. A private company that wishes to explore the process of asteroid mining would seemingly face daunting challenges. The investments involved in developing the necessary infrastructure would be enormous, and many years, conceivably decades, might elapse before there could be any significant return on those investments. In such an environment, the most likely scenario would seem to be some sort of public-private partnerships involving governmental agencies like NASA and other national (or international, in the case of ESA) space agencies, although even here funding is subject to considerations of what the respective publics might be willing to invest. In the long run, however, if the effort can be maintained and the necessary infrastructure can be developed, the potential rewards are enormous; there are at present studies that have been performed and which indicate the net worth of potential operations on various known asteroids; even some of the near-Earth asteroids have a net worth of a few hundred billion to a few trillion US dollars, and some of the main-belt asteroids have a net worth of “hundreds of trillions” of US dollars. The first preliminary efforts towards such a future have already begun. The firm Planetary Resources, co-founded in 2009 by space entrepreneurs Peter Diamandis (founder of the X-Prize) and Eric Anderson (CEO of the firm Space Adventures) with the goal of developing a resource extraction program, has launched a couple of small proof-of-concept satellites (Arkyd 3 Reflight, deployed from the International Space Station in 2015, and Arkyd 6, launched in 2018. Initially, Planetary Resources planned to devote its primary efforts towards finding near-Earth objects that contain significant amounts of water that can then be utilized as rocket fuel., however in late 2018 it was acquired by the firm ConsenSys and those efforts have since been de-emphasized. A similar company, Deep Space Industries, was founded in 2013 by, among others, long-time commercial space advocate Rick Tumlinson, and in fact I served on its Board of Advisors, however DSI was acquired by Bradford Space, Inc. at the beginning of 2019 and its originally planned efforts towards resource extraction from asteroids/comets are on hold for at least the time being. To adopt a long-range view, if humanity is ever to expand into the solar system beyond Earth’s vicinity, it will need to develop a “live-off-the-land” mindset and infrastructure that will certainly need to include the extraction of necessary resources from the bodies that are out there, most definitely including asteroids and comets. The challenges are enormous and the necessary investments – financial and otherwise – are large, but the eventual payoffs from these would involve nothing less than the survival and growth of humanity. I would like to think that some of the “Ice and Stone 2020” participants might one day be involved in endeavors such as these.
Using imaging to detect an Earth-like planet circling a star like our Sun is not possible with today’s technology. The light reflected by the Earth is ten billion times dimmer than that emitted by the Sun, and no instrument can detect such a weak source so close to such a bright one. The same is true for giant planets like Jupiter, which remain undetectable with current instruments even though they reflect about 100 times more light than Earth-like planets. For nascent planetary systems, however, the situation improves. When giant planets are forming, they are at a temperature of around 3000 °C. They cool rapidly in the subsequent millions of years by emitting light, mainly in the infrared domain. During this cooling phase, the ratio between the brightness of the planet and the star is approximately 100,000 to 1 million. Although detecting the planet with today’s imaging technology is a challenge, it is possible none the less. Work to directly detect exoplanets started at the Université de Montréal some 15 years ago. For his doctoral dissertation supervised by René Doyon and Daniel Nadeau, Christian Marois built an instrument called TRIDENT in order to detect exoplanets. The instrument, used on a number of occasions in tandem with the CFH telescope, did not lead to the discovery of any exoplanets, but the very detailed understanding of the problems that limited TRIDENT’s sensitivity allowed the UdeM team to suggest different techniques for substantially enhancing the sensitivity of high-contrast imaging instruments. Following the TRIDENT experiment, Christian Marois and the Institute team developed 2 techniques: angular differential imaging, or ADI, and locally optimized combination of images, or LOCI. Combining ADI and LOCI made it possible to improve sensitivity by a factor of 30 or more as compared with the previous techniques. ADI and LOCI are now recognized as the most effective techniques for observing and analyzing data in the field of high-contrast imaging, and the advances made by the Institute’s team have played a considerable role in recent discoveries of exoplanets by other teams (examples: 1, 2, 3, 4, 5). The development of new observation and data processing techniques allowed the Institute’s team to carry out one of the first large-scale surveys to determine the frequency of massive exoplanets around young stars in the solar neighbourhood. The GDPS survey conducted by David Lafrenière established that such planets are rare and that fewer than 10% of stars have exoplanets 0.5 to 10 times Jupiter’s mass in the outskirt regions of planetary systems. The team owed its first successes in directly detecting planets to David Lafrenière, who surveyed planetary companions around stars in a group of young stars called the Upper Scorpius association. Based on his observations made at the Gemini North observatory in Hawaii, he obtained the first image of a planet orbiting a Sun-like star. (Figure 1). Another survey around stars hotter than the Sun was done by Christian Marois in collaboration with David Lafrenière, René Doyon and an international team, and led to the discovery of a planetary system that to date remains unique in the annals of astronomy; the team identified 3 giant planets (7 to 10 times the mass of Jupiter) orbiting HR 8799, a star more massive than the Sun. The development of LOCI also allowed the Institute to rediscover 2 of the planets of HR 8799 from data obtained by the Hubble telescope in 1998, and which were undetectable at the time because of the lack of sufficiently powerful analytical tools. The HR 8799 system has been studied many times since it was discovered, with the initial publication describing the system cited over 500 times in astronomical publications over the past 5 years. GPI (Gemini Planet Imager) is an instrument that was installed in 2013 at the Gemini South observatory, in Chile. It is a much more sensitive device than those previously operated on large telescopes. GPI has several components including an advanced adaptive optics system, a sophisticated internal calibration module and a spectrograph working between 1 and 2.4 µm. All these allows it to be capable of findingplanets that are much less massive than those detectable during previous survey campaigns, such as the GDPS campaign. The Institute’s team built the GPI spectrograph and helped develop the analysis algorithms for GPI data, largely inspired by those used for LOCI and ADI. Julien Rameau, a postdoctoral researcher at the Institute, is actively involved in the analysis of the data collected by GPI, notably the study of 51 Eridani b, a giant planet discovered in 2015 with the instrument. The Institute team also developed an instrument called a Near-InfraRed Imager and Slitless Spectrograph (NIRISS) for the JWST telescope. NIRISS has a unique feature: a non-redundant mask (NRM) that blocks out all but 15% of the light from a star on carefully chosen sections of the telescope mirror. The NRM solves a number of observation problems limiting the sensitivity of planet detection and makes it possible to find planets much closer to their stars than the other JWST observation methods. This mode operates at a wavelength of 4 µm, which is difficult to achieve using a ground-based telescope. NRM data will make it possible to measure the infrared flux of a number of the planets discovered by GPI. Étienne Artigau is the Institute member responsible for this mode.
Tying shoes. A simple activity that's typically performed one or more times daily. Once people learn how to tie shoes, they can do so almost without thinking. One of my favorite activities to do with teachers and students is to teach them how to tie their shoes in a different way, one that is supposedly quicker and more efficient. The task challenges thinking. It builds community with groups of educators who know each other and those who are meeting for the first time. Once groups move through this simple process, they are already successful at thinking outside the box. Working through a challenge to learn something new stimulates the brain and teaches people of all experience and expertise levels that all people are capable of doing something differently. Challenging what has always been done and being willing to take a risk encourages and promotes the innovative thinking that is needed for teachers to effectively teach all students to read. Adolescence is a time when learning reading skills is critical to student success in high school and college. Reading for pleasure is encouraged throughout elementary school, but by the time students reach fourth grade, the amount of reading at home, and the interest of students to do so starts to wane if not embraced by the community, parents, students, and teachers. Two years later, when they enter middle school, students are approaching the tipping point. Of course, at any time in one's life, one can renew a love for reading, but if teachers can reach students during adolescence, the chance to instill a love for reading is greater. Involving students in authentic conversations about fiction and nonfiction texts encourages students to read critically and builds enjoyment. The challenge for teachers is to find impactful texts, utilize age-appropriate discussion strategies, and create a safe environment where different perspectives are respected and appreciated. The more thought-out, developed, and practiced, the more effective the classroom discussion process will be. Literature circles have been used in classrooms for several years. The traditional format is to assign a chunk of reading to a group of 3–5 students and have them discuss the text through assigned tasks or roles. The format is relatively basic, but there are several variations that accommodate the needs of all types of students. As with any instructional strategy, successful implementation requires preparation, establishment of routines, and practice. Moving beyond a traditional experience to include mixed-ability and mixed-grade activities extends the experience for teachers and students. When preparing for mixed-ability and mixed-grade literature circles, establishing a purpose for bringing classes together and determining common instructional practices are first steps to take to ensure an efficient, effective, and engaging experience for teachers and students. The overall purpose may include goals such as building community, working on reading comprehension skills, developing higher-level discussion habits, and motivating students to read in and out of the classroom. When combining classrooms, an initial focus should be on building community. One way to build classroom and school community is focusing on a topic all students can find value in such as growth mindset. Locating a variety of texts, including nonfiction and media formats, adds to the interest levels and skills students engage in to analyze materials. Beginning in individual classrooms, teachers can establish functional groupings and model reading, speaking, and listening strategies students need to complete basic comprehension and analysis tasks. Teacher teams decide which tasks are necessary for their students. For example, tasks could include teaching students a common before-reading strategy such as identifying text features and predicting what the text will be about, a common during-reading strategy such as sketching the main ideas of the text, and a common after-reading strategy such as finding textual evidence to support conclusions made by the author. These tasks provide all students with exposure to common reading strategies and tools to be successful. Once groups are formed and classes mixed, teachers can provide students with opportunities to extend beyond these tasks or opportunities to receive scaffolded support. Part of the preparation of mixed-ability and mixed-grade literature circles is the establishment of routines. Teachers should never assume students are going to know how to interact in a group, discuss a text, read a text, move from one seating formation to another, or move to and interact with other classes and students. Instead, teachers may need to teach and practice these behaviors. It may seem elementary for teachers, but taking a moment to do so may reduce or eliminate classroom management issues. Students at the middle school level can be socially awkward. This is a part of development, and students are awkward at different moments. One moment they can appear to be inappropriate and immature and the next moment insightful and serious. Providing students with discussion prompts and social responses helps them practice appropriate ways to respond. Likewise, giving them opportunities to do so in a non-graded environment allows them to safely take risks while practicing discussion and group behaviors. For example, a teacher may provide discussion prompts for a text and walk around while students practice using as many of them as they can despite whether or not the discussion evolves. In the same way the teacher can look for listening behaviors such as looking at the speaker, nodding, asking follow-up questions, and providing polite responses such as saying thank you or encouraging other students to contribute. At the end of the model lesson, the teacher can lead a discussion regarding what was observed and what could be improved. When preparing for mixed-grade and mixed-ability settings, teachers can lead students in the upper grades and classes in leadership lessons. Routines may center around fulfilling leadership roles during discussions and in classes where younger students join. Students of all ability levels in the higher grades are thus given the opportunity to be leaders whether or not they are normally considered natural leaders in their classes. Lower grade teachers can focus on more of the discussion routines so students feel equipped when meeting with higher grade students. Practice needs to occur throughout the process. Practicing reading, social, and discussion habits in assigned classrooms, mixed classrooms, and mixed groups increases effectiveness when building community through a variety of discussion formats such as: Pair Groups Discussions—Teachers divide the class in half and send half to another classroom. When the new half enters the classroom, students sit in pairs to practice in order to get acclimated to the new room as well as to older or younger students. Once the comfort levels increase, the pairs can become small groups. Speed-dating Discussions—Students engage in multiple conversations with multiple people adding to the comfort level of new environments and people. Each conversation is brief as students switch discussion partners every 2–3 minutes. Teachers view students interacting with each other from different classrooms to help decide which partnerships are positive and which ones are not the best fit when considering future literature circle groupings. Corner Discussions—Students move to an identified corner of the room to discuss topics with a larger group of students based on their answers to specific questions or interests posed by the teacher. Students move to a different corner as new questions and responses are presented. A variety of questions and interests forces the groups to mix and discuss with new people. Prep Discussions—Students begin the discussion in original classrooms and then switch to mixed discussion groups to give them opportunities to share in a familiar setting before transitioning to a new environment. Flexible Seating Discussions—In their discussion groups, students are given the option to stand, sit, go into the hall, or sit on the floor. The conversations in all of these activities can be based on texts students have read in their classrooms. These can be short paragraphs, videos, sound bites, or quotes. Short texts allow for brief discussions and multiple opportunities to connect giving them the skills they need to discuss longer texts in a mixed-ability, mixed-grade setting. Once routines and expectations have been established and students have had some time to practice in their home classrooms and in an alternative setting, the mixed-ability, mixed-group literature circle format can begin to progress beyond the initial steps of building a community. Teachers can make informed decisions based on observations of discussions and formative assessments tiered toward teaching up to all students. Discussion group formation can be more purposeful according to student needs. Assigned texts can also be more purposeful according to the standards teachers wish to address. The frequency of meeting is up to the teachers. Initial activities may be brief, so an entire class period may not be needed. Future discussions may occur once a week. The benefit to students is immense. The process builds community amongst students and teachers, develops student leaders, and challenges students to move their understanding forward. Teachers collaborate on effective teaching strategies and discussion of data that transcends a classroom and grade level. John Helgeson, Ph.D., taught middle school students for 18 years and has presented at local, state, and national conferences. He is currently the secondary English language arts curriculum specialist in the Northshore School District, Bothell, Washington. Published in AMLE Magazine , August 2018.
Presentation on theme: "Copyright Sautter 2003. EMPIRICAL FORMULAE An empirical formula is the simplest formula for a compound. For example, H 2 O 2 can be reduced to a simpler."— Presentation transcript: EMPIRICAL FORMULAE An empirical formula is the simplest formula for a compound. For example, H 2 O 2 can be reduced to a simpler formula, HO. Similarly, N 2 O 4 can be reduced to NO 2. Both HO and NO 2 are empirical formulae. Some formulae cannot be reduced and are the empirical formula. An example is H 2 O which cannot be reduced to lower terms. Empirical formulae for compounds can be determined from experimental information such as percent composition data. The molecular formula is always a whole number multiple of the empirical formula PERCENT COMPOSITION Percent composition refers to the mass percentage of each element contained in a compound. Percent composition can be determined experimentally or from the formula of a substance. For example, the percentage of carbon and hydrogen contained in methane can be found from its formula CH 4. One mole of CH 4 contains 1 mole of carbon and 4 moles of hydrogen. One mole of carbon has a mass of 12.0 grams and 4 moles of hydrogen have a mass of 4.0 grams (4 x 1.0 grams per mole). The mass of one mole of CH 4 is 16.0 grams (12.0 + 4.0 = 16.0 g) % C = (12.0 / 16.0) x 100 % = 75.0 % carbon % H = (4.0/ 16.0) x 100 % = 25.0 % hydrogen The total of the percents for each element must = 100 % 75.0 % + 25.0 % = 100 % PERCENT COMPOSITION Problem: A compound is found to contain 0.1417 g of nitrogen and 0.4045 g of oxygen. The sample has a mass of 0.5462 g. What is the percent composition of the compound? Solution: % of X = (grams of X / total mass) x 100 % % N = (0.1417 / 0.5462) x 100 % = 25.6 % % O = (0.4045 / 0.5462) x 100 % = 74.1 % Check : 25.6 % + 74.1 % = 99.7 % ~ 100 % It is often required to find the empirical formula of a compound from data such as that given in this problem. Remember, empirical formula is the lowest whole number ratio of atoms in a compound. Empirical Formula Calculations Problem: A compound is found to contain 0.1417 g of nitrogen and 0.4045 g of oxygen. The sample has a mass of 0.5462 g. What is the empirical formula of the compound? Solution: All formulae are based on moles. First find the moles of each element present. Moles N = 0.1417 g / 14.0 grams per mole = 0.0101 Moles O = 0.4045 g / 16.0 grams per mole = 0.0253 Now divide the smallest mole value into the other mole values Moles O / moles N = 0.0253moles / 0.0101 = 2.50 Moles N / moles N is of course 1.00 The formula at this point is then NO 2.5 Empirical formula requires the lowest “whole number ratio” Multiplying the formula through by 2 to obtain whole numbers we get N 2 O 5 (dinitrogen pentaoxide) Empirical Formula Calculations Using Percent Composition Problem: What is the empirical formula for a compound consisting of 37.5 % carbon, 12.5 % hydrogen and oxygen? Solution: We will assume a 100 g sample of the compound. It then consists of 37.5 g C, 12.5 g H and 50.0 g O (100 g sample – 37.5g C – 12.5 g H) Moles C = 37.5 g / 12.0 g per mole = 3.125 Moles H = 12.5 g / 1.00 g per mole = 12.5 Moles O = 50.0 g / 16.0 g per mole = 3.125 Divide each by the smallest mole value Moles C / moles O = 3.125 / 3.125 = 1.00 Moles H / moles O = 12.5 / 3.125 = 4.00 The empirical formula is CH 4 O or CH 3 OH (methyl alcohol) Empirical Formula Calculations Steps for finding empirical formulae: (1) If percent composition data is given assume a 100 gram sample (2) Convert grams to moles for each element (3) Divide the lowest mole value into each of the other mole values (4) If all the ratios are not whole numbers multiply through to obtain whole number values for each ratio (5) Write the empirical formula using the whole number ratios as subscripts Empirical Formula Calculations From Combustion (Burning) Data Problem: A compound containing only C, H and O is burned in O 2 to obtain CO 2 and H 2 O. A 0.5438 g sample gives 1.039 g CO 2 and 0.6369 g H 2 O. Find its empirical formula. Solution: All the carbon is contained in the CO 2. Carbon dioxide is 27.3 % C (12.0 / 44.0) so 0.273 x 1.039 g gives 0.283 grams of C The hydrogen is contained in the water which is 11.1 % H (2 / 18) so.111 x 0.6369 g gives 0.0708 g H The rest of the sample is O (0.5438 – 0.283 – 0.0709) or 0.190 grams of O Moles C = 0.283 / 12 = 0.0236 Moles H = 0.0708 / 1.00 = 0.0708 Moles O = 0.190 / 16 = 0.0119 Moles C / moles O = 0.0236 / 0.0119 = 1.98 ~ 2 Moles H / moles O = 0.0708 / 0.0119 = 5.95 ~ 6 Empirical Formula equals C 2 H 6 O or C 2 H 5 OH (ethyl alcohol) Finding the Molecular Formula from the Empirical Formula and Molar Mass Problem: The empirical formula for polystyrene is CH. It has a molecule mass of 104. What is its molecular formula? Solution: Since the molecular formula is always some whole number multiple of the empirical formula, the molecular mass is always some whole number multiple of the empirical formula mass. The empirical formula mass is 13 (12 for C + 1 for H) Dividing 104 by 13 we get 8. Polystyrene must contain 8 CH units and have a molecular formula of C 8 H 8
Today we share some apple themed learning activities. There are many things we can learn using apples: fine motor, math, language, science, social studies, … Here are just some ideas, and I hope they will serve as starters and spark more learning ideas. 10 Apple Themed Learning Activities Practice Fine Motor Skills with Apples: Practice fine motors with Dot-to-dot apple sheet Learn Math with Apples: Apples for counting with this set of free printables Compare apple sizes: use a string to measure the circumference of each apple and decide which one is the biggest and which one is the smallest. For younger kids, they can just compare the string length; for older kids, they can measure the string length with a ruler. Enjoy Language Art with Apples: Read books about apple, and here are 40 books about apples for kids Taste various kinds of apples, and ask kids to describe the different flavor and texture. You can go into more details into early taste, taste when chewing, and after taste. Study Apple Science: Learn parts of apple, this is a diagraph of apple Find out why apples turn brown with an experiment Social Study with Apple: Track Johnny Appleseed’s journey on a map Do you have any more ideas on learning with apples?
