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(1632–1723). By means of his extraordinary ability to grind lenses, Anthony van Leeuwenhoek greatly improved the microscope as a scientific tool. This led to his doing a vast amount of innovative research on bacteria, protozoa, and other small life-forms that he called “animalcules” (tiny animals). Leeuwenhoek was born in Delft, Holland, on Oct. 24, 1632. He probably did not have much scientific education, for his family could not afford it. He first became a haberdasher and draper and, in 1660, chamberlain to the sheriffs at Delft. His hobby was lens grinding; and in his lifetime he ground about 400 lenses, most of which were quite small, with a magnifying power of from 50 to 300 times. It was not only his lenses that made him world famous but also his work with the microscope. His keen powers of observation led to discoveries of major significance. For example, he observed and calculated the sizes of bacteria and protozoa and gave the first accurate description of red blood cells. Although Leeuwenhoek lived in Delft, he maintained a regular correspondence with the Royal Society of England, to which he was elected in 1680. Most of his discoveries were published in the society’s Philosophical Transactions. He continued his work throughout most of his 90 years. He died in Delft on Aug. 26, 1723.
Breathing difficulty, Shortness of breath, Acute respiratory distress syndrome, ARDS Introduction to respiratory distress: Is your child’s breathing ok? A child who has significant breathing difficulty needs immediate medical care. What signs should a parent look for? What is respiratory distress? Respiratory distress is the name given whenever a child’s respiratory system is in danger of not being able to keep up with the child’s needs for oxygen and gas exchange. Respiratory distress can occur in a great many conditions, including those arising in the lungs, bronchi, bronchioles, heart, muscles, nerves, or brain. Respiratory distress is the most common diagnosis among children who need to be admitted to a pediatric intensive care unit. Acute respiratory distress syndrome (ARDS) is an uncommon critical condition where the lungs fill with fluid and inflammatory cells. This may occur following major trauma, bone marrow transplantation, or after a variety of illnesses. Who gets respiratory distress? Children’s airways are smaller than adults. Too much difficulty breathing is a problem, whatever the cause. Children might develop respiratory distress as a result of many situations including allergies, anthrax, asthma, botulism, bronchiolitis, CMV, concussion, cough, croup, cystic fibrosis, diphtheria, encephalitis, enlarged tonsils or adenoids, food allergies, foreign bodies, heat stroke, heart failure, HIV, measles, meconium aspiration, meningitis, mononucleosis, near-drowning, peanut allergy, pertussis, pneumonia, poisoning, polio, reflux, RSV, sepsis, sickle cell anemia, shock, SIDS, sleep apnea, trauma, tuberculosis, or wheezing – among other things. What are the symptoms of respiratory distress? As children’s breathing becomes increasingly difficult, they tend to develop observable signs. If any of these are present, get in touch with your child’s doctor right away: - Rapid breathing (especially faster than 60 breaths a minute) - Working hard to breath (using extra muscles, as in the shoulders, neck, or abdomen) - Flaring (of the nostrils with each breath) - Retractions (especially pulling-in of the muscles between or just below the ribs) - Grunting (due to closing the vocal cords at the end of each breath) - Blue or dusky skin coloring - Change in mental alertness or speech Most children will breathe rapidly as they enter respiratory distress. As it progresses, they may breathe unusually slowly and/or shallowly. Is respiratory distress contagious? No, although the underlying cause may be contagious. How long does respiratory distress last? Until the underlying cause is corrected. How is respiratory distress diagnosed? Respiratory distress is first diagnosed based on the history and physical exam. A pulsoximeter may be used to give a quick estimate of the child’s oxygen status. Treatment is often begun before attempting further diagnosis to pinpoint the cause and severity. How is respiratory distress treated? Respiratory distress requires immediate respiratory support. This might include oxygen, medications, and physical help with breathing. Depending on the severity, other support measures may be needed. How can respiratory distress be prevented? Often, treating the underlying condition before it progresses can prevent respiratory distress. This is especially true of chronic conditions such as asthma, where a preventive strategy is very important. Some causes of respiratory distress can be avoided altogether, either through childhood immunizations or by other means (see articles on the individual causes). Related A-to-Z Information: Bronchiolitis, CMV (Cytomegalovirus), Concussion, Cough, Croup, Cystic Fibrosis, Diphtheria, Encephalitis, Food Allergies, Gastroesophageal Reflux, Heat Stroke, HIV, Infant Botulism, Measles, Meconium Aspiration, Meningitis, Mononucleosis (Mono), Peanut Allergy, Pertussis (Whooping cough), Pneumonia, Polio, RSV (Respiratory syncytial virus), Sickle Cell Anemia, Sudden Infant Death Syndrome (SIDS), Sleep Apnea, Tuberculosis, Wheezing
Iron is an essential element for oxygen transport within hemoglobin. Oddly enough it is the element that is missed the most in regards to adequate intake and proper nutrition. Over 1.62 billion people in the world are effected by anemia, which is most commonly caused by iron deficiency. Iron deficiency can be caused by chronic blood loss, and is most common in women and teenagers from loss of blood due to menses. Iron loss leads to increased fatigue and depression, pallor, and dry and splitting hair. It can also lead to confusion cognitive effects. Hemoglobin is made of four polypeptide chains, two of which are alpha, and two are beta that come together to form a tetramer heme group with iron located in the middle. Ferrous iron within each heme molecule reversibly binds to one oxygen molecule. With iron deficiency, there becomes a hemoglobin deficiency. A decreased hemoglobin lowers oxygen-carrying capacity leading to anemia. Anemia by definition is a reduced oxygen-carrying ability. Tissue hypoxia can wreak havoc on almost every cell of the body, and can shift the oxygen dissociation curve in an unfavorable direction. The structure of hemoglobin and its function and key elements can be reviewed here. To understand iron deficiency its important to recognize important aspects of iron metabolism and transportation in cells. Review the Iron Absorption and Metabolism article here for that information. There are also laboratory values that give a good picture of the iron status within the body that one should pay attention to. Transferrin; which is measured as the total iron binding capacity (TIBC) indicates how much or how little iron is being transported throughout the body. Serum iron is an important indicator of the tissue iron supply, and finally serum ferritin gives a picture of iron storage status within the bone marrow and cells. Iron Deficiency Anemia There are three stages within iron deficiency. Each comes with their own classic picture of laboratory results and worsen from stage to stage. In the first stage, there is storage iron depletion. This is mild and the patient may not even feel a difference physically. The patients hemoglobin is normal, normal serum iron, and TIBC. There is however decreased ferritin which indicates that there is decreased storage of iron. The second stage of iron deficiency is characterized by transport iron depletion. The hemoglobin may or may not be abnormal, but there is increased TIBC, and decreased serum iron. An increased TIBC, means that there are more substrate (iron) binding spots within the transferrin molecule. This implies that less iron is binding, which when coupled with a decreased serum iron makes sense. The patient may experience mild anemia which comes with increased fatigue and pallor. A peripheral blood smear will most often start to exhibit anisocytosis and poikilocytosis. These reference indicators represent abnormal sized red cells and abnormal shaped red blood cells respectively. A good indicator is an increased RDW, an increased RDW indicates some degree of anisocytosis. This is accurate because the red blood cell is realizing the loss of this oxygen-carrying capacity so its trying to release red blood cells as fast it can from the bone marrow to compensate for the loss, and as a result these red blood cells will appear smaller in diameter and hypochromic. Hypochromasia indicates that there is less hemoglobin within the cell and there is more of a central pallor. The thought is that even though there is less hemoglobin within each cell, if the bone marrow can produce more of these red blood cells than normal then that equals out. This leads to a microcytic anemia, micro meaning small. Stage three of iron deficiency is often referred to as functional iron deficiency. Within this stage there is an unmistakable decrease in hemoglobin, serum iron, and ferritin. There is also a large increase in TIBC. The overall effect of iron deficiency anemia on the body and on the bone marrow is ineffective erythropoiesis. The red cell production within the bone marrow is compromised. As a result, the bone marrow becomes hypercellular with red cell precursors reducing the M:E (Myeloid:Erythroid) ratio. This picture depicts how a peripheral blood smear would illustrate iron deficiency anemia. The red cells are smaller and there is more of a central pallor to them, indicating a loss of hemoglobin. This is also called hypochromia. This picture depicts a normal peripheral blood smear. The red blood cells are larger in size and they have more color to them. Anemia of Chronic Disease Anemia of chronic disease is another form of microcytic anemia similar to iron deficiency anemia. It usually arises from a chronic infection or from chronic inflammation, but its also associated with some malignancies. A buildup in inflammatory cytokines alters iron metabolism. IL-6, which is an inflammatory cytokine inhibits erythrocyte production. It also increases hepcidin production. Hepcidin blocks iron release from the macrophages and the hepatocytes by down-regulating ferroportin. Without ferroportin there is no transportation of iron throughout the body and no production of hemoglobin or red blood cells. Laboratory findings will usually demonstrate low serum iron, low TIBC, low transferrin, and an increased to normal ferritin. The reticulocyte count is also normal, and sometimes increased. Reticulocytes are released from the bone marrow in times of red cell shortages to compensate. This is just a brief overview of iron deficiency anemia and other microcytic anemias. This is just the beginning, follow and look forward to more in-depth reviews of each microcytic anemia. Key differences to look for is the TIBC value. In iron deficiency anemia the TIBC is increased and in anemia of chronic disease the TIBC is decreased. Ferritin is increased in anemia of chronic disease because the stored iron can’t be released from cells and the bone marrow due to the increased hepcidin production. Also the degree of anemia is mild compared to the more severe iron deficiency anemia.
Todays marks renowned Danish seismologist and geophysicist Inge Lehmann’s 127 birthday and Google is celebrating this day by dedicating their Google Doodle to her. Lehmann is most famous for the discovery of Earth’s inner core by studying P-waves. P-waves are produced by earthquakes and travel through the Earth’s mantle (the liquid layer under the Earth’s crust). Before Lehmann’s discovery of the inner core, it was unknown to scientists why P-waves would slow down at certain points while traveling through the Earth. Lehmann proposed they must be travelling through a different medium, a solid inner core. P-waves cannot travel through solids as fast as they can through liquid so this idea was reasonable. Her hypothesis was quickly accepted by most seismologists at the time and is now seen in every diagram of the Earth. On her way to this discovery, Lehmann faced many challenges to be a seismologist. In the early 20th century, woman were not permitted to enter the sciences. Fortunately, through perseverance, Lehmann found a way. She gained entry into the first co-ed school in Denmark studying mathematics, in which she earned a masters degree for. Five years later she was working at the Danish Geodetic Institute where she made her discovery of the inner core. While working there she did several studies across Europe and earned a second masters degree in geodesy, the study of the Earths size and its magnetic field. By 1929 she was the head of the seismology department at the institute. Lehmann went on to found the Danish Geophysical Society and became the fist woman to earn the Medal of the Seismological Society. Lehmann overcame great odds to become a world-renowned seismologist and geophysicist and made one of the most important discoveries in understanding the layers of, not only our Earth, but other planets in our solar system. She has been so important to the study of the Earth and was at one point, the only seismologist in all of Denmark. So on her 127th birthday we say “Happy Birthday Inge Lehmann”.
Context Analysis Paper (Modified from Thomas This is the last in the series of assignments based on text analysis. In this assignment, we will practice once again the analytical skills we have been honing up to this point. This time, however, we are narrowing our focus to the contexts in which texts are produced and received. The goals of this paper include the following: - identifying key similarities and differences in three texts written by the same author about the same subject yet for different purposes and audiences - synthesizing information from multiple sources - practicing academic writing skills such as focusing on a main idea, developing that idea with appropriate evidence, organizing for clarity, writing in a clear style Purpose of the paper: To explore how differences in context (purpose/audience) affect a writer's presentation of a subject Audience: Instructor and classmates as an academic audience. You can assume we have read the texts but will expect specific examples from them to support your assertions. You will also be demonstrating your knowledge, understanding and analysis of the texts to your instructor. - Focus on the selected texts, all written by one author. Make a statement about how the different contexts in which the author was writing affected his/her choice of language, tone, organization, evidence, etc. Rather than list his/her various choices, emphasize the most notable similarities and differences across the texts and how concern for purpose/audience resulted in them. Choose 1-3 areas upon which to focus. - Develop your claim(s) with specific examples from the texts including quotes, paraphrases and summaries, as appropriate. Include examples of how evidence, organization, style, tone, etc., reveal audience and purpose. Refer to the texts with author and title "tags" rather than formal - Organize your paper in a readable, logical manner. Avoid merely providing summaries of each text or listing techniques. Show how and why the writer made his/her choices. - Write in a style which is clear and readable with few if any grammatical, mechanical or usage errors. - Length: 4-5 pages (this is a guideline; there is no penalty for longer or shorter papers that execute the assignment well). - Double spaced with one-inch margins. - Readable 10-12 point font. No script fonts or papers in all italics,
Streets serve many functions beyond the passage of motor cars. Streets are corridors for utilities and for people walking, cycling, riding in buses and driving cars. Streets are also a form of open space. They create a sense of place, provide a focus for community interaction and can include attractive trees and gardens. A streets' fucntion should be clear from its design and landscaping. A connected and legible street network with attractive frontages reduces local travel distances and encourages people to walk, cycle and use public transport. Such a network provides more direct access to public transport stops and allows more efficient bus operation. Interconnected streets can be opened or closed over time to manage traffic as communities change and develop. - To design connected and legible street networks that provide direct, safe and convenient pedestrian, cycle and public transport access; encourage responsible driving; provide a choice of routes; and provide safe and easy access across streets, including pedestrian crossings on streets and roads with heavy traffic volumes. - Slow traffic for safe streets and roads, especially in residential areas, near schools and in town centres. This can be achieved by traffic management and calming facilities, as well as speed limits. However, careful consideration needs to be given to bicycles and buses which find some traffic calming devices dangerous to negotiate. - Design hierachical grid street networks to provide a connected and legible street system. New developments should be integrated into the adjoining street network to improve connectivity and reduce local travel distances. - Support walking by creating stimulating and attractive routes, which include trees, seats, signage and public art. Utilise local features to terminate view lines. - Provide safe places to cross streets close to the direct line of travel for pedestrians and cyclists. Align crossing signals with the average walking speed of an older adult. Design on-street parking which does not obstruct pedestrian pathways. - Support on road cyclists with bicycle lanes and unobstructed paths of travel. - Support efficient bus operation with networks that directly connect houses with bus stops and bus routes with key destinations. - Create attractive and welcoming street frontages, with verandahs and shop fronts instead of high walls and garage doors. - Ensure streets are adequately lit and that lighting is well-maintained. - Planning Guidelines for Walking and Cycling Particularly: 5.6 The road reserve (pp.30-32) - Improving Transport Choice Guidelines for planning and development Particularly: Principle 5 Connect Streets (pp.12-13) and Principle 9 Improve Road Management (p. 19) - Healthy By Design Particularly: Streets (pp. 11-13) - Physical environments/planning (general) - Risk management (footpaths, nature strips and medians) - Crime prevention through environmental design - Shade provision - Population group-specific (children, young people, older people) - Local physical activity programs/Behaviour change programs
This worksheet helps students to practise time expressions, daily activities and 'do you...?' structure with short answers. It's easy to use- just print it 4 times, two pages for each student in a pair. One sheet is to put its own ships, the other to mark partner's ships. You can also adjust the worksheet by adding different types of ships or using 'hit, miss, hit and sunk' instead of short answers. Example of a sentence: Do you brush your teeth in the morning? Yes, I do (if there's a ship) or No, I don't.
Having noted the existence of major inequalities between States, economists and geographers have in the second half of the twentieth century, defined and studied development. But it is not a process continuous in time and also distributed in space. Furthermore, the planet is increasingly populated and managed by men, which raises many questions about the ability of the Earth to meet the needs of a growing world. Will the resources be sufficient? Sharing the fruits of development is possible? Faced with these questions, the concept of ‘sustainable development’ emerges in 1987 in a report to the United Nations: it is defined as « development that meets the needs of present generations without compromising the ability of future generations to meet their ». Problem: How to ensure that development is more equitable and more respectful of the balance of the planet? I – How can we observe inequalities of development? A. define and measure development • Development is defined as the ability of a State to satisfy the basic needs of its population (food, access to water, to health care, education, housing, etc) thanks to the production of wealth. • Several indicators have been developed to measure development. But these indicators are national and compensate the internal differences in the States: • gross domestic product per capita measures the average standard of living of a resident in a State. To compute, you add up all the wealth produced one year then divide this result by the number of inhabitants; • human development index is a number that is expressed between 0 and 1. It is calculated as the average GDP per capita, literacy rate and life expectancy. It has the advantage to combine economic and social data to measure the quality of living conditions; • the human poverty index is calculated by averaging the expectancy of life, the rate of literacy and the quality of living conditions (access to water, healthcare…). It allows to estimate the percentage of poor in a State (while the two previous indicators are not). B. an unevenly developed world • States the richest are mostly in the northern hemisphere (North America, Western Europe and Russia, Japan, Australia and New Zealand) and correspond to the more developed States. The poorest States are rather in the southern hemisphere (Central and Latin America, Africa, South Asia) and correspond to the less developed States. This location has justified the appellation North for the wealthy and developed States and the South for poor States and developing countries. • These similarities between wealth and development are logical insofar as GDP per capita (which is the basis for measurement of wealth) enters into the calculation of the HDI (which is the criterion of development). • Globally, the levels of development are very different. • The North-South boundary is supposed to separate the « Northern countries » from the « countries of the South”. However, States with the same levels of development are part and sides of this limit (while they should be located on the same side). For example, why is Russia (which has an HDI between 0.8 and 0.9) located north of this line while Brazil (which has the same level of HDI) is located south of it? This limit is in fact a legacy of history: it was drawn during the cold war. At that time, the former USSR and the countries of Eastern Europe had an HDI over 0.9 and emerging countries (as they are called today) had a lower than today’s HDI. This limit is not really accurate anymore. C. large-scale development inequalities • Brazil has an HDI between 0.8 and 0.9: its level of development is located at the top of the rankings of the world (this is an emerging country). Lots of States (LDCs and developing countries) have a lower HDI but some States (developed countries) register an HDI higher than this. • Brazil is also marked by significant inequalities of development: highest HDI levels are concentrated in the centre and South of the country while the lowest HDI levels are rather North of the country. There are also inequalities across the city of São Paulo, which is located in one of the most developed parts of Brazil. Overall, the levels of development decreases from the center of São Paulo to the periphery. On the other hand, even if most of the favelas is located in less developed areas on the outskirts, some are present downtown. • The Brazil map and that of São Paulo reveal different levels of development while the overview map indicates only an national average for the HDI. Therefore, planisphere gives a too homogenous vision of development in Brazil. This shows that it is important to change the geographical scale in order to have a more precise and nuanced vision II. 9 billion people in 2050? A – A growing world population • Between 1650 and 2010, the world population has increased very strongly: it rose from 600 million men in 1650 to 6.9 billion men in 2010 (and will reach 9.5 billion people by 2050 the average assumption). The world’s population has so increased more than 10-times in four centuries. It has increased slowly and steadily until 1950 and has experienced a demographic explosion after. • This population explosion is due to the sharp decline in mortality (which began before the birth): men are better fed, better cared for, enabling them to live longer. It seems that from 2010-2015, population growth is slow, due to the decline in the birth rate (as a result of urbanization, women’s work and the widespread use of contraception). Humanity has entered the second phase of the demographic transition (the one where the birth rate decreases, while the mortality rate is already low, which slows the growth). • Today, least developed countries and countries in development (Africa, Middle East, South Asia) contribute the most to the world population explosion: indeed, they have not yet completed their demographic transition and record high rates of natural increase (unlike emerging markets and developed countries which have completed it and so record low growth or even a negative one) B. needs strongly increase Between 1990 and 2010, the consumption of oil in China has quadrupled: it went from 2 million to over 8 million barrels per day. This growth is strong until 2008 and it slows down (as a result of the strong increase in the price of energy) Several factors explain the strong growth of demand for energy in China: • – the growth of the population (700 million in 1965 against 1.3 billion in 2008): these are all potential consumers and more; • – the progression of the HDI (between 1980 and 2010, he went from 0.53 to 0.78) which results in an improvement of the living conditions (more travel, a best heating…): they are increasing energy consumption. China fails to satisfy only its energy needs: in 2010, oil consumption is two times higher than production (4 million barrels produced compared with 8 million consumed). Since 1990, oil consumption rose by 5.77% each year while production was believed by 1.67%. The example of China shows that the requirements tend to increase as a result of population growth and progression of the level of development. It becomes more difficult to meet some basic needs: access to water, food and energy. This is especially true for the countries of the South (whose population growth is supported), hence the concerns of some that evoke the « bomb P (P for population) about population growth. C. insufficient resources ? To face energy demand, China product or extract a part of its energy on its territory: it has hydrocarbon resources, many mines (coal, uranium…) and has built hydroelectric dams (such as the three Gorges) and nuclear power plants. But all this potential does not cover all the needs. China must therefore import part of the energy that it consumes (45% for oil in 2004). It lies in a situation of energy dependence on the Russia, the Middle East and the Indonesia. • The growth in energy demand fears a risk of shortage: some are afraid that the internal (and even external resources that China imports) are not sufficient enough facing the explosion in demand. On the other hand, this strong growing demand is at the origin of significant pollution. • The example of China highlights the old debate on the relationship between population and level of resources. It dates back to the 18th century, where the Scot Malthus advocated a limitation of births in order to feed the entire population. According to estimations, one in two men will be threatened by shortage of water by the year 2050, and food consumption will be increased by 410% in Africa! Alarmist speeches claiming « decay » and the renunciation of the development, under the pretext that they are hungry in resources; other discourses, more moderate, called for less wasteful consumption patterns and ways of productions more respectful of the environment. III. Why is it so difficult to implement sustainable development? A what is « sustainable development »? • « Our common future » is the official title of the report drawn up on behalf of the United Nations in 1987, chaired by Gro Harlem Brundtland, Prime Minister of Norway. It is more commonly called the « Brundtland report ». This report was the first to define the concept of sustainable development and is, as such, a kind of bible on the subject. • – to continue to produce economic growth (continuous increase of the production of wealth): this is the economic pillar; • – to keep resources (limiting overconsumption and waste) to meet current and future needs: it is the environmental pillar; • – to ensure a better distribution of resources and the fruits of economic growth between the men and the territories: it is the social pillar. • Sustainable development is a recent principle, born from the observation of inequalities in development and the pressures of population growth on the environment. It has been included in major international conferences (the Earth Summit in Rio in 1992; Kyoto Protocol in 1997) but is not limited to the protection of nature. B. sustainable development, a principle which is still debate • This cartoon was published in the journal online the decay, in issue 51 of July-August 2008. the author is unknown but it presents a critical vision of sustainable development. This document is to apprehend carefully because it is a cartoon (which exaggerates or distorts reality in order to laugh or to react) and because it was published in a newspaper that advocates the economic decay -forest: it is dense but some trees are lying by the passage of the truck. -truck: called ‘sustainable development’, it darkens to a portal. Its edge, there are politicians, sportsmen, an economist, workers, scientists and journalists. -local people and Wildlife: one sees people stop at the passage of the truck or flee to avoid getting crushed. -wall and chasm: at the centre of the wall (on « natural limits »), we see a closed gate and beyond, a chasm. -It symbolizes the environment degraded by the presence and human activities -It symbolises the northern countries that are driving the sustainable development globally. All the characters are proponents of this policy and refer. -they represent the victims, those left behind on Sustainable Development decided by the countries of the North -It represents the limit of what nature can bear. The cartoon denounced the low taking account of the environment. Sustainable development is far from unanimous. He is accused of being too centered on one of the three pillars, at the expense of the other two: the environmentalists (WWF or Greenpeace) movements denounce the low taking account of the environmental pillar. Criticized the countries of the North to impose the sustainability in the countries of the South, while they have not finished their development, without taking into account local specificities. C. several ways to implement sustainable development Sustainable development was developed by the countries of the North, who were the first to try to implement it: they have indeed completed their development and have the financial means to do so. Thus, in developed countries, emphasis is placed especially on the environmental pillar (fight against pollution in the cities, thermal insulation of dwellings…) by diverse actors who act in collaboration (public authorities, private companies, individuals…) In the countries of the South, the situation is different. The stage of development is not yet reached so immense problems remain: access to food, housing, water, care… These countries consider that development takes precedence over sustainable development (especially as they do not have the means to finance these policies and they have that the North is seeking to impose it on them). • The planet is today marked by inequalities of development, noticeable at all scales. Facing a population growth even stronger (which should slow down in the years to come), the question of satisfaction of needs. • This double is originally from the emergence of sustainable development, new vision of development. It comes to « meet the needs of generations of the present without compromising the ability of future generations to meet their ». Humanity must work collectively to ensure a more equitable and more respectful of the environment development… Huge task and which poses a series of problems.
Owing to their altitude, slope and orientation to the sun, mountain ecosystems are easily disrupted by variations in climate. Many scientists believe that the changes occurring in mountain ecosystems provide an early glimpse of what could come to pass in lowland environments. The mountains therefore are dually the areas most at risk and those most capable of providing answers to the dangers posed by climate change. Over the past hundred years, mountain glaciers have continued to melt at an alarming and unprecedented rate creating a devastating impact on the plants, animals and mountain people in their vicinity. The negative effects of climate change though stretch beyond the immediate mountain environment. The mountains are global ‘water towers’ supplying lower lying areas including vast urban regions and populations. Furthermore, continued climate change in the mountains – regressing glaciers, melting snow layers, the raising of the permafrost height, the intensification of the erosion processes, the resulting changes in ecosystems of high altitude, the structural failures and physical disintegration of rocks – are likely to increase the rate of natural hazards and disasters. As part of its wide scope of activities, the UIAA is fully engaged in mountain sustainability projects and the education about climate change, working closely, in the following areas: • Promoting a sustainable mountain regions development, as well as the awareness and education of sustainable environmental practices through the annual UIAA Mountain Protection Award project. • The preservation of the mountain environment in its natural state by supporting concrete actions taken by UIAA member federations and through mountain clean-up events organised through the UIAA Respect the Mountains programme. • Encouraging the adoption and respect by all mountain stakeholders of the agreed international declarations, including the UIAA’s own guidelines and charters, in order to preserve mountain ecosystems and cultures. • On a practical level, many UIAA member federations are already actively helping to reduce impact, notably by implementing and encouraging carbon offset programmes and in soft mobility schemes when travelling to mountain activities. In 2015, the UIAA was present at COP21, the United Nations Framework Convention on Climate Change. Together with experts the UIAA proposed a ‘Declaration on Mountain Change for COP21, ensuring the vulnerability of mountains be recognised in the final Paris Accord’. The Declaration was circulated to international organizations to be signed and to States to be promoted and supported in the negotiation sessions. In addition to its work on the declaration, the UIAA were present on site managing the Call from the Mountains booth which provided international media, visitors and delegates with the opportunity to discuss the devastating effects of climate change in the mountains. During an international media open day on 4 December, Frits Vrijlandt, President of the UIAA and Ang Tshering Sherpa (President of the Nepal Mountaineering Association) were available for interviews or informal discussions regarding the impact of climate change on mountain regions. “COP21 is the global conference on climate change which is the most important event and gathering of the heads of state and everybody involved in climate change. The role of the UIAA, as representative of entire mountaineering community, is to be the voice of the mountains.” “It is crucial to raise awareness about the impact of climate change in the mountains. Most people who visit the mountains understand its beauty and enjoy spending time there without really realizing the extent of the glacial melting and the impact on our largest source of clean, drinking water. This is one of the many problems, and has a notable impact in developing countries. It will make drinking water more scarce, more expensive and on a humanitarian level escalade the difference between the rich and the poor.” “Global climate change is impacting Nepal rather disproportionately compared to its size and its own meagre contribution of the global greenhouse gases. The Himalayas face temperature rise at double the rate of the global average. Its glaciers are retreating rapidly at an average rate of 30 meters every year, many of them forming into dangerous glacial lakes held back by frail moraine walls. Climate change is making rainfall patterns more irregular and it’s increasing the incidence of extreme droughts and floods in recent years.” “Mountain communities are particularly vulnerable to natural hazards, which are a common feature of mountain environments. Earthquakes, landslides, avalanches, heavy rain and snowfall, floods and glacial lake outburst floods can destroy lives and livelihoods especially when infrastructure and settlements are built in hazardous areas.” The full address by Mr Ang Tshering Sherpa regarding the current impact of climate change in Nepal can be viewed here.
In addition to their role as rain- and snow-makers in Earth's water cycle, clouds play a major part in Earth's energy budget—the balance of energy that enters and leaves the climate system. Clouds may have a warming or cooling influence depending on their altitude, type, and when they form. Clouds reflect sunlight back into space, which causes cooling. But they can also absorb heat that radiates from the Earth's surface, preventing it from freely escaping to space. One of the biggest sources of uncertainty in computer models that predict future climate is how clouds influence the climate system and how their role might change as the climate warms. These maps show what fraction of an area was cloudy on average each month. The measurements were collected by the Moderate Resolution Imaging Spectroradiometer (MODIS) on NASA's Terra satellite. Colors range from blue (no clouds) to white (totally cloudy). Like a digital camera, MODIS collects information in gridded boxes, or pixels. Cloud fraction is the portion of each pixel that is covered by clouds. Colors range from blue (no clouds) to white (totally cloudy). From month to month, a band of clouds girdles the equator. This band of persistent clouds is called the Intertropical Convergence Zone, the place where the easterly trade winds in the Northern and Southern Hemispheres meet. The meeting of the winds pushes warm, moist air high into the atmosphere. The air expands and cools, and the water vapor condenses into clouds and rain. The cloud band shifts slightly north and south of the equator with the seasons. In tropical countries, this shifting of the Intertropical Convergence Zone is what causes rainy and dry seasons. Another frequently cloudy place is the Southern Ocean. Although there is not as much evaporation in the high latitudes as in the tropics, the air is cold. The colder the air, the more readily any water vapor in the air will condense into clouds. - View, download, or analyze more of these data from NASA Earth Observations (NEO): - Cloud Fraction
Coral reefs are widely appreciated for their beauty and spectacular biodiversity, which rivals that of tropical rainforests. Unfortunately, coral reefs are in decline worldwide due to both natural and human impacts. These impacts have had particularly adverse effects on hard corals, which are the major architects responsible for building reefs. Because there is a strong relationship between coral-generated structure and the abundance and diversity of other reef-dwelling organisms, maintaining healthy corals is the key to conserving the biodiversity of reef communities. - Develop and test hypotheses explaining the diversity of reef corals - Quantify the role of key Caribbean reef herbivores in maintaining coral-dominated reefs - Determine the relative importance of herbivory versus corallivory on tropical reefs A corallivorous butterflyfish (Photo by J. Idjadi) Coral reef diversity (Photo by R. Rotjan) Coral Reef Diversity Understanding the ecological processes that promote and maintain coral species diversity is increasingly essential as coral reefs continue to be threatened. We have been using experiments and modeling to test hypotheses of coral species coexistence on the reefs of French Polynesia. As the primary frame builders on reef, corals create habitat that countless other marine invertebrates rely upon for refuge and settlement space. Using surveys, we have been examining the relationship between coral-generated habitat features and the abundance and diversity of the associated reef fauna. Coral Reef Herbivory Urchins are key algal grazers whose loss in the Caribbean preceded a huge decline in coral cover and increases in the abundance of algae. In Discovery Bay, Jamaica, the decline of urchins in part led to massive coral die-offs and algae-dominated reefs. Now that these urchins are returning, we have demonstrated increases in coral growth, settlement and survivorship in Jamaica, which indicate the importance of these urchins for reef resilience. The Herbivory-Corallivory Balance Parrotfish are colorful and charismatic reef fish, and they are thought to contribute to the maintenance of healthy coral reefs by grazing seaweeds (herbivory) that could otherwise overgrow corals. However, coral reefs are complicated ecosystems, and although parrotfish benefit corals, they may sometimes cause unexpected damage. Parrotfish use their beak-like jaws to feed not only on seaweeds, but also on living corals (corallivory). Parrotfish scars on corals are highly conspicuous and can range from a few small bites to total colony destruction. Research we have conducted on Belizean and Bahamian reefs shows that in some areas, nearly 20 percent of coral colonies are killed by parrotfish grazing, and these corals do not recover. In spite of the complex role played by parrotfish grazing in maintaining reef communities, this aspect of coral reef ecology has received little scientific attention.
— Note: this post is part of an encyclopedia entry just finished, with a question for readers at the end — Clitic (from Greek κλίνειν ‘incline, lean’) is the term in traditional grammar for a word that could not bear primary word stress and thus ‘leans’ on an adjacent stress-bearing word (the clitic host). A clitic leaning on a following word is a ‘proclitic’; one leaning on a preceding word is an ‘enclitic’. Clitics exhibit characteristics of both words and affixes and yet do not fall fully into either category: they are like single-word syntactic constituents in that they function as heads, arguments, or modifiers within phrases, but like affixes in that they are “dependent”, in some way or another, on adjacent words” (Zwicky 1994:xii). Arnold Zwicky, in his seminal study of clitics, identified three classes: special clitics, simple clitics, and bound words. Both special and simple clitics are unaccented bound variants of stressed free morphemes; both types share the semantics and basic phonological core of their respective free forms, but special clitics differ from the syntax of their free forms whereas simple clitics exhibit identical syntax as their free variants (1977:3-6). Bound words do not have a free variant: this type of clitic exists only in an unaccented form with another word serving as its attachment host. Zwicky notes that bound words are often “associated with an entire constituent while being phonologically attached to one word of this constituent” and are typically attached “at the margins of the word, standing outside even inflectional affixes” (1977:6). Since many clitics exhibit an intriguing combination of both phonological and syntactic properties, their precise linguistic nature has been the subject of considerable study, first within the context of Indo-European philology and then since the 1970s within modern morphology and syntax. Jakob Wackernagel (1892) is perhaps most famously associated with the early study of clitics, and the category of clitics that must be placed in the second position (that is, immediately after either the first syntactic constituent or the first phonological word, as with Greek δέ) of a clause are called ‘Wackernagel clitics’ (and his observation is sometimes referred to as ‘Wackernagel’s Law’). Nearly a century later, Judith Klavans (1985) concluded that clitics are “phrasal affixes” based on her observation that for some clitics the phonological host and syntactic host may be distinct. A significant focus of the the renewed interest in clitics since the 1970s has been the attempt to establish a typology of clitics, including their characteristics vis-à-vis words, on the one hand, and affixes, on the other (see, especially, the seminal contributions of Zwicky 1977, Zwicky and Pullum 1983, and Klavans 1982, 1985). For example, the typical word carries an independent accent, whereas the typical affix does not; in many languages the order of words varies without semantic difference, whereas affix order is fixed (and a different affix order results in different semantics); and affix placement is specified by morphological rules concerning what word class the affix may attach to, whereas word placement is governed by syntactic rules concerning phrasal categories rather than word classes. (For more discussion, see, among others, Zwicky 1977; Borer 2003; and Anderson 2005.) Where do clitics fit in the word-versus-affix distinctions? Since clitics often look more like affixes than words, Zwicky and Pullum (1983) focused on the clitic-versus-affix problem and identified six criteria for distinguishing the clitics from inflectional affixes: 1) whereas affixes may attach to a defined set of hosts (e.g., the Hebrew verbal suffixes תָּ, תְּ, תִּי are agreement morphs that affix only to the perfect verb), clitics are not as constrained concerning their phonological host — as ‘phrasal affixes’, clitics may attach to nouns, verbs, prepositions, etc. 2) clitics are productive; affixes are not: for a given clitic there is no expected host that is arbitrarily disallowed; in contrast, inflectional affixation, for example, can arbitrarily not apply, as with the lack of a clear past participle for ‘to stride’ (i.e., ‘he has stridden?/strided?/strode?’; Pinker 1999:125). 3) morphological idiosyncrasies are not characteristic of clitics: whereas typical inflectional affixation paradigms may be interrupted by suppletion (e.g., שָׁתָה ‘drink’ / הִשְׁקָה ‘give a drink’ and the monosyllabic – singular/bisyllabic – plural base variation in the Hebrew segholate nouns) or ablaut (e.g., English foot/feet, not *foots), the attachment of clitics does not affect the host word in phonologically or morphologically unexpected ways. 4) semantic idiosyncrasies are not characteristic of clitics; when clitics attach to a host, the result is predictable, whereas inflectional affixes may combine with a host to produce a complex with an unpredictable meaning, such as when the affixation of the plural morpheme produces something other than a countable plural, e.g., דָּם ‘blood’, but דָּמִים ‘blood-shed’ (i.e., blood that has been spilled). 5) a clitic and host combination are not subject to syntactic rules whereas words exhibiting affixation are treated as single syntactic items. 6) clitics can attach to material already containing clitics, but affixes cannot attach to material already containing clitics. With the various characteristics and criteria above in mind, it becomes clear that there are a number of clitics (mostly proclitic) in pre-modern Hebrew, although (excepting Dresher 2009; see below) the category as such has not yet been given adequate linguistic attention. Most obviously belonging to the category of clitic are the conjunction – וְ, the article – הַ, the monoconsonantal prepositions – בְּ, – כְּ, and – לְ (which have rarely used free forms,בְּמוֹ, כְּמוֹ, and לְמוֹ, respectively), the preposition מִן (with bound variants – מִ and – מֵ and its rare free form מִנִּי), the interrogative – הֲ, and the nominalizers אֲשֶׁר and – שֶׁ. However, beyond these items, the complexity of sorting out cliticization increases considerably. Within the scope of commonly used biblical reference grammars, the identification of clitics is erratic. See Gesenius-Kautzsch 1910:§§35l, 136d; Waltke and O’Connor 1990:§§4.2.1a; 11.1.2c; Joüon and Muraoka 2006:§§13a-d, 34). Note that Waltke and O’Connor explicitly do not include the monoconsonantal prepositions in this category but classify them as “prefixes” (§11.1.2c; see, in contrast, Joüon and Muraoka 2006:§34, note 4). At the heart of the discussion about cliticization in Biblical Hebrew is the מַקֵּף (maqqef), a graphemic sign much like a hypen that indicates two or more orthographic words form a single prosodic word. The apparently inconsistent use of the maqqef (Joüon and Muraoka 2006:§13b) obscures any simple correlation between the maqqef and clitics: bound words (i.e., words that exhibit the construct form) are not always followed by a maqqef and the maqqef is occasionally used with words not normally identified as clitics, e.g, וַֽיְהִי־עֶ֥רֶב ‘and evening was’ (Gen. 1.8), הִֽתְהַלֶּךְ־נֹֽחַ ‘Noah walked’ (Gen. 6.9), and גֵּר־יָת֖וֹם וְאַלְמָנָ֑ה ‘alien, orphan, and widow’ (Deut. 27.19) (Gesenius-Kautzsch 1910:§16b; Joüon and Muraoka 2006:§13d; Dresher 2009:106). B. Elan Dresher’s 2009 work on the Tiberian Word unravels many of the complexities regarding cliticization in Biblical Hebrew (at least, as it is represented in the Masoretic Text). According to Dresher cliticization in Tiberian Hebrew involves more than simply identifying words to classify as clitics. Rather, he argues, “the principles governing cliticization are … particularly complex, because, being situated at the interface between word and phrase, they involve general principles of phrasing as well as particular idiosyncrasies of lexical items” (2009:100). Besides asserting that the maqqef does signify that the unstressed word is a clitic, he builds on Breuer 1982 and identifies three principle categories of cliticization in Hebrew: small words, simplification of phrasing, and clash avoidance. The first principle, small words, includes function words such as those listed above — monosyllabic words that are typically proclitic even though they have corresponding free forms, that is, forms without a maqqef, with their own accent, and often with a vowel change (see Table 1). \|Small function words that can be cliticized to any word אֵת עַל אֶל מִן עַד עִם אִם אַל בַּל פֶּן אַף מַה כָּל בֶּן בַּת עֶת \|Small (mostly) content words that can be cliticized to short words גַּם אַךְ רַק יַד כַּף עַם דַּם דְּבַר הַר שַׂר גַּן רַב חַג רַךְ נְאֻם אַף מַס גַּל קַשׁ פַּת גַּת שֵׁן חָק מָר תָּם תַּם שַׁל רַד חַי אַתְּ זֶה בְּעַד נְקַם שְׁגַר לְבֶן מְלָך Table 1: Small words that have an inherent tendency to be cliticized (modified from Dresher 2009:101-102) The ‘small words’ in Table 1 represent common function words that have clitic forms (the first grouping) and mostly monosyllabic nouns (the second grouping) whose clitic forms are often more frequent than their free forms. As Dresher notes,”the tendency to cliticize depends on a variety of factors, including phonological weight, morphological/syntactic class, semantic function, and commonness” (2009:102; see 100-103 for further discussion of Breuer’s list of small words). The second principle, simplification of phrasing, concerns the reduction of disjunctive accents to produce a smoother phrasing. The third principle, clash avoidance, addresses the unexpected cliticization in cases like וַֽיְהִי־עֶ֥רֶב ‘and evening was’ (Gen. 1.8). Dresher argues that cliticization is used to prevent a stress clash, which he describes as follows: “In Tiberian Hebrew, a stress clash occurs between two words in the same phonological phrase when the first word has final stress and the second word has initial stress. If the first word ends in a superheavy syllable (a phonologically long vowel in a closed syllable), no clash is considered to occur” (2009:105). In cases like וַֽיְהִי־עֶ֥רֶב, the prosodic options to avoid the clash are either stress retraction or cliticization (the latter was the applied solution in Gen 1.8). The final issue concerning cliticization is the status of words that exhibit a bound form (the construct) but are not monosyllabic. The challenge, as indicated above, is that many such clear cases of cliticization are not marked by a maqqef, which is the normal Masoretic indicator of a clitic. The phrase עַל־פְּנֵ֥י הַמָּֽיִם ‘upon the surface of the water’ in Gen 1.2 is illustrative: the maqqef signals the clitic status of the preposition עַל, but the bound word פְּנֵי is not connected to its clitic host הַמָּיִם by a maqqef. Yet the clitic status of construct/bound forms is not only suggested by the examples that do appear with a maqqef (e.g., אַדְמַת־קֹ֖דֶשׁ ‘land of holiness [= holy land]’, Exod. 3.5) but also by the vocalization differences between the free and bound forms: assuming an underlying /dabar/ for ‘word’, the free form, which has a primary word stress, דָּבָר exhibits pretonic and tonic backing and raising ([a] to [å̄], IPA [ɔ]), whereas the bound form דְּבַר exhibits no tonic change and pretonic reduction to schwa, suggesting that originally the form did not carry primary word stress. Here is where I leave you with the question: so, what do we do with the construct/bound form issue? Are they clitics or not? If yes, then what do we say about the non-use of the maqqef and the presence of an independent accent? If no, then what do we call these forms, since they obviously “lean” on the following word? My own thoughts, for which I am indebted significantly to Elan Dresher, will follow in a few days with Part 2 of this topic. Anderson, Stephen R. 2005. Aspects of the Theory of Clitics. Oxford: Oxford University Press. Borer, Hagit. 2003. “Clitics: Overview.” International Encyclopedia of Linguistics, 2nd edition (e-reference edition), ed. William J. Frawley. Oxford: Oxford University Press. (accessed 30 June 2010 http://www.oxford-linguistics.com.myaccess. library.utoronto.ca/entry?entry=t202.e0191) Breuer, Mordecai. 1982. The Biblical Accents in the Twenty-One Books and in the Three Books (in Hebrew). Jerusalem: Mikhlala Caink, Andrew D. 2006. “Clitics.” Encyclopedia of Language and Linguistics, 2nd edition, volume 2, ed. Keith Brown, 491-95. Oxford: Elsevier. Dresher, B. Elan. 1994. “The Prosodic Basis of the Tiberian Hebrew System of Accents.” Language70 (1):1-52. ———. 2009. The Word in Tiberian Hebrew. The Nature of the Word: Essays in Honor of Paul Kiparsky, ed. K. Hanson and S. Inkelas, 95-111. Cambridge, MA: MIT Press. (see here for a draft pdf) Holmstedt, Robert D. 2010. “Review of Morphologies of Africa and Asia, edited by Alan S. Kaye.” Review of Biblical Literature 6:4. (go here) Joüon, Paul, and Takamitsu Muraoka. 2006. A grammar of Biblical Hebrew. Rev. ed. Rome: Pontifical Biblical Institute. Klavans, Judith L. 1982. “Some problems in a theory of clitics.” Bloomington, IN: University Linguistics Club. ———. 1985. “The independence of syntax and phonology in cliticization.” Language 61:95-120. Pinker, Steven. 1999. Word and Rules: The Ingredients of Language. New York: Basic Books. Wackernagel Jakob. 1892. “Über ein Gesetz der indogermanischen Wortstellung.” Indogermanische Forschungen 1:333–436. Zwicky, Arnold M. 1977. “On clitics.” Bloomington, IN: Indiana University Linguistics Club. (go here) ———. 1985. “Clitics and particles.” Language 61 (2):283-305. (go here) ———. 1994. “What is a clitic?” Clitics: A Comprehensive Bibliography, 1892-1991, ed. J. A. Nevis, B. D. Joseph, D. Wanner and A. M. Zwicky, xii-xx. Amsterdam: John Benjamins. (go here) Zwicky, Arnold M., and Geoffrey K. Pullum. 1983. “Cliticization vs. inflection: English N’T.” Language 59 (3):502-13. (go here) Waltke, Bruce K., and M. O’Connor. 1990. An introduction to Biblical Hebrew syntax. Winona Lake, IN: Eisenbrauns.
This post is the first of six in a series with ideas and resources on how to make computing lessons engaging and demanding for as many students as possible. Click here for the original post. Ideas and resources for creative computing lessons I think creativity is one of the most over-used words in teaching. Put a few fancy pictures on a worksheet and it’s described as ‘creative’; Involve some design or multimedia in a project and it’s suddenly ‘creative’; Set students an open ended challenge that keeps them busy for a few minutes and that’s ‘creative time’. Only, it rarely ever is. There are loads of definitions out there for creativity but I like the the literal translation: the art of using your imagination to creating something new. Re-creating something that someone else has already made isn’t creative – it can be restrictive and frustrating. The step-by-step guides that are so helpful for us teachers can be great for getting students started, but if that’s all they ever follow then there’s a good chance we’re limiting their creativity. - Don’t always get students to follow step by step instructions. Use them to introduce new skills but ensure that there’s time and opportunity to explore beyond copying or following rigid instructions. e.g. “I’ll teach you how to make a game that does x, y and z, then it’s down to you to add any two additional features” - Choose projects where students can customise / extend / adapt / create their own ideas. e.g. “Create a game that will occupy a two year old for as long as possible. You can use any website / app / tool and base your idea on any existing game as long as it’s suitable for a parent to give to a 2 year old and isn’t identical to something already out there” - Creativity and imagination are closely linked and imagination is heavily influenced by our interests and abilities. Create opportunities for students to find an outlet for their interests in their work e.g. “Last week we learnt how to create a webpage and style it using CSS. Today I want you to create a news headline webpage with an imaginary story. Celebrity been abducted by aliens? Football team relegated? You choose any three headlines as long as you keep it clean and don’t write it about anyone in this class” Are students simply copying (from a video / from me / from each other / from a website) or have they been free (or forced!) to innovate and think for themselves? Example activity: Random story generator The above code generates a random fairy tale from three parts of three different stories. It demonstrates how lists can be used to store more than one piece of data and how to choose something at random from a list. Students have to master the python syntax to add their own fairy tale into the lists.
Nose cancer (or nasal adenocarcinoma) occurs when too many cells in a cat's nasal and sinus passages come together. The disease progresses slowly. Studies have shown nose cancer is more common in larger animal breeds than in smaller ones, and it may be more common in males than females. Options exist when the disease is caught early and aggressively treated. - Loss of appetite (anorexia) - Mucus-like material from the nose (nasal discharge) - Facial deformity - Pain in the nose - Obstructive masses in the animal's nose A pollutant-filled environment is one of the known causes of nose cancer, but exact causes are otherwise largely unknown. Veterinarians may utilize a variety of tools to detect nose cancer. A microscopic camera placed in the nose (rhinoscopy) can be used to look into the nasal cavity, although it may not be effective if blood or masses are obstructing the view. A tissue sample (biopsy) will be done for a definitive diagnosis. A diagnosis can also be made if bacterial cultures come back positive. Material from the lymph nodes are sometimes examined to see if the disease has spread (metastasized) into other parts of a cat's body. While surgery may be used to remove a tumor, it is not effective as a treatment option on its own. Radiation therapy (radiotherapy), when combined with surgery, has shown positive results for some animals. In some cases, chemotherapy is also prescribed. Living and Management If the nose cancer is not treated, the median survival time is between three and five months. When radiotherapy is used, the survival rate percentages range from 20 to 49 percent for the first two years after the treatments. It is best to follow the prescribed treatment plan to ensure the best possible outcome for your cat. There is currently no way to prevent nose cancer. A cavity within a bone; may also indicate a flow or channel Small structures that filter out the lymph and store lymphocytes The process of removing tissue to examine it, usually for medical reasons. The result of a malignant growth of the tissue of the epithelial gland. Anything that looks different from what is considered to be normal and healthy for that species
The binary adder The binary adder The circuit below is an adder for binary numbers encoded serially, least-significant bit first. (Fans of big-endian architectures are invited to try to design one that works with incoming data presented most-significant bit first.) We’ve added dots of copper alongside the input and output wires to make it easier to see what is happening: these dots don’t contribute to the operation of the adder. At generation 0 the top input to the adder is ‘011’ (which is 3 in decimal) and the bottom input to the adder is ‘110’ (6 in decimal). Forty-eight generations later the result ‘1001’ (9 in decimal) appears at the output. How does it work? Just below the centre of the device is a flip-flop. This stores the current state of the carry; call this C. Call the lower input to the adder A and the upper input B. The leftmost component of the adder is an exclusive-OR gate. This calculates A EOR B. The output of this gate goes to a (simple) AND-NOT gate just below, whose other input is A. The output of this AND-NOT gate is thus A AND NOT (A EOR B), which (as you may verify by considering separately the cases where A is 0 and where A is 1) is the same as A AND B. This signal is used to set the carry flip-flop. There is a second AND-NOT gate, right in the middle of the device. One input is A EOR B and the other is fed by a continuous stream of ones generated by a small loop just to its north-east; its output is thus NOT (A EOR B). This signal is used to clear the flip-flop. The timing of the signals to the flip-flop is arranged so that if both set and clear signals are active, the set takes priority. The overall effect on the flip-flop state is thus as follows. If both A and B are zero, there is definitely no carry from this bit into the next; if exactly one of A and B is one, the carry out of this bit is the same as the carry in to it; and if both A and B are one, there is definitely a carry out of this bit. The final step is to exclusive-OR the carry state C with A EOR B to give one bit of result. The adder structure described here is called a ‘propagate-generate adder’: A AND B generates a carry from the current bit, and A EOR B propagates a carry through it. Many fast adders implemented on real integrated circuits use exactly this technique. The simpler ‘ripple carry’ structure, where each bit explicitly computes sum and carry outputs as direct functions of its inputs A and B and the carry output from the previous bit, are generally slower. This is especially true in Wireworld, where such a design would imply a long feedback loop in the circuit, greatly limiting the maximum speed of operation. Next we shall start building the computer proper. This page most recently updated Fri Nov 7 16:07:42 GMT 2014 Qxw is a free (GPL) crossword construction program. Answer treatments, circular and hex grids, jumbled entries, more besides. New release 20140331 for both Linux and Windows. More... My book, ‘Practical Signal Processing’, is published by Cambridge University Press. You can order it directly from them, or via amazon.co.uk or amazon.com. Paperback edition now also available. Browse before you buy at Google Books. Wydanie polskie. If you find this site useful or diverting, please consider a donation to NASS (a UK registered charity), to KickAS (in the US), or to a similar body in your own country. All trademarks used are hereby acknowledged.
Depending upon a writer's intent, each type of writing demands a different approach, tone and word selection. Appropriate writing for a persuasive piece, for example, is not the same as appropriate writing for objective journalism. The intent of narrative writing is to tell a story, which may be factual or fictional, personal or removed. Although narrative writing typically is more open-ended than other kinds of writing in terms of tone and objective, it still adheres to several shared characteristics. Narrative writing is formatted like a story. This means all narrative writing has a setting and plot with characters, conflict and resolution, and a beginning, middle and end. Even pieces that are not themselves stories are written with the same structure. A book report, for example, will discuss those points of the narrative and follow a story that includes the author and reader as characters. Types of Narrators Every narrative is told by an individual described as the "narrator." Narrators can be limited or omniscient in their point of view. Omniscient narrators know everything about the setting, characters and events of the story and tell readers what they need to know as the information becomes relevant. Limited narrators know only a subset of what's happening in the story -- often because the narrator is a character within the narrative and subject to human sensory limitations -- and tell only what they know as they know it. Point of View Each narrator within a piece of narrative writing has a point of view: first person, second person or third person. A first-person narrator describes events that happened to him or that were related to him by others. He may frequently employ the pronoun "I." A third-person narrator describes the narrative from the perspective of an observer. In second-person narration, the writer directly addresses the reader, as if she were describing events to the reader in a conversation. The device isn't used often. You can find examples of it in the "Choose Your Own Adventure" book series. An Implicit Message Like most forms of writing, narratives have a message for the reader. Unlike other forms of writing, this message is usually implied through the events of the story and the decisions or dialogue of the characters rather than explicitly spelled out. Aesop's fables are an exception to this rule, as they illustrate the message implicitly then end the story by explicitly calling that message to the reader's attention. Using Ethos over Logos One hallmark of narrative writing is that a story's characters may influence its readers. A successful narrative can make a point or sway opinions only if the readers develop an emotional attachment to the main characters. Characters whose actions are based on some strong moral conviction assume a credibility that can persuade others. Using that credibility as a tool of influence employs the technique known as "ethos." When writers, or their characters, rely on facts and plainly stated logic to advance an argument or stand, the technique is called "logos."
No country in the world can not normally exist without a state budget.What is this document is, and what features of the budget?State budget called painting (balance estimate) of all expenditures and revenues.His role in the development of national economies has always been highly controversial.With the change in the level of taxation and government spending often regulate the amount of aggregate demand.For this reason, there are two types of fiscal policy: restrictive (restrictive) and an expansive (expansion).The first means reducing government spending and tax increases, which leads to a weakening of inflation and the normalization of the economic conjuncture.The second involves an increase in expenses and a decrease in the level of taxation, thus helping to overcome the difficult economic crises. budget revenues are formed by such receipts as income tax, taxes on businesses and companies, social security contributions, indirect taxes, taxes on consumption, excise duties.The expenditure part of the budget functions are different, but one of the most important is the growth of aggregate demand through government purchases of goods and services.It acts both as the main instrument of state policy.The economic essence of the budget is that the government is using it as the main instrument of social, economic policy and ensure its full operation.With the budget is carried out large-scale redistribution of income in order to achieve the greatest social justice.Almost half of the budget goes to social and economic needs of the state. These costs are divided into two groups: - social - includes expenses for payment of pensions, benefits, education, health-care costs; - economic - includes the cost of housing, regional development, energy, engineering, environment protection, manufacturing, mining, transportation, natural resources, agriculture, communications. normal state of the state budget is considered to be equality between its revenues and expenditures.During the economic crisis, the budget usually has a negative balance, thus there is a shortage of income.In times of speculative boom state budget could have a surplus.In this case, a surplus is formed, that is, the excess of income over budgetary expenditure.During the crisis, aggregate demand decreases, and during the speculative boom intensified inflation.State budget deficit may be covered by printing money, extra income, increase internal or external debt. essence of the state budget is epitomized in its functions.Since it is considered a major element of the entire financial system of the state, he performs the following functions of the budget: 1. Junction - concentrating the funds through certain channels and redistributes them through the organs of the Treasury. 2. Control, which is manifested in the implementation of control measures for the process of formation and distribution of funds.It is the Treasury, the Central Bank, all the tax authorities. 3. Redistribution of GDP. 4. stimulate and regulate the economy. 5. Financial provision of the public sector (government agencies). 6. Conducting social policy.Additional features - information function; - institutionalization of public preferences; The state budget is considered a legal act, which is the most important financial plan for the country.
About Hearing Evaluations The purpose of a hearing evaluation is to determine the softest sounds each ear can hear and the softest levels at which speech can be repeated, as well as the percentage of correct words that can be repeated at a comfortable level. This test is typically performed on patients greater than four years of age when there are concerns about hearing, tinnitus, dizziness or speech development A comprehensive hearing test or audiometric evaluation is the first step in determining whether hearing is within normal limits, or if a loss in hearing sensitivity is present. The patient is asked to respond to different tones (typically by raising the hand or pressing a button). The patient is also asked to repeat words at both soft and average levels.
About Us \| How to Participate \| Biodiversity Modules \| 7. Animal Signs To help students develop observational skills recognizing common animal signs. - Students will develop "search image" by practicing their different senses. Report if you: see, hear, see and hear, or smell. Other ways to record your observations are if you see a carcass, see a bird on nest, flying overhead and signs. - Using the same Treasure map, place 2-3 Sign cards along the way. Also place "Other signs" (Pencil, gum wrap, feather, golf ball) along the path. - Divide the class into groups of 3-5. - Each student will use their Treasure Map - Students will record/draw in their journals what they see and where they see it (e.g., what segment of the route that they see it. There are 4 segments). - As a team they will compare their sheets and re-trace the route if they missed any of the signs. - Students will return to the classroom and using field guides and Internet identify who made the signs. - Students will add their information to the Data Collection Sheet. - Practice looking and identifying different signs online. (Click Here) - Go outdoors and using your Treasure Map, walk slowly along the segments, looking around for signs. - Draw each segment of the Map and where you found the sign and what the sign was. - After every team member has found the signs, bring them back into the classroom. - Using field guides, Internet, and materials your teacher provides, identify the signs. - Enter the data for each of the species on your Data Collection Sheet. Student Guide » Search image - knowing where to look Tracking - the pursuit of an animal by following tracks or marks they left behind.
What is Common Core? What is common core? According to common core state standards initiative “common core is the new standards is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade.” The reasons behind common core is to have students ready to graduate high school with the knowledge that is necessary to succeed in college, in a career and to be able to succeed in life no matter where they live in the United States. It helps students be prepared for entry level classes in college, workforce training programs, and introductory academic college course. It focuses on developing critical thinking, problem thinking, and analytical skills that’s are needed to be successful. Where did the common core come from? State standards have been coming around stating in the early 1990s. By the 2000s each state had their own state standards for education. The lack of conformity is what started the development of the common core. Forty two states, the District of Columbia, four territories and the Department of Defense Education Activity have adopted and are using the new standards. The common core has been in the works since 2008, it started with the former Arizona Gov. Janet Napolitano who wrote an initiative for the year that had a strong focus on improving math and science education. Dane Linn, a vice president of the Business Roundtable who oversees its Education and Workforce Committee stated “The more she thought about it, she came to the conclusion that America couldn’t lead the world in innovation and remain being competitive if we didn’t have an internationally competitive education system,” Comparing old standards V. common core. The math common core require a greater focus by teachers and deeper knowledge by the students then the old standards. They need to be able to calculate equations, understand concepts and not just memorize answers. Be able to select the best mathematical equation and demonstrate why the method is correct. In elementary school an old standard a question can be answered by a “count-all” strategy, in which you don’t need to know your multiplication tables by memory to get the right answer. The common core standard the question requires automatic recall of multiplication tables to get at the right answer. The English common core are to make sure that students are understanding what they read and can effectively talk and write about it. For first graders the old standards the students retell the main events (e.g., beginning, middle, and end) of Frog and Toad Together, and identify the characters and the setting of the story. With common core now they compare and contrast the adventures and experiences of Frog and Toad in Frog and Toad Together, and participate in collaborative conversations about their comparisons.
The Element Magnesium [Click for Isotope Data] Atomic Number: 12 Atomic Weight: 24.305 Melting Point: 923 K (650°C or 1202°F) Boiling Point: 1363 K (1090°C or 1994°F) Density: 1.74 grams per cubic centimeter Phase at Room Temperature: Solid Element Classification: Metal Period Number: 3 Group Number: 2 Group Name: Alkaline Earth Metal What's in a name? For Magnesia, a district in the region of Thessaly, Greece. Say what? Magnesium is pronounced as mag-NEE-zhi-em. History and Uses: Although it is the eighth most abundant element in the universe and the seventh most abundant element in the earth's crust, magnesium is never found free in nature. Magnesium was first isolated by Sir Humphry Davy, an English chemist, through the electrolysis of a mixture of magnesium oxide (MgO) and mercuric oxide (HgO) in 1808. Today, magnesium can be extracted from the minerals dolomite (CaCO3·MgCO3) and carnallite (KCl·MgCl2·6H2O), but is most often obtained from seawater. Every cubic kilometer of seawater contains about 1.3 billion kilograms of magnesium (12 billion pounds per cubic mile). Magnesium burns with a brilliant white light and is used in pyrotechnics, flares and photographic flashbulbs. Magnesium is the lightest metal that can be used to build things, although its use as a structural material is limited since it burns at relatively low temperatures. Magnesium is frequently alloyed with aluminum, which makes aluminum easier to roll, extrude and weld. Magnesium-aluminum alloys are used where strong, lightweight materials are required, such as in airplanes, missiles and rockets. Cameras, horseshoes, baseball catchers' masks and snowshoes are other items that are made from magnesium alloys. Magnesium oxide (MgO), also known as magnesia, is the second most abundant compound in the earth's crust. Magnesium oxide is used in some antacids, in making crucibles and insulating materials, in refining some metals from their ores and in some types of cements. When combined with water (H2O), magnesia forms magnesium hydroxide (Mg(OH)2), better known as milk of magnesia, which is commonly used as an antacid and as a laxative. Hydrated magnesium sulphate (MgSO4·7H2O), better known as Epsom salt, was discovered in 1618 by a farmer in Epsom, England, when his cows refused to drink the water from a certain mineral well. He tasted the water and found that it tasted very bitter. He also noticed that it helped heal scratches and rashes on his skin. Epsom salt is still used today to treat minor skin abrasions. Other magnesium compounds include magnesium carbonate (MgCO3) and magnesium fluoride (MgF2). Magnesium carbonate is used to make some types of paints and inks and is added to table salt to prevent caking. A thin film of magnesium fluoride is applied to optical lenses to help reduce glare and reflections. Estimated Crustal Abundance: 2.33×104 milligrams per kilogram Estimated Oceanic Abundance: 1.29×103 milligrams per liter Number of Stable Isotopes: 3 (View all isotope data) Ionization Energy: 7.646 eV Oxidation States: +2
\|An article is a word that is put next to a noun to indicate the type of reference being made to the noun. English language has two types of articles, namely, indefinite articles and definite articles. Indefinite Articles (a, an) refer to any member of a group. I am a boy. It is an elephant. There is a girl. Definite Article (the) refers to a specific member of a group. Example: Please return the book that you borrowed from the library yesterday. The following table summarizes the rules for using the articles: (This one, that one) One of many One of many groups The is not used with noncountable nouns referring to something in a general sense: [no article] Coffee is a popular drink. [no article] Japanese was his native language. [no article] Intelligence is difficult to quantify. The is used with noncountable nouns that are made more specific by a limiting modifying phrase or clause: The coffee in my cup is too hot to drink. The Japanese he speaks is often heard in the countryside. The intelligence of animals is variable but undeniable. The is also used when a noun refers to something unique: the White House the theory of relativity the 1999 federal budget Geographical uses of the Do not use 'the' before: - Names of countries (Italy, Mexico, Bolivia) except the Netherlands and the US - Names of cities, towns, or states (Seoul, Manitoba, Miami) - Names of streets (Washington Blvd., Main St.) - Names of lakes and bays (Lake Titicaca, Lake Erie) except with a group of lakes like the Great Lakes - Names of mountains (Mount Everest, Mount Fuji) except with ranges of mountains like the Andes or the Rockies or unusual names like the Matterhorn - Names of continents (Asia, Europe) - names of islands (Easter Island, Maui, Key West) except with island chains like the Aleutians, the Hebrides, or the Canary Islands Do use 'the' before: - Names of rivers, oceans, and seas (the Nile, the Pacific) - Points on the globe (the Equator, the North Pole) - Geographical areas (the Middle East, the West) - Deserts, forests, gulfs, and peninsulas (the Sahara, the Persian Gulf, the Black Forest, the Iberian Peninsula) Directions: Fill in the blanks with the correct articles. Write your own example sentences for each of the rules for using the articles described in this chapter. As a homework, read a book; and find at least ten articles and write the sentences in which they appear.
Common Core Standard HSF-IF.B.4 Questions For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive, or negative; relative maximums and minimums; symmetries; end behavior; and periodicity.★ You can create printable tests and worksheets from these questions on Common Core standard Select one or more questions using the checkboxes above each question. Then click the add selected questions to a test button before moving to another page.
Finding the Carbon in Sugar What Happens When Wood Burns? Ask students, Have you ever watched a campfire burn? What actually happens when you burn something? What does campfire wood look like after the fire goes out? Students should recognize that wood turns into ashes as it burns. When something burns, a chemical reaction occurs, in which the fuel—the thing that is burning—combines rapidly with oxygen, releasing energy as a byproduct. - Photo of a small fire in a backyard fire pit courtesy of Jon Sullivan. Released into the public domain. - Moreno N., and B. Tharp. (2011). The Science of Global Atmospheric Change Teacher’s Guide. Third edition. Baylor College of Medicine. Your slide tray is being processed. Funded by the following grant(s) My Health My World: National Dissemination Grant Number: 5R25ES009259 The Environment as a Context for Opportunities in Schools Grant Number: 5R25ES010698, R25ES06932 Foundations for the Future: Capitalizing on Technology to Promote Equity, Access and Quality in Elementary Science Education
Cockroaches' defining characteristics are their nymph life stage, their scavenging nature and their global abundance. They share taxonomical similarities with a variety of insects, such as dragonflies, beetles and even fleas, but cockroaches' wings and mouthparts link them to their closest insect relatives. A handful of cockroach families, distinct due to their size, habits and habitats, exist within the Blattodea order. A Diverse Class Members of the Insecta class share a number of common characteristics, but within this class, species exhibit tremendous diversity. The three-segmented body -- head, thorax and body -- is the defining characteristic of all insects. Head antennae and wings are also common to all insects, although not all insects can fly, despite having wings. Cockroaches straddle this characteristic: Some, such as the commonly seen oriental cockroach (Blatta orientalis), can't fly, and others, including the equally common American cockroach (Periplaneta americana), can fly. Because their wings are veined and folding, cockroaches fall into the pterygota subclass. They share this characteristic with all flying insects, such as bees, dragon flies, beetles and lice. This characteristic differentiates roaches from mayflies and dragonflies, which have wings that cannot fold flat against the body. Neoptera includes all pterygota, apart from butterflies and moths. The only distinction between neoptera and pterygota is the presence of the pleural wing-folding muscle. The members of this infraclass remain diverse and include wasps, fleas, cockroaches, termites, stick insects and waterbugs. The Roach and Close Relatives This superorder contains the cockroach and some of the cockroach's closest relatives. This classification distinguishes roaches from less similar insects. Although the majority of insects in this classification cannot fly, they are still classified by the configuration of their wings. All members of this superorder, which includes cockroaches, termites and mantises, have mouthparts for chewing, leathery wings and the ability of the female to carry eggs on the abdomen. The Immediate Roach Family Cockroaches exist entirely in two main families; Blattidae, which includes the American cockroach (Periplaneta americana), and Blatellidae, or so-called wood cockroaches, which includes the German cockroach (Blattella germanica). The majority of pest species are from the Blattidae family. A smaller family of roaches, Cryptocercus, exists under the Blattodea order. These are more closely related to termites than other roach families. - Jupiterimages/Photos.com/Getty Images
Teaching and Learning Science is a two-volume set that consists of 66 chapters written by more than 90 leading educators and scientists. The volumes are informed by cutting-edge theory and research and address numerous issues that are central to K-12 education. This resource will be particularly valuable for parents and teachers as schools around the country prepare students to meet the challenges presented when science is added to the No Child Left Behind Act in 2007. These insightful contributions touch on many of the most controversial topics facing science educators and students today, including evolution, testing, homeschooling, ecology, and the achievement gaps faced by girls, children of color, and ESL learners. Accessible and full of insight, the set is written for teachers, parents, and students, and offers a wealth of resources germane to K-12 settings. The volumes are arranged according to themes that are central to science education: language and scientific literacy, home and school relationships, equity, new roles for teachers and students, connecting science to other areas of the curriculum, resources for teachers and learners, and science in the news. The authors address controversial topics such as evolution, and present alternative ways to think about teaching, learning, the outcomes of science education, and issues associated with high stakes testing. In addition, relationships between science and literacy are explored in terms of art and science, making sense of visuals in textbooks, reading, writing, children's literature, and uses of comics to represent science. Chapters also address how to teach contemporary science, including the origin of the chemical elements, the big bang, hurricanes, tornadoes, volcanoes, and tsunamis. "Teaching and Learning Science is an excellent resource for those studying science instruction as well as those in need of a survey course in science education. Readers will certainly appreciate the suggested readings and websites at the end of the chapters. The book is also a valuable tool for conducting a book study for science professionals and is highly recommended for all science learning institutions, especially college libraries." "US teachers of K-12 science and teachers who teach them explore core issues in science education to help teachers, parents, students, and the general public become better informed about the science education curricula and public debates around it. The themes they address include language and scientific literacy, home and school relationships, equity, connecting science to the rest of the world, resources, and science in the news. The two volumes are paged and indexed together."
Researchers have just come to a stunning conclusion about the asteroid impact that wiped dinosaurs from the face of the Earth 65 million years ago. Scientists have just come to an incredible conclusion about the asteroid that is believed to have caused dinosaurs to go extinct 65 million years ago. If it had struck just moments later, dinosaurs might still be alive today, the amazing new report claims. A new documentary from the BBC is arguing that the nine mile long asteroid that is blamed for causing the destruction of the dinosaurs may have spared the great lizards had it struck just 30 seconds later. But because the asteroid struck in a price rock, hitting a patch of sulfur-rich rock, it plunged the Earth into a global winter because the sulphur reflected light away from the Earth back into space. It explains how such a small asteroid in comparison to the size of the Earth could have totally wiped out dinosaurs, ending 150 million years on this planet. If it had struck 30 seconds later, it would have landed in the ocean and not caused nearly the devastating impact it had. The Department of Energy says on its website that such an impact would have had an incredible effect on the Earth right away. “The kinetic energy of such an asteroid (more than 6 miles in diameter) would equal the energy of 300 million nuclear weapons and create temperatures hotter than on the sun’s surface for several minutes,” the DoE states. “The expanding fireball of superheated air would immediately wipe out unprotected organisms near the impact and eventually lead to the extinction of many species worldwide. Immediate effects would include an eardrum-puncturing sonic boom, intense blinding light, severe radiation burns, a crushing blast wave, lethal balls of hot glass, winds with speeds of hundreds of kilometers per hour, and flash fires. Longer-term effects would alter Earth’s climate.”
Two schools in South Australia have welcomed a set of NAO robots into their classrooms, in an attempt to figure out how artificial intelligence can be effectively incorporated into the Australian curriculum. The three-year research project is being run by Swinburne University of Technology in Melbourne and aims to identify ways that robots might both help and distract students, so that they can establish guidelines for their educational use in the future. "Robots are becoming a part of society," lead researcher Therese Keane said in a press release. "It is the responsibility of Australian schools to prepare their students with the skills needed for the future." While robots have occasionally been used in classrooms before, no research has been conducted on whether or not they actually assist teachers and students. This project aims to change that by placing a set of NAO robots in two different schools, and then having the teachers complete regular online surveys about their interactions. But, no, the robots won't be leading the classroom as some kind of high-tech teaching machine – the researchers are more interested in how the bots can be used to engage students in activities and help them learn new skills, such as coding. "Coding has been identified as a necessary skill for the next-generation of workers. These robots give the students an accessible and fun way to practice and improve their coding skills," said Keane. "One of the key features of the NAO robots is that they can be programmed to talk, dance and move around by the students using software on the computer." In fact, you can see them doing just that below in this video of the NAO robots rocking out to Bruce Springsteen: The researchers hope that capabilities such as this will help students engage more closely with the world of programming and coding, and potentially even inspire them to find out more about how artificial intelligence works. "Through the three year research program, we hope to identify the ‘best practice’ way that robots can be implemented into school curriculums. We want the robots to improve classroom learning, not simply be a novelty or distraction," said Keane. We have to admit, we're kind of jealous of the students of the future. The coolest thing we had at school was "Where in the World is Carmen Sandiego?", and we usually had to share a computer with some other kids while playing it. We say bring on the brave new world of education! Let's just hope the kids are nice to the bots. Love technology? Find out more about the ground-breaking research happening at Swinburne.