Introduction to Non contact Infrared Thermometers On its most basic design an infrared thermometer consists of a lens to focus the infrared (IR) energy on to a detector, which converts the energy to an electrical signal that can be displayed in units of temperature after being compensated for ambient temperature variation. This configuration facilitates temperature measurement from a distance without contact with the object to be measured. As such, the infrared thermometer is useful for measuring temperature under circumstances where thermocouples or other probe type sensors cannot be used or do not produce accurate data for a variety of reasons. Some typical circumstances are where the object to be measured is moving; where the object is surrounded by an EM field, as in induction heating; where the object is contained in a vacuum or other controlled atmosphere; or in applications where a fast response is required. Noncontact Temperature Measurement Learn more about Infrared Thermometers Why should I use an infrared thermometer to measure temperature in my application? Infrared pyrometers allow users to measure temperature in applications where conventional sensors cannot be employed. Specifically, in cases dealing with moving objects ( i.e., rollers, moving machinery, or a conveyor belt), or where non-contact measurements are required because of contamination or hazardous reasons (such as high voltage), where distances are too great, or where the temperatures to be measured are too high for thermocouples or other contact sensors. How to Choose an Infrared Thermometer 1. Determine the field of view (target size and distance) 2. Consider the type of surface being measured and its emissivity 3. Analyze the spectral response for atmospheric effects or transmission through surfaces 4. Specify the temperature range and the mounting needs 5. Don't forget: response time, environment, mounting limitations, viewing port or window applications, and desired signal processing What should I consider about my application when selecting an infrared thermometer? The critical considerations for any infrared pyrometer include field of view (target size and distance), type of surface being measured (emissivity considerations), spectral response (for atmospheric effects or transmission through surfaces), temperature range and mounting (handheld portable or fixed mount). Other considerations include response time, environment, mounting limitations, viewing port or window applications, and desired signal processing. What is meant by Field of View, and why is it important? The field of view is the angle of vision at which the instrument operates, and is determined by the optics of the unit. To obtain an accurate temperature reading, the target being measured should completely fill the field of view of the instrument. Since the infrared device determines the average temperature of all surfaces within the field of view, if the background temperature is different from the object temperature, a measurement error can occur. OMEGA offers a unique solution to this problem. Many OMEGA infrared pyrometers feature patented laser switchable from circle to dot. In the circle mode a built-in laser sighting creates a 12-point circle which clearly indicates the target area being measured. In the dot mode a single laser dot marks the center of the measurement area. Choose the right Infrared for your application Handheld Infrared Thermometers A handheld infrared thermometer is one of the most popular type of infrared pyrometer. They are commonly used for portable applications although some models also feature an integral tripod mount. OMEGA offers a large variety of infrared thermometers in various shapes and form factors. Many of OMEGA handheld infrared pyrometers feature OMEGA's patented Circle Dot/Circle Laser sighting which clearly outlines the field of view of the thermometer. Two Color-Ratio Thermometry Given that emissivity plays such a vital role in obtaining accurate temperature data from infrared thermometers, it is not surprising that attempts have been made to design sensors which would measure independently of this variable. The best known and most commonly applied of these designs is the Two Color-Ratio Thermometer. This technique is not dissimilar to the infrared thermometers described so far, but measures the ratio of infrared energy emitted from the material at two wavelengths, rather than the absolute energy at one wavelength or wave band. The use of the word "color" in this context is somewhat outdated, but nevertheless has not been superseded. It originates in the old practice of relating visible color to temperature, hence "color temperature." Frequently Asked Questions What is emissivity, and how is it related to infrared temperature measurements? Emissivity is defined as the ratio of the energy radiated by an object at a given temperature to the energy emitted by a perfect radiator, or blackbody, at the same temperature. The emissivity of a blackbody is 1.0. All values of emissivity fall between 0.0 and 1.0. Most infrared thermometers have the ability to compensate for different emissivity values, for different materials. In general, the higher the emissivity of an object, the easier it is to obtain an accurate temperature measurement using infrared. Objects with very low emissivities (below 0.2) can be difficult applications. Some polished, shiny metallic surfaces, such as aluminum, are so reflective in the infrared that accurate temperature measurements are not always possible. Five Ways to Determine Emissivity There are five ways to determine the emissivity of the material, to ensure accurate temperature measurements: - Heat a sample of the material to a known temperature, using a precise sensor, and measure the temperature using the IR instrument. Then adjust the emissivity value to force the indicator to display the correct temperature. - For relatively low temperatures (up to 500°F), a piece of masking tape, with an emissivity of 0.95, can be measured. Then adjust the emissivity value to force the indicator to display the correct temperature of the material. For high temperature measurements, a hole (depth of which is at least 6 times the diameter) can be drilled into the object. - This hole acts as a blackbody with emissivity of 1.0. Measure the temperature in the hole, then adjust the emissivity to force the indicator to display the correct temperature of the material. - If the material, or a portion of it, can be coated, a dull black paint will have an emissivity of approx. 1.0. Measure the temperature of the paint, then adjust the emissivity to force the indicator to display the correct temperature. - Standardized emissivity values for most materials are available (see pages 114-115). These can be entered into the instrument to estimate the material's emissivity value. How can I mount the infrared pyrometer? The pyrometer can be of two types, either fixed-mount or portable. Fixed mount units are generally installed in one location to continuously monitor a given process. They usually operate on line power, and are aimed at a single point. The output from this type of instrument can be a local or remote display, along with an analog output that can be used for another display or control loop. Battery powered, portable infrared ''guns'' are also available; these units have all the features of the fixed mount devices, usually without the analog output for control purposes. Generally these units are utilized in maintenance, diagnostics, quality control, and spot measurements of critical processes. Infrared \| Related Products ↓ View this page in another language or region ↓
The first step to learning to read the Quran in Arabic is to learn the Arabic alphabets. The basic Arabic alphabets contain 28 to 29 letters. The alphabets are written from right to left. We have included all 29 letters in this page. Transliteration is provided in English. However, please play the audio to understand exactly how the letters are pronounced.
Now that your child is the head honcho in elementary school, he'll be acting like a school pro. But don't let that fool you, he still has a lot to learn. Fifth grade language arts is full of book reports, spelling tests, and reading lists. It's also full of fun. Knowing what your child is going to learn will make you better prepared to answer his questions and gauge his progress. Although curriculum varies for each state, students working at the standard level should be able to: - Read books in multiple genres - Change interpretation based on new information or past experiences - Use her own strategies for understanding a difficult text, such as rereading, asking questions and adjusting rate of reading - Recognize differences in genres and copy the style of writing - Identify what an unfamiliar word means by using different strategies, such as context clues, word structure or derivations - Come to a conclusion by interpreting the theme or the author's point - Revise and edit writing by using feedback from others - Write with coherent form and structure - Organize information to show understanding, such as charting, summarizing, comparing and contrasting - Correctly spell words that have been previously studied or frequently used - Spell a large amount of words quickly and accurately when writing - Write legibly in print and cursive writing The best way to prepare your child for fifth grade language arts is to encourage critical reading. Although he can't read Hemingway yet, grab a book you both like and talk about plot points and what might happen as the story progresses. Not only is it fun, but it will give you child's language arts skills a jump-start.
Digital Learner: Persistence Get access to the self-directed, personalized course on persistence. Explore background knowledge, strategies, and much more in multiple formats. Users will be able to complete a brief assessment to download their personalized certificate of completion. At the end of this course users will be able to: – Identify what it means to be persistent. – Discuss with their students why developing persistence is important. – Integrate strategies to foster persistence. – Teach their students these strategies, and share the goals of using those strategies. – Reflect on their own practice that promotes persistence and their own ability to persist. Long term, according to research reported by the U.S. Small Business Administration, about half of all new businesses fail in the first five years, and only one-third survive beyond the ten year mark. Stories abound of entrepreneurs who failed, often multiple times, before they succeeded. With approximately a half-million new businesses opening every year in the United States, there are a certain number of persistent entrepreneurs who are launching a new venture with a new idea despite their previous failures. Those who learn from their prior mistakes and persist are those who have the potential to be successful. In this course we will provide a strong foundation of background knowledge on persistence and summarize strategies for classroom use.
Black-footed ferrets' color and markings blend well with grassland soils and plants, making them well adapted to their prairie environment. They are slender, wiry animals with a black facemask, black feet and a black-tipped tail. The rest of their body is short and sleek, with fur that is a yellow-buff color, lighter on the belly and nearly white on the forehead, muzzle and throat. Their legs are short with large front paws and claws developed for digging. Black footed ferrets' large ears and eyes suggest that they have acute hearing and sight, but smell is probably their most important sense for hunting prey underground in the dark. They are about the size of a mink—18 to 24 inches (46 to 61 centimeters) long, including a 5 to 6 inch (13 to 15 centimeters) tail. They weigh 1.5 to 2.5 pounds (around 1 kilograms) with males being slightly larger than females. Black-footed ferrets once ranged throughout the North American Great Plains wherever prairie dog colonies thrived, from southern Canada to northern Mexico. Today, they have been reintroduced into parts of their former range in Wyoming, South Dakota, Montana and Arizona. Black-footed ferrets are very vocal. A loud chatter is used as an alarm call. A hiss is used to show agitation or fear, and females use whimpering sounds to encourage the young to follow. Male ferrets often "chortle" to females during breeding. Ferrets have a high metabolic rate and require large quantities of food in proportion to their body size. Food requirements vary with the seasons and among individual ferrets, but they generally consume one prairie dog every three or four days. In the wild, 90 percent of black-footed ferrets' diet is prairie dogs. One ferret may eat over 100 prairie dogs in a year, and scientists calculate that one ferret family needs more than 250 prairie dogs each year. The remainder of their diet includes mice, rats, ground squirrels, rabbits, birds and occasionally reptiles and insects. The Smithsonian's National Zoo's black-footed ferret is fed a commercial carnivore meat mix, mice, and rats. Breeding activity generally occurs in March and April; after a gestation period of 41 to 43 days, a litter of kits is born. The average litter size is three to four young, but single kits, as well as litters of nine or ten, have been recorded. Only the female cares for the young. The kits are born blind and helpless, weighing only 0.2 to 0.3 ounces (5 to 9 gram) at birth, with thin, white hair covering their bodies. Their dark markings appear at about 3 weeks of age and young kits begin to open their eyes about 35 days after birth. Black-footed ferret kits develop very rapidly and become increasingly active after their eyes open. Kits are about three-quarters grown by July when they first venture above ground. Long after they stop nursing, they depend on their mother for meals of meat. By late summer, the female leaves her kits in separate burrows during the day and gathers them together at night to hunt. Eventually, the young begin to hunt alone, and by September are usually independent and solitary. Ferrets become sexually mature at 1 year of age, and their peak reproductive period is at about 3 to 4 years. Black-footed ferrets are primarily nocturnal. They spend most of their time underground in prairie dog burrows, typically spending only a few minutes above ground each day during the first few hours following sunrise to hunt or find new burrows or mates. In burrows, they sleep, catch their food, escape from predators and harsh weather, and give birth to their young. Ferrets do not hibernate, but in winter, the amount of time they are active and the distances they travel decrease substantially. They have been found to remain underground in the same burrow system for a week at a time in winter. Males are more active than females: males tend to travel about double the distance that females do. Few black-footed ferrets live beyond 3-4 years of age in the wild. They typically live to be about 4 years old in human care. The Zoo has been a leader in black-footed ferret conservation since a small population was discovered in 1981. The last remaining 18 wild animals were caught between 1985 and 1987 to establish a breeding center in Wyoming. In 1988, the Zoo was the first to receive offspring from those 18 and breed black-footed ferrets outside of Wyoming. Since their arrival in 1988, 726 black-footed ferrets have been born at the Smithsonian Conservation Biology Institute in Front Royal, VA, including 139 born by artificial insemination. The ongoing recovery of black-footed ferrets is one of the Zoo's most successful conservation endeavors to date. SCBI works closely with the U.S. Fish and Wildlife Service to reintroduce ferrets back into the wild. The breeding program maintains a core breeding population of 280 ferrets of prime breeding age (1 to 3 years old). Some of the ferrets have been sent to the National Black-Footed Ferret Conservation Center in Colorado to prepare for release back into the wild, a process called "preconditioning." Preconditioning involves familiarizing the animals with burrows (underground tunnels) to increase the chance that they will survive in the wild. Ferrets will then be reintroduced into various sites in the western Great Plains. Currently, 28 reintroduction sites cover parts of Wyoming, South Dakota, Montana, Arizona, Colorado, Utah, Kansas, New Mexico, Canada and Mexico. Each year, between 150 and 220 black-footed ferrets are released from their preconditioning programs into these sites; about 4,500 ferrets have been released since the program's inception.As of 2011, the U.S. Fish and Wildlife Service reintroduction program has resulted in more than 7,000 black-footed ferret kits births across six zoos and more than 2,600 of those animals being reintroduced into the wild. In the future, scientists hope to research more about sylvatic plague, genetic diversity, ferret health, behavior in the wild, reproduction and semen cryopreservation, so that they can better help black-footed ferrets. Although much of the grassland of North America has been destroyed, there are areas where original prairie still survives. Much of the western prairie was never plowed, but was used for cattle grazing, so much more of it remains intact than the eastern tall grass prairie. Rising interest in protecting the prairie may ensure that some of these areas will be saved. Many people are learning to imitate nature rather than control it. Ranchers are experimenting with new ways of raising cattle, bringing back native grasses for grazing in order to restore and preserve the soil. Bison ranching is gaining popularity, because bison meat is much leaner and healthier than beef. Bison graze more efficiently than cattle and can better survive extremes in weather. Some of the most important prairie-saving activities are happening in backyards and school grounds across the country, where manicured lawns are being replaced with native grasses and wildflowers to attract a variety of wildlife and perhaps bring back just a small piece of the prairie. The biggest threat to black-footed ferrets is lack of suitable habitat and the continued decline of the prairie dog, their main prey. Disease also poses a significant threat to black-footed ferrets. Sylvatic plague, spread by fleas, is deadly to both ferrets and prairie dogs, and has drastically reduced prairie dog populations throughout North America, nearly exterminating the food source for black-footed ferrets. Ferrets are also susceptible to canine distemper, pneumonia, tularemia and a variety of internal parasites. - Support organizations like the Smithsonian’s National Zoo and Conservation Biology Institute that research better ways to protect and care for this animal and other endangered species. Consider donating your time, money or goods. - Share the story of this animal with others. Simply raising awareness about this species can contribute to its overall protection.
In this course, you will : - Understand what cognitive biases are and why they're so important for critical thinking.. - Understand the concept of "mindware" as a component of improving critical thinking and reasoning.. - Understand how ignoring cognitive biases can open the door to disastrous decisions, reduced performance and social injustice.. - Understand why many businesses and industries are offering cognitive bias training to their managers and employees.. - Be able to describe several important cognitive biases -- such as confirmation bias, pattern-seeking, anchoring, and hindsight bias -- and give examples that illustrate how they operate.. - Understand what "debiasing" is, and be able to describe several effective strategies for reducing the harmful effects of cognitive biases.. - Explain why many businesses and organizations resist implementing debiasing strategies..
- Hybrid computer Hybrid computers are computers that comprise features of analog computers and digital computers. The digital component normally serves as the controller and provides logical operations, while the analog component normally serves as a solver of differential equations. analog computersare extraordinarily fast, since they can solve most complex equations at the rate at which a signal traverses the circuit, which is generally an appreciable fraction of the speed of light. On the other hand, the precisionof analog computers is not good; they are limited to three, or at most, four digits of precision. Digital computerscan be built to take the solution of equations to almost unlimited precision, but quite slowly compared to analog computers. Generally, complex equations are approximated using iterative numerical methods which take huge numbers of iterations, depending on how good the initial "guess" at the final value is and how much precision is desired. (This initial guess is known as the numerical seed for the iterative process.) For many real-time operations, the speed of such "digital" calculations is too slow to be of much use (e.g., for very high frequency phased array radars or for weather calculations), but the precision of an "analog" computer is insufficient. Hybrid computers can be used to obtain a very good but relatively imprecise 'seed' value, using an analog computer front-end, which is then fed into a digital computer iterative process to achieve the final desired degree of precision. With a three or four digit, highly accurate numerical seed, the total digital computation time necessary to reach the desired precision is dramatically reduced, since many fewer iterations are required. Consider that the nervous systemin animals is a form of hybrid computer. Signals pass across the synapsesfrom one nerve cellto the next as discrete (digital) packets of chemicals, which are then summed within the nerve cell in an analog fashion by building an electro-chemical potential until its thresholdis reached, whereupon it discharges and sends out a series of digital packets to the next nerve cell. The advantages are at least threefold: noise within the system is minimized (and tends not to be additive), no common grounding system is required, and there is minimal degradation of the signal even if there are substantial differences in activity of the cells along a path (only the signal delays tend to vary). The individual nerve cells are analogous to analog computers; the synapses are analogous to digital computers. Note that hybrid computers should be distinguished from hybrid systems. The latter may be no more than a digital computer equipped with an Analog-to-digital converterat the input and/or a Digital-to-analog converterat the output, to convert analog signals for ordinary digital signal processing, "and conversely," e.g., for driving physical control systems, such as servomechanisms. HRS-100, a hybrid computer from Mihajlo Pupin Institute * [http://homepages.cae.wisc.edu/~wiscengr/issues/feb01/hybrid.htm A New Tool For Science] By Daniel Greco and Ken Kuehl * [http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?cmd=Retrieve&db=PubMed&list_uids=865418&dopt=Abstract A hybrid computer system for use in cardiology] . by Nadel LD,Kramer MR,Shultheis DC,McCulloh TA.Recent upsurge in the use of physiologic data for medical diagnostic and treatment procedures has prompted the medical profession to use the computer to automate and reduce the time required for data processing. Although the digital computer has traditionally been used to perform these tasks, a hybrid computer (combined analog and digital) has been found to provide many advantages over the digital computer, especially where on-line data processing is concerned. As a result, the Bio-Medical Engineering Center has installed a centrally located hybrid computer system at Ohio State University. One of the applications of this system has been processing cardiac catheterization data. Data is transmitted between the hospital and computer via infrared optics. The data can be analyzed in real time, with the results immediately available to the physician. PMID: 865418 [PubMed - indexed for MEDLINE] Wikimedia Foundation. 2010.
Usage: Generating Ideas Brainstorming is an activity used to generate creative ideas and can be done individually or as a group. It is not effective as an analytical or decision making tool. After defining the topic for the brainstorming session, come up with as many spontaneous ideas as possible and write them down. Accept all ideas, however ‘wild’ they might seem. Key Rules for Brainstorming: - Quantity over quality; all ideas are acceptable - Judgement is suspended until the process is complete - Encourage ‘wild’ ideas - Every person and every idea has equal worth - Build on the ideas put forward by others – use existing ideas to generate new ones Assemble the right people: - Involve individuals or representatives of teams that are affected by the issue or topic - An ideal group size is 12 but there can be more or less - Make sure that everyone participates. - Environment is important – take routine away from the situation (for example, consider holding the session away from the work premises). - Have the right equipment: post-it notes, pens, flip charts, etc. - Aim for 20-30 ideas in 5-7 minutes. Nominal group technique A variation on the standard brainstorming process is the Nominal Group Technique. This is a more structured approach to brainstorming that can prevent domination of the discussion by one person and encourages reserved group members to participate. The process is as follows: - Divide a larger group into smaller groups of five or six people. - Present an open ended question. - Each person brainstorms independently. - Each person shares their ideas within their smaller group. Importantly, no criticism is applied to these ideas. - Once all ideas are listed, and the group evaluates each idea and votes for their favourite(s) (voting can be anonymous). - The outcome of the voting process is shared within the smaller group. - Each small group presents their selected idea(s) to the larger group. Once ideas have been generated ideas using either technique, an Affinity Diagram can be used to help organise the ideas.
Bacterial tracheitis; Tracheitis Tracheitis is a bacterial infection of the trachea (wind pipe) capable of producing airway obstruction. Causes, incidence, and risk factors Bacterial tracheitis is most often caused by Staphylococcus aureus and frequently follows a recent viral upper respiratory infection. It affects mostly young children, possibly because their small trachea is easily blocked by swelling. Children may still have a cough from their previous infection but this rapidly worsens. The child quickly develops stridor, a high pitched, crowing sound with breathing and increasing breathing difficulty. Fever is generally high and the child looks very ill. This condition may progress very rapidly. These children may sound as if they have croup, but the usual croup treatments do not improve the breathing difficulty. Tracheitis requires hospitalization and, almost always, a breathing tube (endotracheal tube) in order to maintain an open airway. The infection is treated with an antistaphylococcal medications such as penicillin or a cephalosporin that covers staphylococcus. If a different organism is at fault, the appropriate antibiotic is used. - increasing deep or barking croup-like cough following a previous upper respiratory infection - crowing sound when the child inhales (inspiratory stridor) - high fever - very sick-looking child (toxic) - breathing difficulty, increasing in severity over time - intercostal retractions (the muscles between the ribs pull in as the child attempts to breathe) Signs and tests - nasopharyngeal culture (shows Staphylococcus aureus or other organisms) - tracheal culture (shows Staphylococcus aureus or other organisms) - blood gasses (show decreased oxygen saturation, decreased pO2) - X-ray of the trachea (shows narrowing of the tracheal airway, but normal epiglottis) - purulent (pus-filled) tracheal secretions may be obtained while placing the breathing tube in the patient The child often needs to have an airway or breathing tube placed (endotracheal tube). Antibiotics are given through a vein, usually a type of penicillin or one of the cephalosporins. Oxygen is usually given, and the blood gases are monitored to be sure that the child is breathing adequately. Full recovery is expected if the patient can be brought to a medical facility in time. - airway obstruction with cardiorespiratory arrest and possibly death - the breathing stops, then the heartbeat stops - toxic shock syndrome (only if the organism is Staphylococcus) Calling your health care provider Go to the emergency room if your child has had a recent upper respiratory infection and suddenly develops a high fever, worsening cough, and breathing difficulty. This is a true emergency and requires immediate medical attention. Many cases are not preventable. Diseases and Conditions Center All ArmMed Media material is provided for information only and is neither advice nor a substitute for proper medical care. Consult a qualified healthcare professional who understands your particular history for individual concerns.