During the summer of 1998, scientists at the Virginia Institute of Marine Science made a series of disturbing discoveries in the Chesapeake Bay. In June, they collected an unusual specimen: a single marine snail that looked similar to some of the bay's native inhabitants but clearly had different markings. Researchers at the Smithsonian identified the creature as a veined rapa whelk (Rapana venosa), a species native to Asia. As the summer wore on, more individual rapa whelks were spotted in the bay. Then in August, the researchers found a distinctive lemon-yellow egg mass in the James River estuary. They reared it in the lab, and over the span of a few weeks, hundreds of rapa whelk larvae hatched from the egg cases. The invasion, it seemed, was well underway. While relatively new to the Chesapeake, the rapa whelk has a long history of invading new territory. From its native waters around Korea and Japan, this predatory mollusk has spread to the Black, Aegean, Adriatic, and Mediterranean Seas in the last century. Scientists believe it reached the Chesapeake by hitching a ride across the Atlantic, probably as larvae in a ship's ballast water. The snail's ability to hopscotch around has scientists worried that it could spread along the Eastern Seaboard, possibly as far as South Carolina and Massachusetts. Whelks prey on clams, oysters, and other shellfish and pose a threat to the Chesapeake clam fishery. They may also compete with the bay's native species, such as indigenous knobbed and channeled whelks, and their lifecycle gives them some advantages over the locals. While the bay's native snails begin life on the ground, rapa whelks hatch as swimming larvae that settle to the ground after a few weeks. This allows them to travel in ballast water, evade some predators, and swim or ride the currents away from where they hatched. Once they do settle, rapa whelks grow their thick shells quickly, giving them more protection from predators than some native species. Shortly after the first rapa whelks were found in the Chesapeake in 1998, the Virginia Institute of Marine Science set a "bounty" on the invading snails. The researchers offer a small payment to individuals for each live snail or shell they donate to the lab. Thousands of samples have been collected this way and used to map locations where the snails have settled in the Bay. While stopping the invasion is probably no longer possible, knowing where the rapa whelks live now may help researchers predict the snail's next move. Scientists have learned that prevention is critical when it comes to invasions of non-native species. Once a marine species becomes established in a new location, it is almost impossible to eradicate.
Allergy is a condition in which the immune system reacts abnormally causing body allergy after consumption of certain foods, one such food item is peanut. It is one of the most common food allergies among children as well as adults. It is probably because peanuts contain several proteins which are not present in other food items.These proteins trigger strong immune reactions, causes emission of chemicals that escalates symptoms like nausea, itchy hives and facial, arms, and legs swelling. If you are highly sensitive to peanut allergy you can develop body reaction called anaphylaxis (severe allergy) Facts about Peanut Allergy All peanut allergies are not dangerous, some are mild. But if the allergy is severe it is difficult to manage, as severe allergies because whole body reaction called anaphylaxis. The peanuts has many proteins Ara h1,Ara h2 and Ara h3 all these are allergens in peanuts. Peanut allergy is different from other nut allergies. The symptoms may range from mild to severe. Let us check some of the symptoms - Skin itching and rash - Swelling of face,tongue,arms and legs - Abdominal pain - Shortness of breath - Runny nose - Throat tightening - Anaphylaxis(a reaction that needs a medical emergency) - Drop in blood pressure - Pale skin Risk factors for Peanut Allergy - Family History – Your chances for peanut allergy increases, if it runs in your family. - Age – It is common for children to be allergic to certain foods, as they grow older they may overcome the problem of getting allergic when they consume peanuts, due to the maturity of digestive system. But in some cases the allergy may remain lifelong. - Allergy to other foods – if the child is already allergic to other foods and has asthma or has seasonal allergy it is more likely that the child is at risk for peanut allergy. Other risk factors for peanut allergy include prenatal consumption of peanuts, exposure to Rh immune globulin, folic acid or consumption of peanut loaded food during pregnancy increases risk for child getting peanut allergy. Tests and diagnosis of peanut allergy - The doctor would ask for symptoms, eating habits. - Physical examination is done - Skin test (to check for allergy) - Blood test (to know allergy type antibodies in the blood stream) - In emergency epinephrine is the only treatment to interrupt symptoms of anaphylactic reaction. Preventing peanut allergy - Avoid consuming peanuts - Avoid other tree – nuts also as they may be contaminated in manufacturing machinery commonly used for all nuts - People allergic to peanuts must learn to be aware of different names used for peanuts while purchasing, - Must read the food labels while purchasing food items, as they may contain traces of peanut in any form. - Must avoid touching peanuts ,inhaling aroma of peanuts while getting roasted as it may cause wheezing, skin rash and nausea - In severe allergic cases always carry an epinephrine auto injector to reverse the effects of severe allergic reaction to the whole body
General issues: British colony/Self government 1851-1868 Country name on general issues: Nova Scotia Currency: 1 Shilling = 12 Pence 1851-1869, 1 Dollar = 100 Cents 1860-1868 Population: 322 000 in 1861 Political history Nova Scotia Exploration and settlement Nova Scotia is located in North America and is one of the Maritime Provinces of modern day Canada. Prior to colonization, Nova Scotia was inhabited by the Amerindian Mi’kmaq or Micmac people – a people found also in the other Maritime Provinces. The first Europeans to have temporarily settled in Nova Scotia may have been the Norsemen around 1 000 AD. The first documented exploration of Nova Scotia dates from 1497, when the Italian explorer Giovanni Caboto – also referred to by his English name of John Cabot – explored the Atlantic Coast of Canada. The first permanent settlement was established by the French, in 1605, at Port-Royal – the current Annapolis Royal. Port-Royal was the first European settlement in Canada and became the capital of the French colony of Acadia that roughly consisted of today’s Maritime Provinces. From French to British rule Throughout the 17th and 18th centuries, Nova Scotia would be fought over by the French and the British – the British being firmly established south of Nova Scotia in the Thirteen Colonies – the founding colonies of the United States. Eventually, the British gained the upper hand. Mainland Nova Scotia was ceded to the British in 1713. In 1763, the French ceded all of their possessions, in what today constitutes Canada, to the British – with the exception of the small islands of Saint Pierre & Miquelon that have remained a French possession until today. The British, subsequently, attached Acadia to Nova Scotia. From British colony to province of Canada In the following decades, parts of Nova Scotia would be established as separate colonies. In 1769, Prince Edward Island became a separate colony and in 1784 Cape Breton and New Brunswick were separated from Nova Scotia. Cape Breton was reattached to Nova Scotia in 1820 and thus, Nova Scotia was established as we know it today. The last conflict over the sovereignty of Nova Scotia was the War of 1812 with the United States – the war ended in the status quo ante bellum. Nova Scotia gained self government in 1848 – the first of the British colonies to do so. In 1867, Nova Scotia was one of the founding members of the federation of Canada, and Nova Scotia has been a province of Canada since then. Economically, in the 19th century, fishing and forestry were the main activities. At the time, Nova Scotia also had a significant shipbuilding industry – wooden ships. Towards the end of the 19th century mining was developed. These traditional sectors of the economy have declined in the 20th century – tourism and other service industries have become the most important components of the economy. The population of Nova Scotia would seem to reflect its history. The first Europeans to settle Nova Scotia in significant numbers were the French. When the British had taken over mainland Nova Scotia, the French settlers were, in 1755, expelled – some to return after all of Acadia had become British in 1763. After the French were expelled, British settlers from New England were invited to come to Nova Scotia – settlers known as the New England Planters. A next wave of British settlers followed in 1783, after the War of Independence of the United States – settlers known as the Loyalists, since they had stayed loyal to Britain during the War of Independence. In the 19th century the main flow of immigrants came from Ireland and Scotland. Thus, 32% of today’s population identifies itself as Scottish, 32% as English, 22% as Irish and 18% as French – French is spoken by the majority of the population in some of the southern counties of Nova Scotia. The indigenous Mi’kmaq, currently, account for just over 5% of the population. Postal history Nova Scotia Nova Scotia issued its first stamps in 1851. The Nova Scotia stamp production is small but exquisite – reason enough to discuss the design of the issues in some more detail. Two sets were issued. The first set consists of two distinct designs, the second set of three designs. The first set was issued between 1851 and 1857 and printed by Perkins, Bacon and Co. in London: The first design of this set shows a portrait of Queen Victoria after a painting by Alfred Edward Chalon. The painting was made at the occasion of Queen Victoria’s first public appearance in the House of Lords in 1837. The design is one of a number of designs known as the ‘Chalon Heads’. Chalon Heads have also been issued by Canada, New Brunswick and Prince Edward Island. Further afield, Chalon Heads have been issued by the Bahamas and Grenada in the Caribbean, by Natal in southern Africa and by New Zealand, Queensland and Tasmania in Oceania. The first Chalon Heads were issued by Canada in 1851 and the last by Prince Edward Island in 1870. After that, the Chalon Head has appeared on the commemorative Diamond Jubilee series, issued by Canada in 1897. The design of the Nova Scotia issues is unique – the Queen is portrayed in a diamond shaped frame on a square shaped stamp. To my knowledge the Chalon Heads are the only definitives issued with an en face portrait of Queen Victoria. - The second design in this set shows the British Crown and the four heraldic flowers of the constituent parts of Great Britain. Stamps of similar designs were issued by New Brunswick and Newfoundland. The Nova Scotia issues are in a diamond shape as were the New Brunswick issues – the Newfoundland issues were printed as squares. Intriguing as the stamps of this first issue may be, the very high catalog values are probably prohibitive for most worldwide collectors. The second set was issued between 1860 and 1863 and printed by the American Bank Note Company in New York: The design for the lower denominations is a powerful portrait of Queen Victoria engraved by Alfred Jones based on an earlier design by Charles Henry Jeens. The portrait is also used for the first two sets issued by the Dominion of Canada – known as the Large Queens and the Small Queens. On the Nova Scotia issues the Queen faces left – on the Canada issues the Queen faces right. It is interesting to note: the Nova Scotia issues were printed by the American Bank Note Company in New York, while the Canadian issues were printed by the British American Bank Note Company in Montreal and Ottawa – founded in 1866 by former employees of the American Bank Note Company. One might suspect a connection. - The other two designs used for the second set are, again, Chalon Heads – now in the more common rectangular shape. The difference between the two designs lies in the frame. Fortunately the stamps of this second set are more affordable. The stamps of Nova Scotia were superseded by the issues of the Dominion of Canada in 1868.
The Common Core is a set of high-quality academic standards in mathematics and English language arts/literacy (ELA). These learning goals outline what a student should know and be able to do at the end of each grade. The standards were created to ensure that all students graduate from high school with the skills and knowledge necessary to succeed in college, career, and life, regardless of where they live. Forty-four states, the District of Columbia, four territories, and the Department of Defense Education Activity (DoDEA) have voluntarily adopted and are moving forward with the Common Core. The standards are: - Research- and evidence-based - Clear, understandable, and consistent - Aligned with college and career expectations - Based on rigorous content and application of knowledge through higher-order thinking skills - Built upon the strengths and lessons of current state standards - Informed by other top performing countries in order to prepare all students for success in our global economy and societ Please click here for more information that families and parents should know about the Common Core. Click here for myths and facts related to the Common Core State Standards (CCSS). Click here for frequently asked questions about the CCSS. You are able to read the ELA (English Language Arts) standards here and the Math standards here. To understand and see more information about the key shifts in ELA, click here. For Math, click here.
About Voices From The Land The Voices from the Land (Voices) project is an exploration and celebration of oral and written language… of science, art, performance and the human imagination. Voices projects can be done with people of all ages and abilities, in any landscape, with any language. Research reveals an ancient and intimate connection between language and landscape, a connection that is found in cultures around the world. Within each person there is a gifted orator, artist, listener and performer. Exploring the natural world becomes a way for people to develop these gifts and celebrate their use. Voices projects begin as teams (3-4 persons per team) explore the character of a local landscape: a forest, meadow, stream, beach or other natural site. Teams can be made of same or mixed-age groups. Each team selects a part of the natural site that is special to them. They gather natural materials to work with on-site: leaves, sticks, ice, snow, mud, stone, sand, pine cones, acorns, etc. As teams create art from these materials, they use color, shape, light, pattern and the landscape to discover the simple miracles of everyday life… and the fragile relationship between people, nature and the passage of time. The teams use digital technologies to document their art. Back in the classroom, the teams use oral and written language skills to explore and create their own poetry….in one or more languages. Teams collaborate to layout, design and publish a full-color, high-quality book of their art and poetry… or they design and publish full-color posters showcasing their work. Multiple languages can be featured in the books or posters. Finally, each team develops and executes strategies for sharing their Voices project with other audiences through performance. In the Voices process, students and other people can: - Explore and discover a local landscape - Create and photograph art made from natural materials - Write poetry that gives “voice” to their art, language and culture. - Use technology to design books/posters of their art and poetry. - Publish their work and share it with people in other places. - Use dramatic arts to create performance from art and poetry. Learning outcomes of the Voices process: - Generate writing and develop communication skills across the curriculum - Communicate, collaborate and negotiate as a member of a creative team - Express thoughts, ideas and experiences through written and oral language and performance - Embed language and science in everyday experiences - Use internet-based applications to document, lay-out, design, and publish student products - Draw inspiration from the land that sustains us all, and appreciation for the landscapes of the local community. Some Voices partners: Geraldine R. Dodge Foundation, October Hill Foundation, William Paterson University [NJ], West Texas A&M University, Bergen Community College [NJ], Urban Promise [NJ], Education Service Center Region 16 [TX], The Walden Woods Project [MA], Winnipeg City Schools [MB], Fairfax County Schools [VA], Bluewater District School Board [ON], Rainbow District School Board [ON], Little Lions Waldorf School [ON], Kizilhisar School [Turkey], The Pacanda Island School [Mexico], Santa Fe de la Laguna Schools [Mexico], Emiliano Zapata Salazar School, Chiapas [Mexico], Forsythe National Wildlife Refuge [NJ], Heartland AEA – Des Moines [IA], Mansfield School District [OH], Liberty Baptist School [CA], Click here for our printable brochure: Voices from the Land – Project flyer
Overview - ELEMENTS CURRICULUM-BASIC BIOLOGY 10 STUDENT TEXTS Grade-level biology for students with learning disabilites. Elements Curriculum Basic Biology provides students with grade-level basic biology content matter in an age-appropriate, easy-to-read format. Appropriate for middle school and high school students. This program has been designed to teach students with dyslexia, cognitive learning disabilities, or ADHD. The low learning level allows students to progress independently using the standards-aligned, self-explanatory lessons. Student Book offers 180 practice pages with "real-life" examples to build content skills. Teacher's Edition includes reproducible practice worksheets, goals and objectives, chapter activities and projects, and two unit-test formats (standard form and form B for cognitively challenged students). Reading Level 2.0-3.0.
Heart Failure Module-1 "HF is a complex clinical syndrome that results from any structural or functional impairment of ventricular filling or ejection of blood (2013 ACCF/AHA)." - Systolic failure: the heart can't pump with enough force to eject enough blood into the circulation because the left ventricle (LV) has lost its ability to contract forcefully. In the event that the LV ejects less than 40% of its volume the condition is called heart failure with reduced ejection fraction (HFrEF). - Diastolic failure (also called diastolic dysfunction): the LV loses its ability to relax normally because it is too thick or stiff. The LV may be able to contract forcefully but it can't relax and stretch to accept enough blood to meet the metabolic needs of the body. If the LV is able to eject 50% of its end diastolic volume but that volume is insufficient to meet the needs of the body, the condition is known as heart failure with preserved ejection fraction (HFpEF). Heart Failure (HF) is a significant public health problem effecting millions of patients in the United States. Risk factors for developing HF include age, race, overweight or obesity, diabetes, history of heart attack, familial cardiomyopathy and some congenital heart defects. Lifestyle strategies including: Hypertension and coronary heart disease are strongly associated with HF. Seeking medical treatment for hypertension and adherence to the medical treatment plan are key steps in HF prevention. Anti-hypertension medications may include - ACE inhibitors lower blood pressure and may reduce the risk of a future heart attack. - Aldosterone receptor antagonists reduce the effects of aldosterone, including sodium and water retention, potassium excretion as well as cardiovascular fibrosis and remodeling. - Angiotensin receptor blockers relax blood vessels and lower blood pressure to decrease the heart’s workload. - Beta blockers slow the heart rate and lower blood pressure to decrease the heart’s workload. - Diuretics (fluid pills) manage hypertension and fluid overload by increasing the excretion of sodium and water. - Peripheral vasodilators including isosorbide dinitrate/hydralazine hydrochloride These drugs can reduce the risk of early death in blacks with heart failure (Cole, 2011). A meta-analysis of data from major trials demonstrated that statin therapy modestly reduced the risk of non-fatal HF hospitalization and the composite outcome of HF death and non-fatal hospitalization over 4.3 years (Preiss, 2015). Interventional strategies to repair cardiac condition before failure develops - AV ablation and pacemaker for atrial fibrillation and refractory rapid ventricular response - Single/dual chamber pacemakers for bradyarrythmias - Implantable cardiac defibrillator (ICD) - Percutaneous Coronary Intervention (coronary angioplasty and stenting) - Cardiac valve repair - Coronary Artery Bypass graft (CABG) This content will be reviewed or retired by 1/2019
What Is Brain? Brain is a common term that is used to describe the organ that controls all of the functions of the human body. The brain is responsible for everything from processing information and regulating emotions to controlling movement. Despite its importance, the brain is still largely a mystery to scientists. In fact, there is still much that we do not know about how the brain works. Mind, the mass of nerve tissue in the anterior cease of an organism. The mind integrates sensory records and directs motor responses; in higher vertebrates it is also the center of getting to know. The human brain weighs about 1.4 kg (3 kilos) and is made from billions of cells known as neurons. Junctions between neurons, called synapses, allow electric and chemical messages to be transmitted from one neuron to the next inside the brain, a technique that underlies primary sensory capabilities and that is important to studying, memory and idea formation, and other cognitive activities. In decreasing vertebrates the brain is tubular and resembles an early developmental degree of the brain in better vertebrates. It includes 3 distinct regions: the hindbrain, the midbrain, and the forebrain. Although the mind of better vertebrates undergoes giant amendment all through embryonic development, those three areas are nonetheless discernible. The structure of the brain in humans The brain is the most complex organ in the human body, and arguably the most complex known structure in the universe. It is made up of billions of cells called neurons, which communicate with each other via electrical impulses. The brain is responsible for all of the body's functions, from breathing and digesting food to walking and talking. It is also responsible for our thoughts, emotions, and memories. The human brain is the control center for the entire human body. It weighs about three pounds, and is made up of three main parts: the cerebrum, cerebellum, and brainstem. The cerebrum is the largest part of the brain and is responsible for all of the body's voluntary movements, as well as its senses of sight, hearing, touch, taste, and smell. The cerebellum controls the body's balance and coordination. - Cerebral hemispheres - Diencephalon or interbrain - Medulla oblongata - The spinal cord - The ventricular system - Choroid plexus Our brain’s shape is complicated. It has three primary sections: Cerebrum: Your cerebrum translates attractions, sounds and touches. It also regulates emotions, reasoning and learning. Your cerebrum makes up about eighty% of your mind. Cerebellum: Your cerebellum keeps your balance, posture, coordination and satisfactory motor talents. It's positioned in the back of your mind. Brainstem: Your brainstem regulates many automated frame functions. You don’t consciously manage those capabilities, like your heart charge, breathing, sleep and wake cycles, and swallowing. Your brainstem is inside the lower part of your brain. It connects the rest of your mind for your spinal cord. Thalamus: Your thalamus is a shape dwelling deep in your cerebrum and above your brainstem. This structure is every now and then referred to as the switchboard of the imperative fearful device. It relays diverse sensory facts, like sight, sound or contact, to your cerebral cortex from the rest of your frame. Hypothalamus: Your hypothalamus sits below your thalamus. It's essential in regulating various hormonal features, autonomic features, hunger, thirst and sleep. Your hypothalamus and pituitary gland are important structures in the control of your hormonal gadget. Pituitary gland: Your pituitary gland sends out hormones to different organs on your frame. Basal ganglia: Your basal ganglia are a collection of nuclei deep on your cerebrum that are vital within the management of your motion, together with motor studying and making plans. Brainstem nuclei: There are a number of nuclei located on your brainstem concerned in a variety of different capabilities consisting of cells that provide upward push to a number of vital cranial nerves, everyday sleep function, autonomic features (breathing and heart rate) and ache. Reticular formation: Your reticular formation is a part of your brainstem and thalamic nuclei. These are a part of your reticular activating gadget (nuclei plus the white count connecting those nuclei), which lies to your brain stem, hypothalamus and thalamus. The reticular activating gadget (RAS) mediates your degree of consciousness, awareness and awareness. They additionally help manage your sleep-wake transitions and autonomic features. Substances referred to as gray and white count numbers make up your relevant apprehensive machine. In your mind, gray rely is the outermost layer. It performs a large part for your every day feature. White count number is your deeper mind tissue. It consists of nerve fibers that help your brain ship electric nerve alerts more quickly and efficiently. Brain function refers to the various activities and processes carried out by the brain that enable us to think, perceive, learn, remember, and perform various bodily functions. The brain is a highly complex organ composed of billions of neurons (nerve cells) that communicate with each other through intricate networks. Some key functions of the brain include: Cognition: This involves all aspects of thinking, reasoning, problem-solving, decision-making, and perception. It's how we process and make sense of information from the world around us. Memory: The brain stores and retrieves information, allowing us to remember past experiences, facts, and skills. Memory is divided into different types, such as short-term, long-term, and working memory. Sensory Processing: The brain receives and interprets information from our senses (sight, hearing, touch, taste, smell) to create our perception of the world. Motor Control: The brain controls movement and coordination by sending signals to muscles and coordinating their contraction. This involves both voluntary movements (like walking) and involuntary movements (like heartbeat). Emotion and Mood Regulation: The brain plays a critical role in processing emotions and regulating mood. Complex structures like the amygdala and prefrontal cortex are involved in these processes. Language Processing: The brain is responsible for understanding and producing language. Different regions of the brain are involved in different aspects of language, such as comprehension, speaking, reading, and writing. Learning and Plasticity: The brain's ability to adapt and change in response to experiences is known as neuroplasticity. It enables us to learn new skills, recover from injuries, and adapt to changing environments. Attention and Focus: The brain filters and prioritizes sensory input, allowing us to concentrate on specific tasks while ignoring distractions. Sleep Regulation: The brain's various structures and chemical signals regulate our sleep-wake cycle, ensuring proper rest and restoration. Homeostasis: The brain controls various bodily functions to maintain a stable internal environment, such as body temperature, blood pressure, and hormone levels. These functions are orchestrated by the interactions among different brain regions, neurotransmitters (chemical messengers), and neural pathways. While our understanding of the brain has advanced significantly, it's still a subject of ongoing research, and many aspects of brain function remain to be fully understood. "Brain problems" is a broad term that can refer to a wide range of medical conditions and issues affecting the brain. These problems can vary in severity and can impact cognitive, emotional, and physical functioning. Some common brain problems include: Neurodegenerative Diseases: These are progressive disorders that affect the nervous system over time. Examples include Alzheimer's disease, Parkinson's disease, and amyotrophic lateral sclerosis (ALS). Stroke: A stroke occurs when there's a disruption of blood flow to the brain, leading to brain cell damage. Ischemic strokes result from blocked blood vessels, while hemorrhagic strokes are caused by bleeding in the brain. Traumatic Brain Injury (TBI): This refers to damage to the brain caused by an external force, such as a blow to the head. TBIs can range from mild (concussions) to severe and can have lasting cognitive and functional effects. Epilepsy: Epilepsy is a neurological disorder characterized by recurrent seizures, which are sudden bursts of electrical activity in the brain. Seizures can vary in type and severity. Mental Health Disorders: Conditions like depression, anxiety, schizophrenia, and bipolar disorder can affect brain function and emotional well-being. Brain Tumors: Tumors that develop in the brain can be benign or malignant. They can cause a variety of symptoms, depending on their location and size. Neurodevelopmental Disorders: These are conditions that typically appear in childhood and affect brain development. Examples include autism spectrum disorder and attention-deficit/hyperactivity disorder (ADHD). Cerebral Palsy: A group of disorders that affect movement, muscle tone, and motor skills. It's often caused by brain damage that occurs before or during birth or during the first few years of life. Multiple Sclerosis (MS): MS is an autoimmune disease in which the immune system attacks the protective covering of nerve fibers, leading to communication problems between the brain and the rest of the body. Huntington's Disease: This is a genetic disorder that leads to the progressive breakdown of nerve cells in the brain, affecting movement, cognition, and behavior. Cerebrovascular Diseases: Apart from strokes, other conditions that affect blood vessels in the brain, such as vascular dementia and aneurysms, can cause significant brain-related problems. It's important to note that diagnosing and treating brain problems can be complex and require the expertise of medical professionals, including neurologists, neuropsychiatrists, neurosurgeons, and other specialists. If you or someone you know is experiencing symptoms related to brain problems, seeking medical attention is crucial for accurate diagnosis and appropriate management. How is it diagnosed in the Brain? The process of diagnosing brain-related conditions involves various methods and techniques, depending on the specific condition being investigated. Here are some common approaches: Medical History and Clinical Evaluation: A medical professional, such as a neurologist or psychiatrist, will start by taking a detailed medical history and conducting a thorough clinical evaluation. They will ask about symptoms, duration, severity, and any relevant factors that could contribute to the condition. Neuroimaging: Various neuroimaging techniques are used to visualize the brain's structure and activity. These include: MRI (Magnetic Resonance Imaging): Provides detailed images of the brain's structures, helping to identify abnormalities like tumors, lesions, or structural anomalies. PET (Positron Emission Tomography) Scan: Measures metabolic activity in the brain, aiding in the diagnosis of conditions like Alzheimer's disease or brain tumors. SPECT (Single Photon Emission Computed Tomography) Scan: Similar to PET but uses different tracers to assess blood flow and brain function. Electroencephalogram (EEG): This test records electrical activity in the brain through electrodes placed on the scalp. It's commonly used to diagnose conditions like epilepsy and other seizure disorders. Neuropsychological Testing: These tests assess cognitive functions such as memory, attention, language, and problem-solving abilities. They help diagnose conditions like dementia, traumatic brain injuries, and cognitive impairments. Cerebrospinal Fluid Analysis: A lumbar puncture (spinal tap) is used to collect and analyze cerebrospinal fluid. This can help diagnose conditions like infections, inflammation, and certain neurological disorders. Genetic Testing: In cases where a genetic component is suspected, genetic testing can identify specific gene mutations associated with neurological conditions like Huntington's disease or some types of muscular dystrophy. Functional MRI (fMRI): This type of MRI measures brain activity by detecting changes in blood flow. It's used to understand brain functions and can help identify abnormalities in brain regions associated with specific tasks. Neurological Examination: A comprehensive assessment of a person's nervous system function, including reflexes, muscle strength, coordination, and sensory abilities. This helps in diagnosing conditions affecting the nervous system. Biopsy: In certain cases, a brain biopsy might be necessary to directly examine brain tissue for abnormalities, such as tumors or infections. Psychological Assessments: These evaluations are conducted by psychologists or psychiatrists to diagnose mental health conditions that may manifest in brain function and behavior. It's important to note that the specific diagnostic approach will depend on the suspected condition and the information needed to make an accurate diagnosis. Medical professionals use a combination of these methods to ensure a comprehensive understanding of brain health and any potential issues. Maintaining a healthy Brain Maintaining a healthy nervous system is crucial for overall well-being, as it plays a central role in controlling and coordinating various bodily functions. Here are some tips for maintaining a healthy nervous system: Balanced Diet: A well-balanced diet rich in vitamins, minerals, antioxidants, and essential fatty acids is important for supporting nerve health. Foods like leafy greens, fruits, whole grains, nuts, seeds, and fatty fish can provide the necessary nutrients. Hydration: Staying adequately hydrated helps in maintaining proper nerve function. Water is essential for transmitting nerve signals and supporting the overall cellular processes of the nervous system. Regular Exercise: Physical activity promotes blood circulation and oxygen delivery to nerve cells, aiding in their proper function and maintenance. Cardiovascular exercises, strength training, and yoga can be beneficial. Adequate Sleep: Sleep is crucial for nerve regeneration, memory consolidation, and overall brain health. Aim for 7-9 hours of quality sleep each night to support nervous system recovery. Stress Management: Chronic stress can negatively impact the nervous system. Practicing relaxation techniques such as meditation, deep breathing, mindfulness, and hobbies can help reduce stress and promote nervous system health. Limit Toxins: Exposure to environmental toxins and pollutants can harm nerve cells. Minimize exposure to chemicals, heavy metals, and other harmful substances whenever possible. Stay Active Mentally: Engaging in activities that challenge your brain, such as puzzles, reading, learning new skills, and social interactions, can help maintain cognitive function and support overall nervous system health. Maintain a Healthy Weight: Being overweight or underweight can affect nerve function. Strive for a healthy weight through a balanced diet and regular exercise. Regular Check-ups: Periodic health check-ups can help identify any potential issues early on. Conditions like diabetes, vitamin deficiencies, and autoimmune disorders can impact nerve health, and addressing these conditions promptly can prevent further damage. Stay Hygiene-conscious: Practicing good hygiene and taking steps to prevent infections can prevent conditions that might lead to nerve damage, such as certain viral infections. Stay Hydrated: Dehydration can affect nerve function and lead to various health issues. Make sure to drink enough water throughout the day to stay properly hydrated. Nutritional Supplements: In some cases, your healthcare provider might recommend specific supplements, such as B vitamins, omega-3 fatty acids, or antioxidants, to support nerve health. Consult a healthcare professional before taking any supplements. Remember that individual needs may vary, so it's important to consult with a healthcare professional before making significant changes to your lifestyle or starting any new health regimen, especially if you have preexisting health conditions or concerns about your nervous system.
17.11. Calculadora vetorial¶ In this lesson we will see how to add new attributes to a vector layer based on a mathematical expression, using the vector calculator. We already know how to use the raster calculator to create new raster layers using mathematical expressions. A similar algorithm is available for vector layers, and generates a new layer with the same attributes of the input layer, plus an additional one with the result of the expression entered. The algorithm is called Field calculator and has the following parameters dialog. In newer versions of Processing the interface has changed considerably, it’s more powerful and easier to use. Here are a few examples of using that algorithm. First, let’s calculate the population density of white people in each polygon, which represents a census. We have two fields in the attributes table that we can use for that, namely SHAPE_AREA. We just have to divide them and multiply by one million (to have density per square km), so we can use the following formula in the corresponding field ( "WHITE" / "SHAPE_AREA" ) * 1000000 The parameters dialog should be filled as shown below. This will generate a new field named Now let’s calculate the ratio between the FEMALES fields to create a new one that indicates if male population is numerically predominant over female population. Enter the following formula "MALES" / "FEMALES" This time the parameters window should look like this before pressing the OK button. In earlier version, since both fields are of type integer, the result would be truncated to an integer. In this case the formula should be: 1.0 * "MALES" / "FEMALES", to indicate that we want floating point number a result. We can use conditional functions to have a new field with female text strings instead of those ratio value, using the following formula: CASE WHEN "MALES" > "FEMALES" THEN 'male' ELSE 'female' END The parameters window should look like this. A python field calculator is available in the Advanced Python field calculator, which will not be detailed here
What our Viscosity and Displacement STEM lesson plan includes Lesson Objectives and Overview: Viscosity and Displacement STEM explores these concepts in a fun way. Students will understand how certain materials displace others, such as oil and water. They will discover that fluids with a low viscosity flow easily while those with a high viscosity flow less easily. This lesson is for students in 5th grade and 6th grade. Every lesson plan provides you with a classroom procedure page that outlines a step-by-step guide to follow. You do not have to follow the guide exactly. The guide helps you organize the lesson and details when to hand out worksheets. It also lists information in the yellow box that you might find useful. You will find the lesson objectives, state standards, and number of class sessions the lesson should take to complete in this area. In addition, it describes the supplies you will need as well as what and how you need to prepare beforehand. The materials you need for this lesson include rulers, stopwatches, marbles, tin foil, cups, water, and pennies. Options for Lesson You can check out the “Options for Lesson” section of the classroom procedure page for additional suggestions for ideas and activities to incorporate into the lesson. The homework page could be used as another in-class lesson for students to complete individually or in small groups. For example, have students explore the construction of large battleships for a more in-depth look at displacement. Students can also explore various types of machines to see how viscosity helps in engineering, from cars to electronics. The paragraph on this page gives you a little more information on the lesson overall and describes what you may want to focus your teaching on. The blank lines are available for you to write out any thoughts or ideas you have as you prepare. VISCOSITY AND DISPLACEMENT STEM LESSON PLAN CONTENT PAGES the Viscosity and Displacement STEM lesson plan has two content pages. Viscosity comes from the Latin word viscum, meaning sticky. It is a physical property of fluids. Think about pouring a glass of water and then a glass of honey. The water and honey will flow at different rates. Most fluids will offer some resistance to motion, in this case, pouring. This resistance is called viscosity. Viscosity is defined as the measure of a fluid’s resistance to flow. It can be considered a measure of a fluid’s thickness or resistance to objects passing through it. Water has a low viscosity. It flows easily because its molecular makeup results in very little friction when it is in motion. Honey has a high viscosity. It resists motion because it has strong intermolecular forces, which creates a lot of internal friction. The viscosity of a liquid decreases when the temperature of the fluid increases. That means when you heat a liquid, it will generally flow much easier. For example, think about putting honey in the microwave for 15 seconds. The honey gets thinner, and the viscosity increases, making it much more like pouring water. There are two ways to measure viscosity—dynamic and kinematic. Dynamic viscosity is the resistance to flow when you apply an external force. Kinematic viscosity is the resistance to flow under the weight of gravity. The basic way to measure viscosity is to drop a sphere through a fluid and time the fall of the sphere. The slower it falls, the greater the viscosity. While this works great, scientists wanted a more accurate way to measure viscosity, so they invented a viscometer. A U-tube or Ostwald viscometer consists of two reservoir bulbs and a capillary tube. Maybe you have seen an aircraft carrier up close or on television. The largest aircraft carriers in the U.S. fleet are larger than four football fields. The deck space is approximately 4.5 acres in surface space. They have room for 4,500 sailors to live for multiple months of deployment. According to the Navy Museum, an aircraft carrier weighs more than 220,462,280 pounds or 100,000 tons! The planes typically weigh about 32,000 pounds each, and the sailors aboard can weigh as much as 900,000 pounds. So, the question is, how does something that large not sink? How is it able to float? When an object enters water or another liquid, it pushes out the water to make room for itself. Therefore, the object always pushes out a specific volume of water equal to its volume. This is called displacement. Remember, in science, volume measures how much space an object takes up. Because of this, you can measure the object’s volume by measuring the displacement. The scientific explanation for how a huge aircraft carrier can float is this: The aircraft carrier can float on water because the bottom of the ship, the hull, is designed to displace a large amount of water. The volume of water the ship displaces weighs more than the weight of the entire ship. Therefore, the buoyant force of the water is greater than the gravitational force of the aircraft carrier. A simpler example is adding ice cubes to a liquid like a soda. The ice cubes float on top of the soda. As a result, they displace more liquid than the cubes weigh. VISCOSITY AND DISPLACEMENT STEM LESSON PLAN WORKSHEETS The Viscosity and Displacement STEM lesson plan includes three worksheets: an activity worksheet, a practice worksheet, and a homework assignment. These worksheets will help students demonstrate what they learned throughout the lesson and reinforce the lesson concepts. The guide on the classroom procedure page outlines when to hand out each worksheet to your students. RANK THE VISCOSITY ACTIVITY WORKSHEET Students will work with partners for the activity. First they will fill up a graduated cylinder to the same mark with each type of liquid. One person will drop a steel ball or a marble into the liquid while the other controls the stopwatch. They will record what they find in the chart on the worksheet page. They will repeat this process two more times for each liquid and then find the average time it took for the ball to drop to the bottom. Once they have completed the chart, students will order the liquids from lowest to highest viscosity level. PROVE DISPLACEMENT PRACTICE WORKSHEET For the practice worksheet, students will use different materials to make a canoe. (If you want, you can have students make several different sizes of canoe and use various liquids.) They will shape a piece of tinfoil into a canoe and fill a bowl with water. Before placing the canoe in the water, they will write whether they think it will sink or float. After they place the canoe in the water, they will write whether it sank or floated. Then students will crumple the tinfoil into a ball, write what they think will happen, place the ball in the water, and write what actually happened. There are then two more prompts for them to answer based on what they learned during the experiment. VISCOSITY AND DISPLACEMENT STEM HOMEWORK ASSIGNMENT The homework assignment requires students to perform yet another experiment. Students will fill a plastic cup with water all the way to the brim without overflowing. Very slowly, they will add one penny at a time into the water. They will continue to add pennies and note what happens on the chart on the worksheet page. They must use the terms flat, dome, and overflow in the chart. At the bottom of the worksheet, students will draw a picture that shows what happened at the beginning, middle, and end of the experiment. Worksheet Answer Keys The lesson plan provides answer keys for the practice and homework worksheets. Given the nature of the homework assignment, there will be some variation in students’ responses. There may also be a little variation on the practice when it comes to the canoes. However, students’ responses should closely mirror those of the answer key on the final two prompts. If you choose to administer the lesson pages to your students via PDF, you will need to save a new file that omits these pages. Otherwise, you can simply print out the applicable pages and keep these as reference for yourself when grading assignments.
What is bias? Bias is a prejudice or favour for or against an individual or group. It is often an inaccurate and unfair judgement. We are all biased. It’s normal, although it is not desirable Our brains have to process a lot of information in a short time. It therefore sometimes takes short cuts. This ability can help keep us safe. We quickly assess whether or not the unknown person approaching us is a threat or harmless. Factors affecting our unconscious bias - Our background and upbringing - Personal experience - Societal stereotypes - Cultural context Unconscious bias can lead to inaccurate assumptions Journalists should not make assumptions. They should base their judgements on facts and reliable evidence. - Unconscious bias can lead to damaging stereotypes. - It can lead to the assumption of innocence or guilt. - It can mean only a few types of people are interviewed and have their views broadcast or published. - It can mean that the best people are not hired for the job. Different types of unconscious bias Unconscious bias means we do not knowingly show bias, but bias is evident in what we produce. If we are aware of the different types of bias, we can take steps to try to avoid it. This bias occurs when we are drawn to people we are like. We are biased in favour of those with whom we share an affinity. That’s to say: people like me. This bias occurs when we favour information, which confirms what we already believe. For example, if we are not in favour of policy X, we are more willing to believe that minor setbacks are major problems and proof that ultimately policy X will fail. This bias occurs when we rely too heavily on the first piece of information we receive and we are anchored down by it. For example, if the first piece of information we receive comes from an official who says Y is a problem – we will see Y as a problem rather than questioning whether or not this is true in the first place. Jumping on the bandwagon means joining in something just because it is fashionable or popular. Journalists often follow stories or trends because other media outlets are doing so. Journalists need to keep up with current trends, but just because other media houses are following a story it doesn’t necessarily mean it’s important or true. How to avoid unconscious bias - Be aware of the different types of unconscious bias. - Think about the situations where you are likely to be susceptible to unconscious bias. - Find your trigger points when you are likely to make snap judgements. Possible triggers for unconscious bias - Under pressure of a deadline. - Under pressure from your boss to come up with stories. - When you are tired, stressed or hungry. - When you are in an unfamiliar territory or with unfamiliar people. - When you feel threatened or judged. Measures for tackling unconscious bias - Step out of your comfort zone. Talk to as many different types of people as you can. - Put yourself in the other person’s shoes. See things from their perspective. - Counter stereotyping by imagining the person as the opposite of the stereotype. - See everyone as an individual rather than a type. - Flip the situation. Imagine a different group of people or flip the gender. Would you still come to the same conclusions? - Be careful with your language and images. Make sure they do not contain assumptions, harmful stereotypes or inaccuracies. Test your knowledge of unconscious bias Question 1: Unconscious bias is a quick judgement based on limited facts and our own life experience. True or false? Answer = True. Biases are often based on quick judgements. Examining your assumptions is a good way to counter bias. Question 2: The manager agrees to let one of your colleagues work flexible hours. You view this as an indication that they are not as committed as those who work regular hours. This is not unconscious bias if they later do turn out to be trying to avoid certain responsibilities. True or false? Answer = False. In this case, someone who believes that employees who work flexible hours are less committed than those working more traditional hours may start to develop perceptions of colleagues who work flexibly which confirm that belief. This is unconscious confirmation bias. Question 3: If you choose to recruit candidate Z because you get on with them because you studied at the same college – this is not affinity bias if they are a different gender and ethnicity to you. True or false? Answer = False. It is affinity bias because you still feel an affinity to them through a shared experience of college. Question 4: Unconscious bias is based on the following: - Previous experience - All the above Answer = All the above. Question 5: What is affinity bias? - Believing something because your friends believe it. - Being more receptive to people who are like you. - Looking for evidence which backs up your beliefs about someone. - Creating stereotypes about different groups of people. Answer = b is correct Question 6: Unconscious bias can give people an unearned advantage and unearned disadvantage. True or false? Answer = True
Impetigo is a common skin infection usually found in children and infants. It is characterized as single or multiple blisters filled with pus, which pop easily and leave a reddish, raw-looking base and/or honey-colored crust. In most children, impetigo first appears near the nose and then spreads through scratching to other parts of the face, arms or legs. The blisters tend to be itchy. There are three forms of impetigo: Ordinary Impetigo is caused by Streptococcal germs. It appears as red sores that rupture quickly, ooze a fluid and then form a honey-colored crust. It primarily affects children from infancy to age two. Bulbous Impetigo appears as fluid-filled blisters caused by Staphylococcus germs. This contagious infection is carried by the fluid that oozes from the blisters. Ecthyma, a more serious form of impetigo that penetrates to the second layer of skin (dermis). It is characterized by sores that are painful and/or fluid or pus-filled. These lesions most commonly appear on the legs or feet. The sores break open and scab with a hard yellow-gray crust. It can also cause swollen lymph glands in the affected area. Impetigo is generally treated with a seven-to-10-day course of prescription oral antibiotics and/or topical antibiotics. The sores tend to heal slowly, so it is important to complete the full course of medications. Please note that over-the-counter topical antibiotics (such as Neosporin) are not effective for treating impetigo.
Dry mouth, also known by its medical name, “xerostomia” is a condition characterized by either a lack of saliva or a decrease in its flow. Since saliva plays an important role in aiding digestion and maintaining good dental health, the consequences of xerostomia can be significant. Three pairs of major salivary glands along with hundreds of minor salivary glands inside your mouth produce approximately 2-4 pints of saliva every 24 hours. Composed of 99% water and 1% electrolytes, enzymes and proteins; saliva washes over the teeth and surrounding soft tissues to cleanse and protect them from germs, tooth decay, and gum disease. Saliva also plays a key role in keeping the mouth lubricated and comfortable, so that food can be moved through the mouth easily for purposes of chewing, tasting and swallowing. A lack of saliva makes simple oral functions more difficult and causes germs to increase in your mouth. More germs lead to bad breath, dental decay, gum disease, and provide the groundwork for a host of oral infections. Common reasons for the condition include the following: What is the treatment for dry mouth? Treatment of dry mouth depends on the underlying cause of the problem. If it develops as a side effect of a particular drug, the physician may be able to prescribe an alternative medication. In some cases dry mouth may respond to drugs that promote an increased salivary flow. If not, artificial saliva can be used to keep the mouth moist and lubricated. As added protection, the dentist may recommend a prescription strength fluoride gel to help prevent tooth decay from developing. Patients can help alleviate some of the effects of dry mouth, by drinking water more often and avoiding drinks with caffeine or alcohol. They can also help to stimulate the flow of saliva by chewing sugarless gum or sucking on a sugarless candy. With dry mouth, it is essential to see the dentist on a regular basis for care.
It can help muscles and joints function better, and its absence can be a marker of brain injury. This powerful action can also be replicated for stress-reduction and therapy. It’s possible you’re already yawning, or at least have a yearning for it. No doubt you’re thinking about it, so give it time. Yawning, like sneezing, swallowing, hiccups and other reflexive phenomena, is perfectly natural, commonly done daily by all mammals, and is a necessary function. While we can often encourage a yawn, public yawning is considered taboo in some cultures, or embarrassing in others, and voluntarily inhibiting it is difficult. At the same time, we should be thankful for this natural reflex. Yawning seems like a simple phenomenon, yet it is associated with many brain and spinal cord areas. It is also linked to various neurotransmitters, like dopamine and serotonin, along with sex hormones and many others, not to mention many key muscles that control full body posture, movement and balance. As a form of body pandiculation, yawning can activate many muscles and other soft tissues, various joints, along with structures in the sinus, ears, nose and throat. While socially it sometimes is taken as a sign of boredom, it’s actually an arousal response by the brain, most noticeable upon awakening. Sure, that meeting may be boring, but yawning may be the brain’s attempt to be more alert and increase attentiveness, by changing consciousness and accelerating brainwaves, or increasing oxygenation. Yawning can positively affect the flow of cerebrospinal fluid that bathes the brain and spinal cord. This in turn can influence various natural chemicals associated with the circadian sleep-wake cycle. It also enlists the respiratory system, cervical spine and related muscles. Some features of yawning include: - Social/behavioral aspects — a yawn can be initiated by seeing, hearing, reading, or thinking about it. This can be triggered by the brain’s mirror neurons that can initiate a yawn, the reason it’s called contagious. - Yawn contagion is significantly affected by the social and/or emotional bond between individuals, including family. With all these positive associations with yawning, when it doesn’t happen it could indicate potential problems. As a normal physiological behavior, deregulated yawning — much more than normal, or little to none — may be indicative of an underlying disorder, including excess stress and autonomic nervous system dysfunction. In particular: - Reduced or absent yawning may be indicative of overtraining or burnout. - Yawning may be absent or impaired in those on the autism spectrum, or other brain injury, such as Parkinson’s disease or schizophrenia. - Reduced, restricted, or lack of yawning, or when accompanied by pain, may indicate TMJ (cranio- or temporomandibular joint) dysfunction. Yawning can occasionally cause a dislocation of the jaw joints. - Frequent and repeated yawning can indicate sleep impairment. and especially may be related to impaired driving and the increased risk of a crash. - Medications, including antidepressants, can increase the prevalence of yawning, and may increase during detoxification from caffeine and opiates. - Excessive yawning may be associated with gut dysfunction (as an autonomic imbalance). - Uncontrollable yawning can be seen in meningitis, and in cases of brain tumors. Another important healthy role for yawning is pressure equalization. The ear’s eustachian tubes are important in aerating the middle ear. But variations in pressure during air travel, diving, or changing altitude when running, biking or driving can interfere with these actions, and yawning can be the remedy. Also, for vocalists or those using their voice a lot, yawning helps open the glottis and better position or lower the larynx to minimize muscular effort when using the voice. Other physiological aspects of yawning can be useful as therapy, such as for anxiety states, relaxation, insomnia, or as an anti-stress aid. Yawning has a proprioceptive rehab effect on the whole body due to the various muscle contractions and relations, especially for the jaw muscles, associated with the action. Have you yawned yet? Don’t hold it back. Bertolucci LF. Pandiculation: nature’s way of maintaining the functional integrity of the myofascial system? Bodyw Mov Ther. 2011;15(3). doi: 10.1016/j.jbmt.2010.12.006. Kuć J, et al. Smiling, Yawning, Jaw Functional Limitations and Oral Behaviors With Respect to General Health Status in Patients With Temporomandibular Disorder-Myofascial Pain With Referral. Front Neurol. 2021;12:646293. doi: 10.3389/fneur.2021.646293. Walusinski O. How yawning switches the default-mode network to the attentional network by activating the cerebrospinal fluid flow. Clin Anat. 2014;27(2). doi: 10.1002/ca.22280.
If a person were stopped at random and asked to name as many of the chemical elements as possible, he would readily list about a dozen. With a little prompting, it is likely that this figure could be doubled. If a few names were suggested, the same person would probably admit familiarity with some of them. The full total, however, would be unlikely to rise above about forty. This is fewer than half the existing elements. Some elements, like oxygen, nitrogen and carbon are everywhere. Most people could mention two or three uses for iron, copper, aluminium and several other elements. They could almost certainly state one use for less familiar elements such as tungsten, perhaps, or vanadium. Even rare elements, such as gold, silver and platinum are well known. But the majority would lie outside their knowledge. The chemistry specialist also, who may well be able to name all the elements, would be hard pressed to give one useful piece of information about a high proportion of them. Yet many of the lesser-known elements turn up in unexpected places. They often have everyday uses that remain unacknowledged. Some have a variety of functions, while others are limited in their applications. Still others are finding increasing usefulness as technology advances and the demand for new materials with novel properties expands. Most elements are metals, and as such are often alloyed with other metals to enhance their properties or the range of their applications. Many are not rare, and their lack of use frequently reflects the lateness of their discovery. Zirconium is more abundant in the earth’s rocks than copper, lead, zinc, tin and other well-known metals. It has been known in semi-precious stones, such as zircon, for many centuries, but was not isolated as the pure metal until 1824. It is non-toxic, environmentally safe and does not corrode at high temperatures. Zirconium metal is used widely to make the cans that hold fuel rods in nuclear reactors, as it does not absorb neutrons and so, unlike other metals, does not become radioactive. Its compounds are replacing those of lead in paints, and its hydrochloride is taking over from the aluminium equivalent in some deodorants. Zirconium phosphate is used in kidney dialysis machines. The dioxide of zirconium is remarkably strong and stable. It can withstand the corrosiveness of hot acids, alkalis and metals. It is almost as hard as diamond, yet remains as flexible as steel, and is at the forefront of a new generation of ceramic materials. In the Periodic Table, zirconium is bracketed on the left and right by the metals yttrium and niobium. At temperatures close to absolute zero, minus 273 degrees centigrade, metals will conduct electricity without resistance, a phenomenon known as superconductivity. Alloys containing yttrium and niobium have shown the ability to superconduct at much higher temperatures, a property that has implications for the generation of electricity at low cost. A compound containing lithium and niobium has shown promise in the field of holography, in which data can be stored and retrieved in 3-dimensional form by the use of lasers. The elements that appear below yttrium, zirconium and niobium in the Periodic Table also have uses, despite their relative obscurity. Lanthanum, for example, is a metal that gives strength to alloys of aluminium and magnesium and some steels. It is also used to create a spark in lighter flints. Hafnium and tantalum are added to tungsten, the metal with the highest melting point, in the manufacture of the filaments in electric light bulbs. Near neighbours of these elements, osmium and iridium form alloys that are hard wearing and do not easily corrode. They are used widely in spark plugs and to make the writing tips of pen nibs. Pollution is a major problem in the modern world. The burning of diesel oil in buses, lorries and an increasing number of cars produces fumes containing particles of carbon that are much larger and more abundant than are found in the exhaust emissions from petrol engines. These particulates can cause lung ailments and may even conceal cancer-causing agents. Small quantities of an oxide of lanthanum’s next-door neighbour, cerium, when added to diesel fuel, effectively eliminates the particulates. As the effect of the cerium oxide is catalytic, it has been estimated that less than 2kg would be sufficient to eliminate this form of pollution for the lifetime of an average diesel engine. Cerium sulphide is a non-poisonous, red solid, and has become an important alternative to more toxic pigments, such as those containing lead and cadmium, in the manufacture of paints. Europium, like hafnium, is an element that was not discovered until the beginning of the 20th Century, and has found a uniquely 20th Century everyday use. The colours on the screens of colour televisions are caused by chemicals that phosphoresce when struck by an electron beam. The colours of the earliest TV’s were quite insipid, because of the lack of a red phosphor of sufficient intensity. This problem was solved by the discovery of a europium-yttrium oxysulphide that emits a much stronger red colour than previously used compounds. Europium was, of course, named after Europe. The American equivalent, americium, which appears directly below europium in the Periodic Table, did not even exist until mid-way through the 20thCentury. It is manufactured in nuclear reactors and is itself radioactive. Despite its obvious dangers, it saves many lives through its employment in smoke detectors and fire alarms. Inside the smoke detector, the radiation from the few micrograms of americium present causes the air to ionise into electrically charged particles. These in turn cause a small electric current to flow in the detector. The presence of smoke interrupts this process and the current falls, triggering the alarm. The small sample of elements discussed here is by no means exhaustive. As the 21st Century gets under way, new technologies as yet undreamt of will emerge. Some elements exist in such small quantities that they will never find extensive use. Many others, however, have properties that are at present of only curiosity value, but which will undoubtedly provide their own unique solutions to the problems these technologies will pose.
Why do keloids form? A keloid is an abnormal proliferation of scar tissue that develops at the site of skin injury e.g. on the site of a surgical incision or trauma. It does not regress and grows beyond the actual margins of the wound. Keloids should not be confused with hypertrophic scars, which are merely elevated scars that do not grow beyond the boundaries of the original wound and may reduce over time. Anyone, at any age can develop a keloid. Studies have shown that there are some skin types and ages who are more prone to keloids. It has been found that there is a higher occurance of keloids between the ages of 10 and 30 years age, with the average age of keloid sufferers being in their early 20’s; they are not so common in extremes of age. It is equally common in men and women, although women in general may have more keloids due to a higher incidence of piercings. It has also been found that certain skin types are also more susceptible to keloid formation. The frequency of keloid occurrence in persons with highly pigmented skin is 15 times higher than in persons with less pigmented skin. Family history is also important and currently evidence is pointing to there being a genetic cause involved in keloid formation, and if a family member has them you are more likely to develop a keloid on a wound and even more so if a twin has developed keloids. Keloids are fibrotic lesions of the skin where dead fibrous tissue has formed, that is a variation of the normal wound healing process. During the normal process of healing, there is a balance between the production and the breakdown of collagen, which is a protein that makes up the fibres of the skin. With keloidal scars, the cells in the skin called fibroblasts produce excessive amounts of collagen. The collagen fibrils in keloids are more irregular, abnormally thick, and have unidirectional fibers arranged in a highly stressed orientation. This leads to a thick, raised appearance that is characteristic of the keloidal scars. A relationship appears to exist between immunoglobulins and keloid formation; while levels of immunoglobulin G and immunoglobulin M are normal in the serum of patients with keloids, the concentration of immunoglobulin G in the scar tissue is elevated when compared to hypertrophic and normal scar tissue. Keloids usually occur during the healing of a deep skin wound. Keloid formation can occur within a year after injury, and keloids enlarge well beyond the original scar margin. The most frequently involved sites of keloids are areas of the body that are constantly subjected to high skin tension. Wounds on the chest, shoulders, flexor surfaces of the extremities (eg, deltoid region), and throat region and wounds that cross skin tension lines are more susceptible to abnormal scar formation. Rarely, spontaneous keloids occur without a history of trauma. Unfortunately, the fact that medical science does not know the exact reasons why keloids form in some people and not in others, means that the best way to deal with a keloid is not to get one in the first place. In other words, a person who already has a keloid should choose not to have elective surgery, or get their ears pierced, or pursue body piercing and avoid trauma/injuries. Prevention is necessary because treatment is not always completely successful, or may not work at all. Leave a Reply
In our ever-evolving world, the quest for cleaner and more sustainable energy sources has never been more vital. Panels have emerged as a beacon of hope, harnessing the power of the sun to generate electricity. But have you ever wondered what makes up these innovative devices? Join us on a journey to demystify the components that constitute what are solar panels made of and how they contribute to a greener tomorrow. The Basics: Solar Panel Composition At the heart of every panel are silicon wafers. These thin, semiconductor materials serve as the foundation for converting sunlight into electricity. Silicon’s exceptional conductivity makes it a prime choice for this purpose. The silicon wafers are adorned with photovoltaic cells, also known as solar cells. These cells are responsible for capturing sunlight and initiating the electricity generation process through a phenomenon called the photovoltaic effect. To protect the fragile photovoltaic cells from environmental factors, they are encapsulated within a layer of durable and transparent materials, typically glass. This encapsulation ensures the longevity of the solar panel. Beneath the photovoltaic cells, a back sheet made of materials like polymer or aluminum provides insulation and protection against moisture, ensuring the panel’s durability. Layers of Functionality Panels contain multiple conductive layers that facilitate the flow of electrons generated by the photovoltaic cells. These layers are usually made of metals like silver or aluminum. To maximize light absorption, an anti-reflective coating is applied to the front surface of the panel. This coating minimizes the reflection of sunlight, allowing more photons to reach the photovoltaic cells. A sturdy frame upholds the structural integrity of a panel, often crafted from aluminum. This frame supports the panel and aids in mounting and installation. The Environmental Aspect As the demand for panels grows, so do concerns about their environmental impact. The production of silicon wafers involves energy-intensive processes and the use of potentially harmful chemicals. To address these concerns, the industry is actively working on recycling methods to reduce waste and minimize the environmental footprint of panels. The Future of Solar Panels Innovation is relentless in the world of solar technology. Thin-film solar panels, using materials like amorphous silicon, are emerging as a lightweight and flexible alternative to traditional crystalline panels. Researchers are continually striving to enhance the efficiency of panels, making them more affordable and accessible for a wider range of applications. Read more… In conclusion, what are solar panels made of are a remarkable blend of science, engineering, and environmental consciousness. Composed primarily of silicon wafers, photovoltaic cells, encapsulation, and various protective layers, they hold the key to a cleaner, more sustainable energy future. But as we embrace this solar revolution, we must also consider its environmental impact and the ongoing efforts to mitigate it. The future promises even more exciting innovations in solar panel technology, paving the way for a brighter and greener world. FAQs (Frequently Asked Questions) 1. Are all panels made of silicon? No, while silicon is the most common material used in solar panels, there are alternative technologies such as thin-film panels, that use different materials like amorphous silicon. 2. What is the lifespan of a typical solar panel? Solar panels can last for 25 years or more with proper maintenance. Some manufacturers offer warranties that extend even longer. 3. How do solar panels contribute to reducing electricity bills? Solar panels generate electricity from sunlight, which can offset your traditional electricity consumption, leading to lower utility bills. 4. Can solar panels work during cloudy days or at night? While solar panels are less efficient on cloudy days or at night, they can still generate some electricity, thanks to ambient light or stored energy in connected batteries. 5. How can I dispose of old solar panels responsibly? It’s crucial to recycle solar panels when they reach the end of their life. Many manufacturers and recycling centers accept old solar panels for proper disposal and recycling.
Roman numeral 7 is represented by the symbol VII. Roman numerals are a system of numeric notation used by the Romans. They are an additive and subtractive system in which letters are used to represent numbers. The basic symbols are I (1), V (5), X (10), L (50), C (100), D (500), and M (1000). These seven symbols can be combined to form numbers from 1 to 3,999. Roman numerals are used mainly for counting purposes, although they can also be found on tombstones, monuments, and works of art. The numbers 1 to 10 are represented as follows: I, II, III, IV, V, VI, VII, VIII, IX, X. This numeral is made up of the symbols for 5 (V) and 2 (II). Roman numeral 7 The Roman numeral 7 is written as VII. It is composed of two V symbols, which are the Roman numerals for 5 and 1, respectively. The number 7 is considered a lucky number in many cultures, including Chinese culture. In China, the 7 is associated with the element of metal and the direction of the west. What is Roman Numeral 7 There is no definitive answer to this question as the appearance of Roman numerals can vary depending on the context in which they are used. However, in general, the numeral 7 would be written as VII. This symbol is composed of two vertical lines (\|) with a horizontal line running through the middle. The number 7 is considered a lucky number in many cultures, so it’s not surprising that it would be a popular choice for tattoos and other forms of body art. How Do You Write the Number 7 in Roman Numerals The number seven in Roman numerals is written as VII. This is simple enough, but there are a few things to keep in mind when using Roman numerals. First, remember that Roman numerals are additive. That means that the value of a numeral is determined by its position relative to other symbols. For example, the numeral II represents two (2), but III represents three (3). Second, some numbers can be represented in more than one way. For instance, the number four can be written as IV or IIII. In general, the former is preferred, but the latter may be used when clarity is needed or when tradition dictates it. Finally, a small bar placed over a numeral indicates that it should be multiplied by 1,000. So, for example, VII with a bar over it would be read as 7,000. What Does Roman Numeral 7 Look Like The Roman numeral 7 is written as VII. It is composed of two vertical lines, with a shorter line on top of a long line. The shorter line represents 5, and the long line represents 1. So, the Roman numeral 7 is actually 5 + 1 + 1. The Roman numeral 7 is one of the most basic and commonly used symbols in the world. It is represented by a simple line with two dots above it. The symbol for 7 is sometimes written as VII, but this is not the only way to write it. There are many different ways to write 7, all of which are valid. The Roman numeral 7 can be written as VII, vii, or Vii. It can also be written as ? or Ⅶ. No matter how it is written, the meaning is always the same: seven.
The StatsTest Flow: Difference >> Continuous Variable of Interest >> Two Sample Tests (2 groups) >> Paired Samples >> Normal Variable of Interest and Population Variance Known Not sure this is the right statistical method? Use the Choose Your StatsTest workflow to select the right method. What is a Paired Samples Z-Test? The Paired Samples Z-Test is a statistical test used to determine if 2 paired groups are significantly different from each other on your variable of interest. Your variable of interest should be continuous, be normally distributed, and have a similar spread between your 2 groups. Your 2 groups should be paired (often two observations from the same group) and you should have enough data (more than 30 values in each group) or know your population variance. The Paired Samples Z-Test is also called the Paired Z-Test or Paired-Sample Z-Test. Assumptions for a Paired Samples Z-Test Every statistical method has assumptions. Assumptions mean that your data must satisfy certain properties in order for statistical method results to be accurate. The assumptions for the Paired Samples Z-Test include: - Normally Distributed - Random Sample - Enough Data - Similar Spread Between Groups Let’s dive in to each one of these separately. The variable that you care about (and want to see if it is different between the two groups) must be continuous. Continuous means that the variable can take on any reasonable value. Some good examples of continuous variables include age, weight, height, test scores, survey scores, yearly salary, etc. If the variable that you care about is a proportion (48% of males voted vs 56% of females voted) then you should probably use the McNemar Test instead. The variable that you care about must be spread out in a normal way. In statistics, this is called being normally distributed (aka it must look like a bell curve when you graph the data). Only use a paired samples z-test with your data if the variable you care about is normally distributed. If your variable is not normally distributed, you should use the Wilcoxon Signed-Rank Test instead. The data points for each group in your analysis must have come from a simple random sample. This means that if you wanted to see if drinking sugary soda makes you gain weight, you would need to randomly select a group of soda drinkers for your soda drinker group, and then randomly select a group of non-soda drinkers for your non-soda drinking group. The key here is that the data points for each group were randomly selected. This is important because if your groups were not randomly determined then your analysis will be incorrect. In statistical terms this is called bias, or a tendency to have incorrect results because of bad data. If you do not have a random sample, the conclusions you can draw from your results are very limited. You should try to get a simple random sample. If your two samples are not paired (2 measurements from two different groups of subjects) then you should use an Independent Samples Z-Test instead. The sample size (or data set size) should be greater than 5 in each group. Some people argue for more, but more than 5 is probably sufficient. The sample size also depends on the expected size of the difference between groups. If you expect a large difference between groups, then you can get away with a smaller sample size. If you expect a small difference between groups, then you likely need a larger sample. If your sample size is less than 30 (and you don’t know the spread of the population), you should run a Paired Samples T-Test instead. Similar Spread Between Groups In statistics this is called homogeneity of variance, or making sure the variable of interest is spread similarly between the two groups (see image below). When to use a Paired Samples Z-Test? You should use a Paired Samples Z-Test in the following scenario: - You want to know if two measurements from a group are different on your variable of interest - Your variable of interest is continuous - You have two and only two groups (i.e. two measurements from a single group) - You have paired samples - You have a normal variable of interest (and population variance known) Let’s clarify these to help you know when to use a Paired Samples Z-Test. You are looking for a statistical test to see whether two groups are significantly different on your variable of interest. This is a difference question. Other types of analyses include examining the relationship between two variables (correlation) or predicting one variable using another variable (prediction). Your variable of interest must be continuous. Continuous means that your variable of interest can basically take on any value, such as heart rate, height, weight, number of ice cream bars you can eat in 1 minute, etc. Types of data that are NOT continuous include ordered data (such as finishing place in a race, best business rankings, etc.), categorical data (gender, eye color, race, etc.), or binary data (purchased the product or not, has the disease or not, etc.). A Paired Samples Z-Test can only be used to compare two groups (i.e. two observations from one group) on your variable of interest. If you have three or more observations from the same group, you should use a One Way Repeated Measures Anova analysis instead. Paired samples means that your two “groups” consist of data from the same group observed at multiple points in time. For example, if you randomly sample men at two points in time to get their IQ score, then the two observations are paired. If your data consist of two samples from two independent groups, then you should use an Independent Samples Z-Test instead. Normal Variable of Interest (and population variance known) Normality was discussed earlier on this page and simply means your plotted data is bell shaped with most of the data in the middle. If you actually would like to prove that your data is normal, you can use the Kolmogorov-Smirnov test or the Shapiro-Wilk test. In addition to having a normally distributed variable of interest, you must also know the population standard deviation (or variance). This means you have to know how spread out the values are for your variable of interest in the general population. Paired Samples Z-Test Example Observation 1: A group of people were evaluated at baseline. Observation 2: This same group of people were evaluated after a 12-week exercise program. Variable of interest: Cholesterol levels. In this example, we have one group with two observations, meaning that the data are paired. In this example, we know the population variance of cholesterol levels from previous studies. The null hypothesis, which is statistical lingo for what would happen if the exercise program has no effect, is that there will be no difference in cholesterol levels measured before and after the exercise program. After observing that our data meet the assumptions of a paired samples z-test, we proceed with the analysis. When we run the analysis, we get a test statistic (in this case a Z-statistic) and a p-value. The test statistic is a measure of how different the group is on our cholesterol variable of interest across the two observations. The p-value is the chance of seeing our results assuming the exercise program actually doesn’t do anything. A p-value less than or equal to 0.05 means that our result is statistically significant and we can trust that the difference is not due to chance alone. Frequently Asked Questions Q: How do I run a paired samples z-test in SPSS or R? A: This resource is focused on helping you pick the right statistical method every time. There are many resources available to help you figure out how to run this method with your data: SPSS video: https://www.youtube.com/watch?v=vzQGQ62tScQ R article: https://rpubs.com/nguyenminhsang/paired_z-test R video: https://www.youtube.com/watch?v=NvF55pgPTZ4 If you still can’t figure something out, feel free to reach out.
VIRUSES & VIRAL PLANTS Pt. 3 As we’ve made our way through the past few blogs, we’ve examined the complex nature that viruses have. We’ve gone in-depth into the realm of viruses and examined two of the most unique virus families in biology. Now, we’ll examine the third and final family of viruses that have the capacity to infect the Animalia and Plantae Kingdoms. The first of these viruses was the Bunyaviridae and the second was the Rhabdoviridae. The third of these rare viruses that we will be discussing is the Reoviridae family. As we come to a close on our examinations of rare plant viruses that can infect humans we take one more close look at the dangers these species present. Reoviridae has 2 subfamilies that have 15 genera that divide out into a total of 75 different virus species that infect a variety of hosts, including plants and animals. This virus family is the largest family of double-stranded RNA viruses, and perhaps the most understood of their kind. They have been identified in a wide variety of organisms, found in everything from an arachnid, a plant, fungi, reptiles, mammals, and more. In humans, this viral family is responsible for the commonly known Rotavirus. The Rotavirus is passed from fecal matter being transmitted orally through contaminated objects and surfaces. This transmission encourages easier spread amongst children and infants. But the Reoviridae viruses aren’t exclusive to humans. As mentioned above, the variety of hosts for these viruses almost seems unlimited, even infecting fish! But our major concern is the relationship these viruses have with plants and how we can prevent their spread. Affect on Plants Out of the abundance of Reoviridae viruses that exist, there are 3 genera that have approximately 14 different species that infect plants. These three genera are Phytoreovirus, Oryzavirus, and Fijivirus. These viruses are believed to originate in ancient invertebrates and are developmentally reliant on the vectors of leafhoppers. Without the hoppers the virus could not reproduce in most cases and would die off completely. But, with the hoppers as the host, they are able to spread their diseases to different plant vectors. Due to the lack of spread through seed, many of these viruses reproduce through larvae of the hoppers and not just in the host themselves. These viruses are mainly a threat to what are known as cereal crops and include rice, maize, sorghum, and barley. Each variation of these viruses affect each crop a little differently, but overall causes severe damage. As we examine these three different viral genera we should keep in mind how each of them could impact our environment if not properly managed. This virus produces the commonly known diseases of Rice Dwarf Virus and Rice Gall Dwarf Virus. Plants that are infected with these viruses exhibit defined stunting, more tillering, and leaves that are short and dark with chlorotic specks. The plants most often survive until harvest, but at that time it is often discovered that the flower containing the grain is empty. The damage from these viruses are mostly experienced in Southeastern Asia, but that doesn’t mean it can’t affect other areas of the world. Diseases can often go unnoticed with little symptoms to the plant until harvest time. This furtiveness can make the management of these pests and diseases almost impossible if not properly maintained. Cleanliness is of the utmost importance when managing stock plants. As part of Plant Sentry’s mission, we maintain constant vigilance on diseases like these to keep our growers informed and their plants healthy. The second genera of the Reoviridae virus family to infect plants is the Orzyavirus. One of its species is the Rice Ragged Stunt Virus. This disease is transmitted by the Brown Planthopper and reduces the amount of plant density and grain production. This virus is most commonly found in tropical Asian climates where the conditions are optimal for continuous habitation of the Brown Planthopper and rice to be grown all year long. Much like the Phytovirus the threat that this disease poses to crop quality and density is significant. While it primarily occurs in other parts of the world outside the United States, it still has the potential to impact our food supply and the plants that we grow. It is oftentimes that once a species makes its way to our country that a virus or disease mutates and infects its new surroundings differently than it had in its original habitat. The last genera of this viral family is the Fijivirus. In recent years these viruses have primarily been found targeting rice production in China. But many years before, they were found to be ruining sugar crops in Australia. Currently, the Southern Rice Black-Streaked Dwarf Virus is transferred by the White-Backed Planthopper and causes damage to rice crops. The earlier the plant is infected, the more damage that is done. Similar to the other diseases we’ve reviewed today, this virus can cause dwarfing, stiffening of leaves, lack of grain production, and increased tillering. The infected plant leaves are often dark and short with some ruffling on the edges. Like so many other diseases, every component of its management can potentially affect its neighbor. As we’ve seen in recent months, all it takes is one vector to carry disease to a new environment and create a dramatic impact. Habitats and ecosystems may vary from place to place, but many of these species are genetically designed to thrive on its unsuspecting victims. How It Affects You As we come to a close with our examinations of viruses, we hope that this has made you more curious and considerate of how viruses can infect our world. Where we once thought viruses to be limited, maybe now we’re a little more open-minded on just how easily they can spread. As the world reemerges from its quarantine cocoon, we recognize that our perception of viruses has changed, hopefully for the better. At Plant Sentry we plan to use our new-found knowledge to help our growers achieve optimal plant health. We work around the clock to provide our clients with the highest level of awareness against disease and pests. Through our expertise in disease management we know the best practices that will make work easier on growers for seasons to come. In this ever-changing world, there has never been a better time to do the right thing and keep your plants safe and healthy. To learn more about our practices visit the Our Services page and see why what we’re doing makes a BIG difference.
What is Alpha Synuclein ? Alpha-synuclein is a protein that is found primarily in the brain, specifically in the synapses of neurons. It is involved in the regulation of neurotransmitter release and is thought to play a role in the formation and maintenance of synaptic connections. Alpha-synuclein has been linked to a number of neurodegenerative diseases, including Parkinson’s disease and dementia with Lewy bodies. In these diseases, alpha-synuclein aggregates, forming clumps known as Lewy bodies, which are toxic to brain cells and contribute to the death of neurons. Research into alpha-synuclein and its role in neurodegenerative diseases is ongoing, and there is currently no cure for Parkinson’s disease or dementia with Lewy bodies. However, there are treatments available that can help to manage the symptoms of these diseases, including medication, physical therapy, and occupational therapy. Recent developments in understanding alpha-synuclein and its role in disease have led to the development of new therapies that target alpha-synuclein, including vaccines and drugs that prevent the protein from aggregating. These treatments are still in the experimental stage, but offer hope for the future treatment of neurodegenerative diseases.