This rock-themed crossword puzzle turns vocabulary review into a game. Some of the worksheets displayed are brocksb band mineralsb unit fourth bgradeb brocksb bgradeb b4b brocksb band mineralsb activities brocksb band mineralsb first bgradeb brocksb science content standards brocksb band mineralsb science third bgradeb unit 1 brocksb band mineralsb objectives. Rocks theme activity pages centers and games to make that can be used when planning lessons and curriculum for preschool pre k and kindergarten children. Rocks ad Minerals Crossword 1. Rock Cycle Worksheet – Science Printable for 6th Grade. Rocks earth and volcanoes. Obsidian, basalt, and granite are all examples of igneous rocks. Rocks and Minerals Review Sheet and Quiz for Highschool – TPT. The Three Types Of Rocks Our Activities And A Free Worksheet Packet \| Rock Cycle Worksheets Free Printable Uploaded by Bang Mus on Monday, June 17th, 2019 in category Printable Worksheet. Students construct foldable, cut out, match, and glue in definitions and examples. Rocks and Minerals Crossword 2. Rocks and Minerals Multiple Choice. Hi, Now we deliver you several perky pictures we have collected in case you need more references, for today we will take notice concerning 3 Types of Rocks Worksheet. Reading Comprehension Worksheet and Kid's Fable - 'Rocks' Igneous rocks have glass crystals filled with minerals in them. Marble, granite, and quartz are valued for their uses in making statues and buildings, Sand and gravel are commonly used for concrete and road building. Students will fill in the puzzle with the correct rock-related terms. The ability of a rock to absorb water is one way to measure this open space. It means “sitting rock.” Super Teacher Worksheets - www.superteacherworksheets.com . A great foldable to help teach or review the three main types of rock: igneous, sedimentary, and metamorphic. For each clue, children will select the correctly spelled word from the multiple-choice options. Rocks and minerals unit ginger snaps. To make the activities more […], Easy and free to print adult coloring pages. Displaying top 8 worksheets found for types of rocks. Worksheets math grade 5 […], These alphabet cards include animals that are aligned […], Christmas is such a fun time of the year. Students, teachers and parents can download all CBSE educational material About this Worksheet. Learn about the three categories of rocks. The Santa Elena Canyon features steep limestone cliffs giving visitors a beautiful, firsthand view of sedimentary rocks. Showing top 8 worksheets in the category rocks. Metamorphic rocks are formed when igneous and sedimentary rocks are changed by intense heat or pressure. Save my name, email, and website in this browser for the next time I comment. 3 Types Of Rocks Worksheets. Rock Cycle Fill in the Blank Printable – Teacher Vision. They may wish to refer back to the vocabulary study sheet if they have trouble remembering any of the terms. For each clue, students will circle the correct word from the multiple-choice options. To download/print, click on pop-out icon or print icon … This activity allows students to review rock-related vocabulary in a fun way. Rocks printable worksheets. Worksheets are rock work name types of rocks first grade rocks rocks and minerals rocks and minerals reading comprehension work third grade rocks rocking the rock cycle part 1 of 3. Types of Rocks Worksheets. Chalk, limestone, and flint are all examples of sedimentary rocks. They do not usually have layers, and are very smooth. Order Of Operations Printable Math Works…, Free Printable Prime Factorization Works…, Christmas Printable Worksheets Kindergar…, Free Therapeutic Coloring Pages For Adul…, Free Printable Prime Factorization Worksheets, Free Therapeutic Coloring Pages For Adults. Others may be soft in the ground, but they harden once they spend time in the air. Some of the worksheets for this concept are name types of rocks rock work reading comprehension work rocks and minerals second grade rocks science content standards rocks and minerals first grade rocks rocking the rock cycle part 1 of 3. Rocks and Mineral Review. Pick up rocks when you're on nature walks (if doing so is allowed) or out running errands. Rock or Mineral Coloring WorksheetHands-On Mineral Identification Lab ActivityErosion, D Marble (from limestone, a sedimentary rock) and granulite (from basalt, an igneous rock) are examples of metamorphic rocks. This is a free printable worksheet in PDF format and holds a printable version of the quiz Types of Rocks. Most will have a rock collection on display. Rocks and Mineral Questions. How does each type of rock form? Add the pictures color by number addition sheets simple counting worksheets and more. ); metamorphic rocks are represe Then, they will find the terms among the jumbled letters in the word search. Rock cycle fill in the blank printable teacher vision. The kids were SO excited when they realized this activity was going to include semi-sweet chocolate chips, white chocolate chips, peanut butter chips, heath crunch bits and flaked coconut. Article: Types of Rocks . Learn about the three categories of rocks: igneous, metamorphic, and sedimentary. These types of rocks feel grainy, like sand, and are easier to crumble than other types of rocks. Rock Cycle Worksheet – School of Dragons. These spaces are filled with air unless water or natural gas has forced the air out. Start a collection. Instruct students to place each word from the word bank in correct alphabetical order. Rock Cycle Game Worksheet and have them answer question 1. Let your children use a dictionary or the internet to define each term in the word bank. Best 3 Types of Rocks Printable Worksheets. Cancel: Text box style: Font: Size: px. Browse our pre-made printable worksheets library with a variety of activities and quizzes for all K … Earth Science Ashleigh s Education Journey. 46. Use this printable to wrap up your unit on rocks by challenging your students to show what they know about rocks. How does each type of rock form. Addition worksheets can help your kids learn solid math skills and gain confidence in a subject that might be tricky for some. These are ready-to-use Types of Rocks worksheets that are perfect for teaching students about a rock which is any naturally occurring solid mass or aggregate of minerals. And we have some fun ones. Rocks and stones are hard solids of natural origin and made of minerals. In this collaborative lesson, these worksheets are used for students to have hands on experiences with three types of rocks. Year 3 Science - Unit 3D: Rocks and soil. Some common rocks can be scratched with your fingernails such as shale soapstone gypsum rock and peat. Marble granite and quartz are valued for their uses in making statues and buildings sand and gravel are commonly used for concrete and road building. Rocks are fascinating and easy to find. Others may be soft in the ground but they harden once they spend time in the air. Use these three terms to answer the questions on this page. This image depicts Big Bend National Park, located in southwest Texas. Print them all for free. The Three Types of Rocks– Our Activities and a Free. Igneous rocks have glass crystals filled with minerals in them. Look for rocks from different areas when you travel out of state. Free printables on rocks. Type keywords and hit enter. Worksheets math grade 5 factoring.…, Find gymnastics lesson plans and worksheets. The layers eventually cement together to form sedimentary rock. Jewel sparkles is…, 24 order of operations pemdas practice worksheets […], Type keywords and hit enter. See how well you know your rocks with this cool colorful science worksheet for 6th grade. Rock Cycle And Rock Types Activities Earth Science Lessons. A pair times back I shared the Rocks and Minerals Packet I created for ED (which is on top of that cost-free). Free Montessori 3 Part Cards Famous Rocks … Each type of rock has its own set of properties. An empty egg carton makes a great storage container for small rocks. Some of the worksheets displayed are rock work name types of rocks reading comprehension work and kids fable science content standards rocks and minerals rocks and minerals rocks and minerals rocking the rock cycle part 1 of 3 rocks minerals. There are three main types of rocks; igneous rock, metamorphic rock, and sedimentary rock. This is a fantastic bundle which includes everything you need to know about types of rocks across 20 in-depth pages. […], Printables numbers 1 20. All the rocks in the world are made up of chemicals called minerals. While we talk concerning 3 Types of Rocks Worksheet, below we can see some related photos to add more info. This is a fun printable worksheet to review the 3 types of rocks: igneous, metamorphic and sedimentary. Types Of Rocks Facts Worksheets Classification Of Rocks For Kids . Types of rocks. Have students pick a first rock and write it down in the first spot under Current Rock Type. Print the PDF: Rocks Vocabulary Study Sheet. We hope your happy with this 3 Types Of Rocks Worksheet idea. Combinations of different minerals make up different kinds of rocks. Rocks and stones are hard solids of natural origin and made of minerals. Sometimes sedimentary rocks will have plant or animal imprints! Science Worksheets Science Resources Science Lessons Worksheets For Kids Science Education Science … Rocks and Minerals. Does it float? SCIENCE \| GRADE: 3rd, 4th Print full size Many resources are free. Rocks and Minerals Posters. Visit a natural history museum or planetarium. Jewel […], I am not a programmer but taught myself how to code […]. 3 Types Of Rocks Worksheet one of Teacher Worksheet Ideas - ideas, to explore this 3 Types Of Rocks Worksheet idea you can browse by and . Identify Types Of Rocks Worksheet Earth Science Lessons, Rocks And Minerals Printables Vocabulary Crossword Puzzle And, Minerals And Rocks Worksheets For 6th Grade Rocks And Minerals, Primaryleap Co Uk Three Types Of Rocks Worksheet With Images, Learning About Rocks Earth Science Elementary Science Rock Cycle, Preschool Worksheets Sedimentary Rock Activities 5th Grade, Primaryleap Co Uk Types Of Stone Worksheet Earth Science, Second Grade Rock Hounds Explore Properties Of Rocks Second, Free Rocks And Minerals Worksheets Geology Rocks Minerals, Primaryleap Co Uk Uses Of Rocks Worksheet Rock Cycle For Kids, All About Rocks 1st Grade Science Science Worksheets, Your email address will not be published. Explain that as they play students will write down in the chart on their Rock Cycle Game Worksheet what rocks they become. Rocks and Minerals Wordsearch 1. In a hurry? On this […], Jewels in the lotus mindfulness coloring page. Required fields are marked *. Sport…, Easy and free to print adult coloring pages. Different types of rocks are formed in different ways. Rocks and … Rocks and Minerals Rubric. If you like this activity, try these other fun lessons! Showing top 8 worksheets in the category rocks and minerals grade 4. Rock Cycle Lesson and Printable – Layers of Learning. The rock cycle describes how rocks transform from one type to another. These rocks are created from magma that cools and hardens. This activity allows students to practice alphabetizing words while reviewing vocabulary associated with rocks. Rocks are formed in three different ways to produce igneous metamorphic and sedimentary rocks. Rocks and minerals review sheet and quiz for highschool tpt. Many rocks start out as igneous rocks. Grow your child s confidence. Found worksheet you are looking for? On this…, Jewels in the lotus mindfulness coloring page. Displaying top 8 worksheets found for - Types Of Rocks Fourth Grade. A collection of printable science worksheets articles and activities for teaching students about volcanoes rocks and layers of the earth. Rocks and Minerals Bingo . FREE Printables on Rocks: Rocks and Minerals Unit – Ginger Snaps. Main content: Types of rocks Other contents: Add to my workbooks (0) Download file pdf Embed in my website or blog Add to Google Classroom Add to Microsoft Teams Share through Whatsapp: Link to this worksheet: Copy: Sudhapriya Finish!! Print the PDF: Rocks Challenge Worksheet. Then, they will write each word on the blank line next to the correct definition. Answer the questions as completely as possible. Then, match each to its correct definition. Beverly Hernandez is a veteran homeschooler and the former administrator of a large independent study program. Rock Worksheet Directions: Read the information below carefully and answer the questions that follow on the back side of this paper. Jun 26, 2020 - Types Of Rocks Worksheet Pdf - 50 Types Of Rocks Worksheet Pdf , sol 5 7a Identifying Different Rocks Worksheet by Leach Experiment with your rock collection. Fourth Grade (Grade 4) Rocks questions for your custom printable tests and worksheets. Rocks undergo a variety changes throughout their lives and this is known to scientists as the Rock Cycle. People use many kinds of rocks in many different ways. Worksheets are very critical for every student to practice his/ her concepts. One property of rock is its porosity. Rocks and minerals grade 4. Rocks and Minerals Reflections. A fact sheet all about rocks and minerals. Sedimentary rocks are created when layers of sediment (minerals, other rocks, or organic material) are compressed over time. On this printable, students can test their spelling skills with words associated with rocks. Is your rock magnetic? The second type of rock is the igneous rock. Rocks are made up of many tiny pieces of A B c D wood minerals metal tin If you hit a large rock with a hammer and break it into hundreds of pieces, the pieces would A B c D still be made of the same minerals include some new and some old minerals form new minerals become different rocks Minerals can also be identified by their Use this coloring page to supplement your study of rocks or as a quiet activity while you read aloud to your students about rocks and geology. People use many kinds of rocks in many different ways. October 11, 2019 November 1, 2019 by Kenzi Wood. These printables describe the rock cycle the different types of rocks and the ways people use rocks and minerals. Rocks and minerals thousands of printable worksheets and. This is a measure of the amount of open space in a rock. You can write the name of each rock in the slot made to hold the eggs or make a key inside the carton lid. Rocks theme activities and printables for preschool. In this activity, students familiarize themselves with rock-related vocabulary. with more related things like types of sedimentary rocks worksheet, 3 types of rocks worksheets for kids and printable rock coloring pages. Rocks are made up of many tiny pieces of a b c d wood minerals metal tin if you hit a large rock with a hammer and break it into hundreds of pieces the pieces would a b c d still be made of the same minerals include some new and some old minerals form new minerals become different rocks minerals can also be identified by their. Facts and Printables About the American Revolution, Barack Obama Worksheets and Coloring Pages, Theodore Roosevelt Worksheets and Coloring Pages, James Madison Worksheets and Coloring Pages, World War II Worksheets, Crosswords, and Coloring Pages, Andrew Jackson Worksheets and Coloring Pages, Learn About the Civil War With Free Printables, Lewis and Clark Worksheets and Coloring Pages. Rocks Printable Worksheets March 6, 2020 by danish. Some common rocks can be scratched with your fingernails such as shale, soapstone, gypsum rock, and peat. Some of them may be easy one-page sheets or multi-page sheets. Students can review the definition of each word. Use a dictionary or the internet to find the meaning of each term. Marble granite and quartz are valued for their uses in making statues and buildings sand and gravel are commonly used for concrete and road building. In this […], December 2010 et des millions de livres en stock sur […], Find gymnastics lesson plans and worksheets. Pin on 6th Grade Science. For each clue, students will circle the correct word from the multiple-choice options. What are the characteristics of each. types of sedimentary rocks worksheet, 3 types of rocks worksheets for kids and types of rocks worksheets … Types of Rocks Quiz – Education.com Rock Types. Rock cycle worksheet school of dragons. Use this printable to wrap up your unit on rocks by challenging your students to show what they know about rocks. This worksheet can be used as an extra resource when learning about rocks and soils. Saved by Danny Liu. Once they complete the worksheets, the young learners will morph into amateur geologists in no time. Rocks and Minerals Task Cards. Check my answers: Email my answers to my teacher . Ready to print and use and includes an answer key! Igneous metamorphic and sedimentary. Best 3 Types of Rocks Printable Worksheets. Rock cycle lesson and printable layers of learning. This type of rock is formed from igneous rocks that break down into smaller pieces and fall to the ground or to the bottom of a lake or river. What are the characteristics of each? Your email address will not be published. Sedimentary rocks are represented by Mallomar cookies (you can also use chocolate chip cookies, as a sedimentary rock can look like either one! Use this study sheet to begin learning about different types of rocks and terminology related to rocks. How much does it weigh. There are three main types of rocks: Igneous rocks are formed when melted rock (magma) cools and solidifies. 3. Some igneous rocks are formed when the magma erupts from a volcano. Rocks and Mineral Relationships. The Three Types of Rocks Our Activities and a Free. There are numerous types of Rock Cycle Worksheets Free Printable available on the internet today. Some of the worksheets for this concept are Rock work, Rocking the rock cycle part 1 of 3, Name types of rocks, Third grade rocks, Rocks and minerals unit, Reading comprehension work and kids fable, Lab activity on sedimentary and metamorphic rocks, Grade fourunit plan rocks and minerals lesson sequence. After many years, layers of these tiny pieces of rock pile on top of one another. By printing out this quiz and taking it with pen and paper creates for a good variation to only playing it online. A few days ago I shared the Rocks and Minerals Packet I made for ED (which is also free). Rocks and Minerals The ground we walk on, build on, and grow gardens on is made of rock. It depends around the need from the user whether or not he/she utilizes one webpage or multi-page sheet. See also Rock Cycle Worksheet – Geography Activities For Kids Worksheets – \| Rock Cycle Worksheets Free Printable from Printable Worksheet Topic. Homeschooling spelling geography. Rocks Do the job Sheets and Coloring Internet pages for Mastering Geology Proportion Flipboard E mail Print Some others may well be smooth inside the flooring, yet they harden after they pay out season within the air. You may even ask out-of-state friends and relatives to send you interesting rocks that they find. Identify the rocks you find. I wanted to spend more time on the three types of rocks–igneous, sedimentary and metamorphic rocks.. In this science worksheet, your child will follow the clues to determine which types of rocks are shown. Types of rocks worksheet. A collection of printable science worksheets, articles, and activities for teaching students about volcanoes, rocks, and layers of the Earth. Learn about the three categories of rocks. Rock Cycle And Rock Types Activities Earth Science Lessons . Download free printable worksheets Science pdf of CBSE and kendriya vidyalaya Schools as per latest syllabus in pdf, CBSE Class 5 Science - Rock and Minerals Worksheets have become an integral part of the education system. What do you want to do? Try these activity ideas for learning more about them: Use the following free printables to help students learn the terminology associated with rocks. We have a great hope these Sedimentary Rock Worksheets pictures gallery can be a hint for you, bring you more references and also make you have what you search. The third type of rock is the metamorphic rock.
If some of your teeth are beginning to look transparent or translucent around the edges, you may begin to grow concerned. Translucent or transparent teeth can happen even if you follow the best oral hygiene routine and go to your dentist regularly. Learning what causes translucent or transparent teeth can help you prevent this dental issue before it starts. The Science Behind Transparent Teeth The semi-transparent, thin, outer shell that covers the visible portion of each tooth is referred to as the enamel. The second layer of the tooth that sits under your enamel is referred to as dentin. Since your tooth enamel itself is semi-translucent, it only provides a portion of your tooth’s color. Dentin is responsible for providing the remaining color to the tooth and may be white, grey, yellow or off-white. Dentin does not extend all the way to the edges of the teeth, which means the tips consist only of enamel. For this reason, the biting edges of the teeth may appear bluish white, grey or even clear. When enamel wears away, or if it never forms properly, the teeth can take on a dull, translucent, or waxy appearance. This means that if your teeth are starting to look transparent, your enamel around the edges of your teeth where dentin does not extend is worn. When the enamel begins to erode, transparent teeth usually result. What Causes Translucent Teeth Translucent teeth are the result of eroded enamel. There are certain medical conditions that can affect the formation and the strength of the enamel, resulting in the transparent appearance of your smile. These conditions include: - Enamel Hypoplasia — This is a genetic condition that causes weak, chalky, or thin enamel, which results in a translucent appearance. Unfortunately, the enamel that is present erodes quickly. On rare occasions, a tooth will form without any enamel whatsoever and the dentin will be completely exposed. - Celiac Disease — While many assume that celiac disease only affects the gastrointestinal tract from gluten consumption, this is not true. Celiac disease also results in poor enamel development. Individuals who have this disease frequently suffer from pitting, banding, or translucent portions of teeth. Other oral symptoms include recurrent canker sores, dry mouth, and a red, shiny tongue. - Bulimia — This eating disorder affects body image, and is accompanied by self-purging, like vomiting. Teeth that are constantly exposed to stomach acid and bile that is found in vomit can cause damage to the tooth enamel. Symptoms Associated With Translucent Teeth Many of the symptoms associated with translucent teeth are signs of enamel erosion. Visible changes in the transparency of the tooth become more prominent if enamel continues to erode, exposing the dark-colored dentin underneath. Symptoms you may experience with translucent or transparent teeth are: - Sensitivity — Slight tooth pain and sensitivity to sweet and acidic foods, as well as to extremely hot and cold temperatures are signs your enamel is eroding. - Visual Changes — You will begin to see transparency at the biting edges of the teeth, surface indentions, color changes, and tooth fractures. The biting edges of the teeth may also start to become rough and jagged. - Canker Sores — Recurrent canker sores can occur as a result of the same acid that is wearing your enamel. Rough, jagged teeth edges may also cause canker sores. - Dry Mouth — If your enamel is being eroded by acids, dry mouth may also occur. This particularly detrimental to the health of your teeth because saliva is responsible for providing enzymes designed to fight cavities. Without an adequate amount of saliva, your teeth are at a much higher risk of erosion from acidic foods and bacteria. Treating Translucent Teeth If you notice your teeth are becoming translucent or transparent, you should seek treatment immediately. Once you have transparent teeth, they are more susceptible to bacteria, which can result in cavities. When it comes to treating translucent teeth, you have a few options. A veneer is a hard porcelain shell that is designed to sit over the front of a tooth. These shells easily hide misshapen teeth, gaps, and discoloration. Veneers will also protect the teeth underneath from continued enamel erosion. During this procedure, composite resin is colored to match your teeth. The composite resin is then molded and shaped to cover your teeth. A dental crown may be recommended to protect and restore a tooth. Crowns can be either porcelain or ceramic, and fit directly over the top of a tooth, providing both structure and strength. This tooth enamel repair involves filling teeth with a combination of sodium fluoride, calcium phosphate, and Recaldent. Preventing Enamel Erosion One of the best ways to prevent enamel erosion is to brush your teeth twice a day for at least two minutes with a fluoride toothpaste. Fluoride is essential to the health of your teeth because it indirectly provides tooth enamel repair by strengthening your existing enamel. In addition, you need to floss at least once a day. Along with proper oral hygiene, you can prevent enamel erosion and translucent teeth by: - Boosting Saliva — To boost saliva production, chew sugar-free gum with xylitol between meals. Xylitol has been shown to reduce the acids in foods and beverages. - Dental Cleanings — Keeping up with biannual dental cleanings will keep your smile healthy. If you notice any problem with your teeth, contact your dentist right away. - Use a Straw — While drinking, use a straw to help your teeth avoid exposure to acidic beverages. - Drink Water — If you have dry mouth, drink plenty of water throughout the day. Also drink water after eating, drinking sugary beverages, or vomiting to wash acids away from your teeth. - Eat a Healthy Diet — Eat a healthy, smile friendly diet and limit your consumption of acidic food and drink. When you do eat or drink something acidic, be sure to rinse your mouth out directly after. - Manage Acid Reflux — If you tend to have acid reflux or you have GERD, keep that in mind when eating spicy foods. Stay ahead of the reflux by taking your medications, avoid eating at least three hours before going to bed, and do not sleep lying flat. Triangle Dentistry located in Raleigh, NC provides a state-of-the-art facility that offers exceptional general dental and specialty services guided by empathy of patient’s needs and desires. Services range from dental crowns and implants to veneers and whitening procedures. For further information, questions or to schedule an appointment, contact the office at (919) 747-3592.
I was trying to think of a way to teach an Eric Carle Lesson to 1st Grade without taking 2 classes to make it. Printmaking seemed like a fun way to create this lesson and they would still be making all kinds of textures and patterns with acrylic paint. This lesson can be done in one class session. I usually have the students create textured paper with tempra or acrylic paint and different texture tools. Then they let that dry and we make the animals from the dried painted paper - like below. This method requires 2 class times, but it is also a great lesson. You will need: Start by reading "The Very Hungry Caterpillar" by Eric Carle I'm going to ask my students to describe how Eric Carle made his Caterpillar, and how they are going to make theirs. We will discuss how we are using a different method to make ours, printmaking. I'll demonstrate the process and we'll brainstorm all the different kinds of patterns and textures we can make. Words print backwards and Eric Carle doesn't have words in his so I'm going to ask them to use only patterns, no words. They can use templates to cut two ovals out of the foam plates. One large for the head and one smaller for the body. They will start by making the body using the smaller oval. They paint the oval with the foam brush. Once it is painted they use a Q tip to create a pattern on the foam. Next they put the foam face down and press evenly on the back. Making sure all the edges and the middle are touching the paper. Have them start the first section of the body a little bit low on the paper so they can curve it upward and back down again as they print. They just keep repeating this process again and again until they have their finished body for the caterpillar. I overlapped mine a little bit. If you just use green you don't have to wash the foam between prints. If you want to use other colors you'll have to wash the foam between prints. When they have their body done they can print the larger oval as the face. Once they are done printing the caterpillar hopefully the paint will be dry enough to add some details with colored pencils. If not you can always use a blow dryer to dry the paint quickly. They can add feet, antennas and fuzz with the colored pencils. I think my students are going to love this printmaking project and make some fantastically creative caterpillars! 1st Grade Artwork Love the creativity - Rainbow feet, eating cheese and a pear like in the book, with their butterfly friends, on a leaf - so much imagination!
The Accommodation Neuropsychological Assessment What are accommodations? Accommodations, such as extended time, extra breaks, and read-alouds serve to level the playing field and offer equal opportunity for the student to show what they have learned. Accommodations are not modifications. (Modifications reflect changes to instruction and testing. These changes alter the expectations or standards in learning the materials and content.) Legally, accommodations are not designed to bring out the optimum in a student, but rather to stop failure. Why this assessment? Neuropsychological assessment is frequently requested to ascertain specific accommodations that the student is entitled to in school and testing settings. Specifically, this assessment may be needed for the student with a learning disability within the test taking situation or for the student when taking the ACT/SAT examinations. This assessment may also be required for the older student who needs accommodations in college or to take the LSAT/MCAT examinations. Accommodations for the school environment Neuropsychological assessment identifies the strengths and weaknesses of the whole student using an array of systematic standardized measures. These measures will assess a student's intellectual, cognitive, achievement, social-emotional, behavioral, regulatory, and adaptive functioning levels for baseline purposes and to identify appropriate and reasonable interventions and evidence-based accommodations for any identified cognitive, social-emotional, and regulatory compromises. It is the comprehensiveness of a neuropsychological assessment that is crucial in detecting the nuts and bolts of the student's challenges. The neuropsychologist will assess the child and integrate the findings with those of the parental interview, parent and teacher questionnaires and rating scales, and other relevant educational or medical background information. It is the integration of all information that allows for accurate identification of the student's needs. Assessment for College Board accommodations The student must prove the existence of a disorder(s) as well as a disability when applying for accommodations for the high-stakes examinations such as the SAT/ACT. Accommodations level the playing field so that students with disabilities have the same opportunities as non-disabled students to demonstrate on tests what they have learned and how they can use what they have learned. Accommodations are task-specific in that they are designed to reduce or eliminate the impact of the impairment on an activity. Disabilities that are typically presented in this practice are learning disabilities, attention-deficit/hyperactivity disorder, selective medical conditions, physical disabilities, and psychiatric conditions. Because of the stringent legal documentation requirements, the assessment will usually involve more testing than would be done for a purely clinical evaluation. The reason for this is that many extra tests are required by the College Board in order to substantiate a disorder along with extra record review in order to document the disability and the student's struggles throughout school. The neuropsychologist must also rule out other causes for the student's problems. There must be evidence to provide a rationale to support the need for the accommodation(s). The assessment must address current functioning in terms of functional limitations. Thus, evidence for substantial limitation(s) to learning caused by the disorder and the degree to which it affects the student in the testing context for which accommodation(s) are being requested is critical. A diagnosis alone does not qualify a student for accommodations. The reader is referred to the College Board website for further details of their documentation requirements. Other high-stakes examinations such as the LSAT/MCAT/GMAT? As a student taking the aforementioned tests, one must document the existence of an impairment that substantially limits a major life activity, the current impact of the impairment, and how it limits one's ability to take the examination. A rationale for why the requested accommodation(s) is/are necessary and appropriate relative to the impairment must be documented. As with other “high-stakes” examinations, the student must prove that they have a disorder(s) as well as a disability. The domains of a student's intellectual, cognitive, achievement, and social-emotional functioning must be explained in order to confirm a disorder(s) with actual test scores provided. Review of previous educational records and previous scores and accommodation(s) given other standardized admission tests such as the SAT, ACT, GMAT, MCAT, LSAT, must be reported in the neuropsychological assessment report. The diagnosis as well as specific accommodation(s) needs to be documented in the report. There must be a detailed explanation as to why a specific accommodation is necessary as well as a rationale for the accommodation requested. What should I do if I have more questions? Our office provides specialized, up-to-date services in the following areas: - Accommodations for elementary, middle, high school, and college - Accommodation requests such as the ACT, GMAT, GRE, LSAT, MCAT, SAT, SSAT - Attentional disorders - Autism spectrum disorder - Carbon monoxide poisoning - Cerebrovascular disease - Chronic fatigue - Cognitive behavioral therapy (CBT) - Cognitive changes following rehabilitation or educational remediation - Concussion education - Decompression illness - Disability assessment - Emotional disorders associated with neurological diseases, developmental delays - Executive disorders (e.g., initiation, working memory, planning, organization, time management, emotional dysregulation, monitoring, shifting, impulsivity) - Expert review of reports (clinical and forensic) - Fetal alcohol spectrum disorders - Forensic evaluations - Genetic disorders such as Fragile X - Geriatric assessment - Independent medical examination (IME) - Language disorders - Learning disability and weakness (reading, written expression, mathematics) - Low birth weight - Memory disorders, including dementia - Neuropsychiatric disorders (anxiety, depression, mood instability, psychosis) - Neurotoxin exposure - Other neurological and neuropsychiatric conditions - Post-chemotherapy disorders - Posttraumatic stress disorder - Pragmatic and social communication disorders - Seizure disorder - Substance use disorders - Tourette’s syndrome - Traumatic brain injury, including post-concussion syndrome
Regardless of age, eating disorders are about underlying emotions, not food. Changes in behaviour with food could signal that a child is experiencing emotional, social or developmental issues such as depression, teasing, bullying or abuse. Often the eating disorder develops as a way for a child to feel in control over what’s happening in their life. Although it is most common for eating disorders to develop during adolescence, young children can also be affected. Both the Royal Children’s Hospital in Melbourne and the Westmead Hospital in Sydney have recorded large increases in admissions of children under 12 displaying symptoms of eating disorders since 2000. Eating disorders are particularly dangerous in young children, as they can escalate quickly as well as permanently stunt growth and development. They can be difficult to diagnose as children’s body weight and nutrition requirements vary as they experience growth spurts. Eating disorders are not the same as fussiness, picky eating or eating difficulties that are linked to other issues such as autism spectrum disorder. With so many mixed messages about what to eat, how to exercise, the ‘obesity crisis’, celebrity culture and social media, many children are feeling confused and pressured. More than half of Australian primary school age children want to lose weight, and up to 80% of 10-year-old girls in the United States have reportedly been on a diet. Research suggests 20–25% of children affected by eating disorders are boys and there also may be a link between childhood obesity and the development of an eating disorder as an adolescent or adult. Children are influenced by parents and teachers, who play an important role in modelling healthy and balanced attitudes towards food, exercise and body image. Some important guidelines for parents and teachers include: - Try not to label foods as ‘good’ or ‘bad’ as this may lead to feelings of guilt and shame when ‘bad’ foods are eaten - Avoid using food as bribes, punishment or rewards - Avoid promoting unrealistic or perfectionist ideals in terms of your child’s behaviour, grades and achievements, and instead encourage self-acceptance - Encourage children to celebrate diversity, and not place too much value on physical appearance as a measure of value - Accept that children are likely to have different eating habits from adults — they may require food more frequently during the day or go through periods of liking or disliking particular foods - Children learn by example — don’t skip meals, participate in fad diets or enforce diets upon children - Encourage your child to express their feelings freely and encourage open communication in the home - Allow your child to eat when they are hungry and stop when they are full — don’t force them to eat everything on their plate - Model acceptance of different body shapes and sizes, including your own - Don’t criticise or tease children about their appearance, or make comparisons to another child’s appearance - Encourage sport and regular exercise to foster their body confidence. Model a healthy lifestyle yourself by participating in regular exercise for enjoyment and fitness - Reassure your child that it is normal and healthy to gain weight at the onset of puberty and throughout adolescence - Help children develop a critical awareness of the images and messages they receive from television, magazines, the internet and social media If you are concerned about a child restricting food groups or portion sizes, consult your GP.
8th grade (13y) + Pythagorean theorem - examples - Diamond and diagonals A diamond has diagonals f = 8 cm and g = 6 cm long. How long is this diamond perimeter? (Calculate it!) - Prism 4 sides The prism has a square base with a side length of 3 cm. The diagonal of the sidewall of the prism/BG/is 5 cm. Calculate the surface of this prism in cm square and the volume in liters - Castle tower The castle tower has a cone-shaped roof with a diameter of 10 meters and a height of 8 meters. Calculate how much m² of coverage is needed to cover it if we must add one-third for the overlap. - The sides 2 The sides of a trapezoid are in the ratio 2:5:8:5. The trapezoid’s area is 245. Find the height and the perimeter of the trapezoid. - Pile of sand A large pile of sand has been dumped into a conical pile in a warehouse. The slant height of the pile is 20 feet. The diameter of the base of the sand pile is 31 feet. Find the volume of the pile of sand. A map is placed on a coordinate grid. Cincinnati located at (5,4) and San Diego is located at (-10, -3). How far apart is Cincinnati from San Diego on the map? Round to the nearest tenth. Area of square garden is 6/4 of triangle garden with sides 56 m, 35 m and 35 m. How many meters of fencing need to fence a square garden? - Right Δ Right triangle has length of one leg 28 cm and length of the hypotenuse 53 cm. Calculate the height of the triangle. - Cube in a sphere The cube is inscribed in a sphere with volume 6116 cm3. Determine the length of the edges of a cube. - Axial section Axial section of the cone is equilateral triangle with area 208 dm2. Calculate volume of the cone. - Circle chord What is the length d of the chord circle of diameter 36 m, if distance from the center circle is 16 m? The rectangle is 11 cm long and 45 cm wide. Determine the radius of the circle circumscribing rectangle. - Tetrahedral pyramid What is the surface of a regular tetrahedral (four-sided) pyramid if the base edge a=7 and height v=6? - Triangle SAS Calculate area and perimeter of the triangle, if the two sides are 51 cm and 110 cm long and angle them clamped is 130°. From the crossing of two perpendicular roads started two cyclists (each at different road). One runs at average speed 28 km/h, the second at average speed 24 km/h. Determine the distance between them after 45 minutes cycling. Points A[-5,-6] and B[7,-1] are adjacent vertices of the square ABCD. Calculate the area of the square ABCD. - Is right? Is triangle with sides 51, 56 and 77 right triangle? One cube is inscribed sphere and the other one described. Calculate difference of volumes of cubes, if the difference of surfaces in 257 mm2. - Cone A2V Surface of cone in the plane is a circular arc with central angle of 126° and area 415 cm2. Calculate the volume of a cone. - Short cut Imagine that you are going to the friend. That path has a length 330 meters. Then turn left and go another 2000 meters and you are at a friend's. The question is how much the journey will be shorter if you go direct across the field? Pythagorean theorem is the base for the right triangle calculator.
Rice University scientists have unveiled a new technology that uses nanoparticles to convert solar energy directly into steam. The new "solar steam" method from Rice's Laboratory for Nanophotonics (LANP) is so effective it can even produce steam from icy cold water. Details of the solar steam method were published online in ACS Nano. The technology has an overall energy efficiency of 24%. Photovoltaic solar panels, by comparison, typically have an overall energy efficiency around 15%. However, the inventors of solar steam say they expect the first uses of the new technology will not be for electricity generation but rather for sanitation and water purification in developing countries. "This is about a lot more than electricity," says LANP Director Naomi Halas, the lead scientist on the project. "With this technology, we are beginning to think about solar thermal power in a completely different way." The efficiency of solar steam is due to the light-capturing nanoparticles that convert sunlight into heat. When submerged in water and exposed to sunlight, the particles heat up so quickly they instantly vaporize water and create steam. Halas said the solar steam's overall energy efficiency can probably be increased as the technology is refined. "We're going from heating water on the macro scale to heating it at the nanoscale," Halas says. "Our particles are very small—even smaller than a wavelength of light—which means they have an extremely small surface area to dissipate heat. This intense heating allows us to generate steam locally, right at the surface of the particle, and the idea of generating steam locally is really counterintuitive." To show just how counterintuitive, Rice graduate student Oara Neumann videotaped a solar steam demonstration in which a test tube of water containing light-activated nanoparticles was submerged into a bath of ice water. Using a lens to concentrate sunlight onto the near-freezing mixture in the tube, Neumann showed she could create steam from nearly frozen water. Steam is one of the world's most-used industrial fluids. About 90% of electricity is produced from steam, and steam is also used to sterilize medical waste and surgical instruments, to prepare food and to purify water. Most industrial steam is produced in large boilers, and Halas said solar steam’s efficiency could allow steam to become economical on a much smaller scale. People in developing countries will be among the first to see the benefits of solar steam. Rice engineering undergraduates have already created a solar steam-powered autoclave that's capable of sterilizing medical and dental instruments at clinics that lack electricity. Halas also won a Grand Challenges grant from the Bill and Melinda Gates Foundation to create an ultrasmall-scale system for treating human waste in areas without sewer systems or electricity. "Solar steam is remarkable because of its efficiency," says Neumann, the lead co-author on the paper. "It does not require acres of mirrors or solar panels. In fact, the footprint can be very small. For example, the light window in our demonstration autoclave was just a few square centimeters." Another potential use could be in powering hybrid air-conditioning and heating systems that run off of sunlight during the day and electricity at night. Halas, Neumann, and colleagues have also conducted distillation experiments and found that solar steam is about two-and-a-half times more efficient than existing distillation columns. Source: Rice University
Known throughout the world for its beautiful fur and elusive behavior, the endangered snow leopard (Panthera uncia) is found in the rugged mountains of Central Asia. Snow leopards are perfectly adapted to the cold, barren landscape of their high-altitude home, but human threats have created an uncertain future for the cats. Despite a range of over 2 million km2, there are only between 4,000 and 6,500 snow leopards left in the wild. Learn about the snow leopard’s unique physical features and solitary behavior in the wild. Explore the life cycle of a snow leopard from cub to adult, their hunting techniques and main prey species. Discover snow leopard habitat and the threats and protections these cats encounter in the wild, or take an in-depth look at a year in the life of a snow leopard.
For most people ceramics are hard and brittle materials which are used to manufacture tiles, bricks and pottery. These functional and predominantly clay-based materials are our most common everyday contact with ceramics. The more specialist technical ceramics that are used in extreme environments and applications are less frequently encountered and have properties that make them unique. Some of these have an even rarer capability; in this world of hard and ultra-hard technical ceramics, they are called ‘machinable’. In terms of technical ceramics, ‘machinable’ is a term meaning that the material can be turned, milled, drilled and sawn without diamond tooling when sintered. The vast majority of sintered ceramics can only be processed with diamond tooling as the materials themselves are nearly as hard as actual diamond making machinable ceramics less common. However, by sacrificing the super powers of hardness, these materials offer a broader range of alternate benefits. Machinable ceramics tend to be fabricated in large blocks or billets for consistency and ease of manufacture. The more technical materials have their structure controlled through hot pressing or HIPping. The hot press process is not cheap but imparts a consistency greatly appreciated by engineers. By pressing the ceramic material at controlled temperatures, crystal growth is restricted, preventing large crystals forming and leaving a fine structure. This allows fine particles to be plucked out of the surface of the material by carbide tools leaving a smooth surface during the machining process. The billet size of machinable ceramics is in most cases significantly greater than blocks of sintered hard technical ceramics. Hard technical ceramics densify during the sintering process, mostly at atmospheric pressure and generally with 20% shrinkage , this shrinkage is reasonably predictable but this still leaves a variable result within +/-1% Machinable ceramics come from billets where the shrinkage tolerance is not an issue as the parts are machined to an exact size from the already sintered billet. A typical machined tolerance is +/-0.004” all over. This is a time-consuming process but in small volumes, it is still more practical than the time it would take to produce and sinter a blank with the possible additional diamond grinding adding to the lead time and cost. Non-machinable technical ceramics are fabricated to an estimated size and any tight tolerances then require additional diamond grinding. Hot pressing is not the only route to producing machinable ceramics as Corning discovered in the development of Macor, a unique machinable glass ceramic emulating the machinable and naturally occurring properties of mica. Macor rapidly gained favour and found fame in NASA’s Space Shuttle Programme with large pieces machined to exact sizes helping to thermally insulate the cabin from the alternating hot and cold endured in an orbiting spacecraft. In summary, machinable ceramics cover a wide range of materials including Macor machinable glass ceramic, Shapal Hi-M Soft machinable aluminium Nitride and a large array of boron nitrides through to natural materials such as Mica and Lava, each material offers a unique solution to fast response issues and technical problems that these impossible materials can solve.
Key Stage 3 (Ages 11–14) Our KS3 History course is based upon the National Curriculum in the UK. Pupils are taught the following skills by studying a variety of topics throughout the course. - Understand the chronology of British history. - Identify significant events and make connections within periods of time. - Understand how different types of historical sources are used. - Examine and explore Britain’s changing role in the World. How will students learn? - Examine different evidence on key events. - Use video clips, maps, documents and artefacts to examine a historical event or character from Britain’s past. - Develop personal opinions of significant events and characters. For more information contact us for our British History Parent Pack.
Scientists discover bacteria that can make gold out of mine waste A group of scientists has identified a bacterium that turns toxic water-soluble gold into microscopic nuggets of the solid precious metal, reveals the paper published Monday in Nature Chemical Biology. The finding solves a mystery that for decades has intrigued biochemists, which is why the Delftia acidovorans germ is frequently found on the surface of tiny gold nuggets. Nathan Magarvey of McMaster University in Hamilton, Canada, and his team grew a colony of this microorganism, and conducted tests to determine how it produces the molecular-sized gold nuggets outside its cell wall. The group concluded the answer lies in a molecule excreted by the microbe that both shields the organism and transforms the poisonous ions into particles. In other words, it protects itself by turning its environment to gold. “This finding is the first demonstration that a secreted metabolite can protect against toxic gold and cause gold biomineralization,” the process by which living organisms produce minerals, they wrote in the journal. Frank Reith, a microbiologist at the University of Adelaide in Australia, whose work on gold-processing bacteria was a touchstone for Magarvey's team, told Nature, the finding opens up the possibility of using a bacterium or metabolite to seed waste-drop piles, leave them standing for years, and see if bigger gold particles form. (Image copyright: Andrey Burmakin)
The notes and patterns of C major are also D Dorian, E Phrygian, F Lydian, G Mixolydian, A Aeolian (natural minor) and B Locrian. Modes are determined by which note, or chord, is functioning as the root in a progression. For example, the guitar solo to “Stairway to Heaven” by Led Zeppelin (5:56 in the video) uses the notes of C major but the Am is functioning as the root. So you’d call it A Aeolian (or natural minor). Most players would play the scale around Am chord shapes. The guitar solo to “Your Body is Wonderland” by John Mayer (2:51 in the video) uses the notes of C major but the Dm is functioning as the root. This would be called D Dorian. Most players would play the scale around Dm chord shapes. Notice how the same C major scale notes sound different in each song example above. When you shift the tonal center of the major scale the sound takes on different characteristics. In the first example your ear is hearing everything revolve around the sixth major scale degree. In the second example your ear is hearing everything revolve around the second major scale degree. In each case the interval structure ends up being a little different, which effects the sound. To learn more about music theory for guitar, including scales, chords, progressions, modes, and more, sign up for a free preview of my Fretboard Theory books and DVDs by using the form on this web page. Play Until Yer Fingers Bleed! Mr. Desi Serna
from The American Heritage® Dictionary of the English Language, 4th Edition - transitive v. To undergo or cause to undergo diffraction. from Wiktionary, Creative Commons Attribution/Share-Alike License - v. To cause diffraction - v. To undergo diffraction from the GNU version of the Collaborative International Dictionary of English - transitive v. To break or separate into parts; to deflect, or decompose by deflection, a� rays of light. from The Century Dictionary and Cyclopedia - To break into parts; specifically, in optics, to break up, as a beam of light, by deflecting it from a right line; deflect. - In lichenology, broken into distinct areoles separated by chinks. from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. - v. undergo diffraction These air bubbles diffract light into colors that reflect back in a flash of iridescence. We also saw that quantum particles behave like waves—electrons, atoms, and molecules diffract around obstacles and form interference patterns. Material particles have wave nature and can diffract around objects. On the right, a wave with a long wavelength encounters an opening comparable to the wavelength, and the waves diffract through a large range of directions. Following the experiments of Davisson and Germer and Thomson, scientists showed that all subatomic particles behave like waves: beams of protons and neutrons will diffract off samples of atoms in exactly the same way that electrons do. Similarly, if sound waves encounter an obstacle like a chair or a tree, they will diffract around it, provided the object is not too much larger than the wavelength. As a result, the waves diffract by a large amount, which is why we can hear sounds even around tight corners. This is why nobody has ever seen a dog diffract around a tree; nor are we likely to see it any time soon. A dog can hear a potato chip hitting the kitchen floor from the living room because sound waves diffract through the kitchen door and around corners. For example if two people stand back-to-back in an open field with no large objects to reflect or diffract the sound waves, they can still hold a conversation.