Incorporating video projects into the Social Studies classroom can be a fun and interactive way to engage your students. Allowing students to participate in the retelling of history will help them to not only research topics, but also retain what they have learned by making memories with their fellow classmates. Below we will give examples of exciting ways to bring history to life through video projects. INTERVIEW WITH A HISTORICAL FIGURE This project can be a great way to not only help students research significant figures throughout history, but can also help them to think about the bigger picture and what may have led to the decisions that were made. Have students break into groups of 2 and have each student select a relevant figure to portray. Each student will then come up with questions to ask their partner, then they each come up with answers to the questions they are asked. Once they have their questions and answers planned it’s time to get into character and conduct the interviews. Have a presentation week where all interviews are played to the rest of the class. CREATE AN EPISODIC SHOW Often with Social Studies topics there are many milestones that have to be learned and discussed. A fun and interactive way to help students learn historical events is to break the story up into parts and have your students write and film episodes reenacting the important moments. For example the Lewis and Clark expedition had many turning points that are important for students to remember. Each student can take part in writing one of the episodes as well as acting in the episodes, this will reinforce the information as the students will get to be creative and forever have the visual of their classmates portraying the characters to call back to. PERFORM A PUPPET SHOW Break the students up into groups and have them choose a relevant event to the material being learned. Then as a group the students will write a show that they will then record to be played to the class on a presentation day. For the characters, all you need to do is draw/print the character out and attach it to a popsicle stick or straw that is green so that they blend into the background. Students can then draw or download backgrounds that will then be played through Green Screen technology behind their performance. REPORT FROM THE SCENE Start by having student select a relevant historical event and do research on the catalyst through the outcome. Then task each student with writing a script and creating a video where they report the events the same way they see on the news today. To add the finishing touch, download stock footage backgrounds that match the scene and record! Choose a presentation day and let the student share their reports. CREATE A MUSIC VIDEO A music video project is a great way to make research fun for your students. This type of project allows students to be creative and incorporate their favorite types of music into their learning. Teachers love it because their students truly internalize the concept when they have to research an event or a person and write a song about it. Consider using this project for topics that students could benefit from memorizing, for example students could write and perform a song about the states and capitals, or perhaps write a song that highlights important dates and characters involved in the American Revolutionary War. No matter what type of project you choose, incorporating video into the social studies classroom brings another avenue to help solidify the knowledge in your students. Padcaster transforms your iPad or smartphone into an all-in-one mobile production studio so you can create professional-quality videos from your home or anywhere else. Whether it’s for distance learning, telecommuting, remote broadcasting or livestreaming -- Padcaster will help you produce high-quality content wherever you are. If you’re considering having an event online such as a wedding, religious service, graduation, or ‘gathering’ of any kind, Padcaster wants to help you! Fill out the form below to get in touch with one of our sales consultants! Need More Information? Fill out the form below to get in touch with a member of the Padcaster Team.
truss analysis method of joints calculator the bridge can safely hold with out collapsing. Consequently they are of great importance to the engineer who is concerned with structures. b) Determine the forces in members of a simple truss. 9+3-2(6) =0 . Free to use, premium features for SkyCiv users, © Copyright 2015-2020. The calculations made are based on splitting the member into 10 smaller elements and calculating the internal forces based on these. - Addition of forces in the horizontal and vertical directions, The Instructable should take 30 minutes to an hour to work through, depending on your prior math knowledge. The Truss solver can handle extremely large structures of more than 10,000 members. Method of joints defines as if the whole truss is in equilibrium then all the joints which are connected to that truss is in equilibrium. FBD of Joint A and members AB and AF: Magnitude of forces denoted as AB & AF - Tension indicated by an arrow away from the pin - Compression indicated by an arrow toward the pin Magnitude of AF from Magnitude of AB from … Method of Sections In this method, we will cut the truss into two sections by passing a cutting plane through the members whose internal forces we wish to determine. The method of joints analyzes the force in each member of a truss by breaking the truss down and calculating the forces at each individual joint. It calculates the internal axial forces in these members. The hypotenuse is always the longest. You should continue with this procedure until you have calculated the force in each member. The method centers on the joints or connection points between the members, and it is usually the fastest and easiest way to solve for all the unknown forces in a truss structure. You can plug in the known side lengths and solve for the unknown. If the force acting on the body will cause the body to rotate counterclockwise, such as Rb in this case, it is considered positive. This is the step that will also involve the use of your calculator and trigonometry. The side of the triangle opposite the 90 degree angle is known as the hypotenuse. This free body diagram will correspond to the joint alone and not the entire truss. It also draws the deformed structure because of the loads applied to the joints. Truss. In this technique of joints, we shall analyze the equilibrium of the pin at the joints. As shown in the diagrams, each function can be represented by an equation using the side lengths of the triangle. The weight that each joint bears can be represented by a force. Free to use, premium A free-body diagram is a diagram that clearly indicates all forces acting on a body, in this case the body being the truss. So if you have a larger structure, simply upgrade and you can use the full S3D program for all your analysis needs. Seperately, you will sum the vertical forces and set them equal to zero. A 90 degree angle is typically denoted in diagrams as a square in the corner of the triangle. In the case of a stationary truss, the acceleration taken into account is that of gravity. Therefore, the reactionary force at B is only directed upward. The truss analysis is being performed by our FEA solver, which is also used in our Structural 3D program. I have glanced through your Instructable and it seems enough information to design structures like small garden bridges. It is particularly useful as a steel bridge truss design software or roof truss calculator. This trigonometry will be applied in the Instructable when solving for forces. I have one question about trusses, I have 9m X 9m terrace, I would like to make it as a roof but without installing a beam in the middle, which model to chose? This free online truss calculator is a truss design tool that generates the axial forces, reactions of completely customisable 2D truss structures or rafters. The method of joints is a process used to solve for the unknown forces acting on members of a truss. Try hold the "Shift" key while placing members and loads. note: when drawing free-body diagrams of the joints with unknown force members, the direction( the force pointing away from the joint or towards the joint) in which you draw the force is arbitrary. ABN: 73 605 703 071, SkyCiv Structural 3D: Structural Analysis Software. You have now learned how to analyze a simple truss by the method of joints. The inverse trig functions are denoted by "sin−1 (x), cos−1 (x), tan−1 (x)," and can be found on most scientific calculators. Truss Analysis – Method of joints: In method of joints, we look at the equilibrium of the pin at the joints. This allows solving for up to three unknown forces at a time. (diagram). In this truss we find that joint D and F have only two unknown forces. Using this process and trigonometry, you may also be able to construct your own small scale truss. It works by cutting through the whole truss at a single section and using global equilibrium (3 equations in 2D) to solve for the unknown axial forces in the members that cross the cut section. Trusses: Method of Joints Frame 18-1 Introduction A truss is a structure composed of several members joined at their ends so as to form a rigid body. xy ==0 0 ∑ F. z =0 This free online truss calculator is a truss design tool that generates the axial forces, reactions of completely customisable 2D truss structures or rafters. In order for the truss to remain stationary, the forces on each joint from every direction must cancel each other out. It has a wide range of applications including being used as a wood truss calculator, roof truss calculator, roof rafter calculator, scissor truss calculator or roof framing. We chose point A because the vertical and horizontal components of Ra are therefore not considered in the equation. The vertical forces are all added together and set equal to zero. Cut 5, to the right of joints and :,,. The course includes a multiple-choice quiz at the end, which is designed to enhance the understanding of the course materials. In a two dimensional set of equations, In three dimensions, ∑∑ FF. These methods allow to solve external reactions and internal forces in members. Conditions of equilibrium are satisfied for the forces at each joint; Equilibrium of concurrent forces at each joint ; Only two independent equilibrium equations are involved; Steps of Analysis. Truss analysis using the method of joints is greatly simplified if one is able to first determine those members that support no loading. The method of joints is a procedure for finding the internal axial forces in the members of a truss. We cut the truss into two parts through section (1) - (1) passing through GF, GC and BC. After choosing your joint, you will draw another free-body diagram. Similarly, the horizontal forces will be added and set equal to zero. Procedure for analysis-the following is a procedure for analyzing a truss using the method of joints: 1. to do this you will use the inverse of the sin, cos or tan function. We will denote downward forces to be negative and upward forces to be positive. The methods of statics allow to solve only statically determinate trusses. Method of Sections for Truss Analysis. We consider the equilibrium of the left side part of the truss as shown in figure 3-2(c). Forces that act directly on the point not considered in it's moment equation. Powerful hand calculation modules that show the step by step hand calculations (excluding hinges) for reactions, BMD, SFD, centroids, moment of inertia and trusses! The system calulates the axial forces, the displacements of the joints, and the deformation of the elements of the structure. Battery Powered Lamp That Turns on Through the Use of Magnets. The analysis of the truss reduces to computing the forces in the various members, which are either in tension or compression. As an example of a free body diagram of an entire simple truss, consider this truss with joints A,B,C,D. Point B also experiences a reactionary force, but the support at point B only prevents the structure from moving up or down. Step 2: Check for Determinacy. Space Truss Analysis: Method of Joints • Method of Joints –All the member forces are required –Scalar equation (force) at each joint • F x = 0, F y = 0, F z = 0 –Solution of simultaneous equations ME101 - Division III Kaustubh Dasgupta 2. Trusses are used in the construction of nearly every road bridge you will encounter in your city's highway system. Learning Objective. Examples of different types of truss are shown in Figs 4.1 (a)-(f); some are named after the railway engineers who invented them. There are some limitations on the above truss calculator that can be achieved through full structural analysis software. You can now solve for the forces at joint B. A force directed upward will be positive and downward will be negative. The internal forces are important as they are commonly the governing force to look for in truss structures. By upgrading to on of SkyCiv's pricing options, you'll have access to full structural analysis software so you select materials such as wood and steel to perform truss designs - making it much more than a simple roof calculator. In this tutorial, we will explain how to use the method of joints to calculate the internal member forces in a Truss system or structure. Question The method of joints is the core of a graphic interface created by the author in Google Sheets that students can use to estimate the tensions-compressions on the truss elements under given loads, as well as the maximum load a wood truss structure may hold (depending on the specific wood the truss is made of) and the thickness of its elements. Method of sections is useful when we have to calculate the forces in some of the members, not all. The same thing is true for the bridge of the truss. Sine, Cosine and Tangent are the three main functions in trigonometry and are shortened to sin, cos and tan (as they are displayed on your calculator). If you’re unclear about what a truss is seen in our article – What is a Truss. Now that the forces on the joint have been broken into horizontal and vertical components the two summation equations can be written as shown. Engineers, designers and architects use these calculations to determine which materials will hold the anticipated load for a particular truss. Therefore we start our analysis at a point where one known load and at most two unknown forces are there. This is a force is that is exerted on point A that prevents A from moving. To do this you will write three equations. Excel Math Tools. Cut 6, to the right of joints and :,. features for SkyCiv users. Click here to download PDF file. 2 years ago A factor of safety for bridges tells tell the public how many people, cars, etc. Force P, represented as the downward arrow, is representing the weight of the truss and it is located at the truss' center of gravity. This diagram is an example of a simple truss. Thank you for this great instructable. Structural Analysis: Plane Truss Method of Joints • Start with any joint where at least one known load exists and where not more than two unknown forces are present. Let's start with joint D; … 2. We use method of joints to find all the forces in the members of the given truss. The Golden Gate Bridge has a unique truss incorporated into its design. r = Support Reactions . A force directed to the right will be positive and a force directed to the left will be negative. You can also calculate the angle theta if the side lengths of the triangle are known. The second equation will be written for the forces on the truss in the horizontal direction. Whether you call them rafters, truss members or beams - the truss calculator essentially does the same thing. Inverse functions will be used frequently to determine angles based off the dimensions of the truss. Therefore, point A experiences what is called a reactionary force. Using either of the remaining angles, you can name the other sides of the triangle. Now, we will be interested here to understand how to solve truss problems using method of joints step by step with the help of this post. A truss is one of the major types of engineering structures and is especially used in the design of bridges and buildings. This Instructable will use concepts from classical physics and math. As an example, consider this crate suspended from two cords. Online Truss Solver By using this little web application you can solve any flat truss with a maximum of 30 nodes. Truss Type Beams 8. An example of calculating the inverse is shown in a photo above. These steel joints are needed to support the overall truss. A moment is a measurement of the tendency of a force to make the object rotate around a fixed point. A simple truss is one that can be constructed from a basic triangle by adding to it two new members at a time and connecting them at a new joint. The point at which the moments are summed is arbitrary, but the best choice is a point that has multiple forces acting directly on it. Identifying these members will simplify the process of analyzing truss. Did you make this project? For our fixed point, we have chosen A. This truss will be used as an example for the next few steps. on Step 1, Determine the forces in members AB,AF and GF and then in BC,BE and EF. Such structures are frequently used in long span structures such as truss bridge design and roof trusses. Numerical problem on the truss Analysis by method of joints. Select a part and press "Delete" to delete it. Tips: 1. w.k.t. Analyse the given truss given below by using the method of joints. Using the free body diagrams of the other joints, as shown in the diagram, you will repeat the process on the next joint with only two unknown force components. If a force is directed at an angle, like in the case of some members of a truss, the force can be broken into a vertical and a horizontal component. (diagram), the "adjacent" side is always next to angle theta. As a constantly evolving tech company, we're committed to innovating and challenging existing workflows to save engineers time in their work processes and designs. In the Method of Joints, we are dealing with static equilibrium at a point. We will see here, in this post, the analysis of the forces in the various members of the truss by using the method of joints. Trusses are typically modelled in triangular shapes built up of diagonal members, vertical members and horizontal members. First of all look for the joint which does not have more than 2 unknown forces. c) Identify zero-force members. Thanks for posting it, very useful for aspiring engineers. Based on the simple truss used in the last step, this joint would be either A or B. It will teach you how engineers determine the strength of bridges and determine their maximum weight capacity on a small scale. With these equations, you can calculate the side length of a triangle if the angle theta is known. A Newton is the International System of Units (SI) derived unit of force. To complete your truss analysis you will need: - Scientific calculator ( can calculate sine, cosine, and tangential angles). We will denote forces to the right to be positive and to the left to be negative. The forces exerted at point A are the force of tension from the cord on the left, the force of tension from the cord on the right and the force of the weight of the crate due to gravity pulling down. SkyCiv Engineering. Where, m = The number of members in the structure . This limits the static equilibrium equations to just the two force equations. -you will use trigonometry to break the reactionary force at A into horizontal and vertical components. While the method of section cuts the whole structure of trusses into section and then uses the cut out portion for the calculations of the unknown forces. If we want to compute deformations or statically indeterminate structures, we have to use relations from the theory of elasticity. •Simple Trusses •Method of Joints •Zero-force Members •Concept Quiz •Group Problem Solving •Attention Quiz Today’s Objectives: Students will be able to: a) Define a simple truss. The first equation is written for the forces in the vertical direction. A section has ﬁnite size and this means you can also use moment equations to solve the problem. Trusses are designed to support loads, such as the weight of people, and are stationary. Thus both the methods are used for the same purpose. To calculate forces on a truss you will need to use trigonometry of a right triangle. The more complex the truss framework is, the greater quantity of these joints will be required. This is an example of a full analysis of a simple truss by the method of joints. This engineering statics tutorial explains method of joints for truss analysis. These zero force members may be necessary for the stability of the truss during construction and to provide support if the applied loading is changed . Method of Joints The free-body diagram of any joint is a concurrent force system in which the summation of moment will be of no help. The third equation is the sum of the moments of the forces acting on the truss. Since the forces are concurrent at the pin, there is no moment equation and only two equations for equilibrium viz.. If possible, determine the support reactions 2. Here is a simple truss to solve on your own. Method of Joints \| Analysis of Simple Trusses. Your calculations will give you a negative or a positive number designating the real direction of the force. Click 'Reactions' or 'Axial Force' to display your results in a nice, clean and easy-to-interpret graph for your truss design. Share it with us! It's funny that they still teach this to first years. A step-by-step solution will be provided in the next step if you get stuck. A truss is typically a triangular structure that is connected by pinned joints such that they mainly incur an axial force (see what is a truss). by clicking the 'Settings' button. You can also calculate the side length of a triangle if two of the side are known by using Pythagorea's Theorem which says the square of the hypotenuse is equal to the sum of the square of the adjacent side plus the square of the opposite (a^2+b^2=c^2). 4.1 Types of truss Generally the form selected for a truss depends upon the purpose for which it is required. In the diagram of the simple truss, the forces are represented by black arrows in units of Newtons. This above tool will allow you to run truss analysis on any of these trusses to get the internal member forces. This method permits us to solve directly any member by analyzing the left or the right section of the cutting plane. A right triangle is the basis for trigonometry. To determine the components separately we will use trigonometry of a right triangle. examine methods of analysis of both trusses and space frames. Force Fbc is acting on the joint at and angle, which means it has both horizontal and vertical components (blue and orange dashed lines in photo denoted as FbcX and FbcY) . The 3 main types of trusses used in bridge design are Pratt, Warren and Howe. It is expalined in this example. The sum of the moments about the fixed point are added together and set equal to zero. Nobody does this stuff by hand. Bridge trusses can also be unique, and made of multiple types of truss designs. This Instructable will explain how to calculate the effects of a force on a truss. Finally, the truss calculator will compute the best dimensional method to connect the pieces of the truss with steel joints and a bridge. The method of sections is an alternative to the method of joints for finding the internal axial forces in truss members. There are a number of different types of trusses, including pratt truss, warren truss and howe truss; each with their own set of pros and cons. This rafter truss calculator, has a range of applications including being used as a wood truss calculator, roof truss calculator, roof rafter calculator, scissor truss calculator or for roof framing. Cloud Structural Analysis and Design Software. Joint B is only acted on by one purely horizontal force, represented by Fbd. Wow. SkyCiv offers a wide range of Cloud Structural Analysis and Design Software for engineers. If a structure is stable it is called as statically determinate.It the number of unknowns is equal or less than the number of equlibrium equations then it is statically determinate.The analysis of truss can be done by maintly two methods, that is method of joints and method of sections Newton's Third Law indicates that the forces of action and reaction between a member and a pin are equal and opposite. Figure 1. j = … Get more results (such as bending moment and shear force diagrams), get more members and loading types (area loads, distributed loads and self weight) and model in 3D. Each member is represented as a force arrow. They also use these calculations to develop a safety ratio, known as the factor of safety. READING QUIZ 1. The choice of this joint is up to you, as long as it only connects two members. . Point A is connected to the ground and cannot move up, down, or left-right. After solving for the reactionary force, the next step is to locate a joint in the truss that connects only two members, or that has only 2 unknown forces. Because of the facts that the forces are synchronized at the pin, it is exclusive of moment equation and just two equations for equilibrium viz. Calculation of member forces by method of sections. SkyCiv is built to make steel truss design easier for you, with a range of powerful analysis and modelling capabilities. The section method is an effective method when the forces … Solve. 5 years ago A joint is any point at which a member is connected to another, typically by welding, pins or rivets. Therefore, the forces that a truss absorbs are the weight (equal to mass multiplied by gravity) of its members and additional outside forces, such as a car or person passing over a bridge. Method of joints The method of joints analyzes the force in each member of a truss by breaking the truss down and calculating the forces at each individual joint. We will declare the other angle as the Greek letter theta until we calculate its value. Step 1: Converting the supports into reactions as shown in figure below. If the angle is 90 degrees, the two sides of the triangle enclosing the angle will form an "L" shape. Reference SkyCiv Cloud Engineering Software. Users can also control settings such as units, display settings of truss members etc. QUESTION: 4. Newton's Third Law indicates that the forces of action and reaction between a member and a pin are equal and opposite. For more information on building simple trusses, you may be interested in the website's below: http://pages.jh.edu/~virtlab/bridge/truss.htm, http://www.wikihow.com/Build-a-Simple-Wood-Truss, http://probarnplans.com/building-trusses-wood/. see attached pictures for step-by step solution*. They are used to span greater distances and to carry larger loads than can be done effectively by a single beam or column. The method of joints uses the summation of forces at a joint to solve the force in the members. In order for the truss to remain stationary, the forces it experiences in the horizontal direction must cancel each other out, and the forces in the vertical direction must also cancel out. To calculate the forces on the joint, you will sum the horizontal forces and set them equal to zero. Therefore, the structure is determinate. on Introduction. if the force causes the body to rotate clockwise, it is considered negative. Truss is a structure which consist of two or more members which acted as a single object. Truss Analysis: Method of Joints. Truss type differs only by the manner and angle in which the members are connected at joints. Note that all the vertical members are zero members, which means they exert a force of 0 kN and are neither a tension nor a compression force; instead they are at rest. Using these three equations and substitution we can solve for reactionary forces of the truss. m+r-2j=0 . It does not use the moment equilibrium equation to solve the problem. Simply add nodes, members and supports to set up your model, apply up to 5-point loads (distributed loads can be added in full version), then click solve to run the static 2D truss analysis. -supports that have only an upward or downward reactionary force are represented in the diagrams with a rounded bottom or round wheels. In this diagram, points A,B,C,D,E,F and G are all joints. A truss is exclusively made of long, straight members connected by joints at the end of each member. A right triangle is a triangle in which one angle is equal to 90 degrees. These forces are known as Axial Forces and are very important in truss analysis. Add as many supports, loads, hinges and even additional members with SkyCiv paid plans. Solves simple 2-D trusses using Method of Joints -> Check out the new Truss Solver 2. Tackle any project with this powerful and fast beam software. Truss Analysis- Method of Joints. Using the free-body diagram you have just drawn of the entire truss you will solve for the reactionary forces. The unknown angle,Z, can also be calculated by using Sines and Cosines and the length of the members . Using your calculator and the sine and cosine functions, you will be able to solve for FbcY and FbcX. These forces are represented in the free body diagram as Tab, Tac, and 736 Newtons, respectively. It involves a progression through each of the joints of the truss in turn, each time using equilibrium at a single joint to find the unknown axial forces in the members connected to that joint. A moment is equal to the force multiplied by its perpendicular distance from the fixed point. the "opposite" side is opposite angle theta. Methods of Static Analysis of Trusses. It has a wide range of applications including being used as a wood truss calculator, roof truss calculator, roof rafter calculator, scissor truss calculator or roof framing. Therefore, the forces exerted by a member on the two pins it connects must be directed along that member.This will be more clearly seen in the next few steps. These equations come from the fact that the truss is stationary, or unmoving. A force is defined by physics as an objects' mass multiplied by it's acceleration. Import design modules such as AISC, ACI, Eurocode, Australian Standards, CSA, NDS and much more, to complete all your designs in one place. Draw the free body diagram for each joint. the determination of zero force member can be done by inspecting of truss joints, and there are two cases if we check the joint c for truss shown in figure 1, this joint has no external load, and two members are connected to this joint at a right angle. Joints: 1 -you will use trigonometry of a simple truss by the and. The process of analyzing truss using Sines and Cosines and the length the. Of Ra are therefore not considered in the members, vertical members and horizontal components Ra! 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MIT is at it again. After developing the RoboCycle robot, capable of sorting out trash by touch alone, researchers want to get robots to predict how different items and liquids will react to their touch. It’s well-known that robots have a hard time grabbing delicate items and cannot tell fragile objects or liquids from solid state ones – most of the time, their approximations fall short and the robots end up squishing or destroying them altogether. As it has been the case before, the researchers developed a ‘learning-based’ simulation system that should, in theory, help the robots work their way around the objects they are supposed to interact with. This particle simulation is not very different from the way we humans learn to grip by intuition. “Humans have an intuitive physics model in our heads, where we can imagine how an object will behave if we push or squeeze it. Based on this intuitive model, humans can accomplish amazing manipulation tasks that are far beyond the reach of current robots,” graduate student in the Computer Science and Artificial Intelligence Laboratory (CSAIL) said “We want to build this type of intuitive model for robots to enable them to do what humans can do.” The researchers created a two-fingered robot called RiceGrip and tasked it to put a foam into a certain shape. The robot used a depth camera and object recognition to ‘understand’ what the foam is and eventually identified it as a deformable material; it added edges between its particles and reconstructed them into a ‘dynamic graph customized for deformable materials.’ Because it went through all the simulations, RiceGrip had a solid idea of how a touch would affect the particles it identified as being the foam. When the particles did not align, an error signal was sent to the model, which, in turn changed the way the model interacted with the material in order to better match the actual physics of it. The robot won’t be making sushi any time soon but the researchers are working on it in order to help RiceGrip and other robots out there be more capable of predicting interactions in scenarios they might not have complete control over or about which they only have partial information on. One example was given in the case of a pile of boxes. In the future, the team hopes that the robot will be able to know how the boxes will move and fall when pushed, even if it cannot see the hidden boxes, just the ones on the surface. “You’re dealing with these cases all the time where there’s only partial information,” Jiajun Wu, a CSAIL graduate student and co-author of the particle simulator paper said “We’re extending our model to learn the dynamics of all particles, while only seeing a small portion.”
Everything you need to teach about the oceans Young or old, we all need to fully understand the importance of the oceans to our life here on Earth. The Ocean World Resource Pack has been specifically designed to enable teachers to address the issues facing the health of our oceans. Packed full of cross-curricular activities, videos, games, posters, books and of course essential teacher guidance, this box will help your pupils understand, respect, value and help protect our oceans. Whether you approach the subject as a cross-curricular project or as individual topics for more focused investigation, this pack ensures that you have everything you need to teach about our Ocean with confidence and encourage your pupils to become environmentally responsible young people. The box contains: • Teacher’s notes • Book ‘The Amazing World Beneath the Waves’ • Posters x 2 • Snap Cards • Water Cycle Cards • 8 Activities; Ocean World, Exploring the Deep, The Importance of Water, What lives in the Ocean? Food Chains, Marine Adaptations, Ocean Habitats, Ocean Pollution • ‘Ambassador for the Ocean’ Certificate The FREE downloadable resources are: • Film Guide • Film Clips; Corals, Invertebrates, Fish, Reptiles, Birds, Mammals • Powerpoint files for all 8 activities. How to buy the Ocean World Teachers’ Resource – go to this link and buy direct from our publisher Terms & Conditions
About the Department The study of a language that is not our own provides new opportunities to communicate with speakers of other languages, understand how others think and express their thoughts, perceive the world around us differently, and enhance our appreciation and understanding of ourselves and of others. Because of the unique rewards of this discipline, we believe that all students should become proficient in at least one language other than English. We believe that language learning is a lifelong undertaking that ideally should begin in elementary school and continue beyond high school. We believe that the study of language cannot be separated from the study of its culture, including daily living, history, literature, and the arts. We believe that there are natural connections between the study of language and other disciplines. We believe that language learners should interact with other speakers of the language locally and globally. Our philosophy parallels that of the Massachusetts Foreign Languages Curriculum Framework and the national Standards for Foreign Language Learning. All students of modern languages should: - Develop proficiency in the target language through listening, reading, viewing, speaking, writing, and presenting in the target language; - Develop an understanding of the target culture – its daily life, history, literature, arts, mathematics, and science; - Develop insight into languages and cultures through comparison and contrast; - Acquire information in and make connections with other disciplines such as the arts, English, history, and social studies; - Communicate with local and international speakers of the language; - Develop critical and creative thinking, organizational, cooperative, and study skills; - Use technology as a tool for communicating, developing language skills, and accessing authentic cultural material from around the world.
Curated and Reviewed by History of Independence Day In this reading comprehension worksheet, students read a selection regarding the history of Independence Day and respond to 9 fill in blank questions. 10 Views 49 Downloads - This resource is only available on an unencrypted HTTP website. It should be fine for general use, but don’t use it to share any personally identifiable information - Folder Types - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - PD Courses - Study Guides - Performance Tasks - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - Home Letters - Unknown Types - All Resource Types - Show All See similar resources: Bet You Didn't Know: St. Patrick's Day HistoryLesson Planet Did St. Patrick really rid Ireland of all its snakes? Do shamrocks grow on every corner of the Emerald Isle? Learn all about Irish history and the true origins of St. Patrick's Day with a fill-in-the-blank worksheet that accompanies an... 5th - 8th Social Studies & History History of HalloweenLesson Planet Looking for a scary reading passage to give class members on the days leading up to Halloween? While this resource isn't scary, it definitely fits right into the theme of the October celebration. After reading a two-page literary... 3rd - 4th English Language Arts CCSS: Designed Fourth of July (Grades 3-5)Lesson Planet Bring history to life for your young scholars with a Fourth of July lesson series. After a class reading of the Declaration of Independence, students translate this pivotal document into layman's terms before working in small groups to... 3rd - 5th Social Studies & History CCSS: Adaptable Independence Day: ESL LessonLesson Planet Explore the history and traditions of the Fourth of July in this ESL presentation. It includes basic facts about the Revolutionary War and American Independence Day, as well as various ways to celebrate the holiday. A good way to... 5th - 9th English Language Arts International Women's Day \| All About the HolidaysLesson Planet Women today enjoy many rights, privileges, and opportunities not afforded to generations past—but there is still work to be done. Learn about International Women's Day with a short video that details the historical path toward equality... 2 mins K - 5th Social Studies & History Independence DayLesson Planet Students discuss and complete activities associated with Independence Day. In this Independence Day lesson, students brainstorm about holidays and their symbols. Students complete organization charts and work in pairs to develop their... 3rd - 5th Social Studies & History A Salute to Flag DayLesson Planet Use Flag Day as a learning opportunity for your classroom. Collect a variety of books and other resources on the subject of the U.S. flag. Have pupils conduct independent research at home and come to class prepared to share some fun... 3rd - 9th English Language Arts
Landfills are commonly cast in a negative light. When you think of landfills, your mind likely journeys from thoughts of long-term methane emissions to air and groundwater pollution to restrictions on urban development. The list of negative qualities is certainly obvious. Worldwide, the generation of municipal solid waste (MSW) has been steadily increasing and landfills remain the dominant means for managing solid waste. To make matters worse, The World Bank has reported that global waste is predicted to triple by 2100. Because of improper diversion of recycled materials, landfills continue to receive significant quantities of recyclable materials, especially metals. While recycling plastics and metals properly certainly makes a vital contribution towards minimizing landfill growth, there is a recent endeavour to reuse waste materials found in landfills. Landfill mining has reconceptualized our take on landfills. As opposed to harmful burdens, countries worldwide are now seeing the potential of these vast quantities as an enormous new resource. Since the economic value of landfilled metals is significant, it has fostered a global interest in recovering the landfilled metals through mining. Landfills are now being viewed as an enormous untapped resource for many metals. Valuable recyclable materials formerly treated as waste are now being mined from landfills, providing a second chance at proper recycling. With such vast quantities taking up space in our landfills, this material now has the potential to provide a replenished supply for declining supplies of metals, which are commonly found in electronic products. The Landfill Environmental Protection Agency (EPA) published a summary of the potential benefits of landfill reclamation. In addition to providing an additional resource for many metals and other reusable materials, landfill mining frees up valuable space and alleviates local pollution concerns related to landfills. The mining process extends the life of the landfill facilities by removing large amounts of recoverable materials. Recovering materials such as ferrous metals, aluminum and plastic is also an economic benefit since the market for such materials is ongoing. While we all know the benefits that are associated with proper recycling processes, the truth of the matter is that an enormous quantity of recycled materials actually end up in landfills. According to the National Geographic, a shocking 79% of recycled plastics are accumulating in landfills. With statistics like these, maybe landfill mining is the solution we’ve been waiting for.
Contact us if you have a question that is not answered by the FAQs below. What are endemic diseases? Endemic diseases are diseases which exist permanently in a population or region, such as the common cold in humans. They differ from exotic invasive diseases, such as foot and mouth disease, which are not usually present. Eradication of some endemic diseases is possible, although it can be resource heavy and time consuming. Why are endemic livestock diseases important? Endemic diseases undermine animal health and welfare. Affected animals are also less productive because they grow more slowly and yield less milk. These effects create costs and difficulties for farmers. In addition, the treatment of endemic diseases may involve antibiotics, which could have implications for human health. Why do animals get these diseases? Animals are vulnerable to endemic diseases just as humans are (think of colds, stomach bugs and other common viruses). A number of factors may be involved in disease spread. Livestock may come into contact with infected animals or wildlife at home or when moved between farms. People, animals and equipment can carry germs onto farms. An animal's genetics may also influence susceptibility to infection. Why BVD and lameness? Bovine viral diarrhoea (BVD) and lameness are two of the most prevalent diseases in cattle and sheep in the UK today. They differ in terms of their symptoms, how they are managed, and how they can be spread. Using them as case studies allows us to compare and contrast in order to build a better understanding of endemic diseases in general. What is lameness? Lameness is a broad term that includes any abnormality which causes an animal to change the way they walk. This can be caused by a range of factors, including different foot and leg conditions caused by disease, management or environmental factors. Examples include bruising, sores and cuts or hoof conditions caused by disease. Lameness is generally a result of a range of factors, although common ones have been recognised as poor quality floors in housing, poor cow tracks, animals being forced to stand for too long on hard surfaces, ineffective foot trimming, infectious diseases and poor nutrition. Given the range of causes, it may not be possible to eradicate lameness entirely, and there is no one ‘magic’ bullet to cure it. What is BVD? Bovine Viral Diarrhoea (BVD) is a contagious viral disease that predominantly affects cattle. Once initially affected, animals can become persistently infected (PI) with the disease, and pass the virus on to other animals. Methods of spread include passing from mother to unborn calf, via nose to nose contact with a carrier animal or through the semen of infected bulls. BVD can also be spread through farm visitors or equipment contaminated with the virus. Infection with BVD is not always obvious but signs include: - Reproductive problems – including abortions - Secondary diseases - through a compromised immune system, which can also lead to death - Reduced production - through lower milk yield or a slower growth rate BVD is not a zoonosis, i.e. it cannot be transferred to humans. Infected animals do not pose a risk to human health, and meat from these animals can safely enter the human food chain. Read more about the disease on the BVDFree England website. Will these diseases affect any of the animal products I am likely to eat? No. These diseases are not zoonotic, i.e. they cannot transfer to humans, so do not present concerns about food safety or human health. Also, there are strict regulations about how long animals must be free of medicines before they can enter the human food chain, to ensure that our food contains no residues. Concerns about their impact on human health relate to the use of antibiotics, and anti-microbial resistance (AMR). AMR means that drugs that once worked are no longer effective in treating the same disease. This has implications for both human and animal health. Farmers and veterinarians follow RUMA guidelines, which encourage them to use antibiotics responsibly, i.e. only when an animal is sick. If we can reduce the number of sick animals, we will reduce the use of antibiotics and this will benefit both human and animal health. Do these diseases occur in specific production systems? Because there are so many different factors involved, endemic diseases can occur in any system, including indoor, free-range and organic. Some diseases are more common in intensive systems. Others are more likely to be found in outdoor systems, because these are exposed to environmental factors such as wildlife and micro-organisms. What do these diseases mean for animal welfare? Whether it causes pain or a general sensation of being unwell, sickness affects an animal's wellbeing. Why are these diseases still around? Although there are ways to manage and treat them, the number of different factors involved can make it hard for farmers to do this successfully. Environmental factors, for instance, including the weather, can make these diseases difficult to control. FIELD is investigating why these diseases continue to be present, and what can be done to reduce them. Can I contribute to the FIELD project? We would welcome your ideas, observations and questions. Visit contact us to reach the team.
A resource for pupils to learn about patterns and trends in the periodic table through an interactive game. This activity is a simulation to explore how conditions affect the population of rabbits, or of micro-organisms in a petri-dish. Teaching resources, videos and fun activities for pupils aged 5 to 18. Bring the wild to your classroom with ARKive Education! A short article based on an extract from Topics in Safety, Topic 17 (Electricity), which is freely available to Association for Science Education ( ASE Health and Safety Group Alan J. Hesse A short history of the discovery of hydrogen is given, together with its properties, uses and applications, and its importance in transport, from b Alexander S. Cragg These three A3 posters explaining aerosol cans suitable for students aged 13-18 are free for schools in the UK and EU. Research-based publications and web-based activities to support active learning from the Biotechnology and Biological Sciences Research Council. Successful teaching of an important physics topic requires comfortable subject knowledge and an understanding of a pedagogy to promote learning. The popular science shows that strip science down to its bare essentials. A case study is presented in which a group of secondary school students took on a task in which they had to design and implement a method to measur
There exists a certain class of “hard” problems that can’t be solved with exact form. Examples include solutions to certain differential equation or higher order polynomials like quintics which can’t be solved with a simple cubic formula or quadratic formula. Perturbation theory is a tool commonly used in mathematical physics and can easily provide solutions to seemingly impossible problems. Let’s look at how perturbation theory works and is applied. Look at the following differential equation and initial conditions with no closed form solution. Assume one were to insert an epsilon in the equation. Now we can say the solution to the differential equation is dependent on the value of epsilon. Furthermore, we can propose that this solution takes some form similar to a Taylor series as shown below. One by one, we can solve for values of this taylor series. Setting and substituting back into the original differential equation allows us to solve for the first unknown. This is called the “unperturbed” case. This equation can be further simplified using the initial conditions shown earlier. This allows for the solution to become more defined and can actually itself be used as an approximation on a small enough range. The rest can be solved for by substituting this solution back into the original differential. For now, we will only consider terms with a power of 2 or below because there are some hidden third power terms in the higher level approximations. From here, it becomes easy to solve for the unknown functions assuming epsilon can take up any value and the original initial conditions hold (Note: the rest of these equations should have a slope of 0 at the origin because the already accounted for the slope of 1). Subsituting back into yields the following. The answer we want is for the case where epsilon is equal to 1 so the answer we were looking for is simply So, using perturbation theory, we have provided a solution to a seemingly impossible problem through approximations that only used simple integration methods. Graphing the function shows that this is a good approximation. Perturbation theory is a powerful method and can provide fantastic results to amazingly hard problems throughout physics. Although they do not give exact answers, the error of the approximations can be made arbitrarily small allowing one to accomplish the same goal. Sometimes, however, this does lead to divergent sums but such a case will be acknowledged in a later post. If you want to know more or see where I learned this from, watch the lectures series on Mathematical Physics by Carl Bender. It is really an amazing series that is both detailed and very easy to follow.
A hot surface losses heat (heat is transferred) to its surroundings by the combined modes of convection and radiation. In practice these modes are difficult to isolate, so an analysis of the combined effects at varying surface temperature and air velocity over the surface provides a meaningful teaching exercise. The heated surface studied is a horizontal cylinder, which can be operated in free convection or forced convection when located in the stream of moving air. Measurement of the surface temperature of the uniformly heated cylinder and the electrical power supplied to it enables the combined effects of radiation and convection to be compared with theoretical values. The dominance of convection at lower surface temperatures and the dominance of radiation at higher surface temperatures can be demonstrated as can the increase in heat transfer due to forced convection.