According to the American Academy of Otolaryngology, the nose contains a number of small blood vessels or arterioles, which can be easily broken and result in frequent nosebleeds. We can suffer from nosebleeds at any age, but the American Academy of Otolaryngology reports that they are most common in children between the ages of two and 10 and adults between the age of 50 and 80. The Mayo Clinic reports that you should seek medical assistance if the nosebleed lasts longer than 20 minutes. Heat, Cold and Dry Climate Drying out of nasal membranes can lead to anterior nosebleeds, or bleeding from the front of the nose. According to the Mayo Clinic, dry nasal passages are a leading cause of nosebleeds. The American Academy of Otolaryngology reports that these types of nosebleeds are quite common in dry climates or during the winter months when we heat our houses. As a result, nosebleeds can occur in the morning after sleeping all night in the dry air or at night after we have been out in the cold or dry weather. The American Academy of Otolaryngology reports that the drying effects of heat and cold or dry climates causes our nasal membranes to crust, crack and bleed. However, the American Academy of Otolaryngology report that this type of nosebleed can be prevented by applying a light coating of petroleum jelly to the nasal membrane or using an antibiotic ointment and rubbing it on the nasal membrane. This will help to keep your nasal membranes moist and less likely to crack and bleed. Allergies, Infections and Colds Sometimes when we have a cold or allergies, our nasal membranes become inflamed and this too can cause nosebleeds at both the morning and night. In addition, when we have a cold we suffer from congested nasal passages and resort to using nasal decongestants, which can irritate and dry the nasal passages. This can also cause nosebleeds, especially if you overuse the nasal decongestants. The excessive blowing of our noses can also cause the thin tissue in our noses to tear and may result in a nosebleed. According to the American Academy of Otolaryngology, allergies and infections can cause itching and this may cause us to pick our noses, which can also cause nose bleeding. A deviated septum occurs when the partition between our two nasal chambers becomes crooked. According to Merck, a deviated septum can make you more susceptible to nosebleeds. In fact, the Mayo Clinic reports that one symptom of a deviated septum is nosebleeds. The Mayo Clinic also reports that nosebleeds can occur when the surface of your nasal septum becomes dry. Homeopathy for Everyone reports that a deviated septum allows foreign objects to injure the nasal canal and cause nosebleeds. Merck reports that a deviated septum may cause a nasal obstructions, and this can cause infections and injuries to the nasal canal, which lead to excessive nosebleeds. As a result, nosebleeds can occur during the morning or at night.
What Is an Outer Ear Infection? An outer ear infection is an infection in the tube that connects the opening of the ear to the eardrum. It is medically known as otitis externa and is commonly referred to as “swimmer’s ear.” These outer ear infections sometimes result from exposure to moisture. They are common in children and young adults who spend a lot of time swimming. Swimmer’s ear results in nearly 2.4 million healthcare visits annually in the U.S. (CDC). What Causes an Outer Ear Infection? Swimming (or possibly even bathing or showing too frequently) can lead to an outer ear infection. The water left inside the ear canal can become a breeding ground for bacteria. An infection can also occur if the thin layer of skin that lines the outer ear is ruptured. Intense scratching or using headphones or cotton swabs can create a rupture. When the layer of skin becomes damaged, it can provide a foothold for bacteria. Cerumen, or earwax, is the ear’s natural defense against infection, but constant exposure to moisture and scratching can deplete the ear of cerumen, making infections more likely. Who Is at Risk for an Outer Ear Infection? Swimming is the biggest risk factor for otitis externa, especially swimming in water with high levels of bacteria. It is less risky to swim in a chlorinated pool than a natural body of water. Showering or cleaning your ears too frequently can also leave the ears open to infection. The narrower the ear canal, the more likely it is that water will be trapped inside. Children’s ear canals are typically narrower than adults’ ear canals. The use of headphones or a hearing aid, as well as skin allergies and skin irritation from hair products, also increase the risk of developing an outer ear infection. Swimmer’s ear is not contagious. What Are the Symptoms of an Outer Ear Infection? Symptoms of otitis externa include: - pain or discomfort in the ear - pus discharge - excessive fluid drainage - muffled or diminished hearing Severe pain in the face, head, or neck can signify that the infection has advanced considerably. Symptoms accompanied by a fever or swollen lymph nodes may also indicate advancing infection. How Is an Outer Ear Infection Diagnosed? A doctor can usually diagnose an outer ear infection by assessing the patient’s symptoms and looking into the patient’s ear with an otoscope. How Are Outer Ear Infections Treated? Antibiotic eardrops are the most common treatment for an outer ear infection that has not healed on its own. What Is the Outlook for an Outer Ear Infection? The prognosis for these types of infections is usually quite good, as infections can often heal on their own or can be eliminated simply by taking eardrops. How Can an Outer Ear Infection Be Prevented? The best way to prevent swimmer’s ear is to keep your ears as dry as possible. When you are swimming, using earplugs or a bathing cap can help. After swimming or showering, it is recommended that you dry your ears thoroughly. Tilting one’s head so that each of the ears face the ground helps empty out the excess water. Putting cotton swabs, hairpins, pens, pencils, or any other objects inside the ear canal is not advisable.
Standard C++ programming containers classes such as vector and list are homogeneous, meaning they can store only one type of objects at a time. However, in some cases it's more convenient to use a container of heterogeneous objects, which is where std::tuple comes in handy. std::tuple can store up to 10 objects of different types. Suppose you need to design a function that retrieves three values from a database: an index number representing the month of the year, and two floating point numbers that represent the consumer's price index (CPI) of the relevant month, and the CPI of the previous month. Although you can split this function into two, it's more efficient and convenient to have one function that retrieves these values in one shot. Your first step consists of defining a tuple type i.e, a specialization of the class template std::tuple. Here's an example: #include <tuple> using namespace std; typedef tuple <int, double, double> CPIs; Here's the function declaration: CPIs get_cpis(const Date& d); In the absence of explicit initializers for the tuple's elements, the elements will be default-initialized: tuple <double, char> t2(3.55, 'a');// explicit tuple <double, int, string> t3; // <0.0,0,string()> The Standard Library defines meta-functions and helper functions for handling tuples conveniently. Meta-functions use template meta-programming to compute their results at compile time. Helper functions are free-standing functions with short and intuitive names. Let's look at some of these. To get the number of elements that a tuple type has, use the #include <tuple> using namespace std; int elements=tuple_size<CPIs>::value;//3 To automate the creation of a tuple object, use the make_tuple() helper function. make_tuple() deduces the types of its arguments to create a tuple type. It returns a tuple object initialized with those arguments: CPIs mycpi=make_tuple(2, 0.1, 0.3); To get the type of a tuple element, use the tuple_element() meta-function. This function is useful for traversing a tuple or when you want to create copies of a tuple's elements without knowing the elements' types in advance. tuple_element() takes an index and the tuple type (remember that tuples use zero-based indexing). In the following example, tuple_element() retrieves the type of the first tuple element. The result is used for declaring val, an object whose type is the same as that of the tuple's first element: tuple_element <0, tuple<int, int, char> >::type val;//int What if you need to access the actual value of a tuple element rather than its type? Use the get<n> function template. Get tuple_element() to declare objects of the types of a tuple object's elements and then calls get<n> to copy their corresponding values: CPIs cpi=make_tuple(4, 0.1, -0.2); tuple_element <0,CPIs>::type val1;//int tuple_element <1,CPIs>::type val2;//double tuple_element <2,CPIs>::type val3;//double val1=get<0> (mycpi);//4 val2=get<1> (mycpi);//0.1 val3=get<2> (mycpi);//-0.2 Putting it all Together Suppose you're designing a stock quote search engine that accepts a free text query. The engine retrieves the current stock price along with the stock's symbol. To represent the stock prices, you use a pair of integral values for the dollars and cents (a pair of integers rather than double guarantees accurate comparisons among other things), and a string for the stock symbol. You can represent the stock price like this: typedef tuple<int,int,string> StockPrice1; This design is simple but not descriptive enough -- the reader has to guess that the first two integers are construed as a pair. An alternative design would use a layered structure: typedef tuple<int,int> Currency; typedef tuple<Currency, double, string > StockPrice2; Regardless of your favorite representation, both designs exhibit the beauty of tuples. For example, to compare two StockPrice records you don't need to overload any operators. std::tuple already includes the relevant overloaded operators for you: StockPrice1 get_quote(const string& query); StockPrice1 a(620,24,"GOOG"); StockPrice1 b=get_quote("Google Inc."); if (a!=b) //is it the same quote? ... As an aside, you're probably wondering why I didn't use std::pair to represent Currency. The truth is that a pair is nothing but a tuple containing two members. Historically, std::pair inspired the authors of std::tuple to design a more generalized notion of a fixed-size heterogeneous container. Of course, it doesn't mean that you're advised to avoid std::pair; Tuples were added to C++ programming as part of the Standard Library Technical Report One (TR1 for short) which is a fancy name for what would otherwise be dubbed a service pack for the C++98 Standard Library. Virtually, every standard-compliant C++ compiler supports std::tuple today. Additionally, tuples (as all other TR1 features) are highly portable, so you can use them without hesitation in cross-platform code. The main advantage of std::tuple is automation. Instead of inventing a heterogeneous container on your own, std::tuple will be convenient so long as you don't need more than 10 elements and don't expect to insert or remove elements dynamically.
Scientists at the Yokohama City University in Japan have grown functioning human livers from stem cells. They hope this breakthrough will help alleviate the global shortage of donor organs. Stem cells are infant cells that can develop into any part of the body. Until a few years ago, the only way to get stem cells was to harvest them from human embryos. This is controversial because it requires the destruction of the embryo, a process many religious groups object to. But today these are easily obtainable from mature cells that are re-programmed into a versatile, primitive state from where they can develop into any kind of cell in the body. Hideki Taniguchi, professor at the Yokohama City University, said: “There aren’t enough organs around the world. If we’re able to produce organs, we can save a lot of lives. For over 10 years I’ve wanted to create organs from stem cells. Finally, although at an early stage, we’ve been able to do that. In the next 10 years we hope to make organs that people can actually use.” The buds, each measuring about five millimetres, are transplanted into mice, where they are observed transforming into a functional human liver. The buds also develop blood vessels and grow to resemble normal liver tissues within about two days of implantation. In a final test, researchers chemically induced liver failure in 12 of the mice, the results revealed that implanted liver buds helped the mice survive.
What proteins say about cell behavior Understanding how a cell makes a decision in response to a drug or stimuli—to grow, to move, or to die—could give doctors richer insight into why, in many cases, different therapies work for different patients. The key to understanding how cells make these decisions may lie within the network of proteins inside those cells. Using individual protein markers to determine the best treatment for patients isn’t a new idea; however, a single protein is just a small part of the network of active proteins in a cell. Instead, Biomedical Engineering Assistant Professor Pamela Kreeger and her students track how multiple proteins interact with one another as well as their relative balances to one another, creating a picture of what protein messaging looks like within the cells of a given patient. Knowing what the protein network looks like in the cells of a patient who responds to a therapy could help doctors determine the best therapy for newly diagnosed patients. For example, in ovarian cancer patients, who generally are diagnosed very late, quickly identifying the best therapy could drastically improve patients’ odds of survival. A model that explains the differences among ovarian cancer patients also could help explain why a drug mired in the trial process isn’t working as expected. “Our hope is that our models could potentially rescue a drug from trial by figuring out why one group of patients responded and not another,” says Kreeger. Kreeger also is using this approach to understand conditions beyond ovarian cancer—for example, understanding how cells make decisions in wound healing could help researchers develop better bandage materials, or help identify therapies for endometriosis, a condition in which the uterine lining grows outside the uterus. In addition to working to understand the decision making within cells, Kreeger gives undergraduate students a chance to explore a career in research by offering them posts as researchers in each of her lab’s projects. “I think some undergrad classes, especially the early ones, can seem so disconnected from what they want to do as engineers,” says Kreeger. “I think it’s useful for them to see that your intro biology and chemistry are really giving you tools that you’re going to use long term.”
Illustration by Nancy Klaud A Case Study Savanna blazing star is adapted to more shade and disturbance than other blazing stars as a result of its preference for the open, fire-prone oak woodlands it inhabits. Life History: Perennial Illinois Status: Rare (not listed) Populations monitored: 14 Subpopulations monitored: 29 Counties monitored: 3 Savanna blazing star is native to the eastern and midwestern United States. Ranging in height from 2 to 5 feet, the stem has densely arranged alternate, oblong leaves, and is topped with a magenta, spike-like inflorescence. Each inflorescence has 10 to 40 large flowering heads that bloom from the top downward1,2. Habitat And Range Savanna blazing star is found from New York southwest to Arkansas, and north into Michigan’s Upper Peninsula. Savanna blazing star is more shade tolerant than other blazing stars, growing in oak savannas, rocky glades, and pine savannas1. In northeastern Illinois, this species is found in remnant savannas on well-drained morainic ridges2,3. Savanna blazing star blooms from late summer through mid-fall, and is pollinated by numerous butterflies, skippers, and moths. This perennial has a corm-like root that is eaten by rodents and insects1,4. An inhabitant of the now rare tallgrass savanna, it has been shown to compete poorly with big bluestem (Andropogon gerardii), a prairie grass that can form dense rhizomatous colonies. Instead, this species prefers associating with less competitive grasses and bur and white oaks, and benefits from regular disturbance, specifically fire3,4,5. Midwestern oak savannas experienced a devastating loss of range after European settlement6. Only 0.02% of the original 11 to 13 million hectares were estimated to remain in 19857, and it seems evident that savanna blazing star populations were impacted by this loss of habitat3. Although a number of populations are now protected, loss of habitat through lack of management continues to be a threat. Without management that provides regular disturbance, especially fire, competition with other species can exclude savanna blazing star3,4,5. After years of taxonomic uncertainty, savanna blazing star was recognized as a distinct variety in Illinois in 19883. The following year it was added to the Illinois threatened species list. In 2015 it was removed from Illinois’s list of endangered and threatened species because it was considered by the Illinois Endangered Species Protection Board to have experienced sufficient recovery or to be more common than previously thought8,9. Monitoring & Research Since 2003, POC has monitored this species at 13 sites across three Illinois counties, and at one site in northwest Indiana. These efforts resulted in monitoring of more and larger populations than were previously known. An analysis of management effects and spatial trends was undertaken in 201410. We found that in Cook County alone, 68 percent of the savanna blazing star’s preferred soil type had been developed, but the majority POC-monitored populations were growing over time. This growth seemed related to restoration activities. Growing populations had less brush encroachment than declining populations. And while no strong correlation was found between the frequency of prescribed burning and population growth, populations in decline had not been burned, while all but one growing population had been burned. Future analysis using POC’s spatial data can identify potentially suitable locations, where soil conditions and land cover could have supported populations historically, or where restoration of this species may be appropriate. Data collected by Plants of Concern is increasing what we know about how management affects populations, which in turn can help managers more efficiently protect and restore this species. Encouragingly, POC-monitored populations seem to be growing and benefitting from restoration activities, and this trend is reflected in removal of the species from Illinois’ list of threatened and endangered species. However, these populations are part of the significantly diminished and fragmented oak savanna ecosystem and so suffer from fragmentation themselves. Monitoring by POC can help to detect changes in population trends, and our collaborations with landowners and state agencies will continue ensuring that this data gets to those who need it most.
Recycling has become part of the daily routine for many people, but the importance of recycling has not always been well understood. In general, people understand that recycling helps to minimize spending the limited resources of our planet. However, there are several factors that make recycling a very important and significant process. Here are some of the reasons why recycling is very important for our world today and also some elements that can be recycled. One of the great things about recycling is the process that helps to minimize the presence of residues in our communities. Since items such as glass, paper and different types of plastics are being reused to create new products that don’t end up occupying space in a landfill. As the majority of the people is not interested in having a landfill located near their homes or offices, recycling allows to avoid the creation of new and larger landfills that otherwise would be required to accommodate all waste. While many people are given account that recycling is good for the environment in terms of alleviating the demand on our limited resources, they must realize also that the decision to reuse and recycle some elements also allows to reduce the cost of producing products significantly. 75% Of energy and 95% is e.g. needed less to produce aluminum cans from recycled products, which are created from raw materials. Therefore, the importance of the recycling not only extends to the preservation of raw materials, but also to the reduction of the energy necessary for the manufacture of various products, such as derivatives of petroleum products and other more high-consumption in today’s society. Another example of the importance of recycling has to do with the creation of new jobs. As more people recycle, the number of people required to collect, classify and process the elements of recycling continues to grow. More jobs in the community It means more money is spent on local shops, more taxes levied by cities or towns, which refers, generally, to a more healthy economy for all. The importance of recycling extends also to maintain a healthy balance in the ecology of the planet. Not having the exploitation of raw materials in order to continue producing the same volume of products, there is less damage to our rivers, forests and areas where wildlife is abundant. Since each form of life on the planet depends on the presence of another way of life, maintaining an ecological balance essential to ensure the security of generations to come. Think of all the reasons behind the recycling the next time that you begin to wonder if their little contribution truly makes a difference. The combined efforts of all people to recycle, indeed, make a difference in our world. Look around your community and is likely to view first-hand the importance of recycling in the city or the peoples, in several different ways.
The first traces of life appear nearly 3.5 billion years ago, in the early Archaean. However, clearly identifiable fossils remain rare until the late Archaean, when stromatolites, layered mounds produced by the growth of microbial mats, become common in the rock record. Stromatolite diversity continued to increase through most of the Proterozoic. Until about 1 billion years ago, they flourished in shallow waters throughout the world. Their importance for understanding Proterozoic life is tremendous; stromatolites that have been silicified (forming a type of rock known as stromatolitic chert) often preserve exquisite microfossils of the microbes that made them. Shown here is a sample of stromatolitic chert from the Bitter Springs Formation of central Australia, about 850 million years old. Note the typical fine banding patterns. Stromatolites began to decline in abundance and diversity about 700 million years ago. A popular theory for their decline (though certainly not the only possible explanation) is that herbivorous eukaryotes, perhaps including the first animals, evolved at about this time and began feeding extensively on growing stromatolites. Stromatolites are rare fossils after about 450 million years ago. Today, they are found only in restricted habitats with low levels of grazing, such as the shallow, saline waters of Shark Bay, Australia. The oldest fossil that may represent a macroscopic organism is about 2.1 billion years old. Several types of fossil that appear to represent simple multicellular forms of life are found by the end of the Paleoproterozoic. These fossils, known as carbon films, are just that: small, dark compressions, most resembling circles, ribbons, or leaves; they are most common and widespread in the Neoproterozoic (Hofmann, 1994). Some resemble seaweeds and may represent eukaryotic algae; we know from independent evidence that red algae and green algae appeared in the Proterozoic, probably over 1 billion years ago. There are tantalizing hints from trace fossils and molecular biology that animals may have appeared as much as 1 billion years ago. However, the oldest relatively non-controversial, well-studied animal fossils appear in the last hundred million years of the Proterozoic, just before the Cambrian radiation of taxa. The time from 600-650 million years ago to 543 million years ago, known as the Vendian period, saw the origin and first diversification of soft-bodied organisms known collectively as the "Vendian fauna" or "Ediacara fauna" (after the Ediacara Hills of southern Australia, where the first abundant and diverse fossils of this kind were found). UCMP Special Exhibit: Vendian AnimalsBen Waggoner has worked extensively with the troublesome creatures of the Vendian. You can learn about these earliest animals in his exhibit. Read about the Precambrian Mass Extinctions at the Hooper Virtual Paleontology Museum. Find out more about the Precambrian paleontology and geology of North America at the Paleontology Portal.
Last modified August 30, 2016 What is proposed is that the universe is flat in the classic sense and has existed forever and will exist forevermore. There was no big bang. The final irreducible constituent of all physical reality is the electromagnetic field. All things observed in nature result from electric and magnetic amplitude change. Case One: Electrons and positrons reduce to photons. Photons that comprise electrons and positrons simply pop out of their patterns and continue on their way. Case Two: All matter reduces to photons. There is nothing known that cannot reduce to photons of energy. There is not some basic solid something left that can't be reduced. Case Three: Nothing moves faster than light. If all of nature is made of light trapped in patterns, the patterns can not move faster than the light that comprises them. Case Four: Moving objects contract. As in case three, patterns of trapped light must distort with motion because the additional speed of motion cannot add to the constant speed of light. Case Five: Time slows for a moving object. Time dilation is a natural consequence of the photon construct of nature. The repetition rate of patterns in Atoms must slow when atoms move. This is because the overall distance a photon must move to remain in the pattern is greater when the containing object is moving. Since the photon is already moving at the speed of light and can't move any faster, more time is required to complete the pattern. Case Six: Moving objects contract in the direction of motion. Light that comprise the patterns of atoms must squeeze together in the direction of motion because its speed is limited to its natural speed of light. Case Seven: No contraction perpendicular to direction of movement. A ball of photons, as in case five above, would not need to squeeze together in the direction perpendicular to movement to remain in the pattern. This is just as is predicted by the Lorentz transformations. Case Eight: The electron has no solid core. All attempts to measure a size for an electron that is smaller than its classic electron diameter have shown that there is nothing there. This indicates that an electron only exists at its electromagnetic diameter. This would naturally and necessarily be the case if the electron were a one-photon particle. There is no philosophically sound alternative. Case Nine: Particles are created out of changing EM fields. Downstream of electron-positron collisions in particle accelerators we find that all basic nuclear particles come out of the collision. Nothing but electrons and positrons went in; all nuclear particles may come out. Case Ten: Diverse short-lived particles. Massive short-lived particles show up downstream of collisions in particle accelerators. Any manor of patterns may occur; only the stable ones survive. Unstable patterns may have nothing to do with the makeup of matter. Case Eleven: The Uncertainty Phenomena is a natural consequence of the photon construct of matter as explained by the target of the gold bar link. Resonance depends upon the phase relationship between an absorbing target and approaching photon. The approaching photon will bypass an out-of-phase target for an in-phase target even when the in-phase target is more distant. Case Twelve: Quantum Phenomena is a consequence of the photon construct of the universe. Photons exist as electric and magnetic fields that have a constant electric and magnetic amplitude. That amplitude is the maximum electric and magnetic amplitude that space can support. Planck's constant derives from this constant amplitude. Case Thirteen: Electromagnetic amplitude absent from photon equations. We know that photons saturate because amplitude does not appear in equations that depict the energy-time of photons. The equation for Planck's constant does not contain electric and magnetic amplitude as variables. Those amplitudes must therefore be constants. Case Fourteen: Electron's exhibit spin one-half characteristic. Electrons behave as though they are composed of two sub-particles spinning on a common radius at the speed of light. Attempts to find these sub-particles produce photons. Case Fifteen: Hadron spectra suggests a shell construct. Dr. Robert Hofstadter used the particle accelerator at Stanford University to collect hadron spectra from colliding nuclear particles. Dr. Hofstadter received the Nobel Prize in 1961 for his discovery of nuclear structure. Dr. Hofstadter indicated that a simple shell structure would produce similar spectra. Case Sixteen: Electrons show their wave structure. Electrons exhibit a wave structure that is well known. This structure is exactly as it would necessarily be if the electron were composed of one photon trapped in a pattern. Case Seventeen: Binding forces inside nucleons is greater than the electric force. The force of electric charge originates at the circumference of the photon path that forms the particles. More massive particles are comprised of higher frequency photons. Shorter wave length produces smaller diameter shells. Since the stronger force diminishes with distance it is equal to an electron when seen at the larger electron radius. Case Eighteen: The electric force of a proton is exactly equal but opposite to one electron worth of force This is exactly as it must be if the outer shell of the proton follows the size-to-mass ratio of the Square of the Shells Rule. The smaller bend radius of the proton creates a stronger field. This stronger field, diminished as the square distance, is exactly equal to an electron's force when seen at the electron's greater radius. Case Nineteen: Massive particles have the property of inertia. The electromagnetic wave as described by Maxwell's equations contain no mechanism to spontaneously change its frequency. As a result, photon frequency is stable. To increase frequency, energy must be added. To decrease frequency, energy must be taken away. Particles of mass made of photon patterns exhibit this stability of frequency. It is the property of inertia. This is just exactly as it must necessarily be if matter is comprised of photons alone. Case Twenty: The Fine Structure Constant in nature is related to the electrical charge amplitude of an electron. In a photon-only universe this is the ratio of the electrical charge amplitude of an electron to the bend radius of the path of the photon that comprises the electron. Case Twenty One: Strong Nuclear Dynamics are consistent with an electromagnetic construct of the proton. The strong nuclear force binds protons together to form atoms. The dynamics of this strong force shows that it increases in amplitude with distance for a short distance then disappears altogether. The dynamic happens because inner proton shells are trapped inside the outer shells. To separate, inner shells must pass through like charges on the inside of the outer shells. Case Twenty Two: The Cosmic Background Radiation occupies a special inertial frame. It is the same throughout the universe. We can detect this inertial frame by noting that its temperature is the same in all directions. Our earth moves through this background at the rate of about five hundred miles per second. Case Twenty Three: Photons create gravity and gravitate. The theory of General Relativity demands that photons must create gravity and gravitate. As far as anyone knows, there is only one kind of gravity. Sir Author Eddington described the mechanism of gravity as a refraction process in a paper published in 1920. It makes sense then that photons would be the only source of this single kind of gravity. Case Twenty Four: Light from distant galaxies is shifted toward the red. Photons create gravity and gravitate. The force of this gravity is conveyed through the extended fields that surround photon points. When this force causes a momentum change in a gravitating object, work is done. Energy must be conserved. The photon must lose energy by shifting its frequency toward the red. Case Twenty Five: Electron charge is a constant. Electric charge comes from the circumference of the bent path of light. The tighter the bend, the greater the charge at that circumference. But measured charge amplitude diminishes as the square of distance. A tighter bend radius than that of an electron produces a greater charge, but when measured at any distance greater than an electron's radius, the amplitude, diminished as the square of distance, must measure exactly one electron amplitude. Case Twenty Six: Red shift in light from distant quasars is time variant. Sci News Report Gravity created by photons on the way to the observer change momentum of space debris and lose energy. Amount varies with amount of space debris in path of the light. Case Twenty Seven: We're working on it.
It’s estimated that more than 5 million Americans may have Alzheimer’s disease. This progressive brain disorder irreversibly destroys memories and thinking skills, and can make completing even the simplest of tasks impossible. Symptoms usually first appear in adults age 60 or older, and will ultimately lead to death. In fact, according to the National Institute on Aging (NIH) Alzheimer’s disease is the sixth leading cause of death in the United States. Currently, there is no cure for Alzheimer’s, nor is there any way to prevent the development of the disease. However, more Alzheimer’s research is continually being conducted in the hopes that one day Alzheimer’s will be curable as well as preventable. Alzheimer’s Research and News Possible treatments for Alzheimer’s are being researched, and one major finding is that it seems as though prevention of the disease may be more possible than actually reversing or curing it. One of the main issues with Alzheimer’s research lies in the fact that for a study to be effective those at risk for developing the disease are required. Individuals at risk can be difficult to identify without expensive procedures like MRIs or PET scans. Therefore, a first step in new Alzheimer’s research procedures involves studying noninvasive methods of determining who’s at risk. Medical News Today reports that a recent study is looking at 1,000 proteins in the blood of 212 subjects, using a protein biomarker discovery tool that measured a wide range of different proteins. The subjects’ cognitive abilities were assessed by a computerized test previously used for detecting early Alzheimer’s disease-related cognitive changes, which were then compared with the protein levels in their blood. The researchers found one protein marker is lower in the blood of individuals whose cognitive ability significantly declined over a 10-year period. This was an important study, because if the biomarker can be identified as a factor in cognitive decline, other researchers can recruit these same at-risk individuals in their future studies. Another recent discovery in Alzheimer’s research involved a study surrounding cognitive decline and an individual’s immune system. A study by a team from Duke University suggested that immune cells could be going rogue in the brain, which could be a contributing factor in Alzheimer’s disease. The team looked at blocking this process by using a drug, which was successful in preventing the formation of plaques in the brain. Plaques in the brain, called beta-amyloids, are the most visible indication of Alzheimer’s in one’s brain. Most of the drugs tested previously were designed to target the accumulation of these plaques in the hope that if they were removed, symptoms of Alzheimer’s would improve. However, new evidence is suggesting that by the time the plaques have formed, irreversible damage has already been done. This is why more researchers are now turning away from the focus on the visible plaques in the brain, and attempting to learn more about the biological processes that could cause Alzheimer’s disease. American Senior Communities provides care to people with Alzheimer’s disease and other forms of dementia. For more information about Memory Care through Auguste’s Cottage at American Senior Communities, please visit http://www.ascseniorcare.com/ac.
The dry, barren prairie around Drumheller was once a lush and subtropical forest on the shores of a large inland sea, with loads of wetlands inhabited by dinosaurs, turtles, crocodiles and small mammals. But that changed about 71 million years ago, according to a new study by researchers Annie Quinney and Darla Zelenitsky in paleontology at the University of Calgary. The researchers’ calculations show drastic climate change occurred during a five-million-year period in Alberta’s badlands. At this time, the wetlands dried up and the warm humid climate was interrupted by a sudden cool, drying spell. The study of ancient climate change is important as it helps researchers understand the impact sudden heating and cooling may have had on plants and animals. “This was a time of change in Alberta, the wetlands disappeared as the inland sea retreated and the climate cooled,” says Quinney, a former master’s student in the Department of Geoscience. She led the study recently published in the journal Palaeogeography, Palaeoclimatology, Palaeoecology, which was part of her master’s degree in the Department of Geoscience. Dramatic climate change was previously proposed to be responsible for the disappearance of turtles 71 million years ago, because they were considered to be "climate-sensitive" animals. Results of this research, however, show that the disappearance of turtles came before the climate cooled and instead closely corresponds to habitat disturbances — the disappearance of wetlands. “The big surprise is that some animals, for example turtles, appeared to be more sensitive to habitat disturbances than to climate changes. Therefore, even if climatic conditions are ‘ideal,’ turtles may disappear or may not recover unless habitats are just right,” says Quinney. Quinney and supervisors Zelenitsky, assistant professor in the Department of Geoscience, and François Therrien of the Royal Tyrrell Museum in Drumheller studied ancient soils preserved in the rocks in the Red Deer River valley near Drumheller. The soils were deposited 72 to 67 million years ago, recording information about the past climate and environments. Researchers calculated precipitation and temperature levels over a five-million-year interval. During a period of a few thousand years, the temperature and precipitation dropped, producing a cooler interval lasting for 500,000 years. “By studying the structure and chemistry of ancient soils, we were able to estimate the ancient temperature and rainfall that prevailed when those soils formed millions of years ago,” says Quinney, who is now completing a PhD at Monash University in Australia on a full scholarship. The study is published in Palaeogeography, Palaeoclimatology, Palaeoecology
Frequently, one colored geologic formation is tightly stacked upon another formation. If there were really millions of years of gradual deposition (as normally assumed), wouldn’t the water saturated with the chemicals responsible for the coloration have seeped into the formations below? This would result in unclear boundaries between formations, but we see razor sharp boundaries. Perhaps alternating currents during the time of the Flood quickly stacked one layer on top of another. Each current contained different chemicals which were mixed with and deposited with its sediments. Another item challenges these boundaries and the evolutionary time-scales. These items are single fossils (termed polystrate fossils) that completely cut through an entire sequence of rock layers. A fossil snail was found on its edge cutting through what was considered 20 million years of layers. That was one tough snail to stand on its tail for that length of time. A single petrified tree was found cutting through what was assumed to be 100 million years of layers. Did that tree live for 100 million years as the mud slowly piled up around it? These fossils were more likely buried very rapidly by Noah’s Flood.
Freedom of Speech The right to speak freely is guaranteed by the First Amendment to the U.S. Constitution and state constitutions. The Constitution protects against viewpoint-based restrictions, such as political speech, and laws amounting to "prior restraints on speech," which could prevent someone from speaking for fear of retribution. Protected speech can range from oral and written expression to non-verbal forms of communication, such as artistic renderings. It includes not only the act of speaking or not speaking, but also the dissemination of information. However, the level of protection varies depends on the type of speech being regulated and the governmental interest at stake. Generally speaking, government cannot regulate speech on the basis of the message being conveyed. Content-based restrictions are subject to the highest level of judicial review, strict scrutiny, which means that they must be justified by a "compelling state interest," be "narrowly tailored," and constitute the "least restrictive means" of achieving the governmental interest. Content-neutral restrictions, in comparison, such as the typical historic preservation law, are subject to "time, place and manner" restrictions, otherwise known as intermediate scrutiny. As such, governmental restrictions will be upheld if they are narrowly tailored, serve a significant governmental interest, and leave open ample alternative channels for communication. Special rules apply to specific forms of speech, such as obscenities, hate speech, libel and slander. Laws may be challenged as facially unconstitutional, as applied in a particular case, and as impermissibly overbroad. To date, the regulation of signs, news racks, sculptures and murals in local historic districts, as well as restrictions on the use of tables, distribution of leaflets, and street performances in historic districts, have all been upheld against free speech challenges as reasonable "time, place and manner" restrictions.
While reading Grabau’s 1913 Principles of Stratigraphy, I came across this fascinating description of the geology of Florida and its coral reefs. This is for the most part a summary of expeditions in the early 1850’s by two of this country’s pioneering geologists: Louis Agassiz and Joseph LeConte. In addition to the outline of the geology of the reefs (a life form where geology and biology run together) it’s an interesting early description of a sparsely populated area before its dramatic transformation during the last century. The reefs of the Florida coast form an interesting example of the fringing type on a shallow continental platform. The southern coast of Florida rises from 12 to 15 feet above the sea-level, in the form of a curving ridge, which encloses an extensive fresh-water swamp, the Everglades. The surface of this lies only two or three feet above sea-level, and is dotted over with small islands, the so-called hummocks. Some distance outside of the southern border of the land lies a row of small islands or “keys” of dead coral rock and sand, ranging from 5 to 30 miles distant from shore and continued westward in a curved line far beyond the western coast of the peninsula. The islands are low and of limited extent, that of Key West near the western end of the line being less than 4 miles long, while the longest of the islands is only 15 miles in length. The keys slope toward their northern shore, and present a steep face to the south, where they are separated from the living reefs by an open channel. Between the keys and the southern coast of the mainland the water is very shallow and navigable only to the smallest boats. This lagoon is, moreover, dotted with small, low mangrove islands. The mangrove trees growing here extend their aerial roots in all directions, forming at angle, which becomes efficient in checking sediment-laden currents and causes them to deposit their load. Hence the inner lagoon will gradually silt up, and this has already progressed so far that a considerable portion of the area forms mud flats at low tide. (Figs.81, 82.) Here, then, a clastic mud sediment rich in organic matter rests directly up on the ancient coral reef now represented by the keys, a relationship expressed in the rocks of the older geological periods by the superposition of a black carbonaceous shale above an earlier coral limestone. Outside of the line of key sand from 3 to 15 miles distant from it is a line of living coral reefs, consisting of mounds made up of branching madrepores, Porites,etc., besides many smaller genera such as Manicina, Agaricia, etc.Corallina and Lithothamnion also add a large percentage of calcareous material to the reef. These reefs are for the most part submerged, rising only here and there to the surface. Between them and the keys lies the outer lagoon, along a narrow channel five to six fathoms deep and navigable for small vessels. Here the sedimentation consists of coral sand and of the shells of marine organisms, thus producing a normal marine limestone, which is either in the form of a coral breccia or a more or less oolitic calcarenyte. Outside the living reef, the bottom rapidly descends to the abyssal depths of the Florida Straits (2,916feet). While nullipores, or the stony algae, luxuriate in the outer zone of the reef, where they form a distinct Nullipore zone in the face of the strong surf, the more delicate branching and brittle coral lines are confined to the channels and lagoons within the reef, where they often form thick carpets in the quiet water. Thus the shallow parts of the bottom of the ship channel between the living Florida reefs and the old reefs or keys are covered with the so-called “country grass,” one of these calcareous algae. This is especially noticeable between Fowey Rocks, Triumph Reef and Long Reef on the one side, and Soldier Key and Ragged Keys on the inside (Agassiz-2:126,127). The floor of Hawk Channel, which has a depth of from 6 to 7 fathoms, is covered with disintegrated corals and coral-lines (Pourtales; Dana-20:211), while some of the keys in the Dry Tortugas and Marquesas are wholly composed of fragments of coral lines bound together into a solid mass. Among these coral-lines a large species of Opuntia is especially noticeable. It has been shown by Agassiz that the keys, the southern rim of the mainland, and a strip including the north shore of the Everglades and extending as far north on the eastern shore as St. Augustine, are of coral-reef origin. When this last strip was the living reef, the platform in front was being built out into the sea by the accumulations of the shells of organisms which lived in abundance in the genial waters of the Gulf Stream border. When the platform was sufficiently extended a new line of reefs came into existence, forming a barrier reef at a distance from shore where now lies the outer rim of the Florida mainland. The lagoon behind this new reef was of the character of the present outer lagoon, and received normal marine sediments, until with progressive upbuilding the outer reef was converted into a series of dead keys and a new line of reefs came into existence up on the meanwhile extended submarine platform. This new line was subsequently converted in to the present line of keys, the preceding row became the southern coastal rim, and the old lagoon behind it was converted by successive steps in to the present Everglades. The present inner lagoon channel between the mainland and the keys is gradually approaching the same fate, and it and the line of keys will in turn be added to the mainland, while the present living reef will gradually emerge as a line of island sand the lagoon behind it suffer filling up. It is not likely that a new line of reefs will form outside of the present one, as the force of the Gulf Stream will prevent further extension on the Pourtales Plateau of the submarine platform which serves as the foundation of the reef. (LeConte-59; 60.)
The Graduate Record Examination, or GRE, aims to predict the likely success of a student aspiring to complete a graduate program. IQ tests attempt to determine the natural giftedness of an individual, regardless of the current level of education or knowledge. Both tests assume no knowledge of the subject matter tested. The suitability of each test rests on the goals, needs and purpose for taking the test. The GRE tests analytical ability, quantitative analysis, logic and comprehension as it relates to the activities required to succeed in a graduate program. GRE testing aims to target specific abilities that correlate with intelligence, concentrating on verbal reasoning, quantitative reasoning and analytical ability. The GRE uses a combination of essay writing and multiple-choice questions. The information needed to answer each question appears within the test. Because of this, you don't need specific knowledge of a subject. IQ Test Variants Like the GRE, an IQ test attempts to measure the likelihood of educational achievement. However, the types and breadth of IQ tests make the testing of IQ less standardized than the GRE. In general, an IQ test places a high emphasis on abstract reasoning abilities. While many different types of IQ tests exist, each one attempts to evaluate a person's ability to store and recall information, reasoning ability and aptitude for picking up new skills. Some of the most common intelligence tests include the Stanford-Binet, Differential Ability Scales, Otis-Gamma and the Naglieri Nonverbal Ability Test. Psychologists and other qualified professionals must administer these tests for accurate results. IQ and GRE tests both measure vocabulary knowledge, quantitative reasoning, abstract reasoning, fluid reasoning and working memory. Fluid reasoning measures your ability to react and respond to novel and unpredictable situations. IQ tests attempt to measure this by providing you with puzzles and word problems to solve. The GRE measures your ability to understand and respond to situations outlined within a paragraph of information. Fluid reasoning requires the ability to combine abstract reasoning, logic and working memory to solve problems. Unlike the GRE, IQ tests generally don't require you to complete essay questions and may require you to work with physical objects. IQ tests purport to measure your intelligence regardless of background and educational level. Many professionals believe that because of this, an IQ score should stay consistent throughout life, provided you receive a typical education as measured by the content knowledge of your peers. The GRE test structure provides a way to improve your scores by studying aspects of the test on which you perform poorly. Taking GRE practice tests, learning specific strategies and gaining familiarity using a calculator helps improve scores on the test. American Mensa provides membership services specifically for individuals with a high IQ. The members come from all types of backgrounds. Qualifying for membership requires that you demonstrate high intelligence. High scores on IQ tests commonly administered by schools and the GRE both qualify individuals for membership into Mensa. However, only candidates that took the GRE before September 30, 2001 can use test scores from the GRE for membership qualification. Since the GRE provides a general testing of intelligence, you can use your GRE score to determine what you might score on an intelligence test.
Gymnosperm plants are a group of seed producing plants which include cycads, conifers, ginkgo, and gnetales. Unlike flowers, the seeds of gymnosperms are naked, or unenclosed. The gymnosperms and angiosperms together compose the spermatophytes or seed plants. Gymnosperms are vascular plants. Kingdom Plantae living organisms can be grouped into the following plant categories: Dicot Plants, Fern Plants, Green Algae Plants, Gymnosperm Plants, Hornwort, Horsetail, Lichen, Liverwort, Lycopod, Monocot, Moss, Quillwort, and Whiskfern. Learn more… What is a Plant? A plant is one of the two groups into which all living organisms are traditionally divided into; the other being animals. A plant is usually a stationery living organism and as such needs to absorb nutrients from its surroundings in order to grow and survive. Typically plants have roots which are the organs of a plant that normally lie below the surface of the soil; however there are some types of plants which do have aerial roots. Within the scientific classification chart plants belong to the Kingdom Plantae family.
BTUs, or British thermal units, is a measurement of energy. It measures the amount of energy that is needed to heat 0.454kg. of water by a single degree of Fahrenheit. It is used in a variety of industries, such as water, power, air conditioning and heating. For conversions, a single BTU is worth 1.06 kilojoules, but BTUs can also be determined by finding the number of watts that are generated from a certain machine. - Skill level: Other People Are Reading Things you need Find the number of watts being output. In most cases, watts are measured in watts per hour or kilowatts per hour. If it is measured in watts per hour, multiply the number by 3,600 (60 seconds times 60 minutes) to find watts. If the measurement is kilowatts per hour, first multiply by 3,600 and then divide by 1,000 to convert kilowatts to watts. For example, consider 1 watt. Multiply watts by 3.41. This is how many BTUs per hour are in 1 watt. By using that calculation, for the example of 1 watt, the BTUs per hour is 3.41. Divide the number by 3,600 to convert BTUs per hour to simply BTUs. In the example of 1 watt, the BTU output is 0.0009485. - 20 of the funniest online reviews ever - 14 Biggest lies people tell in online dating sites - Hilarious things Google thinks you're trying to search for
A ureterocele is a swelling at the bottom of one of the tubes (ureters) that carry urine from the kidney to the bladder. The swollen area can block urine flow. A ureterocele is a birth defect. Causes, incidence, and risk factors A ureterocele occurs in the lower part of the ureter, where the tube enters the bladder. The swollen area prevents urine from moving freely into the bladder. The urine collects in the ureter and stretches its walls, blowing it up like a water balloon. A ureterocele can also cause urine to flow backward from the bladder to the kidney. This is called reflux. Ureteroceles occur in about 1 in 500 to 1 in 4,000 people. Caucasians are most likely to be affected. Ureteroceles are equally common in left- and right-side ureters. - Abdominal pain - Back pain, possibly only on one side - Blood in the urine - Burning pain while urinating (dysuria) - Flank pain - On one side - May travel or radiate to the groin, genitals, thigh - Foul-smelling urine - Frequent and urgent urination - Lump (mass) in the abdomen that can be felt - Ureterocele tissue falls down (prolapse) through the female urethra and into the vagina - Urinary incontinence - Urinary tract infection Signs and tests Large ureteroceles are usually diagnosed earlier than smaller ones. A ureterocele may be discovered before the baby is born (during a pregnancy ultrasound). Some people with ureteroceles do not know they have the condition. Often, the diagnosis is made later in life due to kidney stones or infection. A urinalysis may reveal blood in the urine or signs of urinary tract infection. The following tests may be performed: - Abdominal ultrasound - CT scan of the abdomen - Cystoscopy (examination of the inside of the bladder) - Radionuclide renal scan - Voiding cystourethrogram Blood pressure may be high if there is kidney damage. Antibiotics are usually given to prevent further infections until surgery can be done. Surgery to repair the ureterocele usually cures the condition. Surgery involves making a cut into the ureterocele or removing the ureterocele and reattaching the ureter to the bladder. The type of surgery depends on your age, overall health and severity of the blockage. The outcome varies. If the obstruction can be cured, the damage may be temporary. However, damage to the kidney may be permanent, especially if the condition doesn't go away. Kidney failure is uncommon because the other kidney usually continues to work as normal. - Permanent bladder damage (incontinence/urinary retention) - Permanent kidney damage, with a decrease or loss of function (one kidney) - Urinary tract infection that keeps coming back Calling your health care provider Call your health care provider if you have symptoms of ureterocele. Peters CA, Schlussel RN, Mendelsohn C. Ectopic ureter, ureterocele, and ureteral anomalies. In: Wein AJ, ed. Campbell-Walsh Urology. 10th ed. Philadelphia, Pa: Saunders Elsevier; 2011:chap 116. Guay-Woodford LM. Hereditary nephropathies and developmental abnormalities of the urinary tract. In: Goldman L, Schafer AI, eds. Cecil Medicine. 24th ed. Philadelphia, Pa: Saunders Elsevier; 2011:chap 130.