Screen time is not all bad for our kids. When kids are watching or playing together with other kids, they are developing important social and cognitive skills. When they are engaged in studying, they develop different learning capabilities and when they study together in an online environment they get the chance to develop all of those skills together, or what we, at TEKKIE UNI call Digital Team Work. The Digital Team Work skill is the most important educational challenge parents and teachers face nowadays. At TEKKIE UNI, we look beyond a sole focus on the threat that screens present. Digital media are increasingly integrated into diverse aspects of family life – from video calls with relatives to homework submitted online – we found that ‘screen time’ should focus on the opportunities that digital media present to study, communicate, create, and mainly work together, bridging geographical distances. We argue that when parents are told that their only role is to limit screen time, they are not able to help their children access the unique benefits offered by the digital age, the benefit of communicating with kids that share common interests and hobbies. And that instead of ensuring healthy social development, they prevent them from acquiring the tools of digital socializing. Old theories, new times In the 1980s, researchers at the Children’s Television Network discovered that kids learned more from the famous TV program ‘Sesame Street’ when they watched it together with their parents and friends. They called it “co-viewing”. Most experts agreed that co-viewing was better than placing kids in front of a TV program by themselves. They claimed that co-viewing reduces fear and aggression while increasing learning and discussion. They understood that it is good to enjoy the benefits that TV presents to their kids, and instead of limiting them parents should participate in this rich activity. What was it in co-viewing that made the watching experience so much better than watching alone? What can we learn from this regarding other screen activities? Parents’ Role in the Creation of Social Educational Screen Time ‘Enabling’ or ‘Active’ strategies, including talking with children about what they do online and choosing online educational activities together, were proven to be the most powerful tools to empower kids to study and connect. There are a few key elements in online activities that encourage positive Digital Team Work: Choice of content: Content should be relevant to the kids’ world and social in its nature. This is why we, at TEKKIE UNI, chose app and game development. The more natural and relevant the content is, the more motivated kids are. We found out that kids were willing to study complex logic and syntax, math and algorithmics as long as it was connected to the world of gaming and apps, which was not only perceived as fun and entertaining, but also social and challenging. We found out that this field was ideal to encourage kids to work together while learning life skills and STEM. Positive Educational Values: The content itself is not sufficient to encourage Digital Team Work. In order to ensure that kids work together, we should foster the positive educational values of teamwork. We teach our students to elucidate their own ideas, express their feelings, listen to others, and ask questions to clarify others’ ideas, initiate conversations about group climate, and reflect on the activities and interactions of their group. Teacher, Teacher, Teacher: Our teachers use different strategies to encourage students to develop a healthy climate within their groups: assign students into small groups so that they encounter other students; design activities that break the ice and promote awareness of differences within the group; encourage students to participate willingly and ask questions, and more… Our approach aims to organize classroom activities into academic and social learning experiences that stress the strengths of each individual while contributing to the group effort.
By Tessa Danelesko It is no surprise that many ocean goers dream of hearing the huff produced by a surfacing leatherback sea turtle. A sighting of these visitors to the British Columbian coast is often considered a rare treat. That dream may soon become an impossible reality however, as the critically endangered species faces increasing pressure from human threats. A new study has indicated that leatherback sea turtles are facing almost certain extinction, an event that could happen in as few as 20 years. This finding not only reveals how dire the current situation is for leatherbacks in the Pacific Ocean, but how urgent changes need to be made to prevent this species from disappearing from our coast forever. Little is known about these ocean giants, but many hypotheses indicate leatherbacks venture to our backyard, the eastern Pacific, in search of their prey: jellies. It is thought they follow the California Current Large Marine Ecosystem (CCLME) and the North Pacific transition zone marine ecosystem from Southeast Asia to jelly rich water, an area that extends from Mexico up to our B.C. coast. You may be wondering, if food is so plentiful here, why do these turtles leave? Leatherbacks migrate over 4800 kilometers from our shores, across the Pacific, to nest. Nesting beaches can be found in Sri Lanka, Malaysia, Papua New Guinea, and Indonesia. Since the 1980s, many of these beaches have experienced a massive decline in the number of leatherback sea turtle nests. Most alarmingly, beaches along the north coast of Indonesia’s Bird’s Head Peninsula have shown an annual decline of 5.9% in the number of observed leatherback nests. This region, the area studied in the research mentioned above, is thought to account for 75% of the total leatherback nesting in the western Pacific. The new study, conducted by an international team of scientists and led by the University of Alabama at Birmingham (UAB), was published in Ecosphere last month. Researchers surveyed two Indonesian beaches, Jamursaba Medi and Wermon, for leatherback sea turtle nests from 2005-2011. The team compared numbers from these recent surveys, the most extensive study done on leatherbacks to date, to previous nest counts. The comparison revealed the number of nests in this crucial area has declined by a total of 78% since the mid 1980s. Authors of the study estimate that if this trend continues, within 20 years it would be almost impossible for leatherbacks to avoid extinction. Support sea turtles While the number of nests at the last remaining stronghold for leatherbacks in the Pacific has declined, mature adults far from the beach are also facing increasing threats. Bycatch, the accidental capture of sea turtles in fishing gear, is estimated to cause a more than 5% population decline annually. Ocean-front development and egg poaching are also reducing the already small number of hatchlings that successful reach maturity. In this 11th hour, there are ways to make a difference. Even from shore, taking action to support sustainable fisheries can promote sea turtle conservation, as those fisheries aim to minimize bycatch, including that of sea turtles. The Vancouver Aquarium’s OceanWise program can help you make those important ocean-friendly choices. Additionally, help prevent marine debris from affecting sea turtles, by participating in the annual Great Canadian Shoreline Clean-up. If you are lucky enough to be at sea though, keep in mind that while rare off our coast, leatherback sightings are possible. You can directly participate in sea turtle conservation by taking a photo and immediately reporting any sightings of sea turtles and cetaceans to the Vancouver Aquarium’s B.C. Cetacean Sightings Network at 1-866-I-SAW-ONE or online here.
A group of freshwater fish in Madagascar and another in Australia have a lot in common. Both are tiny, have no eyes and live in the total darkness of limestone caves. Now scientists say these two groups are more alike than thought — they are actually each other's closest cousins, despite the ocean between them. Using DNA analysis, researchers found that the two types of blind fish — Typhleotris in Madagascar and Milyeringa in Australia — descended from a common ancestor and were estranged by continental drift nearly 100 million years ago. The scientists say their finding marks an important first. "This is the first time that a taxonomically robust study has shown that blind cave vertebrates on either side of an ocean are each other's closest relatives," researcher Prosanta Chakrabarty, of Louisiana State University (LSU), said in a statement. "This is a great example of biology informing geology. Often, that's how things work. These animals have no eyes and live in isolated freshwater caves, so it is highly unlikely they could have crossed oceans to inhabit new environments." Rather the fish may have been isolated in their respective limestone caves when the southern supercontinent Gondwana split apart. Researchers reported in 2010 in the journal Biology Letters a similar phenomenon in blind snakes; when Gondwana was just breaking apart and Madagascar broke off of India, the blind snakes hitched a ride aboard the giant slabs of Earth. The result? The snakes evolved into different species. In the new study, Chakrabarty and colleagues, while examining these blind fish genera, also discovered some new species of eyeless, cave-dwelling fish, including one — to be named in a future publication — that is darkly pigmented, even though it evolved from a colorless ancestor. "It is generally thought that cave organisms are unable to evolve to live in other environments," studyresearcher John Sparks, of the American Museum of Natural History, said in a statement. "Our results, and the fact that we have recently discovered new cave fish species in both Madagascar and Australia belonging to these genera, are intriguing from another perspective: They show that caves are not so-called 'evolutionary dead ends.'"
80. Recognizing that many aquatic resources are overfished and that the fishing capacity presently available jeopardize their conservation and rational use, technological changes aimed solely at further increasing fishing capacity would not generally be seen as desirable. Instead a precautionary approach to technological changes would aim at: a. improving the conservation and long-term sustainability of living aquatic resources;5.2. Introduction b. preventing irreversible or unacceptable damage to the environment; c. improving the social and economic benefits derived from fishing, and d. improving the safety and working conditions of fishery workers. 81. Fishery technology consists of the equipment and practices used for finding, harvesting, handling, processing and distributing of aquatic resources and their products. 82. Different fishery technologies will have different effects on the ecosystem, the social structure of fishing communities, the safety of fishery workers and the ease, effectiveness and efficiency of management of the fishery. It is the amount and context in which fishery technology is used (e.g. when, where and by whom) that influence whether the objectives of fisheries management are reached, and not the technology. For instance, the current overfishing of many aquatic resources is the product of both the efficiency of the finding and catching technologies and of the amount used. Similarly, building a fishmeal plant might involuntarily result in severe changes in the way the fishery is conducted, and in the communitys social structure. 83. Fishery technology is constantly evolving and its efficiency in catching fish will increase over time. For example, a 4% increase in efficiency per year would cause a doubling of the fishing mortality rate in 18 years if the fishing effort remained constant. A precautionary approach to management should take such increases into account. 84. A precautionary approach should be adopted for the development of new technologies or the transfer of existing technologies to other fisheries to avoid unplanned abrupt changes in fishing pressure or social structures. Certain technologies will be considered undesirable, if they create unacceptable effects (e.g., poison or explosives) or if their adoption leads to wasteful use (e.g., at sea, sorting machines have been banned where they might increase discarding). 85. Fishery technologies produce side effects on the environment and on non-target species. These effects have often been ignored but, in the context of a precautionary approach, some technologies may warrant a review. Similarly, a precautionary approach would encourage careful consideration of the side effects of new fishery technologies before they are introduced. 86. Each fishery technology has advantages and disadvantages that should be balanced in a precautionary approach, and it may be better to have a mixture of technologies. When new fishery technology is introduced, it should be carefully evaluated to assess its potential direct and indirect effects. If a mix of fishery technology representing best current practice in an area can be identified, precautionary management would encourage its adoption while it would discourage damaging ones. Responsible fishery technology achieves the specific fishery management objectives with the minimumdamaging side effects. These concepts (of responsible fishing and best current practices) were addressed by the UN General Assembly1 and in the Cancun Declaration2. 87. A precautionary approach would provide for a process of initial and on-going review of the effects of fishery technology as it is introduced or evolves in local practice. However, the extent to which a precautionary approach can be applied to the management of technological changes depends on the existing level of management. In some cases, education of fishermen and consumers towards responsible practices may be the only possible approach. Where elaborate research, management and enforcement systems are in place, a wider variety of options are available for application of the precautionary approach. However, although some gears and practices are prohibited they may continue to be used. The adoption of a precautionary approach to the management of new fishery technology depends on the ability to achieve compliance through education and/or enforcement. The following sections assume that institutional arrangements exist to achieve compliance. 5.3. Evaluating the Impacts of Technologies 88. A precautionary approach to developing and selecting responsible technologies for fishing requires an appropriate understanding of the consequences of their adoption and use. These consequences, particularly the impacts on non-target species and ecosystems, may be highly uncertain. Nevertheless, some information exists and more can be obtained. The problem of evaluating impacts is relevant both to the use of existing technologies and to the development of new ones, as well as to the introduction of existing technologies to new areas. The description of a given technology would state its relative impacts and advantages for a given species in a specific environment. Target fishery, environmental and ecosystem, socio-economic and legal factors should be considered when evaluating the impacts of fishery technologies. 89. The factors to consider when evaluating the impacts of fishery technology include: a. target-fishery factors such as selectivity by size and species (e.g., target, non-target, and protected species; discards; survival of escapees; Ghost fishing; and catching capacity);90. These factors could be used to identify beneficial new technologies or damaging ones, to assess the ability of a fishery to accommodate increased use of an established technology and to help direct monitoring and special reporting procedures towards important questions. Technologies for aids to navigation, fish-locating devices, processing and distribution could also be described and evaluated using the above criteria. This will require a suitable description of technologies, cross-referenced against a range of possible impacts. Other elements relevant to the specific technology/area evaluated would also be included. b. environmental and ecosystem factors such as bio-diversity; habitat degradation; contamination and pollution; generation of debris and rubbish disposal; direct mortality; predator-prey relationships; c. socio-economic factors such as safety and occupational hazards; training requirements; user conflicts; economic performance; employment; monitoring and enforcement requirements and costs; and techno-economic factors (i.e., infrastructure and service requirements; cost and technological accessibility; product quality; and energy efficiency), and d. legal factors such as existing legislation; need for new legislation; international agreements; and civil liberties. 91. The approaches used to evaluate impacts will vary according to the human and financial resources available to collect information. If resources are limited, it may be possible to make decisions based on existing information on the impacts of similar technologies in similar environments. Monitoring of existing fishing practices (for example recording of bycatch) will provide additional information. 92. Where financial and human resources are limited, existing information on impacts could be used to do desk studies following the approach to evaluation suggested above. Although some general guidelines can be given, based on known characteristics of types of resources and technology, the most appropriate mix of technologies to be used in a particular fishery should be established on a case-by-case basis, following evaluations made at appropriate regional and national levels. Such evaluations could be refined with practical experience and weighed in accordance with local social and economic values. 93. In the case of new technologies, or technologies new to an area, pilot studies may be cost-effective in evaluating the impacts and can be useful in demonstrating the benefits of new technology. For example, the introduction of escape ports in lobster traps for undersized individuals demonstrated to fishermen that catch rates of large lobsters increased. On the other hand, pilot studies cannot demonstrate long-term gains such as increased yield per recruit, but they will show the short-term losses. 94. Considerable resources are required for major experiments to measure effects of fishery technology on the marine environment, but well-designed experiments of this type (either as research projects or via experimental management) will provide the most useful information on which to judge the impacts of technologies in particular areas or habitats. This information may be relevant in other areas than the study sites or fisheries from which the data were derived. 95. Procedures developed in other contexts for protecting the environment3 could also be suitable when evaluating new technologies in fisheries or major alterations to existing ones. This would be particularly necessary when there are vulnerable resources or fragile ecosystems, that must be protected. In a precautionary approach, proponents of new fishery technology would be required by the State to provide for a proper evaluation of the potential impacts of new techniques before authorization is given. 96. The maximum cost that could be justified for evaluating new fishery technology or practices should be in proportion to the expected benefits and impacts. 97. In a precautionary approach to managing fishery technology, a designated lead authority should have the mandate to evaluate and decide on the acceptability of a proposed new technology, or changes to existing technology, and oversee the impact evaluation procedure. Proponents and other stakeholders should be able to appeal if the proper procedure has not been followed or if the decision by authorities does not appear to agree with the conclusions of the review. 98. As authorization procedures in the majority of cases would be for minor technical improvements, the procedures could be kept simple and administration costs held at a relatively low level. However, minimal progressive improvements will accumulate over time and periodic reviews of the impacts of existing technology will be necessary. Increases in catching efficiency result from the rapid growth in the use of modern information technologies in most fisheries around the world (acoustic fish detection and identification, gear and vessel monitoring, satellite-based environmental sensing and navigation, and easy inter-vessel communication). However, information, formally treated as a measure of the reduction of uncertainty, can also potentially improve selectivity, safety and profitability of fishing operations and thus create beneficial effects. 99. Restricting the use of improved information technologies will rarely be justified or successful and there should be a positive attitude towards technical progress in fisheries in general especially with regards to safety at sea and fishermens health. 100. The benefits of technological improvements need adequate extension work and education to encourage their adoption. The promotion of the best technology would benefit from improvement in international cooperation regarding technology transfer, as underscored in UNCEDs Agenda 21. The successful international efforts in the Eastern Central Pacific in training crews in effectively avoiding bycatches of dolphins through the use of specifically designed technology is a good example of what can be achieved in this respect. 5.5. Technology Research and Development 101. Fishery technology research in support of a precautionary approach would encourage the improvement of existing technologies and promote the development of appropriate new technologies. Such research would not just concentrate on gears used for capture; for example, research into the cost-effective purification of water supplies to ice plants might considerably reduce post-harvest losses and improve product quality and safety. 102. Technological developments such as satellite tracking may also help precautionary management by improving monitoring of commercial operations and by enabling research to reduce uncertainty about relevant aspects of fisheries science. 5.6. Implementation Guidelines 103. The following measures could be applied in order to implement a precautionary approach to fishery technology development and transfer. a. Effective mechanisms to ensure that the introduction of technology is subject to review and regulation should be established. b. A first step in the evaluation procedure is the documentation of the characteristics and amount of the fishery technology currently used. c. Procedures for the evaluation of new technologies with a view to identify their characteristics in order to promote the use of beneficial technologies and prevent usage of those leading to difficult-to-reverse changes should be established. d. These procedures should evaluate with appropriate accuracy the possible impacts of the proposed technology in order to avoid wasteful capital and social investments. e. Authorities should ensure that proponents and other stakeholders understand their obligations and their rights regarding such procedures. f. The extent of the evaluation procedures should match the potential effects of the proposed technology, e.g., from desk study through full scale impact studies, possibly including or leading to pilot projects. g. Authorities should implement technology gradually to minimize the risk of irreversible damage or overinvestment. h. Existing technologies and their effect on the environment should be reviewed periodically. i. Technological developments may modify the practices of fishery workers. To achieve the full benefits of the technology and to ensure the safety of fishery workers, training in the proper use of the new technology should be provided. j. In fisheries that are being rehabilitated, the opportunity should be taken to review the mix of technologies used. k. Research into responsible fishery technology should be encouraged. l. Technology research for the reduction of uncertainty in stock assessment and monitoring should be encouraged. 1 General Assembly resolution 44/228 of 22 December 1989 on UNCED referred instead to environmentally sound technology, stressing the need for socio-economic constraints to be taken into account. The wording does not pretend to limit the choice to a single best or soundest technology, implying that many sound technologies may be used together, depending on the socio-economic context of their introduction 2 The Cancun Declaration (Mexico, 1992) provides that States should promote the development and use of selective fishing gear and practices that minimise waste of catch of target species and minimise by-catch of non-target species, focusing on only one aspect of responsible fishing technology 3 Before introducing a possibly dangerous technology or discharging pollutants, industries have to provide information on the potential impact in order to obtain a permit from authorities. Usually a number of special measures are prescribed for monitoring the effect and limiting the possible impacts on the environment. A softer approach is the Prior Informed Consent (PIC), a more stringent one the Prior Consultation Procedures (PCP); the former mainly requires a consent from those who could possibly become affected, while the latter is a more formal procedure. Those mechanisms however are efficient only when there is a powerful and competent environmental authority
Now is the time to get outdoors and experience what the world has to offer. One thing that you can keep in mind is that there are insects everywhere, including our back yards! A simple past time that you can enjoy alone, with a group, or with your family is taking a step outdoors and try to identify the insects that call your backyard home. Insects can be very interesting and easy to study. The main concept about insects is that they have three body parts; head, thorax, and abdomen. They also have three pairs of jointed legs and one pair of antennae. An interesting insect that you may find anywhere in the country are honeybees. By now, we all know that we need them to pollinate not just flowers, but many of the fruits and vegetables that we eat. Without honeybees, life as we know it would plummet. That's just how important they are. Bees are perhaps one of the most interesting urban wildlife creatures. Bees are invertebrate insects belonging to the order Hymenoptera. Hymenoptera include all bees, wasps, hornets, and ants. Like other Hymenopterans, they are comprised of female-dominated societies. If you’ve ever been stung by one of these creatures it was a female. That’s because the stinger of a bee is a modified ovipositor – or egg laying structure. In urban areas, most people occasionally encounter bees at the park, open fields, and flower gardens. They can be pesky and even dangerous if you are allergic to bee stings. But bees are also important environmental engineers. Bees help pollinate flowers, trees, and crop plants. When you observe bees buzzing around a field or a flowered tree they are doing an important job. Unlike animals, plants can’t move or travel in order to find mates, so instead pollinating insects like bees carry pollen from one flower to another. Pollen is the equivalent to sperm of animals. The bees collect nectar of plants and the yellow pollen attaches to their fuzzy abdomen and prickly legs. When they visit the next flower, some of the pollen gets left behind and they pick up new pollen. It’s like an unintentional delivery service for plants. This seemingly innocent act of transferring pollen is no light matter. Some species of plants depend almost entirely on bees for reproduction. That’s why the news of dwindling native bee species is such a serious matter. If there are fewer bees or no bees, then we’re in trouble, too. Farmers who grow important crops like wheat, corn, and other grains depend on this simple act of Mother Nature to keep things going. Plus, honey is an important and delicious agriculture product. So, the next time you're outside enjoying the fresh air, keep an eye out for bees. And remember that they are a vital part of our ecosystem. More info about bees and contributions from previous blog posts Urban Science Adventures! ©: Additional contribution for this piece by CaTameron Bobino, my social media intern.
Norman Webb explains why the teaching of math should be aligned with the complexity of the subject TEACHERS ARE FACED with a vast array of guidance regarding what students should know and should be able to do. Teachers use textbooks and planning guides, national organizations make recommendations, and researchers disclose greater insights into the learning sequence and process. Teachers need to make sense of how their own methods fit, and align their teaching with these expectations, so that students learn what they are expected to know and do. But how can they do this? \|What we know\| \|● Paying attention to content complexity is important. Depth Of Knowledge is one way of defining content complexity. There are four levels: Level 1 – Recall Level 2 – Skill/Concept Level 3 – Strategic Thinking Level 4 – Extended Thinking “Content complexity” is a theory that has been discussed by academics since the late 1940s and is one technique that teachers can use to ensure that their teaching is aligned with learning expectations and assessments. Content complexity differentiates learning expectations and outcomes by considering the mental processing of concepts and skills in particular prior knowledge and the number of steps that need to be considered to complete a task. In mathematics, content complexity is related to a student performing a set procedure or recalling information, applying a multiple step process or conceptual understanding, or solving a non-routine problem where several approaches are possible. Depth Of Knowledge Depth Of Knowledge (DOK) is a language system used to describe different levels of complexity. Four levels specify the degree of complexity of mathematical content, as it relates to typical students at a given age. These are: Level 1 (Recall) includes the recall of information such as a fact, definition, term, or a simple procedure, as well as performing a simple algorithm or applying a formula. Generally in mathematics a one-step, well-defined, and straight algorithmic procedure should be included at this basic level. At secondary level, solving a system of two equations with two unknowns generally requires a set procedure for eliminating one variable and solving for the second variable. Because students are expected to apply a standard procedure, finding the values of the two variables is a DOK level 1. Level 2 (Skill/Concept) includes the engagement of some mental processing beyond a habitual response. A Level 2 assessment task requires students to make some decisions as to how to approach the problem or activity. Level 2 expectations and activities imply more than one step. Action verbs, such as “explain,” “describe,” or “interpret” could be classified at different levels depending on the object of the action. For example, interpreting information from a simple graph – reading information from the graph by considering the units on the axes and other attributes – is a Level 2. Level 2 activities are not limited to just number skills, but can involve visualization skills and probability skills. Other Level 2 activities include: extending non-trivial patterns, explaining the purpose and use of experimental procedures; carrying out experimental procedures; making observations and collecting data; classifying, organizing, and comparing data; and organizing and displaying data in tables, graphs, and charts. Level 3 (Strategic Thinking) requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. In most instances, requiring students to explain and justify their thinking mathematically is a Level 3 task. Activities that require students to make conjectures are also at this level. The cognitive demands at Level 3 are more abstract than at Levels 1 or 2. The complexity does not result from the fact that there are multiple answers, a possibility for both Levels 1 and 2, but because the task requires more demanding reasoning. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; using concepts to solve problems; and critiquing experimental designs. Level 4 (Extended Thinking) requires deep reasoning, planning, developing, and thinking activities over an extended period of time. At Level 4, the cognitive demands of the task should be high and the work should require drawing upon multiple resources or analyses. Students should be required to make several connections – relate ideas within the content area or among content areas – and have to select one approach among many alternatives on how the situation should be solved, in order to be at this level. Level 4 activities include developing and proving conjectures, designing and conducting experiments, making connections between a finding and related concepts and other phenomena, and combining and synthesizing ideas into new concepts. Conducting a research project including developing the questions, creating the design, collecting and analyzing data, drawing conclusions, and reporting the results would be a typical Level 4 activity. Frequently, content complexity is interpreted as content difficulty. Difficulty can be related to complexity, but what makes a mathematical activity hard for a student depends on more factors than just how complex the activity is. If a student has not had the opportunity to learn a concept or skill, applying the concept or skill will probably be difficult. Also, applying a repetitive action, such as memorizing and recalling a large number of digits of π, can be difficult to achieve, but is still just recall of information and is therefore a DOK Level 1 task. In one school district in the U.S., a mathematics coordinator used DOK to help teachers understand the inconsistency between students’ grades and their scores on the state assessment. Most students in the districts were receiving high grades in mathematics. However, their scores on the state assessment were below proficiency. Teachers used the DOK levels to analyze the complexity of the state standards and assessments, and compared this to the complexity of the teaching methods they used. Teachers found that most of their techniques focused on DOK Level 1 activities (recall of information) whereas the state standards expected students to have a conceptual understanding of the main ideas (a DOK Level 2) and some solving of non-routine problems (a DOK level 3). Attention to content complexity is important for ensuring that instruction is aligned with expectations. Depth Of Knowledge is one means for defining content complexity. A number of considerations are necessary to assign a DOK level to instructional activities, expectations, or assessment activities. Among these are the actions, the subject of the actions, prior experience, and mathematical sophistication. Awareness of content complexity through the use of DOK levels helps to ensure that students will learn mathematics as fully expressed in high expectations and assessments. About the author Norman L Webb is an emeritus research scientist at the Wisconsin Center for Education Research at the University of Wisconsin–Madison. He is currently a visiting research scientist for the National Science Foundation.
In a six-part series of videos titled Earth Catastrophe Cycle, Ben Davidson, founder of Space Weather News, presented multiple scientific studies of “micronova” (aka “solar flash”) events that recur in human history, and the subsequent pole shifts that haven taken place on a cyclic basis. The scientific data confirms that micronova events are common occurrences in our galaxy, and such events span Earth’s history, are associated with pole shifts, yet the evidence has been suppressed by government authorities for decades. In part 4 of his video series, Davidson presents scientific studies showing how “micronovas” have been observed occurring in multiple stars by astronomers. “Micronova” is Davidson’s term for a supernova type event that is not large enough to exhaust or destroy the star generating it, but large enough to devastate nearby planets. He said: What is a micronova? It’s not a supernova, it’s not even really a nova, as it is like the little sister of the nova, one that can affect the entire world but not completely destroy it. Davidson’s video shows evidence that such micronova events are a cyclic part of the life of a star, and includes the following list of 10 known recurring nova events observed in the Milky Way. Davidson referred to a number of sources pointing to solar flashes being part of Earth’s geological history. Among these is Dr. Robert Schoch, Associate Professor of Natural Sciences at Boston University and author of Forgotten Civilization: The Role of Solar Outbursts in our Past and Future. In a video interview in part 4 of Davidson’s series, Schoch explained that ice core samples from Greenland show that there was a solar burst or flare recorded at the end of the last Ice Age, known as the Younger Dryas, about 9700 BCE. Schock and Davidson estimated that the micronova event was as much as 40 times the power of the most destructive solar storm observed in modern history, the 1859 Carrington event. This would make the Younger Dryas micronova as much as an X-100+ solar flare according to the measurement scale currently in use. Quite alarming, especially if this were to repeat any time soon. The enormous amount of plasma that arrived immediately after the micronova event circa 9700 BCE, bombarded the Earth producing an effect similar to one or more major asteroid impacts. This has caused confusion and led many archeological researchers into mistakenly interpreting historic evidence of impacts causing and/or ending the last ice age, as deriving from asteroid impacts rather than plasma discharges. In his interview and book, Schoch asserts that ancient records are consistent with a solar flash that wiped out an ancient civilization predating the end of the last Ice Age, widely assumed to be Plato’s Atlantis. The scientific data on solar flashes goes back several decades. Bradley Schaefer, an astrophysicist at NASA’s Goddard Space Flight Center, wrote a paper titled, “Flashes from Normal Stars” that appeared in the February 1989 edition of The Astrophysical Journal. He dated the beginning of research into solar flashes to a 1959 study by H. Johnson who at the time “performed the only study which is capable of detecting rare flashes from normal field stars.” Schaefer examined NASA data on glazing discovered on lunar rocks that was first presented in a 1969 paper by T. Gold published in Science who had concluded: “Some glazing is apparently due to radiation heating; it suggests a giant solar outburst in geologically recent times”. Schaefer agreed with Gold’s analysis and reached a similar conclusion: The existence of a glazing on the top surfaces of lunar rocks has been used as a strong argument for a “solar outburst” where the Sun increased its luminosity by over 100 times for 10 to 100s within the last 30,000 years. Schaefer went on to describe how such a “solar outburst” (aka solar flash or micronova) could result in an Extinction Level Event: I crudely estimate that a flash … might result in a major extinction episode. (The Cretatious-Tertiary dinosaur extinctions cannot be explained by a flash since there is no mechanism for enhancing iridium.) The Sun could have undergone a few (at most) such super flashes in the last 108 yr [100,000,000 years]. These data suggest that our own Sun may have a significantly lower event rate than average field stars. In part 5 of his video series, Davidson interviews solar cycle researcher Douglas Vogt who discusses the scientific data that lunar rocks provide hard evidence of solar flashes having occurred in recent geological history. The scientific data compiled by Davidson in his video series is cogent and compelling, yet, it provides no answer to the critical question: “When will the next micronova or solar flash event occur?” For a detailed answer, we can turn to the startling testimony of Corey Goode, who says he has received intelligence briefings about when the “solar flash” will occur from two independent sources: a Secret Space Program Alliance and an Inner Earth civilization he calls the “Anshar”. Goode says that he served in multiple secret space programs over a 20 year period from 1986 to 2007. While his claims have been very controversial, my research has found multiple points of corroboration which have been detailed in my Secret Space Program Series, including Goode being the first to release two Defense Intelligence Reference Documents that corroborate key elements of his remarkable testimony. Goode said that scientists from different space programs predicted the solar flash occurring at the end of Solar Cycle 24 (2008-2018/2019), and that this led to plans for the evacuation of global elites to safe places similar to what was depicted in the movie, 2012. In an interview, Goode gave details about what he had been told during a December 2017 visit to a secret moon base called Lunar Operations Command [LOC] about multiple solar flash events that have been predicted by different groups and their timing: I have said for a while that I was told that it was not one solar event but a series of events that led up to one large event. During my meeting on the LOC… I was told that the Elite had expected the final “solar sneeze” [solar flash] to occur at the end of this Solar Minimum period (2018/2019 from their estimates). “Are we officially in Solar Minimum?” was the question of one of the people present. To my dismay that question went unanswered as the people being briefed were paying very close attention to this particular topic. The Elite began moving underground in large numbers based on this probable timeline. The “Programs” had used probable future technology to nail down the time of Alien and Suppressed Technology Disclosure and The Solar Event. None of them agreed on what the Solar Event would be as many thought it would be a flash that would turn them into ascended light beings while others expected it to be a terrible day for the planet Earth…. The “Egg Heads” and the Smart Glass Pads described all of this occurring in the 2018-2023/24 time window. Goode said that he also received information from another source, the Anshar, who claim to be the descendants of time travelers from our future. This meant that their ancestors had lived through the upcoming solar flash event(s) and passed down its effects through historical records, which were carried into the Earth’s distant past by the Anshar to maintain the current timeline. Goode explains what the Anshar had told him: The flashes (not necessarily all flashes are visible) that have been occurring will build up to one large solar event. The Anshar described a major Solar Event in their past (Our Future?) that was very much like the “full circumference mass coronal ejection” that I described being one of the scientific theories about the Solar Event. They described the solar blast being so powerful that it caused a physical pole shift on the Earth of several degrees. They described the atmosphere being breached by the CME [Coronal Mass Ejection] in the Northern Hemisphere which caused massive fires that wipe out a large area and in doing so knocks out all technology on the planet. There was a fair amount of loss of life in the actual event. Goode’s information is very helpful since it provides intelligence data from secret space program scientists and Inner Earth beings who are monitoring solar activity, and are also aware of records detailing solar flashes or micronova from Earth’s history. This complements the scientific data compiled by Davidson which substantiates micronovas as a recurring phenomenon for many stars in our galaxy, including our own sun. This take us to another key element of Davidson’s Earth Catastrophe Cycle series, which Goode’s classified sources provide complementary information. This concerns the predicted micronova or solar flash being a trigger for a geophysical pole shift that could be catastrophic for many regions of the planet. © Michael E. Salla, Ph.D. Copyright Notice - The Coming Solar Flash & the Galactic Federation – Q&A with Corey Goode - Advanced Technology Reports Leaked by Corey Goode Confirmed by Leading Scientist - Global Elite Prepare for Massive Solar Eruptions claims Secret Space Program Whistleblower - UFO discovered collecting energy of sun on NASA live feed - Secret Diplomatic Meeting near Saturn Discussed Humanity’s Future - Zero Sunspots: Global Consciousness, Solar Activity and 2012 Trackback from your site.
Since statistics uses a sample space and predicts the trends for the whole population, it is quite natural to expect a certain degree of error and uncertainty. This is captured through the confidence interval. You will frequently encounter this concept while looking at survey results, which take the data of a few people and extend it to the whole group. Suppose the survey shows that 34% of the people vote for Candidate A. The confidence that these results are accurate for the whole group can never be 100%; for this the survey would need to be taken for the entire group. Therefore if you are looking at say a 95% confidence interval in the results, it could mean that the final result would be 30-38%. If you want a higher confidence interval, say 99%, then the uncertainty in the result would increase; say to 28-40%. The confidence interval depends on a variety of parameters, like the number of people taking the survey and the way they represent the whole group. For most practical surveys, the results are reported based on a 95% confidence interval. The inverse relationship between the confidence interval width and the certainty of prediction should be noted. In normal statistical analysis, the confidence interval tells us the reliability of the sample mean as compared to the whole mean. For example, in order to find out the average time spent by students of a university surfing the internet, one might take a sample student group of say 100, out of over 10,000 university students. From this sample mean, you can get the average time spent by that particular group. In order to be able to generalize this to the whole university group, you will need a confidence interval that reflects the applicability of this result for the given sample of students to the whole university. The size of this interval naturally depends on the type of data and its distribution. For sufficiently large values of sample size, it can be mathematically shown through the central limit theorem that the distribution is approximately normal distribution. In such a case, the 95% confidence level occurs at an interval of 1.96 times the standard deviation. This is shown in the figure below. The figure can be interpreted as telling us that if one were to repeatedly take samples of the same size from the whole data that is represented through the normal distribution and the confidence interval is calculated in each case, then 95% of these intervals will contain the true mean of the whole population. This means you're free to copy, share and adapt any parts (or all) of the text in the article, as long as you give appropriate credit and provide a link/reference to this page. That is it. You don't need our permission to copy the article; just include a link/reference back to this page. You can use it freely (with some kind of link), and we're also okay with people reprinting in publications like books, blogs, newsletters, course-material, papers, wikipedia and presentations (with clear attribution).
Forest Schools are spreading across the UK having become a key part of the Scandinavian education system. Learning outside has been shown to have a direct positive impact on pupils': - social skills - and on higher educational achievements. We believe that everyone benefits from access to the natural environment and in particular the specific opportunities presented by woodland. Forest School offers a learner-led approach where participants can learn through exploration in association with others or independently. We believe the natural environment offers learners of all abilities the chance to show imagination, skill, ability and determination in a non-classroom setting. Forest School has been set up to give children opportunities to: - develop social interaction - learn and extend skills - build confidence - learn to assess and manage personal risk - become confident in exploring the outside world - learn about the woodland habitat and the natural world. The key objectives are that the individual learners, supported by other learners and Forest Leaders: - Engage and enjoy the opportunities available in Forest School - Are able to establish and follow rules for behaviour and safe practice in familiar and new activities - Are confident in tackling new activities and show persistence and resilience - Are able identity activities they enjoy and develop their own ideas - Become confident and comfortable being in the natural world - Are able to recognise, identify and care for some elements of the natural world they are exploring - Use and apply classroom skills through practical activities. And of course it's also all about fun!