What it is: A personal preference or prejudice which influences a person's thinking and decision-making. What it means: People who are biased let their personal preferences sway their thinking, which means that their judgements are likely to be one-sided. If in a conflict or dispute you give the views or interests of one side more weight (because you personally support it) than the other, you are letting bias warp your judgement. In short, you are being unfair, particularly if you don't make it clear that your views are based on your prejudice. It's important to spot bias and prejudice wherever it exists, because people often try to hide it - even from themselves. Think about it: Watch for bias in yourself and others, at home, school/college, and work. How can it be recognised? - not all choices are made for biased reasons. Think of ways to suggest, tactfully, that an opinion or decision isn't fair, if you're sure it's biased. Define the differences between being prejudiced and being at the receiving end of prejudice. Does being at the receiving end mean becoming prejudiced oneself? If so, is there a way out of this cul-de-sac?
Encouragingly, prairie habitat conservation is gaining recognition in both the scientific and public policy communities as a win-win for landowners, wildlife, and the environment. But the mutual benefits of habitat conservation for waterfowl and for reducing carbon dioxide levels in the atmosphere are not limited to the prairies. Conservation of boreal forest landscapes, bottomland hardwood forests, and coastal wetlands may also help reduce carbon dioxide levels in addition to providing vital habitat for waterfowl and other wildlife. And this could lead to even more support for waterfowl habitat conservation in the future. While all the possible impacts of climate change are not known, a number of predicted scenarios would have far-reaching impacts on both waterfowl and hunters. By confronting the potential challenges climate change poses to waterfowl today, conservationists can help ensure a secure future for the birds and our waterfowling tradition. Different Impacts in Different Landscapes A changing climate could affect waterfowl and their habitats in a number of ways. Some of the most significant potential impacts include: - More frequent drought and increased demand for water in the Prairie Pothole Region could result in significant losses of key waterfowl breeding habitat. - Increasing temperatures in the western boreal forest could melt permafrost beneath many shallow wetland basins, potentially reducing wetland habitat in this important waterfowl breeding area. - Greater variability and increased intensity of seasonal rainfall could affect waterfowl food availability in key migration areas. - More frequent spring flooding in bottom- land hardwood systems could lead to significant losses of these important waterfowl wintering habitats. - Rising sea levels could claim vast acreages of coastal marsh and estuarine habitats vital to migrating and wintering waterfowl. Dawn Browne is DU's manager of conservation programs in the state of Washington.
Using York Notes’ GCSE Study Notes and Revision Guide to Animal Farm will equip you with the skills, knowledge and understanding of George Orwell’s dystopian story needed to write high-scoring examination answers and essays. GCSE English Literature examiners will award the highest marks for answers which demonstrate an understanding, supported by relevant quotes from the text, of aspects of the novel including the events, characters, themes and historical context. You might be asked, for example, to explore Squealer’s use of language and its influence on other characters, to explain the symbolic significance of the windmill, to compare and contrast the methods by which Napoleon and Snowball seek to achieve power or to explain how Orwell draws parallels between the hierarchy of Manor Farm’s animals and ‘real world’ social classes. York Notes’ Animal Farm study guides, both printed and online, are designed to help you maximise your revision by providing detailed analyses of the text and key elements, useful contextual and background information and tools including sample exam questions and answers, essay plans and revision tips, equipping you with everything you need to gain the highest grade you can in your GCSE English exam. Print Edition information: Paperback, 88 pages, ISBN 9781447982135
Chemical Equilibrium Multiple Choice Questions and Answers 5 PDF Download Chemical equilibrium multiple choice questions (MCQs), chemical equilibrium test prep 5 to learn online high school courses, distance learning for exam prep. Practice law of mass action and derivation of expression multiple choice questions (MCQs), chemical equilibrium quiz questions and answers for chemistry class for online chemical reaction courses distance learning. Study high school chemistry multiple choice questions (MCQs): what is denoted by subscript 'c' in kc ?, for for online secondary education degree with options chemical reaction, chemical equilibrium, molar concentration at equilibrium, and rate of chemical reaction, law of mass action and derivation of expression quiz with online eBooks download for problem-solving skills for secondary school and high school students. Free chemistry study guide for online learning law of mass action and derivation of expression quiz questions to attempt multiple choice questions based test. MCQ on Chemical Equilibrium Worksheets 5 Quiz PDF Download MCQ: What is denoted by subscript 'c' in Kc ? - Chemical equilibrium - Chemical reaction - Molar concentration at equilibrium - Rate of chemical reaction MCQ: What percentage of ammonia is produced at equilibrium by Haber process? - 20 percent - 33 percent - 100 percent - 99 percent MCQ: In Haber's process amount of ammonia yields is MCQ: What is established when rate of evaporation equals rate of condensation? - Reversible reaction - Irreversible reaction MCQ: Rate at which a substance reacts is directly proportional to its - Active mass - None of these
Folk music resides in oral tradition; consequently, its history is best learned through the study of its relation to other genres. Literary sources have allowed for the gathering of a vast chunk of folk songs gathered in oral tradition; usually of significant antiquity. Under the growth of Christianity, efforts were made to contain folk music owing to its association with infidel rites and traditions; still, various elements of European folk music were absorbed into middle-ages Christian ceremonial music and vice versa. Contemporary European art music has incorporated aspects of folk music throughout its existence particularly during times of renewal starting with the Renaissance. In the late 16th century, the urban scholarly classes appreciated folk music more than their earlier counterparts of the medieval times. The liberal mindset during the Renaissance brought about the pedestalization of antiquity and nature which spurred the adoption of folk music. Some music found in Renaissance manuscripts is assumed to be folk by its simplicity and rural and early evocations of its wording. Renaissance writers used popular and folk music extensively. Typically, genres include folk song quodlibets and the polyphonic folk song or a blend of well-known songs. Folk melodies were used as motivic and structural raw material for masses and motets; furthermore, Protestant Reformation music borrowed heavily from folk music. During the Baroque period (1600-1750) the adoption of folk music diminished, but the adoption of folk tunes to art music grew into a point of interest towards the end of the 18th century as Western scholars started to exalt peasant and folklife. Over the time, folk music became revered as an impulsive formation of persons free of aesthetic theories and artistic self-consciousness and was thought to epitomize the day-to-day experience of dwellers of the locality. Such characteristics render folk music a source of art primarily when it’s designed to elicit a specific ethnic group or nation. Patriot campaigns of the 19th to early 20th-century music art made use of folk dances, tunes, and themes from fables and village lifestyle, to develop unique repertoires. Pioneers included; Modest Mussorgsky (Russia), Mikhail Glinka (Russia), Edvard Grieg (Norway), Georges Enesco (Romania), Bartok (Hungary), Roy Harris and Aaron Copland from American customs. Study of folk tunes Folk music scholarships reflected the efforts towards the search for inceptions and development processes in the 19th to the late 20th century. Some academics saw folk music as an archive of antiques – a heritage from which the annals literature, language, music, and other cultural attributes could be cited. Even though scholars later conceded that a few characteristics of folk music were hundreds of years old, they are unwilling to weigh on the dotage of ancient aspects of folk tunes or submit historical reconstructions besides tracing modifications of particular songs or kinds of songs. Preservation of folk music We began preserving folk music in the late 19th century. Recording and print technology have evoked considerable interest towards folk music allowing for the rebirth of folk music mainly where folklore and folklife are dying. Folk songs and dance make up a huge part of music curricula in public schools, and the trend will continue for some time.
The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features a set of primary documents designed for groups of students with a range of reading skills. This curriculum teaches students how to investigate historical questions by employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on historical issues and learn to make historical claims backed by documentary evidence. To learn more about how to use Reading Like a Historian lessons, watch these videos about how teachers use these materials in their classrooms.
What Is An Overbite? Almost everyone has top teeth that slightly overlap their bottom teeth. However, when the overlap is significant or protrudes excessively over the bottom teeth, this is called an overbite. To be classified as an overbite, the upper teeth must protrude forward over the lower teeth by more than 3 millimeters. An overbite is a type of malocclusion, which is the medical term for the abnormal relationship of the upper and lower teeth. A malocclusion is just a fancy term for a bite problem. While orthodontists refer to overbite as excess vertical overlap of front teeth, lay persons usually use overbite to describe excess horizontal space between the upper and lower front teeth. An overbite in kids is quite common. According to the American Dental Association, almost 70% of children have some type of overbite. Some overbites (especially in young children) improve on their own as the child grows and develops. However, around the age of 7, children should see an orthodontist to assess their bite. What Is the Difference Between An Overjet and Overbite? While dentists and laypeople have different meanings for overbite, it can be helpful to understand the difference between overjet and overbite. An overbite occurs when the upper teeth overlap the bottom teeth in the vertical place of space by more than 3 millimeters. With an overjet, the teeth on the upper jaw set forward of the lower teeth in the horizontal direction. To put it another way, the upper front teeth protrude outward. This is sometimes called “buck teeth.” The primary difference between these two bite problems is that an overbite focuses on the depth of the bite while an overjet focuses on how far the upper front teeth protrude. What Is the Difference Between an Overbite and Underbite? The difference between an overbite and underbite is a bit easier to explain. While an overbite happens when the top teeth set forward of the lower teeth, the opposite is true with an underbite. An underbite occurs when the lower teeth set forward of the upper teeth, creating a bulldog-like appearance. What Causes an Overbite In Children? The most common cause of an overbite is the shape and size of the jaw or teeth. These issues can have skeletal causes (mismatched jaw size) where the upper jaw sets too far forward, or the lower jaw sets too far back (or a combination of the two). There are also dental causes such as the upper teeth tilting too far forward or when lower teeth are naturally missing. Many overbites have a genetic cause and run in the family. However, some behaviors can also cause an overbite. For example, a toddler overbite may be caused by thumb-sucking, pacifier use, or tongue thrusting (pressing the tongue too far forward in the mouth). In older children, overbites can be caused by a continued thumb or finger sucking habit. Preventing Overbites In Children Because a toddler overbite can be formed by pacifier use or thumb sucking, it is possible to prevent an overbite from becoming too serious by taking the following steps. - Limit pacifier use. Although pacifiers have a time and place, it is important to limit the use of a pacifier around the age of 3. Ideally, the child will be weaned off a pacifier at this age. - Choose the right sippy cup. The American Dental Association cautions against the use of traditional spill-proof sippy cups, which involve sucking on a spout to bypass the spill-proof valve. Excessive use of these types of cups can lead to an overbite and other dental issues. Instead, consider using a small “adult” cup or a sippy cup with a “360” lid. If a child is already using a traditional sippy cup, limit the use to mealtimes only. In older children, the following can be considered: - Evaluate tongue positioning. During a visit to a dentist, ask the dentist to evaluate the child’s resting tongue position. This can identify potential problems with tongue thrusting. - Consider habit appliances. An orthodontic appliance called a habit appliance can help stop chronic thumb or finger-sucking problems. It is successful about 90% of the time. What Issues Can Overbites in Children Cause? A serious overbite that is left untreated can lead to a wide variety of problems, including: - Abnormal wear of tooth enamel - Social concerns with appearance - Damage to the palatal soft tissue - Difficulty chewing and eating - Speech problems - Trauma to the upper front teeth How to Fix an Overbite in Children Starting around the age of 7, Dr. Redford and Dr. Burke can evaluate a child to identify bite and teeth issues. Treatment in kids that still have baby teeth present is called “interceptive orthodontics.” The goal of this early orthodontic treatment is to fix developing problems earlier rather than later. Because a child’s mouth and jaw are still developing, it is possible to achieve results in younger patients that are sometimes not possible in older teens and adults. As a result, more invasive and expensive problems can be avoided when the child gets older. With younger children, sometimes a simple retainer can be used to tip back the upper front teeth. This is a straightforward, cost-efficient way to correct a tooth position problem. In older kids and with large overbites, orthodontists often use overbite correction devices (sometimes called growth modification devices or functional appliances). There are two effective orthodontic appliances used in our practice to correct overbites in kids—a Herbst Appliance and a Carriere Distalizer. - Herbst Appliance. Used to correct moderate or severe overbites, this appliance is a fixed brace that positions and then holds the lower jaw forward. Metal rings (called crowns) are cemented to the upper and lower back molars. Two telescopic attachments (called jigs) are then inserted. These attachments help to bring the lower jaw forward. The device is usually worn for 6 to 8 months. This appliance is a more discreet alternative to traditional headgear and requires much less patient compliance. - Carriere Distalizer. This device corrects mild to moderate overbites by shifting lower teeth forward and upper teeth back. The appliance consists of a curved bar that is attached to a canine tooth and a molar tooth the side of the upper teeth. Attachments are also placed on the lower back molars. Elastics are then used to produce a force strong enough to move the top and bottom teeth into alignment. The curved bar can be metal or clear, with the clear option making the device almost invisible. The appliance is typically in place for 6 to 8 months and requires excellent patient cooperation wearing elastics. In more mild cases, an overbite can be corrected using braces or Invisalign for teens and elastics alone. During the initial consultation, Dr. Ryan Redford or Dr. Burke will conduct a thorough clinical exam (including x-rays) to determine the orthodontic issues that need to be addressed. The doctors will then recommend a treatment plan to address the unique orthodontic needs of the child. To schedule a free consultation to discuss an overbite in children and orthodontic options for your child, contact Burke & Redford Orthodontists in Temecula or Lake Elsinore by calling our main office at (951) 699-8011 or fill out the free orthodontic consultation form on our website.
Inventors in England attempted to apply steam power to vessels on the water as early as the 1720s. However working steamboats only began to become feasible in 1781 when Scottish engineer James Watt patented a steam engine that produced continuous rotary motion. By 1803 the steamboat Charlotte Dundas designed by the Scottish engineer William Symington was in operation. It inspired the American, Robert Fulton, who was present at its trials, and was intrigued by the potential of the steamboat. After some trials in Europe Fulton had a Boulton and Watt steam engine shipped to America, where his first proper steamship was built in 1807. Fulton's North River Steamboat (later known as Clermont) carried passengers between New York City and Albany, New York along the Hudson River. The Clermont was able to make the 150-mile (240 km) trip in 32 hours. The Clermont was the first commercially successful steamboat. By 1817 various steamboats were in operation. This hand-colored print published by Ackermann shows one paddle-wheel steamer designed by Barrodell Robert Dod. In the left background is a steamboat of "American design".
5 Farm Animals Illustration Artworks – Animal functions Worksheets for children from Rebecca Walden is a curriculum designed to be utilized in basic schools. This set of informative slogans is also an superb choice for parents who want to get their children more involved in the outdoors. Animals’ worksheets for children include animal fats, animal behaviours, animal products, and water and food intake info. Sustainability Free Full Text from farm animals illustration artworks , source:mdpi.com Animals facts include information about what animals eat, what kinds of animals they are, what lands they live in, and more. Information about the behavior of this creature is contained also. Food and water intake information can be found on the page, which outlines the amount of times the animal drinks, bathes, or utilizes the toilet per day. Additional information about the creature’s environment is also included, such as temperature and weather, where it sleeps, and more. v4 5 Tracy Templeton A Mind of Winter – od review from farm animals illustration artworks , source:theodreview.com Animal Behavior Worksheet may be used to help children learn about animal feelings and emotions. Several species are quite favorable, such as dogs and wolves. Some animals have demonstrated they are able to exhibit aggression when necessary, but many others prefer to remain with other creatures rather than attacking humans. By studying about animal behaviours, children are going to learn about the way these animals think and feel. Illustration for Underground Habitats from farm animals illustration artworks , source:pinterest.com You will find a number of animal products that may be discovered around a kid’s school, including food, toys, clothing, and so forth. The Animal Products Worksheet provides advice about the kinds of food animals such as cows eat, the type of clothes they wear, and other accessories they use to maintain themselves comfortable. These products include those located on a dairy cow, which is not only found in grocery stores but also online. This information can help children learn about various types of foods and clothing for every animal species. Lemur in Madagascar illustration by Nathalie Ouederni from farm animals illustration artworks , source:pinterest.com Animal products are found in the bottom of a kid’s bed, which can be very embarrassing. A water and food intake information page is situated on the Animalworks for Kids curriculum, which can help parents be more familiar with how their child is caring for itself. Food and water consumption information includes all of the measures a kid needs to take to eat the food and drink the water that it requires. Children can learn how to recognize that a high protein food and will know when it’s time to drink water rather than eating a meal. FLOOD 10 — SIDE A — Animal Collective Version by FLOOD from farm animals illustration artworks , source:issuu.com Working together with the environment can be one of the very exciting items for a kid to perform, but it could also be difficult because of the amount of dangerous items and substances that is located in a work place. About the Animalworks for Kids page, children can learn about the kinds of hazards and things a work place should be avoided. Some examples of items which have to be avoided include chewing gum, biting, and grinding. Additionally, there are a number of pointers to help children find tools and other items which may help them work safely and be as safe as possible. Animal Products and Water are a couple of the several pages of Animalworks for Kids which can be found on the page. The very first one details water resources a kid can use to drink in a work environment and also suggests which liquids that they could drink in their time. Water intake information covers different types of fluids, for example, quantity of water a child needs per day, and the quantity of water that a child should drink every day. Other pages include many examples of how every creature likes to bathe, along with different things they might enjoy doing together with the water they get from various sources. Animals worksheets for children help children learn about different animals and their behaviors. These animal fats include animal fats, animal behaviours, animal products, and food and water intake information. If your kid has been looking for information about creatures, this program is a great way to help your child gain knowledge and skills.
What Is MRSA? MRSA stands for methicillin-resistant Staphylococcus aureus, a type of bacteria. Many people have staph bacteria living on their skin or in their noses without it causing any problems. If staph bacteria get into a person's body through a cut, scrape, or rash, they can cause minor skin infections. Most of these heal on their own if a person keeps the wound clean and bandaged. MRSA (say: MUR-suh) is different from other staph bacteria because it has become resistant to most of the doctors use to treat staph infections. Methicillin is a type of antibiotic, so these bacteria are called "methicillin-resistant." What Are the Signs & Symptoms of MRSA? MRSA skin infections often develop around open sores, like cuts, scrapes, or bites. But they also can affect intact skin. Red, swollen, painful bumps appear that sometimes ooze fluid or pus (called an abscess). Some people also get a fever. Is MRSA Contagious? MRSA is contagious. Like all other staph bacteria, it can spread: - when someone touches a contaminated surface - from person to person, especially in places where large groups of people are close together (like schools, camps, or college dorms). Often this happens when people with skin infections share personal things like razors, bed linens, towels, or clothing. - from one area of their body to another, by dirty hands or fingernails In the past, MRSA mostly affected people in nursing homes or hospitals. It was more likely to be seen in people with weak immune systems. It was also more common in people who had a surgical wound. But now some otherwise healthy people outside of those settings are getting the infection. Sometimes, people can be "carriers" of MRSA. This means that the bacteria stay on or in their bodies for days, weeks, or even years without causing symptoms. But they can spread it to others. That's why washing hands well and often is so important. How Is MRSA Diagnosed? A doctor will examine the affected skin, and sometimes will take a sample of pus or blood. This goes to a lab for testing to find out which bacteria are causing the infection. How Is MRSA Treated? Treatment depends on what the infection looks like: - If there is an abscess, the doctor might make a small cut in the skin over it to let the pus drain out. - The doctor may prescribe an antibiotic, either to put on the skin or to be taken by mouth (some antibiotics still work for MRSA). - Someone with a more severe infection might get intravenous (IV) antibiotics in a hospital. Can MRSA Be Prevented? These simple steps can help prevent MRSA infections: - Wash your hands well and often with soap and warm water for at least 20 seconds. Alcohol-based hand sanitizers or wipes are OK if soap and water aren't handy. - Do not touch or pick at infected areas. Cuts or broken skin should be cleaned and covered with a bandage. - Don't share razors, towels, uniforms, or other items that come into contact with bare skin. - If sports equipment must be shared, cover it with a barrier (clothing or a towel) to prevent skin from touching it. The equipment also should be cleaned before each use with a disinfectant that works against MRSA. When Should I Call the Doctor? Call the doctor if: - You have an area of skin that is red, painful, swollen, and/or filled with pus, especially if you also feel feverish or sick. - Skin infections seem to be passing from one family member to another (or among students in your school) or if two or more family members have skin infections at the same time. Serious cases of MRSA are still rare. By taking these easy prevention steps, you can help keep it that way!
Three little things big kids do best! Is your child lucky enough to have a big sister or brother, cousin or family friend? Research shows that children’s social and emotional skills can develop as a result of interacting with older children. We know some excellent activities younger and older children can do together that will help learning for everyone: If the older child is able to, ask them to read books to your younger child. This will give the older child a sense of maturity, while helping their reading skills and the younger child’s comprehension. Older children are marvellous at storytelling activities. Encourage the older child to play dress-ups, perform plays or create puppet shows with your younger child. Leading by example Talk to the older child about having a role as a mentor. Explain how influential they are and that you rely on them to help with your young child. Suggest positive things they can do that will be mirrored by the younger child, for instance reading, eating healthily and listening to instructions.