Air bags, an automatic crash protection system that deploys quicker than the blink of an eye, are the result of extensive research to provide maximum crash protection. Air bags by themselves protect only in frontal crashes, and offer maximum protection when used in conjunction with safety belts. Air bags should not be used as the only form of occupant protection; they are intended to provide supplemental protection for belted front-seat occupants in frontal crashes. Typical air bag systems consist of three components: an air bag module, crash sensor(s), and a diagnostic unit. The air bag module, containing an inflator and a vented or porous, lightweight fabric air bag, is located in the hub of the steering wheel on the driver side or in the instrument panel on the passenger side. Crash sensor(s), located on the front of the vehicle or in the passenger compartment, measure deceleration, the rate at which a vehicle slows down. When these sensor(s) detect decelerations indicative of a crash severity that exposes the occupants to a high risk of injury, they send an electronic signal to the inflator to trigger or deploy the bag. The diagnostic unit is an electronic device that monitors the operational readiness of the air bag system whenever the vehicle ignition is turned on and while the ignition is powered. The unit uses a warning light to alert the driver if the air bag system needs service. Air bags are designed to deploy (inflate) in moderate-to-severe frontal and near-frontal crashes. They inflate when the crash forces are about equivalent to striking a brick wall head-on at 10-15 miles per hour or a similar sized vehicle head-on at 20-30 mph. Air bags are not designed to deploy in side, rear, or rollover crashes. Rollover crashes can be particularly injurious to vehicle occupants because of the unpredictable motion of the vehicle. In a rollover crash, unbelted occupants can be thrown against the interior of the vehicle and strike hard surfaces such as steering wheels, windows and other interior components. They also have a great risk of being ejected, which usually results in very serious injuries. Ejected occupants also can be struck by their own or other vehicles. Since air bags provide supplemental protection only in frontal crashes, safety belts should always be used to provide maximum protection in rollovers and all crashes. The bag inflates within about 1/20 of a second after impact. The inflated air bag creates a protective cushion between the occupant and the vehicle’s interior (i.e., steering wheel, dashboard, and windshield). At 4/20 of a second following impact, the air bag begins to deflate. The entire deployment, inflation, and deflation cycle is over in less than one second. After deployment, the air bag deflates rapidly as the gas escapes through vent holes or through the porous air bag fabric. Initial deflation enhances the cushioning effect of the air bag by maintaining approximately the same internal pressure as the occupant strokes into the bag. Subsequent rapid and total deflation enables the driver to maintain control if the vehicle is still moving after the crash and ensures that the driver and/or the right-front passenger are not trapped by the inflated air bag. Dust-like particles present during the inflation cycle primarily come from dry powder that is often used to lubricate the tightly packed air bag to ease rapid unfolding during deployment. Small amounts of particulate produced from combustion within the inflator also are released as gas is vented from the air bag. These dust particles may produce minor throat and/or eye irritation. Once an air bag is deployed, it cannot be reused. Air bag system parts must be replaced by an authorized service dealer for the system to once again be operational.
Communication and social behavior – The imprinted bat colony and fMRI Bats are among the most social mammals with many species navigating together, foraging in groups or roosting in colonies of hundreds to thousands of individuals, often for dozens of years. Bats communicate vocally with each other and can recognize each other. Reciprocal altruism, one of the highest degrees of cooperative behavior, was demonstrated in vampire bats. Bats can therefore serve as ideal models for studying sociality in mammals, but yet, our current understanding of the bat colony is very poor. Are there clusters in the colony? Are there long lasting bonds? What makes two bats fly together? And how developed is bat vocal communication are all open questions. The Neuro-ecology lab is home for the imprinted bat colony – a colony of highly social Egyptian fruit bats that roost in the lab, but are free to forage in the wild. We use state-of-the-art technology to monitor the activity of these bats when they are in the colony and when they are flying in the wild. Miniature GPS, accelerometers and microphones are mounted on the bats to follow them when they fly out of the colony at night while video and RF-ID technology allow us to examine their interactions inside the colony. Altogether, this system enables to reveal how micro-social and acoustic interactions between individuals shape the global social structure of the colony. Network analysis is applied to investigate the rich out coming data and brain functional imaging (fMRI) is used to elucidate how the bat brain supports these social abilities. We believe that this unique experimental system in which dozens of individuals are continuously monitored in their colony and in the wild will provide new insight about mammalian sociality.
William Shakespeare is probably the most widely revered playwright and poet in human history. A true master of his craft, Shakespeare compiled a body of work still read to this day. To truly understand Shakespeare, though, it's important to understand the political context of his writings. Two very different monarchs governed England during his lifetime. The first of these was Elizabeth I, known as "Good Queen Bess" to her subjects. The second was her distant kinsman, James I, who was also king of Scotland. Each monarch had at least some influence on the content and character of Shakespeare's work. Elizabeth I ascended the throne in 1558. The daughter of Henry VIII and Anne Boleyn, she proved to be a highly intelligent and capable monarch. Indeed, Elizabeth's achievements were such that her 45-year reign is treated as a distinct historical period. The Elizabethan era saw the nation repel a Spanish naval invasion, thus shifting the balance of power in Europe. It also witnessed the first explorations of the New World and the reestablishment of the Church of England. English literature reached a new pinnacle under Elizabeth, too, most notably in the works of William Shakespeare. Elizabeth and Shakespeare Although there is no proof that Queen Elizabeth ever met William Shakespeare, there were plenty of occasions when the two could have come together. Shakespeare was a managing partner of the Lord Chamberlain's Men, a theater company that frequently staged productions for the Queen. Shakespeare was also an actor and may have appeared on stage before her. At the very least, she knew who Shakespeare was, having seen productions of "A Midsummer Night's Dream," "The Merry Wives of Windsor" and "As You Like It." Following Elizabeth's death in 1603, the crown passed to James I. The son of Mary Queen of Scots, James experienced a more turbulent reign than his predecessor had. In 1605, he narrowly escaped an audacious assassination attempt known as the "Gunpowder Plot." He was also in constant conflict with Parliament, especially over foreign policy and royal expenditures. In 1621, he dissolved the governing body altogether. A later attempt to convene it proved equally unfruitful. When James died in 1625, his rift with Parliament remained unresolved. Shakespeare and King James Under James, the Lord Chamberlain's Men became the King's Players. Shakespeare remained a part of the company and continued writing plays. During Elizabeth's reign, he had written material reflecting the optimism of the times. Now, his work became more somber. In 1606, with Scotland and assassination on everyone's mind, he produced ''Macbeth,'' a play about the murder of a Scottish king. Other plays encapsulated the nation's darkening mood, as well, most notably "King Lear" and "Anthony and Cleopatra." By the time Shakespeare died in 1616, the split had deepened between king and Parliament. England was inching towards civil war.
Students and staff at Simon Fraser School looked past the Grand Narratives that have shaped our country for the last 150 years. We claim to be an inclusive, multi-cultural society that celebrates diversity. However, this was not always the case. Many First Nation people refuse to celebrate Canada’s 150th as they see it as celebrating 150 years of colonization and assimilation. The intention of the project was to shed light onto the marginalized, unheard voices of Canadian history. It started off with Chanie Wenjack’s story, but quickly escalated to countless other residential school experiences. Students participated in a residential school literature circle activity that consisted of both graphic novels and picture books. Each center had a book accompanied with discussion questions and/or an activity that helped the students look deeper into the perspectives and events that occurred. Through their discussions, students made connections, analyzed symbols and thematic messages. Students were passionate about spreading awareness which sparked a need and want to educate and make our society aware of the atrocities behind Residential Schools. In order to move forward, we must first acknowledge and educate others. It is part of the healing process. Students plan to do a “Walk for Wenjack” at the end of the year and are now eager to educate others about residential schools and what we can do to move forward as a nation. Students now have a deeper understanding of how important culture is to our identity, and how dangerous assimilation really is. Students were able to bring the concept of assimilation to their own lives in a Middle School context. The goal of these literature circles was to infuse an appreciation for literacy while also informing students of the dark stories that need to be included in Canada’s archive of stories.
Not So Strange This Not So Strange lesson plan also includes: - Join to access all included materials Students examine aspects of culture that may seem strange and prepare skits illustrating how a person may want to behave in these situations without being offensive. 22 Views 24 Downloads - Activities & Projects - Graphics & Images - Handouts & References - Lab Resources - Learning Games - Lesson Plans - Primary Sources - Printables & Templates - Professional Documents - Study Guides - Graphic Organizers - Writing Prompts - Constructed Response Items - AP Test Preps - Lesson Planet Articles - Interactive Whiteboards - All Resource Types - Show All See similar resources: New Review Discussion Guide for 1984 George Orwell's Nineteen Eighty-Four, published in 1949, can seem strangely prophetic when compared to modern news events and politics. Readers of Orwell's dystopian classic sharpen their critical thinking skills by engaging in a shared... 9th - 12th English Language Arts CCSS: Adaptable Details, Details, Details Writing can become one-dimensional if authors don't involve all their senses. First, scholars observe a strange object which, ideally, they can touch and even smell. Without using certain words (you can create a list or have the class... 3rd - 8th English Language Arts CCSS: Adaptable Different Types of Writing What type of writing is this? Learners read a brief introduction to various types of text: instructions, explanations, poems, folk tales, novels, informative, and arguments. The introduction doesn't explain these, so consider going over... 4th - 6th English Language Arts CCSS: Designed The Strange Case of the Cyclops Sheep Did you know the cyclops sheep got its name from the cyclopamine molecule found in wild corn lilies? But wht else is there to know about the cyclops sheep? Watch a video that explains the strange yet amazing discovery of the cyclopomine... 5 mins 6th - 12th Science CCSS: Adaptable The Pilgrims: The Beaver Trade and Colonial New England Strange but true. The demand for beaver hats saved the Pilgrims. Find out how with a resource that includes a background essay about the First Thanksgiving and a video about the Pilgrim business model. 5 mins 6th - 12th Social Studies & History CCSS: Adaptable The Old Man and the Sea by Ernest Hemingway After reading Ernest Hemingway's The Old Man and the Sea, bring your class to the computer lab so they can study for an upcoming unit quiz. There are 12 multiple choice questions provided, and they all have to do with information recall. 8th - Higher Ed English Language Arts
New Year's and Goal Setting With Your Children New Year’s is a perfect time to help your children change a behavior or work on a new skill. This can all be achieved in the form of NEW YEAR’S RESOLUTIONS! When dealing with young children, the idea of a New Year’s Resolution can be exciting. But with short attention spans and living in a world of immediate gratification, resolutions can also be a great way to help them understand and set realistic goals that take time and work to be achieved. - First, set a goal with your child. How do you pick a goal? Think about something you might want them to improve on. Maybe you want them to set the table before dinner, or clear it afterwards. Maybe you want them to complete a 3 step bedtime routine every night. Maybe they want to make more friends. Whatever the goal, make it a specific goal they can reach. - What would you need to reach these goals? Many children do well with visual cues. A chart they can mark with pictures is a great way to give them the responsibility. For example, if you want your child to set the table every night, make a chart with a picture of each thing they will need - plates, forks, spoons, napkins, glasses, etc. They can check to be sure they have each item. You can also have a picture of where each item should be placed. - Try not to set them up for failure; think of ways to help them achieve their goal. Will they need a step stool to reach the plates? If your child wants to make new friends, have a goal of inviting someone over twice a month for playdates. Mark a calendar when friends come over to be sure you are reaching your goal. - Check in with your child and encourage them to reach their goals. If you notice your child has not had any friends over yet, remind her that you are going to the park this weekend and encourage them to invite a friend. Or, have them help pick out new napkins for the dinner table so that they feel they are part of the decision making process, and will take more pride in their work. - Remember not to nag your children. Encourage them, and if they do not reach their goals, talk them through it. What could you have done differently? Maybe offer to join your child, get different supplies, or find a better way to document your progress. Try reviewing what went wrong and decide how to improve next time. But always give accolades for a job well done and encourage your child to keep trying even when things do not go as planned. This is how we learn, and you can share your own experiences as well to encourage your kids to work through successes and failures. For example, say to them, “When I set a goal of reading 3 books a month, I soon realized I did not have time for it, so I now try to read 2 books a month and I make sure there is no more than 200 pages in each book. “ Most of all, have fun! And have a Happy New Year!
Children in their growing years need proper food for their overall growth as well as for their brain development. The foods consumed by children affect their learning skills and improves their ability to concentrate. Studies have found that food containing essential nutrients and vitamins has the ability to boost the brain power. Here are some tasty and healthy Super foods that will energize the kid’s brain for learning activity. These foods will ensure the proper working of the brain even in future years. Top 15 Super Brain Foods For Kids 1. Whole Grains They are a rich source of complex carbohydrates and hence helps to maintain an even glucose level in the blood throughout the day. This will help the brain to get the energy needed for proper working. The children will be more attentive when the glucose level in the body is optimum. Children will have better motor coordination when they have complex carbohydrates. How To Serve? • You can use whole grain breads for breakfast or for making sandwiches • Whole grain cookies can be used as snacks. Research has shown that kids who eat a proper whole grain breakfast do better in their academics and has less behavioral problems. Berries like blueberries and strawberries are high in antioxidants. These antioxidants are expected to improve the cognitive skills in humans. This food will improve the memory power and the vitamin C present in the berries will improve the immune system as well. The antioxidants prevent the oxidative stress on brain function. How To Serve? • Add different types of berries to the cereals or oatmeal • You can add them in fruit salads or other desserts
In this lesson, students create a timeline using multimedia reporting on the leather and textile industries in the U.S.. Students then design their own narrative timelines to explain a current event. Welcome to our Lesson Builder, a digital tool and a supporting community of educators. We provide free lesson plans for teachers and educators, focused on current events and world issues in the news today. Not sure where to start? View our most popular lessons. This lesson for English, science, history, and journalism teachers asks students to assess how journalists integrate diverse media to analyze the impacts of leather production in Bangladesh. Students explore a special issue of the Bulletin of the Atomic Scientists on the use of nuclear power to address climate change, present articles to the class, and write persuasive letters. This art lesson is an examination of the conflict in the Middle East. Students will learn about the basics of Islamic Art, and create their own artwork to contribute positively to this global crisis. This lesson will explain and demonstrate the conflict between the Republic of Haiti and Dominican Republic, the two countries that coexist in the island of Hispaniola in the Caribbean. After reading Erik Vance's The Science Behind Miracles, students discuss what it means to have a “limitless” world and whether or not science has anything to do with achieving the impossible. An extension of "Seeking Asylum: Women and Children Migrating Across Borders", this lesson provides suggestions for student research, reporting, arts activities, and community service. Use Tomas van Houtryve's photographs to help students understand the role that context plays in grasping the meaning behind photographs. This unit asks middle school students to explore the varying roles beliefs play in people's lives through the lenses of world religions, science, and social relationships. Students learn about the legal, political, cultural, and religious factors that impact the treatment of widows in India, Uganda, and Bosnia and Herzegovina. Following a presentation by a journalist, students write an opinion piece suitable for a blog, newspaper, or magazine. Students learn about the fragmentation of religious authority in Middle Eastern countries. They then create polls to assess their peers’ understanding of Islamic terrorist recruitment strategies.
The Renaissance, meaning “rebirth” in French, was a change in the way people lived and thought. In the Middle Ages in Europe, especially Italy, people were very religious and almost everyone was devotedly catholic. This gradually started to change during the time of The Renaissance. People started to think “Hang on, if God exists, why did he do all of these bad things to us?” Other aspects of life that were affected by the Renaissance included art, architecture and science. During the Middle Ages, religion was hugely important to everyday life. It was still very important throughout the Renaissance but people gradually started to doubt their religion. The reason that this is thought to have happened is because so many disastrous things happened during the middle ages (e.g. the Black Death). People began to think that God had deserted them and started to distrust religion. This was only a very gradual movement in ideas, but it was definitely there and this eventually impacted hugely on the churches. During the late Renaissance the monks that used to get paid so much to pray for people had a smaller income. Society became more science based, and began to require more evidence before they would believe what people told them. People started to think more like modern people do, that they weren’t completely controlled by God and could make decisions for themselves. This type of thinking eventually sparked more drastic changes, like Charles Darwin’s book, ‘The Origin of Species’ 200 years after the Renaissance ended. The process where people begin to place less value on religion and more value on thinking for themselves has become known as humanism. This resulted in big changes in society, such as: a more fluid social structure the gradual breakdown of the feudal system the peasants became more educated and began to break out of poverty the emergence of a well educated, wealthy merchant class who were financially independent. The newfound wealth of this merchant class enabled them to play an influential part in Renaissance society. One of these roles was patronage of artists. This really accelerated the rate at which art progressed during the Renaissance. The Renaissance was a period of change, and art was no exception. Art changed dramatically. In the medieval period, all art was religious. In the renaissance however, art revolved less around religion and was more focused on the interests of the artist’s patrons. While the subject of some paintings stayed religious, some artists branched off and became inspired by ancient Greek and Roman mythology and historical subjects. They also started to paint portraits of people not related to religion. One big change was that people started painting more realistically and also made people look like they had emotions. They became concerned with proportions of people and even started cutting limbs off dead bodies from the morgue and measuring them to get the proportions right on their paintings. Many different painting techniques were pioneered during the Renaissance including: perspective balance and proportion use of light and dark to create drama. Many artworks from the Renaissance endure today and continue to inspire people all over the world. One great example of this is the Mona Lisa which can be seen in the Louvre in Paris. Architecture also went through big changes in the Renaissance. Architects began to look back to the ancient Greek and Roman buildings for inspiration and tailored them to work for their lifestyles. One such great architect of the Renaissance was Fillippo Bruneschelli. Bruneschelli is considered to be the first major Renaissance architect. Some even consider him gaining permission to build the dome over the cathedral of Florence in 1419 to be the start of the Renaissance. This dome was quite ambitious and controversial as it was the largest dome built since the Pantheon in ancient Greece, 1500 years before. To build it required…
Oak wilt is a lethal disease caused by the fungus Ceratocystis fagacearum. The fungus invades and disables the water-conducting system in white, red and other oak species. Different species of oaks vary in susceptibility to the disease. Red oaks typically die within 4 to 6 weeks of initial symptom development, while white oaks may survive or take 1 to 6 months to defoliate and die. Most of the spread of oak wilt happens underground when root systems of separate trees become interconnected or “grafted”. disrupting those root grafts and fungicidal treatments can both aid in preventing the spread of oak wilt. What Is The Best Way To Manage Oak Wilt? 1. Prompt Diagnosis The primary symptom of oak wilt is the wilting of leaves and defoliation. Browning begins on the margin of the leaf and moves inward, and there is a distinct line between dead issue and living tissue. Leaves normally fall before they have completely browned. In red and pin oaks, wilting progresses from the top of the canopy downward, while in white and bur oaks the wilting may occur on branches scattered throughout the tree. Streaking of the sapwood, beneath the bark is a sign of the defense response of the tree, and provides further evidence of oak wilt. An additional sign of the disease is the presence of fungal spore mats on red and pin oaks. They split the bark open and attract insects with their fruity odor. An important aspect of oak wilt control is physical distribution of the root grafts between infected and healthy trees. Trees within the trench line, trees that cannot be trenched, and small groups of trees are good candidates for Alamo® Macro-Infusion. Spore mats are produced only on members of the red oak family, and they are the fungal source for all new infection centers created by beetles. It is important to remove all recently killed (within 1 year) or dying red oaks after separating root grafts. Remove the bark of red oaks that are to be used for firewood or seal the pile with plastic for one year to kill the fungus and prevent contaminated beetles from escaping. Scientific research conducted at Texas A&M, The University of Minnesota and The US Forest Service has shown that Macro-Infusion with Alamo® fungicide can be used as an effective tool for managing oak wilt and will protect many trees that may otherwise be at risk of becoming infected with the disease. Alamo Macro-Infusion System protects symptomless red oaks at high risk for infection by coating the water conducting tissue where the fungus grows. It can also be used therapeutically to save white oaks that have suffered a small amount of crown loss although it is best to treat your Oaks before they show any symptoms. It is essential that the chemical is distributed throughout as much of the tree as possible. The best way to accomplish this is with a macro-infusion of Alamo® into the root flare of the tree. Alamo Macro-Infusion System is the only treatment method currently recommended by major universities and US Forest Service. What Causes The Spread Of Oak Wilt? Sap feeding beetles (Nitidulidae) are the most common insect vector (a word here that simply means carrier but sounds way cooler). Bark beetles (Scolytidae) have also been reported as a vector. They feed on fungal spore mats that form between the bark and the wood of the oak, and carry oak wilt spores to wounds on uninfected trees. Here in Wisconsin, overland transmission takes place throughout the spring and early summer, while in Texas it can occur any time of the year. Because beetle vectors are attracted to fresh wounds it is important not to prune oaks during the season that spore mats are present. In the north, prune only during the dormant season; in the south pruning is recommended only during December and January. Pruning paint is only necessary for wounds occurring during the growing season in the north, however in the south seal all wounds regardless of the season. New infection centers are caused by overland transmission of fungal spores. Root graft transmission is the most common mode of infection. Over 90% of all new oak wilt infections are transmitted in this manner. A root graft is formed when the roots of two trees of the same species meet and fuse together. The disease is then able to move from an infected tree into an uninfected tree. If you suspect your tree has Oak Wilt, please contact Tree Health Management at 608-223-9120 or click here.
You are given a positive integer N and you have to find the number of non negative integral solutions to a + b + c = N. The first line of input contains an integer T denoting the number of test cases. Then T test cases follow. The first and only line of each test case contains a positive integer N. For each test case in a new line, print the number of possible non negative integral solutions. 1 <= T <= 100 1 <= N <= 1000
The defining scientific discovery of the early space age was the Van Allen radiation belts: regions of hazardous, highly energetic charged particles. They play a large role in space weather, swelling during geomagnetic storms, threatening satellites and sometimes astronauts. Yet almost 60 years after their discovery, scientists still don’t know how the belts are formed or what controls their shifting shapes, including the gap in between the belts, known as the “slot.” Now a new study from Li et al. gives a comprehensive overview of how the dynamics of the belts depends on the plasma waves zipping through them. Their analysis of satellite data and computer simulations paint a complex picture of competing effects from different kinds of plasma waves, energizing some particles and kicking others out of the belts altogether. It’s no surprise that plasma waves play a key role in the belts’ behavior. The plasma in space that surrounds Earth and envelopes the belts is like an ocean, heaving and buzzing with waves. But unlike ripples in water, which emerge only from the forces of gravity and buoyancy, plasma particles also respond to the electric and magnetic fields around them. As a result, there is a wide variety of plasma waves that move in different directions and affect particles differently as they move through them. Some, like “whistler” waves, appear only in the outer belt and the slot. (Their name refers to the sound they make when heard over a radio receiver, remarkably like the dawn chorus of bird songs.) Others, like magnetosonic waves, can appear almost anywhere in the belts. Scientists aren’t sure which ones affect the belts the most. To find out, the researchers used data from one of NASA’s Van Allen Probes, which were launched in 2012 to survey the belts. The team tracked the shifting size of the belts from 2013 to 2015 to see which types of plasma waves were present. Their analysis shows that the waves that have the most impact are whistlers. These include chorus waves: When such waves pass through electrons, they push them to higher speeds—some close to the speed of light. These high-speed electrons populate the radiation belts, generating their dangerous radiation. But they also found that another type of whistler plays a key role: “hiss.” These similar waves appear only closer to Earth, where the plasma density is greater. The team found that intense hiss scatters the fastest electrons out of the belts, creating the slot region in between them. Compared to whistlers, magnetosonic waves don’t play as large a role, despite the fact they can appear anywhere in the belts. However, the team did find that they can accelerate some slower electrons to higher speeds, helping to repopulate some of the electrons ejected by hiss. The team also replicated these behaviors with computer simulations of plasma waves. Together, all of these processes combine to generate the dynamic nature of the Van Allen belts. (Journal of Geophysical Research: Space Physics, https://doi.org/10.1002/2016JA023634, 2017) —Mark Zastrow, Freelance Writer
When working in PowerPoint XP formatting text is simple. Just follow the instructions provided in this free lesson. The Formatting toolbar allows you to make many changes to your text to give it the look you want for your presentation. To format text: - On the Formatting toolbar, click the down-pointing arrow or the button for the item you want to format. - For example, to set the font size for text you haven't typed yet, click the down-pointing arrow next to the number and choose the font size. To change the font color, click the down-pointing arrow next to the underlined A. - To make formatting changes to existing text, highlight text and click the down-pointing arrow or the button for the formatting change. Take some time to experiment with the different formatting options to decide what's best for your presentation.
Sequencing with Beethoven In this lesson, students will continue practicing sequencing (putting events in a logical order) after listening to the opening of Beethoven’s Symphony No. 5 in C minor, Op. 67, first movement, Allegro con brio. Students will create a storyboard with pictures and captions to describe the events that developed as they listened to the music. This lesson will encourage students to listen to music to develop a story. They will complete a storyboard to draw and then write the sequence of events that occurred throughout the music.
How Simple Harmonic Motion Works in Horizontal and Vertical Springs In physics, when the net force acting on an object is elastic (such as on a vertical or horizontal spring), the object can undergo a simple oscillatory motion called simple harmonic motion. An oscillatory motion is one that undergoes repeated cycles. The force that tries to restore the object to its resting position is proportional to the displacement of the object. In other words, it obeys Hooke’s law. Elastic forces suggest that the motion will just keep repeating (that isn’t really true, however; even objects on springs quiet down after a while as friction and heat loss in the spring take their toll). This section delves into simple harmonic motion and shows you how it relates to circular motion. Here, you graph motion with the sine wave and explore familiar concepts such as position, velocity, and acceleration. Take a look at the golf ball in the figure. The ball is attached to a spring on a frictionless horizontal surface. Say that you push the ball, compressing the spring, and then you let go; the ball shoots out, stretching the spring. After the stretch, the spring pulls back and once again passes the equilibrium point (where no force acts on the ball), shooting backward past it. This happens because the ball has momentum, and when the ball is moving, bringing it to a stop takes some force. Here are the various stages the ball goes through, matching the letters in the figure (and assuming no friction): Point A. The ball is at equilibrium, and no force is acting on it. This point, where the spring isn’t stretched or compressed, is called the equilibrium point. Point B. The ball pushes against the spring, and the spring retaliates with force F opposing that pushing. Points B to C. The spring releases, and the ball springs to an equal distance on the other side of the equilibrium point. At this point, the ball isn’t moving, but a force acts on it, F, so it starts going back the other direction. The ball passes through the equilibrium point on its way back to Point B. At the equilibrium point, the spring doesn’t exert any force on the ball, but the ball is traveling at its maximum speed. Here’s what happens when the golf ball bounces back and forth; you push the ball to Point B, and it goes through Point A, moves to Point C, shoots back to A, moves to B, and so on: B-A-C-A-B-A-C-A, and so on. Point A is the equilibrium point, and both Points B and C are equidistant from Point A. What if the ball were to hang in the air on the end of a spring, as the second figure shows? In this case, the ball oscillates up and down. Like the ball on a surface in the first figure, the ball hanging on the end of a spring oscillates around the equilibrium position; this time, however, the equilibrium position isn’t the point where the spring isn’t stretched. The equilibrium position is defined as the position at which no net force acts on the ball. In other words, the equilibrium position is the point where the ball can simply sit at rest. When the spring is vertical, the weight of the ball downward matches the pull of the spring upward. If the x position of the ball corresponds to the equilibrium point, xi, the weight of the ball, mg, must match the force exerted by the spring. Because F = kxi, you can write the following: mg = kxi Solving for xi gives you the distance the spring stretches because of the ball’s weight: When you pull the ball down or lift it up and then let go, it oscillates around the equilibrium position, as the figure shows. If the spring is elastic, the ball undergoes simple harmonic motion vertically around the equilibrium position; the ball goes up a distance A and down a distance –A around that position (in real life, the ball would eventually come to rest at the equilibrium position, because a frictional force would dampen this motion). The distance A, or how high the object springs up, is an important one when describing simple harmonic motion; it’s called the amplitude. The amplitude is simply the maximum extent of the oscillation, or the size of the oscillation.
Many thunderstorms undergo a three-stage life cycle: Warm, moist air rises in a buoyant plume or in a series of convective updrafts. As this occurs the air begins to condense into a cumulus cloud. The interactions between the rising and cooling air result in the development of a positive feedback mechanism. As the warm air within the cloud continues to rise, it eventually cools and condenses. The condensation releases heat into the cloud, warming the air. This, in turn, causes it to rise adiabatically. The cloud edges during this stage are sharp and distinct, indicating that the cloud is composed primarily of water droplets. The process continues and works to form a towering cumulus cloud. The convective cloud continues to grow upward, eventually growing above the freezing level where supercooled water droplets and ice crystals coexist. Precipitation begins to form via the Bergeron process once the air rises above the freezing level. Falling precipitation and cool air entrainment from the environment start the initiation of cool downdrafts, which leads to the second stage. Cumulus stage diagram and actual picture Characterized by the presence of both updrafts and downdrafts within the cloud. The downdrafts are initiated by the downward drag of falling precipitation. The downdraft is strengthened by evaporative cooling, as the rain falling with the downdraft enters drier air below the cloud base and evaporates. This cold descending air in the downdraft will often reach the ground before the precipitation. As the mature-stage thunderstorm develops, the cumulus cloud continues to increase in size, height and width. Cloud to ground lightning usually begins when the precipitation first falls from the cloud base. During this phase of the life cycle, the top of the resulting cumulonimbus cloud will start to flatten out, forming an anvil shape often at the top of the troposphere. Mature stage diagram and actual picture with anvil Characterized by downdrafts throughout the entire cloud. Decay often begins when the supercooled cloud droplets freeze and the cloud becomes glaciated, which means that it contains ice crystals. Glaciation typically first appears in the anvil, which becomes more pronounced in this stage. The glaciated cloud appears filmy, or diffuse, with indistinct cloud edges. The cloud begins to collapse because no additional latent heat is released after the cloud droplets freeze, and because the shadow of the cloud and rain cooled downdrafts reduce the temperature below the cloud. The decay of a thunderstorm can also be initiated when the precipitation within the storm becomes too heavy for the updrafts to support, when the source of moisture is cut off, or when lifting ceases. Diagram of decaying thunderstorm and actual photo of remnants of the anvil The three stages of the life cycle of air mass thunderstorms: (a) cumulus stage, (b) mature stage, and (c) decaying stage. Arrows indicate wind directions. (Adapted from Byers and Braham, 1949)
An interface (English interface) is used in object-oriented programming agreeing common signatures of methods that can be implemented in different classes. The interface shall state to which methods are available and must be present. An interface specifies which methods are available and must be present. In addition to these syntactic definition is known as a contract should always be defined over which the meaning is defined (in terms of preconditions and post conditions) of different methods - i.e., their semantics. The contract is usually defined only informally in the documentation or an external specification of the interface, but is also formal specification languages such as OCL is available. Some programming languages such as Eiffel can also directly syntactic ways of establishing a contract. Interfaces represent a guarantee with respect to the existing methods in a class. They indicate that all objects that have this interface can be treated equally. In some programming languages that do not support multiple inheritance (such as Java), interfaces can be used to define compatibility between classes that do not inherit from each other: the interface relationships are not bound by the strict class tree. This interface declarations are often explicitly marked as such (as with the interface keyword). As a replacement for multiple inheritance, interfaces are not, however, as they only define methods and their parameters and do not allow inheritance of functionality. Other languages (usually those that support multiple inheritance like C + +) but know the concept of interfaces, but treat them like ordinary classes. One then speaks of abstract classes. Sometimes their own language (called Interface Definition Language, IDL) used for the declaration of the interface - is mostly in the middleware systems such as CORBA or DCOM the case. Object-based languages without strong typing usually know no interfaces. Definition of constants In some programming languages like Java or PHP, it is possible to declare constants in an interface definition. All implementing classes are then these constants. Classification of interfaces Interfaces can be classified along two independent criteria: generality and usefulness. Regarding the general distinction between general and context-specific interfaces on the benefits between offering and enabling interfaces. - Common interfaces include the entire public interface of the callee. They are used to separate the used interface specification from its implementation. - Context-specific interfaces do not cover the entire public interface of a class, but only specific aspects of this class. They allow you to use objects of a class in particular roles. For example, a buffer can be used for reading or writing. For each of these access "issues" can be a separate interface exist. - Interfaces are offering, if the caller turns over the interface to the callee. This is the typical and most common case in the use of interfaces. - Enabling end interfaces are present if the callee reversed or even a third component is the real beneficiary of the interface. For example, an object (or its class) implements the interface Printable. Such an object can then be handed over to a printer for printing. Obviously provides the object, which meets the interface is not the service, but it only allows. A special case is called marker interfaces that do not require any methods to be evaluated through Introspection mechanisms at runtime. In some programming languages, it is customary to make interfaces by special prefixes or suffixes recognizable. So often an "I" prefix (for interface) or appends an "IF" and "Interface". This has no technical reasons but was chosen as a means to improve readability and thus maintainability. The above example would read IKonto interface Account, Account Interface or KontoIF. - Interfaces are the names recognizable as such. - Implementing classes can have a simpler name. - Interfaces should not be recognized as such in the name, because you as a user of other objects, only the interface (i.e. public methods) should keep in mind. - Interfaces can be regarded as the essential element of programming. Therefore, it makes more sense to add to the names of the implementations with prefixes or suffixes. - Interfaces are particularly useful when there is more than one implementation, so that the implementing classes are already named with prefixes and suffixes.
How to Teach Science in a Fun Way for Kids Many students feel like science is just another subject that schools mandate to be included in the curriculum so early on. Some think science is boring and useless most especially if they don’t plan on going into the medical field. Being a more complicated and a forever advancing subject, it is sometimes taken for granted because of its complexity. Why would students need to study science and be good at it? Science is a wonderful world of its own. It teaches us about the world around us, how things work, what makes them work and what roles each plays. It teaches students of analytical and critical thinking, patience, problem-solving and much more which are important in any course or career path they may take. We understand that learning science can sometimes be boring, confusing and sometimes frustrating at times, but teaching doesn’t have to be boring. With a little creativity and resourcefulness, we can help our little scientists be more curious and hungry for knowledge. WHAT ARE SOME OF THE THINGS WE CAN DO TO TEACH KIDS SCIENCE IN A FUN WAY 1. INTERACTIVE AND COOL ACTIVITIES. By creating cool activities where kids can have a more in-depth view on how science topics works, they get to learn while being entertained and enlightened at the same time. Experiments fall into this category. There are so many different types of activities that can be found on Pinterest that you’re sure to never be bored! 2. VIDEOS AND ANIMATION. The internet offers a huge collection of science videos you can show kids to aid you in teaching. Lively and animated characters will surely catch kid’s attention while they teach students with science topics. 3. SONGS AND SING-A-LONG STORY BOOKS. More often than not, we are able to memorize a song faster than a page of a book. By incorporating topics into a song or putting tune and melody into it, much like nursery songs, chances are kids will be able to remember facts just by singing, and they get to retain the memory a bit longer. 4. COLORING BOOKS. Little kids would rather color than listen to a boring subject, so why not do both? Coloring helps reduce stress by relaxing the brain. By incorporating colors when teaching, you get to have a material that is effective, fun and memorable. 5. FIELD TRIPS TO SCIENCE FAIRS. This one can peak any little scientist’s interest almost instantly. Kids, being curious ones and all, gets to experience science like no other way. Science fairs help kids to test, evaluate and tinker with available projects teaching them more than words can. These are just some of the things we can do to make learning science a fun way. We appreciate each and every teacher’s effort in teaching students with the knowledge they need to have a good grasp of the science subject the traditional way, but sometimes, this is not enough. Give your child the opportunity and advantage to learn more about science with the help and guidance of a competent science tutor. With Smile Tutor, learning is fun, creative and practical.
Extraterrestrial life could be extremely rare Aug 1, 2011 25 comments Just because life emerged early on Earth does not mean that this is likely to occur on other Earth-like planets, says a pair of US astrophysicists. The researchers' new mathematical model says that life could just as easily be rare – putting a damper on the excitement surrounding the recent discovery of Earth-like planets orbiting stars other than the Sun. Estimates of the prevalence of life in the universe suffer from a severe lack of data. Indeed, they only have one data point – Earth – to support them. We are not even certain about whether our nearest neighbour, Mars, ever hosted colonies of microbes. Still, going on the Earth alone, it appears that life arose within a few hundred million years after the seething magma settled into a habitable planet. That seems early, considering that life then evolved for something like 3.8 billion years and looks likely to continue until the Sun balloons into a red giant about around five billion years from now. "The rapid appearance of life on Earth is probably the best data we have to constrain the probability of life existing elsewhere in the universe, so it deserves to be squeezed as much as possible," says Charley Lineweaver, an astrophysicist at the Australian National University. Scientists take this one piece of information from the Earth and try to say something about the probability that living organisms will appear elsewhere in a certain amount of time, provided that conditions are favourable. Previous models did not explicitly consider the effect of researchers' prior beliefs on the outcome of these statistical studies. For example, some previous work tried to express ignorance by giving equal weight to every rate at which life could arise. But David Spiegel and Edwin Turner of Princeton University in New Jersey have now shown that this assumption actually dictates the outcome of the analysis. They used a Bayesian method to reveal the effect of data on models that predict the probability that life arises. The theorem, developed by the 18th-century mathematician Thomas Bayes, combines a theoretical model with "prior" assumptions and data in order to draw conclusions about the probability of certain outcomes. Because of our ignorance about what conditions are important to spark life, Spiegel and Turner modelled its origin as a "black box". The probability that life arose on a given planet is represented by a Poisson distribution – the same type used to describe radioactive decay – and it depends on the constant probability per unit time that life will arise, and for how long life has had the opportunity to get started. Thinking about biases Without at least 3.8 billion years for evolution, humans would not have been around to pose the question of whether life is common in the universe. This biases sentient creatures such as humans towards existing on a planet where life started earlier. The researchers expressed this in the probability that life emerges, adding a dependence on the longest possible delay, that still leaves enough time for humans to appear, between the beginning of habitability and the advent of life. The key to the prior term in the Bayesian analysis is the rate at which life arises. Giving each rate an equal probability in the prior, the model concluded that life is likely to emerge even without considering the Earth's data. Conversely, by giving each possible delay period between the habitability of a planet and the onset of life the same probability, the model concluded that life rarely arose. Although both priors seem to represent ignorance, they determine the outcome of the calculation, say the researchers. Indeed, the priors build in an unwanted scale, making large rates – or large delay periods – seem more likely. To get rid of the scale problem, Spiegel and Turner instead gave the logarithm of each rate an equal probability, and they found that the model was much more responsive to data. They considered a variety of possible scenarios for the Earth. For instance, life could have appeared 10 million years after the planet first became habitable, or 800 million years later. If life emerged in less than about 200 million years, then it seems more likely that the rate at which life arises is high. In general, however, the pair's analysis suggests that life is "arbitrarily rare in the universe". Better fossil data needed Lineweaver calls the work an "important advance", agreeing that giving all emergence rates an equal probability is "probably too prescriptive on the result". Still, he believes that the approach would benefit from a more sophisticated prior and alternative data. "The result is very sensitive to exactly how rapidly life formed on Earth once it could," he says. He notes that the sparse fossil record gives only the latest limit for when life arose, not an estimate of when life emerged. Searches for biomarkers, chemicals only known to be produced by living things, in the atmospheres of planets around distant suns could provide more data for these analyses. "The abundance of life in the universe is one of greatest questions of our time," says Don Brownlee, an astrophysicist at the University of Washington in Seattle. "People have probably always pondered this question, but at the present time we actually have tools in hand to gain great insight into its answer." This research has been submitted to Proceedings of the National Academy of Sciences USA and a preprint is available at arXiv:1107.3835. About the author Kate McAlpine is a science writer based in the UK
Mathematical Logic presents a comprehensive introduction to formal methods of logic and their use as a reliable tool for deductive reasoning. With its user-friendly approach, this book successfully equips readers with the key concepts and methods for formulating valid mathematical arguments that can be used to uncover truths across diverse areas of study such as mathematics, computer science, and philosophy. The book develops the logical tools for writing proofs by guiding readers through both the established "Hilbert" style of proof writing, as well as the "equational" style that is emerging in computer science and engineering applications. Chapters have been organized into the two topical areas of Boolean logic and predicate logic. Techniques situated outside formal logic are applied to illustrate and demonstrate significant facts regarding the power and limitations of logic, such as: - Logic can certify truths and only truths. - Logic can certify all absolute truths (completeness theorems of Post and Gödel). - Logic cannot certify all "conditional" truths, such as those that are specific to the Peano arithmetic. Therefore, logic has some serious limitations, as shown through Gödel's incompleteness theorem. Numerous examples and problem sets are provided throughout the text, further facilitating readers' understanding of the capabilities of logic to discover mathematical truths. In addition, an extensive appendix introduces Tarski semantics and proceeds with detailed proofs of completeness and first incompleteness theorems, while also providing a self-contained introduction to the theory of computability. With its thorough scope of coverage and accessible style, Mathematical Logic is an ideal book for courses in mathematics, computer science, and philosophy at the upper-undergraduate and graduate levels. It is also a valuable reference for researchers and practitioners who wish to learn how to use logic in their everyday work. PART I: BOOLEAN LOGIC. 1. The Beginning. 1.1 Boolean Formulae. 1.2 Induction on the Complexity of WFF: Some Easy Properties of WFF. 1.3 Inductive definitions on formulae. 1.4 Proofs and Theorems. 1.5 Additional Exercises. 2. Theorems and Metatheorems. 2.1 More Hilbertstyle Proofs. 2.2 Equational-style Proofs. 2.3 Equational Proof Layout. 2.4 More Proofs: Enriching our Toolbox. 2.5 Using Special Axioms in Equational Proofs. 2.6 The Deduction Theorem. 2.7 Additional Exercises. 3. The Interplay between Syntax and Semantics. 3.2 Post’s Theorem. 3.3 Full Circle. 3.4 Single-Formula Leibniz. 3.5 Appendix: Resolution in Boolean Logic. 3.6 Additional Exercises. PART II: PREDICATE LOGIC. 4. Extending Boolean Logic. 4.1 The First Order Language of Predicate Logic. 4.2 Axioms and Rules of First Order Logic. 4.3 Additional Exercises. 5. Two Equivalent Logics. 6. Generalization and Additional Leibniz Rules. 6.1 Inserting and Removing "(∀x)". 6.2 Leibniz Rules that Affect Quantifier Scopes. 6.3 The Leibniz Rules "8.12". 6.4 More Useful Tools. 6.5 Inserting and Removing "(∃x)". 6.6 Additional Exercises. 7. Properties of Equality. 8. First Order Semantics -- Very Naïvely. 8.2 Soundness in Predicate Logic. 8.3 Additional Exercises. Appendix A: Gödel's Theorems and Computability. A.1 Revisiting Tarski Semantics. A.3 A Brief Theory of Computability. A.3.1 A Programming Framework for Computable Functions. A.3.2 Primitive Recursive Functions. A.3.3 URM Computations. A.3.4 Semi-Computable Relations; Unsolvability. A.4 Godel's First Incompleteness Theorem. A.4.1 Supplement: øx(x) " is first order definable in N. "The book would be ideas as an introduction to classical logic for students of mathematics, computer science or philosophy. Due to the author's clear and approachable style, it can be recommended to a large circle of readers interested in mathematical logic as well." (Mathematical Review, Issue 2009e) "I give this outstanding book my highest recommendation, whilst being grateful that excellence in the logic-book 'business' is the very opposite of a zero-sum game: there's plenty of room at the top." (Computing Reviews, November 5, 2008)
There are many different ways of taking measurements in psychological research, one of these is the design method known as observations. There are two type of observation, covert (meaning secretive) and overt (meaning out in the open) Both of these have their disadvantages and advantages, for example, covert observations are very useful for eliminating what is known as the hawthorne effect. This effect states that when someone knows there behaviour is being observed, that behaviour changes. This means that the validity of the study is greatly improved as the study is very realistic, it occurs (usually) in a natural environment and is unaffected by the observation. It is however often difficult, if not impossible to view some behaviours in a truly covert way, e.g. childrens behaviour in the classroom, it is impossible to properly view children in their natural learning environment as the changes to the environment would be obvious for the children (imagine seeing a strange man sat in the doll house at the back of your classroom). Overt observations however, lack realism due to the hawthorne effect (and the fact there is usually a researcher there telling you what they’re looking for), however it does allow for greater manipulation of environmental factors and variables as the observation does not intend to investigate natural behaviours per se.
Today's river traveler sees many widely contrasting scenes. The wide, fertile valley below Fort Benton differs considerably from the scenic white cliffs down river from Coal Banks Landing. The stark, rugged badlands below Judith Landing present still another vista. The valley of the Upper Missouri is a living museum, the product of many events over time. The land was originally laid down in horizontal layers, the sediments and shorelines of a great inland sea that once covered most of the Great Plains. These layers have since been folded, faulted, uplifted, modified by volcanic activity and sculpted by glaciers. Erosion then added to the variety seen along the river today, a landform known as the Breaks. Erosion has cut through the layers deposited by the great inland sea which covered the area for about ten million years (starting some 80 million years ago). The shoreline of the sea migrated back and forth across the area in response to climatic changes and shifts in the earth's crust. Marine deposits, materials that settled out of the water to the bottom of the sea, resulted in beds of shale. Just like the oceans of today, sandstone layers were deposited along shorelines and river deltas. The river's downcutting through this "layer-cake" of sandstone and shale has exposed some ten million years of geologic history.
You are not currently logged in. Access your personal account or get JSTOR access through your library or other institution: If You Use a Screen ReaderThis content is available through Read Online (Free) program, which relies on page scans. Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader. Children's Developing Understanding of Mental Verbs: Remember, Know, and Guess Carl Nils Johnson and Henry M. Wellman Vol. 51, No. 4 (Dec., 1980), pp. 1095-1102 Stable URL: http://www.jstor.org/stable/1129549 Page Count: 8 Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader. Preview not available Preschool children have traditionally been noted for their ignorance of internal mental events. Consistent with this view, recent studies have found young children to judge mental verbs mistakenly on the basis of external states. The present research examined 2 components of children's developing understanding of mental verbs. First, it was hypothesized that children's ability to distinguish mental from external states would be enhanced under conditions where a subject's directly experienced mental state (i. e., an expectancy or belief) contrasts with external conditions. Second, conditions were designed to examine children's understanding of the different cognitive implications of the mental verbs remember, know, and guess; namely, that remember entails specific prior knowledge, know requires some evidential basis, and guess is distinguished by the absence of such a basis. Results confirmed that young children could differentiate internal from external states under the hypothesized conditions. Preschoolers in this case interpreted the mental verbs with respect to their mental state in contrast to external state. These children were nonetheless ignorant of definitive distinctions between the mental verbs, completely confusing cases of remembering, knowing, and guessing. Evidence is reviewed which indicates that acquisition proceeds from an early sense of distinctive uses of the verbs to later understanding of their definitive descriptions of mental states. Child Development © 1980 Society for Research in Child Development
Salmonella is a genus of bacteria. It is a major cause of illness throughout the world. The bacteria are generally passed on to humans by eating or drinking food of animal origin which has the bacteria in it, mainly meat, poultry, eggs and milk. Bacteria from the genus Salmonella can cause diseases, such as diarrhea, cholera and typhus. These bacteria are zoonotic, meaning they can infect both animals and humans. Salmonella is closely related to the Escherichia genus and are found worldwide in cold- and warm-blooded animals (including humans), and in the environment. They cause illnesses like typhoid fever, paratyphoid fever, and foodborne illness. Salmonella is also extremely dangerous, and like most diseases, weaker humans like the old and young could easily die from it. Salmonella can only be killed in food by cooking at high temperatures. This is called denatured.
Navigation along the Red River of the 1800’s was treacherous due to the Great Red River Raft. The Red River raft was a result of the highly erodible soils of the Red River alluvial valley being carved by each high water event on the river. As the river moved back and forth across its alluvial plain, trees were undermined along the riverbanks and fell into the river. These trees formed a discontinuous series of logjams that extended approximately 150 miles along the river from the vicinity of present day Natchitoches to the Louisiana-Arkansas State line. The raft artificially raised the banks of the river and forced the creation of numerous distributaries of the Red – evidence of which can still be seen today. Also formed were numerous raft lakes along the river in low spots along the tributaries to the Red. These raft lakes were transitory in nature. Many of these lakes have been lost. Lake Iatt, Clear-Black and Saline Lakes, Nantachie Lake, Wallace Lake, Lake Bistineau, and Caddo Lake are some of the raft lakes that were preserved by building dams to maintain the lakes. The raft was not stationary, rather it was inexorably moving upstream at about a fifth of a mile per year. As pieces of the raft broke up and floated downstream on the lower end, new logs and debris were added to the upper end. As the channel naturally cleared on the lower end, the Red River channel would deepen and drain the raft lakes and close off the distributaries leaving a single river channel. Piecemeal attempts were made to clear the raft starting in the 1830s. Portions of the raft would be cleared for a brief period but it would eventually reform. Captain Henry Miller Shreve dramatically increased the pace of the natural clearing of the logjam with the invention of the snag-boat. By the mid 1870s, the raft had been cleared. Steamboats plying the Mississippi River could now go up the Red River to Shreveport and points north as well as west into Texas along Cypress Bayou to Jefferson, Texas. However as the railroad commerce expanded in the late 1800s, steamboat commerce declined. Removal of the Red River raft caused the river to scour its channel deeper making the river have unusually high banks. Because of these unnaturally high banks, bank erosion became a tremendous problem on the river. Thousands and thousands of acres of productive land would be eroded by the river and deposited downstream as less productive sandbars. This continual erosion also led to shoaling in the river making navigation treacherous. In an attempt to improve Red River navigation, Congress authorized the Red River below Fulton, Arkansas Project in 1892. The project provided for improvements from Fulton, Arkansas to the Atchafalaya River by systematic clearing of banks, snagging, dredging shoals, building levees, closing outlets, revetting caving banks, and preventing injurious cutoffs. No channel dimensions were specified. Congress modified the project in 1946 by authorization of the Overton-Red River Waterway. This project provided for the construction of a 9-foot deep by 100-foot wide navigation channel from the Mississippi River via Old and Red Rivers for about 31 miles, and via a new land cut above river mile 31 generally following existing streams along the right descending bank of the Red River flood plain to a turning basin on Bayou Pierre at Shreveport, Louisiana. The 205 mile long project consisted of 9 locks 56 feet by 650 feet, a pumping plant, drainage structures and appurtenances. In 1950, Congress modified the Red River below Fulton Project to provide a channel 9 feet deep by 100 feet wide from the exit point of the Overton Red River Waterway at Mile 31 to the mouth of the Black River at mile 35.5 in connection with the modification of the 9-foot by 100-foot Ouachita-Black River Project from the mouth of the Black River to Camden, Arkansas The River and Harbor Act of 1968 modified these and other prior projects in authorizing the present day waterway. The Louisiana Legislature created the Red River Waterway Commission to serve as the project sponsor in the mid 1960s. The Commission has the responsibility for providing all of the necessary lands for the project purposes. The project lands remain in State ownership through the Commission except at the lock and dam sites, which will be transferred to Federal ownership. The Commission continues to work closely with the Corps towards completing construction of the project. Additionally, they will operate and maintain recreation facilities that are not on Federal land throughout the project area and manage the mitigation lands acquired.
Homogenous Linear Systems An important special case of a linear system is a set of homogenous equations. All this means (in this case) is that the right side of each of the equations is zero. In matrix notation (using the summation convention), we have the equation . Remember that this is actually a collection of equations, one for each value of the index . And in our more abstract notation we write , where the right had side is the zero vector in . So what is a solution of this system? It’s a vector that gets sent to by the linear transformation . But a vector that gets sent to the zero vector is exactly one in the kernel . So solving the homogenous system is equivalent to determining the kernel of the linear transformation . We don’t yet have any tools for making this determination yet, but we can say some things about the set of solutions. For one thing, they form a subspace of . That is, the sum of any two solutions is again a solution, and a constant multiple of any solution is again a solution. We’re interested, then, in finding linearly independent solutions, because from them we can construct more solutions without redundancy. A maximal collection of linearly independent solutions will be a basis for the subspace of solutions — for the kernel of the linear map. As such, the number of solutions in any maximal collection will be the dimension of this subspace, which we called the nullity of the linear transformation . The rank-nullity theorem then tells us that we have a relationship between the number of independent solutions to the system (the nullity), the number of variables in the system (the dimension of ), and the rank of , which we will also call the rank of the system. Thus if we can learn ways to find the rank of the system then we can determine the number of independent solutions.
This is a tutorial on how to use the Algebra Calculator, a step-by-step calculator for algebra. First go to the Algebra Calculator main page. In the Calculator's text box, you can enter a math problem that you want to calculate. For example, try entering the equation 3x+2=14 into the text box. After you enter the expression, Algebra Calculator will print a step-by-step explanation of how to solve 3x+2=14. If you would like to create your own math expressions, here are some symbols that Algebra Calculator understands: ^ (Exponent: "raised to the power") To graph a point, enter an ordered pair with the x-coordinate and y-coordinate separated by a comma, e.g., (3,4). To graph two objects, simply place a semicolon between the two commands, e.g., y=2x^2+1; y=3x-1. Algebra Calculator can simplify polynomials, but it only supports polynomials containing the variable x. Algebra Calculator can evaluate expressions that contain the variable x. To evaluate an expression containing x, enter the expression you want to evaluate, followed by the @ sign and the value you want to plug in for x. For example the command 2x @ 3 evaluates the expression 2x for x=3, which is equal to 2*3 or 6. Algebra Calculator can also evaluate expressions that contain variables x and y. To evaluate an expression containing x and y, enter the expression you want to evaluate, followed by the @ sign and an ordered pair containing your x-value and y-value. Here is an example evaluating the expression xy at the point (3,4): xy @ (3,4). Just as Algebra Calculator can be used to evaluate expressions, Algebra Calculator can also be used to check answers for solving equations containing x. As an example, suppose we solved 2x+3=7 and got x=2. If we want to plug 2 back into the original equation to check our work, we can do so: 2x+3=7 @ 2. Since the answer is right, Algebra Calculator shows a green equals sign. If we instead try a value that doesn't work, say x=3 (try 2x+3=7 @ 3), Algebra Calculator shows a red "not equals" sign instead. To check an answer to a system of equations containing x and y, enter the two equations separated by a semicolon, followed by the @ sign and an ordered pair containing your x-value and y-value. Example: x+y=7; x+2y=11 @ (3,4). If you are using a tablet such as the iPad, enter Tablet Mode to display a touch keypad.
Researchers from North Carolina State University and Duke University have created the first entropy-stabilized alloy that incorporates oxides – and demonstrated conclusively that the crystalline structure of the material can be determined by disorder at the atomic scale rather than chemical bonding. “High entropy materials research has been a hot field since 2007, but no one reported that the unique structure of these materials was indeed stabilized by configurational disorder alone – and no one had created an entropy-stabilized material using anything other than metals,” says Jon-Paul Maria, a professor of material science and engineering at NC State and corresponding author of a paper on the new findings. “While the influence of entropy is present in the natural world – for example, the arrangement of metal ions in feldspar, one of the most common minerals in the Earth’s crust – crystalline solids that are stabilized by entropy alone do not exist naturally,” Maria says. “We wanted to know if it was possible to stabilize an oxide using entropy and whether we could prove it. The answer was yes to both. Oxides were chosen for this study because they enabled us to directly test this entropy question.” High entropy alloys are materials that consist of four or more elements in approximately equal amounts. More importantly, these elements are distributed randomly at the atomic scale. They have garnered significant attention in recent years because they can have remarkable properties. But to understand entropy-stabilized alloys, you have to understand the crystalline structure of materials. A material’s crystalline structure consists of a repeating arrangement of atoms, which can be different from material to material. That arrangement is called the crystal’s “lattice type.” For example, think of one crystal as having its atoms arranged as a series of cubes. In a conventional material that contains multiple atom types, the arrangement is regular and ordered. Along one of those cube edges, the atoms would follow a regular repeat pattern. In an entropy-stabilized material, the relative arrangement is completely random. By adding more and more different atom types to a crystal, you can generate more and more disorder if the arrangement of atoms on that lattice remains random. Finding the right mix of atoms that will retain this randomly mixed state is the key to entropy stabilization and testing the entropy question. In this case, researchers created an entropy-stabilized material made up of five different oxides in roughly equal amounts: magnesium oxide, cobalt oxide, nickel oxide, copper oxide and zinc oxide. The individual materials were mixed in powder form, pressed into a small pellet, then heat treated at 1000 degrees Celsius for several days to promote reaction and mixing. The researchers then used the Advanced Photon Source at Argonne National Laboratory and X-ray fluorescence spectroscopy to determine that the constituent atoms in the entropy-stabilized oxide were evenly distributed and that their placement in the crystalline lattice structure was random. “The spectroscopy told us that each unit cell in the entropy-stabilized oxide’s structure had the appropriate distribution of atoms, but that where each atom was located in a unit cell was random,” Maria says. “Making this determination is very difficult, and requires the most sophisticated characterization tools available at the Advanced Photon Source. “This is fascinating – we’ve proved that you can create entirely new crystalline phases of matter – but it’s fundamental research,” Maria says. “A lot of additional work needs to be done to characterize the properties of these materials and what the potential applications may be. “However, the work does tell us that we’ll be able to engineer new materials in unusual ways – and that is very promising for developing materials with desirable properties.” The paper, “Entropy-Stabilized Oxides,” will be published online Sept. 29 in Nature Communications. Lead author of the paper is NC State Ph.D. student Christina Rost. The paper was co-authored by Edward Sachet, Trent Borman, Ali Moballegh, Elizabeth Dickey, Dong Hou and Jacob Jones of NC State; and by Stefano Curtarolo of Duke University. The research was supported by the U.S. Army Research Office under grant number W911NF-14-0285 and the National Science Foundation under grant number EEC 1156762.
The hammerhead shark is one of the highly interesting shark species because of the unique shape and structure of its head. The hammer-shaped part of the head is scientifically referred to as cephalofoil. This particular part of its body is used for prey manipulation, maneuvering and sensory reception. This particular kind of shark lives in continental shelves and along coastlines where the waters are warmer. Aside from these interesting facts, it is also nice to learn the size of hammerhead sharks. The Size of Hammerhead Sharks How big is a hammerhead shark? There are actually nine different species of hammerhead sharks, all of which grow within the range of 3 to 20 feet or 0.9 to 6 meters long. All of their heads resemble a flattened hammer, which set them apart from other shark species. Their uniquely shaped heads allow them to turn sharply while maintaining stability. Likewise, the shape of their heads aids them maneuver and find food. Additional Facts and Other Highly Important Details Hammerhead sharks have ampullae of Lorenzini, which are basically electroreceptory sensory pores just like all the other types of sharks out there. Their nostrils are positioned further apart, which help them improve their capacity to identify chemical gradients and find the source. Based on research, there is a strong probability that this kind of shark evolved during the Miocene, Oligocene and late Eocene epochs. It is classified under kingdom animalia, with chordate as its phylum and chondrichthyes as class. Its subclass is elasmobranchii and its order is carcharhiniformes. Its family is sphyrnidae and its genus sphyrna. When exposed to sunlight, this type of shark has the ability to acquire a tan. Only pigs and humans share the same kind of characteristic. Some of its most popular species include the whitefin hammerhead, the smooth hammerhead as well as the great hammerhead. Under the subgenus Platysqualus are the smalleye hammerhead, the shovelhead or bonnethead and the scoophead. Under the subgenus Mesozygaena are the winghead shark and the scalloped bonnethead. Amongst the different species of the hammerhead shark, only three are potentially dangerous to people, namely smooth, the great and the scalloped hammerheads. In 2008, the World Conservation Union released a Red List that includes the scalloped and the great hammerheads as endangered. In the same list, the smalleye hammerhead was listed under the vulnerable animals. The young hammerheads spend a lot of time in shallow waters to avoid different kinds of predators.
From the end of array an element can be removed by setting the length property to value that is less than present value. An element with index greater than or equal to new length will be removed. var ar = [1, 2, 3, 4, 5, 6]; ar.length = 4; // set length to remove elements console.log( ar ); // [1, 2, 3, 4] Array element can be removed with delete operator. Delete operator neither effects the length property nor the indexes of subsequent elements. var ar = [1, 2, 3, 4, 5, 6]; delete ar; // delete element with index 4 console.log( ar ); // [1, 2, 3, 4, undefined, 6] alert( ar ); // 1,2,3,4,,6 Removal of Elements at the End of Array Pop method is used for removing last element from an array. It also returns that element and updates length property. Method pop will modify the array on which it is invoked. var ar = [1, 2, 3, 4, 5, 6]; ar.pop(); // returns 6 console.log( ar ); // [1, 2, 3, 4, 5]\ Removal of Elements at the Beginning of Array Shift method is used for this purpose and it works quite similar to pop method except it removes the first element from the array instead of last element. This method will return the element that is removed and updates the remaining element indexes as well as updates length property. It also modifies array over which it is invoked. var ar = [‘zero’, ‘one’, ‘two’, ‘three’]; ar.shift(); // returns “zero” console.log( ar ); // [“one”, “two”, “three”] Removal of Elements from the Middle of Array For this purpose splice method is used. Here the initial argument specifies location where to begin element addition and removal. The second argument will specify the quantity of element to be removed. Third and other subsequent arguments are simply optional which specify elements to be added to the array. Below we are using splice method for removal of two elements from third position. var ar = [1, 2, 3, ‘a’, ‘b’, ‘c’]; // arguments: start position, number of elements to delete console.log( ar.splice(3, 2) ); // [“a”, “b”] console.log( ar ); // [1, 2, 3, “c”] A user oriented solution on cutting edge technology to engage customers or boost your brand to eventually edge out your competitor you require customized mobile application, web application or an e-commerce solution. Websri boast best fit developers, designers that were key to partner with multiple Fortune 500 firms to deliver industry oriented web,mobile and e-commerce solution always.
One of the most basic questions asked of a GIS is "what's near what?" For example: - How close is this well to a landfill? - Do any roads pass within 1,000 meters of a stream? - What is the distance between two locations? - What is the nearest or farthest feature from something? - What is the distance between each feature in a layer and the features in another layer? - What is the shortest street network route from some location to another? Proximity tools can be divided into two categories depending on the type of input the tool accepts: features or rasters. The feature-based tools vary in the types of output they produce. For example, the Buffer tool outputs polygon features, which can then be used as input to overlay or spatial selection tools such as Select Layer By Location. The Near tool adds a distance measurement attribute to the input features. The raster-based Euclidean distance tools measure distances from the center of source cells to the center of destination cells. The raster-based cost-distance tools accumulate the cost of each cell traversed between sources and destinations. Feature-based proximity tools For feature data, the tools found in the Proximity toolset can be used to discover proximity relationships. These tools output information with buffer features or tables. Buffers are usually used to delineate protected zones around features or to show areas of influence. For example, you might buffer a school by one mile and use the buffer to select all the students that live more than one mile from the school to plan for their transportation to and from school. You could use the multiring buffer tool to classify the areas around a feature into near, moderate distance, and long distance classes for an analysis. Buffers are sometimes used to clip data to a given study area or to exclude features within a critical distance of something from further consideration in an analysis. Below are examples of buffered lines and points: Below is an example of multiple ring buffers: Buffers can be used to select features in another feature class, or they can be combined with other features using an overlay tool, to find parts of features that fall in the buffer areas. Below is an example of buffered points overlaid with polygon features: Below is an example of a study area clipped to a buffer area: The Near tool calculates the distance from each point in one feature class to the nearest point or line feature in another feature class. You might use Near to find the closest stream for a set of wildlife observations or the closest bus stops to a set of tourist destinations. The Near tool will also add the Feature Identifier and, optionally, coordinates of and the angle toward the nearest feature. Below is an example showing points near river features. The points are symbolized using graduated colors based on distance to a river, and they're labeled with the distance. Below is part of the attribute table of the points, showing the distance to the nearest river feature: Point Distance calculates the distance from each point in one feature class to all the points within a given search radius in another feature class. This table can be used for statistical analyses, or it can be joined to one of the feature classes to show the distance to points in the other feature class. You can use the Point Distance tool to look at proximity relationships between two sets of things. For example, you might compare the distances between one set of points representing several types of businesses (such as theaters, fast food restaurants, engineering firms, and hardware stores) and another set of points representing the locations of community problems (litter, broken windows, spray-paint graffiti), limiting the search to one mile to look for local relationships. You could join the resulting table to the business and problem attribute tables and calculate summary statistics for the distances between types of business and problems. You might find a stronger correlation for some pairs than for others and use your results to target the placement of public trash cans or police patrols. You might also use Point Distance to find the distance and direction to all the water wells within a given distance of a test well where you identified a contaminant. Below is an example of point distance analysis. Each point in one feature class is given the ID, distance, and direction to the nearest point in another feature class. Below is the Point Distance table, joined to one set of points and used to select the points that are closest to point 55. Both Near and Point Distance return the distance information as numeric attributes in the input point feature attribute table for Near and in a stand-alone table that contains the Feature IDs of the Input and Near features for Point Distance. Create Thiessen Polygons creates polygon features that divide the available space and allocate it to the nearest point feature. The result is similar to the Euclidean Allocation tool for rasters. Thiessen polygons are sometimes used instead of interpolation to generalize a set of sample measurements to the areas closest to them. Thiessen polygons are sometimes also known as Proximal polygons. They can be thought of as modeling the catchment area for the points, as the area inside any given polygon is closer to that polygon's point than any other. Below is an example of Thiessen polygons for a set of points. You might use Thiessen polygons to generalize measurements from a set of climate instruments to the areas around them or to quickly model the service areas for a set of stores. Layer and Table View tools Select Layer By Location allows you to change the set of selected features in ArcMap by finding features in one layer that are within a given distance of (or share one of several other spatial relationships with) features in another feature class or layer. Unlike the other vector tools, Select By Location does not create new features or attributes. The Select Layer By Location tool is in the Layers and Table Views toolset, or you can Select By Location from the ArcMap Selection menu. Below is an example where points within a given distance of other points are selected—the buffers are shown only to illustrate the distance. You could use Select By Location to find all the highways within a county or all the houses within five kilometers of a wildfire. Network distance tools Some distance analyses require that the measurements be constrained to a road, stream, or other linear network. ArcGIS Network Analyst lets you find the shortest route to a location along a network of transportation routes, find the closest point to a given point, or build service areas (areas that are equally distant from a point along all available paths) in a transportation network. Below is an example of a Route solution for three points along a road network. The Closest Facility solution will find locations on the network that are closest (in terms of route distance) to an origin. Below is an example of a Service Area of travel time on a network: Network Analyst keeps a running total of the length of the segments as it compares various alternative routes between locations when finding the shortest route. When finding service areas, Network Analyst explores out to a maximum distance along each of the available network segments, and the ends of these paths become points on the perimeter of the service area polygon. Network Analyst can also compute Origin-Destination matrices, which are tables of distances between one set of points (the Origins) and another set of points (the Destinations). Raster-based distance tools The ArcGIS Spatial Analyst extension provides several sets of tools that can be used in proximity analysis. The Distance toolset contains tools that create rasters showing the distance of each cell from a set of features or that allocate each cell to the closest feature. Distance tools can also calculate the shortest path across a surface or the corridor between two locations that minimizes two sets of costs. Distance surfaces are often used as inputs for overlay analyses; for example, in a model of habitat suitability, distance from streams could be an important factor for water-loving species, or distance from roads could be a factor for timid species. Euclidean distance is straight-line distance, or distance measured "as the crow flies." For a given set of input features, the minimum distance to a feature is calculated for every cell. Below is an example of the output of the Euclidean Distance tool, where each cell of the output raster has the distance to the nearest river feature: You might use Euclidean Distance as part of a forest fire model, where the probability of a given cell igniting is a function of distance from a currently burning cell. Euclidean allocation divides an area up and allocates each cell to the nearest input feature. This is analogous to creating Thiessen polygons with vector data. The Euclidean Allocation tool creates polygonal raster zones that show the locations that are closest to a given point. If you specify a maximum distance for the allocation, the results are analogous to buffering the source features. Below is an example of a Euclidean allocation analysis where each cell of the output raster is given the ID of the nearest point feature: You might use Euclidean allocation to model zones of influence or resource catchments for a set of settlements. Below is an example of a Euclidean allocation analysis where each cell within a specified distance of a point is given the ID of the nearest point feature: For each cell, the color indicates the value of the nearest point; in the second graphic, a maximum distance limits the allocation to buffer-like areas. You might use Euclidean allocation with a maximum distance to create a set of buffer zones around streams. Euclidean direction gives each cell a value that indicates the direction of the nearest input feature. Below is an example of the output of the Euclidean Direction tool where each cell of the output raster has the direction to the nearest point feature: You might use Euclidean direction to answer the question, For any given cell, which way do I go to get to the nearest store? In contrast with the Euclidean distance tools, cost distance tools take into account that distance can also be measured in cost (for example, energy expenditure, difficulty, or hazard) and that travel cost can vary with terrain, ground cover, or other factors. Given a set of points, you could divide the area between them with the Euclidean allocation tools so that each zone of the output would contain all the areas closest to a given point. However, if the cost to travel between the points varied according to some characteristic of the area between them, then a given location might be closer, in terms of travel cost, to a different point. Below is an example of using the Cost Allocation tool, where travel cost increases with land-cover type. The dark areas could represent difficult-to-traverse swamps, and the light areas could represent more easily traversed grassland. Compare the Euclidean allocation results with the Cost allocation results. This is in some respects a more complicated way of dealing with distance than using straight lines, but it is very useful for modeling movement across a surface that is not uniform. The path distance tools extend the cost distance tools, allowing you to use a cost raster but also take into account the additional distance traveled when moving over hills, the cost of moving up or down various slopes, and an additional horizontal cost factor in the analysis. For example, two locations in a long, narrow mountain valley might be further apart than one is from a similar location in the next valley over, but the total cost to traverse the terrain might be much lower within the valley than across the mountains. Various factors could contribute to this total cost, for example: - It is more difficult to move through brush on the mountainside than through meadows in the valley. - It is more difficult to move against the wind on the mountain side than to move with the wind and easier still to move without wind in the valley. - The path over the mountain is longer than the linear distance between the endpoints of the path, because of the additional up and down travel. - A path that follows a contour or cuts obliquely across a steep slope might be less difficult than a path directly up or down the slope. The path distance tools allow you to model such complex problems by breaking travel costs into several components that can be specified separately. These include a cost raster (such as you would use with the Cost tools), an elevation raster that is used to calculate the surface-length of travel, an optional horizontal factor raster (such as wind direction), and an optional vertical factor raster (such as an elevation raster). In addition, you can control how the costs of the horizontal and vertical factors are affected by the direction of travel with respect to the factor raster. Below is an example of the Path Distance Allocation tool, where several factors contribute to cost. The illustration below compares the Euclidean Allocation results with the Path Distance Allocation analysis: The Corridor tool finds the cells between locations that minimize travel cost using two different cost distance surfaces. For example, you might use the tool to identify areas that an animal might cross while moving from one part of a park to another. Below are examples of two sets of factors that might affect the cost of traveling across a landscape. In this case, one is land-cover type, and the other is slope. For each of the factors, the Cost Distance tool can be used to find the travel cost from one or more locations. The Corridor tool combines the results of the Cost Distance analysis for the two factors. The results can be reclassified to find the areas where the combined costs are kept below a certain level. These areas might be more attractive corridors for the animal to travel within. The Surface length tool in the ArcGIS 3D Analyst toolbox in the Functional Surface toolset calculates the length of input line features given a terrain surface. This length can be significantly longer than the two-dimensional, or planimetric, length of a feature in hilly or mountainous terrain. Just as a curving path between two points is longer than a straight path, a path that traverses hills and valleys is longer than a perfectly level path. The surface length information is added to the attribute table of the input line features. Below is an example that contrasts the surface length of a line feature in rough terrain with its planimetric length. Vector distance tools \|Tool\|\|Location\|\|What it does\| Creates new feature data with feature boundaries at a specified distance from input features Adds attribute fields to a point feature class containing distance, feature identifier, angle, and coordinates of the nearest point or line feature Selects features from a target feature class within a given distance of (or using other spatial relationships) the input features Creates polygons of the areas closest to each feature for a set of input features Sets analysis parameters to find the closest location or set of locations on a network to another location or set of locations Sets analysis parameters to find polygons that define the area within a given distance along a network in all directions from one or more locations Sets analysis parameters to find the shortest path among a set of points Sets analysis parameters to create a matrix of network distances among two sets of points Raster distance tools Raster distance tools are located in ArcToolbox in the Distance toolset (in the Spatial Analyst Tools toolbox) and the Functional Surface toolset (in the 3D Analyst Tools toolbox). \|Tool\|\|Location\|\|What it does\| Calculates the distance to the nearest source for each cell. Gives each cell the identifier of the closest source. Calculates the direction to the nearest source for each cell. Calculates the distance to the nearest source for each cell, minimizing cost specified in a cost surface. Gives each cell the identifier of the closest source, minimizing cost specified in a cost surface. Calculates the least-cost path from a source to a destination, minimizing cost specified in a cost surface. Identifies for each cell the neighboring cell that is on the least-cost path from a source to a destination, minimizing cost specified in a cost surface. Calculates the distance to the nearest source for each cell, minimizing horizontal cost specified in a cost surface, as well as the terrain-based costs of surface distance and vertical travel difficulty specified by a terrain raster and vertical cost parameters. Gives each cell the identifier of the closest source, minimizing horizontal cost specified in a cost surface, as well as the terrain-based costs of surface distance and vertical travel difficulty specified by a terrain raster and vertical cost parameters. Identifies for each cell the neighboring cell that is on the least-cost path from a source to a destination, minimizing horizontal cost specified in a cost surface, as well as the terrain-based costs of surface distance and vertical travel difficulty specified by a terrain raster and vertical cost parameters. Calculates the sum of accumulative cost for two input cost distance rasters. The cells below a given threshold value define an area, or corridor, between sources where the two costs are minimized. Calculates the length of line features across a surface, accounting for terrain.

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