Dental radiographs (x-rays) are essential, preventative, diagnostic tools that provide valuable information not visible during a regular dental exam. Dentists and dental hygienists use this information to safely and accurately detect hidden dental abnormalities and complete an accurate treatment plan. Without x-rays, problem areas may go undetected. Dental x-rays may reveal: Abscesses or cysts. Cancerous and non-cancerous tumors. Decay between the teeth. Poor tooth and root positions. Problems inside a tooth or below the gum line. Detecting and treating dental problems at an early stage can save you time, money, unnecessary discomfort, and your teeth! Are dental x-rays safe? We are all exposed to natural radiation in our environment. The amount of radiation exposure from a full mouth series of x-rays is equal to the amount a person receives in a single day from natural sources. Dental x-rays produce a low level of radiation and are considered safe. Dentists take necessary precautions to limit the patient’s exposure to radiation when taking dental x-rays. These precautions include using lead apron shields to protect the body and using modern, fast film that cuts down the exposure time of each x-ray. How often should dental x-rays be taken? The need for dental x-rays depends on each patient’s individual dental health needs. Your dentist and dental hygienist will recommend necessary x-rays based on the review of your medical and dental history, dental exam, signs and symptoms, age consideration, and risk for disease. A full mouth series of dental x-rays is recommended for new patients. A full series is usually good for three to five years. Bite-wing x-rays (x-rays of top and bottom teeth biting together) are taken at recall (check-up) visits and are recommended once or twice a year to detect new dental problems.
Root canal treatment is needed when an injury or a large cavity damages the tooth's root. The root becomes infected or inflamed. The dentist numbs the tooth. An opening is made through the crown of the tooth to the pulp chamber. Special files are used to clean the infection and unhealthy pulp out of the canals. Then they shape the canals for the filling material. Irrigation is used to help clean the canals and remove debris. The canals are filled with a permanent material. Typically, this is done with a material known as gutta-percha. This helps to keep the canals free of infection or contamination. A temporary filling material is placed on top of the gutta-percha to seal the opening. The filling remains until the tooth receives a permanent filling or a crown. A crown, sometimes called a cap, looks like a natural tooth. It is placed over the top of the tooth.
The Jakoku Civil War was the name given to the civil conflict fought between the various warring states in Jakoku during the middle of the sixth century EC. Lasting for nearly a decade, the war resulted in the nation's unification under the Tokugawa Shogunate. Around EC 540, Jakoku's government fell apart and the various regions divided into individual states. As the years progressed, the states' daimyo warred with one another for control of their territory. During the fighting, Nobunaga Hatsune succeeded in conquering much of the territories and eventually dominated much of the archipelago. Nobunaga was later betrayed and killed during a revolt between his subordinates. After Nobunaga's daughter, Jahime, succeeded him, the princess allied herself with Julia IR and her Crimson Robed Masses. The Hatsunes then began reconquering the neighboring states. In EC 549, Gaou Octo allied with the Tokugawas along with Elluka Clockworker, Gumillia, and Chartette Langley, helping drive back Jahime's forces. Later that year, Julia IR killed Chartette in Enbizaka. Shortly after, the Tokugawa and Hatsune factions battled at Jagahara, leading to Jahime's defeat. Following the princess' surrender, the warring states were united under the Tokugawa banner and a new ruler was crowned, ending the civil war. In recognition for his outstanding service, Gaou was promoted to magistrate of the Izami region and settled in the country, his family becoming renowned as samurai. Elluka and Gumillia continued to remain in the country for another nine years before finally returning to their homeland. Following her defeat, Jahime began hunting down Julia IR and drove her from the country; Julia's Crimson Robed Masses continued resisting the newly established Tokugawa shogunate, eventually degenerating into a group of anti-foreigner terrorists. Jakoku's unification under the Tokugawa shogunate was largely seen as positive by the populace. The foreigners who participated in the war were also remembered in history, with the supernatural powers of Elluka, Gumillia and Gaou noted in folklore. The wastern author Yukina Freezis later wrote a Freezis Fairy Tale called "Jahime". It told the story of Jahime Hatsune, remembering her as a selfish princess who wanted to conquer the entire archipelago and conspired with a witch. Conceptualization and Origin - The civil war is possibly inspired by Japan's Sengoku period, sharing similar major factions and battles. - The Muzzle of Nemesis (mentioned in PV) - Deadly Sins of Evil: The Tailor of Enbizaka (mentioned only) - Waltz of Evil: The Deadly Sins of Evil Guidebook - Heavenly Yard (story) (first appearance) - The Muzzle of Nemesis (album) (mentioned only)
COVID-19 Basics for the Immune-Compromised For those living with chronic health conditions, current news about the coronavirus (COVID-19) can be anxiety-inducing. We have questions and concerns about how the virus is transmitted, how it can impact our daily lives, and how it could impact our health. This is especially true for those who are immune-compromised. Although feelings of anxiety are normal, it is essential that you do not panic. Knowing the facts about COVID-19 is the first important step in protecting your health. What is COVID-19? Coronaviruses are a family of viruses that have been around for a long time. There are several different kinds of coronaviruses that infect humans and animals. Some coronaviruses are even responsible for the common cold. A new type of coronavirus was identified in China at the end of 2019, called the SARS-CoV-2 virus, or COVID-19 for short.1-3 How is COVID-19 transmitted? Although the first cases of COVID-19 infections may have been linked to animal transmission, the way how the virus is traveling now suggests that it can be transmitted via person-to-person contact.1 Ways that the virus can be transmitted include the following:1 The virus can be transmitted between people who are in close contact with one another (within about 6 feet). Through respiratory droplets produced when an infected person coughs or sneezes. These droplets can land in the mouths or noses of people who are nearby or possibly be inhaled into the lungs. Contact with infected surfaces or objects It may be possible that a person can get COVID-19 by touching a surface or object that has the virus on it and then touching their own mouth, nose, or possibly their eyes, but this is not thought to be the main way the virus spreads. What are the symptoms of COVID-19? The symptoms of COVID-19 are similar to those of the flu or cold. This can make it hard to tell them apart. Many cases of respiratory symptoms may not be due to COVID-19, but due to another illness. However, if you think you have been in an area with cases of COVID-19, or around someone who has tested positive for the virus, please contact your doctor. The following symptoms of COVID-19 are:1 - Shortness of breath - Body or muscle aches On April 28, 2020, the CDC announced the addition of 6 symptoms associated with coronavirus infection. These symptoms include:1 - Repeated shaking with chills - Muscle pain - Sore throat - New loss of taste or smell. Some people with COVID-19 have also noticed gastrointestinal issues like nausea, vomiting, and diarrhea. However, respiratory issues are the most common with the virus. Symptoms can range from being very mild to severe, leading to pneumonia and other complications.3-5 How will COVID-19 affect those who are immune-compromised? We are still learning more every day about how COVID-19 affects people, including those who are immune-compromised. At this time, it appears that those who are immune-compromised may be at a greater risk of both acquiring COVID-19 and developing more severe cases of the illness.5 Your immune system may be compromised if you have other pre-existing conditions or if you are taking drugs that impact the immune system. These include steroids, biologics, chemotherapy, and more. If you are unsure whether or not you are immune-compromised or if drugs you are taking are impacting your immune system, contact your doctor. They may be able to help assess your risk of COVID-19. The idea that a virus might hurt the immune-compromised more than others is not new. Illnesses like the seasonal flu also tend to impact those with impaired immune systems harder as well. Many of the same steps you use to protect yourself from the flu each year also work to reduce your risk of getting other illnesses like COVID-19, too. Should you travel? The decision of whether or not to travel often needs to be made on a case-by-case basis. Some important questions you may need to ask yourself when deciding whether to travel include: - Am I traveling to an area that has been heavily impacted by COVID-19? (especially when thinking about traveling internationally) - Am I going somewhere where I will be in an enclosed space with other people who might be sick for long periods of time? (such as long flights or cruise ships) - Is my health stable enough that if I was to get sick while traveling and be delayed in getting home I would be okay? - Do I have enough supplies, including medications, in case I am delayed? - Am I going somewhere that has access to quality healthcare in case I get sick? - Is my trip necessary or is there another time I could go that might be better? Because your doctor is familiar with your medical history, they can be a great source of information when making the decision on whether to travel. They may be aware of places to get care or other doctors where you’re going who can help in case of an emergency. They may also be able to prescribe extra medications just in case. Your doctor can also tell you what precautions you may need to make while traveling, such as wearing a mask. The Centers for Disease Control and Prevention (CDC) also regularly updates their Travel Health Notices page with travel warnings. Some countries are currently listed as having a Level 3 travel advisory, meaning all nonessential travel should be avoided. This list can also be used to help you decide on your travel plans. Where can I find reliable information on COVID-19? It is understandable to be nervous about a new illness like COVID-19, especially with all of the coverage the virus is getting in the news and online. One thing to keep in mind, though, is that not all sources are equal when it comes to accuracy, reliability, and reducing fear. Large organizations like the CDC or the World Health Organization (WHO) are great places to find up-to-date information on COVID-19 that is medically reviewed and accurate. On the CDC’s coronavirus Situation Summary page, you can find regularly updated information on the virus and see what the CDC is doing to help. Editorial Note: This article was updated to reflect the 6 new COVID-19 symptoms confirmed by the CDC on April 28, 2020. Have you had urinary control since prostate cancer surgery?
What is Periodontal (Gum) Disease? The term “periodontal” means “around the tooth.” Periodontal disease (also known as periodontitis and gum disease) is a common inflammatory condition that affects the supporting and surrounding soft tissues of the tooth, eventually affecting the jawbone itself in the disease’s most advanced stages. Periodontal disease is most often preceded by gingivitis which is a bacterial infection of the gum tissue. A bacterial infection affects the gums when the toxins contained in plaque begin to irritate and inflame the gum tissues. Once this bacterial infection colonizes in the gum pockets between the teeth, it becomes much more difficult to remove and treat. Periodontal disease is a progressive condition that eventually leads to the destruction of the connective tissue and jawbone. If left untreated, it can cause shifting teeth, loose teeth, and eventually tooth loss. Periodontal disease is the leading cause of tooth loss among adults in the developed world and should always be promptly treated. Types of Periodontal Disease When left untreated, gingivitis (mild gum inflammation) can spread to below the gum line. When the gums become irritated by the toxins contained in plaque, a chronic inflammatory response causes the body to break down and destroy its own bone and soft tissue. There may be little or no symptoms as periodontal disease causes the teeth to separate from the infected gum tissue. Deepening pockets between the gums and teeth are generally indicative that soft tissue and bone is being destroyed by periodontal disease. Here are some of the most common types of periodontal disease: Chronic periodontitis – Inflammation within supporting tissues cause deep pockets and gum recession. It may appear the teeth are lengthening, but in actuality, the gums (gingiva) are receding. This is the most common form of periodontal disease and is characterized by progressive loss of attachment, interspersed with periods of rapid progression. Aggressive periodontitis – This form of gum disease occurs in an otherwise clinically healthy individual. It is characterized by rapid loss of gum attachment, chronic bone destruction and familial aggregation. Necrotizing periodontitis – This form of periodontal disease most often occurs in individuals suffering from systemic conditions such as HIV, immunosuppression and malnutrition. Necrosis (tissue death) occurs in the periodontal ligament, alveolar bone and gingival tissues. Periodontitis caused by systemic disease – This form of gum disease often begins at an early age. Medical condition such as respiratory disease, diabetes and heart disease are common cofactors. Treatment for Periodontal Disease There are many surgical and nonsurgical treatments the periodontist may choose to perform, depending upon the exact condition of the teeth, gums and jawbone. A complete periodontal exam of the mouth will be done before any treatment is performed or recommended. Here are some of the more common treatments for periodontal disease: Scaling and root planing – In order to preserve the health of the gum tissue, the bacteria and calculus (tartar) which initially caused the infection, must be removed. The gum pockets will be cleaned and treated with antibiotics as necessary to help alleviate the infection. A prescription mouthwash may be incorporated into daily cleaning routines. Tissue regeneration – When the bone and gum tissues have been destroyed, regrowth can be actively encouraged using grafting procedures. A membrane may be inserted into the affected areas to assist in the regeneration process. Pocket elimination surgery – Pocket elimination surgery (also known as flap surgery) is a surgical treatment which can be performed to reduce the pocket size between the teeth and gums. Surgery on the jawbone is another option which serves to eliminate indentations in the bone which foster the colonization of bacteria. Dental implants – When teeth have been lost due to periodontal disease, the aesthetics and functionality of the mouth can be restored by implanting prosthetic teeth into the jawbone. Tissue regeneration procedures may be required prior to the placement of a dental implant in order to strengthen the bone. Please contact our office if you have questions or concerns about periodontal disease, periodontal treatment, or dental implants.
Understanding basic color harmonies will help you integrate color in your painting. \|Split the color wheel in half like this and you have your cool tones on one side, warm ones on the left.\| Color is comprised of three elements: hue, value and saturation. We see value first, but our emotional response is largely dictated by hue. There are some common color schemes, or chords, found in nature and by extension, in art. The idea isn’t to be slavishly attached to these schemes, but to use them to perceive and point up color relationships in nature. What combinations are in 'good taste' and the reactions a color elicits are largely cultural responses. Nobody but me goes nuts about mauve today, but 170 years ago, it was all the rage. With all color schemes, one hue should dominate. \|Complementary color scheme\| These are colors that lie opposite each other on the color wheel. The most famous example is Christmas’ red and green. This is a vibrant, high-contrast scheme. It’s the basic schematic for the color of light, where shadows are always the complement of the light color. If the light is a warm gold, for example, its shadows will be cool blues. Analogous color schemes use colors that lie next to each other on the color wheel. Using analogous colors can make what might be a garish scene (a sunset, for example) more serene. This uses colors that are evenly spaced on the color wheel. The most well-known example is the primary combination of red-blue-yellow. Triadic color harmonies can be quite vibrant, even without high-saturation colors. \|A harmonic triad counting clockwise from the green\| This variation counts 3-4-5 in either direction on the color wheel. Start with a key color, and count from there. This is a sophisticated variation on the equilateral triad. \|Split complementary including the complement of green\| \|A symmetrical (square) double-complement color scheme\| \|An asymmetrical (rectangle) double-complement color scheme.\| The rectangle or tetradic color scheme uses four colors arranged into two complementary pairs. The colors can be in a rectangle or in a square.
Updated: Oct 26, 2020 By Holly Shimabukuro Image via TIME. As the world witnesses one of, if not the largest movement in US history for racial justice, now is the time to dismantle a fallacy used to decelerate the fight for civil rights and plague the Asian American community: the Model Minority Myth. The Model Minority Myth refers to the perception that Asian Americans have achieved a higher socioeconomic status than the population average. As a result of this attitude, a stereotype has surfaced around Asians Americans that forges a monolithic narrative onto an incredibly diverse community, seen through the clichés of an affinity for STEM subjects, Tiger Moms who prioritize grades over wellbeing, and their persistent presence in the upper-middle class. Before delving into the portrait the myth creates, understanding the roots of Asian immigration to the US is crucial. The history of Asian immigration dates primarily back to 1848 during the California Gold Rush, where an influx of Chinese migrants arrived at the Sacramento Valley after The Opium Wars. The extreme weather conditions left China in debt with peasants devoid of viable land. After decades of Chinese discrimination through court decisions like People v. Hall and state legislation like the Foreign Miners Tax, The Chinese Exclusion Act of 1882 rooted deeper intolerance into national judgement. Signed by President Arthur, Chinese immigration was suspended for 10 years, and those already in the US were not authorized to be naturalized. A decade later, The Geary Act extended Chinese Exclusion for an additional 10 years, and 20 years after the initial legislation was signed, The Act became permanent and officially barred Chinese Immigration. Although repealed by the 1943 Magnuson Act, historians reasoned the WWII legislation as a political strategy in order to cease Japanese propaganda and divide the US and China, allies at the time. Despite The Magnuson Act being passed, Asian immigration was still limited by quotas nonetheless, consequently dwindling the Asian population in the US. It wasn’t until 1965 when Asians were explicitly welcomed into the United States. Signed by President Lyndon B. Johnson, The Immigration and Nationality Act put preceding quotas to rest, hence significantly increasing the predominant East-Asian population in the US. The Act was aimed to attract skilled labor, mostly professionals and scientists with established success. The narrative that Asians held a greater achievement rate shaped during this period, for the majority of immigrants that came had already met a certain socioeconomic status. It would be a decade until high volumes of Southeast Asians migrated to the US, many finding asylum after the Vietnam War. The refugees, most coming with very little, opposed the stereotypical Asian association with wealth. Unfortunately, the “Model Minority” concept had already taken root. The term was coined by William Peterson in his New York Times article “Success Story: Japanese American Style.” The piece praised the Japanese American expeditious comeback following their internment in WWII, claiming their success was catalyzed by family centrism, educational emphasis, sharp genetics, and Confucian values. The term was essentially creating a false impression of social mobility’s simplicity. In Peterson’s eyes, along with many others, the Japanese Americans started from nothing when they returned, and were immediately able not only to return to normalcy, but excel in the fields they pursued. The 1966 article was the beginning of a term that would soon act as an umbrella to characterize a continent’s worth of immigrants and their descendants. This term became associated with a cookie-cutter, law-abiding citizen that other minorities should emulate. Within the Asian American community, the Model Minority Myth crafts a standard for what an Asian American “should” be, whether it regards income, education, or docility. It became another implementation of white supremacy in American culture, reinforcing the positive outcomes of bootstrapping and discrediting the civil rights movement occurring in the 1960s. The Model Minority Myth creates the impression that all Asians are upper-middle class, but this is simply not the case. The misconception referencing high income and socioeconomic status overlooks the significant wage gaps within the race. Asian Americans have the largest income inequality for racial and ethnic groups in the US, and the difference is widening. When comparing how much an Asian American woman makes to her white male counterpart, extreme disparities exist between the different ethnicities. According to the National Asian Pacific American Women’s Forum, a Taiwanese woman makes $1.23 for every dollar a white male makes, while a Nepalese woman only makes $0.50. The Model Minority umbrella is much too broad of a generalization to accurately represent all Americans of Asian descent, especially considering those of Southeast Asian and Pacific Islander descent who are commonly left out. As a consequence of being considered the “Model Minority,” Asian Americans are often excluded from important conversations that they should be involved in, for one in seven Asians living in the US are undocumented. DACA discussions are normally centered around those south of the US border, but the fastest growing group of undocumented immigrants are from the East. Within the youth of the Asian American community, the Myth is deleterious since these “standards” are internalized, and if not met, seen as failure. The Model Minority Myth formed the archetype that Asian American students earn straight A’s, excel in STEM, and will become doctors or engineers. Disney Channel’s Jessie is notable in this practice. Ravi Ross, who speaks in an Indian accent despite the fact that his character was born in New York, was one of Gen Z’s token Asian Americans on TV. Ravi was undoubtedly the smartest out of the four adopted children, often seen completing his siblings’ homework or scolding them for breaking a rule, consequently playing into the smart, law-abiding Asian. The act of feeding the Model Minority Myth to the youth is dangerous, for this sets unrealistic and unnecessary expectations for Asian American children to internalize during their formative years. Moreover, the Model Minority Myth erases the struggles and history behind Asian immigration, forgetting all racism endured pre-Immigration and Nationality Act. Today, racism and microaggressions against Asians in the US have been normalized as a result of the Myth and its impression that Asian Americans will be compliant towards any act of bigotry. For Asian Americans, the question “but where are you really from?'' is all too familiar. Aside from its impact on the Asian American community, the Model Minority Myth is an implementation of anti-black sentiment and ultimately a perpetuator of racism. The Model Minority Myth was the platform needed to form a racial hierarchy to justify centuries of systematic racism, pitting Asian Americans and African Americans against each other. The apparent success of Asian Americans was used to contrast other racial and ethnic minorities. In reality, the Asians that are close to the top today are mostly descended from families of wealthy immigrants coming through the Immigration and Nationality Act, a small fraction of the Asian Americans in the country today. The wealthy remained wealthy, but the fast characterization in the 1960’s persevered through the 21st century, ironically symbolizing the process it opposes: social mobility. The idea of “pulling oneself up by one’s bootstrap” is a common term associated with a limited involvement form of government. The purpose of the quote was to encourage low class, often minority groups, to simply work hard and use grit to dig their way out of poverty. The context of the quote can also be pertained to the American Dream, a flawed and nearly impossible concept itself. Hard work will not overcome social mobility barriers in the United States as long as institutionalized racism endures. In relation to the Model Minority Myth, white politicians saw Asians as another marginalized group in the US and thought, if they could succeed while being a minority, African Americans are just not working hard enough nor prioritizing correctly. In reality, Asian Americans not only appeared to succeed as a result of the Immigration and Nationality Act, but Asians did not have to overcome the systemic inequalities to the same extent as black people. Truthfully, it was easier for Asians to class climb since government systems had not been built to oppress them. Simply put, Asian Americans were oppressed less than African Americans. Black people faced slavery, decades of Jim Crow Laws, redlining, mass incarceration, and many other government-approved forms of discrimination and segregation on a level that did not match the oppression of Asians throughout US history. The substantiality of this claim can be seen by comparing the incarceration rates of Asians to black people. Asians are 1.5% of all incarcerated people, but 5.9% of the US population according to the US Census Bureau. Black people are 38.2% of all incarcerated people, but 13.4% of the US population. Looking at these statistics, it is easy for one to fall into the Model Minority trap by asserting that Asians are less likely to commit crime due to their law-abiding nature, and black people are inherently more violent. However, reasoning this as a result of a minority group’s “nature” is illogical, as actions of an entire race cannot be characterized based on their genetic predispositions. The real reason for these statistics are the over-policing of predominantly black neighborhoods, an implicit bias, and a racial prejudice against black people by those sworn to serve the country. The Model Minority Myth suggests Asians do not commit as much crime, but the truth lies behind the fact that Asians are not oppressed by the system to the extent of black people. The Model Minority Myth has been a tool used to actively ignore the need of a reformed system and ultimately feeds the anti-black narrative in America that must be dismantled. While some Asian Americans feel safe within the Model Minority bubble, it is the responsibility of those associated to recognize the flaws in this myth. As a nation, we must continue to educate ourselves and speak up in the fight for racial equity. As Dr. Martin Luther King Jr. said, “the ultimate tragedy is not the oppression and cruelty by the bad people but the silence over that by the good people.” Written by writer Holly Shimabukuro

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